The PhD is an academic, research degree designed especially for Christian educational administrators, teacher educators, and professors serving at the tertiary level. The program emphasizes the knowledge and skills needed by educational leaders. It incorporates a research orientation and is intended to prepare students for effective decision making, enabling them to become positive change agents in their institutions. A solid foundation in Adventist educational philosophy prepares students for leadership positions through which they can exert an influence on the future of Christian educational systems.
The PhD program is offered with specialization in the areas of Curriculum and Instruction and Educational Administration. The available cognates for the PhD degree are Curriculum and Instruction, Educational Administration, and TESOL. A customized cognate is also available for those who have a particular area of interest.
39 months
August or January
1. Graduate Education courses (minimum grade of B), to include the following courses, regardless of the area of emphasis:
Additional graduate courses required for the emphasis in Curriculum and Instruction:
Additional graduate courses required for the emphasis in Educational Administration:
2. A master’s thesis or a report of other significant research. In the absence of such prior research, the student is required to complete RESM 685 Research Experience (3 semester hours) to meet this research prerequisite.
3. Teaching experience, normally a minimum of 3 years. A letter of verification is required.
4. At least one religion course (undergraduate or graduate), with a minimum grade of C, from each of the following areas:
The following courses are offered as graduate level self-study modules to meet these prerequisites:
Note: Other Seminary courses may also apply (ask your academic advisor).
5. For those taking a cognate in TESOL, A pass in one of the standard English proficiency tests prescribed by AIIAS. The required passing score for the test is IELTS 6.5 or equivalent.
The following courses are offered as graduate level self-study modules to meet these prerequisites:
Note: Other Seminary courses may also apply (ask your academic advisor).
To be awarded the PhD degree, a candidate must satisfactorily fulfill the following requirements:
Complete the following two courses:
A critical comparison of secular systems of Western philosophy and Christian and educational thought, with
special reference to the Seventh-day Adventist Church and the writings of Ellen White. This course is based on
an extensive survey of secular philosophical documents and consideration of theological, educational, and
practical issues arising from the readings. Position/reaction papers and extensive discussion allow students to
explore the Adventist perspective.
A study designed to develop understanding of and experience in the spiritual life. The classic disciplines are
examined, biblically and historically, with special reference to the responsibilities of ministry. Emphasis is on
the development and maintenance of vital faith, habits of spiritual discipline, self-renewal, and personal
devotion in the face of the pressures and problems of contemporary Christian service. The course explores
spiritual vitality programs, both for the minister and the local congregation.
This course seeks to enable doctoral students to (1) appraise how their own vocational calling can best assist
the local church in fulfilling its mission; (2) clearly grasp and understand the concept of Christian leadership;
(3) have a beginning overview of the dynamics of resistance, change, and transformation of an entire
congregational system; and (4) be able to articulate the primary values the student desires to hold in
leadership. Note: The 1-credit version of this course is available to Graduate School students but does not
count toward Seminary programs.
Complete the following seven courses:
A course designed to prepare subject matter specialists to teach at the tertiary level. It focuses on characteristics
of adult learners and methods of teaching which are appropriate to higher education. It addresses topics such
as curriculum planning with focus on creating course outlines and lesson planning, instructional planning with
focus on teaching processes and preparation of learning materials and evaluation. The use of technology in
teaching, as well as research on best practices in adult learning, are also discussed.
Streams of curricular thought based on extant literature. Consideration is given to the shifts of perspective in
curricular theory over time, primarily throughout the twentieth century, leading to the present; the relationship
of curriculum theory to major philosophical frameworks and assumptions; the interaction of the commonplaces
of curriculum, and the dominant models of curriculum. Prerequisite: EDCI 640 Process of Curriculum.
Introduction and practice of advanced teaching strategies that rely on systematic instruction based upon theory,
research, and scholarly thinking in specific disciplines. It relies substantively on digital teaching/learning tools,
dispositions, and skills of the 21st century. Designed to increase teaching repertoire, feedback, and support of
others within the context of teaching/learning communities. Prerequisites: EDCI 615 Instructional Models, EDCI
625 Instructional Media.
Educational issues specific to online learning, both as a supplement to or a substitute for face-to-face
interaction. Attention is given to principles and strategies of teaching and learning online and how they differ
from traditional methods, curriculum and instructional design issues relating to online environments, online
assessment strategies and tools, and an introduction to administrative and technical support, together with
actual course development applications. The course provides students with hands-on experience in an online
environment. Prerequisites: a graduate course in curriculum and EDCI 625 Instructional Media.
Open to students only on a limited basis with departmental approval. Provides graduate students with
opportunities to deepen and apply their learning in real-life settings not before experienced and expands
horizons through new types of professional interactions. Courses designated as fieldwork entail on-site
experiences and activities in a setting appropriate to the degree being sought. Fieldwork courses may only be
taken after half of the total number of credits for the respective degree program have been completed.
Students are expected to spend a minimum of 60 clock hours in practicum activities for each semester hour of
credit.
An explanation of and justification for evaluation strategies at both departmental and institutional levels, from
the perspective of both the practitioner and the evaluator. The course emphasizes the building of evaluation
criteria, self-study, methods of data collection, organization and analysis, the drawing of inferences and the
framing of recommendations consistent with the mission and philosophy of the institution or program being
evaluated.
Open to students only on a limited basis and with departmental approval. A written report is required, normally
in the form of a research paper. For master’s level registration the course will culminate in an article accepted
for publication in a refereed journal. For a PhD level registration, the course will require a review of literature,
conceptual framework, research design, data collection, data analysis, and interpretation, culminating in a
publishable article accepted for publication in an international/national refereed and indexed journal. May be
repeated for credit.
Complete the following seven courses:
An analysis of the financial and economic aspects of the administration of educational institutions, including
sources of long-term financing, resource management, planning the use of funds, internal control, capital
budgeting, risk and return analysis, and cost control. Prerequisite: EDAD 640 Administrative Finance. Credit
may not be earned in both EDAD 730 and FNCE 646.
A study of governance in higher educational institutions and current trends for higher education in developing
and developed countries. The course emphasizes leadership roles and principles in establishing administrative
structures and processes for distinctive futures in academic programs and learning outcomes, instructional
resources, student services, financial support, staffing, professional development, and evaluation.
Open to students only on a limited basis with departmental approval. Provides graduate students with
opportunities to deepen and apply their learning in real-life settings not before experienced and expands
horizons through new types of professional interactions. Courses designated as fieldwork entail on-site
experiences and activities in a setting appropriate to the degree being sought. Fieldwork courses may only be
taken after half of the total number of credits for the respective degree program have been completed.
Students are expected to spend a minimum of 60 clock hours in practicum activities for each semester hour of
credit.
Examines contemporary theories, conceptual frameworks and best practices in managing organizational change
and preventing and managing crisis. The course enhances student’s competence in the area of understanding
trends, identifying needs for change, overcoming resistance for change, designing programs for change,
implementing change, sticking change, spreading change and controlling change. Further, it also prepares
students in anticipating crisis and its impact, planning for crisis, developing a crisis plan, managing crisis when
and if it happens and learning from crisis. Prerequisite: MGMT 610 OrganizationalBehavior and Communication.
Educational issues specific to online learning, both as a supplement to or a substitute for face-to-face
interaction. Attention is given to principles and strategies of teaching and learning online and how they differ
from traditional methods, curriculum and instructional design issues relating to online environments, online
assessment strategies and tools, and an introduction to administrative and technical support, together with
actual course development applications. The course provides students with hands-on experience in an online
environment. Prerequisites: a graduate course in curriculum and EDCI 625 Instructional Media.
An explanation of and justification for evaluation strategies at both departmental and institutional levels, from
the perspective of both the practitioner and the evaluator. The course emphasizes the building of evaluation
criteria, self-study, methods of data collection, organization and analysis, the drawing of inferences and the
framing of recommendations consistent with the mission and philosophy of the institution or program being
evaluated.
Open to students only on a limited basis and with departmental approval. A written report is required, normally
in the form of a research paper. For master’s level registration the course will culminate in an article accepted
for publication in a refereed journal. For a PhD level registration, the course will require a review of literature,
conceptual framework, research design, data collection, data analysis, and interpretation, culminating in a
publishable article accepted for publication in an international/national refereed and indexed journal. May be
repeated for credit.
Complete the following three courses:
Designed to increase the teaching repertoire of teachers and other instructional leaders interested in improving
instruction. The power and usefulness of research-based teaching models are presented. The emphasis is on
developing a repertoire of complex teaching models or strategies of teaching/learning through guided practice
and feedback. Participants develop their ability to reflect on their own teaching performance and provide
effective feedback and support to others.
An exploration of the approaches that can be used by teachers for inclusion of exceptional learners, including
gifted learners, in the regular classroom setting. The characteristics of enabling conditions are analyzed and
appropriate educational programs and issues of assessment are addressed. Current trends and the impact of
legislation upon special education and inclusive practices are reviewed. Strategies and methods for dealing with
different levels of ability within the regular education classroom are examined.
A comprehensive introduction to the components of curriculum development. This course examines the process
and product aspects of curriculum for schools. Students learn the basic theory and skills of conceptualizing,
designing, constructing, implementing, and evaluating curriculum. The course includes issues of curriculum
change and the roles of curriculum participants and specialists in all curriculum activities. Students create
original curriculum documents within a limited scope.
Complete the following courses:
Basic concepts of accounting and reporting, analysis, and interpretation of financial statement (working capital
and liquidity), variance analysis of income statements and expenditure, principles of time value of money, and
budgeting, an introduction to costing principles, and issues in strengthening the financial condition of an
institution or a business. (Not applicable to the MBA degree).
A study of the principles of K-12 school law. The course addresses legal issues affecting teachers and principals
including church-state issues, school board operations, teacher employment, and student welfare.
One of the two courses:
The study of leadership and its dynamics as it applies to the administration of elementary and secondary schools,
highlighting planning and implementing change for school improvement. The course explores the principal’s
role in providing moral, relational, instructional, and administrative leadership within the context of a school’s
culture and in the management of the school’s resources such as human resources, financial resources,
instructional resources, and others.
A study of governance in higher educational institutions and current trends for higher education in developing
and developed countries. The course emphasizes leadership roles and principles in establishing administrative
structures and processes for distinctive futures in academic programs and learning outcomes, instructional
resources, student services, financial support, staffing, professional development, and evaluation.
Complete the following three courses:
An overview of theories of first and second language acquisition, including comprehensible input, the monitor
hypothesis, and order of acquisition. The role of linguistics in understanding language acquisition; the
differences between learning and acquisition, EFL, ESL, and ESP, pedagogy and andragogy, integrative and
instrumental motivation; and traditional and current approaches to language teaching including
grammar/translation approaches, and communicative language teaching are discussed.
A study of the role of content courses in the development of reading and writing, grammar, vocabulary, and
thinking skills. Emphasis is placed on the integration of writing and study skills in order to enhance retention in
all content areas. The course includes a survey of appropriate teaching aids suitable for all learners,
incorporating critical evaluation of numerical data, technology, and media literacy, including underlying issues
such as bias, power, and culture. Experiences in the class include observation and teaching practice at various
ages and levels of language ability.
An introduction to concepts of phonetics and phonology for language teachers. Techniques for teaching
pronunciation and assisting learners in gaining fluency and grammatical accuracy in real-time oral language
production; developing general and specific listening skills; selection of instructional materials; testing; and
individual, group, and laboratory techniques for oral skills development are included.
Note: If you already completed these courses in your master’s program, you may take other 600 or 700 level
EDAD or EDCI courses as relevant to the cognate area.
Those students who have a particular area of interest, may design a cognate in consultation with their
academic advisor and upon approval of the Education Department. This cognate may include courses
from other departments at AIIAS, transfer credits, online courses, or independent research. To fulfill the
customized cognate requirement, students must take three courses from the master’s level or two courses
from the Master’s level and one course from the doctoral level for a total of 9 credits in the chosen
cognate area.
Complete the following three courses:
Theory and applications of multivariate statistics. Topics include factorial ANOVA, multiple regression, multiple
discriminant analyses, logistical regression, multivariate analysis of variance (ANCOVA, MANOVA, MANCOVA),
multidimensional scaling, cluster analysis, time series, and factor analysis. The student is expected to conduct
quantitative research involving advanced statistical procedures; analyze, interpret, and present and discuss the
results. Prerequisite: RESM 615 Statistics or equivalent. Note: Students who took basic statistics more than 5
years ago must audit RESM 615 or pass a proficiency examination before enrolling in this class.
An overview of the research traditions in qualitative research. The range consists of research methods from
criticism to inductive science. Philosophical assumptions; psychological and anthropological perspectives;
inductive, deductive, and abductive thought processes are considered from a personal worldview and values
orientation. The purpose is to make thoughtful and considered decisions about personal choices of research
methods available and suitable or appropriate for conducting research.
Critical analysis of the research literature within a selected disciplinary topic. Classical emerging literature are
analyzed. Both a broad scan and a focused review of the literature are conducted. The purpose is to lay the
foundation for the dissertation literature review. This course must be taken before, or concurrently with
EDAD/EDCI 897 Dissertation Proposal Writing.
Note: Students must have obtained approval for their topic concept and Dissertation Committee from the
department before enrolling in Disciplinary Research. This course must be offered before Applied Qualitative
Research or Applied Quantitative Research.
Complete one of the following courses according to the research methodology specialty.
Applications of multivariate analysis (a continuation of topics introduced in RESM 715) in analyzing causal
relationships. The topics include introduction to construction of scales, confirmatory factor analysis, path
analysis, and structural equation modeling using relevant statistical tools. The student applies the concepts to
the relevant quantitative research designs. This course should lead to validated measurement instruments and
the models of complex relationships for hypothesis testing. Prerequisite: RESM 715 Advanced Statistics.
Examination of a qualitative research method including the question of purpose, design, interpretation, and
presentation of findings. The first part of the course includes the philosophy, theory, and the step-by-step
processes included in a particular research design. The second part of the course consists of conducting a study
using this design in the field.
A required culminating activity for all doctoral degree students. It consists of original, primary research that
makes a unique contribution to knowledge in the selected area of study. Only an S/U grade is earned.
Continuous registration is required until the completion of the dissertation. Prerequisite: BUAD/EDAD/EDCI
897, candidacy status or approval of the department. See Departmental Guidelines for details.
Note: May be taken only after attaining candidacy status.
Program Structure | 58 |
Philosophy | 4 |
Specialization | 21 |
Cognate | 9 |
Research | 12 |
Dissertation | 12 |
Philosophy | 4 |
Complete the following two courses: | |
CHPH 872 Philosophy: An Adventist Perspective | 3 |
GSEM 731 Seminar in Worldview and Worldview Change | 1 |
Specialization in Curriculum and Instruction | 21 |
Complete the following seven courses: | |
EDCI 720 Teaching and Learning in Higher Education | 3 |
EDCI 730 Advanced Curriculum Theory and Practice | 3 |
EDCI 765 Advanced Instructional Processes | 3 |
EDCI 785 E-Learning | 3 |
EDCI 792 Advanced Fieldwork in Curriculum and Instruction | 3 |
RESM 770 Institutional Evaluation | 3 |
EDCI 895 Directed Research in ______ | 3 |
Specialization in Educational Administration | 21 |
Complete the following seven courses: | |
EDAD 730 Financial Management for Educational Institutions | 3 |
EDAD 786 Administration in Higher Education | 3 |
EDAD 792 Advanced Fieldwork in Educational Administration | 3 |
MGMT 725 Change and Crisis Management | 3 |
EDAD 785 E-Learning | 3 |
RESM 770 Institutional Evaluation | 3 |
EDAD 895 Directed Research in ______ | 3 |
Cognate in Curriculum and Instruction | 9 |
Complete the following three courses: | |
EDCI 615 Instructional Models | 3 |
EDCI 632 Inclusive Instruction | 3 |
EDCI 640 Process of Curriculum | 3 |
Cognate in Educational Administration | 9 |
Complete the following courses: | |
EDAD 640 Administrative Finance (3) | 3 |
EDAD 674 School Organization and Law (3) | 3 |
One of the two courses: | |
EDAD 651 Principalship and School Improvement (3) | 3 |
EDAD 786 Administration in Higher Education (3) | 3 |
Cognate in TESOL | 9 |
Complete the following three courses: | |
EDTE 620 Second Language Acquisition | 3 |
EDTE 622 TESOL Methods for Content-Area Reading and Writing | 3 |
EDTE 628 TESOL Methods in Speaking and Listening | 3 |
Note: If you already completed these courses in your master’s program, you may take other 600 or 700 level EDAD or EDCI courses as relevant to the cognate area. | |
Customized Cognate | 12 |
Those students who have a particular area of interest, may design a cognate in consultation with their academic advisor and upon approval of the Education Department. This cognate may include courses from other departments at AIIAS, transfer credits, online courses, or independent research. To fulfill the customized cognate requirement, students must take three courses from the master’s level or two courses from the Master’s level and one course from the doctoral level for a total of 9 credits in the chosen cognate area. | |
Research | 12 |
Complete the following three courses: | |
RESM 715 Advanced Statistics | 3 |
RESM 740 Qualitative Research | 3 |
RESM 780 Disciplinary Research in ______ | 3 |
Note: Students must have obtained approval for their topic concept and Dissertation Committee from the department before enrolling in Disciplinary Research. This course must be offered before Applied Qualitative Research or Applied Quantitative Research. | |
Complete one of the following courses according to the research methodology specially. | |
RESM 752 Applied Quantitative Research | 3 |
RESM 751 Applied Qualitative Research | 3 |
Dissertation | 12 |
EDAD/EDCI 808 PhD Dissertation | 12 |
Note: May be taken only after attaining candidacy status. |
The Work-Embedded PhD in Education is designed to provide educational administrators and experienced faculty members an opportunity to continue their education without leaving their work places for a long period of time. Designed as a cohort, the participants attend on-campus classes for two months (July and August) every year. Please contact us to find out more about the work-embedded PhD in Education.
Tuition, required fees, books. Not including prerequisites.
For more information, visit the online PhD in Education site.
This includes housing, utility, food & miscellaneous, refundable deposit. For a couple with 2 children in a 2-bedroom unit.
This includes housing, utility, food & miscellaneous, refundable deposit.
Monday to Thursday 8 am to 5 pm;
Friday 8 am to 12 nn
