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Human Services Administration

The Doctor of Education (Ed.D.) with a concentration in Human Services Administration is designed for practicing human services professionals working with individuals across the entirety of the human life span, families, communities, and/or organizations. This concentration fosters the development of leadership skills in students, allowing them to be proactive, ethical agents of change for individual and community-based social services and organizations that affect quality of life. Through self-reflection, analysis, and practical application of best practices, these skills are then used to solve real problems in the workplace. The program focuses on developing practitioners who can respond to current issues and trends in human services settings, as well as predict, prepare for, advocate for, and shape the future of services for the benefit of diverse populations of stakeholders.

The primary goal of the concentration in Human Services Administration (HSA) is to prepare students for leadership, administration, management, and policy development of human services agencies and programs. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, ethical behavior, and higher order thinking skills.

The graduates of the Human Services Administration concentration will be expected to lead change in human services agencies and programs using the latest theories and research-based models available by: (a) expanding their administrative competence and modeling visionary leadership; (b) advocating and implementing educational improvement using current research, effective implementation of theories, culturally sensitive decision-making and strategic planning, and appropriate evaluation; and (c) identifying and addressing contemporary and future issues in human services organizations.


  • Practicing human services professionals in schools, hospitals, universities, skilled nursing facilities, private practice, nursing homes, rehabilitation centers, not-for-profit organizations, or government agencies; OR
  • Individuals with master’s degrees or higher who wish to obtain a doctoral degree and increase their knowledge and skills in human services administration and leadership

The following are specific admission requirements for entry into the Doctor of Education programs. Please refer to the admissions application or catalog for specific program admission requirements and information for international students.

  • Completed online application for admission, including ($50) nonrefundable application fee
  • An official transcript from a regionally accredited institution indicating a conferred master’s degree with a minimum CGPA of 3.0, and official final transcripts from all institutions of higher education (community colleges, bachelor’s programs, post-graduate programs)
  • Professional letters of recommendation from two (2) individuals who can attest to the applicant’s ability to succeed in a doctoral program
  • A test score report* from one of the following exams showing that the applicant received
    • Miller Analogies Test (MAT): Raw score of 37 (scaled score 391–396) on the Miller Analogies Test (MAT)


    • Graduate Record Examination (GRE): For tests taken prior to August 1, 2011, a combined score of 1000 on the verbal and quantitative sections; for tests taken on or after August 1, 2011 a combined score of 300 on the verbal and quantitative sections.

*The test must have been taken within the past five years.

  • Completed Personal Statement of Goals
  • Completed Transfer of Credits form if applicable


Applicants whose native language is not English are required to demonstrate English proficiency by providing proof of a minimum score of 213 on the computer-based or 550 on the paper-based Test of English as a Foreign Language (TOEFL) exam or 6.0 on the International English Language Testing System (IELTS) exam.




Course Number Course Title and Description Credits
DSO 8000 Doctoral Studies Orientation 0


Course Number Course Title and Description Credits
EDD 8200 Leadership, Communication, and Technology 3
HSA 8600 Human Services Delivery Systems 3
HSA 8601 Administration, Management and Policy Development of Human Services Agencies and Programs 3
HSA 8602 Administration, Management and Policy Development of Human Services Agencies and Programs 3
HSA 8603 Human Resource Development 3
HSA 8604 Human Services and the Law 3
HSA 8605 Human Services Organizational Theory and Behavior 3
HSA 8606 Special Topics in Human Services 3


Required Courses

Course Number Course Title and Description Credits
RES 8100 The Nature of Knowing: Epistemology and Inquiry-Based Learning (Required Course) 3
RES 9300 Methods of Inquiry (Required Course) 3

Please select ONE of the following research tracks based on your dissertation (please consult your RES 9300 professor and your dissertation chair prior to registering):

Quantitative Research Track

Course Number Course Title and Description Credits
RES 8911 Quantitative Research Design 3
RES 8921

Quantitative Data Analysis


Qualitative Research Track

Course Number Course Title and Description Credits
RES 8916 Qualitative Research Design 3
RES 8926

Qualitative Data Analysis



The Applied Dissertation is a detailed, accurate, and cohesive account of a scholarly investigation designed to answer one or more research questions. It is required of all FCE doctoral students and its purpose is to improve practice in education and human services. The dissertation process consists of a total of 12 credits encompassing four major benchmarks.

Course Number Course Title and Description Credits
DISR 8966 Applied Dissertation 1: Prospectus 3
DISR 8967 Applied Dissertation 2: Proposal Development 3
DISR 8968 Applied Dissertation 3: Proposal 3
DISR 8969 Applied Dissertation 4: Applied Dissertation 3


Students will fulfill this requirement by selecting from a variety of courses.



Summer Institute is an opportunity for students to meet with Fischler College classmates, professors, and staff on-campus in Ft. Lauderdale, FL. Students will be able to schedule individual sessions with their applied dissertation committee chairs to discuss dissertation work and with representatives from various service areas, including distance library services, student financial assistance, and program advising. The conference will also offer applied dissertation workshops enabling students to learn valuable information about the dissertation process, as well as roundtable sessions affording students the opportunity to present their dissertation work to a group of peers and receive immediate feedback.

Course Number Course Title and Description Credits
FSC 8000

Summer Institute (Residency Requirement)        



Beginning the 37th month of the Doctor of Education (Ed.D.) program, students will enroll in ADS 8091, Applied Dissertation Services, in order to receive dissertation services and support from Dissertation Committee Chairs and/or other NSU faculty and staff. In cases where students are not enrolled in any classes prior to the 37th month and where Doctor of Education (Ed.D.) students require support from Dissertation Chairs and/or other NSU faculty and staff, ADS 8090 may be used to satisfy Satisfactory Academic Progress (SAP) requirements for continuous matriculation.

Course Number Course Title and Description Credits
ADS 8091 Applied Dissertation Services 1

*Note: Students must be registered for ADS 8091 to be eligible for continuing services.








Click on the button below to download the Course Equivalencies/Substitutions for the Human Services Administration Concentration

Course Equivalencies/Substitutions

For advising assistance, please send an email to

Coursework for the Doctor of Education is available online, which allows international students and those who don't live near our South Florida campus to receive and submit coursework, and interact with classmates and professors, via the Internet. This distance education option allows busy professionals like you to earn your degree without work disruption or long commutes.

In addition to coursework, all doctoral students are required to participate in The EDGE @ Fischler Institute in Florida.

Faculty members in the Department of Higher Education Leadership & Instructional Technology are dedicated to preparing you for roles as leaders, researchers, and policy makers in local, state, national and global education agencies, organizations, and institutions. Hailing from NSU and other major universities and institutions throughout the country and around the world, our faculty are highly respected professional practitioners and recognized scholars who are carefully selected on the basis of their subject area expertise, teaching abilities, and professional involvement. Furthermore, they are united in their desire to not only educate, but to inspire students to use what they learn to motivate others.

Meet the Faculty and Staff of the Department of Higher Education Leadership & Instructional Technology

The purpose of the Doctoral Studies Orientation (DSO 8000) is to provide an overview critical to beginning the Ed.D. program. This noncredit course is a requirement for all doctoral students at NSU's Fischler College of Education. Students should register for and complete the online DSO modules in the first term along with the first "credit-bearing" course. For additional information, please visit the DSO Web site.

The Summer Institute is an intensive conference designed to give doctoral students the tools and support they need to complete their doctoral program. Students must attend one Summer Institute. 


  • Completion of the Doctoral Studies Orientation (DSO 8000)
  • Participation in the EDGE @ Fischler Institute (FSC 8000)
  • Satisfactory completion of all required courses
  • Successful completion of an applied dissertation
  • Cumulative grade point average of 3.0 or higher
  • Completed application for degree and satisfaction of all NSU/FCE financial obligations

The Behavior Analyst Certification Board, Inc. (BACB) has approved the above course sequence as meeting the 4th Edition Task List coursework requirements for eligibility to take either the Board Certified Assistant Behavior Analyst (BCaBA) or Board Certified Behavior Analyst (BCBA) Examination. Students wishing to fulfill BACB requirements for professional certification should contact the BACB for specific information and advisement. It is recommended that students register with the BACB in order to receive monthly newsletters and stay well-informed of credentialing requirements.

Please be advised that on January 1, 2022, The Behavior Analyst Certification Board (BACB) will implement BCBA/BCaBA examinations based on theBCBA/BCaBA Fifth (5th) Edition task list. The major changes include an additional 45 hours of coursework and an additional500 hours of supervised fieldwork or concentrated supervised fieldwork. Please be informed that the current Fourth (4th) Edition task list course sequence offered through the college will be offered until the end of the Summer 2021 semester; Students will no longer be able to take 4th Edition task list courses after Summer 2021. The 5th Edition task list course sequence will be implemented at the start of the Fall 2020 semester. Students interested in certification exam eligibility with the BACB should plan accordingly.

Please seek advisement from Dr. Emmy Maurilus ( if you have any questions or concerns as to how these changes may affect you.

Prospective students, be advised that Nova Southeastern University's Verified Course Sequence, which consist of the BACB 4th Edition task list, will be offered until the end of the Summer 2021 semester. The college will be implementing the 5th Edition task list courses at the start of the Fall 2020 semester. Prospective students interested in BCBA certification should review and understand the BACB's information at

Click here ( for more information about BCBA examination pass rate. Please note, pass-rate data are not published for sequences with fewer than six first-time candidates in a single year or for sequences within their first four years of operation.

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