Doctor of Philosophy (Ph.D.) in Higher Education
Doctor of Philosophy (Ph.D.) in Higher Education
This in-person program will prepare you for research-focused careers within postsecondary institutions, education-adjacent non-profits, and the private sector. Students work alongside faculty on a variety of research projects in higher education, with an emphasis on social justice issues in (inter)national contexts and complete a curriculum focused on higher education.
At a Glance
Curriculum
During this four-year research program, you are required to complete a dissertation reflecting individual research as well as a doctoral comprehensive exam. This competitive program is a full time, in-person program.
Requirements
- Courses: 18
- Credits: 54
| Course | Course Title | Credit |
|---|---|---|
| ELHE9501 | Doctoral Proseminar in K-16 Administration This seminar is a required cornerstone course for doctoral Ph.D. students in the Educational Administration Program and the Higher Education Program. In addition to orienting students to doctoral studies and research, the course is designed to develop students' critical analysis of theoretical and empirical literature in their field, and to advance their knowledge of key concepts, issues, and theories in the field. Course activities include bibliographic research and skills development in conducting individual inquiry and analyzing scholarly literature. | 3 |
| ELHE9502 | Doctoral Research Seminar in Higher Education This seminar considers a variety of research issues in higher education. Each year, the topic of the seminar will be announced by the faculty member who will be teaching the course. Students enrolled in this seminar are expected to write substantive papers that might lead to actual research products. | 3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE7202 | Global & Comparative Systems in Higher Education Higher education the world over is an increasingly complex enterprise, undergoing significant change in many areas. This course seeks to familiarize students with key contemporary trends and developments affecting higher education systems across the globe. Students are also introduced to the use of "comparison" in higher education research. The course can be completed fully online or in a hybrid format. | 3 |
| ELHE7101 | Higher Education in American Society An introduction to higher education in America, this course focuses on the complex relationships between colleges and universities, and the political and social systems of society. This analysis includes a historical perspective on the evolution of American higher education, and especially the development of the contemporary university since the beginning of the twentieth century. Attention is also paid to the impact of federal and state governments on higher education; the role of research in the university; issues of accountability, autonomy, and academic freedom; the academic profession, student politics and culture; affirmative action issues; and others. | 3 |
Students will choose 1 advanced research methods elective course (3 credits) in addition to the courses listed below with their advisor.
| Course | Course Title | Credit |
|---|---|---|
| MESA7460 | Interpretation and Evaluation of Research This course will improve a students' understanding of the empirical research literature in education and psychology. It concentrates on developing the conceptual foundations of empirical research and the practical analytic skills needed by a competent reader and user of research articles. Topics address purpose statements, hypotheses, sampling techniques, sample sizes and power, instrument development, internal and external validity, and typical quantitative research designs. Exercises emphasize the critical evaluation of published research. | 3 |
| MESA7469 | Intermediate Statistics Topics and computer exercises address tests of means and proportions, partial and part correlations, chi-square goodness-of-fit and contingency table analysis, multiple regression, analysis of variance with planned and post hoc comparisons, elements of experimental design, and power analysis. | 3 |
| EDUC9851 | Design of Qualitative Research Introduces the foundations and techniques of carrying out qualitative research. Topics include philosophical underpinnings, planning for a qualitative research project, negotiating entry, ethics of conducting research, data collection and analysis, and writing/presenting qualitative research. Requires a research project involving participant observation and/or interviewing. | 3 |
Students will choose four courses (3 credits each) with a substantive focus on postsecondary education.
Students will choose four courses (3 credits each) to fulfill their general elective requirement.
| Course | Course Title | Credit |
|---|---|---|
| ELHE9901 | Doctoral Comprehensive Exam In order to ensure that all students graduating from the program have a fundamental understanding of the field which they are about to enter, they are required to complete a comprehensive examination covering the broad areas of the core courses. | 0 |
| ELHE9988 | Dissertation Direction All advanced doctoral students are required to register for six credit hours of dissertation related course work, at least three of which are 988. The other three are usually the Dissertation Seminar for the student's area of concentration. Students are expected to work on their dissertation at least 20 hours per week. | 3 |
| ELHE9988 | Dissertation Direction All advanced doctoral students are required to register for six credit hours of dissertation related course work, at least three of which are 988. The other three are usually the Dissertation Seminar for the student's area of concentration. Students are expected to work on their dissertation at least 20 hours per week. | 3 |
- Knowledge of the important issues facing higher education from a multi-disciplinary perspective (history, sociology, philosophy, psychology, economic and political science)
- Knowledge of theoretical and empirical knowledge in the field
- Knowledge of managerial and policy-making issues in the field
- Knowledge of research methodologies and research ethics and applications
Faculty
Andrés Castro Samayoa
Program Director, Higher Education, Ph.D.
Heather Rowan-Kenyon
Department Chair, Educational Leadership & Higher Education
Gerardo L. Blanco
Academic Director, Center for International Higher Education
Rebecca Schendel
Managing Director of the Center for International Higher Education
Tuition & Aid
Education should level the playing field. We feel the same way about financial aid.
Full-time and part-time students are admitted to this research intensive program, and full-time students are fully funded for four years (Tuition remission, health insurance, and a stipend).
Careers
Roles
- Dean of Students
- Director of Assessment and Planning
- University President
- Senior Director of Program Design
- Policy Analyst
- Director of Enrollment Marketing
- Assistant Professor
- Associate Professor
Organizations
- Harvard Unversity
- University of Houston
- Salve Regina University
- uAspire
- Kyung Hee University
- University of Miami
- University of Connecticut
- Merrimack College
- Elms College
Apply
PrintApplication & Deadlines
Prerequisite Information: To be eligible for the PhD program, applicants must already hold a Master's degree.
A non-refundable application fee of $75 is required. The fee is waived for select applicants.
Fall 2025:
- Deadline: December 1, 2024
This program does not offer rolling admission after the deadline.
Résumé
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
Personal Statement
To be uploaded to your online application.
In 1,000-1,500 words, share with the faculty committee how your reasoning for pursuing a Ph.D. in higher education at Boston College aligns with your personal and professional aspirations. We invite you to describe how prior academic, professional, and personal experiences have shaped you as an emergent researcher and how these experiences will contribute to your success in the program.
Letters of Recommendation
Three letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice. Academic letters are a better indicator of your qualifications for doctoral work as compared to professional letters. Ideally, academic letters should be as recent as possible, and from faculty who are in related fields.
Transcripts
Transcripts from all college/university study are required.
Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found within the application. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
Standardized Tests
GRE scores are not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Writing Sample
To be uploaded to your online application.
All applicants to this program are required to submit one piece of work that demonstrates graduate-level writing ability. This document may be an academic term paper, a published work in which you are the primary author, a training manual or curriculum that you have created, a clinical case formulation, or another representative sample of your writing. The document should be approximately 15-25 pages.
International Students
Applicants who have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please click the link below for full details on these requirements.
Quick Links
Contact Us
gsoe@bc.edu
617-552-4214