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Admission Requirements

Applications for admission to the Ph.D. in Higher Education Leadership program are evaluated on a case-by-case basis using several factors which, taken in sum, suggest the potential for successful completion of doctoral level work.

Applicants should submit:

Part I: Evidence of Academic Preparation

1. Applicants must submit official transcripts from each college and university attended, showing courses taken and degrees awarded from accredited colleges or universites. Applicants should have a minimum grade point average of 3.5 in all graduate coursework completed at the time of application. Transcripts should contain evidence of an earned baccalaureate and master’s degree or the equivalent in education or fields relevant to education. Students completing advanced degrees at the time of their application may be asked to provide an official transcript showing that the degree has been received and note the date it was granted before beginning Ph.D. coursework.

2. Demonstrate successful higher education administrative experience with a minimum of two years in a professional role at a college, university, or educational setting.

3. Applicants must submit three letters of reference that address academic and work-related performance and professional potential.

4. Applicants will complete a formal interview with the doctoral program faculty.

5. Students for whom English is a second language must submit an official score report of TOEFL (test of English as a Foreign Language).

6. A writing sample is required prior to admission to the program.

Part II: Other Required Information

Applicants involved in a field other than higher education:

1. A master’s degree in a field related to education, leadership, or social justice.

2. Professional history demonstrating potential for leadership in higher education.

Frequently Asked Questions

Q: How would this program benefit me in the workplace?
The graduate will be prepared to assume a variety of administrative roles in all aspects of higher education, including academic affairs, student services, enrollment management, administration and finance, athletics, development and fundraising, local, state, and federal government agencies, educational nonprofit leadership roles, and executive duties.

Q: When does the program start?
A new cohort will start each fall semester, generally in late August.

Q: When do classes meet?
For the first three years of the program classes meet Friday evenings from 5:00 to 9:00 p.m. and Saturdays from 8:30 to 5:00 p.m. for six weekends a semester. The fourth program year will be the dissertation year.

Q: How much time would I need to spend outside of class to be prepared for class?
On average, we recommend three hours outside of class to prepare for each hour of instruction. However, this will vary with the content of the courses(s) you are taking each semester.

For more frequently asked questions, please visit our FAQ page.

Career Prospects

Graduates will be prepared to assume leadership roles and teach in higher education areas including the more traditional undergraduate and graduate settings, community and technical colleges, nonprofit educational services, and government and community agencies.

Students will:

• Acquire a strong foundation in the history, current best practices, and future trends in higher education leadership in an array of educational settings.
• Gain an understanding and application of management theory and organizational development in higher education administration.
• Learn research skills in assessment, qualitative and quantitative research methodologies, statistics, and research design.
• Learn student development theory and how to apply theory to practice in a variety of institutional settings with students from a wide spectrum of socioeconomic and multicultural environments.
• Learn to identify personal and professional traits, skills, and competencies that foster leadership strategies for leading in higher education administration.
• Learn social justice principles and change theory in higher education and how these theories impact access, opportunity, and success for students in diverse higher education environments.

Faculty

James G. Archibald, Ph.D., LPC is an Associate Professor and the Higher Education Department Chair. Before coming to Å©·òµ¼º½, Dr. Archibald was an Associate Professor at Valdosta State University. He previously served as the Vice President of Student Affairs and Dean of Students at Valdosta State University where he provided strategic vision, leadership, organization, and supervision for the Division of Student Affairs.

Dr. Archibald is a licensed professional counselor and earned his Ph.D. in Higher Education Administration and Student Affairs from Ohio University. He has a Master of Science degree in Guidance and Counseling from Austin Peay State University and a Bachelor of Science degree in Psychology from Morehouse College. Dr. Archibald was the recipient of the 2014 NASPA Region III Outstanding Contribution to Student Affairs through Teaching Award as well as ACPA’s 2018 Outstanding Contribution to Recreation Award.

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