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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Academic Services team:

Stanford Graduate School of Education

482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109

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PhD in Management Program

A phd in management: where business research and education intersect.

Become an industry thought leader while preparing tomorrow’s business leaders.

Our fully funded PhD in Management is designed for ambitious students and professionals interested in a career in university teaching and research.

This residential program, based at the Samuel Curtis Johnson Graduate School of Management in Ithaca, NY, combines Ivy League rigor and real-world relevance to prepare you for successful careers in academia.

Why Get a PhD in Management?

With a strong focus on management science and applied research, this doctoral degree is ideal for someone looking to teach at the university level and contribute to the greater body of industry knowledge. Pursuing a PhD in Management is also an ideal next step for executives and senior managers who want to make a transition to academia or enhance their research skills for a successful consulting career.

Fully Funded, Highly Flexible: What Makes Cornell’s Management PhD Different?

As you explore PhD programs’ degree requirements, faculty engagement, and campus experience, Cornell stands alone.

In Cornell’s highly flexible program, you’ll choose a specific area of study and build your own dissertation committee. Our program faculty are genuinely interested and invested in your intellectual development. In this small and highly selective program, you will get to know the faculty and your peers well. 

The SC Johnson Graduate School of Management is home to leading research centers and a high-impact academic journal; these open you up to unique learning and mentorship opportunities.

Business Simulation Lab

The Debra Paget and Jeffrey Berg Business Simulation Lab facilitates in-person and online behavioral research related to decision-making and problem-solving.

Discover More About BSL

Our Three-Pronged Approach to a PhD in Management

The Johnson School’s doctoral degree in management combines the best of theory and practice, building on a three-pronged foundation:

Hands-on Experience

Develop your research and analytical skills. You’ll work with classmates to examine existing literature and theories for class deliverables, which will often include your own original research.

Customizable Curriculum

Design your own academic pathway. You’ll choose one of six primary areas of study and create your own dissertation committee.

University-Wide Coursework

Draw on the expertise from across Cornell. You’ll get to select graduate-level courses from schools and colleges devoted to law , hospitality , engineering , labor relations , and other fields.

At a Glance: Cornell’s Fully Funded PhD in Management

The fully residential, fully funded PhD in Management program includes a tuition waiver and a stipend for living expenses. Here’s a quick overview of what to expect:

Degree Awarded

PhD in Management

Program Location

Ithaca, NY, with options in New York City

Program Format

Foundational coursework, original research, and six potential areas of study

Hear from Our Community

“PhD is a marathon, not a sprint, and collaborating with great people is paramount. At Cornell, I’ve found a place where amazing people come together, supporting my research and personal growth. Choosing Cornell means joining a community that knows how important it is to work with exceptional people to excel in the program.” – Elina Hur PhD ’23

Customize Your Path: Our Areas of Study

When you apply to the Johnson School’s PhD in Management, you will select a primary area of study. Choosing a concentration allows you to gain specialized skills and knowledge while growing a portfolio of original research.

Examine the role of accounting information in firms and financial markets. PhD-level research at Cornell explores topics such as how firms report information to investors, how accounting information is used to manage firms, and the nature of auditing.

Strategy & Business Economics

Use modern tools and methodologies to gain a better understanding of the world. PhD students in this area explore many aspects of economics including industrial, behavioral, labor, and organizational.

Dive deep into the financial structure and issues of organizations. Your research might look at how conflicts of interest affect corporate policy, how investor psychology affects asset pricing, or how to detect price bubbles.

Learn how theories from operations research, economics, psychology, and sociology intersect to inform corporate and consumer decisions. Your PhD studies will explore both quantitative and behavioral perspectives of marketing.

Management & Organizations

Prepare for a research-focused career in academia or industry. This versatile concentration develops skilled, innovative, analytical researchers through a broad curriculum and close faculty collaboration.

Operations, Technology, & Information Management

Develop the technical skills and behavioral analysis knowledge you need to address high-impact managerial decisions. This focus area also offers an option to complete coursework at Cornell Tech in New York City.

Idea Generation to Publication: A Career in Teaching and Research

The majority of our PhD in Management students pursue careers in academia. After graduation, many land tenure-track teaching positions at top-tier business schools and continue to advance knowledge through original research. Johnson School PhD students often field multiple offers and see starting salaries range from $150,000 to $250,000.

Finding Your Place at Cornell: Meet Our Current PhDs

Students from around the United States and across the globe arrive at the Johnson School to earn their PhD in Management —and their diverse research interests, educational backgrounds, and professional experiences make for a vibrant, enriching learning environment. MEET CURRENT PHD STUDENTS

Research and Placements: Making an Impact in the Management Field

After earning the PhD in Management, our alumni go on to teach and inspire future leaders at top-tier institutions. Not only do they teach and conduct research alongside some of the most brilliant minds in business, but they also advance the field through publishing in leading journals and presenting their work at industry conferences.

Recent PhD in Management Placements

• Piyush Anand, PhD ’21, assistant professor of marketing, Jones Graduate School of Business, Rice University
• Guarav Kankanhalli, PhD ’20, assistant professor, Joseph M. Katz Graduate School of Business, University of Pittsburgh
• Eunjee Kim, PhD ’21, assistant professor, Mays Business School, Texas A&M University
• Sarah Lim, PhD ’21, assistant professor, Gies College of Business, University of Illinois Urbana-Champaign
• Xuege Lu, PhD ’22, assistant professor, Carlson School of Management, University of Minnesota
• Subrina Shen, PhD ’21, assistant professor, McCombs School of Business, University of Texas at Austin

Recent Research Publications

• “ Do Real Estate Values Boost Corporate Borrowing? Evidence from Contract-Level Data ” in the Journal of Financial Economics (2022) — Gaurav Kankanhalli, PhD ’20, with Murillo Campello, Robert A. Connolly, and Eva Steiner
• “ Converging Tides Lift All Boats: Consensus in Evaluation Criteria Boosts Investments in Firms in Nascent Technology Sectors ” in Organization Science (2021) — Xirong (Subrina) Shen, PhD ’21, with Huisi (Jessica) Li, PhD ’20, and Pamela S. Tolbert 
• “ Initial and Longer-Term Change in Unit-Level Turnover Following Leader Succession: Contingent Effects of Outgoing and Incoming Leader Characteristics ” in Organization Science (2020)— Huisi (Jessica) Li, PhD ’20, with John Hausknecht and Lisa Dragoni

“ Does Regulatory Jurisdiction Affect the Quality of Investment-Adviser Regulation? ” in American Economic Review (2019) — Alan Kwan, PhD ’17, with Ben Charoenwong and Tarik Umar

Our Faculty: Accomplished Researchers, Dedicated Teachers

When you join the PhD in Management program at the Johnson School, you’ll be part of a learning community comprising more than 100 accomplished academics and thought leaders. 

Not only will you take courses with renowned professors from across the Cornell SC Johnson College of Business, but you also will have the opportunity to build your own faculty committee—a group that will become instrumental as you select your dissertation topic and embark on your original research.

Faculty Spotlight: Learn from Leading Thought Leaders

Throughout the PhD program—from foundational coursework to your dissertation—you’ll work closely with dedicated teacher-scholars like these:

Kristina Rennekamp

Dr. Rennekamp’s research focuses on financial accounting from a behavioral perspective. She’s widely published, with work appearing in leading academic journals such as The Accounting Review , Contemporary Accounting Research , and The Journal of Financial Reporting .

Karan Girotra

Dr. Girotra studies the digital transformation of companies, whether it’s looking at emerging tools and practices or exploring new business models. He’s frequently interviewed in an array of mainstream business media outlets, including Bloomberg BusinessWeek , Fortune , and Forbes .

Kaitlin Woolley

Dr. Woolley studies the psychological processes behind consumer motivation. She’s an award-winning educator and researcher with work published in academic journals and national media outlets including the Journal of Consumer Research , Journal of Marketing Research , and The Wall Street Journal .

EXPLORE JOHNSON SCHOOL FACULTY

What You’ll Learn: Curriculum Overview

As you pursue your PhD in business management , you’ll begin with a set of foundation courses and progress into advanced coursework in your area of interest. Through it all, your faculty committee will help make sure you’re on the right track.

Foundational Management Coursework

Early in your doctoral program, you will complete foundational coursework in management and other fields. Many of these will focus on the research process and prepare you for your dissertation.

Advanced Coursework in Your Concentration Area

As you progress in the PhD in Management program, you’ll take electives and advanced courses that align with your research area of interest; these classes can be in the Johnson School and across Cornell.

Your Dissertation: Creating Original Research

During the final part of the program, you begin work on your dissertation—the culmination of your original research. You choose the topic of research in conjunction with your committee.

VIEW PROGRAM SPECIFICS

Beyond Business: Cross-Disciplinary Collaboration and Dialogue

Tap into the experience and expertise of faculty members from across Cornell University.  

Management is a broad science. Business leaders serve in a variety of roles in industries of all kinds: healthcare, consumer goods, agriculture, biotechnology, media, and consulting to name just a few. At Cornell, you can enrich your education and expand your research opportunities by taking courses and finding mentors beyond the college of business.

Explore fields like computer science, psychology, sociology, communication, engineering, and data science—and then connect the dots back to your management research.

Interact with peers and professors from other disciplines by participating in student organizations and special interest groups or by attending public lectures, workshops, and networking events.

Admissions Overview: How to Apply to the Management PhD Program

The ideal candidate for the Johnson School’s doctorate degree in management will have a strong record of academic excellence, a solid understanding of the research process, and an entrepreneurial approach to problem-solving. An MBA or master’s degree is not a requirement for admission. 

Our admissions page offers more details about program prerequisites, selection criteria, requirements, deadline information, and a checklist of materials you need to submit with your application.

Connect With Cornell Admissions

The Johnson School admissions team is available to answer your questions about the program and the application process. Stop in or reach out by phone or email today.

253-D Sage Hall Johnson Graduate School of Management Cornell University Ithaca, NY 14853-6201

Phone: 607-255-5340 Email: Graduate Research Programs Office

The Cornell Campus: Where You Will Learn, Grow, and Thrive

Learn, grow, and thrive on one of the most beautiful college campuses in the United States. As a PhD student, you’ll spend a lot of time in Sage Hall, a Gothic-style building dating back to 1875. You’ll find more high-tech learning spaces just off campus at the Breazzano Family Center for Business Education. You’ll also have access to the innovative campus of Cornell Tech in New York City—particularly relevant to students focused on technology and information management. 

Attending Cornell also means you’ll call Ithaca, NY, home for about five years. Our eclectic downtown is full of eateries, shops, activities, and all of the amenities you’d need for everyday life. When you’re not in class or studying, you can explore all that the Finger Lakes region has to offer.

PhD in Management FAQ: What You Need to Know

Before you apply to a research-focused graduate program, you’re likely to want to do some deep research of your own. For instance, how does a fully funded PhD in Management work? What’s the typical completion time?

We have a robust Frequently Asked Questions section to help you learn more about our program, the admissions process, and dissertation requirements. For our international applicants, you’ll also find specific details about earning your PhD in Management.

May I speak to someone about my interest in the program and visit?

You are welcome to reach out to any professor with whom you see a good research fit. Our website also has a wealth of information about the program.

Is an interview part of the process?

We offer interviews only to a few applicants after their first screening.

May I talk to a professor or advisor?

You are welcome to contact any professor with whom you see a research match. Faculty are more likely to respond to specific research queries.

I have questions; may I write to this program email address?

Yes. Our response time will vary. We are not able to answer detailed questions that are better assessed by faculty during the application process.

May I schedule a campus tour?

Admissions does not offer campus tours for PhD program applicants. However, you may arrange an appointment with a faculty member.

Fraud alert – beware of third-party post-doc scams.

Cornell University recently has been made aware of fraudulent activity targeting overseas students and researchers, including at least one third party website falsely stating that it is offering a postdoctoral or visiting scholar program in association with Cornell. These scams, which may seek to obtain money and/or personal details from interested applicants, are fraudulent. 

Cornell wishes to warn the public about these fraudulent activities being perpetrated purportedly in the name of Cornell, and/or its officials. Please be advised that: 

• Cornell does not, nor has it, worked in collaboration with third-party companies or organizations to offer postdoctoral or research certificate programs.
• Third parties do not collect tuition or fees on behalf of Cornell.
• Cornell does not work with or endorse such organizations including, but not limited to, Shanghai Lufei Education Technology Co., Ltd. (Chinese name: 上海璐斐教育科技有限公司) and Shenzhen Guoyan Era Education Technology Co., Ltd. (Chinese name: 深圳市国研时代教育科技有限公司).

Cornell’s postdoctoral positions are listed on the Academic Career Opportunities website and postdoctoral fellowship programs are available for viewing. If you suspect a third party of falsely advertising a Cornell program, please notify [email protected]. Victims of such scams may also report them to their local law enforcement authorities for appropriate action.

Start the Application Process Today

Ready to apply to our highly selective, fully funded PhD in Management? We look forward to learning more about you and your research goals. Start the application process today at the Cornell Graduate Admissions website. [You’ll first need to register for an account or log in to an existing one.]

Smart. Open. Grounded. Inventive. Read our Ideas Made to Matter.

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Combine an international MBA with a deep dive into management science. A special opportunity for partner and affiliate schools only.

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This 20-month MBA program equips experienced executives to enhance their impact on their organizations and the world.

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PhD Program

Program overview.

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Rigorous, discipline-based research is the hallmark of the MIT Sloan PhD Program. The program is committed to educating scholars who will lead in their fields of research—those with outstanding intellectual skills who will carry forward productive research on the complex organizational, financial, and technological issues that characterize an increasingly competitive and challenging business world.

Start here.

Learn more about the program, how to apply, and find answers to common questions.

Admissions Events

Check out our event schedule, and learn when you can chat with us in person or online.

Start Your Application

Visit this section to find important admissions deadlines, along with a link to our application.

Click here for answers to many of the most frequently asked questions.

PhD studies at MIT Sloan are intense and individual in nature, demanding a great deal of time, initiative, and discipline from every candidate. But the rewards of such rigor are tremendous:  MIT Sloan PhD graduates go on to teach and conduct research at the world's most prestigious universities.

PhD Program curriculum at MIT Sloan is organized under the following three academic areas: Behavior & Policy Sciences; Economics, Finance & Accounting; and Management Science. Our nine research groups correspond with one of the academic areas, as noted below.

MIT Sloan PhD Research Groups

Behavioral & policy sciences.

Economic Sociology

Institute for Work & Employment Research

Organization Studies

Technological Innovation, Entrepreneurship & Strategic Management

Economics, Finance & Accounting

Accounting  

Management Science

Information Technology

System Dynamics  

Those interested in a PhD in Operations Research should visit the Operations Research Center .  

PhD Program Structure

Additional information including coursework and thesis requirements.

MIT Sloan Predoctoral Opportunities

MIT Sloan is eager to provide a diverse group of talented students with early-career exposure to research techniques as well as support in considering research career paths.

Rising Scholars Conference

The fourth annual Rising Scholars Conference on October 25 and 26 gathers diverse PhD students from across the country to present their research.

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The goal of the MIT Sloan PhD Program's admissions process is to select a small number of people who are most likely to successfully complete our rigorous and demanding program and then thrive in academic research careers. The admission selection process is highly competitive; we aim for a class size of nineteen students, admitted from a pool of hundreds of applicants.

What We Seek

• Outstanding intellectual ability
• Excellent academic records
• Previous work in disciplines related to the intended area of concentration
• Strong commitment to a career in research

MIT Sloan PhD Program Admissions Requirements Common Questions

Dates and Deadlines

Admissions for 2024 is closed. The next opportunity to apply will be for 2025 admission. The 2025 application will open in September 2024. 

More information on program requirements and application components

Students in good academic standing in our program receive a funding package that includes tuition, medical insurance, and a fellowship stipend and/or TA/RA salary. We also provide a new laptop computer and a conference travel/research budget.

Funding Information

Throughout the year, we organize events that give you a chance to learn more about the program and determine if a PhD in Management is right for you.

PhD Program Events

June phd program overview.

During this webinar, you will hear from the PhD Program team and have the chance to ask questions about the application and admissions process.

July PhD Program Overview

August phd program overview, september 12 phd program overview.

Complete PhD Admissions Event Calendar

Unlike formulaic approaches to training scholars, the PhD Program at MIT Sloan allows students to choose their own adventure and develop a unique scholarly identity. This can be daunting, but students are given a wide range of support along the way - most notably having access to world class faculty and coursework both at MIT and in the broader academic community around Boston.

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Profiles of our current students

MIT Sloan produces top-notch PhDs in management. Immersed in MIT Sloan's distinctive culture, upcoming graduates are poised to innovate in management research and education. Here are the academic placements for our PhDs graduating in May and September 2024. Our 2024-2025 job market candidates will be posted in early June 2024.

Academic Job Market

Doctoral candidates on the current academic market

Academic Placements

Graduates of the MIT Sloan PhD Program are researching and teaching at top schools around the world.

view recent placements 

MIT Sloan Experience

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The PhD Program is integral to the research of MIT Sloan's world-class faculty. With a reputation as risk-takers who are unafraid to embrace the unconventional, they are engaged in exciting disciplinary and interdisciplinary research that often includes PhD students as key team members.

Research centers across MIT Sloan and MIT provide a rich setting for collaboration and exploration. In addition to exposure to the faculty, PhD students also learn from one another in a creative, supportive research community.

Throughout MIT Sloan's history, our professors have devised theories and fields of study that have had a profound impact on management theory and practice.

From Douglas McGregor's Theory X/Theory Y distinction to Nobel-recognized breakthroughs in finance by Franco Modigliani and in option pricing by Robert Merton and Myron Scholes, MIT Sloan's faculty have been unmatched innovators.

This legacy of innovative thinking and dedication to research impacts every faculty member and filters down to the students who work beside them.

Faculty Links

• Accounting Faculty
• Economic Sociology Faculty
• Finance Faculty
• Information Technology Faculty
• Institute for Work and Employment Research (IWER) Faculty
• Marketing Faculty
• Organization Studies Faculty
• System Dynamics Faculty
• Technological Innovation, Entrepreneurship, and Strategic Management (TIES) Faculty

Student Research

“MIT Sloan PhD training is a transformative experience. The heart of the process is the student’s transition from being a consumer of knowledge to being a producer of knowledge. This involves learning to ask precise, tractable questions and addressing them with creativity and rigor. Hard work is required, but the reward is the incomparable exhilaration one feels from having solved a puzzle that had bedeviled the sharpest minds in the world!” -Ezra Zuckerman Sivan Alvin J. Siteman (1948) Professor of Entrepreneurship

Sample Dissertation Abstracts - These sample Dissertation Abstracts provide examples of the work that our students have chosen to study while in the MIT Sloan PhD Program.

We believe that our doctoral program is the heart of MIT Sloan's research community and that it develops some of the best management researchers in the world. At our annual Doctoral Research Forum, we celebrate the great research that our doctoral students do, and the research community that supports that development process.

The videos of their presentations below showcase the work of our students and will give you insight into the topics they choose to research in the program.

Attention To Retention: The Informativeness of Insiders’ Decision to Retain Shares

2024 PhD Doctoral Research Forum Winner - Gabriel Voelcker

Watch more MIT Sloan PhD Program  Doctoral Forum Videos

• [email protected]

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Executive doctorate in higher education management, doctor of education (ed.d.), you are here, an ivy league doctoral program  tailored for experienced leaders in higher education..

This executive program in higher education management brings together cohorts of senior leaders from higher education, government, nonprofit organizations, and the private sector to study with a world-renowned faculty – all without career interruption. In just two years, you will earn an Ivy League Ed.D. by completing all coursework and dissertation requirements in an intensive professional learning community. The intellectually rigorous program is a springboard for career advancement and access to a lifelong professional learning community. Our alumni are senior leaders shaping the future of higher education.

What Sets Us Apart

About the program.

The executive format pedagogy is designed for senior working professionals, featuring convenient scheduling, highly-specialized course offerings, and research projects that are directly tied to a student’s professional life. The cohort-based model allows students to develop diverse and collaborative learning communities as the cohort moves through the program together. The program provides a structured and systematic approach to the curriculum and dissertation, enabling students to complete their work and earn their degree within two years.

Culminating experience Dissertation 

Experiential field research 2-week immersive international experience

• Executive-Style

This program focuses on the core issues and challenges facing higher education, and the skills and knowledge required to effectively lead higher education institutions. Our philosophy is that leaders of dynamic organizations must innovatively practice data-driven decision making within a complex social, political, and economic environment. Distinguishing features of the program are the development and application of strategic management skills, evidence-based decision making, and a scholarly dissertation.

Course Structure

The curriculum is structured into three strands—evidence based management, higher education contexts, and institutional leadership classes. The first year curriculum places a greater emphasis on coursework, providing a practical, theoretical, and methodological foundation for designing a dissertation. The second year continues with a similar focus but coursework is lightened, as students concentrate on independent investigations and analyses for their dissertations. 

The Executive Doctorate is a residential program, where students travel monthly to Penn from across the United States and internationally. Executive Doctorate students are senior higher education professionals from academia, government, nonprofit organizations, and the private sector. They reflect the broad diversity of higher education, by race, ethnicity, age, gender, sexual orientation, socio-economic background, and religious affiliation, as well by the type of higher education institution and roles within those institutions.

Our admitted student cohorts are purposefully diverse in terms of their professional and institutional backgrounds. Each class brings together senior leaders of two- and four-year campuses, public and private, for-profit and faith-based, historically black and Hispanic serving, elite and open enrollment. Represented in the room are presidents, vice presidents, deans, and our senior managers in the areas of finance, advancement, planning, student affairs, enrollment management, and virtually every segment of the enterprise. 

For more information on courses and requirements, visit the  Higher Education Management Ed.D. program in the University Catalog .

This is a full-time Ed.D. program delivered in an executive-style format which allows you to keep your full-time job while in the program. Cohort members take classes together; there are no electives. Due to the fast pace of the program, attendance at all course sessions is mandatory.

In the first year, you begin with a weeklong session in August. For the subsequent ten months, you come for monthly course sessions that take place over two and a half days. The second year begins with the international experience, typically for two weeks in July. Coursework continues in the second year, though at a lighter course load to allow students time to complete their research and dissertation drafts. In the weeks between monthly class meetings, you can expect 15 or more hours of assigned or independent work each week. The final program milestone is an oral dissertation hearing, typically held in April, and the completion of a book-length research study.

Course sessions take place monthly in Philadelphia, with the exception of the International module and one other cohort weekend. The program consists of six consecutive terms, beginning with a later summer term and culminating in a spring term two years later. Tuition is inclusive of all books, meals, and on-campus hotel accommodations. All admitted students transfer the equivalent of a year of graduate coursework from a previous master’s degree, first professional degree, or other doctoral degree as part of the credit requirements of the program.

Dissertation

A cornerstone of a doctoral education is the development of an independent research project leading to a dissertation. The Executive Doctorate approach focuses on scholarly inquiry as a management tool. These dissertations, on a diverse variety of topics, are frequently recognized by professional associations for their outstanding contributions to the literature, and many have been published as books or articles in scholarly or professional journals. 

Executive Doctorate dissertations meet the same standards as all Penn GSE Ed.D. degrees. A committee chair and a second reader are assigned in the first year to provide guidance to students throughout the process. All full-time faculty and several committed practictioner-faculty serve as readers and chairs, and are assigned to student committees based on their subject and methodological expertise. A third committee member is selected, often from outside of Penn, in consultation with the student.

Executive Doctorate dissertations explore a broad range of research questions. While students do not need to define their specific research interest at the start of the program, most have identified several potential areas of inquiry. Topics are generally chosen by the end of the first fall term, then developed over the subsequent spring term, at the end of which an oral hearing is held with the committee to review the dissertation proposal. Data collection then takes place during the summer and early fall, followed by analysis and drafting. Oral defenses of the final dissertation are held toward the end of the spring term of the second year.

Our Faculty

The curriculum is taught by core Penn higher education faculty and nationally recognized practitioners.  Each student is assigned and works with a Penn GSE faculty member on the development of a scholarly dissertation.

Affiliated Faculty

Our affiliated faculty of notable practitioners, leaders of higher education associations, and international scholars bring extraordinary experience and knowledge to the classroom. As integral contributors to the Executive Doctorate curriculum, these instructors present curriculum with practical applications in management.

Peter Garland Executive Vice Chancellor, Pennsylvania State System of Higher Education Ph.D., Penn State University

David Grossman Adjunct Assistant Professor Ph.D., University of Pennsylvania

Ira Harkavy  Associate Vice President and Founding Director, the Barbara and Edward Netter Center for Community Partnerships, University of Pennsylvania   Ph.D., University of Pennsylvania   

Mary Hinton  President, Hollins University Ph.D., Fordham University   

Kedra Ishop   Vice President for Enrollment Management, University of Southern California Ph.D., University of Texas, Austin   

Larry Moneta Adjunct Professor, Penn GSE Ed.D., University of Massachusetts - Amherst

Jason A. Presley Vice Dean, Finance and Administration, Penn GSE Ph.D., New York University

Ann E. Tiao Assistant Dean for Student Services Ph.D., University of Pennsylvania

Our Graduates

Most students are seeking career advancement that would be facilitated by a terminal degree or advanced study in the field of higher education management. According to our alumni, the program provides unparalleled preparation for senior leadership positions, supplying them with dynamic tools for surmounting campus-wide challenges. Graduates from the program are college and university presidents, senior vice presidents, vice presidents, deans, state and federal policy leaders, and nationally recognized academic entrepreneurs.

This program plays a pivotal role in the professional lives of our alumni well beyond the end of our two-year program. The strong network built within and across cohorts provides a constant resource for exploring ideas, finding solutions, and enabling career changes. From an annual Alumni Conference at Penn that addresses key issues in the field to receptions, seminars, and continued virtual interactions, the connection to our program continues to reward our students long after they’ve graduated.

Alumni Careers

• Assistant Provost and Chief of Staff, Fordham University
• Dean, University of Virginia, Darden School of Business
• Deputy Chair, National Endowment of the Humanities
• Head of School, Girls Preparatory
• Policy Advisor, U.S. Congress
• President, Whittier College

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

(215) 746-6401 [email protected]

Diane Eynon, Ed.D., M.B.A. Program Director and Senior Fellow [email protected]

Laura Stern Program Coordinator [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

Most students in this program fund their degree through a combination of personal resources, employer benefits, and student loans.

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You May Be Interested In

Related programs.

• Higher Education Ed.D.
• Higher Education Ph.D.

Related Topics

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• Department of Educational Leadership and Policy >
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• Doctoral Degrees >

Educational Administration, PhD

VIRTUAL OPEN HOUSE Thursday, Nov. 9 Event Details Register Now

Our Doctor of Philosophy (PhD) program in educational administration will prepare you with the theoretical and methodological skills for careers in university research, governmental and non-governmental policy analysis, educational and public agency leadership, and community-centered non-profit work. Our program is for researchers interested in connections between educational policy and leadership and increasing access, and diversity, equity, and inclusion (DEI) efforts within public educational spaces. It also is for researchers who aim to find new ways to integrate theory into practice and utilize interdisciplinary and transdisciplinary approaches to make a difference on critical problems affecting society today. The PhD program is different from the EdD program in that the PhD emphasizes training in empirical research, theory development, and the generation of new knowledge and is best suited for students who aspire to academic careers as university faculty or researchers.

On this page:

Why educational administration at ub.

The features of our program include:

• faculty expertise in critically-oriented educational policy and leadership theories and methodologies
• faculty expertise in global and localized educational issues, and interdisciplinary and transdisciplinary praxis
• coursework designed to meet individual student needs
• coursework designed to connect research with practice through frequent guest speakers  
• programming designed to stimulate critical conversations around the relationship between researcher identity, research processes, and structural inequities within society, schools, policy, and practice
• programming designed to provide core knowledge in educational policy and leadership, and to support students in a specialized area of study

Program Overview

Program coursework, educational administration (minimum 24 credits).

Your courses will provide a breadth of understanding across the field of educational administration (e.g., instructional, managerial and political areas) and a depth of understanding within a particular area that interests you (e.g., business administration, curriculum and instructional leadership, economics and finance, organizations, personnel, school reform, staff development, urban education).

Recommended (6 credits)

ELP 624 Research Paradigms and Problems in Educational Research ELP 626 Educational Policy Formation and Analysis

Cognates (minimum 18 credits)

You are expected to choose two cognates (with a minimum of 9 credits in each).

• A cognate in at least two areas of educational foundations such as sociology of education, philosophy of education, educational psychology, and history of education.
• A cognate in a discipline or field outside of educational administration (e.g., any of the educational foundations areas listed in (1), comparative education, counseling, English as a second language, economics, cognitive psychology, law, political science, management, sociology).

Research (minimum 15 credits)

At least one quantitative methods course and at least one qualitative methods course with at least one advanced course in either quantitative or qualitative methods. No more than one introductory course can be taken in any particular research method.

Dissertation (9 credits)

Application requirements.

In an effort to make the application process more equitable, the GRE/MAT is no longer required for admissions consideration. If you still plan to take the GRE/MAT exam, you can send your scores through the testing agency, and they will automatically be added to your application; however, they are not required for admission consideration to this program.

You must hold a master's degree.

Submit your completed online application, which includes:

• Application fee:  A $50 non-refundable application fee, submitted electronically through UB's ePayment system;
• Unofficial transcripts  from all colleges attended. (UB transcripts are automatically submitted for current UB students and alumni);
• Contact information for at least three individuals  who will each be asked to provide an electronic recommendation letter;
• Curriculum Vitae
• Sample of academic writing:  A sample of your academic writing of at least 15 pages (double spaced). This sample should utilize current empirical research evidence and be in current APA format ;
• Statement of interest:  A statement of interest of no more than 1500 words (double spaced; current APA format ), that discusses your research goals, faculty with whom you would like to partner and why, and how you respond to educational issues pertaining to diversity, equity, and inclusion (DEI). To help ensure those applying to the EDA PhD program fit within the program goals, the following DEI definitions were developed: D iversity implies that faculty and students will aim to understand the experiences of individuals from a wide range of identity backgrounds (e.g. age, gender identity, language, nationality, race, religion, sex, sexual orientation, socioeconomic status), with a particular focus on groups that have faced historic oppression and marginalization, and which can be visible, invisible, and shift relative to context, politics, and historical moment. E quity implies that students, and the faculty who guide them, are committed to identifying the actual needs of the individuals/group being researched, ensuring equal access to research opportunities and resources, and in particular, exercising heightened attention to the history of deficit-oriented and exploitative practices where unserved and underserved communities are concerned. I nclusion implies that students, and the faculty who guide them, are committed to the establishment of research protocols and practices that ensure individuals/groups are treated ethically, fairly, respectfully, and in manner that acknowledges researcher/participant power dynamics in a way that permits full participation of all individuals in research endeavors.

Admission Decision:  The admission decision will be communicated to you as soon as review is complete. The decision is based on a number of factors and is the result of a thorough and deliberate process. All decisions are final and cannot be appealed.

In-State Residency Tuition

In order to qualify for the in-state residency tuition rate, you must provide residency documentation indicating you have lived in New York State (NYS) 12 months before your semester start date.

If accepted, you will need to upload three documents to qualify for the in-state tuition rate. See  Required Documents for Residency Application  for more information. 

International Applicant Additional Requirements

• Official original proof of your degree
• A copy of your passport biographical page
• TOEFL minimum score is 250 for computer-based test, 600 for paper-based test and 79 for internet-based test
• IELTS Academic Test minimum score is 6.5 overall
• PTE minimum score is 55 overall
• DET minimum score is 120 overall
• Financial documentation:   International graduate applicants must document their ability to pay for all costs incurred while studying in the U.S.
• An official bank statement

All financial forms and supporting documentation with required signatures must be uploaded with your application and dated within one year of your intended enrollment date.

Program Faculty

Jasmine Alvarado

Assistant Professor Educational Leadership And Policy

480 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-6628

Email: [email protected]

Gwendolyn Baxley

485 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1085

Email: [email protected]

Simone Fried

484 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1099

Email: [email protected]

Melinda Lemke

Associate Professor Educational Leadership And Policy

University at Buffalo, SUNY Graduate School of Education Buffalo, NY 14260-1000 Buffalo, NY 14260

Email: [email protected]

Corrie Stone-Johnson

Professor Educational Leadership And Policy

473 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-2471

Email: [email protected]

Questions about the program?

Coordinator of Educational Administration

Associate Professor --------------------- Dept. of Educational Leadership and Policy 473 Baldy Hall

716-645-2471 [email protected]

We have a collection of frequently asked questions that may help you. If your questions are still unanswered, we are glad to help! Contact our admission office .

Questions About the Admission Process?

Office of Graduate Admission

Graduate School of Education 366 Baldy Hall, North Campus 716-645-2110 [email protected]

2024-2025 Catalog

Doctoral degrees.

The University of Idaho awards the degree of Doctor of Philosophy in recognition of high achievement in scholarly and research activity. The degree of Doctor of Education is granted for high scholarly attainment and in recognition of the completion of academic preparation for professional practice. See the "Ph.D. and Ed.D. Procedures" tab for more details. The Doctor of Athletic Training is offered through the College of Education and the Department of Movement Sciences (see the "DAT Procedures" tab for more details).

The major professor and program offering a particular doctoral program indicate the general philosophy of the degree program, the objectives of courses and seminars, the research specialties available, and requirements unique to the department. Admission to the doctoral program is granted only to those who have a recognized potential for completing the degree.

Requirements for Doctoral Degrees

Credit requirements.

For the Ph.D. and Ed.D., a minimum of 78 credits beyond the bachelor's degree is required.; At least 52 credits must be at the 500 level or above and at least 33 of the 78 credits must be in courses other than 600 (Doctoral Research and Dissertation). A maximum of 45 research credits in 600 (Doctoral Research and Dissertation) including 6 credits of 599 (Non-thesis Research) or 500 (Master's Research and Thesis) may be in the 45 research credits used toward the degree. For the D.A.T., a minimum of 66 credits is required and follows a prescribed set of courses set by the program.

Courses numbered below 300 may not be used to fulfill the requirements for a doctoral degree; courses numbered 300-399 may be used only in supporting areas and are not to be used to make up deficiencies. Individual programs may require additional course work. Applicants having a doctoral degree may obtain a second doctoral degree subject to the approval of the Graduate Council. The Graduate Council will establish the requirements for the second degree.

Credit Limitations for Transfer, Correspondence Study, and Non-degree

For the Ph.D. and Ed.D. degrees, a student must complete at least 39 of the 78 required credits at the University of Idaho (U of I) while matriculated in the College of Graduate Studies. Credits can be transferred to U of I with the consent of the student's major professor, the committee (if required by the program), the program's administrator, and the dean of the College of Graduate Studies. Credits can be transferred only if the institution from which the credits are being transferred has a graduate program in the course's discipline. All credits used toward graduate degrees must be from regionally accredited American institutions or from non-US institutions recognized by the appropriate authorities in their respective countries. Transfer credits are subject to all other College of Graduate Studies rules and regulations. Correspondence study courses may be applied to the degree only with the prior written approval of the College of Graduate Studies. Courses used toward an undergraduate degree, professional development courses, and courses on a professional development transcript are not available to be used toward a doctoral degree.

Time Limits

Of the credits submitted to satisfy the requirements for a Ph.D. or Ed.D. degree, a maximum of 30 may be more than eight years old when the degree is conferred, provided the student's committee and program administrator determine that the student has kept current in the subjects concerned. Graduation must occur no later than five years after the date on which the candidate passed their preliminary or general examination. These time limitations can be extended only on recommendation of the committee and approval by the Graduate Council.

Awarding Doctoral Degrees to Members of the Faculty

Regulations are outlined in Section 4920 of the Faculty-Staff Handbook.

Particular Requirements for the Ed.D. Degree

A period of professional practice is required for the Doctor of Education degree; the period involved is determined by the student's supervisory committee. While the Ed.D. is a College of Education degree, you should consult with the departments in the College of Education to learn of specific emphasis requirements.

Procedures for Doctor of Philosophy and Doctor of Education Degrees

Appointment of major professor and committee.

Refer to " Appointment of Major Professor and Committee for All Degree Seeking Graduate Students " in the preceding General Graduate Regulations section. In addition, a doctoral supervisory committee consists of at least four people: the major professor as chair and at least one additional UI faculty member from the program, the balance of the committee may be made up of faculty members from a minor or supporting area, and faculty members from a discipline outside the major. If the committee has a co-chair, the minimum number of committee members is five.

Qualifying Examination

The qualifying examination is a program option and serves to assess the background of the student in both the major and supporting fields and to provide partially the basis for preparation of the student's study program. A particular program may or may not require a master's degree as a prerequisite for the qualifying evaluation. As soon as the program's qualifications are met, a supervisory committee is appointed.

Preparation of Study Plan

Refer to " Preparation and Submission of Study Plan " in the preceding General Graduate Regulations section.

Preliminary Examination for Ph.D. Degree

The preliminary examination should be scheduled only after the student has completed the majority of the courses on their study plan. The student is required to be registered during the semester the preliminary examination is taken. The student's committee certifies to the College of Graduate Studies the results of the preliminary examination and if passed, the student is advanced to candidacy. Graduation must occur no later than five years after the date on which the candidate passed their examination. If the preliminary examination is failed, it may be repeated only once; the repeat examination must be taken within a period of not less than three months or more than one year following the first attempt. If a student fails the preliminary examination a second time, or the program does not allow the student to repeat the examination after the first failure or the student does not retake the examination within one year, the student is automatically moved to unclassified enrollment status and is no longer in the degree program.

General Examination for Ed.D . Degree

When the student approaches the end of their course work, has completed the professional experience requirement, and has outlined the dissertation subject in detail, the supervisory committee approves the holding of the general examination. The student is required to be registered during the semester the general examination is taken. The examination is both written and oral and is intended to assess progress toward degree objectives. The student's committee certifies to the College of Graduate Studies the results of the general examination and if passed, the student is advanced to candidacy. Graduation must occur no later than five years after the date on which the candidate passed their examination. If the general examination is failed, it may be repeated only once; the repeat examination must be taken within a period of not less than three months or more than one year following the first attempt. If a student fails the general examination a second time, or the program does not allow the student to repeat the examination after the first failure or the student does not retake the examination within one year, the student is automatically moved to unclassified status and is no longer in the degree program.

See the General Graduate Regulations section regarding application for advanced degree, registration requirements, final defense and dissertation requirements.

Procedures for Doctor of Athletic Training

The culminating clinical project.

Students enrolled in the Doctor of Athletic Training (D.A.T.) will engage in research projects during the curricular phase of the program. These project(s) will lead to at least two publication ready manuscripts, and all students must meet professional authorship requirements (regardless of order). See the  Department of Movement Sciences and Doctor of Athletic Training webpages for more information.

The Team (Committee)

All D.A.T. project team committees will have at least four committee members: two members of the athletic training faculty (all with graduate faculty status), the student's attending clinician (who is the student's on-site mentor during the student's residency), and an expert in the student's chosen area of clinical research. The athletic training faculty members will always chair the CCP, provide research guidance, and serve as the experts in the development of advanced practice in Athletic Training. A situation may arise in which one or both of the members of the committee that are outside of the AT program faculty may have a degree less than that of which the student is seeking; however, the intent of the third and fourth D.A.T. committee membership is to provide outside validation of the student's progress toward advanced practice and clinical utility of action research studies.

Culminating Clinical Project Hours

These dissertation hours may be used in instances when the CCP has not been successfully completed and the curricular phase of program has been completed.

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Institute for Educational Management

Additional Resources

• Request More Information

Upcoming Sessions

• Jul 11, 2024 - Jul 18, 2024 Application Deadline: May 30, 2024 Tuition: $8,950.00

For more than 50 years, the Institute for Educational Management (IEM) has helped experienced higher education professionals further refine their leadership skills while developing tangible strategies for near- and long-term institutional success.

This highly immersive, intensive learning experience will prepare leaders like you to address higher education’s most pressing issues, including setting strategic direction, competing successfully in a dynamic marketplace, optimizing financial and human resources, creating an inclusive community on campus, embracing emerging technologies, and more.

"The personal development and professional insight that I gained from IEM were well worth the time and effort. IEM was an investment — both in myself and my institution — that I'm confident will pay off greatly in the future." Vennie Gore, Vice President of Auxiliary Enterprises, Michigan State University

Program Details

This eight-day, on-campus institute is designed to help you articulate a compelling institutional vision, foster meaningful and enduring institutional growth, and address the issues that drive positive organizational change and innovation. IEM offers you the time and space to step back from your day-to-day responsibilities to consider the following questions:

• What gets in the way of putting your ideas into action at the individual and institutional level?
• How can planning and strategy implementation help drive opportunities for positive institutional change and improvement?
• How can you function as an agent of change and champion of improvement within your institution?
• How can you put your plans into action when you leave the program -- ensuring there are results directly attributable to your learning?

While the program will be conducted on-campus, it may also include virtual components, such as orientation, pre-program preparation, select in-program content, and a post-program follow-up session.  

Learning Goals

• Articulate your individual leadership challenges and explore how to advance your institution’s mission.
• Gain insight into working more effectively as a member of the senior leadership team while balancing internal and external leadership roles.
• Generate the leadership skills needed to create a community and culture of diversity, equity, and inclusion.
• Learn to drive innovation, improvement, and change for lasting impact at your institution.
• Deepen your understanding of what constitutes institutional success and learn strategies to generate it within your higher education environment.
• Develop a sustained professional network by engaging with your cohort through peer coaching and learning.

Faculty Chairs

James P. Honan

James Honan's research and teaching interests include financial management of nonprofit organizations, organizational performance measurement and management, and higher-education administration.

Richard Jason Reddick

Richard J. Reddick is the senior vice provost and dean for the College of Education at The University of Texas at Austin. He is also a professor for the Program in Higher Education Leadership and professor of the African and African Diaspora Studies Department in the College of Liberal Arts.

Who Should Attend

IEM is designed for higher education leaders at the most senior level of their institution and is part of the president's cabinet, which could include:

• Vice President
• Direct reports to the president
• Deans and senior-level administrators with decision-making responsibilities that impact the institution

Previous IEM sessions included people with the following titles: Chancellor, Vice Chancellor, Assistant Vice Chancellor, Executive Vice President, Chief Diversity Officer, Chief Financial Officer, Chief Budget Officer, and University Attorney.

How to Apply

This program only accepts individual applications. First-time applicants need to create a Professional Education account to apply.

Click the "Apply" button at the top of this page to log into your Professional Education account and access the application page. Proceed with the application form until submission. Please note that applicants should be prepared to submit their most recent CV with the application.

Invoices will only be available upon your acceptance.  

The tuition covers all instructional materials, a daily continental breakfast and lunch, and beverages and light refreshments during our scheduled breaks between sessions.

Travel, lodging expenses, and most dinners are not included in this fee. We have blocked a limited number of rooms in select hotels in the Cambridge/Boston area. The daily rates for these hotels typically range from $250 to $375 per room, plus applicable taxes. Once your applicants are accepted into the program, they will receive detailed information about these hotel options.

Tuition Assistance

Tuition assi s tance is available for this program on a need and application basis. Tuition assistance is granted based on participant and institutional needs. Requests for tuition assistance do not affect an applicant's prospects for admission. You may access the tuition assistance application after you have submitted your program application. Tuition assistance applications should be submitted at least one month prior to the final application deadline.

Considering this program?

The enduring impact of iem.

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Bravely confronting racism in higher education.

• Oct 10, 2024 - Nov 8, 2024 Price: $2,195.00

Leadership Institute for Academic Librarians

• Jul 28, 2024 - Aug 2, 2024 Price: $4,350.00

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Graduate Admissions

Office of graduate admissions.

820 Idaho Avenue Morrill Hall, Room 205 Moscow, ID 83843

University of Idaho 875 Perimeter Drive MS 3019 Moscow, ID 83844-3019

Phone: 208-885-4001

Email: [email protected]

Web: More Contact Information

Graduate Programs and Certificates

Select program to review admissions requirements and apply.

Accountancy (M.Acct.)

Adult Organizational Learning and Leadership (M.S.)

Agricultural Education (M.S.)

Animal Physiology (Ph.D.)

Animal Science (M.S.)

Anthropology (M.A.)

Applied Economics (M.S.)

Architecture (M.Arch.)

Art (M.F.A.)

Athletic Training (D.A.T.)

Athletic Training (M.S.A.T.)

Bioinformatics and Computational Biology (M.S., Ph.D.)

Biological Engineering (M.Engr., M.S., Ph.D.)

Biology (M.S., Ph.D.)

Chemical Engineering (M.Engr., M.S., Ph.D.)

Chemistry (M.S., Ph.D.)

Civil Engineering (M.Engr., M.S., Ph.D.)

Climate Change - Interdisciplinary Science and Technology (P.S.M.)

Computer Engineering (M.Engr., M.S.)

Computer Science (M.S., Ph.D.)

Creative Writing (M.F.A.)

Criminology (M.S.)

Curriculum & Instruction - Career and Technical Education (Ed.S.)

Curriculum & Instruction - Career and Technical Education (M.Ed.)

Curriculum & Instruction (Ed.S.)

Curriculum & Instruction (M.Ed.)

Cybersecurity (M.S.)

Dietetics (M.S.)

Education (Ed.D., Ph.D.)

Educational Leadership (M.Ed., Ed.S.)

Electrical Engineering (M.Engr., M.S., Ph.D.)

Emerging Media (M.A.)

Engineering Management (M.Engr.)

English (M.A.)

Entomology (M.S., Ph.D.)

Environmental Science (M.S., Ph.D.)

Experimental Psychology (Ph.D.)

Family and Consumer Sciences (M.S.)

Food Science (M.S., Ph.D.)

Geographic Information Science: Geospatial Aspects of Sustainable Planning Application (M.S.)

Geographic Information Science: Geospatial Habitat Assessment Application (M.S.)

Geographic Information Science: Geospatial Intelligence Application (M.S.)

Geographic Information Science: Geotechnician Application (M.S.)

Geographic Information Science: GIS Programming Application (M.S.)

Geographic Information Science: Natural Hazards and Emergency Planning Application (M.S.)

Geographic Information Science: Remote Sensing (M.S.)

Geographic Information, Skills, Mapping, and Monitoring - Interdisciplinary Science and Technology (P.S.M.)

Geography (M.S., Ph.D.)

Geological Engineering (M.S.)

Geology (M.S., Ph.D.)

Groundwater Hydrology (M.S.)

History (M.A., Ph.D.)

Human Factors (Psychology M.S.)

Hydrology (Groundwater Hydrology (M.S.))

Integrated Architecture and Design (M.S.)

Interdisciplinary Science and Technology (P.S.M.)

Interdisciplinary Studies (M.A., M.S.)

Kinesiology and Leisure Sciences (M.S.)

Landscape Architecture (M.L.A.)

Master of Business Administration (M.B.A.)

Master of Natural Resources (Natural Resources (M.N.R.))

Mathematics (M.A.T.)

Mathematics (M.S., Ph.D.)

Mechanical Engineering (M.Engr., M.S., Ph.D.)

Microbiology, Molecular Biology and Biochemistry (Ph.D.)

Music (M.A., M.Mus.)

Natural Resources - Environmental Education and Science Communication (@MOSS) (M.N.R.)

Natural Resources - Fire Ecology and Management (M.N.R.)

Natural Resources - Fish and Wildlife Science and Management Option (M.N.R.)

Natural Resources - Integrated Natural Resources (M.N.R.)

Natural Resources - Restoration Ecology and Habitat Management (M.N.R.)

Natural Resources (M.S., Ph.D.)

Neuroscience (M.S., Ph.D.)

Nuclear Engineering (M.Engr., M.S., Ph.D.)

Nutritional Sciences (M.S., Ph.D.)

Online Master of Business Administration (M.B.A.)

Physical Education (M.Ed.)

Physics (M.S., Ph.D.)

Plant Pathology (M.S.)

Plant Science (M.S., Ph.D.)

Political Science (Ph.D.)

Precision Nutrition for Human and Animal Health - Interdisciplinary Science and Technology (P.S.M.)

Professional Science Master (Interdisciplinary Science & Technology (P.S.M.))

Psychology (M.S.)

Psychology (Ph.D.)

Public Administration (M.P.A.)

Secondary Education (M.A.T.)

Soil and Land Resources (M.S., Ph.D.)

Special Education (M.Ed.)

Statistical Science (M.S.)

Sustainable Soil and Land Systems - Interdisciplinary Science and Technology (P.S.M.)

Teaching English to Speakers of Other Languages (M.A.)

Technology Management (M.S.)

Theatre Arts (M.F.A.)

Unclassified

Water Resources - Interdisciplinary Science and Technology (P.S.M.)

Water Resources (M.S., Ph.D.)

Education Leadership

The Doctor of Education Leadership (Ed.L.D.) prepares experienced educators to become the transformational preK–12 leaders that the country needs — passionate about educational quality and equity, well versed in learning and development, and knowledgeable about public policy and organizational management, so they can translate visionary ideas into real-world success. Graduates of the three-year, multidisciplinary Ed.L.D. — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — are uniquely prepared for system-level leadership positions in schools, nonprofits, mission-driven for-profits, and state and federal departments of education.

What an Executive MBA Is and Reasons to Get One

The purpose of an EMBA is to help business leaders bolster their strategic leadership and management skills.

A Guide to Executive MBA Degrees

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Executive MBA programs mostly skip the basics and focus on the nuances of business.

Key Takeaways

• Executive MBAs are designed for mid- to senior-level business managers.
• These degrees are often more expensive than a traditional MBA.
• The content and dialogue in EMBA programs tends to be at a higher level.

Seasoned business leaders sometimes come to a realization that, although they are experienced managers, there are aspects of business that they wish they understood better.

Executives who are interested in increasing their leadership skills sometimes make the time to attend a graduate business program, despite busy schedules and heavy workloads.

However, because these full-time managers have significant work experience and already understand the essentials of business, they often desire advanced business courses that delve into the intricacies of various management challenges executive MBA programs that are designed for leaders like themselves.

What Is an Executive MBA or EMBA?

Unlike the traditional full-time Master of Business Administration programs that early- to mid-career business professionals often choose, executive MBA programs tend to focus less on business basics and more on the nuances of business. While a conventional MBA may prepare someone to enter a management career, an EMBA is intended to teach a current leader how to be more effective.

According to the Executive MBA Council, or EMBAC, a nonprofit association of business schools that offer executive MBA programs, the average executive MBA student is 39 years old and has about 15 years of work experience , including roughly nine years of management experience. Because this type of student tends to have significant work obligations, EMBA course schedules are designed to accommodate demanding jobs, with classes often occurring on weekends and weeknights or part time.

"These are programs that are designed so that working professionals can fit them into their lives, so you're not going to go on campus during the day four or five days a week," says Michael Desiderio, EMBAC's executive director. "There's a myriad of formats: everything from meeting monthly for three immersive days to meeting biweekly for one or two days."

As a result of the COVID-19 pandemic, distance learning has become a more common way to complete an EMBA, Desiderio says. He notes that EMBA class sessions are often long, allowing coursework to be compressed into fewer days than a full-time MBA program generally requires.

Traditional MBA and EMBA programs typically result in the same credential – a Master of Business Administration degree. In rare cases, schools include the word "Executive" in the formal degree.

"While they both lead to the same type of degree, there are key differences with regard to how they are designed and delivered, as well as the audiences they target," Arman Davtyan, assistant dean of enrollment management at the Pepperdine Graziadio Business School at Pepperdine University in California, wrote in an email. He notes that EMBA programs tend to target mid- to senior-level leaders and managers who are "responsible for the strategic direction of their organizations or businesses."

What Are the Costs and Payoffs of an EMBA?

The average cost of an EMBA, according to EMBAC's 2023 Membership Program Survey, is $94,203 – up more than $11,000 from 2019.

However, many business schools charge significantly more than the average rate. Among the ranked EMBA programs that were evaluated in the U.S. News Best Executive MBA Programs rankings, the total price of an EMBA often exceeds $100,000 and occasionally – in rare instances, at highly prestigious B-schools – the cost surpasses $200,000.

By comparison, for many of the top traditional MBA programs , which typically last one or two years, tuition is around $70,000 to $85,000 per year.

Some EMBA students are fully or partially sponsored by their employers, while others finance their own education. Nearly one-third of Graziadio students receive some level of financial support from their employer, Davtyan says.

But nationally, it's more common now than in the past for EMBA students to self-fund their education, according to EMBAC. In 2023, nearly 55% of EMBA students were paying for their own degrees, up from 53% in 2019.

"As a first step, anyone looking to enroll in an MBA program should inquire with the HR unit of their organization about education benefits that may be offered as part of their benefits package," Davtyan says. "In addition to employer sponsorship and reimbursement programs, some companies may have special arrangements or partnerships with business schools that provide access to other scholarship funds or tuition discounts."

Although full corporate sponsorships for EMBA students are rarer now, the demand for an EMBA is "strong," Desiderio says, noting a 9% increase in the number of applications in 2023 compared to 2019.

The average EMBA grad received a 23.9% increase in compensation between the start and end of their executive MBA program, according to the 2023 EMBAC Student Exit Survey, which primarily polls North American programs. Moreover, during their EMBA education, 42% of students received a promotion.

How Executive MBAs Compare to Other Types of MBAs

EMBA programs don't typically focus as much on fundamental principles or technical concepts of business such as accounting, finance, operations and marketing, Davtyan says. Executive MBA students are generally expected to have mastered those before enrolling.

"Because EMBA programs aim to equip experienced management professionals striving to deepen their impact on an organization, they usually place greater emphasis on strategic leadership, decision-making, innovation, change agency and management," he says.

Another important distinction between a traditional MBA and an EMBA is that the classroom discussions sound and feel different, Desiderio notes.

"The level of discussion, when it comes to business cases, tends to be at a higher level" in EMBA courses, Desiderio says. "People just have more real-world experience."

Most EMBA programs feature seminar-style classes, capstone assignments and company-sponsored projects, Davtyan says. "To support the continuing personal and professional development of students, some programs, including ours at Pepperdine Graziadio, also offer individual or small-group executive coaching sessions for students."

Davtyan says because executive MBA programs typically attract cohorts of experienced and established professionals, they tend to offer a higher level of peer-to-peer learning than traditional MBA programs, along with valuable networking opportunities.

"Most EMBA students find great value in the opportunity to convene and exchange perspectives with classmates from a range of industries and organization types, all in the context of a mutually supportive learning environment," he says.

A traditional MBA program is typically designed to provide students with an "immersive experience" that includes regular and full-time classes as well as experiential learning opportunities such as internships and global study trips, Davtyan says. By contrast, "a typical EMBA program is designed to accommodate the schedule of a busy management professional through less frequent but more intensive class sessions or learning modules."

According to Desiderio, most executive MBA programs "are lock-step programs, meaning you start with a group and you end with the same group. In between, you might take a different elective, but you're with that same peer group for the bulk of the program, which is different than a part-time MBA program."

Some EMBA applications may have more requirements than a traditional MBA application, Davtyan adds. "They may include special candidate assessments, documentation of leadership experiences or accomplishments, reference letters and other items that attest to the applicant's suitability for an Executive MBA."

Prospective EMBA students should also be aware of mandatory commitments a program may have and coordinate with company managers regarding any time their program may take them away from work.

Cheri DeClercq, assistant dean for graduate programs and strategic partnerships at Michigan State University's Eli Broad College of Business , notes that like a traditional MBA, EMBA programs typically last 18-24 months.

"EMBA students routinely indicate that the knowledge and networks they gain in an EMBA position them to make a bigger, better and broader impact inside their organization," she says. "EMBAs deliver value by bringing together professionals from across functions and industries who learn through and with each other, then apply this learning immediately to their organizations."

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Tags: MBAs , business school , education , graduate schools , students

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#WhyIChoseEducation: ‘Education Is a Career Trajectory That Allows You to Learn a Whole Lot in Order to Understand It Yourself, But Also to Share It With Other People,’ Says Jennifer Buelin ’12PHD

When Jennifer Buelin ’12PHD left her job as a technical theater teacher to earn her doctoral degree through the NC State College of Education’s technology education program , she never imagined it would one day lead to her working with the U.S. Department of Labor.

“An advanced degree opens doors that you don’t even imagine at the time it’s going to open,” said Buelin.

Buelin’s dissertation was focused on how to foster and assess creativity in technology education but, while completing her research, she found herself immersed in the study of quantitative methods. 

“I didn’t realize going into the program how important statistics, the study of statistics, is to everything in the universe,” Buelin said. 

A number of years after graduation, Buelin had the opportunity to apply the data analytics and instructional design skills she learned through the College of Education in a position at the ASHLIN Management Group, where she engages with organizations such as the U.S Department of Labor and Job Corps to increase access to the workforce. 

For example, Buelin is currently managing a grant through a program called PASMART, which is funded by the state of Pennsylvania and is designed to match students at a Harrisburg community college with employers who are looking to hire medical assistants. 

“One of my favorite things about government work is making connections between national policy and young people who are trying to get into the workforce,” Buelin said.

Buelin may not have expected her career would lead her to supporting community college students in Pennsylvania, but she’s not surprised a degree in education helped her get there. 

“Once you learn how to teach people, how to educate people, how to do instructional design, then you’re able to put that in whatever kind of context your career requires,” Buelin said.

Why I Chose Education:

I like to go deeply into a topic, to study it, deconstruct it and understand it inside out. Education is a career trajectory that allows you to learn a whole lot in order to understand it yourself, but also to share it with other people.

How Education Shaped Me:

It’s just the idea that you can continue to learn, that you can continue to be curious, and I think that’s probably the most important character trait and practice, to take the methods we learned in the College of Education and apply them to everything. It’s so applicable. Whatever the context is, it just transfers into every other kind of pursuit.

What I Enjoyed Most About the NC State College of Education:

I absolutely loved the people, loved the faculty there, and I am still in touch with a bunch of them. I also liked the flexibility. Not a lot of people go into that program and say: “I’m going to apply quantitative methods to creativity studies.” And they just rolled with it.

What Others Should Know About the College of Education:

If you’re compelled to do an advanced degree and if you’re interested in how to solve problems through better design, putting yourself in an environment where that kind of exploration is supported and encouraged is just the best thing that you can do for yourself. 

The Last Thing That Inspired Me:

We just started our cohort of apprentices in medical offices, and they just started their coursework and their employment in early March. We got our updates from our employer group, the human resources directors who are trying to make this work. We had a meeting over lunch and almost all of them were nearly in tears because they would be like, “I found this person, and she had been in this position with the maintenance staff, but she really wanted to get into the medical side of things. Now she’s making more money, the apprenticeship is able to help offset her childcare costs a little bit and pay for tuition.” I find that to be very inspiring. We’re able to see the direct results on individuals’ lives for a program that we were able to put together.

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MATH6319 - Principles and Techniques in Applied Mathematics I

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How Artificial Intelligence Can Solve Disparate Problems

Hsinchun Chen is a University of Arizona Regents Professor in the Department of Management Information Systems at the Eller College of Management, which is ranked among the top five programs in the nation. He also is the Thomas R. Brown Chair in Management and Technology and the director of both the Artificial Intelligence Laboratory , which he founded at the university 35 years ago, and the AZSecure Cybersecurity Fellowship Program. 

Chen has been with the MIS department since 1989. He is an expert in areas ranging from web computing, search engines, and digital libraries to intelligence analysis, biomedical informatics, data mining, and knowledge management. He has authored and edited hundreds of publications on these topics and has served as an adviser for national and international research programs in his areas of expertise. 

Chen also is a successful entrepreneur and founder of Knowledge Computing Corporation, a university spinoff IT company and a market leader in law enforcement and intelligence information sharing and data mining. 

Q: You developed the AI Lab 35 years ago, when the internet as we know it was still nascent. Why did you think it was important to focus on artificial intelligence at that time? 

A: I didn’t know AI was coming. That time was AI winter; right now, it’s AI summer. AI has gone through many swings of summers and winters. This is a large summer that may last for a few years. 

I just liked AI because my personality is driving me to pursue topics that are new, that are interesting, that are unknown. AI is always on the forefront of computer science in exploring things that humans are good at doing but computers are not — yet. That type of a paradigm inspires me. I’m always using AI to solve problems that are important in the world. 

Q: What inspired you to develop COPLINK? 

A: I accidentally [got] into COPLINK because one of my students was a police officer, and he said, “Dr. Chen, you’re doing digital library to search medical literature. Can we use that for police report?” I said, “Why not?” 

The first part took two years: Fifty undergrads collecting data from different sources, normalizing it, creating the keys — or the person’s name, address, fingerprints, everything. After we finished doing that, we added the AI system, like a detective. If I cannot find a criminal, but I know his co-offenders, his past victims, et cetera, I can find associations. I can find their next potential targets. In the past, this takes days. Now it takes two seconds. 

Now almost all agencies in USA and Europe are using that. 

Q: I understand you developed SilverLink, which predicts falls, for your mother. Can you explain how it works? 

A: There are sensors that senior citizens wear on their necks, put on the toilet seats, put on the shower curtain, put on the door of the fridge. So it patiently collects data about their movements. Those records are sent to a phone acting as a server and sending data to the cloud. 

This is a project that was designed for my mom and people like her, senior citizens. This project is a move from [a] document database to sensor data collected in real time. So it allows you to track movement for detection or even for prediction. This system is a guardian angel for you, overlooking you and looking at your movements, and sends out alert signals to a dispatcher when something happens to you. 

Q: I read that there are Barbie dolls in the AI Lab. Can you explain why?  

A: [Barbies] are not regular toys anymore. They are “smart toys,” so they have internet capability. And that introduces vulnerabilities. Smart toys have a mechanism for talking and storing and transmitting information. In between collecting and transmitting data, that information can be hijacked. We research how it can be hacked or exploited and how to protect consumers from malicious activity with AI. 

Toys could talk back to you if someone has hijacked your Barbie doll, or hijackers can use a camera to monitor your kids or talk to the kids without parents present. We take things apart and find the vulnerabilities in different “internet of things” devices, like Barbie dolls. An interesting story: To get approval to buy the $39 Barbie dolls was one of the most difficult purchases of my academic career because we had to justify why an AI lab needed to purchase a Barbie doll. 

Q: How do you think AI will change the nature of work? 

A: AI can change you; you can change AI. In my area, I’m an AI developer; I’m an AI adopter. So I don’t let AI change me because I can change AI in a way. I can take AI apart and change the code and use it to do things I want it to do — but that’s not an ability that most people have, regular people. 

AI can change the nature of work; there’s no question about that. But I think the more important thing is: How do you shape AI into something that fits with you? You need to have a certain level of sophistication. You cannot just be a user. You have to have the ability to shape AI in a way that best fits your work or your industry. 

You have to control AI, not let AI control you .

A version of this article originally appeared in the Arizona Alumni Magazine. It was written by Riley Beck.