A doctorate in Higher Education Leadership from MBU is preparing the next generation of higher education administrators to steer institutions with vision and integrity. The opportunities and challenges of governing higher education in the 21st-century demand from its leaders a well-informed position on a range of issues, which our program is designed to do through a unique practitioner-scholar model. MBU’s faculty emphasize the practical application of scholarly knowledge, thus enabling students to make substantive contributions to the field and their institution.
The courses reflect an integrated approach to higher education leadership: adult education, human resource development, and organizational management. The program’s philosophy is modeled in andragogy where students are given a considerable amount of latitude in their learning process. You will begin working on your dissertation in the first class, and we have a number of systems in place to support the working professional.
Graduates of this terminal degree will be prepared to lead the evolving industry of higher education and address prominent issues expected to face the next generation of college and university administrators. Classes will be taught by St. Louis area leaders, many of whom are currently working in the industry.
This program is offered fully online and face-to-face.
For more details or to request additional information, please call the Doctor of Education office at 314-392-2335 or email firstname.lastname@example.org.
GRED 543 METHODS OF INQUIRY I (Three Hours)
This course will consist of a survey of research methods; Qualitative, Quantitative, Mixed Method, and Action Research. A variety of research designs will be explored for each method noted above. Students will receive an overview of different methods of data collection and analysis frequently used in research literature. A survey of basic statistical methods including descriptive statistics, z- and t-tests of means, and correlation will be included. General research terms and processes will be discussed and reviewed during the class, including tools to collect data, code data, and present the data. Excel will be used for this course when performing the statistical analysis of data. A study of Action Research for teachers, counselors, and administrators will be one component of the course. As part of the course requirements, students are required to complete a research prospectus using one of the following methods; Qualitative, Quantitative, Mixed method, or Action Research. You will also be expected to use a web-based presentation system to present your proposal presentation. This course cannot be taken as a directed study or credit for prior learning portfolio. Students seeking counselor licensure may not take this as a web-based course.
GRED 743 ADVANCED RESEARCH METHODS (Three Hours)
An in-depth study of quantitative, qualitative, and mixed method research models and techniques used in the doctoral dissertation. Models and techniques will be examined from the perspective of a change agent for the teaching/learning process functioning in the role of a higher education leader. This course will additionally emphasize concepts and procedures related to the dissertation. This course cannot be taken as a directed study.
GRED 733 DATA-DRIVEN DECISION MAKING (Three Hours)
An emphasis on practical research theories and studies related to the use of demographic data in planning and projecting for decision-making, student achievement as related to context and content of learning, and other curriculum outcomes used in higher education. Some emphasis will be placed on evaluating data needed for financial planning.
HEDD 743 AMERICAN HIGHER EDUCATION (Three Hours)
An examination of the educational mission of American higher education with concentration on the impact of dominant historical, philosophical, and social constructs. Particular emphasis is given to the philosophical, pedagogical, and organizational underpinnings of higher education.
HEDD 713 HOW ADULTS LEARN: THEORY AND RESEARCH (Three Hours)
An examination of the key concepts in adult learning theory, focusing on developmental theory and the wide range of research that supports it. Candidates explore adult learning theories from andragogy to transformation, including phase and stage developmental theories, and they examine effects of gender and culture on adult learning
HEDD 773A HIGHER EDUCATION INTERNSHIP I (Three Hours)
Collaboratively developed, field-based internship experience on a higher education campus and with a servant leader perspective. The experience is designed to extend administrative knowledge, skills, and sensitivity through a range of on-the-job tasks and duties. Regularly arranged meetings are held with a faculty intern advisor. The purpose of these meetings is to reflect on and analyze the preceding administrative and supervisory experiences and to plan for the effective utilization of the phase of the internship. Application for the 75-clock hour internship must be made one semester prior to enrollment. This internship is required for the Higher Education Leadership program. CPT form required for F-1 international students.
HEDD 753 HIGHER EDUCATION LAW AND ETHICS (Three Hours)
A focus on the most current laws at the state and federal levels and their impact on the operation of colleges and universities. Statutes will be examined with a focus on accurate analysis and interpretation of the law through case reviews. Law, legislation, and court decisions that may impact the rights and responsibilities of faculty, students, and parents will be studied and analyzed.
HEDD 723 HIGHER EDUCATION LEADERSHIP AND STRATEGIC PLANNING (Three Hours)
A critical examination of leadership theories and their corresponding practices within the context of higher education. Candidates assess, apply, and explore effective and ethical leadership practices, culture, and change processes as they relate to individuals and organizations. Through the use of technological applications, applied research, and case studies, students learn how to plan strategically, make ethical and moral decisions, build a collaborative culture, and manage the change process in an educational setting so that student achievement goals are met.
EDAD 733 HIGHER EDUCATION FINANCE (Three Hours)
A focus on fiscal management and budgeting practices applicable to higher education institutions. Candidates investigate effectiveness and efficiency issues associated with the use of funds. Topics include sources of higher education funding, budget development, financial management, and fiduciary control.
EDAD 723 HIGHER EDUCATION POLITICS AND POLICY (Three Hours)
An exploration of the roles of public policy and politics in higher education at the federal, state, and local levels. Candidates examine policy issues in the postsecondary arena and the political forces that influence and shape decision-making processes, reform efforts, and community relations
HEDD 733 CURRICULUM DEVELOPMENT IN HIGHER EDUCATION (Three Hours) (formerly Instructional Leadership in Higher Education)
This course emphasizes the historical growth of curriculum of higher education in America and the application of theoretical foundations of curriculum development. While this course primarily focuses on the undergraduate curriculum, the principles are applicable in graduate and professional education. This course cannot be taken as a directed study.
HEDD 763 CRITICAL ISSUES IN HIGHER EDUCATION AND DIVERSITY (Three Hours)
A focus on contemporary issues impacting higher education environments in today’s world and the impact of diversity, culture, ethnic origin, and societal change on teaching and learning in higher education. Students explore selected trends and challenges that ultimately affect college students, faculty, administrators, and staff. Attention is given to how language, gender, race, tradition, education, economic structure, societal transitions, and global events interact with organizational philosophy to create behavioral norms at all levels. The influence of these factors on leaders’ behaviors, as well as their interactions with diverse groups both inside and outside the organization, will be studied.
GRED 783 INSTITUTIONAL RESEARCH AND ASSESSMENT (Three Hours)
An overview of the theory and practice of institutional research. Topics include: institutional research office organization, structure, and staffing; developing effective reports; working with national datasets; and understanding administrative planning, budgeting, evaluation, enrollment management, institutional effectiveness, outcomes assessment, program evaluation, faculty studies, and instructional analysis.
EDAD 773 COMMUNITY COLLEGE ADMINISTRATION (Three Hours)
An overview of the evolution and organization of community college administration. Candidates examine the dominant leadership and managerial themes shaping the community college, and consider administrative and management precedents that shaped the structuring and management of community colleges.
EDAD 753 STUDENT AFFAIRS IN HIGHER EDUCATION (Three Hours)
A focus on the role of professionals in university student affairs, the populations served, the skills and competencies necessary to the profession, and current issues in the profession. Educational and philosophic assumptions associated with student affairs practice, and principal functional areas normally associated with student affairs practices will be discussed.
EDAD 763 ENROLLMENT MANAGEMENT IN HIGHER EDUCATION (Three Hours)
An examination of fundamental principles of enrollment management in a higher education context. Students study enrollment management theories, concepts, and research and the application of these to higher education administration. Students demonstrate enrollment management strategies through the development of a comprehensive enrollment management plan for use in a college or university setting.
HEDD 773B HIGHER EDUCATION INTERNSHIP II (Three Hours)
Collaboratively developed, field-based internship experience on a higher education campus and with a servant leader perspective. The experience is designed to extend administrative knowledge, skills, and sensitivity through a range of on-the-job tasks and duties. Regularly arranged meetings are held with a faculty intern advisor. The purpose of these meetings is to reflect on and analyze the preceding administrative and supervisory experiences and to plan for the effective utilization of the phase of the internship. Application for the 75-clock hour internship must be made one semester prior to enrollment. This internship is an elective option for the Higher Education Leadership program. CPT form required for F-1 international students.
EDOC 713 SPECIAL TOPICS (Three Hours)
Special Topics will offer students a variety in the program’s elective options by broadening the curriculum. The topics will be designed around the variable needs and interests of the students and can be proposed as a response to a current trend or issue in higher education.
GRED 713 SURVEY RESEARCH AND DESIGN (Three Hours)
This course focuses on the design of questions and questionnaires used in survey research. The course will explore the theoretical and experimental literature related to question and questionnaire design as well as focus on practical issues in the design, critique, analysis, and interpretation of survey questions.
GRED 723 ADVANCED ANALYSIS OF QUALITATIVE DATA (Three Hours)
This course will explore advanced measures of analysis for qualitative data. The focus will be on coding techniques and developing a deeper understanding of phenomenology and case study designs. Emphasis will also be placed on best practices of data gathering techniques such as observation, the qualitative interview, and focus groups.
Assistant Professor and Program Director
Amy S. Brinkley earned her PhD in Higher Education Administration from Saint Louis University where she worked in the Ability Institute, home of the award-winning international disability education project, Allies for Inclusion: The Ability Exhibit.
Since 2010, Amy has also been traveling routinely between the United States and Ghana, West Africa, where she maintains a personal residence. She has worked alongside various child’s rights organizations and has taught in both the private and public sector in Ghana. Amy’s maintains that it is the personal relationships she has developed over the years that keep her going back, but her life in Ghana has also had a profound impact on both her spiritual formation and her professional endeavors. Her work in Ghana aims to promote disability reform throughout the region and to partner with postsecondary institutions in Ghana to advance socioeconomic diversity in higher education.
Advanced Qualitative Analysis and Design
Student Development Theory
History of American Higher Education
Student Affairs in Higher Education
Critical Issues in Higher Education
Christian Higher Education
Globalization and Higher Education
Engagement and Persistence in Graduate School
PhD, Higher Education Administration
MAT, Secondary English Education
Associate Professor, Educational Research
Director, Office for Institutional Research and Assessment
Timothy A. Delicath is an Associate Professor for Educational Research. He earned his PhD in Higher Education Administration from Saint Louis University where he worked in the Office of Institutional Research. Tim was awarded the “Faculty of the Year” in the School for Professional Studies while working there. He has been involved in several studies and has worked with quantitative/qualitative/mixed method studies across several areas in the field.
Currently, Tim is a faculty member at Missouri Baptist University (MBU), chairman of the Institutional Review Board and Director for the Office of Institutional Research and Assessment. He has co-published a book and has been involved in publishing articles with several areas of study, including education and nursing. Tim and fellow MBU faculty have been involved in search and presentation in the area of simulation learning and other areas involving technology and learning.
Advanced Quantitative Analysis and Design
Data Driven Decision Making
Student Persistency and Graduation
Technology in Higher Education
PhD, Higher Education Administration (Minor is Research Methods/Statistics)
MBA, Organizational Management
BS, Mathematics and Secondary Education (6-12)
E. Gayle Rogan, PhD, joins the faculty of MBU’s Higher Education Leadership program after retiring from Saint Louis University where she served as Program Director of the 1818 Advanced College Credit Program for 14 years, and where she earned her PhD in Higher Education Administration. In this capacity, she positioned the 1818 ACC Program to become a founding institution of NACEP (National Alliance of Concurrent Enrollment Partnerships), and then shepherded 1818 ACC through the national accreditation process. Prior to SLU, Gayle’s professional experience includes both teaching and administration in K-12 schools, both public and private.
Since her retirement, Gayle’s service interest has focused on work as a CASA (Court appointed Special Advocate) volunteer, in conjunction with Missouri Children’s Division and Franklin County CASA.
Leadership and Strategic Planning
Higher Education Politics and Policy
Instructional Leadership in Higher Education
Student Development of Millennials in the Era of Helicopter Parents
Affordable Access to Post-Secondary Education
PhD, Higher Education
MA, Secondary Education Administration
Professor of Education and Natural Sciences
Dean, Southern Illinois Regional Learning Centers
Julia Schroeder is currently the Dean of the Southern Illinois Learning Centers as well as a Professor of Education & Natural Sciences. She has numerous years of teaching in public education, community college, and at the university level. In addition, Julia has 20+ years in administration at both the Community College and University settings.
Julie has received numerous awards throughout her career but the one she feels the proudest of was the Kappa Delta Pi’s prestigious Master Teacher of Honor in November 2011. Master Teacher of Honor recipients are practicing educators who have 15 or more years of professional experience and have demonstrated a commitment to continuous professional growth and exemplary integrity in their classroom, research, service, and leadership. She was the first ever recipient to receive this award by Kappa Delta Pi and the only person to receive in 2011.
Julia loves learning and continues to take courses in her field of interests. She was selected to participate in a two-week course in Atmospheric Studies at the National Weather Center in Kansas City, MO in of July 2016.
Climatology, weather, and oceanography
Higher education issues
Statistical process control in industry
Post graduate work at SUNY-State University of New York & Mississippi State University
Ph. D. Workforce Education & Development
BS (not completed)—Mining Engineering (need three courses to complete)
BS Mathematics Education with a minor in Physics