Ph.D. in Education – Higher Education Administration & Leadership
Be Equipped to Lead & Manage Confidently with a Ph.D. in Higher Education
We are in a crucial time in our history where we need strong, Christian leadership in higher education. If you have a passion for improving the quality of higher education and enjoy the responsibilities of leadership and management, this concentration can help you make the type of impact that changes lives. Regent’s Doctor of Philosophy (Ph.D.) in Education – Higher Education Administration & Leadership prepares you to teach or hold positions of significant administrative leadership. More specifically, this research-based Ph.D. can prepare you for a career in academia.
INCREASE YOUR EARNING POTENTIAL
Capitalize on a higher salary with your Ph.D. degree.
EXPAND YOUR CAREER PATH
Take your career to the next level with exciting leadership opportunities.
MAKE AN IMPACT with Ph.D in Higher Education online
Present ground-breaking research to improve the world of education.
ALIGN YOURSELF WITH EXCELLENCE
Regent has been ranked among the Top National Universities by the U.S. News & World Report (2025). Our programs have also been ranked among the Top 10 Best Online Graduate Education Programs in Virginia for 13 years in a row (2013-2025).
Presented from a Christian worldview, this specialty degree is supported by award-winning faculty in Virginia Beach.
Please complete the Request Information form on this page to learn more about this program.
On completing the Ph.D. in Education – Higher Education Administration & Leadership degree, you can:
- Develop vital skills in higher education administration including program evaluation and strategic planning.
- Prepare for accreditation, train board members, and assess higher education policies.
- Effectively explain historical and contemporary legal issues that have shaped universities, along with constitutional provisions and federal statutes.
Career Opportunities
- University Faculty
- Division Chair
- Academic Dean
- Assistant Dean
| EDCO 801 | Strategic Planning & Program Evaluation | 3 | Examines strategic planning and the role of program evaluation in the planning-implementation-evaluation cycle to include the curriculum planning process. Topics include various theoretical and philosophical perspectives, alternative evaluation designs and related methodologies including collaborative action research and issues related to design, measurement and utilization. The goal is to help educators become active collaborators in the evaluation process and to give them the tools to judge the value of an evaluation. Whether the task is designing an internal evaluation of a local program, contracting for an external evaluation at the district level, or critically reviewing an evaluation report as a basis for making an administrative decision, this course offers important leadership preparation. Each student will prepare an evaluability assessment related to a self-selected educational program in his/her area of concentration. Prerequisite: a graduate level research course. |
| EFND 723 | History & Contemporary Issues in American Higher Education | 3 | Overview of American higher education from the colonial period to the present. Form a foundational understanding of higher education and the origins of contemporary practices and problems within the academy. Investigate diverse institutions such as land grant colleges, historically black colleges and universities, research institutions, liberal arts colleges, religious colleges and universities and access to higher education. Examine and discuss early innovators of higher education and their policies. |
| EHEA 702 | Role & Mission of the Christian College & University | 3 | Centers on the need for the continuance of Christian colleges and universities in a post-Christian culture. Particular emphasis placed on the strategies, objectives and goals that can best insure the future continuance of the spiritual mission and Orthodox beliefs of Christian colleges and universities. Cross-listed with EHEA 602. |
| EHEA 802 | Higher Education Finance | 3 | Focuses on the knowledge and skills required to effectively deal with financial changes and trends for institutions of higher education. Students will further their skills in analysis and evaluation of issues from various perspectives – administrative, consumer and societal (government and organizations in the private sector that influence the source and use of funds). Financial management of higher education (administrative perspective) focuses on effectiveness and efficiency issues associated with the use of funds. The consumer perspective (access and choice issues in financing students) focuses on the source of institutional funds; both state and federal policies and programs and budgeting will inform the learner from that perspective. Cross-listed with EHEA 502. |
| EHEA 803 | The Law & Governance of Higher Education | 3 | Provides historical and contemporary legal issues that have and will continue to shape colleges and universities today. Discusses legal issues regarding the college and trustees, administrators and staff. Investigates the legal basis of higher education in the United States to include constitutional provisions and federal statutes that influence higher education policy. Prepares emergent administrators for preventative law measures in an increasing litigious environment. Cross-listed with EHEA 503. |
| EHEA 811 | Administration & Organization Theory in Higher Education | 3 | In-depth study of administrative roles, functions, knowledge and skill requirements, and administrative behavior. Trends in administrative theory and application explored. |
2024-25 Semester Check-In Deadlines
All students are expected to check-in for the semester two weeks before the session start date. Students should apply, be accepted, enroll in their first courses, and confirm a plan to pay for their courses prior to this date.
| Session | Semester Check-In | Session Start Date |
|---|---|---|
| Session A | Friday, August 9 | Monday, August 19 |
| Session M | Friday, September 6 | Monday, September 16 |
| Session B | Friday, October 11 | Monday, October 21 |
| Session C | Wednesday, January 8 | Monday, January 13 |
| Session T | Friday, January 31 | Monday, February 10 |
| Session D | Friday, March 7 | Monday, March 17 |
| Session E | Friday, May 2 | Monday, May 12 |
| Session F | Friday, June 13 | Monday, June 23 |
Admissions Requirements
Step 1: Apply to Regent University
Submit your application using the Regent University Online Application.
Note: If you are unable to complete our application due to a disability, please contact our Admissions Office at 757.352.4990 or admissions@regent.edu and an admissions representative will provide reasonable accommodations to assist you in completing the application.
Step 2: Submit Your Unofficial Transcripts
Submit your unofficial transcripts to regent.edu/items.
Upon submitting your application, you will receive an email requesting authorization for Regent University to obtain your official transcripts from your U.S. degree-granting institution. International transcripts must be evaluated by a NACES, AACRAO or NAFSA approved agency.
Step 3: Submit Your Government-Issued ID
To ensure academic integrity, Regent University requires a copy of a government-issued ID. Please submit a scanned copy or photograph of it to regent.edu/items.
Please feel free to contact the Office of Admissions at 757.352.4990 or admissions@regent.edu should you have any further questions about the application process.
Note: All items submitted as part of the application process become the property of Regent University and cannot be returned.
Part-Time Students
| Degree | Tuition Cost Per Credit Hour | Average Credit Hours Per Semester | Average Tuition Per Semester |
|---|---|---|---|
| Master of Education (M.Ed.) | $585 | 6 | $3,510 |
| Educational Specialist (Ed.S.) | $820 | 6 | $4,920 |
| Doctor of Education (Ed.D.) | $820 | 3 | $2,460 |
| Doctor of Philosophy (Ph.D.) | $820 | 3 | $2,460 |
Full-Time Students
| Degree | Tuition Cost Per Credit Hour | Average Credit Hours Per Semester | Average Tuition Per Semester |
|---|---|---|---|
| Master of Education (M.Ed.) | $585 | 9 | $5,265 |
| Educational Specialist (Ed.S.) | $820 | 9 | $7,380 |
| Doctor of Education (Ed.D.) | $820 | 6 | $4,920 |
| Doctor of Philosophy (Ph.D.) | $820 | 6 | $4,920 |
Student Fees Per Semester
| University Services Fee (On-Campus Students) | $900 (Fall & Spring) $750 (Summer) |
|---|---|
| University Services Fee (Online Students) | $750 |
PART-TIME STUDENTS
| Degree | Tuition Cost Per Credit Hour | Average Credit Hours Per Semester | Average Tuition Per Semester |
|---|---|---|---|
| Master of Education (M.Ed.) | $565 | 6 | $3,390 |
| Educational Specialist (Ed.S.) | $800 | 6 | $4,800 |
| Doctor of Education (Ed.D.) | $800 | 3 | $2,400 |
| Doctor of Philosophy (Ph.D.) | $800 | 3 | $2,400 |
Full-Time Students
| Degree | Tuition Cost Per Credit Hour | Average Credit Hours Per Semester | Average Tuition Per Semester |
|---|---|---|---|
| Master of Education (M.Ed.) | $565 | 9 | $5,085 |
| Educational Specialist (Ed.S.) | $800 | 9 | $7,200 |
| Doctor of Education (Ed.D.) | $800 | 6 | $4,800 |
| Doctor of Philosophy (Ph.D.) | $800 | 6 | $4,800 |
Student Fees Per Semester
| University Services Fee (On-Campus Students) | $850 (Fall & Spring) $700 (Summer) |
|---|---|
| University Services Fee (Online Students) | $700 |
*Rates are subject to change at any time.
Ph.D. Requirements
A Ph.D. student will (a) complete 21 hours associated with the Ed.D. core curriculum, (b) complete 24-26 hours associated with an Ed.D. concentration, (c) complete an additional 6 hours of research related credit, and (d) complete 16 hours of dissertation research credit—the total program is 67 hours. A candidate for the Ph.D. degree must present an acceptable research-based dissertation. The dissertation demonstrates that the candidate has technical competence in the field and has done research of an independent character. It must add to or modify what was previously known in the candidate’s field of interest or present a significant interpretation of the subject based upon original investigation and research.
Ph.D. students are required to take the following courses:
EDCO 806 Multivariate Statistics (3)
EHEA 805 Advanced Research Design and Analysis (3)
Faculty
Dr. Barbee is the concentration chair for Higher Education Administration & Leadership and is committed to your success.
Dr. Dawn Barbee is currently an associate professor, full-time faculty member, and program director for the M.A. in Higher Education and Ph.D. and Ed.D. in Higher Education Administration and Leadership programs in the School of Education.
Dr. Barbee’s educational background includes an Ed.D. in Higher Education Leadership and Management from Regent University, an M.A. in Biblical Studies from Regent University and a bachelor’s in economics and music from the University of Mary Washington.
With over 15 years of experience in teaching and administration in university settings, Dr. Barbee is a strong higher education professional. Her teaching experience encompasses the undergraduate, graduate, and doctoral levels in the areas of biblical studies, ministry, leadership, and higher education. While at Palm Beach Atlantic University, Dr. Barbee held the position of Assistant Professor of Leadership and served as the Director of the Center for Global Leadership, where she oversaw the development and implementation of academic programs such as PBA Lead, an undergraduate leadership development program. She also served as Campus Registrar at the University of Valley Forge Virginia Campus. Outside academe, Dr. Barbee worked on staff as the Associate Director of Adult Spiritual Formation at a large church and served as a corporate chaplain.
Dr. Barbee’s dissertation explored the spiritual discernment practices of the governing boards of Christian higher education institutions. Her research interests include Christian higher education leadership; the spiritual formation of students in Christian colleges and universities; the integration of faith, learning, and living in curriculum and co-curriculum design; the role of soul care in higher education administration; Christian leadership formation; individual and group Christian decision-making; and the spiritual health of teams and leaders.