Organizational Leadership Doctorate in Higher Education - Qualitative

Doctor of Education in Organizational Leadership: Higher Education Leadership (Qualitative Research)

Offered By: College of Doctoral Studies

Pursue a Doctor of Education in Organizational Leadership for Higher Education

Prepare to lead postsecondary institutions into the future effectively and ethically by turning challenges into opportunities using research-driven strategies. Earn your EdD in higher education online at Grand Canyon University and accelerate your learning while cultivating an intelligent leadership style. The Doctor of Education in Organizational Leadership with an Emphasis in Higher Education Leadership is designed for active and aspiring leaders in teaching and postsecondary administration.

The College of Doctoral Studies has designed a rigorous curriculum that blends governance, fiscal management and strategic planning with cultural sensitivity and corporate social responsibility. Graduates are prepared to evaluate and address complex challenges from a leadership standpoint. By exploring leadership styles and ethical practices in higher education, learners are equipped with the high-level decision-making capabilities that are required for 21st century postsecondary education institutions.

What Is a Qualitative EdD for Higher Education?

This qualitative program allows you to directly contribute to the wealth of knowledge in the field of educational leadership. Through both classwork and the completion of an original research study, you will generate new insights into organizational leadership within the education field.

A qualitative program involves analyzing important patterns and identifying key trends that can have great impacts on your greater industry. It contrasts from GCU’s quantitative EdD in Organizational Leadership with an Emphasis in Higher Education Leadership, which involves performing a statistical, data-driven research study.

Develop Skills in Higher Education Leadership

The landscape of higher education is dynamic and continually evolving which requires careful decision-making through the lens of ethical practices and standards. The curriculum at GCU stands out for its focus on ethical dilemmas and stewardship. Graduates emerge with a renewed sense of purpose for becoming agents of positive change in their fields.

Join online or evening classes and engage in stimulating discussions with faculty members and peers with diverse backgrounds and perspectives. Learn to evaluate qualitative and quantitative data and apply research-driven strategies for the future. The doctorate in higher education requires a minimum 60 credits for completion. Most online courses are eight weeks in length.

The Doctor of Education in Organizational Leadership for Higher Education program begins with an intensive exploration of scholarly research and academic writing. From the first course, learners will begin the dissertation process. After covering literature reviews and research questions, students move on to explore the development and evolution of leadership theories. Other core topic areas include the following:

  • The history and politics of higher education, with an examination of the political landscape and relevant ethical issues
  • The internal and external governance and structures in higher education
  • The creation and maintenance of a diverse learning infrastructure through faculty professional development, alumni relations and the building of a scholarly community
  • The establishment of a shared mission, vision and goals among stakeholders for the purpose of long-range strategic planning

However, learners are expected to participate in two or three five-day residencies on campus. These are conducted to enable learners to benefit from networking opportunities, peer feedback and intensive mentorship from faculty members.

Advance Your Higher Education Career with an EdD in Organizational Leadership with an Emphasis in Higher Education Leadership

Doctoral programs in higher education leadership prepare graduates to bring their vision for their schools into reality. According to the National Center for Education Statistics, undergraduate enrollment is on an upward trend. Between 2000 and 2018, total undergraduate enrollment in degree-granting postsecondary institutions increased by 26 percent (from 13.2 million to 16.6 million students). By 2029, total undergraduate enrollment is projected to increase to 17.0 million students.* A growing and increasingly diverse student population raises the need for strategic thinkers among school leadership. Some career options that may be related to this degree may include the following:

  • Academic dean
  • Chief academic officer
  • Financial director
  • Postsecondary administrator

Some graduates may choose to pursue a career in consulting, learning advocacy or government policymaking.

*Retrieved from https://nces.ed.gov/programs/coe/indicator_cha.asp

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TOTAL PROGRAM CREDITS & COURSE LENGTH:
Total Program Credits: 60
Online: 8 weeks
[More Info]
TRANSFER CREDITS:
Up to 9 doctoral credits
PROGRAM TUITION RATE:
Online: $695 per credit [More Info]

Course List

Major:
60 credits
Total Degree Requirements:
60 credits

Program Core Courses

Course Description

This course introduces doctoral learners to the principle elements of research, scholarly writing, and effective argumentation. Learners are made aware of the dispositions and expectations of doctoral researchers as well as the University’s overarching values and beliefs regarding research and the responsibility of scholars to contribute new knowledge to their respective fields of study. Learners begin the process of identifying a researchable dissertation topic and are acquainted with appropriate scholarly resources that support the development of the dissertation.

Course Description

In this course, learners are introduced to the critical reading of scholarly qualitative and quantitative literature at the doctoral level. Learners also explore the concept of synthesizing the scholarly literature to identify problems and problem spaces that emerge to form a researchable topic of study. The application of scholarly argumentation from the extant literature to defend the need for a research study is discussed.

Course Description

This course examines multiple ethical frameworks, principles, and theories as they apply to the study and practice of leadership. Corporate social responsibility will be addressed from the perspective of ethical decision making. Prerequisite: RES-811.

Course Description

This course provides a broad, global overview of the history and politics of higher education and examines the political landscape and ethics surrounding higher education. A brief overview of governmental interventions is also presented. Prerequisite: RES-811 or RES-850.

Course Description

In this course, learners are introduced to key components of qualitative and quantitative research designs and the means to critically appraise the application of research designs as observed in the scholarly literature. The University's core research designs are presented. Consideration is given to the initial selection and defense of a research design to address a problem that emerged from the extant literature.

Course Description

This residency allows learners to continue developing their skills as academic researchers. Learners will have hands-on experience applying quantitative and qualitative design principals to develop the foundational elements for their potential dissertation studies. Prerequisite: RES-850, RES-825, RES-831, or RCS-831.

Course Description

This course provides an introduction to the sampling, data collection, and data analysis methods employed in qualitative and quantitative research designs. Learners explore the alignment of sampling, data collection, and data analysis methods to the research topic, research questions, and research design. The course positions learners to select qualitative or quantitative designs for their dissertation studies. Prerequisite: RES-831.

Course Description

This course examines the internal and external governance and structures in higher education. The course emphasizes analysis of the leadership practices necessary to guide construction of appropriate internal and external frameworks. Prerequisite: RES-850.

Course Description

This course examines budgeting, fundraising, fiscal planning, and capital asset management in the higher education setting. Leadership skills for fiscal management and fiscal integrity are addressed. Prerequisite: RES-861.

Course Description

This course provides an overview of the impact of leadership and the effects of behaviors on the formulation and execution of strategy within an organization. Topics include the increasing importance of resilience and change in today’s global and turbulent economy. Prerequisite: RES-861 or RES-866.

Course Description

In this course, learners explore the basic components of GCU qualitative core research designs including descriptive, case study, and phenomenology. The nature of epistemological foundations and the structure of problem statements, purpose statements, research questions, data sources, collection and analysis approaches are discussed in the context of each design.

Course Description

In this course, learners differentiate the epistemological foundations and explore the data trustworthiness, research ethics, and potential for bias in descriptive, case study, and phenomenology research designs. The process of building a rationale for design choice and aligning the research questions, interview questions, problem statement, and purpose statement is addressed. Sources of qualitative data are introduced for each design, and ethical aspects of research are discussed. Prerequisite: RES-841.

Course Description

This course explores the opportunities and challenges facing leaders in the global environment. The course topics focus on aspects of leading global and diverse workforces, and on theories of leadership and leadership development in diverse and global cultures. Prerequisite: RES-861 or RES-866.

Course Description

In this residency, learners orally present and defend an expanded design of their preliminary dissertation research from RSD-851. Emphasis is placed on developing the qualitative dissertation. Prerequisite: RES-843.

Course Description

This course addresses the establishment of a shared mission, vision, and goals among both internal and external stakeholders as the foundation for long-range strategic planning in higher education. Professional and facilities development is addressed in the context of higher education master planning.

Course Description

In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design independent research under the guidance of the dissertation committee. Prerequisite: RES-871, RES-885, RSD-883, or RSD-884.

Course Description

In this course, learners explore qualitative data collection techniques and sources of qualitative data in the context of answering the research questions posed by a study. Consideration is given to the recognition of data saturation and the management of data. Learners continue to work with their respective dissertation chairs to prepare a written statement of data collection, and management activities. Prerequisite: RES-843.

Course Description

In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design and/or conduct independent research under the guidance of the dissertation committee. Prerequisite: DIS-955.

Course Description

In this course, learners focus on the interpretation of qualitative data to produce written research findings, results, and implications. Learners continue to work with their respective dissertation chairs and apply information from this course to move ahead in the dissertation process. Prerequisite: RES-873.

Course Description

In this course, learners apply the skills of the practitioner-scholar. They are self-motivated and committed to reflective practice. They actively seek input from other scholars while continuing to design and/or conduct independent research under the guidance of the dissertation committee. Prerequisite: DIS-960.

Program Locations

GCU Online Student


Pursue a next-generation education with an online degree from Grand Canyon University. Earn your degree with convenience and flexibility with online courses that let you study anytime, anywhere.

GCU Evening Student


Grand Canyon University’s evening programs cater to the demands of working professionals who prefer an in-person learning environment. Our night classes meet just once per week and offer the interaction and discussion of a typical college classroom.

* Please note that this list may contain programs that are not presently offered as program availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program listed herein please first contact your University Counselor for the most current information regarding availability of the program.

Program Domains

* Please refer to the Academic Catalog for more information. Program subject to change.

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