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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
Note: Those who earned their bachelor’s and/or master’s degree from an AAA-accredited Adventist higher educational institution may not need to take this course.
Additional graduate courses for the specialization in Curriculum and Instruction:
Additional graduate courses for the specialization 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:
Note: 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.
To be awarded the PhD degree, a candidate must satisfactorily fulfill the following requirements:
A total of 61 semester hours is required for the PhD degree, distributed in the following manner.
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.
Choose one of the following:
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 six 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.
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.
A focus on curriculum design and construction, seeking to aid educators concerned with the creation and revision of curriculum for elementary, secondary, or tertiary levels. Attention is given to the application of theoretical principles to curriculum design, construction, implementation, and evaluation. Course participants will engage in the development of significant curricular products.
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.
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 five 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.
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 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.
Choose one of the following:
This course explains and reinforces the concept that performance management is not a one-time supervisory event, but an ongoing process of planning, facilitating, assessing, and improving individual and organizational performance. Topics include role and importance of performance management, performance management framework, performance planning, creating a performance management culture, performance assessment, including 360degree feedback, performance improvement planning, identifying root causes of performance issues and developing appropriate responses and performance metrics.
Provides a strategic and structured approach to designing, monitoring, and improving business processes to enhance organizational performance and increase customer satisfaction. Topics include quality perspectives, quality theory, quality standards and awards, quality planning, customer focus, benchmarking, product and process design, service quality design, supply chain management, quality tools, quality improvement teams and projects, statistical process control, process capability, quality training, quality audits, and organizational learning. Knowledge management strategies and processes designed to identify, capture, structure, value, leverage, and share an organization’s intellectual properties will also be covered.
The theory and practice of strategic management. This course explores the theory and practice of strategic management, equipping students with critical business skills for planning and managing strategic activities. Key topics include determining the mission, purpose, and philosophy of an organization; developing an organization profile; conducting resource analysis; assessing the external environment; identifying various strategic options; making strategic analysis and choices; setting long-term and annual objectives; developing grand strategies; implementing strategic decisions, and reviewing and controlling strategic actions. BUAD 791 will also cover the latest strategic management practices through surveys and evaluations.
Note: BUAD 691 serves as the capstone course for the MBA program and is typically taken in the final semester, following the substantial completion of all other requirements. This integrative course requires students to apply the skills and knowledge gained throughout their studies. BUAD 791 is designed for PhD in Education students specializing in Educational Administration.
Complete the following three courses:
A course designed to prepare subject specialists who teach in higher education. It focuses on the characteristics of adult learners and varied methods of teaching them considering their needs. It addresses curriculum planning in the context of creating course syllabi and lesson plans and instructional planning focusing on teaching processes, preparation of learning materials, and evaluation.
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 two 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.
Or, if taken during Master’s degree, choose any of the following TESOL courses:
Study of language teaching principles and research-based practices in teaching for TESOL practitioners. The course introduces students to different English language teaching approaches and methods, with an emphasis on the current communicative approach.
Planning ESL/EFL program curriculum design, implementation, and program monitoring and evaluation. TESOL students are expected to design and present their own ESL/EFL program.
In-depth theoretical knowledge of sociolinguistics and critical analysis of language in its social context. This course discusses a combination of foundational and contemporary sociolinguistic studies for TESOL students to understand the field’s development, current trends, and future directions. Topics may cover World Englishes, language variation and change in phonetics, language production and perception, and diverse sociolinguistic contexts globally.
Complete the following five courses:
An introduction to the theory and applications of multivariate statistics. Topics in the course include pre-data analysis screening, advanced multiple regression, canonical correlation analysis, exploratory factor analysis, multivariate analysis of variance, discriminant function analysis and binary logistic regression. Presentation of a research project involving the application of advanced statistical procedures is expected.
Prerequisite: RESM 615 or equivalent.
A study of the philosophical foundation and methods of qualitative research including the question of purpose, design, data collection, interpretation, and presentation of findings.
Application of specific qualitative research design, collection of data, analysis, reporting and interpretation. Students are expected to present a research paper. Prerequisite: RESM 740 Qualitative Research
Advanced analyses of multivariate variables in the social sciences: cluster analysis, path analysis, confirmatory factor analysis, and structural equation modeling. Students are expected to present a research paper. Prerequisite: RSEM 715 Applied Statistical Methods II
The study and application of various evaluation models and techniques for the specific purpose of judging critically the processes and results of projects and programs in education. Prerequisites: RESM 610 Research Methods and RESM 615 Applied Statistics I.
Designed for doctoral students who are getting ready to write their dissertation proposal: selection of dissertation topics, and committee composition; and critical review and analysis of relevant literature. The use of a reference management system (e.g. EndNote, Zotero, Mendeley, Citavi) will be required.
Prerequisite: RESM 520, RESM 610, RESM 615, RESM 740
A required culminating activity. The output is an approved dissertation proposal. Only S/U grade is earned. A re-enrollment in the course is required when not completed in two-terms. Prerequisite: RESM 895
Note: This course may be taken before writing the Comprehensive Exam.
A dissertation required under the PhD in Religion program. For details, see the PhD in Religion program section. A total of 12 semester hours must be taken. Prerequisite: GSEM 890 PhD Dissertation Proposal Seminar
Note: This course may be taken before writing the Comprehensive Exam.
Program Structure | Credits |
Philosophy | 4 |
Specialization | 18 |
Cognate | 9 |
Research | 15 |
Dissertation | 15 |
Total | 61 |
Philosophy | 4 |
CHPH 872 Philosophy: An Adventist Perspective | 3 |
Choose one of the following: | |
CHMN 779 Ministry and Spiritual Life | 1 |
LEAD 821 Leadership an d Spirituality | 1 |
Specialization in Curriculum and Instruction | 18 |
Complete the following six courses: | |
EDCI 720 Teaching and Learning in Higher Education | 3 |
EDCI 730 Advanced Curriculum Theory | 3 |
EDCI 785 E-Learning | 3 |
EDCI 771/2/3 Curriculum Development | 3 |
EDCI 792 Advanced Fieldwork in Curriculum and Instruction | 3 |
EDCI 895 Directed Research in ______ | 3 |
Specialization in Educational Administration | 18 |
Complete the following five courses: | |
EDAD 730 Financial Management for Educational Institutions | 3 |
EDAD 786 Administration in Higher Education | 3 |
EDAD 792 Advanced Fieldwork in Educational Administration | 3 |
EDAD 785 E-Learning | 3 |
EDAD 895 Directed Research in ______ | 3 |
Choose one o the following | |
MGMT/EDAD 750 Performance Management | 3 |
BUAD/EDAD 730 Quality and Knowledge Management | 3 |
BUAS 791 Strategic Management | 3 |
Cognate in Curriculum and Instruction (for EdAd Specialization) | 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 (for C&I Specialization) | 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 (for C&1 and EdAd Specialization) | 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 |
Or, if taken during Master's degree. choose any of the following TESOL courses: | |
EDTE 711 Language Teaching Principles and Practice | |
EDTE 721 Language Program Planning and Management | |
EDTE 722 Advanced Sociolinguistics | |
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 | 15 |
Complete the following five courses: | |
RESM 715 Advanced Statistics Methods II | 3 |
RESM 740 Qualitative Research | 3 |
RESM 751 Applied Qualitative Research | 3 |
RESM 752 Applied Statistical Methods III | 3 |
RESM 770 Program Evaluation | 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. | |
Dissertation | 15 |
RESM 896 Dissertation Seminar | 1 |
RESM 897 Dissertation Proposal Writing | 2 |
Note: This course maybe taken before writing the Comprehensive Exam. | |
EDAD/EDCI 899 PhD Dissertation | 12 |
Note: This course may be taken only after attaining the doctoral 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
