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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|
|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 Environment
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|
Psychological and Social Theories of Education
This course is designed to provide an extensive study of psychological and social theories in the field of education. It will examine the historical/social environment that gave rise to the theories. In addition, the major tenets of the theories and their implications for educational policy, research, and critical practice. In addition, the strengths and weaknesses of the theories will be questioned.
|Psychological and Social Theories of Education||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|
|DBR 9009||Design and Research Methodologies||6.0|
|DBR 9010||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 (15 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|
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 Analisis 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 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, 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 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|