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The Path Forward

EdD in Higher Education Leadership & Organizational Studies

This 54 credit degree program is for students who have earned a master’s degree (in any discipline) from an accredited post-secondary institution of learning (a GPA of 3.0 or higher). 


October Start: Visual Course Map

Curriculum & Schedules

Code Course Name Credit Hours
HLO697 Preparing for Immersion Weekend I 0

Complete pre-work and review plans and expectations for the campus-based immersion weekend.

HLO698 Preparing for Immersion Weekend II 0

Complete pre-work and review plans and expectations for the campus-based immersion weekend

HLO699 Preparing for Immersion Weekend III 0

Complete pre-work and review plans and expectations for the campus-based immersion weekend.

HLO700 The Reflective & Visionary Leader: Theory and Practice 3

This course considers leadership from theoretical, practical, and personal perspectives and models. It provides a comprehensive examination of how to mobilize people and guide innovation grounded in scholarly resources and practical evidence. Students will connect leadership theories to their own practices and actions in an organizational context.
Prerequisite: EXT 099

HLO705 Organizational Development, Change and Transformation in Higher Education 3

This course explores the organizational dynamics and behavior that facilitates or hinders change and institutional viability. Traditional and contemporary organizational theories are examined along with theories of organizational change and implications for leaders. Students will gain an understanding of organizational perspectives influencing the college campus and higher education, along with ways to adopt effective practice when confronting ongoing and shifting organizational tensions, contexts, and challenges.

HLO710 Leading Transformation and Change in Higher Education 3

This course examines the role, responsibility, and accountability of innovative higher education leaders who must manage institutional responses to external and internal forces. Students will consider how to apply evidence-based practices and approaches to navigate, initiate, and sustain effective organization change with a focus on the higher education context. Through an examination of leadership and management strategies and approaches, students will develop a toolbox for creative problem solving and adaptive change leadership.

HLO715 Entrepreneurial Thinking & Innovative Practice in Higher Education 3

This course examines theory and research surrounding innovation in the higher education context, the nature of disruption, and the role of entrepreneurial leadership in innovation. Through case studies, scenario planning, and other learning activities students will examine new models and practices for the 21st century and analyze factors and conditions that support and constrain entrepreneurial thinking and practice.

HLO720 Capacity Building for High Performing Academic Organizations 3

This course delves into organizational capacity including strategic management, structure, governance, technology, academic planning, financial resources, analytics, human resources, and campus master planning. Students will consider how these elements interact and affect institutional viability and will acquire tools for understanding, assessing, and strengthening organizational capacity to accomplish institutional mission and realize aspirations.

HLO730 Community of Practice I 1

This 16-week, first year course explores practical and personal dimensions of leadership. Students gain understanding of their strengths, what it takes to inspire those they are privileged to lead, and consider how to lead with empathy, conviction, and authenticity in higher education organizational settings. Students connect leadership theories to their own practice and actions in organizational contexts through reflection assignments and guided by a faculty mentor in conversation with a small group of classmates. This course continues in the companion 16-week HLO 731 Community of Practice II course.
Prerequisite: HLO 697

HLO731 Community of Practice II 1

This second 16-week, first year course explores practical and personal dimensions of leadership. Students gain understanding of their strengths, what it takes to inspire those they are privileged to lead, and consider how to lead with empathy, conviction, and authenticity in higher education organizational settings. Students connect leadership theories to their own practice and actions in organizational contexts through reflection assignments and guided by a faculty mentor in conversation with a small group of classmates.
Prerequisite: HLO 730

HLO735 Colloquium: Scholarly Journey to Innovative Leadership I 1

In this first of two 16-week courses taken in the second year, students explore action research principles and methodologies and how these fit with their research interests. Students will also continue their personal leadership journey in collaboration with a small group of peers and a faculty mentor, now more fully examining and reflecting upon their interest, strengths, and opportunities for higher education leadership roles.
Prerequisite: HLO 698

HLO736 Colloquium: Scholarly Journey to Innovative Leadership II 1

In this second of two 16-week courses taken in the second year, students explore action research principles and methodologies and how these fit with their research interests. Students will also continue their personal leadership journey in collaboration with a small group of peers and a faculty mentor, now more fully examining and reflecting upon their interest, strengths, and opportunities for higher education leadership roles.
Prerequisite: HLO 735

HLO740 Capstone Seminar I: Final Destination 1

This first of two 16-weeks seminars taken in the third year serves as the capstone experience for the doctoral degree in HELOS. Students bring together their academic knowledge and the educational experience of becoming reflective and self-aware leaders equipped with the skills to serve as catalysts for change within their local institutions. The culminating project is the sharing and discussion of findings from students’ action research dissertation showing how they initiated, enacted, and reformed local practices while strengthening their personal leadership capabilities. Students will present their e-Portfolios to demonstrate their development as learners and as higher education leaders. This course is designed to reflect Bay Path’s innovative vision: preparing leaders committed to improving higher education practice, who possess the mindset, skills, and insight needed for the 21st century organization.
Prerequisite: HLO 699

HLO741 Capstone Seminar II: Final Destination 1

This second of two 16-weeks seminars taken in the third year serves as the capstone experience for the doctoral degree in HELOS. Students bring together their academic knowledge and the educational experience of becoming reflective and self-aware leaders equipped with the skills to serve as catalysts for change within their local institutions. The culminating project is the sharing and discussion of findings from students’ action research dissertation showing how they initiated, enacted, and reformed local practices while strengthening their personal leadership capabilities. Students will present their e-Portfolios to demonstrate their understanding about their development as learners and as higher education leaders. This course is designed to reflect Bay Path’s innovative vision: preparing leaders committed to improving higher education practice, who possess the mindset, skills, and insight needed for the 21st century organization.
Prerequisite: HLO 740

HLO750 Introduction to Foundations of Action Research 3

This course examines action research in an organizational setting. Students will explore action research as a process of deep inquiry into one’s practice in service of setting and achieving goals that align with values. Action research involves taking action or attempting change and collecting data to analyze and understand the action from the perspective of others and in relationship to intended outcomes. It is cyclic as the researcher moves through structured periods of thoughtful planning, taking action, and then collecting and analyzing evidence to identify outcomes produced by the action. The final step--critical reflection on what was learned--is used to create conceptual tools for planning of new action.

HLO751 Research Design & Methods I 3

This course, the first in a two-course sequence, builds upon HLO 750 Foundations of Action Research with a deeper exploration of research design principles and methods used in action research. Students will be introduced to philosophical assumptions, key elements of the research process including review of literature and use of theory in research applications, and the importance of writing and ethics in scholarly inquiry. Students will learn about qualitative, quantitative, and mixed methods approaches, their similarities and differences, and develop an understanding of the methods needed to design a rigorous action research project.
Prerequisite: HLO 750

HLO752 Research Design & Methods II 3

This course, the second in a two-course sequence, builds upon HLO 751 Research Methods and Design I, with a deeper exploration of research design principles and methods using an action research approach. By the completion of HLO 752 students will understand and properly utilize a framework for designing and conducting an action research project including constructing an effective introduction and research topic for study, identifying research questions, formulating hypotheses, and selecting methods and procedures for data collection, analysis, and interpretation appropriate for the action research topic.
Prerequisite: HLO 751

HLO760 Introduction to the Action Research Dissertation 3

This course focuses on the development of the doctoral dissertation proposal. Emphasis is placed on understanding and defining the logical relationship between elements in the proposal including the problem statement, conceptual/theoretical framework, literature review, research design, and methodology.
Prerequisite: HLO 752

HLO761 Dissertation Seminar II 3

In this course, students prepare for their action research study by planning the process and obtaining necessary approvals and permissions to conduct research. A major purpose of planning activities is to establish a positive climate that engages all stakeholders. After designing a meaningful action research proposal, students identify stakeholder groups, identify key people, establish their role as the action researcher, set the agenda by informing people of their purpose, and ensure participants come to no harm as a result of their role in the study. After the Institutional Research Board’s (IRB) permission is granted, students will begin data collection. Prerequisite: HLO 760

HLO762 Dissertation Seminar III 3

This course focuses on the continuation of data collection, analyzing the data, developing a plan for action, implementing the plan, reflecting upon the plan, sharing the findings, and evaluating the quality of the action research study.
Prerequisite: HLO 761

HLO763 Dissertation Seminar IV 3

This course focuses on the final chapters of the action research doctoral dissertation with a presentation of the results/outcomes or findings and conclusions. Students will further develop and demonstrate the higher levels of understanding and skill needed to analyze and interpret data collected, draw meaningful conclusions in answer to the research questions, and propose solutions appropriate to the action research approach including implications for future policy and practice.
Prerequisite: HLO 762

HLO765 Dissertation Advisement 0

Non-credit but carries a fee for ongoing advisement until dissertation is complete.