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Concentration Description
Curriculum
Course Requirements
Faculty
Additional Resources
Concentration Description (HE):
The doctoral (PhD) program in higher education is designed for students pursuing careers as academic faculty, administrators, policy analysts, and educational researchers. Since the PhD is a scholarly degree, the core objective of our program is to prepare professionals to conduct research of exceptional quality. Our program features small courses, hands-on research training, and individualized mentoring. Students enroll full-time and typically complete the program in four to five years.
Curriculum:
Our curriculum emphasizes the mastery of particular theoretical frameworks and research methods in the social sciences. Each doctoral student obtains a minor in a related discipline or interdisciplinary area; doctoral students often pursue master's degrees in their chosen field concurrently with their coursework for the PhD.
Our home in Stanford's School of Education enables our students to appreciate the myriad connections between higher education and K-12 schooling. Students also make good use of the wider resources available at Stanford, routinely enrolling in courses throughout the University.
Recent courses taught as part of the Higher Education program include:- Student Development and the Study of College Impact
- Multicultural Issues in American Higher Education
- Colleges and Universities as Complex Organizations
- Leadership and Administration in Higher Education
- Accountability and Assessment in Higher Education
- History of Higher Education
- Research Seminar in Higher Education
- Gender and Higher Education
- Higher Education and Society
- Interdisciplinarity in Higher Education
- Ed Schools: Historical and Sociological Perspectives
- Economics of Higher Education
- International Comparative Higher Education
- Field Research in Higher Education
 Course Requirements:
The higher education doctoral program is formally designated as a concentration within Stanford's PhD program in Administration and Policy Analysis (APA). Higher Education students take required courses for both APA and the Higher Education concentration.
I. APA Core Courses:
APA doctoral students take one course in each of four core areas.: economics, sociology and organizational studies, education policy, and history.
Below is a recent list of courses in these four core areas. It is revised periodically.
| Economics |
Sociology/Organizations Studies |
Policy |
History |
| 220a |
220c |
220b |
201 |
| 306a |
375a |
221a |
220d |
| 347 |
384 |
323 |
265 |
| |
|
349 |
|
| |
|
377 |
|
| |
|
417 |
|
APA doctoral students are also required to take courses that provide research skills:
EDUC 410 Introduction to Research Design: Educational Administration and Policy Analysis Statistics (2 Quarters)
II. Higher Education Core Courses:
In addition to the above APA core courses, the Higher Education PhD concentration requires:
EDUC 346 Research Seminar in Higher Education
EDUC 384 Advanced Topics in Higher Education
one course from either:
EDUC 381 Multiculturalism in Higher Education
EDUC 382 Student Development and the Study of College Impact
and two electives from the following list which is updated as new courses become available:
EDUC 265 History of Higher Education
EDUC 273 Gender and Higher Education
EDUC 347 Economics of Higher Education
EDUC 349 Accountability and Higher Education
EDUC 355 Higher Education and Society (Cross-listed as Soc 355)
EDUC 357x Interdisciplinary in Higher Education
EDUC 417 Research and Policy on Postsecondary Access
EDUC 418 Case Study Research
strongly recommended: further courses in organizational theory, such as:
EDUC 375A Seminar on Organizational Theory
EDUC 375B Seminar on Organizations: Theory and Applications
EDUC 377 Comparing Institutional Forms: Public, Private, and Nonprofit.
EDUC 378 Topics in Organizational Adaptation
Faculty:
All of our faculty are internationally recognized scholars and university leaders. Their areas of research include: the production and formal organization of knowledge in higher education; organizational restructuring and institutional change in public colleges and universities; alternative educational forms; the quantification of academic accomplishment; policy alignment and student transitions throughout the life course; the impact of diversity on college student outcomes; socialization and student networks; and the role of liberal arts instruction and service learning in professional education.
Research Opportunities:
Faculty projects within and beyond the Stanford Institute for Higher Education Research offer doctoral students the opportunity to conduct research and work closely with well-known scholars, as do collaborations with nearby research organizations such as the Carnegie Foundation for the Advancement of Teaching.
Admissions:
Admission to the PhD program is highly selective. Applicants with impeccable academic credentials and relevant professional experience fare best in the admission process.
For Admissions Information, see http://ed.stanford.edu/suse/admissions/index.html
For Further Program Information, see http://ed.stanford.edu/suse/programs-degrees/sspep-apa.html
Higher Education Faculty:
Anthony Lising Antonio
Tom Ehrlich
Patricia J. Gumport (on administrative leave)
Mitchell L. Stevens
Affiliated Faculty and Scholars:
Eric Bettinger
Bryan Brown
Martin Carnoy
Bernadine Chuck Fong
Leah Gordon
David Labaree
Susanna Loeb
Dan McFarland
Debra Meyerson
Woody Powell
Francisco Ramirez
Rich Shavelson
John Willinsky
Christine Min Wotipka
Emeritus Faculty:
Michael Kirst
James March
John Meyer
Lee Shulman
Myra Strober
Hans Weiler
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