Doctor of PhilosophyPh.D. in Leadership in Higher Education

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Designed for Higher Ed Changemakers

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Ph.D. in Leadership in Higher Education

Our program has a leadership, social change, and research-themed curriculum. It is designed to prepare graduates to explore, analyze, and integrate knowledge into a professional and personal leadership philosophy to lead and serve in an array of higher education settings.

Each graduate student is exposed to a series of courses in strategic planning, finance, legal issues, successful community, state and federal partnerships, assessment, accountability, multicultural theory, student development theory, ethics, governance, administration leadership styles and future considerations in higher education.

Program highlights:

This cohort-based, 60-credit-hour Ph.D. program is designed for working professionals. Classes are held on Friday evenings and Saturdays. Students meet six weekends each semester. Coursework is completed in three years (two courses per semester). The dissertation is typically completed in the fourth year.

Students will study Thomas Merton’s teachings and philosophies during their own quest for self-discovery and development as educators and administrators in higher education. Finding one’s gifts and potential and committing to a lifetime exploration of seeking one’s true self is an important part of the journey as scholars, teachers and leaders in higher education. In keeping with the Bellarmine University mission, our graduates will seek to benefit the public interest, create the future and seek to improve the human condition.

Admission Requirements

  • Earned baccalaureate and master’s degree in any discipline
  • Advanced degrees in other fields (e.g., JD, MBA) are accepted
  • Minimum 3.5 GPA in all graduate coursework completed at the time of application
  • For the full list of requirements, visit the Admission page

Learn more about Bellarmine University.

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Frequently Asked Questions

Q: How would this program benefit me in the workplace?
A: The graduate will be prepared to assume a variety of administrative roles in all aspects of higher education, including academic affairs, student services, enrollment management, administration and finance, athletics, development and fundraising, local, state and federal government agencies, educational non-profit leadership roles, Chief Executive Officer and Presidential duties.

Q: When does the program start?
A: A new cohort will start each fall semester, generally in late August.

Q: When do classes meet?
A: For the first three years of the program classes meet Friday evenings from 5:00 to 9:00 p.m. and Saturday from 8:30 to 5:00 p.m. six weekends a semester. The fourth program year will be the dissertation year.

Q: How much time would I need to spend outside of class to be prepared for class?
A: On average, we recommend three hours outside of class to prepare for each hour of instruction. However, this will vary with the content of the courses(s) you are taking each semester.

For more frequently asked questions, please visit our FAQ page.

Career Prospects

Graduates will be prepared to assume leadership roles and teach in higher education areas including the more traditional undergraduate and graduate settings, community and technical colleges, non-profit educational services, and government and community agencies.

Students will:

  • Acquire a strong foundation in the history, current best practices and future trends in higher education leadership in an array of educational settings.
  • Gain an understanding and application of management theory and organizational development in higher education administration.
  • Learn research skills in assessment, qualitative and quantitative research methodologies, statistics and research design.
  • Learn student development theory and how to apply theory to practice in a variety of institutional settings with students from a wide spectrum of socioeconomic and multicultural environments.
  • Learn to identify personal and professional traits, skills and competencies that foster leadership strategies for leading in higher education administration.
  • Learn social justice principles and change theory in higher education and how these theories impact access, opportunity and success for students in diverse higher education environments.

Ph.D. in Leadership in Higher Education Dissertations

2021

  • Dr. Liz Byron – Teaching Non-cognitive Skills for College: A Qualitative Case Study of a Low-Income, High-Minority, Urban School District in Southeastern United States
  • Dr. Tamekka Cornelius – Views from the Margins: A Multiple-Case Study of the Lived Experiences of Black Women Senior-Level Student Affairs Administrators
  • Dr. Lindsey Gilmore – Navigating the Murky Middle: Understanding How Career Aspirations and Experiences Influence the Career Progression of Women Identifying, Student Affairs Middle Managers
  • Dr. Xavia Harrington-Chate – From the Margins: Impact of Academic Advising on First-Generation Student Retention
  • Dr. Benjamin Harris – The Influence of Martial Arts on the Quality of Life of College Students
  • Dr. Carrie Hawkins – The Impact of a Holistic Admissions Review Process in a Doctor of Physical Therapy Program
  • Dr. Jess Metzmeier – The Effect of Volunteering on Philanthropic Giving to American Higher Education
  • Dr. Sarah Nichter – Does Anywhere + Anytime = Success? Mobile Learning, Engagement, and Student Success in Higher Education

2020

  • Dr. Kristie Johnson – “We Live in Two Worlds”: Foreign-born College and University Presidents – Perspectives, Leadership, and Resiliency
  • Dr. OJ Oleka – High School Counselors As Social Capital In A Career Academy High School Model For Low-Income Students: A Case Study
  • Dr. Therron Rogers – Hidden Identity: A Constructivist Grounded Theory of Black Male Identity Development at Historically Black Colleges and Universities

2019

  • Dr. Patricia Carver - Twenty Shades of Black: A Phenomenological Study of the Dating, Belonging, and Thriving Experiences of Black Women Students at Private Predominantly White Institutions
  • Dr. Glenn Kosse - The Relationship Between Young Alumni Participation and Giving
  • Dr. Leslie Maxie - Job Satisfaction of Student Conduct Administrators and Their Use of Restorative Justice Practices
  • Dr. Jessica Taylor - Analyzing Two-year College Student Success using Structural Equation Modeling

2018

  • Dr. Hannah Piechowski - A Grounded Theory Study: Transition Experiences of First Year College Students with Pessimistic Explanatory Styles
  • Dr. Andrew Schroeder - The Relationship Between Gender Role Conflict and Academic Progress Comparing Division II Male Student-Athletes to Male Non-student Athletes

2017

  • Dr. Bryan Robinson - Structural Poverty and College Enrollment: The Impact of Rural American Determinism
James Archibald Headshot

James G. Archibald, Ph.D., LPC is an Associate Professor and the Higher Education Department Chair. Before coming to Bellarmine University, Dr. Archibald was an Associate Professor at Valdosta State University. He previously served as the Vice President of Student Affairs and Dean of Students at Valdosta State University where he provided strategic vision, leadership, organization, and supervision for the Division of Student Affairs. Dr. Archibald is a licensed professional counselor and earned his Ph.D. in Higher Education Administration and Student Affairs from The Ohio University. He has a Master of Science degree in Guidance and Counseling from Austin Peay State University and a Bachelor of Science degree in Psychology from Morehouse College. Dr. Archibald was the recipient of the 2014 NASPA Region III Outstanding Contribution to Student Affairs through Teaching Award as well as ACPA’s 2018 Outstanding Contribution to Recreation Award.

Contact

For more information, call 502.272.7100 or email your questions to admissions@bellarmine.edu.