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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.
|Course Number||Course Name||Semester Credits|
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.
(Prerequisite for Distance Education Programs)
|Core Courses (9 credits)|
Issues and Trends in Education
The course describes analyses and presents the most relevant aspects related to megatrends, new learning models, the impact of technologies, and the application of new quality frameworks in education.
|Issues and Trends in Education||3.0|
Theoretical Foundations of Educational Environments
This course is an overview of classic 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 critically about their efforts and career goals.
|Theoretical Foundations of Educational Environment||3.0|
Technology and Leadership in Educational Institutions
This course examines how companies, governments and other groups should change with the changing economic and technological conditions, as do educational 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 education, and approaches, how teaching and learning institutions change with the development of information technologies.
|Technology and Leadership in Educational Institutions||3.0|
|Research Courses (24 credits)|
Information Search for Research
This course introduces participants to the concepts and techniques of information search for scientific researchers. It also contributes to creating skills for conducting information searches in a proper way as well as to report correctly the results, based on literature 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|
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 answers 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|
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 correlateral research methods with the corresponding 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 support 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|
Collection and Analysis of Research Data
This course offers commonly used statistical analysis for evaluating research data, selection of appropriate analysis procedures, evaluation and reporting of information, and application to problems. The phrase "field data collection & analysis" reflects the course's broad concern with the principles and problems related to designing (including proposal writing), planning, and implementing surveys; data analysis; and reporting research results.
|Collection and Analysis of Research Data||6.0|
|Dissertation Courses (18 credits)|
This course focuses on formulating the research problem, it proposes and develops a preliminary literature review, and formulates research questions for the dissertation project. The dissertation project paper 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.
Dissertation Proposal emphasizes the formulation and writing of the dissertation proposal and the process for IRB approval. Methodology and content 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.
Dissertation Applied Research
This stage presents, in sufficient detail, the research findings and data analyses, and describes the systematic and careful application of the research methods. Additionally this stage discusses the findings and expounds on their importance, meaning, and significance. Dissertation Applied Research involves the dissertation final report approval.
|Dissertation Applied Research||6.0|
Doctoral Dissertation Defense
Doctoral dissertation oral defense involves the final approval process (oral defense) by the dissertation designated committee.
|Doctoral Dissertation Defense||3.0|
|CONCENTRATIONS: Educational Systems & Environment Courses (9 credits)|
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 opportunity of learning for
|Knowledge Management Process in Education||3.0|
Policy Analysis in Education
This course examines the ways in which educational policies influence the organization, form, and content of teaching 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 frame 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|
Cross-National & 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, and their own lives. Through a study of samples from a variety of cultures, students 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 are central issues in the course. Understanding some of the dynamics of cultural identity and difference is essential for becoming a global citizen.
|Cross-National & Cross-Cultural Perspective in Education||3.0|
|CONCENTRATIONS: Instructional Leadership (9 credits)|
Foundations of Instructional Leadership
This course examines relationship among curriculum, instruction, and assessment of student learning the use of data for instructional decision making and encouraging educators’ reflection on their practice; and the development of comprehensive, educational structures for the improvement of student achievement through a systemic process of planning, designing, implementing, and evaluating curriculum, instruction and assessment.
|Foundations of Instructional Leadership||3.0|
Curriculum and Instruction
The purpose of this course is to learn how to apply school information appropriately to instruction and curriculum development in practical settings. An integral part of this course is to provide students with the opportunity to develop skills related to developing an appropriate curriculum. As students gain a broader understanding of the behavior of schoolchildren, this knowledge will be reflected in their curriculum planning.
|Curriculum and Instruction||3.0|
Leadership Assessment and Development
The course focuses on developing and assessing school leaders who require clearly defining their responsibilities, providing access to appropriate professional development throughout their careers and acknowledging their pivotal role in improving school and student performance. Additional examines what are the different roles and responsibilities of 21st-century school leaders and how have countries succeeded in developing effective school leaders at scale local and global
|Leadership Assessment and Development||3.0|
Welcome to Humboldt International University, a fully ONLINE university that will allow you to graduate in the United States while studying from anywhere in the world.