Director of the Center for the Study of Higher Education: Dr. Regina Deil-Amen
Established in 1977, the Center for the Study of Higher Education offers flexible, interdisciplinary, and individualized master of arts and doctor of philosophy degree programs with concentrations in comparative higher education, organization and administration, college access, and student affairs.
Dr. Judy Kiyama, Professor (non teaching) & Associate Vice Provost, Faculty Development (email@example.com)
These distinctive characteristics go beyond individual faculty; they reflect a collective synergy and orientation of our faculty to scholarship and practice.
Each year we matriculate around ten (10) Ph.D. students and twenty (20) M.A. students. The life experience and perspectives of the 90-100 students enrolled here flavor our program. A high proportion of our students are accomplished professionals and we value the practical experience and organizational skills they bring.
Ours is a diverse, supportive, challenging intellectual community. Over two-thirds of our students are women, over 20 percent are students of color, and over one-third are students of color. Many are first-generation students. This diversity enriches our community and work.
In recognition for its commitment to diversity and inclusiveness, the Center for the Study of Higher Ed has been honored with the Peter W. Likins Inclusive Excellence Award in 2010.
We are supportive of each other's work and that of our students. Most of our students work, yet are fully engaged intellectually in a program that emphasizes a culture of research and reflective practice. Our aim is to bring theories and findings from the academic literature to bear on professional practice in ways that enhance students' abilities to understand, analyze, and act within postsecondary organizations and systems. We seek students who are deeply committed to the advancement and improvement of higher education as students, practitioners, scholars, and activists.
Most of our students advance into positions in various support professions and administration, but some also pursue faculty positions and are placed in a variety of research, comprehensive and community college settings. Although most obtain positions on college and university campuses, we have also placed students in systemwide administration, policy agencies such as WICHE, and in private enterprise.
An important contributor to our intellectual community is the Higher Education Student Organization (HESO). It sponsors formal and informal annual functions and activities that are academic, professional, and social in nature and that address student needs as well as bring students and faculty together for supportive exchange.
The doctoral program integrates core courses in Higher Education, electives, and a minor in individually tailored courses of study that encourage students to undertake course-work with faculty in a variety of departments. The substantive core coursework (Higher Education in the U.S.,, Organization and Administration, and either College Access and Success, Theories of Inequality, Oppression, and Social Stratification, or Introduction to Comparative Higher Education) provides a foundation enabling students to comprehend the central socio-political, cultural, organizational, and economic structures comprising and influencing American higher education. The core methods classes (Quantitative Methods in Higher Education. Qualitative Methods in Higher Education, and Research Design) provide students with foundational skills with which to frame their dissertation research and other forms of inquiry,
The aim within each is for students to acquire a comprehensive understanding of concepts, theoretical frameworks, issues and practices in a particular area. Such work is organized to provide a solid foundation for students' doctoral dissertations as well as for their particular field of professional work. In addition to the concentration, doctoral students pursue a minor. The minor may be in higher education, in some other field (e.g. the student's area of master's work) or split between higher education and some other department.
Educational Policy Studies and Practice - https://www.coe.arizona.edu/epsp
The Department of Educational Policy Studies and Practice (EPSP) includes the Educational Leadership Program and the Center for the Study of Higher Education. The EPSP department combines the K-12 focus with postsecondary education to create a P-20 perspective that taps into the dominant discourse of education and policymakers today.
Both the Center for the Study of Higher Education (HED) and the Educational Leadership (EDL) program maintain their core functions and curriculum, consistent with professional career paths and state standards for certification leading to licensure. However, the combined unit more broadly facilitates and encourages research, instructional, and service and outreach initiatives consistent with a policy development and analysis focus.
A key departmental strength concentrates on how organizations, institutions (both formal and informal), official practices, and educational professions affect outcomes across local, national, and international contexts and how these entities are themselves affected by societal, economic, and political pressures.
EPSP prepares graduate students at the doctorate and master's levels. Graduate programs in HED include Ph.D. and M.A. degrees. Graduate programs in EDL include an Ed.D., Ph.D., Ed.S., and M.Ed. The M.Ed. degree is a standards-driven curriculum leading to both a degree and state certification for the principalship.
College: College of Education
Campus where offered: Main Campus - Tucson
Tuition and Fees:
Please refer to the UA Bursar's Office Tuition and Fees Calculator for up-to-date information about tuition and fees.
Please refer to the UA Registrar's's Office Special Course Fees for up-to-date information about special course fees.
The Department of Educational Policy Studies and Practice (EPSP) includes Educational Leadership and the Center for the Study of Higher Education. The EPSP department combines the K-12 focus with postsecondary education to create a P-20 perspective that taps into the dominant discourse of education and policymakers today.
EPSP prepares graduate students at the doctorate and master's levels. Graduate programs in HED include Ph.D. and M.A. degrees. Graduate programs in EDL include an Ed.D., Ph.D., Ed.S., M.A. and M.Ed. The M.A. degree has a focus on policy. The M.Ed. degree is a standards-driven curriculum leading to both a degree and state certification for the principalship.
The Educational Leadership, M.Ed., program is designed for aspiring educational leaders who are seeking administrative certification. This cohort-based, 36-unit program leads to principal certification in the state of Arizona and can be completed within two years. The cohort concept has been used successfully by the University of Arizona Educational Leadership Program for several years. In this model, students develop formal and informal relationships with other students that support their journey to successful completion of an advanced degree. It also provides a solid foundation for leaders considering doctoral work at the elementary and secondary levels. In fact, some of the core courses may be applied toward the doctoral program in educational leadership.
Two courses per fall semester and two courses per spring semester will be offered at an off-campus site on Monday evenings from 4:00 to 9:30 p.m. Four courses will be offered off-campus in the summer as well. Off-campus site locations include settings within Tucson Unified School District, Amphitheater School District, Flowing Wells School District, and Marana School District.
Courses in the program are delivered in a variety of formats, including completely online, hybrid (meaning a combination of in-person and online classes), and in-person. Core coursework of the program includes classes like EDL 560 (Foundations of Educational Leadership: Theory, Research & Practice), EDL 561 (The Principalship), and EDL 562 (Arizona Education Law).
The 30-unit Master of Arts in Educational Policy, offered by the Education Policy Studies and Practice Department in the College of Education, will provide students with an understanding of education policymaking history and process, and develop their skills to analyze data and inform policies. The program will provide anyone interested in education policy with the necessary background to engage in the policymaking process: classroom teachers, school leaders, university personnel, community members, and those interested in continuing their studies in a doctoral program. The program will offer courses flexibly (e.g., evenings, online, hybrid) that will include research methods, critical topics in education policy, as well as the opportunity to take various elective courses that might include a focus on language policy, privatization and education reform, law, and/or public policy, among other focus areas.
Both the Center for the Study of Higher Education (HED) and Educational Leadership (EDL) maintain their core functions and curriculum, consistent with professional career paths and state standards for certification leading to licensure. However, the combined unit more broadly facilitates and encourages research, instructional, and service and outreach initiatives consistent with a policy development and analysis focus.
College of Education
University of Arizona - Main - Tucson
The GRE is no longer required.
INTERNATIONAL STUDENTS ONLY:
Minimum TOEFL: 79
Minimum IELTS: 7
Funding Your Degree The program does not provide any guaranteed funding, however, there are a variety of resources to help students’ degrees. If students are the recipient of departmental funding, they will receive an award letter with an acceptance letter. It is highly recommended to first apply for the Federal Application for Student Aid (FAFSA) at https://fafsa.ed.gov/. The UA Scholarship Universe portal and the New and Current Student page from the Graduate College are two great resources as well. A breakdown of federal aid eligibility and aid types can be found at https://studentaid.ed.gov/sa/.
Internships The department does not directly offer internships, though it does have resources for students to find internships and fully supports students in acquiring internships. Advisors and professors can serve as a reference and provide letters of recommendation upon request.
Graduate Assistantships Graduate Assistantship (GA) positions are neither required nor guaranteed by the Higher Education department, but are encouraged for those students who are not already working and need funding resources. Students can apply to any department with open assistantship positions. It is recommended to search Handshake or speak to the department directly to see what openings are available and ask about their application processes. GA assignments offer an in-state tuition benefit rate as well as professional experiences.
International applicants will not be considered for conditional admission by this program.
The General Design of the Ph.D. Program in Higher Education
There is no specific program of study beyond the six (6) core courses. A program is designed for each PhD student in collaboration with the student’s faculty committee. A student must count at least 36 units toward the major, at least 9 units toward the minor, and at least 18 dissertation units. Credits may be transferred in from other graduate programs.
Methods core courses
HED 611 (035634) Quantitative Research Methods, 3 units
HED 605 (040160) Qualitative Research Methods in Higher Education, 3 units
HED 602 Research Design (016759), 3 units
Note: Students are strongly advised to take Quantitative Methods and Research Design from Higher
Higher Education Courses
Courses on which the commons portion of the Preliminary Examinations are based.
Substantive core courses
HED 601 (016759) Higher Education in the United States, 3 units
HED 609 (016763) Organization and Administration in Higher Education, 3 units
HED 636 (036702) College Access and Success, 3 units
HED 628 (039059) Theories of Inequality, Oppression, and Social Stratification, 3 units
HED 619 (040086) Introduction to Comparative Higher Education, 3 units
As with the larger program of study, minors are individualized to the interests of the student, in consultation with and approved by the student’s advisor. Oftentimes, the minor is taken in other departments or programs of the University, but many students also do their minor within the Higher Education program. If a student minors in another department, they are subject to the requirements of that department for courses and for comprehensive exams. Requirements for the minor, including specific courses, are strictly at the discretion of the minor advisor and department.
18 credits or more, which can be taken in Higher Education, or in other programs and departments in the College of Education or the University of Arizona. Below are eligibl HED elective courses that students might enroll:
HED 608 (67969) The College Student, 3 units
HED 612 (8563) Introduction to Multivariate Regression and Quantitative Program Evaluation, 3 units
HED 613 (93913) Survey Research Methods, 3 units
HED 630 (75389) Values, Consciousness and Professional Practice, 3 units
HED 633 (64208) Introduction to Critical Race Theory in Education, 3 units
HED 634 (59638) Sociology of Community College, 3 units
HED 642 (59794) Gender and Education, 3 units
Transfer Credits: 12 units can be transferred in for students who have completed an M.A. in Higher Education with UA, with the possibility for transferring in 3 additional units upon agreement by the student’s advisor and the department head. UA Masters student planning to continue to a UA Ph.D. program must apply through GradApp. NON-UA MASTERS: For students with an M.A. from other programs and universities, a total of 9 credits can be transferred in.
Research Research is a key component to the doctoral program. Students will learn how to conduct research through a variety of methods. Conducting research requires responsibility. The following are two important forms that doctoral students should consult and complete. 1. Responsible Conduct of Research Form https://rgw.arizona.edu/compliance/home 2. International Review Board (IRB) - When working with human subjects, students need to complete IRB forms. This should be done before data collection begins. Follow the link below for further information and forms: https://rgw.arizona.edu/compliance/human-subjects-protection-program/HSPP-forms
Written Comprehensive Exam Through this written examination, the student is expected to demonstrate a deep understanding of foundational and contemporary higher education literature, models, and theories. The graduate coordinator sends out an announcement each semester asking who plans to take the written comprehensive exam. Students can contact the graduate coordinator to register or simply respond to the email.
Oral Comprehensive Exam takes approximately one hour (sometimes 15 minutes more). The exam is a general exam about what the student has learned in the classes in their higher education program, although some students provide the committee with a short written statement ahead of time (sometimes five pages or so) giving the committee an idea of what they are thinking about in terms of their dissertation work.
Minors may be declared in Higher Education, or outside of the program with approval from your advisor.
Students must complete the minor department requirements as stated by the minor advisor.
MINOR (9-12 units) Doctoral students pursue a minor. The minor may be in higher education, or in some other field (e.g. the student's area of master's work, in another department in the College of Education, or in another College at UA), most HED minors consist of 9 units, and most minors outside of HED consist of 12 units. The minor may be formal or informal. A formal minor will appear on the final transcript and diploma. An informal minor fulfills the Higher Education program requirements for the degree but does NOT appear on the diploma. However, the informal minor does indicate the specific sub area of expertise the student has acquired. If pursuing a formal minor, the student should consult with the department offering that minor to make sure the student fulfills all minor requirements for that minor. If pursuing an informal minor, agreement simply needs to be made between the student and advisor on the appropriate classes, which can all be outside the Higher Education program or split between Higher Ed and the other department.
Please refer to the Graduate Student Handbook for students who are pursuing this program of study.
|Application Acceptance Rate||85.29%|
|Med. Time-to-degree (years)||5.00|
|Enrollment Percent Male||34.75%|
|Enrollment Percent Female||65.25%|
|Enrollment Percent International||3.39%|
|Enrollment Percent URM||53.39%|