EDD, Executive Doctor of Education
Executive Doctor of Education (Ed.D.) in Higher Education
Leadership for a changing higher education landscape
The Executive Ed.D. in Higher Education develops agile leaders for an era of rapid change. The innovative curriculum emphasizes global and international perspectives, socially just leadership, data-informed strategy, and iterative design thinking to reimagine the future of higher education.
- Critically analyze contemporary issues in American and international higher education to guide data-informed decision making
- Lead change and innovation in higher education through the effective mobilization of physical, financial, technological, and human resources
- Develop a learner-centered, whole-person mindset that advances diversity, equity, and inclusion in higher education
- Resolve complex challenges in higher education through the integration of design thinking and strategic planning
- Produce professional writing connected to scholarly and research literature that addresses current problems of practice in higher education
- For those pursuing a concentration in Catholic Higher education: Articulate and strategically animate and assess the characteristics of a vibrant Catholic college and university in the 21st century
Looking to elevate your leadership?
Talk with our team to learn about the program, the application process, and how we prepare executives to lead change.
Executive Ed.D. Program Webinars
Key Features
Cohort Model
Join a cohort of experienced leaders from various academic, institutional, and professional backgrounds in a diverse and dynamic learning community.
Global Focus
Expand your perspectives by engaging leaders in the US and around the world, leveraging the resources of the Lynch School's prestigious Center for International Higher Education.
Data-Informed Strategy
Develop strategic skills to drive change at your institution through data-driven insights and equity-minded leadership.
Online with Summer Residencies
Engage online while working full-time, connecting in person during weeklong summer residencies in Boston and Santiago. Live online meetings are scheduled at times that allow you to grow in your current role while completing the program.
Summer Residencies
Chestnut Hill, MA
While on Boston College's beautiful Chestnut Hill campus, students attend the Doctoral Proseminar and Law, Policy, and Politics of Higher Education in the (Inter)National Context. The dynamic city of Boston serves as a backdrop for cohort-building and networking activities. The first residency is the first full week in June each year. Tuition is inclusive of accommodations and most meals for all three summer residencies. Students are responsible for airfare and any costs associated with visas.
Santiago, Chile
In the second year of the program, the cohort travels to Chile for an immersive international experience. Students gain a comparative perspective on Managing Change in Higher Education. Students meet with university leaders, policymakers, and government officials to discover strategic approaches to managing change. The international residency is the second full week in June each year.
Connors Retreat Center
Dover, MA
Students visit Boston College’s picturesque Connors Center located in Dover, MA. In this retreat setting, students complete the course Strategic Problem Solving through Design Thinking. Catholic Higher Education concentration students also participate in the Institute for Administrators in Catholic Higher Education. The third residency is in mid-July each year.
At a Glance
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Watch: Is the Executive ed.d in higher ed Right for You?
This experience will broaden your perspective and change the way you lead. Tailor the curriculum to match your professional goals and interests. Watch our video to learn more.
Meet Our Students
Nick Geremia
Rutgers University
Nick Geremia
Rutgers University
"As a first-generation college student, I understand the transformative power of higher education. This program adds tools to my leadership toolbox to navigate change and challenges with greater ease – and collaborate for greater impact."
Maria Francisca Morales Hamame
Universidad de Chile
Maria Francisca Morales Hamame
Universidad de Chile
"The opportunity to learn not only from internationally-recognized faculty but also from highly accomplished peers has broadened my perspective and added new depth to my leadership."
Bridget Cooney
Harvard University
Bridget Cooney
Harvard University
"I love being part of a cohort that shares my commitment to lifelong learning and service. As someone who believes in the power of community, this program is fueling my passion for leading change in higher education."
Xiaofeng Wan
Amherst College
Xiaofeng Wan
Amherst College
“The integration of global higher education in the program, the tight-knit cohort community, as well as the extraordinarily supportive, accessible, and world-class faculty members, stands out.”
Holly Cowman
Mary Immaculate College
Holly Cowman
Mary Immaculate College
“I was very attracted to the practice-based nature of this program, particularly the discussions about contemporary concerns, conflicts, and trade-offs that underpin its delivery.”
Colette Montgomery
Le Moyne College
Colette Montgomery
Le Moyne College
“I wanted a program that was a cohort model so that I could build a community inside the ‘virtual classroom’ that could transcend into our professional lives.”
Peggy Chang
Brown University
Peggy Chang
Brown University
“I chose this program primarily for the quality of the faculty and flexibility of the learning format (hybrid-online) and curriculum."
Parth Sarwate
Ahmedabad University
Parth Sarwate
Ahmedabad University
"I was looking for a program that had a real in-person component (like the summer residencies) and a global or international outlook, given my desire to contribute to change in India and internationally.”
Luis Kauachi Legorreta
Conference of the Americas on International Education
Luis Kauachi Legorreta
Conference of the Americas on International Education
“I have been involved in every aspect of international higher education for almost 25 years. This Ed.D. program gives me the opportunity to be a part of BC’s, Lynch’s, and CIHE’s academic and research communities. It is ALL suddenly available at our reach in just one place!”
“In an era of increased disruption and rapid change, higher education needs a new kind of leadership. This program will help participants reimagine institutions, execute difficult decisions, discern whether traditional ways of conducting business are still relevant, and attend to issues of justice and purpose. ”
Curriculum
Students learn in an executive-style format that involves case studies and research-based discussions that develop the skills, mindsets, and knowledge needed to address complex issues facing higher education in the United States and around the world.
Requirements
- Courses: 14
- Credits: 48
- Length: 3 years
Ed.D. in Higher Education
Students select four elective courses with the guidance of their faculty advisor. Students take 6-credits (two courses) per semester on average. Electives may be taken in the fall, spring, or summer semester.
| Course | Course Title | Credit |
|---|---|---|
| ELHE8201 | Doctoral Proseminar for Ed.D. in Higher Education Students are introduced to the expectations for doctoral work. Topics include community norming, group processes and communication, evidence-informed praxis, and the fundamentals of translating research to practice and practice to research. This course will meet online during the summer term as well as on-campus during the first residency. | 3 |
| ELHE8202 | Law, Policy, and Politics of Higher Education in the (Inter)National Context This course focuses on policy, law, and contemporary higher education issues and trends in the U.S. and across the world. Students will examine substantive law and policy issues from multiple, comparative perspectives. We will focus on topics such as the right to education; discrimination based on gender identity, sexual orientation, race and ethnicity, and disability; free speech rights; searches and seizures, and due process. This course meets online during the summer term as well as on-campus during the first summer residency. | 3 |
| ELHE8203 | Social Justice and the Foundations of Higher Education Students will explore how higher education functions in relation to societal needs and social stratification. Students discuss the organization and structure of higher education in the U.S. and internationally as they analyze central issues affecting higher education today. This course meets online in the fall term. | 3 |
| ELHE8206 | Leading Teaching and Learning This course teaches students to apply learning theory, student development theory, and adult development theory to practical issues around teaching and learning in higher education. The course helps students to understand the contours of learning, teaching, and curriculum with a critical lens, including key trends and relevant issues in higher education institutions and systems around the world. This course meets online in the spring term. | 3 |
Elective I and II Students will select two electives to take in the fall, spring, or summer semesters after the first residency. Students choose from elective options with concentrations in change management, socially just leadership, and international higher education. | 3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE8205 | Managing Change in Higher Education This course discusses models of governance, locus of control, leadership, and strategic environments for American and international institutions of higher education. It provides students with an understanding of strategic management and leadership, including goal definition, organizational and environmental analysis, and decision-making to effect positive change in their organization and society. Prominent higher education leaders will co-instruct sections of this course. This course meets online during the summer term as well as in Santiago during the second summer residency. | 6 |
| ELHE8204 | Data Literacy This course introduces students to data management and evaluation and assessment. Students are introduced to federal, state, and institutional datasets to understand how higher education policymakers use data to inform decision-making. The course teaches students to consider the ethical and political implications of how data are produced and used to inform policy-making. Additionally, students will come to better understand how data practices within their own institution relate to broader administrative data systems. This course meets online in the fall term. | 3 |
| ELHE8211 | Executive Formation This course invites students to explore four dimensions of their lives – wellness, voice, management, and mission – with the goal of enhancing their effectiveness as executive leaders. It includes a 360º leadership assessment, case study discussions, executive skills labs, guest speakers, writing and reflection exercises, and team coaching sessions with breakout discussions. This course meets online in the fall term | 3 |
| ELHE8207 | Data Driven Decision Making This course introduces students to the fundamentals of designing a research study, analyzing data, reporting results, and making recommendations for practice. This includes developing familiarity with a variety of analytic methods and designs, selecting researchable problems, and outlining study designs. This course meets online in the spring term. | 3 |
Elective III Students will choose an elective to take in the spring or summer semester in their second year. Students choose from elective options with concentrations in change management, socially just leadership, and international higher education. | 3 |
The Executive EdD program culminates with the development of an Executive Doctoral Dossier, a project-based portfolio that showcases the student's ability to address complex challenges and lead change through their knowledge of law, policy, and leadership; data-driven decision-making; and mission-driven strategy and design.
| Course | Course Title | Credit |
|---|---|---|
| ELHE8208 | Strategic Problem Solving through Design Thinking Strategic design thinking drives innovation and can be a significant factor in a leader’s ability to solve problems. Students will learn principles and various phases of design thinking as they practice creative problem-solving in the context of a partner institution. Topics include problem identification, needs assessment, and the role of technology. Content will include team projects, case studies, and guest lectures from experts in higher education and in design thinking. This course meets online during the summer term as well as at the Connors Retreat Center during the third summer residency. | 6 |
| ELHE8209 | Executive Doctoral Seminar I Students complete projects that apply the skills and knowledge gained from the program to address complex problems of practice in higher education. Students create an Executive Doctoral Dossier that demonstrates their ability to navigate complex challenges and lead change in higher education. This course meets online in the fall term. | 3 |
| ELHE8210 | Executive Doctoral Seminar II Students are expected to work on their projects a minimum of 10 hours per week. This course meets online in the spring term. | 3 |
Catholic Higher Education Concentration
As an extension of Boston College's scholarship in Catholic education, students also have the option to pursue a concentration in Catholic Higher Education – currently the only graduate program in the United States with this unique degree concentration.
The goal of this optional concentration is to engage students in articulating, animating and assessing the characteristics of a vibrant 21st-century Catholic college or university. Students will join in formative activities including opportunities for communal prayer and liturgy, meals and dialogue with relevant leaders, and ongoing professional development on current topics in Catholic Higher Education.
The optional concentration will consist of 3 courses (9 credits) taken as electives. Students will also attend the annual Institute for Administrators in Catholic Higher Education during their final summer residency, providing an opportunity to network with a broad international Catholic administrator community.
| Course | Course Title | Credit |
|---|---|---|
| ELHE8201 | Doctoral Proseminar for Ed.D. in Higher Education Students are introduced to the expectations for doctoral work. Topics include community norming, group processes and communication, evidence-informed praxis, and the fundamentals of translating research to practice and practice to research. This course will meet online during the summer term as well as on-campus during the first residency. | 3 |
| ELHE8202 | Law, Policy, and Politics of Higher Education in the (Inter)National Context This course focuses on policy, law, and contemporary higher education issues and trends in the U.S. and across the world. Students will examine substantive law and policy issues from multiple, comparative perspectives. We will focus on topics such as the right to education; discrimination based on gender identity, sexual orientation, race and ethnicity, and disability; free speech rights; searches and seizures, and due process. This course will meet online during the summer term as well as on-campus during the first residency. | 3 |
| ELHE8203 | Social Justice and the Foundations of Higher Education Students will explore how higher education functions in relation to societal needs and social stratification. Students discuss the organization and structure of higher education in the U.S. and internationally as they analyze central issues affecting higher education today. This course will meet online in the fall term. | 3 |
| ELHE8206 | Leading Teaching and Learning This course teaches students to apply learning theory, student development theory, and adult development theory to practical issues around teaching and learning in higher education. The course helps students to understand the contours of learning, teaching, and curriculum with a critical lens, including key trends and relevant issues in higher education institutions and systems around the world. | 3 |
| ELHE7504 | Religion and Higher Education This course explores the historical, sociological and cultural dynamics between religion and higher education. After preliminary discussion of the nature of education and religion from a socio-political perspective, we examine the historical foundations of contemporary higher education with roots in Church sponsored enterprises. Topics include secularism, modernity, and challenges to the integration of faith and intellectual life. Additional topics include; religious pluralism; religion in secular higher education; legal issues surrounding religion and higher education; modernism, postmodernism, post-secularism and the tensions and opportunities that these cultural/intellectual movements pose for religion and higher learning in a modern, democratic, pluralistic society. This course will meet online in the spring term. | 3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE8205 | Managing Change in Higher Education This course discusses models of governance, locus of control, leadership, and strategic environments for American and international institutions of higher education. It provides students with an understanding of strategic management and leadership, including goal definition, organizational and environmental analysis, and decision-making to effect positive change in their organization and society. Prominent higher education leaders will co-instruct sections of this course. This course will meet online during the summer term as well as abroad during the second summer residency. | 6 |
Elective I Students will choose an elective with the help of their advisor. This course will be taken online during the summer term. | 3 | |
| ELHE8204 | Data Literacy This course introduces students to data management and evaluation and assessment. Students are introduced to federal, state, and institutional datasets to understand how higher education policymakers use data to inform decision-making. The course teaches students to consider the ethical and political implications of how data are produced and used to inform policy-making. Additionally, students will come to better understand how data practices within their own institution relate to broader administrative data systems. This course will meet online in the spring term. | 3 |
| ELHE8207 | Data Driven Decision Making This course introduces students to the fundamentals of designing a research study, analyzing data, reporting results, and making recommendations for practice. This includes developing familiarity with a variety of analytic methods and designs, selecting researchable problems, and outlining study designs. This course will meet online in the spring term. | 3 |
| ELHE7503 | Catholic Higher Education This course offers an historical, philosophical, cultural and organizational overview of Catholic higher education through a survey of current scholarship and related Church documents, and an examination of the role of Catholic higher education and its relationship with the Church, contemporary academic culture, and the broader society. This course will engage students in an analysis of contemporary issues facing Catholic higher education particularly, faith and reason, the Catholic intellectual tradition, Catholic social thought, governance & leadership models, student formation, and assessment of institutional mission, identity, and culture. This course will be taken online during the spring term. | 3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE8208 | Strategic Problem Solving through Design Thinking Strategic design thinking drives innovation and can be a significant factor in a leader’s ability to solve problems. Students will learn principles and various phases of design-thinking as they practice creative problem-solving in the context of a partner institution. Topics include problem identification, needs assessment, and the role of technology. Content will include team projects, case studies, and guest lectures from experts in higher education and in design thinking. This course will meet online during the summer term as well as on-campus during the third summer residency. | 6 |
| ELHE7501 | Catholic Higher Education: Administration & Leadership This course explores contemporary issues, organizational and governance structures, and the distinct characteristics of successful mission-driven leadership at Catholic Colleges and Universities. Global perspectives with a focus on effective campus policy development, strategic planning, and assessment are included. Students will engage with current research, historical literature, Church documents, lectures and group exercises. A unique component to this course is participation in the Institute for Administrators in Catholic Higher Education (IACHE) - a four-day seminar for senior administrators and leaders in Catholic higher education from around the globe. This course will meet online during the summer term as well as on-campus during the third summer residency. | 3 |
| ELHE8209 | Executive HE Dissertation Seminar I The goal of the seminar is to aid students in completing the first steps of their executive dissertation projects, beginning data collection, analyzing data, and starting a draft of their executive dissertation. This course will meet online in the fall term. | 3 |
| ELHE8210 | Executive HE Dissertation Seminar II Students are expected to work on their projects a minimum of 10 hours per week. Students will be working in capstone groups, meeting periodically with their capstone advisor. | 3 |
Affiliated Faculty
Ellen Hazelkorn
Emeritus Professor and Director, Higher Education Policy Research Unit (HEPRU), Dublin Institute of Technology
Emeritus Professor and Director, Higher Education Policy Research Unit (HEPRU), Dublin Institute of Technology
Financial Aid
Education should level the playing field. We feel the same way about financial aid.
The Lynch School of Education and Human Development provides more than $10.8 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable.
Apply
PrintTo be eligible for the doctoral program, applicants must already hold a master's degree and have 7 years or more of professional experience in higher education, including colleges, universities, non-profit organizations, government agencies, consulting firms, and education technology companies that work with higher education institutions.
Application & Deadlines
Apply Now
Prerequisite Information: To be eligible for the EdD program, applicants must already hold a master's degree and have 7 years or more of professional experience in higher education or a higher education-adjacent field.
A non-refundable application fee of $75 is required. The fee is waived for select applicants.
Fall 2024:
- Deadline: December 1
This program does not offer rolling admission after the deadline.
Resume
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
Personal Statement
To be uploaded to your online application.
In lieu of a traditional personal statement, we ask for responses to each of the following questions. Please number the questions and limit your response to each question to 500-750 words.
- How does the Ed.D. program at Boston College align with your future professional goals?
- What are the issues, problems of practice, and intellectual growth areas you hope to explore during the Ed.D. program?
- What are the skills, experiences, and values you will bring to your cohort and the higher education community at Boston College?
- (Optional) We are committed to our students' ability to thrive in the program. Is there anything else you would like to share with the program's faculty? We welcome learning about what supports would best meet your needs as you prepare for this next stage in your professional development.
Letters of Recommendation
Please submit three letters of recommendation with at least one from an academic source. Together, these letters should comprehensively address your academic achievements, analytic writing, critical thinking, and problem-solving skills, as well as your capacity for senior leadership roles, professional accomplishments, and ability to collaborate effectively on diverse teams.
Transcripts
Transcripts from all college/university studies are required.
Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements or talk to a member of our team.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found within the application. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
Standardized Tests
GRE scores are not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Writing Sample
To be uploaded to your online application.
Submit a writing sample that demonstrates your analytical thinking and writing skills. The sample can originate from your graduate program or any stage of your professional career, such as an academic paper, a report, a proposal, an evaluation, or any comparable written work. You are invited to preface the submission with a brief introduction that provides the background and context for the admissions committee. The writing sample should be a minimum of 3 pages with no maximum page limit, and you should be the sole or primary author of the work.
International Students
Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please click the link below for full details on these requirements.
Higher Education Program Highlights
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gsoe@bc.edu
617-552-4214