Start your journey
Shaping the future of postsecondary education through original inquiry
The doctorate (PhD) in higher education is a research-intensive program designed for those who seek to investigate the systemic forces shaping modern universities. Our curriculum provides a rigorous foundation in the history, philosophy, sociology, and organizational theory of the field, requiring a deep dive into the psychological, social, and economic factors that drive institutional change.
As a doctoral student, you will work alongside world-class faculty to produce original scholarship that influences national policy, campus strategy, and academic discourse. This is an immersive intellectual journey where you will develop the sophisticated problem-solving skills, policy analysis expertise, and global outlook required to solve the most pressing challenges in higher education today. Whether your goal is a tenure-track faculty role or executive leadership, you will gain the expertise necessary to not only understand the field, but to actively transform it.
Careers
A doctoral degree opens opportunities for influence across academia, government, and the private sector. Our graduates are prepared for roles that require high-level analytical expertise and the ability to lead complex systems.
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University professors: teaching and conducting research at premier colleges and universities.
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Senior administrators: serving as provosts, deans, or vice presidents of student affairs.
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Researchers and policy analysts: leading evidence-based initiatives for think tanks, foundations, and government agencies.
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Institutional research directors: leading efforts to improve institutional effectiveness and student outcomes.
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Diversity and inclusion officers: designing and implementing initiatives to create more equitable campus environments.
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International program directors: overseeing global engagement, exchange programs, and immigration compliance.
How to apply
Application deadlines
Applications are due by December 1 for a Fall semester start.
- Fall semester start only.
- Applicants may only apply to one OLPD track.
- Applications are not complete until all required materials and fees have been received. If anything is missing, your application may not be considered until the next review date the following year. It is strongly recommended to apply at least two weeks before any submission deadlines.
- Applications are processed by the Graduate School. A decision for admission notice will be emailed to you once your application is carefully reviewed by the department's admission committee and your transcripts and any credentials (test reports, diploma copies, etc.) are authenticated by Graduate School officials.
Degree: Master's degree or equivalent
GPA: 3.0 undergraduate, 3.5 graduate
GRE: Do not submit GRE scores, as they will not be considered in the review process.
TOEFL/IELTS Scores (Not required for U.S. students):
- TOEFL: Internet based = 79 or above (21 writing/19 reading)
- IELTS = 6.5
- Refer to this page for all English language proficiency requirements.
Required Fields
- Personal Information
- Application Information
- Educational Background
- Languages
- Employment/Residence Information
- Applicant Statements #1 & #2
- Recommendations Letters (limit 2)
- Resume or CV
Optional fields: All other fields or application materials are optional but will be taken into consideration if submitted.
Application Fee
U.S. citizen/permanent resident: $75.00; International: $95.00. Click here for more information about application fees.
Transcripts
Unofficial transcripts or academic records should be uploaded directly to the online application. Please do not mail in paper copies of your transcripts. There is no need for official transcripts or academic records for initial review. The University will request official copies of this material if you are admitted. Click here for more information about transcripts and credentials.
GRE Scores
Do not submit GRE scores, as they will not be considered in the review process.
Applicant Statements
Complete Statements #1 & #2; Statement #3 is optional.
Statement #1: Personal Statement
Please provide a statement—do not exceed two pages—outlining why you are interested in this program and your immediate educational and long-range career objectives in relation to your chosen field. You may wish to include:
- How you expect this program will contribute to your professional development and career goals.
- How you anticipate applying the knowledge and skills you will gain from the program to your current or future working challenges and needs.
- How your professional experience can contribute to the collective learning of your fellow students in the program
Statement #2: Diversity
Enrolling and graduating a diverse student body is central to the University of Minnesota’s mission. Please write a statement that identifies the distinctive qualities, characteristics, and life experiences you would contribute to your graduate program and to the education of fellow students at the University of Minnesota. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. [Please do not exceed one page.]
Statement #3: Extenuating Circumstances (optional)
If your grades and/or test scores are not strong, and you would like to provide an explanation, please do so. [Please do not exceed one page.]
Letters of Recommendation
Two letters of recommendation are required. Acceptable recommendations will come from current or former supervisors, work peers, clients, or professors who can assess your academic and professional capabilities.
When you apply, the online application includes a section for you to list the contact information of the individual recommending you. They will receive an email from the application system with instructions on how to submit their letter. Please ask your recommendation providers to check spam/junk mail folders if they don't receive the message.
Request letters of recommendation early in the application process to allow enough time for your letter writers. Unsubmitted letters of recommendation are one of the most common delays during the application review process.
You may finish and submit your application before the recommenders submit your letters.
Additional Requirements for International Applicants
International students who will have completed 16 semester credits (within the past 24 months) in residence as a full-time student at a recognized institution of higher learning in the United States before entering the University of Minnesota are exempt from the testing requirement but may be asked to take locally administered English tests after arrival on campus. Click here for more information about English language proficiency requirements.
Contact
If you have any questions regarding the application process, please contact our graduate admissions staff at olpd@umn.edu.
Tuition and funding
Tuition
Visit the University of Minnesota's One Stop tuition page for information on tuition. This program follows the guidelines listed under the "Graduate and professional" sub-heading. The general graduate tuition rate includes a 6-14 credit band for full-time registration. Each credit above or below the plateau is assessed on a per-credit basis.
Review the Cost of Attendance page as well as information about student fees assessed by the College of Education and Human Development (CEHD).
CEHD Fellowships, scholarships, assistantships, and grants for graduate students
As a graduate student in CEHD, you may be eligible for fellowships, grants, and scholarships from the University of Minnesota, from our college, and from your academic department. Get more information on funding opportunities!
University funding opportunities
Refer to the University of Minnesota Graduate School's funding page, specifically the page on fellowships for prospective / incoming students. Questions about University funding opportunities should be directed to the Graduate School —612.625.7579, or gsfellow@umn.edu.
CEHD funding opportunities
Refer to CEHD funding opportunities. Questions about college and department-level funding for this program should be directed to OLPD graduate admissions staff at olpd@umn.edu.
Financial aid
Financial aid for your graduate program works a little differently than financial aid at the undergraduate level. It’s important to know the differences and explore your options. Check out this One Stop link for more information on eligibility, required steps, and timelines.
Request information
If you simply have a question and would like someone to reach back out with information, please complete our request information form. Your information will not be shared outside our department.
What our students say
Coursework
The PhD curriculum is a rigorous blend of higher education theory, leadership dynamics, and advanced statistical and qualitative inquiry. Students must pass preliminary examinations and complete a doctoral dissertation involving original research that contributes new knowledge to the field.
Courses for this program are offered in-person and online. 72 credits (48 credits of coursework + 24 thesis credits) completed in 3-5 years for full time students. For a full list of requirements, visit the University of Minnesota program catalog and select "Higher Education" under "Requirements" > "Program Sub-Plan Requirements."
OLPD departmental core (16 credits)
- OLPD 8011—Doctoral Research Seminar I (1 cr) [Fall term of first year]
- OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
- Quantitative research course (3 cr) selected with approval of advisor
- Qualitative research course (3 cr) selected with approval of advisor
- Additional methods courses (6 cr) selected with approval of advisor
Higher education program core (12 credits)
OLPD 5701—U.S. Higher Education (3 cr)
OLPD 5712—College Student Development Theory and Practice (3 cr)
OLPD 8702—Administration and Leadership in Higher Education (3 cr)
OLPD 8703—Public Policy in Higher Education (3 cr)
Additional coursework (11 credits)
These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the higher education track or for a minor. Advisor approval is required.
Electives (9 credits)
9 credits focused on issues relevant to Higher Education, selected with advisor approval.
Thesis credits (24 credits)
All Ph.D. students are required to register for 24 semester thesis credits after completing the preliminary oral exam. The 24 credits must be taken over two or more terms.
- OLPD 8888—Thesis Credits: Doctoral
Faculty
Our faculty are accomplished scholars and practitioners who offer deep expertise and personalized mentorship across the field of higher education. You will collaborate with researchers like Rashné R. Jehangir and Michael Stebleton on first-generation student success and equity, Michael Goh on diversity and inclusion, David Weerts on community engagement and public higher education, and Roberto Orozco and Gresham Collom on student identity and institutional equity. Our program also draws on the expertise of practitioner-scholars Cori Bazemore-James on Indigenous student affairs and Calvin Phillips on student affairs leadership.
2026
- Declining public trust in higher education: Exploring economic, ideological, and demographic dimensions of trust-building
- Leading while targeted: An autoethnographic account of diversity, equity, and inclusion leadership under political fire
- From commitments to action: Private foundations and the pursuit of racial equity in higher education
- Early-career faculty members' perception of academic freedom in teaching
- Trust at the threshold: Stakeholder confidence and institutional legitimacy in public land-grant universities
- Explaining recessionary changes in funding for state financial aid programs
2025
- Enacting emancipatory nursing: The identities, pedagogies, and challenges of equity-focused nurse educators
- Beyond divine providence: Alumni support for religiously-affiliated colleges and universities
- "I gotta step back and shut up": Exploring undergraduate white men's sense of belonging in diversity courses
- Wiyuskinyan Unpi Tipi (Where they live contently) - Native student belonging at the University of South Dakota
- Constructing meaningful work through collegiate experiential learning
2024
- Senior outreach and engagement officers: Constructing knowledge of an emerging role
- (Un)even terrain: Queer and trans staff experiences building affinity, community, and kinship at the University of Minnesota
- Humanizing the international higher education practitioner-faculty relationship
- Anti-Asian racism and the critical identity development of Asian American college students during COVID-19
- Racial equity in career services offices
2023
- Black like me: Empowering minoritized men in STEM degrees through advising relationships
- Engaged institutions and transformation: Using the CHAT model to connect community engagement and racial diversity, equity, and inclusion to facilitate organizational change in higher education
- Waging relevance, Black studies, and community engagement
- University rankings: An examination of student perspectives on the alignment between university rankings and institutional quality
- A post-intentional phenomenological exploration of undergraduate students' understanding of global leadership through short-term study abroad leadership courses
- The third step and beyond: An examination of Black mother doctoral students' use of strategic student mothering in graduate school experiences and post graduation career choices
- Shared determination: How people and context drive the establishment of first-gen student support centers in higher education
2021
- We are prepared for you: Advancing the success of students of color in developmental education through equity-minded institutional agents at community colleges
- The construction of suicide on campus: A critical analysis of university and student suicide discourses
- Trying again: Completion outcomes of non-first-time undergraduate students
- "When there's good, there's good. When there's harm, there's harm": Diverse voices on community engagement
- A benevolent community: Information exchange among university staff
- Heteronormativity fractured and fused: Exploring the college experiences of multiply marginalized LGBTQ2SIA+ students
- The engagement of faculty members with disabilities
- Understanding how undergraduate sexual-minority men make meaning of their masculine identities within the context of the college experience
2020
- Leadership and identity in the context of ethical dilemmas: A study of women in higher education administration
- Transition and support programs for college students with autism spectrum disorder
- Academic resilience: Experiences of Latino United States Army active-duty soldiers and veterans
- Institutional integrity: Perceptions of organizational legitimacy and organizational virtuousness in a research university setting
- The cost of accreditation for small, private institutions of higher education
- Do words really matter: A mixed methods grounded theory study of student conduct codes and campus racial climate data
- What we talk about when we talk about probation: Normative success discourse in an academic probation classroom
- The institutional role of campus policing for Black undergraduate students: A critical race phenomenological study
2019
- An examination of the impact of institutional and faculty emphasis on students' civic engagement and civic outcomes
- First-generation students' experiences of the classroom climate in a redesigned gateway math course: A mixed methods case study
- Examining the role of international service-learning in American medical education: A national exploratory study
- "A boulder being lifted": A post-intentional phenomenological exploration of rurality, identity, and sense of belonging at a large, urban university
- The role of stand-alone music minor programs at colleges and universities in the United States
Contact
We’re here to help. Simply complete this form and a member of our department will be in touch. Your information will not be shared outside of our department.