Learning Outcomes

Higher Education is a sophisticated enterprise, and the future scholar and leaders of higher education must be able to integrate research methodologies, complex critical thinking, and administrative responsibilities to foster meaningful change. Therefore, the Ph.D. in Higher Education Studies & Leadership has the extensive learning outcomes listed below. Some of these outcomes stem from Baylor's unique place as a highly selective, research institution with a Christian mission.

• Knowledge of the history of higher education, including its Christian roots and foundation, its secularization, the marginalization of ethics, and the emergence of the multiversity.

• Ability to utilize archival materials to examine historical themes in higher education.

• Knowledge of the most significant philosophies and theologies of higher education and the ability to analyze competing philosophies and theologies using both secular and Christian frameworks.

• Ability to synthesize competing traditions within educational history and philosophy into a coherent framework.

• Knowledge of how the Christian faith and the Christian intellectual tradition can guide higher education within private institutions and how this influence differs within state institutions.

• Knowledge of the moral and ethical frameworks that guide views of student development and administrative decision-making.

• Knowledge of the foundations of the social sciences, including the history and philosophy of social science and how the social sciences relate to higher education research, curriculum, and teaching.

• Ability to analyze higher education problems using theological, moral and data or social science-oriented frameworks.

• Knowledge of the trends that are currently impacting higher education.

• Ability to analyze and evaluate competing contemporary trends within higher education.

• Knowledge of the various leadership theories and how they apply to higher education

• Ability to apply leadership principles to specific problems within higher education institutional settings.

• Knowledge of the strengths and weakness of qualitative and quantitative research.

• Ability to analyze, categorize, and evaluate qualitative and quantitative research on higher education.

• Knowledge and skills relevant to producing high quality research in higher education.