phd higher education administration illinois

PhD in Higher Education

Earn a doctoral degree in higher education as preparation for an academic or administrative career.

Loyola's PhD in higher education is an interdisciplinary program that encourage students to connect theory to practice while supporting scholarship on equity and social justice in various postsecondary contexts.

Our commitment to you

Upon graduation with a PhD in higher education from Loyola University, Chicago you will possess knowledge, skills, and professional values necessary to lead as a scholar or lead administrator in higher education, applying advanced and extensive knowledge of equity and social justice.

You will understand the history, foundations, critical issues, and applications of higher education theory and practice. Additionally, you will build a strong foundation in critical social theory, curriculum and pedagogy, student affairs theory, critical issues, and socially-just practices in higher education.

You will gain scholarly frames for understanding various higher education contexts, critically evaluate research (i.e., designs, data analysis, and data interpretation) and apply critical inquiry and research skills to successfully complete your dissertation research.

Professional Values

PhD graduates of Loyola's higher education program are committed to advancing social justice through research, practice, and scholarship.

Program Faculty

Our dedicated Higher Education Faculty   are experts in their fields who will support students throughout each stage of the program.

Program Length

The time toward completion of a doctoral degree varies with each student. A full-time student can complete their coursework in two to three years; the remaining years are spent conducting an original research study and writing the dissertation.

Continuous Enrollment PhD students in Higher Education are required to maintain continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal  leave of absence  may be granted upon request and the approval of the School of Education’s Assistant Dean of Student Academic Services.

Admission Requirements

Interested in applying? Check out the  PhD Higher Education application requirements .

• For  application  related questions,  contact Graduate Enrollment Management . 
• For  program structure and academics  related questions, email  [email protected]

Tuition, Financial Aid and Scholarships

The School of Education and Loyola's Financial Aid Office are committed to helping students secure the necessary financial resources to make their education at Loyola affordable. You can learn more on the  Financial Assistance  page.

How long does it take to finish the program?

What are the career paths for those who earn a phd in higher education.

Our alumni include university professors, directors of cultural centers, policy analysts, community-based organization managers, student affairs administrators at all levels (including executive positions), consultants, and other education-related careers.

Can I visit the campus or sit in on a class?

During COVID-19, we are not hosting class visits. Check back for updates as the situation changes.

Is there funding available for my doctoral studies?

We aim to support full-time doctoral students with graduate assistantships, which generally include a combination of tuition remission and a stipend.

Who will be my advisor/dissertation chair?

The advisee-advisor match is initially determined upon admittance to the program, however, we, as a faculty, work to ensure that this process is as organic as possible. Therefore, changes may occur as you develop your scholarly identity within the program.

Can I make an appointment to talk to someone about the program?

Absolutely! Feel free to contact contact us at  [email protected]  to get started.

Best Higher Education Administration Programs

Ranked in 2024, part of Best Education Schools

A degree in higher education administration helps

A degree in higher education administration helps future heads of colleges and universities and other administrators learn how to lead effectively. These are the top schools for graduate programs in higher education administration. Read the methodology »

For full rankings, GRE scores and student debt data, sign up for the U.S. News Education School Compass .

Here are the Best Higher Education Administration Programs

University of illinois urbana-champaign.

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Champaign , IL

• in Higher Education Administration
• # 34 in Best Education Schools  (tie)

$13,776 per year (in-state, full-time) TUITION AND FEES (DOCTORATE)

$29,760 per year (out-of-state, full-time) TUITION AND FEES (DOCTORATE)

387 ENROLLMENT (FULL-TIME)

The College of Education at University of Illinois Urbana-Champaign has an application deadline of Dec. 1. The... Read More »

Education school

Tuition and fees (doctorate).

$13,776 per year (in-state, full-time)

$29,760 per year (out-of-state, full-time)

ENROLLMENT (FULL-TIME)

Average gre verbal (doctorate).

PhD in Higher Education

Application deadline and contacts.

• For  application  related questions,  contact Graduate Enrollment Management .

Admission Requirements

• A Completed Application Form.  You may submit your application form  online . 
• Official Transcripts Applicants must submit official transcripts for all undergraduate and any graduate work. To be eligible for admission, your transcript must show an earned bachelor's degree or a bachelor’s degree in progress. Certified copies of transcripts are acceptable; faxed copies of transcripts are not considered official. If you attended Loyola University Chicago previously, you do not need to request transcripts; we have them on record.  Transcripts must show a GPA of at least a 3.0.   In exceptional cases, applicants whose undergraduate GPA is below 3.0 may be admitted. Each program area gives meaningful consideration to the applicant's graduate GPA, recommendations, professional experience and reasons for pursuing a graduate program, as well as to the diversity of the student body.
• Two Letters of Recommendation The letters should speak to the preparation for graduate school, commitment to social justice, and/or special circumstances and context for the candidate's educational journey/life journey. If you supply your recommender's email address as part of your completed online application form, then your recommendation letters will be submitted directly through the online application system. We ask that you submit only two letters, no more, no less. Recommenders may be academic or professional in nature. 
• A Personal Statement Your statement should be no more than 3 pages (double-spaced) and describe in detail your academic and research interests in postsecondary education and professional goals upon completion of a PhD. We also invite candidates to illuminate life experiences that have influenced their view of social justice in postsecondary education and led them to seek the opportunity to continue their education in a PhD program at Loyola specifically. Finally, we encourage you to review the recent works of the higher education faculty and be sure to describe how your interests coincide with two or more faculty with whom you would like to work with, including one of the faculty accepting students for the desired entry term.
• Interview Our admissions committee may request an interview. Interviews are done by invitation only. If invited to campus, an email will be sent with specific instructions prior to the interview.
• International Students Additional requirements for International applicants including English Language and Transcript & Credentials can be found on our  International Students page

Higher Education Administration Graduate Programs in Illinois

1-8 of 8 results

School of Education and Social Policy - Northwestern University

• Evanston, IL ·
• Northwestern University ·
• Graduate School

Northwestern University, Graduate School, EVANSTON, IL.

Loyola University Chicago School of Education

• Chicago, IL ·
• Loyola University Chicago ·
• · Rating 5 out of 5   1 review

Loyola University Chicago, Graduate School, CHICAGO, IL. 1 Niche users give it an average review of 5 stars. Featured Review: Graduate Student says Loyola was such a great place to earn my M.Ed Higher Education degree. The faculty were so dedicated to our development and success. The two campuses were my homes away from home, and the staff... Read 1 reviews.

School of Education - North Park University

• North Park University ·
• · Rating 4.67 out of 5   3 reviews

North Park University, Graduate School, CHICAGO, IL. 3 Niche users give it an average review of 4.7 stars. Featured Review: Alum says I enjoyed my experience at north park university. I pursued the education program in order to become a Physical Education teacher. The classes were flexible for full time workers and some online... Read 3 reviews.

Erikson Institute

• Graduate School ·
• CHICAGO, IL
• · Rating 4.68 out of 5   85

Mississippi College

• CLINTON, MS
• · Rating 4.37 out of 5   38

SUNY Plattsburgh

• PLATTSBURGH, NY
• · Rating 3.67 out of 5   12

Southern Illinois University Edwardsville School of Education, Health and Human Behavior

• Edwardsville, IL ·
• Southern Illinois University Edwardsville ·
• · Rating 3 out of 5   2 reviews

Southern Illinois University Edwardsville, Graduate School, EDWARDSVILLE, IL. 2 Niche users give it an average review of 3 stars. Read 2 reviews.

School of Education - McKendree University

• Lebanon, IL ·
• McKendree University ·

McKendree University, Graduate School, LEBANON, IL.

College of Education and Human Services - Southern Illinois University Carbondale

• Carbondale, IL ·
• Southern Illinois University Carbondale ·

Southern Illinois University Carbondale, Graduate School, CARBONDALE, IL.

• Find college scholarships

College of Education and Health Services - Benedictine University

• Lisle, IL ·
• Benedictine University ·
• · Rating 4 out of 5   4 reviews

Benedictine University, Graduate School, LISLE, IL. 4 Niche users give it an average review of 4 stars. Featured Review: Master's Student says The first year, all students are in the same theory classes. The second year, the pathways are split. The Nurse Educator pathway includes classes on adv patho, pharm, and assessment, as well as... Read 4 reviews.

College of Education - Concordia University Chicago

• River Forest, IL ·
• Concordia University Chicago ·
• · Rating 4.25 out of 5   8 reviews

Concordia University Chicago, Graduate School, RIVER FOREST, IL. 8 Niche users give it an average review of 4.3 stars. Featured Review: Doctoral Student says I am a former student of Concordia University - Portland since 2014, which ceased operations. I was accepted into Concordia University Chicago in 2021 and I am still trying to complete my... Read 8 reviews.

Saint Xavier University

• · Rating 4.2 out of 5   10

Chicago - Kent College of Law

• Illinois Institute of Technology ·
• · Rating 4.88 out of 5   8

Rowan University

• GLASSBORO, NJ
• · Rating 4.32 out of 5   34

Showing results 1 through 8 of 8

Doctorate in Educational Administration and Foundations - Leadership, Equity, and Inquiry

The Leadership, Equity, and Inquiry Ph.D. is an interdisciplinary doctoral program steeped in social justice designed to develop your skills as a critical leader, researcher, and advocate. Our curriculum is built on deep-dive, content-rich courses focused on equity and inclusion issues in education and research. Your time in our program not only will prepare you to be a critical consumer of research, but a producer of research—research designed to make a difference to individuals, families, and communities. 

Armed with these tools and knowledge, you will be prepared to help move the needle on important educational and societal issues across a range of venues and in a range of roles:

• Inside and outside educational organizations
• Nongovernmental organizations and think-tanks
• Work in the public sphere
• Community advocacy
• Social justice-committed, focused leadership

Classes meet four weekends per semester during the spring, fall, and summer semesters. A majority of candidates are part-time students with full-time jobs. Students have eight years to complete the degree.

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For more enquiries about the LEI doctoral program, fill out an interest form or contact the EAF office at (309) 438-5422 .

You can also sign up for one of our upcoming virtual information sesssions this fall or spring to chat with our faculty.

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Doctorate in Education Administration | EHS | SIU

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Educational Administration and Higher Education

Doctorate in Education Administration

You can continue your graduate studies to earn a Doctorate in Education (Ed.D.) in Educational Administration even if you do not wish to pursue a Ph.D. Students may pursue a Doctorate of Education in one of three concentrations: P-12, Higher Education, or Special Education. With comparable rigor to other doctoral degrees, the Ed.D. provides the coursework and instruction to work in educational administration.

Under the direction and supervisor of her/his capstone supervisor, students will select a topic area and project approach for completing the capstone requirement . Project approach options will include:

• Program Evaluation : This project will examine the effectiveness and efficiency of a program currently operating in an educational setting. The purpose of the evaluation is to collect and examine data from the students, faculty, administrators, staff, and others involved with an existing program. In addition to inferring conclusions related to the affect of the program, students will also provide recommendations for addressing this educational issue by expanding program resources, updating the program structure, or implementing a new program entirely.
• Policy Report/Analysis : This project will allow students to consider the nature, structure, and success of a current or proposed policy. Policies may stem from the federal, state, local, or institutional levels. Analysis of the policy should describe the problem the policy aims to address, the strategies and requirements utilized by the policy, the pros and cons associated with the policy, an interpretation of the influence of the policy, recommendations for improving and/or implementing the policy to successfully address the targeted problem.
• Organizational Innovation : This project will involve the creation and implementation of a program or policy designed to address a specified problem within an educational setting. Possible innovations may include strategies for improving learning outcomes and academic performance for a target group of students; devising professional development programs to improve instruction, student support, and staff performance; revising the organizational and/or administrative structure of an institution or sub-unit; or drafting a policy designed to address a problem affecting educational institutions.
• Foundations for Publications : This approach involves devising and outlining three potential articles for publication. Ideally, the articles should examine a similar issue related to administration. Articles may focus on providing advice to current and future professionals, promoting improvement to academic outcomes and institutional operations, apply research to practice, and connect theory to practice just to name a few. Students may design these articles for publication in academic research publications, practitioner journals and digest, monographs, and others as approved by the capstone committee.
• Dissertation : This project focuses on conducting original academic research on an issue affecting educational administrators, students, faculty members, or educational organizations. Requirements for this project include proposing a topic, crafting a research question, defining and implementing a research methodology, collecting and analyzing data, drawing conclusions, and offering recommendations for researchers and practitioners in making use of this study.

The capstone committee will consist of a Chairperson who holds authorization to direct doctoral dissertations and at least 3 others authorized to serve on doctoral committees. The dean of the Graduate School will appoint the committee members upon the recommendation of the chair of the Department of Educational Administration and Higher Education. The Chairperson and at least one of the other members shall be from the Department. One member shall be from outside of the Department of Educational Administration and Higher Education. The remaining member can be any other person who holds SIU graduate faculty status. No more than one member of the four may hold Adjunct graduate faculty status with the Graduate School.

Satisfactory completion of the capstone requirement includes the passing of an oral examination covering the project, targeted problem, and related areas.

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College of Education

Doctoral programs, doctoral degree programs heading link copy link.

• PhD Critical Pedagogies - Urban Teacher Education
• PhD Educational Psychology–HDL Human Development & Learning Emphasis
• PhD Educational Psychology–MESA Measurement, Evaluation, Statistics & Assessment (MESA) Emphasis
• PhD Literacy, Language & Culture Study learning, making, and digital literacies in multilingual, multicultural urban communities
• PhD Mathematics and Science Education Focus on P-20 mathematics and science education in urban settings in and out of schools
• PhD Policy Studies–Education, Leadership & Policy Study education, leadership, and policy in urban schools and school districts
• PhD Policy Studies–Social Foundations Study the social, cultural, racial, political, economic and global contexts of education, particularly for urban schools
• PhD Special Education Focus on research and advocacy toward the needs of urban children with special education needs
• EdD Urban Education Leadership Nationally ranked principal, superintendent, and school leader prep program

Application Deadlines Heading link Copy link

All PhD programs admit students for Summer and/or Fall semesters.  There is no Spring semester admission for PhD programs.

The deadline to apply to PhD programs for Summer admission is December 15 and for Fall admission, December 1 .

The EdD Urban Education Leadership program admits new students starting in the Spring semester only.  The application deadline for the EdD program is July 15.

Questions about Doctoral Programs? Contact: Heading link Copy link

Elise wilson.

• How to Enroll
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Online Doctoral Programs

College of education.

The Ed.D. in Diversity & Equity in Education is a social-justice oriented program that aims at providing educators with transformative approaches to issues related to diversity and equity in P-16 learning environments.

Diversity & Equity in Education Ed.D.

The Ed.D in Global Studies in Education for teachers, unit heads, principals, managers, study abroad officers and program coordinators that provide the opportunity to learn and think more critically about issues of globalization and education.

Global Studies in Education ED.D.

The Ed.D. in Human Resource Development provides students an understanding of how to support their organization by gaining knowledge and skills in all administrative functions.

Human Resource Development Ed.D.

Doctor of Education to train professionals to lead, develop, implement and evaluate international programming and internationalization activities in the private and public sectors.

International Education Administration & Leadership Ed.D.

The Learning Design & Leadership Ed.D. program is for educators who want to advance their credentials in creating efficient, effective, and engaging learning environments.

Learning Design & Leadership Ed.D.

Online Doctor of Education (EdD) Programs in Illinois

Illinois is home to 11 schools that offer Doctor of Education programs online. Aurora University, Bradley University, Concordia University Chicago, Governors State University, Illinois State University, National Louis University, Northern Illinois University, Olivet Nazarene University, The Chicago School of Professional Psychology, University of Illinois, and the University of St. Francis all have EdDs students can pursue through online study, making few or no visits to campus. A total of 14 online EdD programs are available through these institutions, in specializations such as Educational Leadership, Early Childhood Education, Higher Education Administration and Leadership, K-12 Education Learning and Technology, Organizational Leadership, Human Resource Development, Ethical Leadership, and more.

All of the schools listed on this page are nonprofit institutions regionally accredited by the Higher Learning Commission (HLC), with the exception of The Chicago School of Professional Psychology, which has accreditation from the Western Association of Schools and Colleges (WASC) Senior College and University Commission (WSCUC). Certain programs or departments mentioned below may also be accredited by the Council for the Accreditation of Educator Preparation (CAEP).

Schools in Illinois with Online EdD Programs

Aurora University offers an online EdD with specializations in Instructional Leadership: Coaching and Mentoring; and Leadership in Adult Learning and Higher Education. This program features courses that prepare students to engage in research that connects theory to improving practice in K-12 and higher education settings. The EdD at Aurora is comprised of 60 course credits, regardless of the specialization students choose. First-year courses that students take in this program cover topics such as in organizational theory and change management, educational research, diversity and social justice in education, equality in education, instructional coaching for adults in professional contexts, and curriculum and assessment for K-12 settings. The more advanced second-year courses in this program cover topics in education research design, qualitative and quantitative research methods, curriculum development and assessment for special populations, strategic planning and finance for institutions of higher education, and advanced instructional practices and learning theory for school improvement. All students are required to complete an internship that is relevant to their chosen specialization, and they also devote their final year in the program to their dissertation, which is an independent research project that addresses a relevant problem of practice in education, coaching and mentorship, K-12 learning, and/or higher education.

Bradley University , located in Peoria, offers an online Ed.D. in Higher Education Administration and Leadership that integrates Bradley University’s values of social justice, entrepreneurship, and philanthropy into the coursework to prepare students for a diversity of leadership roles in higher education settings (including community college leadership). This program is comprised of 48 credits divided across 16 courses. The core courses cover key topics in educational governance and higher education boards, education policies and their ethical and political foundations, technology-based learning, and educational assessment, analysis, and accountability. Students subsequently take a Higher Education Administration and Leadership course sequence that covers key concepts and skills in student and academic affairs, contemporary learning, financial management in higher education, and leadership at the university and community college levels. For their final graduation requirement, students must complete a Scholarly Research Project that emphasizes action research. To guide them through the action research process, this program features a Doctoral Research course sequence that introduces students to action research principles, design, ethics, data collection methods, data analysis and reporting, and scholarly writing and presentation. In addition, students receive guidance from faculty mentors throughout the research process. Finally, students must fulfill a relevant internship to fulfill their graduation requirements.

Bradley University also offers an online Ed.D. in Educational Leadership in Technology, which is designed to prepare educators to integrate the latest instructional technologies and experiential learning platforms into their work setting to optimize learning outcomes. This program, which is also 48 credits, features the same core courses as Bradley University’s Ed.D. in Higher Education Administration, which cover educational governance, political and ethical foundations of education policy, learning in a technology-based era, and data analysis and accountability in education. However, the concentration courses in this program are specific to educational technology, and cover topics such as instructional design, learning theory and instructional strategies, digital learning and distributed instruction, applied educational media, and digitally driven education practice. Students of this program are required to complete an education technology-focused portfolio before embarking on their doctoral research project, which foregrounds action research as the primary methodology to identify and address a problem of practice that is relevant to students’ current or desired work setting.

Based in River Forest, Concordia University Chicago offers a number of EdD concentrations students can pursue online through its College of Graduate Studies. Their online Doctor of Education in Leadership has specializations in Curriculum and Instruction, Early Childhood Education, Educational Leadership, Education Technology, Higher Education, Organizational Leadership, Special Education, Teacher Leadership, and Reading, Language, and Literacy. Curriculum in the program combines specialized coursework in one’s area of focus with an overall emphasis on knowledge management, decision making, conflict and change management, communication, and unique approaches to leadership. Concordia also offers an EdD degree track in Sports Leadership. All of these EdD programs require the completion of 61 credits and are fully online, with no campus visit requirements.

At Governors State University in University Park, students can pursue a Doctor of Education in Interdisciplinary Leadership online in one of two concentrations: Higher Education Administration or Not for Profit/Social Entrepreneurship Leadership. Offered by the College of Education, the degree requires a minimum of 60 credit hours, which includes an 18-credit core curriculum, 33 credit hours of concentration coursework, and nine hours dedicated to development of a final capstone project. Core courses in the program cover topics in leadership, research, planning, communication, globalism, and finance. The remaining curriculum is comprised primarily of coursework in one’s area of concentration. Students in the Higher Education Administration degree track, for example, take courses in Strategic Planning, Political and Legal Issues in Higher Education, Leadership in Colleges and Universities, Organizational Governance and Campus Culture in Higher Education, Theories of Teaching and Learning, Student Affairs, Accountability and Accreditation, and Business and Fiscal Management of Colleges and Universities. In addition to its two fully online EdD specializations, Governors State University also offers a hybrid EdD with a Superintendent (P-12) specialization. This program requires students to come to campus for face-to-face classes periodically during their second and third years in the program.

Illinois State University in Normal offers an online EdD in Special Education through its College of Education that is designed for educators and education leaders who want to design, implement, and enhance special education programs, and/or improve special education systems and services within public and private academic settings. This fully online program consists of 66 credit hours, divided between 51 credits of content coursework and 15 credits of dissertation work. Students take 45 credits of core courses in areas such as applied educational research, legal and policy issues affecting special education programming, personnel preparation in special education, advanced technological applications in education, grant writing and proposal development in special education, and contemporary issues in special education.

Upon completing their core courses, students take 6 credits of electives, equaling two courses; classes that they can choose from cover topics like behavioral challenges for students with autism and related disorders, curriculum development and modifications for diverse learners, moral and political underpinnings of education, teaching and supporting students with emotional and behavioral challenges, and changing behavior through changing learning environments and analyzing their efficacy. Prior to embarking on their dissertation work, students must complete a Doctoral Comprehensive Examination. Once students pass their comprehensive examination, they are qualified to present their dissertation proposals. For their dissertation, students have a choice between a traditional dissertation format, a journal format dissertation, and a dissertation in practice. Throughout their work on their dissertation, students benefit from support, advising, and feedback from a dissertation committee.

Illinois State University also offers an online EdD in Educational Administration and Foundations, with a specific focus on P-12 Administration. This program is comprised of 75 credit hours, divided between 60 hours of content coursework and 15 hours of dissertation work. Required courses in this program include classes on administrative theory in education, research design in education, moral and political foundations in education policy, research design in education, applied educational research, and several doctoral research seminars. For electives, students can choose from courses in areas like school business management, school administration theory, educational policy advocacy, comparative multicultural education, and educational evaluation and assessment. Prior to starting their dissertation work, students must take and pass a Doctoral Exam. Once they pass this examination, students begin their dissertation work under the guidance of a faculty advisor and committee.

National Louis University , which has several campuses in Illinois and a campus in Tampa, FL, offers two online EdD programs. The first is an online EdD in Higher Education Leadership (which can also be completed in an on-campus format, as well as a hybrid format that mixes online and campus classes); this program prepares students to assume mission-driven leadership positions that require sound data analytics and research skills, as well as organizational leadership capabilities. Students of the online EdD in Higher Education Leadership take courses on topics such as doctoral research in higher education, data-driven decision-making, qualitative and quantitative research methods, institutional study, higher education in the United States, organizational leadership and governance, finance and budgeting, academic affairs, strategic marketing, legal issues, and student development. In addition to their core course requirements, students can take electives in areas such as psychological foundations of learning, program evaluation, organizational effectiveness, and diversity and inclusion. For their culminating experience, students complete a Doctoral Capstone, wherein they compile, collate, synthesize, and analyze past work over the course of their program and assemble it into a final presentation.

National Louis University also offers an online EdD in Teaching and Learning with a specialization in Postsecondary Teaching and Instructional Leadership. This program empowers college and university educators to improve their practice by designing and implementing effective curricula; employing a critical, reflection-based approach to teaching; and incorporating research, data analysis, and student development theory into their instructional approach. Students of this program take courses covering topics such as data analysis and interpretation, curriculum and assessment, scholarly writing, leading change, data-informed decision-making, and instructional design. In addition to their didactic coursework, students must complete an internship in Post-Secondary Teaching under the supervision of a faculty mentor and a professional subject matter expert. The EdD in Teaching and Learning also has specializations in Reading, Language and Literacy; Disability and Equity in Education; and Curriculum, Advocacy and Policy, but these specializations are offered in a blended format and are not available fully online.

Northern Illinois University (NIU) in DeKalb offers an EdD in Community College Leadership online through its College of Education’s Department of Counseling and Higher Education. The program is designed to help prepare education professionals for career advancement in a variety of areas within community colleges, including student affairs, academic administration, enrollment management, operations, or instruction. To earn their degree, students must complete a total of 54 post-master’s credits, spread over a three-year course of study. The curriculum focuses on theory-to-practice and inquiry-based educational practices, with courses in topics such as Administration of Higher Education, Community College Students, Educational Statistics, Financing Higher Education, Pedagogical Innovations and Student Learning, Public Policy Studies, Strategic Marketing and Enrollment Management, and Legal Aspects in Higher Education Administration. While courses in the spring and fall terms are delivered entirely online, summer coursework utilizes a blended format, requiring students to visit the NIU Naperville campus once a year for a one-week in-person residency.

The Education Psychology and Technology Department at The Chicago School of Professional Psychology (TCSPP) offers an EdD in Educational Psychology and Technology online, with optional concentrations in Higher Education Learning and Technology, K-12 Education Learning and Technology, and Instructional Design. The 60-credit program is designed to be completed in three years, and focuses on preparing students with the skills they need to effectively evaluate instructional settings and implement new technology-driven approaches to improve learning outcomes. Required core courses include The Psychology of Learning, The Theory and Profession of Educational Technology, Action Research and Evaluation, Cognition Across the Lifespan and Technology’s Impact, Integrating Technology in Learning Systems, Ethics and Standards in Educational Psychology and Technology, and Culture’s Place in Learning and Technology. Students can then choose to take either nine credits of electives or three courses associated with one of the available concentrations. While the majority of the program is online, there are two required three-and-a-half-day residency sessions, which provide the opportunity for face-to-face mentoring and networking with faculty and peers.

Olivet Nazarene University in Bourbonnais offers an online EdD in Ethical Leadership through its School of Education. This 60-credit program prepares students to head and transform organizations through culturally sensitive and ethics-driven leadership principles, and features courses such as Intrapersonal Leadership; Interpersonal Leadership; Research Theory: Principles and Methods; Management and Strategic Planning; Policy, Politics, and Social Action; Leadership Paradigms; and Ethics, Values, and Cultural Influences in Societal Transformation. After their content coursework, students progress to 12 credits of dissertation work, during which they receive guidance and mentorship from a dissertation committee. This program features completely online classes in an accelerated format that students can complete within as few as 32 months, and also offers online support and tutoring services for its EdD students.

University of Illinois Urbana-Champaign (UIUC) has an online Doctor of Education in Education Policy, Organization, and Leadership available through its College of Education. Students can pursue one of six concentrations in Diversity and Equity in Education, Global Studies in Education, Human Resource Development, International Education Administration & Leadership, Learning Design and Leadership, and Learning Design and Leadership: Technology Specialist. Each specialization requires a minimum of 64 credit hours and utilizes synchronous video class sessions that meet once a week in the evenings. Coursework in UIUC’s online EdD program varies by concentration. The Diversity and Equity in Education track, for example, includes courses in diversity, leadership, and policy; historical and social barriers to quality education; race, gender, and sexuality issues in education; special education equity; assessment of student learning; and education and human rights. Meanwhile, the International Education Administration & Leadership specialization features courses in education and human rights, global youth and citizenship, researching global education, globalizing education policy, and global issues in learning. Students pursuing any of the six concentrations online must visit campus twice during their studies, once for a preliminary exam and then again to defend their dissertation.

University of St. Francis in Joliet offers an online EdD in Educational Leadership – Leadership, Learning, and Stewardship concentration. This 60-credit program provides students with the knowledge and skills to engage in academic, sociopolitical, and organizational leadership responsibilities in the public and private sectors. Students of this program take core courses in Qualitative/Quantitative Research, Servant Leadership, and Preparation for the Dissertation Presentation & Publication. Concentration-specific courses that students take include Dynamics of Organizational and Change Theories; Stewardship of Resources; Evaluation & Accountability: Defining Organizational Success; Promoting Learning in the Organization; Leadership, Politics, and Ethics; and Experiential Leadership Projects. Students also complete a dissertation on a problem of practice that is relevant to their current or desired work, and receive guidance and support from a faculty mentor throughout their progress on their dissertation.

Online EdD Programs in Illinois

The following is a list of schools in Illinois that offer Doctor of Education degree programs online. To learn more about any of the EdD programs described on this page, click the corresponding link below to visit the school’s website.

Aurora University

Online Doctor of Education (EdD) with Specializations in Instructional Leadership: Coaching and Mentoring, Leadership in Educational Administration: Superintendent Endorsement, and Leadership in Higher Education Administration (Masters to Doctorate)

Bradley University

Online Ed.D. in Educational Leadership in Technology (Masters to Doctorate)

Online Ed.D. in Higher Education Administration and Leadership (Masters to Doctorate)

Concordia University - Chicago

Online Doctor of Education in Sports Leadership (Masters to Doctorate)

Online EdD in Leadership (with Specializations in Curriculum and Instruction, Early Childhood Education, Educational Leadership, Education Technology, Higher Education, Organizational Leadership, Special Education, Teacher Leadership, and Reading, Language and Literacy) (Masters to Doctorate)

Governors State University

Online Doctor of Education (Ed.D.) in Interdisciplinary Leadership (with Concentrations in Higher Education Administration, and Not for Profit/Social Entrepreneurship Leadership) (Masters to Doctorate)

Illinois State University

Online Doctorate of Education in Special Education (Masters to Doctorate)

Online Ed.D. in Educational Administration and Foundations - P-12 Administration (Masters to Doctorate)

National Louis University

Online Ed.D. in Higher Education Leadership (Masters to Doctorate)

Online Ed.D. in Teaching and Learning - Postsecondary Teaching and Instructional Leadership (Masters to Doctorate)

Northern Illinois University

Online Ed.D. in Community College Leadership (Masters to Doctorate)

Olivet Nazarene University

Online Ed.D. in Ethical Leadership (Masters to Doctorate)

The Chicago School of Professional Psychology

Online Ed.D. in Educational Psychology and Technology (with Concentrations in Higher Education Learning and Technology, K-12 Education Learning and Technology, and Instructional Design) (Masters to Doctorate)

University of Illinois

Online Doctor of Education (Ed.D.) in Education Policy, Organization and Leadership (with Concentrations in Diversity and Equity in Education, Global Studies in Education, Human Resource Development, International Education Administration & Leadership, Learning Design and Leadership, and Learning Design and Leadership: Technology Specialist) (Masters to Doctorate)

University of St. Francis

Online Doctor of Education (Ed.D.) in Educational Leadership - Leadership, Learning, and Stewardship (Masters to Doctorate)

Course Catalog

Curriculum & instruction, phd.

for the degree of Doctor of Philosophy in Curriculum & Instruction

Two doctoral degree programs are offered. The Ph.D. program prepares degree candidates for careers involving research and scholarship, including those in colleges and universities where research is generally combined with teacher education. The Ed.D. program prepares scholarly practitioners for leadership positions in teacher training institutions, state education agencies, and public school districts.

Length of time for a degree: an Ed.M. program can be completed by a student attending full-time in a calendar year, while the M.S. or M.A. often takes longer. The Ed.M. with licensure typically takes two years to complete. Doctoral programs usually require five years of full-time study.

Admission Interested applicants should start at the College of Education Graduate Programs website . In addition to the application, the applicant is required to submit the following information: an academic statement, a personal statement, updated resume, official transcripts from all colleges attended, and three letters of recommendation. A scholarly writing sample in English (e.g., a master's thesis, article, or academic paper) is required for application to a doctoral program. Note: The master's degree with teacher licensure program only admits students for the fall term.

International applicants must submit TOEFL scores. The Department of Curriculum and Instruction's TOEFL requirement for full status admission is greater than 102; the minimum score for limited status is 550 on the paper-based test, 79 on the internet-based test, and 213 on the computer-based test. International applicants must also submit a Declaration and Certification of Finances. Please note: TOEFL or IELTS scores must be less than two years old from the first day of class at the proposed term of entry in order to be valid. In addition, individual academic programs may require a higher score, or evidence of spoken English language proficiency; contact your proposed program of study office for the minimum TOEFL, TSE, or IELTS requirement for admission. For additional details, refer to the Graduate College Handbook English Proficiency Requirements for Admission .

Faculty Research Interests For information about specific faculty research interests, current grants, and publications, please visit the Faculty Finder .

Facilities and Resources Departmental resources consist of cooperation with Children's Research Center, Center for Small Urban Communities, as well as other resources in the College. Students who are interested in second language acquisition can become a part of the SLATE program. The department is connected to the University of Illinois Writing Project and the following journals: International Journal of Education & the Arts, Journal of Curriculum Studies , and American Educational Research Journal. The department also has available resources and some workshops provided during the academic year. Program areas (including CREATE, DELTA, Language & Literacy, and MSE) offer discipline-specific resources.

The College of Education also has many resources to assist graduate students through their academic career. The Bureau of Educational Research works with students to secure research funding. The Council on Teacher Education entitles candidates seeking a Professional Educator License and provides accreditation of professional education programs. Each student completing a degree program is assigned a graduate adviser, who is available to assist the student with planning the program of study and determining degree requirements, courses and timelines for degree completion.

Information on University resources can be found at the GradMAP pages website .

Financial Aid Financial aid in the form of assistantships, scholarships, fellowships, and tuition waivers can be found throughout the college and campus. Campus opportunities can be found at the Graduate College and the Office of Student Financial Aid .  Please note: Graduate students employed as Staff by the University of Illinois at Urbana-Champaign are not eligible for a College of Education Award or Scholarship.

The Department of Curriculum and Instruction offers many programs leading to the degree of Doctor of Philosophy (Ph.D.). A list of programs and additional requirements can be found on the program's website, the College of Education Graduate Programs Handbook , and the Graduate College Handbook .

Students may select a concentration in  Digital Learning , Second Language Acquisition and Teacher Education , or Writing Studies . 

Other Requirements

• Students will develop a deep knowledge of a content area connected to curriculum and instruction.
• Students will demonstrate the ability to plan, implement, analyze data, and author academic papers.
• Students will read, interpret, and critique scholarship in their academic field and across multiple fields.
• Students will understand issues related to school and society including existing inequities.
• Students will connect research with instructional practices that support learning.

Department of Curriculum & Instruction Interim Head of the Department: Michaelene Ostrosky Director of Graduate Studies: Emma Mercier Graduate admissions information: Mitzi Koeberlein Curriculum & Instruction website Curriculum & Instruction faculty 142 Education Building, 1310 South Sixth Street, Champaign, IL 61820 (217) 244-3542 Graduate Student Services Office email

College of Education College of Education website College of Education programs

Admissions Graduate College Admissions & Requirements College of Education Admissions & Requirements

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Ten Illinois State graduate students receive prestigious State of Illinois fellowship

• Author By Rachel Caracci
• September 9, 2020

“I am happy to say that Illinois State University is well represented with ten graduate students as DFI recipients, from various disciplines. Not only does this show the passion and desire these students have for educating the youth of Illinois, but their dedication to changing the climate of higher education in Illinois.” – Noelle Selkow

The prestigious fellowship, Diversifying Higher Education Faculty in Illinois (DFI), is sponsored by the Illinois Board of Higher Education and seeks to “increase the number of minority full-time tenure-track faculty and staff at Illinois’ two- and four-year, public and private colleges and universities.” The fellowship program was launched in 2004 by the Illinois General Assembly as a way to address disparities in educational attainment by race, ethnicity, income, and region.

“The DFI selection process is rigorous,” says Interim Director of the Graduate School, Dr. Noelle Selkow. “Application materials are extensive including essays describing education and career plans, professional goals, and multiple letters of recommendation.I am happy to say that Illinois State University is well represented with ten graduate students as DFI recipients, from various disciplines. Not only does this show the passion and desire these students have for educating the youth of Illinois, but their dedication to changing the climate of higher education in Illinois.”

Meet the 2020 Illinois State University – Diversifying Higher Education Faculty in Illinois Fellows

Caress Brown

Caress D. Brown is a doctoral student in higher education administration. She was born and raised in Chicago. She earned a bachelor’s degree in insurance from Illinois State University and a master’s degree in higher education administration from Loyola University Chicago. Currently, Brown serves as a student services professional with the City Colleges of Chicago.

As a full-time doctoral student in Illinois State’s Educational Administration and Foundations Department, her research interests include African American education, African-American women within education, collective liberation, and critical race pedagogy. Driven by her revolutionary spirit, Brown is committed to transformative education and aspires to become a scholar-activist through teaching, research, and leadership in Illinois higher education.

Jamillah Gilbert

Jamillah Gilbert is a two-year recipient of the DFI Fellowship, and she is in the second year of her doctoral program in the Educational Administration & Foundations department.  She is a proud member of the Leadership, Equity & Inquiry Charter cohort.  Her research interest is in curriculum and attention to diversity, inclusivity, and equity in special education pre-service teacher prep programs.

Gilbert taught at Heartland Community College, Greenville Christian College, and Illinois Wesleyan University, before joining ISU’s Redbird Family six years ago.  She is currently serving students through her position as Assistant Director of Curriculum in University College.  She resides in Normal with her four adult children and husband.

Jackie Jouett

Jackie Jouett is from Waukegan. She is entering her second year in the Communication Sciences and Disorders Audiology (AuD) program. Jouett received a Bachelor of Science degree from Purdue University. She hopes to focus on increasing the BIPOC representation in the field of Audiology and bring awareness to the field by mentoring high school and college students.

Rosalva Medina

Rosalva Medina is a doctoral student in Educational Administration and Foundations – Leadership Equity, and Inquiry (LEI) program at Illinois State University. She was born in Morelos, Mexico and raised in Chicago. She is a third-year Diversifying Higher Education Faculty in Illinois (DFI) Fellow. Her research interests include abuelita epistemology, funds of knowledge, and cultural wealth models in education. Rosalva earned her Master of Business Administration in International Business and Entrepreneurship and her Bachelor of Science in Marketing from the University of Illinois at Chicago (UIC).

Medina has over 20 years of experience at UIC committed to the advancement of best practice business administration and financial operations across inter-organizational boundaries and external constituents. In 2016, she joined the Office of the Vice Chancellor for Research’s Office of Sponsored Programs (OSP) as a Sponsored Project Specialist where she negotiates research agreements involving both federal and private funding.

Medina has volunteered for the past 15 years as a Wish Granter for the Make a Wish Foundation, granting wishes for children with life-threatening diseases. She lives in Chicago with her husband and two children.

Tricia Rosado

Tricia Rosado is a doctoral student in Educational Administration and Foundations – Leadership, Equity, and Inquiry (LEI) program has been named a Diversifying Faculty in Illinois (DFI) Fellow. After a highly competitive, state-wide application process, Rosado was one of several Illinois State University doctoral students to receive this fellowship. She received her master’s degree in higher education leadership from Northeastern Illinois University-ENLACE Leadership Institute and a bachelor’s degree from DePaul University.

Rosado, a lifelong Chicagoan, is a wife, mother to middle-school boys (twins), and a volunteer at several events a year. Her current work Northeastern Illinois University-Center for College Access and Success as the Assistant Director of the Chicago GEAR UP allows her to work with Chicago Public School students, their families, and teachers, helping students and families to understand the post-secondary process.

Her unique perspective of the obstacles facing first-generation college students (and their families) comes from her personal experiences (she is a first-generation Latina), her work with GEAR UP, and current LEI coursework. As a member of the Illinois State University inaugural cohort in Leadership, Equity, and Inquiry Latin@ cohort, the Illinois Latino Council on Higher Education (ILACHE), and a DFI Fellow, Rosado looks forward to fulfilling the mission of becoming a contributing member of a university.

Jorge Sanchez

Jorge Sanchez is a native of Chicago, a son of Mexican immigrant parents, and a first-generation college student. He earned his bachelor’s degree in accounting and marketing from DePaul University, master’s degree in teaching from Chicago State University, master’s degree in higher education policy, and Master of Business Administration, both from Northeastern University Illinois. He is currently pursuing a Ph.D. in Education Administration and Foundations at Illinois State University. His passion for education has driven him to become an advocate for Latino students across all levels of education. He currently works for Lyons Township high school and has teaching assignments at the University of Chicago in Illinois and Elgin Community College.

Dujuan Smith

Dujuan Smith is currently a Ph.D. candidate in Higher Education Administration at Illinois State University. His dissertation explores the Anti-Black lived experiences of senior-level Black men administrators at Historically White Institutions (HWI). Outside of his research, he serves as the Associate Director of Graduate Advising for The University of Chicago Professional Education. He also serves as the Co-Founder and Healing Strategist for the Seven7h Element Incorporated, an organization that facilitates healing opportunities in safe spaces for Black men impacted by trauma manifested from hurt people and broken systems. He recently served as the Assistant Dean of Student Life for Semester at Sea in Spring 2020, where he traveled by sea to 4 countries in 3 months with 600 college students. Due to the coronavirus pandemic, the voyage abruptly ended in South Africa in March 2020.

His impressive career includes serving as the Assistant Dean of Students at the University of Illinois at Chicago (UIC), Assistant Dean of Students for the University of Houston (UH), and Coordinator of Judicial Affairs at Moraine Valley Community College. DuJuan holds a B.A. in Applied Sociology with a minor in Black Studies and an M.S.Ed. in Clinical Mental Health Counseling from Northern Illinois University (NIU). He studied abroad in Ghana 2002 and 2003, where he had a transformative experience seeing the “Door of No Return” inside the Cape Coast and Elmina slave dungeons. Smith returned home with a sense of pride, purpose, and deep commitment to serving underrepresented communities through engagement, empowerment, and exposure.

Among his volunteer achievements, he is a 2019 – 2021 Diversifying Higher Education Faculty in Illinois (DFI) Fellow as well as a member of the 2018-2020 Cohort of the NASPA Supporting, Expanding, and Recruiting Volunteer Excellence (SERVE) Academy. In 2015, he became an inaugural member of the Surge Fellowship (Chicago), which identifies and accelerates promising African American and Latinx education talent to enhance their expertise and aptitude while empowering them to transform the education ecosystem. Smith is also affiliated with the National Association of Student Personnel Administrators (NASPA), the Association for Student Conduct Administrators (ASCA), Education Leaders of Color (EdLoC), and the Association of the Study of Higher Education (ASHE).  He is a proud member of Alpha Phi Alpha Fraternity, Incorporated and currently resides on the South Side of Chicago.

Diana Soriano

Diana Soriano is a dedicated academic professional with over eight years of experience, most recently as assistant director of advising and retention at the University of Illinois at Chicago College of Business Administration. She is pursuing a doctorate in educational administration and foundations with a concentration in leadership, equity, and inquiry. Soriano is the daughter of Mexican immigrants and holds her historical and cultural roots firmly in her heart and her scholarly work.

She is committed to social justice work and driven to advocate for equity in educational spaces and research. She was born and raised in the city of Chicago and is a Chicago Public School alumna. She completed her bachelor’s degree in history teaching with a minor in Latin American and Latino studies from the University of Illinois at Chicago. She also earned her master’s degree in instructional leadership with a concentration in policy studies from the University of Illinois at Chicago. Soriano’s research and areas of interest include race, ethnicity, gender, class, sexuality, political, and historical education for Latinas in the United States.

Stacey Wiggins

Stacey Wiggins lives in Bloomington with her husband and two daughters, ages 17 and 15. She graduated from Illinois State University with a bachelor’s in social work in 1994. Since that time, she has been working in social services, specifically at Bloomington Housing Authority for 24 years.  Wiggins has experience with crisis intervention, professional development training, grant writing and self-sufficiency coordination. In 2019 Wiggins resigned from the Housing Authority in order to attend Illinois State full time to pursue a master’s degree in order to be qualified to teach in higher education.  Stacey says that returning to school has been exciting and challenging but she has no regrets. She is grateful for her family, friends, and awesome classmates for their support.

Jewel Woodard is honored to be named as an Illinois Diversifying Faculty in Higher Education Fellow. She is from Zion, where she currently holds the pageant title Miss Zion. She applied for this fellowship after realizing that it aligned with some of her short- and long-term goals. As a second-year master level social work student, this fellowship was an excellent opportunity. It will not only cover the cost of her master’s degree; however, it will also provide funding for doctoral-level education. She says she is extremely blessed to be presented with this opportunity as she will be able to develop the tools, skills, connections, and resources needed to work in higher education. She is so excited about the upcoming school year as it is her final year and she will be completing an internship.

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Opinion: to solve illinois' higher-ed challenges, look to our aging population.

The highly educated workforce in Chicago and Illinois is an oft-cited factor in business location decisions. According to the Illinois Board of Higher Education, the state is home to a total of 71 public educational institutions, including 12 universities and 48 community colleges. Over 100 private colleges and universities call Illinois home, as well.

Crain's Chicago Business recently reported that several public universities are seeing enrollment declines of 30% to 50%. Included in this are Northern, Northeastern, Southern and Western Illinois universities and Chicago State University.

Offsetting this negative trend are a 15% rise in enrollment at the state's flagship institution, the University of Illinois Urbana-Champaign, and an 11% increase at the University of Illinois Chicago. 

Except for the U of I and UIC, these publics are facing multimillion-dollar deficits. In the absence of extra support from the state, college administrators are left with three options: reducing faculty, eliminating academic programs or raising tuition. This becomes a vicious cycle, as fewer programs and higher tuition discourage student retention and demand.

In fiscal 2002, public universities relied on the state for 72% of their funding, while 28% was generated through tuition and fees. A decade later, state support accounted for 36% of funding, with tuition and fees making up the remaining 64% — a complete flip.

Community colleges experienced a similar trend. These institutions receive substantial support from local property taxes, like K-12 school districts. So, when state aid drops, their options are either to raise tuition, raise property taxes or both.

When tuition rises, it will disproportionately impact underprivileged students. This can sometimes preclude the pursuit of higher education altogether, thereby widening the knowledge and future earnings gaps between rich and poor in Illinois. 

State and advocacy groups recognized this growing inequity, and the state higher ed board created the Illinois Commission on Equitable University Funding in 2022. The commission released its findings and recommendations in March 2024.

Since then, legislation has been introduced that creates a new state funding formula in higher education, seeking to ameliorate this disparity. In short, higher funding levels will be allocated to universities with students at lower income levels. 

While this is noble and necessary, the new formula only helps if enough state funding is made available, as the commission acknowledges in its report. 

During the state budget impasse in 2015 between then-Gov. Bruce Rauner and then-House Speaker Michael Madigan, higher education funding was reduced by $1.2 billion. According to the state higher ed board, this was just 30% of what was provided in previous years.

The annual appropriation for higher education was approximately $2 billion before the impasse. During the stalemate, that number was less than $1 billion. The state has been playing catch-up ever since. 

To his credit, Gov. JB Pritzker has worked to reverse this trend. In fiscal 2020, during his first year in office, the state increased operating support to public higher-ed institutions by $186 million, or 18%, the largest increase since 1990. In 2024, the state appropriated $2.53 billion toward higher education. This represented an annual increase of $279 million, or 12%. These increases have been consistent year over year since 2020.

Increases in capital funding and student aid have also been significantly increased under this governor. 

Yet despite this infusion of cash, the state is still not keeping up with the budgetary impact of the accelerating decline in enrollment. This is certainly true for non-flagship institutions. But this trend is due to a major demographic shift, out of the state's control.

The decline in the number of full-time higher-ed students in Illinois has gone from 373,000 to 278,000, a 25% drop, during the 10-year period of 2003 to 2023. 

The U.S. Census Bureau recently reported an 11% decrease in the population of 5- to 19-year-olds, the largest decline among all age groups. 

There is a clear need for the state to reconsider its education delivery model if the non-flagship institutions are to remain viable.

While the picture painted in Crain's article is not pretty, all hope is not lost. If the state capitalizes on changing demographic trends, assets held by universities and technology, there is an opportunity to preserve and enhance the schools in question and the communities in which they are located.

Countervailing the projected decrease in college-age students is an elderly population in Illinois, specifically those age 65 and over, experiencing significant growth. Between 2010 and 2022, the number of Illinoisians 65 and older grew by 39%, surpassing all other age cohorts.

Said Paul Basta, the director of the Illinois Department on Aging, in the state's Plan on Aging covering 2022-24:

"The fact is our population is living longer and fuller lives. Since 2000, Illinois' older population (60 years of age and older) has grown from 1.9 million to 2.8 million. It now represents 22% of the population in Illinois. By 2030, it is estimated that the 60 years of age and older population will increase to 3.6 million and will represent 25% of Illinois' population."

Recently, there has been a rise in on-campus education for this population. AARP reports over 100 senior housing facilities are located near or on university campuses. Examples include the University of Alabama, the University of Notre Dame, Stanford University and Duke University. Smaller institutions such as Oberlin College & Conservatory in Ohio; Purchase College in Purchase, N.Y.; and Lasell University in Newton, Mass., are also providing locations for seniors. In most cases, the housing is marketed to lifelong-learning alumni, but nothing precludes others from participating.

There are numerous mutual benefits. Elderly learners gain from intellectual stimulation and city-like amenities. College campuses offer access to lectures, cultural arts, sporting events and exercise facilities, among other quality life enhancements.

On-campus senior citizens could be a resource to universities as mentors, tutors and adjunct faculty. In some of the schools mentioned above, senior housing provides employment opportunities for students and in some cases a source for research purposes. For example, social workers and historians alike can interview these lifelong learners.

Real estate developers and senior living operators can partner with universities and colleges on joint ventures to convert dorms into senior living or construct new housing on campus. Among the 100 entities mentioned by AARP, there are fee sharing arrangements, land leases and outright sales. This provides institutions with a revenue source independent of tuition and state funding.

Considering this landscape, here are my recommendations to the governor, the General Assembly and the state Board of Higher Education.

Right-sizing higher education

In some areas of the state, community colleges should be the sole pathway to a four-year education. Vocational training should remain, but liberal arts and prerequisites for various disciplines should be bolstered. This will provide these institutions with more revenue and assure access and affordability for lower-income students.

The universities should cater to juniors, seniors and graduate students. This right-sizing must be coupled with eliminating redundant academic programs housed at the non-flagship institutions.

Each school should have a distinct pedagogical and research specialization at the undergraduate and graduate levels, for example business administration, engineering, education, arts, media communications, writing, sciences, medicine, criminal justice and public service.

Technology and online education

Remote education has become the norm at many colleges and universities since the pandemic. According to the U.S. Bureau of Labor Statistics, 76% of students were enrolled in online education or distance learning during the pandemic years of 2019-20. Despite the anticipated decrease post-COVID, the current figure remains substantial, at approximately 50%.

Technology investments in schools during the pandemic have normalized remote class delivery. Consequently, online junior, senior and graduate courses can be made available for any student who does not have the economic means or practical circumstances to physically attend an institution offering their specialization.

Adaptive reuse of higher-education-owned real estate

Public universities possess real estate assets which can be monetized through sale, lease or entering public-private partnerships. Many campuses provide amenities like stadiums, music venues, theaters and health facilities. 

Given the precipitous decline in enrollment, I am assuming many campuses have excess capacity in residential housing. Rather than bear the cost of maintaining empty buildings, public institutions should be inventorying their real estate assets for the purpose of converting parts of their campuses into senior housing. By following this approach, they can leverage demographic trends, while simultaneously remaining viable institutions serving college students pursuing degrees and the community at large.

The time to act is now

The state Department on Aging and Board of Higher Education will need to invest both time and money in studying the feasibility of such a proposal. It will be worth it. Exploring a modernized approach to education can prevent financial losses, job cuts and the closure of institutions important to the state's economy and quality of life. 

In today's ever-changing world of technology, the environment and global politics, higher education is imperative. This must be so in Chicago and all of Illinois if we are to have future generations that can solve intractable problems and provide for equitable and meaningful economic growth. The potential transformation I offer above hopefully helps preserve one of our state's greatest economic attractions: a highly educated workforce.

Michael D. Belsky is a former mayor of Highland Park and an expert in urban policy and public finance.

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