Students are organized into learning cohorts which progress through the program together. Cohorts in the on-campus program at Benedictine meet on designated weekends (Saturday and Sunday), approximately every fourth weekend for 6 weekends per year. Discipline-based learning objectives are integrated and reinforced through rigorous coursework that is tied to real-world applications. Highly interactive classes are characterized by small and whole group discussions, case studies and group projects.
During the first year of the program, students complete foundational courses providing a strong knowledge base in the principles and practices of doctoral study, higher education and organizational change.
In the second year, study advances to current issues in technology, student services, curriculum, teaching, learning and resource management. The major theme is leading organizations through constructive change.
Work begins on the internship and dissertation from the first year so that students may complete requirements in 42 months.
The internship may be completed concurrently with course work and the dissertation.
Dissertation preparation and research extend through the program. By the third year, students are actively engaged in completing a dissertation. Related to the student's specialized interests, the study is expected to constitute a significant contribution to knowledge in the field of post-secondary education. Candidates are expected to relate this knowledge to the theories, concepts and methodologies of their study in organizational development, and include implications for further research and theory development. The dissertation is presented and defended at the final oral defense.
If you have questions, please contact Ms. Kristin Logan at the Ed.D office at(630) 829-6394 or email@example.com.
Tuition is determined by credit hour and set and published by the University each academic year. Tuition does not include books, fees, or expenses for required conferences or seminars.
The Ed.D. program provides both the perspective and the tools to anticipate and lead change in higher education. Coursework is topical in nature, interdisciplinary in focus and grounded in an inquiry-driven methodology characterized by critical thinking, analysis and self-reflection. The program readies students for the rigors and challenges of developing and implementing strategic plans, improving learning, managing resources, leading personnel, developing and implementing policy and orchestrating successful change within an organization.
The mission of the Ed.D. program is to prepare professionals with the knowledge, skills and abilities to guide post-secondary institutions in an era of unprecedented change.
A learning cohort may consists of up to 25 students. These students proceed through the coursework together . Studying together and directly with program faculty and staff, cohort members are encouraged to share their knowledge and expertise freely, to develop close working relationships with each other and with program faculty and staff, and to make full use of the resources and offerings at the University.
The Ed.D. promotes interaction and collaboration among peers. Students demonstrate, share and develop intellectual and personal skills and aspirations as educational leaders. Content is presented, managed and facilitated by professionals seasoned in their fields of higher education. Program faculty, advisors and distinguished visiting scholars enrich and extend the range and depth of intellectual exploration and personal development that form the basis of the Ed.D. program.
The degree in Higher Education and Organizational Change requires knowledge of theory and extensive practice in the essential subjects affecting higher education. The program asks students to reflect upon their own unique values, ethics and professional commitments and to consider them in the context of those represented by Benedictine University. Overall, the program seeks to develop engaging and effective practitioners who are able to use their attributes and knowledge to achieve best practice in their areas of service and can guide the critical changes necessary to keep higher education in the United States the best in the world.