Doctorate in Higher Education Administration

The ever-evolving field of higher education requires exceptional leaders for administrative, academic, and research positions in two- and four-year higher education institutions, national and international associations, government agencies, and other post-secondary educational settings.

Located in Washington, DC, the Higher Education Administration Doctoral program leverages its location to foster a community of scholar-practitioners, professional and research opportunities, and a commitment to diverse educational experiences. Designed for working professionals, the research-focused executive Higher Education Administration program prepares senior leadership and executive management decision-makers for administrative, academic, and research positions in diverse educational settings, agencies, and associations alike. Unique to the Higher Education program at GW, you will have the opportunity to focus your dissertation on a problem of practice you've encountered within your higher education career. By integrating theory and research seamlessly with your practice, you will be equipped with the skills necessary for professional academic and administrative career development.

Graduates will gain valuable networking opportunities and connections for college student personnel administrators throughout Washington DC.

For more information on the program's unique features, career pathways, and curriculum, please view and download Ed.D. Higher Education.
 

Highlights

Why a GW Doctorate in Higher Education Administration?

    Location: GW’s location in Washington, DC- the epicenter of policy, practice, and research - provides students with the distinct advantage of being a neighbor to national organizations including: The Department of Education, American Council on Education, ACPA and NASPA, American Educational Research Association, and a variation of colleges/universities in size and affiliation.
    Convenient Schedule: The Program offers flexible weekend classes to accommodate busy professionals who work both locally and nationally.
Curriculum

A minimum of 53 credits, including 24 credits in core courses, 9 credits of research, and 2 credits of electives.

Core Courses

EDUC 8505Seminar: Higher Education Administration
EDUC 8510Administration and Organization of Higher Education
EDUC 8515 Comparative and International Higher Education
EDUC 8520Theories for Research on College Students
EDUC 8525College and University Curriculum
EDUC 8530Leadership in Higher Education
EDUC 8555Higher Education Policy
EDUC 8566 Higher Education Finance

Electives

2 credits selected in consultation with advisor

Research Courses

EDUC 8120Group Comparison Designs and Analyses
EDUC 8122Qualitative Research Methods

3 credits from the following:
EDUC 8100Experimental Courses
EDUC 8130Survey Research Methods
EDUC 8131Case Study Research Methods
EDUC 8140Ethnographic Research Methods
EDUC 8142Phenomenological Research Methods
EDUC 8144Discourse Analysis
EDUC 8170Educational Measurement
EDUC 8171Predictive Designs and Analyses
EDUC 8172 Multivariate Analysis
EDUC 8173 Structural Equation Modeling
EDUC 8174 Hierarchical Linear Modeling
EDUC 8175 Item Response Theory
EDUC 8177 Assessment Engineering

Dissertation

EDUC 8280Critical Review of Educational Leadership Literature
EDUC 8998Pre-Dissertation Seminar (taken for 3 credits)
EDUC 8999Dissertation Research (minimum 12 credits needed to complete requirement)

Approved dissertation proposal required
Successful completion of comprehensive exam required

Faculty
Visiting Assistant Professor
(202) 994-6853
Professor
(202) 994-6161
Associate Professor
(202) 994-5123
Associate Professor
(202) 994-3205
Visiting Professor
(202) 994-7218
Assistant Professor
(202) 994-1453
Assistant Professor
(202) 994-2770
Career Outlook

Opportunities

The careers our graduates pursue are diverse and fuse leading edge research and policy with practice.

  • Sally Sagen Lorentson brings over ten years of experience in student affairs to her position as the director of orientation and family programs and services at George Mason University
  • Lindsay Mathers Addington is the Assistant Director of International Initiatives at the National Association for College Admission Counseling
  • Shaunna Payne Gold serves as the associate director of assessment programs and student development in the Office of Multi-ethnic Student Education at the University of Maryland
  • Scott Filter is currently the Associate Vice President of Public Policy for Bridgepoint Education
  • Marianne Huger Thomson serves as the Associate Dean for Orientation, Transition and Retention at American University
  • Tracae McClure served as a research intern with United Negro College Fund, the nation's largest minority serving organization
  • Our graduates are transforming the conversation and quality of experience at colleges and universities nation wide. Join our conversation

    Admissions

    Admissions

    Program Entry: Fall
    Prerequisites:Master's Degree
    Campus:Foggy Bottom

    Application Requirements

    • Online Application
    • Resume
    • Statement of Purpose
    • 2 Letters of Recommendation (academic and/or professional)
    • Transcripts (unofficial)
    • Standardized Test Scores (GRE or MAT)
    • Application Fee

    *Additional application requirements may exist for international applicants

    For more information on any of these requirements, please visit our Admissions FAQ page.

    Transformation Begins Here

    Learn more about the Doctorate in Higher Education Administration program located on campus (202-994-3023).

    In the News

    GSEHD doctoral student Elizabeth (Ellie) Hall (Higher Education Administration) presented on Friday, October 19th at Johns Hopkins University's Diversity and Inclusion Conference. The title of her presentation was "Access and Acceptance for Veterans on College Campuses."

    GSEHD doctoral students Natasha Saunders (Educational Administration and Policy Studies) and Elizabeth Dean (Educational Leadership and Administration) were guests on the Fairfax County Public Schools' podcast, The Answer Key: Learning and Leadership in the K-12 World. Their episode is entitled, "Questions From New Teachers at Great Beginnings 2018," where they addressed many frequently asked questions from new teachers.

    Dr. Bernhard Streitwieser co-published an article in University World News entitled "Renovating internationalisation for the 21st century" with colleagues from NAFSA: Association of International Educators, who gave an invited Senior Fellows panel at the annual conference in Philadelphia on May 30th. In addition, Dr. Streitwieser and GSEHD alumnus Dr. Brad Beecher (Ed.D., higher education administration) co-published a blog for Inside Higher Ed’s “World View” entitled "Higher Education's Holistic Value: The Triple Helix." Their blog post was republished with permission on the Alexander von Humboldt Foundation's Internationalization of Higher Education site.

    Dr. Meggan Madden and doctoral student Nickie Smith (Higher Education Administration) are co-authors of an article entitled “Undocumented Student Participation in Education Abroad: An Institutional Analysis" in Frontiers: The Interdisciplinary Journal of Study Abroad.

    GSEHD doctoral candidates Lauren Hunter Naples and Heather L. Walter (Special Education and Disability Studies) co-presented their poster "Using a Mixed Methods Research Design to Examine Special Education Teacher and Student Wellbeing through the Dual-Factor Model of Mental Health" at the U.C. Berkeley Graduate School of Education Research Day Conference. In their post-conference statement, they wrote: "The conference offered wonderful opportunities to experience the diverse work of other graduate students from across the country and provided invaluable contacts and connections for our future endeavors. We were able to gain essential knowledge of the national priorities and trends in educational research, while sharing our own unique work."

    In addition, the following GSEHD doctoral candidates also presented at the conference:

    • Binyu Yang (Curriculum and Instruction) - "College Students’ Self-Regulation in Online Vocabulary Learning Courses"
    • Chelsea Manchester (Counseling) - "Transition to Old Age: How Do Sexual Behaviors and Personality Contribute to Successful Aging?"
    • Isaac Agbeshie-Noye (Higher Education Administration) - "Branding and Organizational Culture at Historically Black Colleges and Universities"
    • Justin Jacques and Yoonsuh Moh (Counseling) - co-presented "A Latent Class Analysis of Suicide Risk Behaviors in College Students" and "The Impact of Sleep Quality on College Student’s Academic Success when Controlling for Symptoms of Depression, Anxiety, and Substance Use: A Quantitative Study"
    • Tamilah Richardson (Educational Administration and Policy Studies) - "How Early Career Minority Teachers’ Decisions to Remain Committed to or Exit the Profession are Impacted by Individual Perceptions of Teacher Leadership Experiences"