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Ed.D. in Higher Education Leadership

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A doctorate in Higher Education Leadership from MBU is preparing the next generation of higher education administrators to steer institutions with vision and integrity. The opportunities and challenges of governing higher education in the 21st-century demand from its leaders a well-informed position on a range of issues, which our program is designed to do through a unique practitioner-scholar model. MBU’s faculty emphasize the practical application of scholarly knowledge, thus enabling students to make substantive contributions to the field and their institution.

The courses reflect an integrated approach to higher education leadership: adult education, human resource development, and organizational management. The program’s philosophy is modeled in andragogy where students are given a considerable amount of latitude in their learning process. You will begin working on your dissertation in the first class, and we have a number of systems in place to support the working professional.

Graduates of this terminal degree will be prepared to lead the evolving industry of higher education and address prominent issues expected to face the next generation of college and university administrators. Classes will be taught by St. Louis area leaders, many of whom are currently working in the industry.

PROGRAM SPECIFICATIONS:

  • The program operates on a quarter system, a 12-week, year-round cycle.
  • Each quarter offers either one or two courses.
  • The entire program–start to finish with dissertation included–is 2.5 years. We do this by integrating dissertation milestones into the program.

This program is offered fully online.

For more details or to request additional information,  please call Graduate Admissions at 314-392-2327 or email graduateadmissions@mobap.edu.

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Calendar for Ed.D. in Higher Education Leadership Prospects

Ed.D. in Higher Education Leadership Course Descriptions

 Prerequisite 

GRED 703 STATISTICS AND METHODS I (Three Hours) 

This course will consist of a survey of research methods; Qualitative, Quantitative, Mixed Methods and pre-dissertation prospectus. A variety of research designs will be explored for each method and noted above. Students will receive an overview of different methods including descriptive statistics, z- and t-tests of means, and correlations will be included. General research terms and processes will be discussed and reviewed during the class including tools to collect data, code data, and present the data. Excel will be used for this course when performing the statistical analysis of data. As part of the course requirements, students are required to complete a pre-dissertation prospectus using one of the following methods, Qualitative, Quantitative, Mixed method. You will also be expected to use a web-based presentation system to present your proposal presentation. This course cannot be taken as a directed study. 

Required Core 

HEDD 743 AMERICAN HIGHER EDUCATION (Three Hours) 

An examination of the educational mission of American higher education with concentration on the impact of dominant historical, philosophical, and social constructs. Particular emphasis is given to the philosophical, pedagogical, and organizational underpinnings of higher education. 

HEDD 703 DISSERTATION SEMINAR (Three hours) 

This course will deal with both the theoretical and practical aspects of designing dissertation research and writing a successful proposal. The purpose of the course is to assist students through the proposal and dissertation writing processes. 

HEDD 783 COLLEGE STUDENT DEVELOPMENT (Three Hours) 

An overview of the social science and student affairs literature related to college student development. Students will study psycho-social, cognitive, developmental, and person-environment interaction theories and their relevance to those who engage with diverse students in higher education settings. Students will bridge the theoretical and practical by applying theoretical learning to case studies and exploring how theory informs decision making in the diverse institutional cultures that make up American higher education. 

HEDD 763 CRITICAL ISSUES IN HIGHER EDUCATION AND DIVERSITY (Three Hours) 

A focus on contemporary issues impacting higher education environments in today’s world and the impact of diversity, culture, ethnic origin, and societal change on teaching and learning in higher education. Students explore selected trends and challenges that ultimately affect college students, faculty, administrators, and staff. Attention is given to how language, gender, race, tradition, education, economic structure, societal transitions, and global events interact with organizational philosophy to create behavioral norms at all levels. The influence of these factors 

on leaders’ behaviors, as well as their interactions with diverse groups both inside and outside the organization, will be studied. 

HEDD 753 HIGHER EDUCATION LAW AND ETHICS (Three Hours) 

A focus on the most current laws at the state and federal levels and their impact on the operation of colleges and universities. Statutes will be examined with a focus on accurate analysis and interpretation of the law through case reviews. Law, legislation, and court decisions that may impact the rights and responsibilities of faculty, students, and parents will be studied and analyzed. This course cannot be taken as a directed study. 

EDAD 733 HIGHER EDUCATION FINANCE (Three Hours) 

A focus on fiscal management and budgeting practices applicable to higher education institutions. Candidates investigate effectiveness and efficiency issues associated with the use of funds. Topics include sources of higher education funding, budget development, financial management, and fiduciary control. This course cannot be taken as a directed study. 

HEDD 723 HIGHER EDUCATION LEADERSHIP AND STRATEGIC PLANNING (Three Hours) 

A critical examination of leadership theories and their corresponding practices within the context of higher education. Candidates assess, apply, and explore effective and ethical leadership practices, culture, and change processes as they relate to individuals and organizations. Through the use of technological applications, applied research, and case studies, students learn how to plan strategically, make ethical and moral decisions, build a collaborative culture, and manage the change process in an educational setting so that student achievement goals are met. This course cannot be taken as a directed study. 

EDAD 763 ENROLLMENT MANAGEMENT IN HIGHER EDUCATION (Three Hours) 

An examination of fundamental principles of enrollment management in a higher education context. Students study enrollment management theories, concepts, and research and the application of these to higher education administration. Students demonstrate enrollment management strategies through the development of a comprehensive enrollment management plan for use in a college or university setting. This course cannot be taken as a directed study. 

HERM 723 RESEARCH I: INTRODUCTION TO SCSHOLARLY INQUIRY (Three Hours) 

This course is designed to introduce students to the field of scholarly investigation. In this course, students will focus on how to organize and develop a literature review related to their chosen topic and build arguments supported with evidence. Additionally, this course prepares students to develop the background and problem statements that will establish a framework the dissertation. 

HERM 733 RESEARCH II: SURVEY OF METHODOLOGY AND DESIGN (Three Hours) 

This course introduces students to the methodological assumptions that underpin quantitative and qualitative research that includes a balanced coverage of both. Attention will also be given to the centrality of philosophical and theoretical frameworks that guide methods in research. Specific attention will be given to program evaluation, case study, phenomenology, t-tests, and correlation designs. 

HERM 743 RESEARCH III: APPLICATION OF METHODS (Three Hours) 

This course will engage students intensively in critical components of the dissertation’s methodology section: sampling, data collection, and data analysis. Specific attention will also be given to validity and reliability and trustworthiness in quantitative and qualitative methods, respectively. 

HERM 753 RESEARCH IV: RESEARCH HOURS AND PROPOSAL CAPSTONE (Three Hours) 

This course is designed as a phase one capstone where students will be required to complete and submit the proposal by the end of the course. The student must present the proposal to their committee, the course instructor, and the institutional review board for approval prior to conducting the research. This course will not be complete until the committee has approved the proposal and the institutional review board has approved the student’s research. 

HERM 763 RESEARCH V: ANALYZING AND REPORTING DATA (Three Hours) 

This course will focus explicitly on the practical application of analyzing and reporting data. Students will work with instructor and committee to revise Chapters 1-3 and complete Chapter Four of the dissertation. 

HERM 783 RESEARCH VI: RESEARCH HOURS AND FINAL DISSERTATION CAPSTONE (Three Hours) 

This course is designed as a final phase of the capstone where students will be required to complete and submit a final draft of their dissertation to their committee and the instructor. The dissertation will be defended at a public presentation scheduled by the University. This course will not be complete until the student has defended and passed the public defense, as determined by the student’s dissertation committee and in alignment with the University’s policy found under the section titled Doctoral Dissertation/Oral Defense Requirements in the Graduate Bulletin. 

HEDD 773A HIGHER EDUCATION INTERNSHIP I (Three Hours) 

Collaboratively developed, field-based internship experience on a higher education campus and with a servant leader perspective. The experience is designed to extend administrative knowledge, skills, and sensitivity through a range of on-the-job tasks and duties. Regularly arranged meetings are held with a faculty intern advisor. The purpose of these meetings is to reflect on and analyze the preceding administrative and supervisory experiences and to plan for the effective utilization of the phase of the internship. Application for the 75-clock hour 

internship must be made one semester prior to enrollment. This internship is required for the Higher Education Leadership program. CPT form required for F-1 international students. 

Electives 

HEDD 773B HIGHER EDUCATION INTERNSHIP II (Three Hours) 

Collaboratively developed, field-based internship experiences on a higher education campus and with a servant leader perspective. The experience is designed to extend administrative knowledge, skills, and sensitivity through a range of on-the-job tasks and duties. Regularly arranged meetings are held with a faculty intern advisor. The purpose of these meetings is to reflect on and analyze the preceding administrative and supervisory experiences and to plan for the effective utilization of the phase of the internship. Application for the 75-clock hour internship must be made one semester prior to enrollment. This internship is an elective option for the Higher Education Leadership program. This course cannot be taken as a directed study. CPT form required for F-1 international students. 

EDOC 713 SPECIAL TOPICS (Three Hours) 

Special Topics will offer students a variety in the program’s elective options by broadening the curriculum. The topics will be designed around the variable needs and interests of the students and can be proposed as a response to a current trend or issue in higher education. This course cannot be taken as a directed study. 

EDAD 773 COMMUNITY COLLEGE ADMINISTRATION (Three Hours) 

An overview of the evolution and organization of community college administration. Candidates examine the dominant leadership and managerial themes shaping the community college, and consider administrative and management precedents that shaped the structuring and management of community colleges. 

EDAD 753 STUDENT AFFAIRS IN HIGHER EDUCATION (Three Hours) 

A focus on the role of professionals in university student affairs, the populations served, the skills and competencies necessary to the profession, and current issues in the profession. Educational and philosophic assumptions associated with student affairs practice, and principal functional areas normally associated with student affairs practices will be discussed. This course cannot be taken as a directed study. 

Research I: Introduction to Scholarly Inquiry (3 hours)

This course is designed to introduce students to the field of scholarly investigation. In this course, students will focus on how to organize and develop a literature review related to their chosen topic and build arguments supported with evidence. Additionally, this course prepares students to develop the background and problem statements that will establish a framework the dissertation.

Research II: Survey of Methodology and Design (3 hours)

This course introduces students to the methodological assumptions that underpin quantitative and qualitative research that includes a balanced coverage of both. Attention will also be given to the centrality of philosophical and theoretical frameworks that guide methods in research. Specific attention will be given to program evaluation, case study, phenomenology, t-tests, and correlation designs.

Research III: Application of Methods (3 hours)

This course will engage students intensively in critical components of the dissertation’s methodology section: sampling, data collection, and data analysis. Specific attention will also be given to validity and reliability and trustworthiness in quantitative and qualitative methods, respectively.

Research IV: Research Hours and Proposal Capstone (3 hours)

This course is designed as a phase one capstone where students will be required to complete and submit the proposal by the end of the course. The student must present the proposal to their committee, the course instructor, and the institutional review board for approval prior to conducting the research. This course will not be complete until the committee has approved the proposal and the institutional review board has approved the student’s research.

Research V: Analyzing and Reporting Data (3 hours)

This course will focus explicitly on the practical application of analyzing and reporting data. Students will work with instructor and committee to refine Chapters 1-3 and complete Chapter Four of the dissertation.

Research VI: Research Hours and Final Dissertation Capstone (3 hours)

This course is designed as a final phase of the capstone where students will be required to complete and submit a final draft of their dissertation to their committee and the instructor. The dissertation will be defended at a public presentation scheduled by the University. This course will not be complete until the student has defended and passed the public defense, as determined by the student’s dissertation committee and in alignment with the University’s policy found under the section titled Doctoral Dissertation/Oral Defense Requirements in the Graduate Bulletin.

Ed.D.

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Amy Brinkley, PhD


Assistant Professor and Program Director
Amy S. Brinkley earned her PhD in Higher Education Administration from Saint Louis University where she worked in the Ability Institute, home of the award-winning international disability education project, Allies for Inclusion: The Ability Exhibit.

Since 2010, Amy has also been traveling routinely between the United States and Ghana, West Africa, where she maintains a personal residence. She has worked alongside various child’s rights organizations and has taught in both the private and public sector in Ghana. Amy’s maintains that it is the personal relationships she has developed over the years that keep her going back, but her life in Ghana has also had a profound impact on both her spiritual formation and her professional endeavors. Her work in Ghana aims to promote disability reform throughout the region and to partner with postsecondary institutions in Ghana to advance socioeconomic diversity in higher education.

Teaching Areas
Research Methods
Advanced Qualitative Analysis and Design
Student Development Theory
History of American Higher Education
Student Affairs in Higher Education
Critical Issues in Higher Education

Research Interests
Christian Higher Education
Globalization and Higher Education
Engagement and Persistence in Graduate School
Narrative Inquiry
Disability

Education
PhD, Higher Education Administration
MA, English
MAT, Secondary English Education
BA, English

Timothy A. Delicath, PhD


Associate Professor, Educational Research
Director, Office for Institutional Research and Assessment

Timothy A. Delicath is an Associate Professor for Educational Research. He earned his PhD in Higher Education Administration from Saint Louis University where he worked in the Office of Institutional Research. Tim was awarded the “Faculty of the Year” in the School for Professional Studies while working there. He has been involved in several studies and has worked with quantitative/qualitative/mixed method studies across several areas in the field.

Currently, Tim is a faculty member at Missouri Baptist University (MBU), chairman of the Institutional Review Board and Director for the Office of Institutional Research and Assessment. He has co-published a book and has been involved in publishing articles with several areas of study, including education and nursing. Tim and fellow MBU faculty have been involved in search and presentation in the area of simulation learning and other areas involving technology and learning.

Teaching Areas
Research Methods
Advanced Quantitative Analysis and Design
Institutional Research
Data Driven Decision Making
Action Research

Research Interests
Student Persistency and Graduation
Technology in Higher Education
Online Learning

Education
PhD, Higher Education Administration (Minor is Research Methods/Statistics)
MBA, Organizational Management
BS, Mathematics and Secondary Education (6-12)

E. Gayle Rogan, PhD

E. Gayle Rogan, PhD, joins the faculty of MBU’s Higher Education Leadership program after retiring from Saint Louis University where she served as Program Director of the 1818 Advanced College Credit Program for 14 years, and where she earned her PhD in Higher Education Administration. In this capacity, she positioned the 1818 ACC Program to become a founding institution of NACEP (National Alliance of Concurrent Enrollment Partnerships), and then shepherded 1818 ACC through the national accreditation process. Prior to SLU, Gayle’s professional experience includes both teaching and administration in K-12 schools, both public and private.

Since her retirement, Gayle’s service interest has focused on work as a CASA (Court appointed Special Advocate) volunteer, in conjunction with Missouri Children’s Division and Franklin County CASA.

Teaching Areas
Research Methods
Leadership and Strategic Planning
Higher Education Politics and Policy
Instructional Leadership in Higher Education

Research Interests
Student Development of Millennials in the Era of Helicopter Parents
Affordable Access to Post-Secondary Education

Education
PhD, Higher Education
MA, Secondary Education Administration
MA, English
BA, English

Julie Schroeder, PhD


Professor of Education and Natural Sciences
Dean, Southern Illinois Regional Learning Centers

Julia Schroeder is currently the Dean of the Southern Illinois Learning Centers as well as a Professor of Education & Natural Sciences. She has numerous years of teaching in public education, community college, and at the university level. In addition, Julia has 20+ years in administration at both the Community College and University settings.
Julie has received numerous awards throughout her career but the one she feels the proudest of was the Kappa Delta Pi’s prestigious Master Teacher of Honor in November 2011. Master Teacher of Honor recipients are practicing educators who have 15 or more years of professional experience and have demonstrated a commitment to continuous professional growth and exemplary integrity in their classroom, research, service, and leadership. She was the first ever recipient to receive this award by Kappa Delta Pi and the only person to receive in 2011.
Julia loves learning and continues to take courses in her field of interests. She was selected to participate in a two-week course in Atmospheric Studies at the National Weather Center in Kansas City, MO in of July 2016.

Research Interests:
Climatology, weather, and oceanography
Higher education issues
Statistical process control in industry

Education:
Post graduate work at SUNY-State University of New York & Mississippi State University
Ph. D. Workforce Education & Development
MS Mathematics
BS (not completed)—Mining Engineering (need three courses to complete)
BS Mathematics Education with a minor in Physics