Doctor of Education (Ed.D)

The Doctor of Education degree (Ed.D.) prepares education scholars and leaders for the 21st century. The Ed.D. is focused on the development of educational environments and aims to train doctoral students with a broad and solid multidisciplinary foundation, to understand the problem of creating and implementing new learning systems combining different kinds of learning deliveries. Students conduct cutting-edge studies that address the most pressing issues in education. Upon completion of the program, graduates can take positions as university faculty, senior-level educational leaders, and policymakers.

Program Breakdown by Course

Course Number Course Name Semester Credits
HIU 1002

HIU 1002 Mastering eLearning (Non-credit)

This course is non-credit and a prerequisite to starting any degree at HIU. This course helps students to get acquainted with the university and to acquire the essential academic skills related to the online platform and course organization such as online behavior, time management, evaluation process and online ethics that will allow them to enhance their academic integration and success at HIU.

Mastering eLearning (Pre-requisite for Distance Education Programs) Non- Credit
Core Courses (18 credits)
DOE 8000 Issues and Trends 3.0
DOE 8002

Theoretical Foundations of Educational Environments

This course is an overview of class ic and contemporary theories of learning and their applications in educational technology and emerging orientations; implications for practice. Explores foundations, history, perspectives, and literature in the field. Enables students to think more critica lly about their efforts and career goals.

Theoretical Foundations of Learning Environments 3.0
DOE 8003

Technology and Educational Institutions

This course examines how companies, governments and other groups should change with the changing economic and technological conditions, as do educat ional institutions. We live in a time of transition from education at a time when businessmen, politicians, academics and the wider community are defining what should be the education of the future. This course analyzed the main trends influencing educatio n, and understand how teaching and learning institutions change with the development of information technologies.

Technology and Educational Institutions 3.0
DOE 8004

Knowledge Management Process in Education

In contrast to conventional education, an alternative education system would be based on knowledge management and rationalized by a practical learning theory based in a natural learning process. This practical learning theory can be used to build an alternative education system that transcends diversity and creates equal opportun ity of learning for everyone. The system would be based on knowledge management and used to rationalize the design of programs, the development of curriculum and the facilitation of learning. It would also provide the basis for a practical teacher training program to provide teachers with clearly defined professional teaching competencies.

Knowledge Management Process in Education 3.0
DOE 8005

Policy Analysis in Education

This course examines the ways in which educational policies influence the organization, form, and content of tea ching and learning. It relates social and educational thought about the goals, purposes, and methods of schooling to federal, state, and local policy initiatives, and it explores how politics, social conditions, educational philosophies, and research fram e these initiatives. Students will analyze policies and their implementation, as well as the theories about education, teaching, learning, and human behavior that underlie different policy paradigms.

Policy Analysis in Education 3.0
DOE 8006

Cross - National and Cross - Cultural Perspective in Education

The main goal of this course is to help students understand the effect of such variation on the way that people think -- and feel. A secondary goal is to alert students to the ways in which those effects can be measured and to underline the contribution that different methods -- experiments, large scale surveys, and participant observation -- can make to our understanding of such effects. The final goal is to underline how educational provision and its impact vary dramatically across the globe. The course will teach students to describe and analyze cultural phenomena in our practices seem natural to us. Using sources from anthropologists, historians, their own lives. Through a study of samples from a variety of cultures, student s will examine the fluidity and multiplicity of cultural identities and borders. Ways in which cultures change, how cultures shape and are shaped by individuals, how misunderstandings and tensions arise between cultures, and how those differences evolve ar e central issues in the course. Understanding some of the dynamics of cultural identity and difference is essential for becoming a global citizen.

Cross National and Cross Cultural Perspectives in Education 3.0
Research Courses (24 credits)
DBR 9008

Information Search for Research

This co urse i ntroduces participants to the concepts and techniques of information search for scientific researchers. It also contributes to creat ing skills for conducting information searches in a proper way as well as to report correctly the results, based on li terature search. The course puts the main focus on abilities for locating information sources, and on the evaluation and selection of those information sources appropriate in specific science fields. Attention is given as well to bibliographic formats and reference management systems to allow researchers create their own bibliographies.

Information Search for Research 6.0
DBR 9009

Design and Research Methodologies

This course is centered in offering the opportunity to survey the different alternatives to conducting a research in the business environments. The participant should gain a solid understanding of conducting and evaluating research. A set of activities is established to get the desired learning outcomes to successfully conduct a study to solve or look for possible answe rs to investigation questions. In this arena, the scientific method is widely accepted as an approach to systemically collect, analyze and report data to increase the understanding of a specific topic.

Design and Research Methodologies 6.0
DBR 9010

Applied Statistics in Research

This course emphasizes the use of statistics in the context of research in the field of business administration. It is oriented to the development of competences in the use of descriptive, experimental and correlational research methods with the corresp onding support of associated statistical techniques, such as descriptive measures, inferential statistical techniques and simple and multiple correlation / regression measures. Students participate in the data collection and analysis processes with the sup port of appropriate statistical software and perform the interpretation of the results which are integrated in APA - style research reports.

Applied Statistics in Research 6.0
Dissertation (21 credits)
DBD 9011

Dissertation Pre Project

This course focuses on formulating, the problem of research, the purpose, literature review and research questions before this work is evaluated by the committee chair and member. The dissertation pre - project paper represents the first stage in the dissertation process that ultimately will allow the student to demo nstrate mastery of a chosen field of study and make an original contribution to that field. Usually 10 - 15 pages in length, a paper may differ slightly depending upon the topic and the expectations of instructor. The dissertation pre - project paper consists of the following two chapters: Chapter 1 (e.g., introduction, problem statement, purpose and definition of terms) and Chapter 2 (preliminary literature review and research questions).

Dissertation Pre-Project 3.0
DBD 9012

Dissertation Project

This course represents the first stage in the dissertation process that ultimately will allow the student to demonstrate mastery of a chosen field of study and make an original contribution to that field. Include chapter 1 and 2 of dissertation work . T h is course will culminate in th e completion of the first corresponding benchmark: the dissertation project.

Dissertation Project 6.0
DBD 9013

Dissertation Proposal

This course emphasizes the formulation and writing of the dissertation proposal and the process for IRB approval. Methodology and cont ent for each of the proposal chapters are defined, including a thorough discussion of the role of the literature review to support or refute the dissertation topic. This is the second benchmark in the dissertation’s process.

Dissertation Proposal 6.0
DBD 9015

Doctoral Dissertation Defense

Doctoral Dissertation Defense (DDD) involves 1. Data collection and implementation; 2 Dissertation Final Report and Submission 3 Final Approval Process - Oral Defense. The Final Doctoral Dissertation Defense (DDD) is the culmination o f years of research and writing. It is the last step toward the conferral of the doctoral degree. The DDD process aims to provide the candidate with the opportunity to showcase his/her work and have it probed deeply by members of the doctoral committee. Th is is the final benchmark in the dissertation process.

Dissertation Oral Defense 3.0
CONCENTRATIONS
Educational Systems & Environment Courses (9 Credits)
DOE 8004

Knowledge Management Process in Education

In contrast to conventional education, an alternative education system would be based on knowledge management and rationalized by a practical learning theory based in a natural learning process. This practical learning theory can be used to build an alternative education system that transcends diversity and creates equal opportun ity of learning for everyone. The system would be based on knowledge management and used to rationalize the design of programs, the development of curriculum and the facilitation of learning. It would also provide the basis for a practical teacher traini ng program to provide teachers with clearly defined professional teaching competencies.

Knowledge Management Process in Education 3.0
DOE 8005

Policy Analysis in Education

This course examines the ways in which educational policies influence the organization, form, and content of tea ching and learning. It relates social and educational thought about the goals, purposes, and methods of schooling to federal, state, and local policy initiatives, and it explores how politics, social conditions, educational philosophies, and research fram e these initiatives. Students will analyze policies and their implementation, as well as the theories about education, teaching, learning, and human behavior that underlie different policy paradigms.

Policy Analysis in Education 3.0
DOE 8006

Cross - National and Cross - Cultural Perspective in Education

The main goal of this course is to help students understand the effect of such variation on the way that people think -- and feel. A secondary goal is to alert students to the ways in which those effects can be measured and to underline the contribution that different methods -- experiments, large scale surveys, and participant observation -- can make to our understanding of such effects. The final goal is to underline how educational provision and its impact vary dramatically across the globe. The course will teach students to describe and analyze cultural phenomena in our practices seem natural to us. Using sources from anthropologists, historians, their own lives. Through a study of samples from a variety of cultures, student s will examine the fluidity and multiplicity of cultural identities and borders. Ways in which cultures change, how cultures shape and are shaped by individuals, how misunderstandings and tensions arise between cultures, and how those differences evolve ar e central issues in the course. Understanding some of the dynamics of cultural identity and difference is essential for becoming a global citizen.

Cross-National and Cross-Cultural Perspective in Education 3.0
Instructional Leadership (9 Credits)
DOE 8007 Foundations of Instructional Leadership 3.0
DOE 8008 Curriculum and Instruction 3.0
DOE 8009 Leadership Assessment and Development 3.0

60

CREDITS

Credential Awarded
Doctor

36

MONTHS

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