Executive higher education doctoral programs in the United States: A demographic market-based analysisIssues in Informing Science and Information Technology Education (2017)
Aim/Purpose Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education
Background This paper provides a review and analysis of executive doctoral higher education programs in the United States.
Methodology Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach.
Contribution This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market.
Findings There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students.
Recommendations for Practitioners Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education.
Recommendation for Researchers Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education.
Impact on Society Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position will be impacted by having is trained in the area who also has real world experience.
- higher education,
- graduate programs
Citation InformationGracie Forthun and Sydney Freeman. "Executive higher education doctoral programs in the United States: A demographic market-based analysis" Issues in Informing Science and Information Technology Education Vol. 14 (2017) p. 1 - 19
Available at: http://works.bepress.com/sydney_freeman_jr/51/