Education, PhD - Specialization in Higher Education
Our graduates have contributed to higher education literature through dissertations related to teaching and learning in their disciplines as well as to administrative and academic leadership research.
Program Structure
The program requires a minimum of 85 credits of study beyond the baccalaureate degree or a minimum of 55 credits beyond the master's degree. However, an individual's program typically requires 10 more credits depending on the person's goals, program requirements, and previous preparation. Students have five years to complete all course work and the portfolio reviews. Five additional years are allowed to complete the dissertation. Most students complete the entire program in five or six years.
Course Work
General Culture (3 credits)
- EDUC 800: Ways of Knowing (3 credits) ( OR EFHP860. EFHP 860 is for Kinesiology concentration students only. Other students should select EDUC 800. Course should be taken 1st semester.)
Research Methods (15 credits)
- EDRS 810: Problems and Methods in Education Research (3 credits) (2nd semester)
- EDRS 811: Quantitative Methods in Educational Research (3 credits)
- EDRS 812: Qualitative Methods in Educational Research (3 credits)
- Choose two from below:
- EDRS 818: Critical Discourse Analysis in Education Research (3 credits)
- EDRS 820: Evaluation Methods for Educational Programs and Curricula (3 credits)
- EDRS 821: Advanced Applications of Quantitative Methods (3 credits)
- EDRS 822: Advanced Applications of Qualitative Methods (3 credits)
- EDRS 823: Advanced Research Methods in Single Subject/Case Design (3 credits)
- EDRS 824: Mixed Methods Research: Integrating Qualitative and Quantitative Approaches (3 credits)
- EDRS 825: Advanced Research Methods in Self-Study of Professional Practice (3 credits)
- EDRS 826: Qualitative Case Study Methods (3 credits)
- EDRS 827: Introduction to Measurement and Survey Development (3 credits)
- EDRS 828: Item Response Theory (3 credits)
- EDRS 830: Hierarchical Linear Modeling (3 credits) *
- EDRS 831: Structural Equation Modeling (3 credits)
- EDRS 832: Document Analysis and Archival Research (3 credits)
- EDRS 833: Participatory Action Research (3 credits)
- EDRS 897: Special Topics in Research Methods (3 credits)
Professional Specialization (24 credits)
Doctoral studies for the Higher Education specialization in the PhD in Education and Human Development program allows for flexible academic planning and research according to participants' interests, career goals, and learning format. The following Higher Education core courses are required:
- HE 701: Higher Education Law (3 credits)
- HE 703: Higher Education in the Digital Age (3 credits)
- HE 706: Students in Postsecondary Education (3 credits)
- HE 711: Policy Analysis in Higher Education (3 credits)
- HE 721: History of Higher Education (3 credits)
With the advisor’s approval, students may replace core courses with other Higher Education courses. Students will select 3 credits of elective coursework in consultation with their Program Advisory Committee.
Secondary Concentration Area (12 credits)
Students have a number of options for secondary concentrations including concentrations within the School of Education, within other George Mason University departments, interdisciplinary concentrations, or using the master's degree as part of the secondary concentration requirements.
Dissertation (12 credits)
- EDUC 998: Doctoral Dissertation Proposal (3 credit hours)
- EDUC 999: Doctoral Dissertation Research (9 credit hours)
Portfolio
Students complete an educational portfolio as part of the requirement of the PhD in Education and Human Development program. The portfolio is an organized, selective collection of documents designed to facilitate a student's academic and professional development, and to provide a basis for evaluation of degree progress. The portfolio represents the scope and depth of a student's goals, plans, and accomplishments in coursework, independent study, research, internships, and other advanced learning activities. The portfolio thus provides both a vehicle for self-reflection and a comprehensive record of a doctoral student's experiences and ongoing progress toward academic and professional goals.