Organizational Leadership Doctorate in Higher Education – Quantitative
Embrace your inner leader by earning a quantitative Doctor of Education in Organizational Leadership with an Emphasis in Higher Education Leadership degree from Grand Canyon University. This degree program is designed for learners in the field of education seeking to significantly impact their higher education community or organization.
Become a Leader in Higher Education Organizations
The EdD in Organizational Leadership allows learners to take an in-depth, research-based approach to facilitate their leadership abilities and take on the role of a strategic professional within higher education.
Within the program, learners will have the opportunity to study major bodies of literature within leadership and higher education administration, critically analyze and reflect on existing theory and identify appropriate applications of theory in education, business and other organizational cultures. Graduates will exit the program having formulated a personal philosophy of leadership that can be applied within the context of higher education.
GCU’s higher education leadership degree program takes a unique, Christian approach to the practice of administration and leadership. By analyzing research and theory through the lens of the Christian worldview, graduates will be able to develop a leadership skillset grounded in ethics and morality. Courses within the higher education leadership program will additionally explore the history and politics of higher education in order to identify how the roots of higher education are impacting today's education organizations.
Specializing in a Quantitative EdD in Higher Education Organization Leadership
The program will explore the current research within the field, the governance and structure of higher education institutions, including both internal and external leadership frameworks and the leadership practices required in these areas.
In coursework and in the overall dissertation process, learners will develop academic and organizational research expertise through studying and enacting research and statistic methodologies. Students will be able to employ quantitative methods to design, collect and analyze information in alignment with conducting a scholarly dissertation.
This organizational leadership program includes opportunities to prepare for and work on the scholarly dissertation from the very beginning of the program. The program offers support for the dissertation even before course requirements have been completed, including two-to-three residencies, which include writing workshops and intensives to inspire learners to make significant progress on their dissertation.
Career Outlook for EdD in Higher Education Organizational Leadership
Graduates of this degree program are equipped for a variety of high-level leadership positions within the higher education sphere, including:
- Academic dean
- Chief academic officer
- Financial director
- Postsecondary administrator
- Training and development manager
- Higher education consultant
- Learning advocate
- Government representative or policymaker
Earning a doctoral degree in higher education organizational leadership can be your next step toward achieving your personal and professional goals. Contact a GCU representative today to learn more.
If seeking licensure or certification, applicants to the program are responsible for contacting their state department of education for licensure requirements and program approval. In addition, fingerprint/background clearance is required.
Time to Completion and Dissertation Process
To learn more about time to completion and the dissertation process at GCU, visit our doctoral page.
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.
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.
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-815.
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.
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.
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.
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.
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.
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.
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.
In this course, learners explore the basic components of quantitative research design. Attention is given to variables, instrumentation, and sources of data. Reliability and validity of instrumentation is discussed in the context of GCU core quantitative research designs.
In this course, learners interact with statistical tests and statistical analysis software in the context of designing a quantitative research study. Alignment of statistical tests to research questions, hypotheses and design is stressed as is determining the feasibility of a quantitative research study. Ethical aspects of research are discussed. Prerequisite: RES-842.
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.
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 quantitative dissertation. Practicum/field experience hours: None. RES-844.
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.
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.
In this course, learners focus on data collection, data preparation and management, and the analysis of quantitative 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-844.
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.
In this course, learners focus on the interpretation of quantitative 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-874.
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.
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.
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 and courses not presently offered, as availability may vary depending on class size, enrollment and other contributing factors. If you are interested in a program or course listed herein please first contact your University Counselor for the most current information regarding availability.
* Please refer to the Academic Catalog for more information. Programs or courses subject to change.