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PhD in Education Policy

Become a world-class researcher in equity-driven educational policy.

Our PhD in Education Policy provides you with a deep and nuanced understanding of the education policy process, including policy formulation, implementation, and evaluation, and the methodological approaches used to examine these processes and their effects. As a student, you will also explore how the (re)design of policies and systems create substantive improvements in learning opportunities for learners of all ages.

Through apprenticed research experiences and coursework, students will be prepared to engage in collaborative partnerships with a range of policy stakeholders including educators, leaders, policymakers, students, and communities across local, national, and international contexts

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Program Facts

Degree Type

Doctor of Philosophy (PhD)

Time Commitment

5 years on average

Enrollment Term

Application Deadline

Admissions Requirements

No GRE Exam required

Program Overview

The PhD in Educational Policy is a 90-credit doctoral program. Through apprenticed research experiences, students will gain expertise in policy analysis necessary to prepare them to do independent research and pursue careers in policy research.

Flexible Curriculum

Students have the flexibility to choose courses that match their interests. Many options for customization exist within the curriculum and through the choice between electives or the completion of an optional Area of Concentration (ARCO).

Specialization Option

In place of the elective requirement, students have the option of completing an Area of Concentration (ARCO) as part of the degree. An ARCO is a University of Pittsburgh credential that provides specialization within a specific discipline of education policy. The doctoral ARCO pathway is 18 credits and does not result in any added cost, time, or credit hours.

• Comparative and International Education ARCO

See details about the ARCO courses in the curriculum section below. 

For expanded class descriptions, visit the University of Pittsburgh Graduate and Professional Studies catalog .

Minimum of 90 credits required

Education Policy Core (6 credits)

Students are required to complete both courses:

• EFOP 3010 – Educational Systems, Macro Policy, and Politics  (3 credits)
• EFOP 3011 – Education Policy: Students, Families, Educators and Policymakers (3 credits)

Research Methods (21 credits)

A total of 21 credits is required.

Students take the following three schoolwide PhD core research courses (9 credits):  

• EDUC 3100: Intro to Quant Methods: Descriptive and Inferential Statistics (3 credits)
• EDUC 3103: Quantitative Methods 2 (3 credits)
• EDUC 3104: Introduction to Qualitative Methods (3 credits)

12 additional credits should be taken, based on interests. Recommended research methods courses include but are not limited to:

• EDUC 2201 Introduction to Research Methodology
• EDUC 2205 Field Methods
• EDUC 3000 Advanced Applied Statistical Analysis
• EDUC 3106 Advanced Applied Qualitative Analysis
• EDUC 3107 Ways of Knowing
• EDUC 3418 Causal Moderation and Mediation Analysis
• EDUC 3501 Critical Policy Analysis
• EDUC 3503 Historical Research Analysis & Archival Methods
• EDUC 3505 Research-Practice Partnerships
• EDUC 3506 Mixed Methods Research
• EFOP 2018 Statistics 1: Descriptive and Inferential Statistics
• EFOP 2019 Statistics 2: Analysis of Variance
• EFOP 2030 Experimental Design
• EFOP 2353 Applied Anthropology of Education
• EFOP 2410 Applied Regression Analysis
• EFOP 3012 Qualitative Data Management Analysis and Presentation
• EFOP 3201 Introduction to Educational Evaluation
• EFOP 3208 Case Study Methods in Education
• EFOP 3408 Hierarchical Linear Modeling
• EFOP 3471 Constructing Questionnaires and Conducting Surveys
• EFOP 3472 Causal Inference in Educational Research
• TLL 2405 Introduction to Action Research Methods
• TLL 3003 Research Interviewing

Program Electives (18 credits) or Optional Area of Concentration (18 credits)

Students can either take program electives or select from an approved list of courses in the Comparative and International Education ARCO.

Program Electives (18 credits)

Social context

• EFOP 2133 Gender and Education
• EFOP 2305 Sociology of Education
• EFOP 2306 History of Education
• EFOP 2307 Politics and History of Higher Education
• EFOP 2310 Contemporary Philosophy of Education
• EFOP 2343 Education and Culture
• EFOP 2352 Anthropology of Education
• EFOP 2398 Economics of Education
• EFOP 3003 Theories of Educational Inequality
• EFOP 3310 Philosophy of Education, Equity & Justice

Education Policy 

• EDUC 3505 Research-Practice Partnerships 
• EFOP 3141 Policy Studies in Higher Education 
• EFOP 3315 Education Politics: Power & Inequality in K-12 Education Systems
• TLL 3021 Learning Sciences and Educational Change
• TLL 3008 Educational Policy
• TLL 3095 Organizational Perspectives on Education Improvement
• TLL 3540 Design of Educational Systems

Higher Education

• EFOP 2129 Social Justice in Higher Education Settings
• EFOP 3015 Ethical Issues in Higher Education
• EFOP 3131 Student, Campus, & Society
• EFOP 3141 Policy Studies in Higher Education
• EFOP 3150 Foundations for the Study of Higher Education

Special Courses

• EFOP 2096 Internship in EFOP
• EFOP 2089 Special Topics
• EFOP 3089 Special Topics
• EFOP 3098 Directed Study

Area of Concentration (ARCO) Option (18 credits)

Instead of completing program electives, students can opt to add an ARCO in Comparative and International Education Policy.

To meet the criteria for the area of concentration in Comparative & International Education, students complete at least 18 credits from the courses listed below, including 3 required credits of EFOP 3085. 

• EFOP 3085 Comp & Int’l Ed Seminar
• EFOP 2106 International & Global Education
• EFOP 2359 Gender, Education, and International Development
• EFOP 3136 Comparative Higher Education
• EFOP 3301 Social Theories & Education in Global Context
• EFOP 3343 Comparative Education

General Electives (9 credits)

All students are required to take 9 credits of general electives. Students can select from any graduate-level courses relevant to their program of study, with advisor approval.

Supporting Field (9 credits)

As an interdisciplinary program of study, PhD students in the Education Policy program are required to take 9 credits outside of the School of Education representing a coherent disciplinary or thematic focus.

We encourage students to consult with their advisors about selecting courses that best align with their goals. Courses taken at a previous institution may be transferred to meet the Supporting Field requirement, if approved by the advisor.

No modifications to this requirement are permitted, unless approved by a majority of the program faculty.

Other Required Courses (27 credits)

• EDUC 3102: First-Year Seminar (1 credit)
• EDUC 3105: First-Year Seminar (2 credits)
• EFOP 3097: Supervised Research (6 credits)
• Dissertation Credits (18 credits)

Degree Requirements

• Completion of all coursework
• Dissertation defense
• Doctoral comprehensive examination

Prerequisites

• Bachelor’s degree in any subject
• Interest in a career related to education policy and in exploring how policy can contribute to more just and equitable education systems

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Upcoming Info Sessions

General Info Session (Virtual)

April 29, 2024 | Noon-1 PM

May 13, 2024 | Noon-1 PM

June 3, 2024 | Noon-1 PM

"My classes, professors, and staff have been welcoming and engaged throughout my time in the program. It has inspired me to work for international education, social justice, and social change both in my hometown in Peru and around the world." Jennifer Ponce Cori - Pitt student

Career Pathways

Popular pathways include the following:

• Faculty position at a higher education institution
• Senior policy fellow
• Policy researcher for a government agency, non-governmental agency, or nonprofit institution

Program Faculty

Program Coordinator

Hayley R. Weddle

Eleanor Anderson

Josh Bleiberg

Michael Gunzenhauser

Sean Patrick Kelly

Maureen McClure

Maureen K. Porter

M. Najeeb Shafiq

Keith Trahan

Leigh Patel

Mariko Yoshisato Cavey

Program News

PhD Student David Smith Receives NAEd/Spencer Dissertation Fellowship

PhD Student David Smith Receives NAEd/Spencer Dissertation Fellowship - Read more

Prof. Maureen Porter Receives Outstanding International Educator Award

Prof. Maureen Porter Receives Outstanding International Educator Award - Read more

Two Faculty Members Named 2022 AERA Outstanding Reviewers

Two Faculty Members Named 2022 AERA Outstanding Reviewers - Read more

2022 Educational Leadership Series Will Explore Global Freedom Work

2022 Educational Leadership Series Will Explore Global Freedom Work - Read more

Five Questions with Alumna Yidan Wang of the World Bank Group

Five Questions with Alumna Yidan Wang of the World Bank Group - Read more

Education Policy PhD

Doctor of philosophy in education policy.

In the rapidly changing and increasingly complex world of education, a crucial need exists for better knowledge about how schools and school systems, higher education, and early childhood education can be organized and led most effectively. We need to reach deeper understandings of how policies, politics, and the law can advance the twin goals of excellence and equity, how educational institutions and systems can best acquire and use resources, how leaders can support teacher development and student achievement, and how education policymakers and leaders can make best use of information from student assessments, program evaluations, and analytical research. This knowledge should be based on thoughtful reasoning and solid evidence; it should be theoretical in scope but also have clear implications for education practice.

The campus-based Ph.D. degree in Education Policy responds to these knowledge demands by focusing on the scholarly study of education policy. This degree program provides the opportunity to develop expertise in many interconnected subject areas and preparation for careers in academic research and teaching or in applied policy development and research. Graduates of the Ph.D. program are able to build new knowledge, teach new leaders, and craft new policies.

In the Education Policy program, students will consider how laws and policies impact the reform of educational systems and how they support or impede improvements in curriculum, teaching, and student achievement. Furthermore, students will analyze the political, social, economic and legal dynamics that affect policy development and implementation.

The program may be completed in 75 credits, of which up to 30 credits may be transferred from another graduate institution. In addition to study in education policy, the program requires extensive preparation in quantitative and qualitative research methods and in one of the cognate social sciences offered by the University, for example, Political Science, Sociology, Economics, or Law. For information, please contact Gosia Kolb at  [email protected] .

Doctoral Student Profiles

Career Outcomes

Study Guides & Worksheets

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Three (3) Letters of Recommendation, one (1) of which should be academic
• GRE General Test
• Two (2) Academic Writing Samples

Application Guidelines and Required Documents

The faculty members of the Education Policy Program collectively make admissions decisions for our Program. We are committed to a holistic review of applicants’ materials and to creating a diverse and inclusive doctoral cohort and learning community. In the application materials, the Statement of Purpose is particularly important. We strongly recommend that applicants describe their intellectual and applied interests in education policy and why they believe our program is a good fit for them given their background, past experiences, and future plans. It is helpful to mention particular specialization areas they’re interested in and/or faculty members they would like to work with. Applicants are also encouraged to describe any personal circumstances that have impacted their prior education and their plans for the future. Doctoral study culminates in a research dissertation, and while applicants are not expected to enter our program with a fully conceived research plan, it would be helpful to know about prior research experience and current general thinking about an eventual topic area. While we ask for GRE scores, they are not the decisive factor and we do not have any particular cut-off point for admission. Regarding letters of recommendation, we ask for three letters, at least one (1) of which should be from a professor or another academic source who can speak to the applicant’s academic interests and strengths.

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

In the rapidly changing and increasingly complex world of education, a crucial need exists for better knowledge about how policies can support early childhood education, elementary and secondary education, and higher education while advancing the goals of efficiency, excellence, and equity. The school-year Ph.D. degree in Education Policy responds to these knowledge demands by focusing on the scholarly study of education policy. This degree program provides the opportunity to develop expertise in many interconnected subject areas as preparation for careers in academic research and teaching or in applied policy development and research. 

The degree program may be completed in a minimum of 75 points, Up to 30 points of eligible coursework  may be transferred from another accredited graduate institution. In addition to study in education policy, the degree program requires extensive preparation in quantitative and qualitative research methods and in one or more of the social science disciplines, including economics, history, law, political science, and sociology. Students must complete a doctoral certification process and a research dissertation.

• View Other Degrees

Box: Box 11

Teachers College, Columbia University Zankel 212

Contact Person: Malgorzata Kolb

Phone: (212) 678-3751 Fax: (212) 678-3589

Email: kolb@tc.columbia.edu

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Doctor of philosophy (ph.d.), you are here, a highly individualized doctoral program with nationally-recognized faculty researching the issues shaping higher education. .

Penn GSE's Higher Education Ph.D. program is pioneering research on the most pressing questions in higher education: college access and affordability; race, gender, and inclusion policies on campus; international education; and university governance. Our graduates are prepared to contribute to the field through positions in academia, government, or nonprofit institutions. 

What Sets Us Apart

About the program.

The Ph.D. in Higher Education prepares students for an academic career in the field of higher education. Through coursework and a research assistantship with their advisor, students develop the skills they need to conduct quality primary research in higher education.

Fall: 3-4 courses; Spring: 3-4 courses

Transfer courses accepted Up to 8 with faculty approval

Culminating experience Dissertation 

The Higher Education Ph.D. program is highly individualized, and students work closely with their academic advisor to draw from courses from the division and from other areas on campus that relate to their area of inquiry. Students develop the skills they need to conduct quality primary research in higher education, including understanding research design; program evaluation; and the analysis of both qualitative and quantitative data.

The Ph.D. program in Higher Education is highly individualized. At least 12 course units of graduate work must be taken at the University of Pennsylvania. The program requires students to complete two methods courses, and Ph.D. students develop a planned program of study in consultation with their academic advisor.

For more information on courses and requirements, visit the  Higher Education Ph.D. program in the University Catalog .

Our Faculty

Higher Education faculty are leading the conversation about how to expand college access, equity, and affordability. These experts are routinely sought by university presidents, foundation leaders, journalists, and policymakers seeking to understand the changing landscape of higher education.  Please contact our program for information on selecting a faculty advisor. 

Affiliated Faculty

Peter Garland Executive Vice Chancellor, Pennsylvania State System of Higher Education Ph.D., Penn State University

Anita Mastroieni Executive Director for Graduate Education and Initiatives Ed.D., University of Pennsylvania

Jason A. Presley Vice Dean, Finance and Administration, Penn GSE Ph.D., New York University

Frank Roth General Counsel & Secretary, Board of Trustees, Lehigh University

Sean Vereen President, Steppingstone Scholars, Inc. Ed.D., University of Pennsylvania

"Everyone at Penn GSE is there for your success."

Demetri Morgan

Our graduates, alumni careers.

• Assistant Professor, Loyola University of Chicago
• Assistant Professor, Seattle University
• Assistant Professor, The University of Michigan School of Education
• Assistant Provost for Administration, Bryn Mawr College
• Associate Dean, Harvard Graduate School of Education
• Senior Program Officer, The Bill & Melinda Gates Foundation
• Senior Policy Advisor, United States Department of Education    

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Ross Aikins Adjunct Associate Professor, Program Manager (215) 898-8398 [email protected]

Noel Lipki Program Assistant (215) 746-2923 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Penn GSE affordability expert offers takeaways on the new FAFSA

Institute for Research on Higher Education

The Institute for Research on Higher Education (IRHE) is a university-wide research institute that conducts research relevant to policymakers and educational practitioners.

Alliance for Higher Education and Democracy (Penn AHEAD)

The Alliance for Higher Education and Democracy (Penn AHEAD) is dedicated to fostering open, equitable, and democratic societies through higher education.

You May Be Interested In

Related programs.

• Education Policy Ph.D.
• Executive Doctorate in Higher Education Management Ed.D.
• Higher Education Ed.D.
• Higher Education M.S.Ed.

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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Academic Services team:

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Higher Education Leadership and Policy – Doctoral Program

Higher education leadership and policy, doctoral program.

Department of Educational Leadership and Policy

The Program in Higher Education Leadership and Policy (PHELP) is devoted to the scholarly study of higher education, its students and institutions, and its place in society. This program prepares, trains, and educates students to become researchers in academia and the private sector. 

Our faculty and students are in the vanguard of understanding and shaping the dynamic environment of higher education now and in the future. Higher education is being reconceived and reorganized through:

• increased access and challenges in retention and completion for more diverse student communities,
• intensified accountability and governmental oversight,
• the need for lifelong avenues of learning and re-training, and
• the opportunities presented by digital innovations both in and out of the classroom.

Students seeking a Ph.D. receive a thorough grounding in the functioning of postsecondary institutions and in the skills of administration, decision-making, and leadership. They develop an understanding of the particular role of postsecondary institutions in society as both distributors and creators of knowledge, the historical context from which those institutions have emerged, and the ethical considerations that must surround and guide the enterprise.

Finally, the program prepares doctoral students to be consumers and producers of postsecondary research and scholarship, while socializing students towards possible careers in academia and higher education leadership. This degree emphasizes preparation for a research career in which the graduate will add to the core of knowledge that is the basis for informed practice. The curriculum is oriented toward the development of theory and research skills in a variety of methodologies and includes a strong secondary emphasis in a cognate field of study.

This program starts in the fall semester. Inquiries: [email protected]

Application Requirements

All graduate students are required to apply to the state application system ApplyTexas. We strongly encourage you to start this process well in advance of the deadline to allow us time to process your information. Visit our “ How to Apply ” page.

The GRE is no longer required for those applying for admission to the PHEL Ph.D. program. If applicants choose to submit GRE scores, they will not be reviewed or considered by the admissions committee.

Requirements:

• A master’s degree  from an accredited U.S. institution, or proof of equivalent training at a foreign institution in education, the social sciences, or related field. 
• why you are interested in a doctoral degree in the Program in Higher Education Leadership and Policy (PHELP) at UT Austin;
• what life experiences have contributed to your decision to apply to our program;
• what personal experiences, achievements, and accomplishments would compel the department to evaluate your contributions to the University’s diversity mission;
• what type of research you would be interested in conducting and which faculty member(s) you would like to work with; and
• what your career aspirations are once you complete your degree. 
• Submission of a 4-6 page writing sample  (e.g., master’s thesis, published article, paper prepared for a professional conference, etc.) after you receive an acknowledgment email from the Graduate School). This email will also contain your UT EID. Please upload your writing sample to the “Miscellaneous Admissions Document” section .

Degree Requirements

Upon satisfactory completion of at least 30 semester credit hours of the required and elective coursework, preparation begins for Advancement to Candidacy. Upon advancement, the student is authorized by the Department and the Graduate School to proceed with the dissertation. Advancement requires the following:

Mid-Program Review and Specialization Paper The Departmental Mid-Program Review and the Specialization Paper (SP) are required. 

Advancement to Candidacy When the student and the mentor are satisfied that the above requirements have been met, the Departmental Graduate Studies Committee is presented with the coursework completed or planned, the results of the examinations, an abstract of the proposed dissertation, and the proposed chair and membership of the dissertation committee. Upon final approval by the Committee, a recommendation is forwarded to the Graduate School that the student be advanced to candidacy and permitted to proceed with the dissertation.

Learn more about doctoral program milestones on the department’s wiki.

Core Faculty

Teaches topics in civil rights and the intersection of law and policy in education; served as assistant secretary of education for Civil Rights during the Clinton administration.

Examines the effects of state and federal policies on college access and completion outcomes for low-income and underrepresented populations including immigrant and English Learner students.

Higher education finance and policy, with a focus on equity in policymaking processes and the effects of policies Current research topics include: • the differential effects of free college (or Promise) programs on students and higher education in...

Expertise on the intersection of law and educational policies and practices focused on access, diversity, and equity in higher education, including affirmative action, freedom of expression and inclusion, and the use and influence of research in law.

Focuses on student governance and involvement in the areas of college student government, the student body presidency, sorority/fraternity life, equity and justice issues, queer students and issues in higher education, and educational crises and emer...

Bringing the experience of 28 years as dean of the College of Education, Justiz shares his expertise in topics of public policy, the politics of education, and providing equal access for minorities in education.

Interests include academic administration, faculty in higher education, and college student development with research on college teaching and minorities in higher education.

Examines the experiences of faculty of color at predominantly White institutions; mentoring relationships between faculty and Black students; and work-life balance in academia.

Leads the Project MALES (Mentoring to Achieve Latino Educational Success Initiative focused on Latino males in education; seeks to advance research-informed policy solutions that enhance educational outcomes for students in secondary and post-seconda...

Studies how to ameliorate social inequities in the United States through higher education policy; focuses on college pathways at broad-access institutions, including community colleges.

The following core faculty will be taking new doctoral students for the 2024-2025 academic year: Dr. Stella M. Flores, Dr. Denisa Gándara, Dr. Liliana M. Garces, Dr. Michael A. Goodman, Dr. Victor Sáenz and Dr. Lauren Schudde.

Affiliated Faculty

Focuses research on student success and graduation initiatives, including innovative college readiness assignments, student success programs and understanding the completion agenda.

Research interests center on student success at community colleges and the effects of enrollment status and developmental education on persistence and completion.

Oversees the Center’s community college relations and serves as a point of contact for state leaders, funders and national higher education organizations.

Interests include higher education policy and planning focused on expanding participation in higher education, improving graduation rates, and ensuring success in the workforce.

Focuses on policies, practices, and interventions that promote social mobility and reduce socioeconomic stratification in K12 and higher education.

Interests include: student affairs administration, professional staff development, college student development, retention programs for students of color.

Teaches courses that examine the intersectionality of culture, organizations, and systems of privilege, power, and difference in higher education.

Executive Director of the National Institute for Staff and Organizational Development, a consortium of community and technical colleges that share a philosophical commitment to support excellence in teaching, learning, and leadership.

Focuses on identifying factors that hinder or promote the success of children and families from vulnerable and underserved populations.

Shares her expertise in student affairs, higher education policy, administration and finance, strategic planning, and leadership development.

Centers research on college student identity development, personal branding for student leaders, and work/life integration for student affairs administrators

Academic technology, technology-enhanced learning, learning technologies, online education, college teaching and learning, course evaluations, design thinking, design pedagogy, learning experience design, and developing expertise in generative AI too...

Focuses on university-wide campus climate initiatives such as developing inclusive classrooms, campus climate issues and support, and recruitment/retention of faculty of color at predominantly white institutions.

Serves as the Associate Director for Student Learning and Development and researches post-qualitative and post-structuralist methodologies, discourse analysis, and gender performance.

Expertise in Title IV policy and administration and higher education fundraising. Focused on issues of college affordability, under-represented student recruitment, and donor relations.

Additional Resources

• ELP Wiki for Current Students
• Research Apprenticeship
• Program Milestones
• Distinguished Lecture Series
• Leadership & Excellence Awards
• Frequently Asked Questions

At a Glance

• Program Starts : Fall
• Deadline to Apply : December 1
• Credit Hours Required : minimum 66 hours including dissertation
• Schedule : Full time or part time permitted per discussion with program head
• Program Location : On Campus
• GRE Required? No

Program Co-coordinator Liliana Garces

Program Co-coordinator Lauren Schudde

Program Co-coordinator Michael Anthony Goodman

Find out information about the admission process and application requirements.

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Educational Leadership and Policy News

Discover the exciting research and work being done by faculty and students in the Department of Educational Leadership and Policy. 

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Higher education leadership and policy studies (ph.d.), higher education leadership and policy studies (ph.d.) | graduate.

Our Ph.D. program in Higher Education Leadership and Policy Studies prepares graduates for rewarding careers in higher education administration, institutional assessment, policy analysis, student affairs, and for leadership or management positions as college presidents, provosts, and vice presidents at higher education institutions, particularly Minority Serving Institutions.

The Ph.D. program in Higher Education Leadership and Policy Studies (HELPS) at Howard's Graduate School prepares graduates for rewarding leadership and management careers in higher education. Our Ph.D. program also prepares graduates to become policy advocates for Minority Serving Institutions (MSIs). Our program emphasizes theoretical, conceptual, and practical foundations in university fundraising, board and community relations, accreditation, diversity, access, education equity, contemporary issues in higher education, and ethics in decision-making. You will gain exposure to guest lectures and workshops from MSI presidents and other administrative leaders, providing salient and current insights into effective higher education leadership at MSIs. Our doctoral students benefit from collaborative opportunities to work at leading higher education policy agencies and organizations in Washington, D.C. Direct engagement with policymakers, lobbyists, and practitioners provide students with a deep understanding of the relationship between education policy and higher education operations. It prepares students to become policy advocates for MSIs. The program partners with four D.C.-based organizations—American Council on Education, Excelencia in Education, United Negro College Fund, and The Education Trust—to provide students with graduate assistantships. Students benefit from the close mentorship of faculty with wide-ranging research interests in higher education policy and the governance and administration of MSIs and HBCUs.

Program Snapshot

      ❱  72 credit hours        ❱  Full-time       ❱  Hybrid format (online and in-person classes)       ❱  Degree: Ph.D.

Application Deadlines

Spring 2024 entry:         ❱  No spring entry

Fall 2024 entry:         ❱  Dec. 2, 2023  (final deadline)

Applicants should submit their applications as early as possible for earlier consideration of departmental funding opportunities. Applicants have until the final deadline to apply. However, applications will be reviewed on a rolling basis throughout the admissions cycle.

Transfer credits accepted (reviewed by program director)

Dr. Kyndra Middleton

Dr. robert t. palmer, menbere endale, program details.

• Degree Classification: Graduate
• Related Degrees: Ph.D.

Admission Requirements

Application for admission.

• Online GradCAS application
• Statement of purpose/ Statement of academic interest ( 500-1,000 words )
• GRE scores not required
• Official transcripts sent to GradCAS
• 3 letters of recommendation
• Master's degree in Higher Education, Student Affairs, or a related field from an  accredited college or university or the international equivalent
• Resume or Curriculum Vitae ( Applicants are expected to have a minimum of 3 years of professional experience working in a college/university setting, or related professional experience that would allow the applicant to understand the context and general environment of higher education)
• Autobiographical statement ( 500-750 words )
• Critical writing sample ( Samples of professional writing, including publications and research proposal abstracts)
• Interview (Qualified applicants)

GRE Required?

Gre preferred minimums.

• GRE Verbal Reasoning: N/A
• GRE Quantitative Reasoning: N/A
• GRE Analytical Writing: N/A

GPA Required Minimums

• Postgraduate GPA: 3.3
• Overall GPA minimum: 3.0
• Undergrad GPA minimum: N/A

Reference Requirements

Evaluator type accepted:

• Professor (2 Reference Letters Required)
• Supervisor/Manager

Evaluator type not accepted:

• Family Member

Personal Statement Guidance 

Your statement of purpose/academic interest should highlight why you wish to pursue a career in higher education leadership and address the following:

• Describe your background in higher education.
• Describe your personal and career goals as it relates to the Ph.D. in Higher Education Leadership and Policy Studies.
• How will obtaining your Ph.D. in Higher Education Leadership and Policy Studies enhance you in your current position and assist you in  accomplishing your outlined career goals ?

Letter of Recommendation Guidance

Provide three (3) letters of recommendation from individuals who are familiar with your potential for rigorous graduate study  (two of which should come from a professor who can speak to your potential for success in a Ph.D. program).

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PhD in Education (with a specialization in Educational Policy and Theory)

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School code

Entry Level Courses

Up to 30 credits in entry-level/advanced coursework in education or related fields. (NOTE: Often these credits are transferred in from previous graduate programs.)

Research Methods Courses

ED506 Concepts and Issues in Social Science Research

ED504 Quantitative Research Methods

ED507 Qualitative Research Methods

ED528 Using Quantitative Data Analysis Software (1 credit)

Program Core

ED439 Policy Analysis in Education

EDU413 Contemporary Issues in Education Policy

EDU576 Contemporary Issues in Higher Education

EDU492 Governance, Policy, and Administration of Higher Education

ED412 Sociology of Education

EDE451 Organizational Theory: Theoretical Traditions, Future Directions

EDE466 Educational Legal Theories and Policies

EDU490 Higher Education Law

EDU493 History of Higher Education

EDU411 Education Finance Issues in K-12 School Systems

EDU496 Fiscal Issues in Higher Education

EDU504 Economics of Education

ED461 The Politics of Education

Milestones and Dissertation Research

EDE560 Portfolio Review: Ed Leadership

EDE554 Comprehensive Exam Research: Educational Policy & Theory PhD

ED513 Research Writing: The Literature Review

ED505 Advanced Quantitative Research Methods

ED527 Advanced Qualitative Research Methods

ED523 Mixed Research Methods

Choose electives to help you develop content and research methods expertise to prepare for a dissertation on a topic addressing educational thought and policy (as needed to reach minimum of 90 credits total).

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(585) 275-3950

[email protected]

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Leadership and Policy Studies (Ph.D.)

Examine education policy and problems through an interdisciplinary lens that incorporates economics, political science, sociology, and international and comparative education.

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Designed for those who intend to build an academic career focused on studying education and policy as researchers, professors, and policy analysts, gaining the knowledge and methodological tools to conduct cutting-edge research on the pressing educational issues of the day. 

Program Overview

At the heart of the program is the mentor-apprentice model, in which students work on research projects alongside a collection of esteemed faculty. As a doctoral student, you will be matched with faculty member whose research interests align with your own, and you will design an individualized program of study that reflects your specific interests and background. The program offers two concentrations: Educational Leadership and Policy and Higher Education Leadership and Policy. 

Program Facts

Admissions Coordinator: Rosie Moody Admission Term: Fall Credit Hours: 72 Application Deadline: December 1

Program Curriculum

Our program relies on a cohort-based model, in which students take most of their classes in the first two years together, allowing for a supportive, collaborative learning experience. All students take a 3-semester quantitative methodological sequence, at least one qualitative methods course, a course in causal research, and disciplinary courses in the history, politics, economics, and sociology of education. All students take a year-long course practicum course in their first year that allows them to begin conducting quantitative research from the very beginning of their time in graduate school. In addition, students take seminar courses with department faculty in their areas of expertise and can take full advantage of the breadth of courses available throughout Peabody College and Vanderbilt University.

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Ph.D. in Educational Leadership & Policy Studies at KU

Program Overview

The Ph.D. in educational leadership and policy at the University of Kansas is a research degree that prepares individuals for roles as researchers, policy analysts, educational leaders, and faculty members for policy, K-12, and higher education settings. This degree distinguishes itself by its focus on preparing graduates to be researchers who are making original scholarly contributions to the knowledge base in the field. Students typically take some courses in graduate programs in related fields such as sociology, public administration, and economics.

Career Outcomes in Educational Leadership & Policy

Students pursue the Ph.D. in educational leadership and policy at KU with varying career goals in mind. Ph.D. students should expect to engage in “co-curricular” activities above and beyond the specific degree requirements appropriate to their career aspirations. These include conducting and presenting research at conferences, engaging in internships with policy organizations, etc. It prepares graduates who are qualified to conduct theoretically grounded, original research on crucial issues in education policy and scholarship. Potential position titles after graduation could include:

• Policy maker,
• Policy analyst,
• Political activist,
• Researcher.

The Ph.D. program does not lead to initial or advanced educator licensure in the state of Kansas.

Related Programs

• Ed.D. in higher education administration
• Ed.D. in educational administration
• Program faculty
• School scholarships
• Office of Graduate Studies

Concentration Areas

All doctoral students must complete a program that provides a broad understanding of educational leadership and policy as well as a concentration in one of the following areas:

Concentrations

Educational administration, higher education, policy studies, social and cultural studies in education, thinking about educational leadership and policy studies, ed.d. or ph.d..

The Ed.D. and Ph.D. programs are typically distinguished by the outcome goals of each program. Both degrees are considered terminal degrees, meaning the highest degree one can achieve in the field of education.

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Graduate student life view as gallery page.

Student Organizations & Engagement

Students can participate in KU’s active Higher Education Student Association, a unique student-led organization dedicated to professional development in higher education.

Research Opportunities

Graduate students at KU support faculty and research staff in adding new information to the body of knowledge in a variety of fields.

Vibrant Campus Environment

In the heart of the United States, the city of Lawrence revolves around the University and its students.

Graduate Student Funding

The Office of Graduate Studies at KU provides both internal and external funding resources to support master’s and doctoral students.

Professional Development

Graduate students will leave KU with a professional and academic network of faculty and staff.

Doctoral Degree Programs

Additional information.

• Download the Doctoral Viewbook

Join a world-class community of scholars and education leaders exploring new frontiers in learning and teaching.

Doctoral study at Harvard means full immersion in one of the world's most dynamic and influential intellectual communities. At the Harvard Graduate School of Education, two distinct doctoral programs leverage the extraordinary interdisciplinary strengths of the entire University. The Doctor of Education Leadership (Ed.L.D.) prepares experienced educators for system-level leadership roles in school districts, nonprofit organizations, government agencies, and beyond; and the Doctor of Philosophy in Education (Ph.D.)  empowers cutting-edge interdisciplinary research informed by the cognitive sciences, economics, medicine, the humanities, and more.

Doctor of Education Leadership (Ed.L.D.)

The Doctor of Education Leadership (Ed.L.D) is a three-year, practice-based program designed to produce system-level leaders in American pre-K-12 education. The Ed.L.D. curriculum mines the vast intellectual and professional resources of HGSE, the Harvard Business School , and the Harvard Kennedy School , and includes a 10-month residency in the third year.

Doctor of Philosophy in Education (Ph.D.)

The Doctor of Philosophy in Education (Ph.D.) , offered jointly with the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences , provides unrestricted access to faculty and resources at all Harvard graduate and professional schools. This five-year Ph.D. is ideal for conducting groundbreaking interdisciplinary research that directly informs and impacts education practice and policy.

Educational Leadership and Policy Analysis: Higher Education, PhD

This is a named option in the Educational Leadership and Policy Analysis PhD .

The Department's focus is to develop a knowledge base that includes an understanding of the institutional context of higher education, academic leadership, culture and governance, and student services administration. Program faculty have expertise in a variety of institutional types and educational contexts, including research universities, historically black colleges and universities, community colleges, vocational technical colleges, adult learning in non-traditional settings, and the view that education should be approached as a K-16 system. Students receive a strong foundation in research methods (both qualitative and quantitative), and an understanding of the institutional dynamics and policy context of post-secondary education.

Students who have received their Ph.D. in Higher Education in our department have successfully pursued a wide range of leadership, faculty, and senior administrator and staff positions in colleges and universities across this country and the globe.  To illustrate, some graduates have gone on to become presidents of community colleges, four year colleges, major research universities, and liberal arts colleges.  Others have taken on a wide range of senior administrative and staff positions, such as vice-presidents of statewide systems of higher education, chief diversity officers, colleges and university provosts, and university-wide assessment directors.  Still others have taken on faculty and staff positions at a wide range of colleges and universities, including major research universities as well as regional colleges and universities. 

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

Ph.D. applicants are required to upload the following items to the online application.

1. Essay statement. Each applicant must submit a "Reasons for Study" essay. As you prepare your responses, we invite you to review the information on our website to review the program literature, to talk with our alumni and current students, and to interact with members of the faculty and staff. Ph.D. applicants should address the following in an essay that does not exceed three pages (single or double spaced.)

• What are your primary career goals and professional gaps you have identified as important for your intellectual and professional advancement over the next 5-10 years?
• In what ways will these professional gaps be addressed through a doctoral program at UW-Madison?
• Describe at least one research topic and/or project you plan to work on during your doctoral program.
• As you will note, we are interested in developing and maintaining a diverse and engaged learning community. Please identify any unique or special contributions you will bring to this community.

A "Strong" essay is characterized by:

• A clear, through, well-organized essay that expresses ideas in a detailed and engaging manner.
• Addresses all components of the instructions.
• Paragraphs signal the divisions of thought and sentences flow with ideas in a logical sequence.
• No (or very few) noticeable errors in composition.
• The articulation of clear scholarly interests that are consistent with the department's mission and that may expand knowledge within the field.

A "Satisfactory" essay is characterized by:

• A detailed, well-organized essay.
• Paragraphs signal the major divisions of thought and sequence.
• Few errors in composition.
• The articulation of scholarly interests that are consistent with the department's mission.

A "Weak" essay is characterized by:

• A well-organized but insufficiently detailed essay.
• Addresses some, but not all, of the components of the instructions.
• Paragraphs do not contain main topics.
• A distracting number of errors in composition or spelling (i.e., more than two or three per page).
• No articulation of scholarly interests.

2. Unofficial transcripts. Official transcripts will be requested prior to Graduate School admission.

3. Resume or CV.

4. Three letters of recommendation. We require recommendations from three (3) people who are qualified to evaluate the academic and professional competence of the applicants. When completing the online application, submit the names and emails of those requesting recommendation from; recommendations are sent electronically to your application.

5. Supporting document if required. Applicants who earned an undergraduate GPA below 3.00 or a graduate GPA below 3.5 should provide additional explanation/documentation to support their admission. In statement, explain why GPA does not accurately reflect high potential to serve in leadership roles. 

English proficiency requirements are required for international applicants. Test scores should be submitted to institution code 1846.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Minimum Graduate School Requirements

Named option requirements .

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

MODE OF INSTRUCTION

Mode of instruction definitions.

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

CURRICULAR REQUIREMENTS

Required coursework, graduate school policies.

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Named Option-Specific Policies

Prior coursework, graduate work from other institutions.

With program approval, students are allowed to count no more than 36 credits of graduate coursework from other institutions. Coursework earned ten years or more prior to admission to a doctoral degree is not allowed to satisfy requirements.

UW–Madison Undergraduate

No credits from a UW–Madison undergraduate degree are allowed to count toward the degree.

UW–Madison University Special

With program approval, students are allowed to count no more than 15 credits of coursework numbered 300 or above taken as a UW–Madison special student. If necessary to meet the Graduate School minimum graduate credit requirements for the degree, special student coursework may have to be converted to graduate credits.  Once converted, students are assessed the difference in tuition between special and graduate tuition.  Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements. More information here .

The Graduate School regularly reviews the record of any student who earned grades of BC, C, D, F, or Incomplete in a graduate course (300 or above), or grade of U in research credits. This review could result in academic probation with a hold on future enrollment or in being suspended from the Graduate School.

ADVISOR / COMMITTEE

Every graduate student is required to have an advisor. An advisor is a faculty member, or sometimes a committee, from the major department responsible for providing advice regarding graduate studies. An advisor generally serves as the thesis advisor. In many cases, an advisor is assigned to incoming students. Students can be suspended from the Graduate School if they do not have an advisor.

To ensure that students are making satisfactory progress toward a degree, the Graduate School expects them to meet with their advisor on a regular basis.

A committee often accomplishes advising for the students in the early stages of their studies.

CREDITS PER TERM ALLOWED

Time constraints.

Doctoral degree students who have been absent for ten or more consecutive years lose all credits that they have earned before their absence. Individual programs may count the coursework students completed prior to their absence for meeting program requirements; that coursework may not count toward Graduate School credit requirements.

A candidate for a doctoral degree who fails to take the final oral examination and deposit the dissertation within five years after passing the preliminary examination may by require to take another preliminary examination and to be admitted to candidacy a second time.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Dean of Students Office (for all students to seek grievance assistance and support)
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

School of Education Grievance Policy and Procedures

The following School of Education Student Grievance Policy and associated procedures are designed for use in response to individual student grievances regarding faculty or staff in the School of Education.

Any individual student who feels they have been treated unfairly by a School of Education faculty or staff member has the right to file a grievance about the treatment and receive a timely response addressing their concerns. Any student, undergraduate or graduate, may use these grievance procedures, except employees whose complaints are covered under other campus policies. The grievance may concern classroom treatment, mentoring or advising, program admission or continuation, course grades (study abroad grade complaints are handled through International Academic Programs ), or issues not covered by other campus policies or grievance procedures. 

For grievances regarding discrimination based on protected bases (i.e., race, color, national origin, sex, disability, age, etc.), contact the Office of Compliance ( https://compliance.wisc.edu/eo-complaint/ ).

For grievances or concerns regarding sexual harassment or sexual violence (including sexual assault, dating/domestic violence, stalking and sexual exploitation), contact the Sexual Misconduct Resource and Response Program within the Office of Compliance.

For grievances that involve the behavior of a student, contact the Office of Student Conduct and Community Standards in the Dean of Students Office at https://conduct.students.wisc.edu/ ).

For grievances about, or directed at, faculty or staff in a School of Education department, unit, or program, students should follow these steps:

• Students are strongly encouraged to first talk with the person against whom the concern is directed.  Many issues can be settled informally at this level.  If students are unable to resolve concerns directly or without additional support, step 2 or 3 should be pursued.
• If the concern is directed against a teaching assistant (TA), and the student is not satisfied, the student should contact the TA's supervisor, who is usually the course professor.  The course professor will attempt to resolve the concern informally.
• If the concern involves a non-TA instructor, staff member, professor, academic department, or School of Education office or unit, the student should contact the chair of the department or the director of the office or unit, or their designee. The chair or director, or their designee, will attempt to resolve the concern informally. If the concern is about the department chair or office/unit director, the student should consult the School of Education Senior Associate Dean for guidance.
• If the concern remains unresolved after step 2, the student may submit a formal grievance to the chair or director in writing within 30 business days 1 of the alleged unfair treatment. To the fullest extent possible, a formal written grievance shall contain a clear and concise statement of the issue(s) involved and the relief sought.  
• On receipt of a written grievance, the chair or director will notify the person at whom the grievance is directed with a copy of the written grievance. The person at whom the complaint is directed may submit a written response, which would be shared with the student.
• On receipt of a written grievance, the chair or director will refer the matter to a department, office, or unit committee comprised of at least two members. The committee may be an existing committee or one constituted for this purpose. The committee, or delegates from the committee, may meet with the parties involved and/or review any material either party shares with the committee.  
• The committee will provide a written description of the facts of the grievance and communicate recommendations to the department chair or office/unit head regarding how the grievance should be handled.

For the purpose of this policy, business days refers to those days when the University Offices are open and shall not include weekends, university holidays, spring recess, or the period from the last day of exams of fall semester instruction to the first day of spring semester instruction. All time limits may be modified by mutual consent of the parties involved.

If the grievance concerns an undergraduate course grade, the decision of the department chair after reviewing the committee’s recommendations is final. 

Other types of grievances may be appealed using the following procedures:

• Both the student who filed the grievance or the person at whom the grievance was directed, if unsatisfied with the decision of the department, office or unit, have five (5) business days from receipt of the decision to contact the Senior Associate Dean, indicating the intention to appeal.   
• A written appeal must be filed with the Senior Associate Dean within 10 business days of the time the appealing party was notified of the initial resolution of the complaint.
• On receipt of a written appeal, the Senior Associate Dean will convene a sub-committee of the School of Education’s Academic Planning Council. This subcommittee may ask for additional information from the parties involved and/or may hold a meeting at which both parties will be asked to speak separately (i.e., not in the room at the same time).
• The subcommittee will then make a written recommendation to the Dean of the School of Education, or their designee, who will render a decision. The dean or designee’s written decision shall be made within 30 business days from the date when the written appeal was filed with the Senior Associate Dean.  For undergraduate students, the dean or designee’s decision is final.

Further appealing a School of Education decision – graduate students only

Graduate students have the option to appeal decisions by the School of Education dean or designee by using the process detailed on the Graduate School’s website .

Questions about these procedures can be directed to the School of Education Dean's Office, 377 Education Building, 1000 Bascom Mall, 608-262-1763.

• Office of Compliance (for discrimination based on protected classes, including misconduct) 179A Bascom Hall, 608-262-2378
• Office of Student Conduct and Community Standards (for conflicts between students, or academic integrity violations) 70 Bascom Hall, 608-263-5700
• Bias or Hate Reporting (for students who experience or observe bias or hate incidents)  70 Bascom Hall, 608-263-5700
• Graduate School (for graduate students who need informal advice at any level of review; for official appeals of program/departmental or school/college grievance decisions, see Graduate Assistant Policies and Procedures ) 217 Bascom Hall, 608-262-2433
• Ombuds Office for Faculty and Staff (for UW-Madison employees, including graduate students) 523-524 Lowell Center, 608-265-9992
• Employee Assistance (for conflicts involving graduate assistants and other employees) 256 Lowell Hall, 608-263-2987
• Dean of Students Office (for any students needing advice or support) 70 Bascom Hall, 608-263-5700
• Office of Human Resources for policies and procedures to address workplace conflict) 21 N Park Street Suite 5101, 608-265-2257
• School of Education, Office of Student Services (for students, particularly undergraduates, in the School of Education) 139 Education Building, 608-262-1651
• School of Education, Office of Equity, Diversity, and Inclusion (OEDI) 145 Education Building, 608-262-8427

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

Faculty: Professor Anjalé (AJ) Welton (chair); Professors Conrad, Eckes, Halverson, Kelley, Miller, Wang, Winkle-Wagner; Associate Professors Burt, Hillman; Assistant Professors Grooms, Henry, McQuillan, Saldana, Yu; Clinical Professors Crim, Li, Sramek, Salzman, Soffa-Jimenez 

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PhD in Educational Studies

For contact information, please visit the Wheelock College of Education & Human Development website .

The PhD degree program in Educational Studies at Boston University is designed for students who wish to contribute to the field’s understanding of teaching and learning through research.

The program will expand and deepen the knowledge and skills of enrolled graduate students in ways that will support their progress in pursuing teaching, research, and policymaking positions in public or private institutions of higher education.   To do this, the program provides a deliberate course of study, including coursework in a specific content area, research, and active immersion in the community of student and faculty scholars within the program and throughout the college, the University, and the profession.

Doctoral students enrolled in the PhD in Educational Studies pursue one of four specializations:

• Educational Policy Studies
• Language and Literacy Education
• Mathematics and Science Education
• Special Education

Students work closely with Wheelock faculty as research, teaching, and/or graduate assistants as they work to augment their knowledge and skills through their coursework, residency, and research.

The minimum credit requirement for the PhD is 66 credits.

Learning Outcomes   

PhD students in Educational Studies will:

• Demonstrate both deep knowledge and understanding of a specific area in their field and the ability to use the knowledge to seek and find solutions to important educational problems.
• Demonstrate the research capacities (qualitative, quantitative, and mixed methods) needed to conduct original research while also demonstrating sufficient familiarity with other research methodologies to be able to critically read relevant literature in the field.
• Through research and scholarship, expand the theoretical and empirical knowledge base in their field to inform researchers, practitioners, and policymakers.
• Contribute to their field as highly effective teachers in a variety of educational contexts (e.g., colleges, universities, conferences, community meetings).
• Contribute to their field through service to educational and civic organizations that inform or implement policy, research, and practice.

Coursework and Other Requirements

Pro-seminars (8 credits across two semesters; completed in year 1)  .

Students take a two-semester pro-seminar (SED ED 800 and SED ED 801; each 4 credits) designed to develop a common conceptual understanding of Schools, Educational Institutions, Communities, Educational Foundations, and Systems and Theories of Learning and Teaching, with Social Justice as a unifying theme throughout.

Research and Teaching Apprenticeships  

• Each semester, PhD students are required to engage in some combination of research and teaching apprenticeships up to 20 hours per week.
• When engaging as a Teaching Fellow or Instructor of Record, students register for SED CT 700 Teaching Apprenticeship; 0 credits.
• When engaging in a research apprenticeship, students register for SED RS 700 Doctoral Research Apprenticeship; 0 credits.

Research Courses (minimum: 20 credits)

• SED RS 652 Qualitative Research Methods or equivalent (required)
• SED RS 653 Quantitative Research Methods or equivalent (required)

Three additional courses: options include the following, as well as other courses across Boston University and at consortium partners:

• GRS PS 711 Statistics in Psychology (I and II)
• SED LS 726 Discourse Analysis
• SED RS 654 Educational Inquiry and Proposal Writing
• SED RS 655 Mixed Methods Research
• SED RS 750 Advanced Research Seminar
• SED RS 752 Seminar in Qualitative Research
• SED RS 754 Causal Design in Education Research
• SED RS 760 Design-Based Research

Specialization Courses   (minimum: 28 credits)

Specialization courses are determined jointly between the student and doctoral advisor. Examples of options in each specialization area are listed below:

  Qualifying Tasks  

• One qualifying task comprises completion of an empirical study and associated research article intended for publication; topic and format to be determined in collaboration with the student’s advisor. Work will be evaluated by the student’s Qualifying Committee, and will be presented at a Doctoral Student Research Symposium.
• Completion of a literature review in an area of the student’s field of study where there is a problem/challenge/gap in the literature.
• Completion of a second empirical study and associated research article.

  Dissertation Proposal     

• Preparation of written proposal for dissertation research
• Oral defense of proposal to Dissertation Committee

Dissertation Advisement and Oral Defense (SED XX 999) (minimum: 10 credits)

• Dissertation may take one of two forms: traditional or alternative format with three publishable articles
• Oral defense of dissertation findings to Dissertation Committee

Residency Requirement

Every doctoral candidate must spend a minimum of two consecutive semesters in residence at Boston University. Residence is defined as registration for a minimum of 12 credit hours at the University during each of two consecutive semesters. (Summer terms may be considered one semester.) The residency requirement may be met by holding a research or teaching assistant position and registering for a minimum of 8 credit hours for two consecutive semesters. For additional information, students should contact their academic advisors.

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College of Education     > Department of Educational Leadership and Policy Studies    > Higher Education Leadership and Policy Studies, PhD

This 66-hour doctoral program prepares students to conduct research and generate scholarship aimed at furthering a critical understanding of higher education and its role in society while providing service to our local, state, and national communities through the improvement of higher education, and in general the furthering of education for all people.

To accomplish those broad aims, the Ph.D. curriculum in Higher Education provides students multi-disciplinary opportunities to develop specific competency in key areas. A solid framework for understanding educational challenges and opportunities; the inherently global nature of all educational experiences and their outcomes; and the critical contribution of rigorous research to adequate policy development; and the connected enterprise of increasing educational opportunity and success among schools, communities, and businesses.

For more information, please visit http://www.uh.edu/education/degree-programs/higher-ed-phd/ .

Admission Requirements

The College of Education takes into consideration a number of criteria when determining admission, including prior college or university performance, letters of recommendation, standardized test scores and statement of intent. All applicants must abide by the minimum qualifications for admissions to a master’s or doctoral program. All graduate applicants (regardless of citizenship status) must demonstrate proficiency in English to obtain admission to the University. For more information, visit http://www.uh.edu/graduate-school/admissions/international-students/english-proficiency/ .

An applicant is responsible for ensuring that all required materials for the evaluation of admissions are received by the College before the program’s deadline. If the application is not complete by the program’s deadline, it will not be evaluated for the admissions. Full details of the online application process can be found at www.uh.edu/graduate-school/admissions/how-to-apply .

Applicant checklist:

• Complete online graduate application including statement of interest, resume/c.v., writing sample, letters of recommendation, and application fee payment
• Official transcripts from all previous college/university work sent to the UH Graduate School.
• Official reporting of GRE scores taken in the last five years
• International students have additional documentation requirements which can be found at www.uh.edu/graduate-school/admissions/international-students/

Grade Point Average Requirements

Admission requirements for the College of Education require a minimum cumulative grade point average (GPA) of 2.6 for undergraduate coursework or over the last 60 credit hours of coursework. The College requires a minimum cumulative grade point average (GPA) of 3.0 for graduate coursework. The College’s admission committees evaluate all credentials submitted by applicants to determine a student’s ability and potential to succeed in graduate study. In addition, the committee is interested in the applicant’s potential to contribute to his/her program of study and the University community as a whole.

Please visit the program’s Admission Application Instructions page for more information

Degree Requirements

Credit hours required for this degree: 66.0

The curriculum for the HELPS Ph.D. program involves the completion of specific coursework that includes foundations of psychological and educational theory, statistics, and research methodology. Completion of the program typically requires three years of full time study, inclusive of coursework, candidacy research project, comprehensive exam, and dissertation.

Since degree plans are enhanced periodically to support continuous improvement planning objectives, students will follow their approved degree plan that is in place at the time in which they complete an official, approved degree plan. The most current sample degree plan and academic benchmarks are provided below.

In the first two full years of studies (i.e., fall, spring and summer in each year), students in the HELPS doctoral program are required to complete at least 6 hours of coursework each term (i.e., Fall, Spring, and Summer) to satisfy doctoral residency requirements. Students should reference the schedule of course offerings and, in consultation, identify the courses required for a given term.

Program Core Requirements (30 hours)

• CUST 8378 - Current Issues in Educ Credit Hours: 3.0
• CUST 8375 - Hist & Phil of Higher Educ Credit Hours: 3.0
• ELCS 7371 - Higher Educ Law Credit Hours: 3.0
• ELCS 8331 - Finance in Higher Education Credit Hours: 3.0
• ELCS 8332 - Student Dev in Post Sec. Inst Credit Hours: 3.0
• ELCS 8338 - Admin Higher Educ Multiculset Credit Hours: 3.0
• ELCS 8355 - Policy Pol & Gov of Education Credit Hours: 3.0
• ELCS 8360 - Studies Post Secondary Educatn Credit Hours: 3.0
• ELCS 8397 - Sem Top Ed Ldshp&Cul St Credit Hours: 3.0
• Economics of Education

Research Methods Core Requirements (15 hours)

• EDRS 8380 - Rsch Mthds in Educ Credit Hours: 3.0
• EDRS 8382 - Statistical Analyses in Eductn Credit Hours: 3.0
• SAER 8320 - Ethnog Mthds Educ Credit Hours: 3.0
• ELCS 8330 - Statistical Analyses Credit Hours: 3.0
• ELCS 8322 - Advanced Ethnographic Methods Credit Hours: 3.0

Independent Research Requirements (9 hours min)

Students in the HELPS program are required to satisfy two major research requirements:

• the candidacy research paper, and
• a doctoral dissertation.

Both of these projects typically involve the collection, analysis, and interpretation of quantitative and/or qualitative data.

• SAER 8388 - Sem-Res Ed Ldshp Pol St Credit Hours: 3.0
• ELCS 8399 - Doctoral Dissertation Credit Hours: 3.0 (for a total of at least 6 hours)

Specialization Electives (minimum 12 hours)

Students in the program are required to pursue one of the four Areas of Specialization within the program. These areas include Equity and Social Justice, International Perspectives, Policy and Politics, and Research Methods. Although all students in the program gain some background in these areas through the Program Area Core courses, students within each area add to their expertise by selecting electives relevant to a particular area of specialization. For these electives, students are encouraged to pursue coursework pertinent to their individual career goals, including courses offered by faculty within the Educational Leadership and Policy Studies Department as well as courses offered by other departments in the College of Education, and those related to the fields of sociology, economics, political science, and other behavioral and social sciences. These electives should be identified in consultation with the student’s academic advisor.

Academic Policies

Professional Development Activities

Students in the HELPS program are required to satisfy a Professional Development requirement during their first year in the program. Students are required to complete a separate Residency Report for the Fall and Spring terms of their first year in the program that will serve to satisfy their doctoral residency/professional development requirement. These forms must be approved by the student’s academic advisor, the chair of the department, and the Dean or his/her designee.

The following professional development activities are required for doctoral students in the HELPS program. Activities completed each term should be listed on separate Residency Reports for each term. Students should consult with their advisor regarding selection of additional activities that will augment their academic preparation in scholarship, teaching, and service, such as attending presentations of scholarly speakers at the University of Houston or elsewhere (e.g., Rice University, the Medical Center, in the community), assisting other doctoral students with data collection, etc. 

• Attend at least one defense of a candidacy research proposal in Educational Leadership and Policy Studies
• Attend at least one defense of a candidacy research final paper in Educational Leadership and Policy Studies
• Attend at least one defense of a dissertation proposal in Educational Leadership and Policy Studies
• Attend at least one defense of a dissertation final paper in Educational Leadership and Policy Studies
• Attendance at a local, state, or national conference that pertains to education or a relevant social science. The sessions attended may be listed as additional activities.

• Attendance at the Houston Symposium for Research in Education, sponsored by the College of Education, when it is offered
• Membership in the Graduate Students Organization
• Student membership in a professional organization (e.g., American Educational Research Association, American Association for the Study of Higher Education)

Candidacy Research Paper

HELPS doctoral students must complete a candidacy research paper before they are eligible to have their Comprehensive Examination Portfolio submission materials officially reviewed. Students are expected to conduct a research project within the general domain of higher education. The scope of this research project should be equivalent to what would be expected from a master’s level thesis. Students who previously have completed a Master’s Thesis may petition to have the thesis count for the candidacy research requirement and should consult with their academic advisor regarding this matter.

College Academic Policies    

University of Houston Academic Policies    

Volumes and issues

Volume 37 march 2024.

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Volume 36 March - December 2023

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Volume 35 March - December 2022

• December 2022, issue 4

SPECIAL ISSUE: Impact of COVID-19 on Higher Education: Policy Implications for Student Mobility, Teaching and Learning, Research and University Governance

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Volume 34 March - December 2021

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SPECIAL ISSUE: Globalization and Resurgent Nationalism in Higher Education

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SPECIAL ISSUE: Taking Account of 20 years of Quality Assurance in German Higher Education

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Volume 30 March - December 2017

SPECIAL ISSUE: The Role of Higher Education in the Socio-Economic Development of Peripheral Regions

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Critical and Alternative Perspectives on Student Engagement

Volume 29 March - December 2016

SPECIAL ISSUE: Measuring Up: Consequences of Global Competition and Metrics on Local Scholarship

• September 2016, issue 3
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• March 2016, issue 1

Volume 28 March - December 2015

Special Issue: Higher Education Research in East Asia

• September 2015, issue 3
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Special Issue: Higher Education Transformations for Global Competitiveness in Asia

Volume 27 March - December 2014

Special Issue: Early Career Researchers and Changing Working Conditions in Academia

• September 2014, issue 3
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Volume 26 March - December 2013

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Volume 25 March - December 2012

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Special Issue: Collaboration and Competition in Research

Special Issue: Transnational Education and Student Mobility in Asia

• March 2012, issue 1

Volume 24 March - December 2011

Sustainability in Higher Education

• September 2011, issue 3
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Volume 23 March - December 2010

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Special Edition: Two great European ideas: Comparing Humboldt and Bologna

• March 2010, issue 1

Volume 22 March - December 2009

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Volume 21 March - December 2008

Realizing the Global University: Comparative Perspectives and Critical Reflections

Academic Vigour in Changing Contexts

Diversity of Missions

World-Class Universities

Volume 20 March - December 2007

Sustaining Diversity: Differentiating Higher Education Systems in a Knowledge Society

• September 2007, issue 3
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Volume 19 March - December 2006

• December 2006, issue 4

Redefining the Social Contract

Incorporating the University

Transitions in Higher Education

Volume 18 March - December 2005

Intercultural Learning and Dialogue

Knowledge Flow and Capacity Development

• June 2005, issue 2

Reform – Contemplated and Reconsidered

Volume 17 March - December 2004

On Prizes, Entrepreneurialism and Bologna

The Vision of Reform

Science, Training and Career

The Business of University Research: Cross national perspectives

Volume 16 March - December 2003

• December 2003, issue 4
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Volume 15 March - December 2002

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Volume 14 March - December 2001

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Volume 12 March - December 1999

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Volume 11 March - December 1998

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Volume 10 March - September 1997

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Volume 9 March - December 1996

• December 1996, issue 4
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• March 1996, issue 1

Volume 8 March - December 1995

Organizing Higher Education for the 21st Century

Managing the Autonomous University

The Role of Universities in Developing Areas

Management in African Universities

Volume 7 March - December 1994

The Mobility of Brains

Higher Education and European Integration

Cross-National Perspectives on the Academic Profession

The Changing Graduate Training System

Volume 6 March - December 1993

The Changing Role of the State

Process in Higher Education

Higher Education in East Asia

Academic Mobility: Strengthening the Internationalization of the University

Volume 5 March - December 1992

Different Systems, Different Issues

Intermediary Bodies

Research and Training: Towards Innovative Strategies of Financing

University Action for Sustainable Development

Volume 4 March - December 1991

Leverage and Change

Reconstructing Higher Education

Student Mobility: Reciprocity and Exchange

Volume 3 March - December 1990

At the Frontiers of Practice and Theory

Mobilizing for Change

Higher Education: Public Service and Private Commitment

Higher Education and Culture

Volume 2 March - December 1989

Informatics and Education: Implications for Higher Education

Problems of Higher Education in Latin America

Higher Education: Resource, Service or Good?

Access to Higher Education

Volume 1 March - December 1988

Points of Tension: Higher Education and Society in the late 1980s

The Response of Higher Education to New Priorities

Conflict and Peace: A Challenge for Universities

Higher Education and Development: A Reappraisal

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