Doctor of Philosophy in Faith-Based Health Science Education

Degree abbreviation

Ph.D. in Faith-Based Health Science Education

Total program length

120 semester credit hours

Normal completion time

Four to six academic years, depending on approved transfer credit, enrollment status, research progress, and dissertation completion

Academic unit

HBIU College of Education and Human Development

Total credits

120

Duration

3 years

• Analyze complex health science trends through the lens of institutional stewardship and ethical leadership.
• Evaluate pedagogical frameworks that effectively bridge health literacy with community well-being initiatives.
• Develop original research that advances the knowledge base of faith-based health education.
• Integrate spiritual formation and ethical reasoning into organizational health policy and practice.
• Communicate scholarly findings to diverse stakeholders to improve community health outcomes.
• Design comprehensive educational programming that promotes wellness through a servant leadership model.
• Course Outline
• Semester 1 — Year 1
• Code
• Title
• Credits
• Prerequisites
• RES701
• Advanced Research Methodology
• 3
• None
• EDU705
• Pedagogy of Health Sciences
• 3
• None
• THE710
• Ethics in Health Care Leadership
• 3
• None
• RES701 — Advanced Research Methodology: This course explores advanced quantitative and qualitative research methods relevant to health science education. It emphasizes critical inquiry and ethical research practices. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• EDU705 — Pedagogy of Health Sciences: Students examine modern pedagogical theories and their application to health science instruction. The course focuses on instructional design that facilitates lifelong learning. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• THE710 — Ethics in Health Care Leadership: This course addresses the intersection of professional ethics and health leadership within community settings. It emphasizes the values of integrity and servant leadership. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• Semester 2 — Year 1
• Code
• Title
• Credits
• Prerequisites
• RES715
• Quantitative Analysis in Health
• 3
• RES701
• SOC720
• Community Health Systems
• 3
• None
• EDU730
• Curriculum Development for Wellness
• 3
• EDU705
• MGT740
• Stewardship in Health Administration
• 3
• None
• RES715 — Quantitative Analysis in Health: This course covers statistical techniques used to analyze health-related datasets and educational outcomes. Students interpret numerical data to inform evidence-based decision-making. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• SOC720 — Community Health Systems: Students analyze the infrastructure of community health and the role of local institutions in wellness. The focus remains on systemic improvement and stewardship. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• EDU730 — Curriculum Development for Wellness: This course guides students in designing curriculum for diverse populations, focusing on wellness literacy. It bridges theory with practical classroom application. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• MGT740 — Stewardship in Health Administration: Students explore the principles of resource management and organizational stewardship. The course emphasizes responsible administration of non-profit entities. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• Semester 3 — Year 2
• Code
• Title
• Credits
• Prerequisites
• RES801
• Qualitative Inquiry Methods
• 4
• RES701
• COU750
• Psychosocial Aspects of Health
• 4
• None
• EDU810
• Instructional Technology in Health
• 3
• EDU705
• HIS820
• History of Public Health Initiatives
• 3
• None
• RES801 — Qualitative Inquiry Methods: This course focuses on narrative and ethnographic approaches to understanding health education outcomes. Students practice coding and thematic analysis of interview data. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• COU750 — Psychosocial Aspects of Health: An analysis of the psychosocial variables influencing health behaviors in diverse community settings. It highlights the importance of empathy and cultural sensitivity. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• EDU810 — Instructional Technology in Health: This course examines the integration of educational technologies in health literacy programs. Students evaluate software tools for programmatic efficacy. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• HIS820 — History of Public Health Initiatives: Students review historical trends in public health and the evolution of community-based interventions. It highlights lessons for contemporary leadership. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• Semester 4 — Year 2
• Code
• Title
• Credits
• Prerequisites
• RES830
• Program Evaluation and Design
• 4
• RES715, RES801
• EDU840
• Advocacy and Policy in Education
• 4
• None
• BIO850
• Advanced Topics in Health Science
• 3
• None
• BUS860
• Strategic Leadership in Nonprofits
• 3
• MGT740
• RES830 — Program Evaluation and Design: This course provides tools for evaluating the effectiveness of health programs using mixed-methods approaches. Students assess organizational outcomes for improved stewardship. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• EDU840 — Advocacy and Policy in Education: Students learn to engage with health policy at the community level to advocate for necessary resources. The course focuses on servant-leadership and advocacy. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• BIO850 — Advanced Topics in Health Science: A comprehensive study of recent advancements in health science, focusing on community-relevant applications. It integrates technical knowledge with operational wisdom. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• BUS860 — Strategic Leadership in Nonprofits: This course explores strategic management in non-profit health settings, focusing on mission-driven decision-making. Students evaluate organizational structures for optimal effectiveness. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• Semester 5 — Year 3
• Code
• Title
• Credits
• Prerequisites
• CAP890
• Dissertation Proposal Development
• 4
• RES830
• EDU870
• Advanced Instructional Strategy
• 4
• EDU730
• LDR880
• Organizational Leadership and Professional Identity
• 3
• THE710
• SOC895
• Global Health Perspectives
• 3
• SOC720
• CAP890 — Dissertation Proposal Development: Students work with a committee to finalize their research proposal and literature review. This foundational stage secures the direction of the final project. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• EDU870 — Advanced Instructional Strategy: Students develop advanced strategies for teaching complex health concepts in resource-limited environments. The focus is on adaptable, effective instruction. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• LDR880 — Organizational Leadership and Professional Identity: This course examines the development of professional identity, ethical leadership frameworks, and self-regulation strategies within the health science sector. It emphasizes the integration of personal values with effective organizational management practices to foster professional growth. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• SOC895 — Global Health Perspectives: Students analyze international health education challenges and apply comparative research to domestic settings. It promotes a global view of community wellness. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• Semester 6 — Year 3
• Code
• Title
• Credits
• Prerequisites
• CAP900
• Dissertation Research and Defense
• 4
• CAP890
• EDU910
• Seminar in Educational Leadership
• 4
• None
• RES920
• Data Synthesis and Application
• 3
• CAP890
• MIN930
• Community Outreach Practicum
• 3
• None
• CAP900 — Dissertation Research and Defense: The final stage of the doctoral program involving independent research, writing, and the formal defense. Candidates demonstrate their scholarly capability and commitment. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• EDU910 — Seminar in Educational Leadership: A seminar focusing on complex leadership challenges and the application of administrative theories in health education. Students engage in peer review and reflection. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• RES920 — Data Synthesis and Application: Students integrate their dissertation findings with established theories to propose practical community interventions. This course emphasizes the translation of research to service. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.
• MIN930 — Community Outreach Practicum: A field-based experience where students apply theoretical knowledge to a live, community-based health project. It bridges academia with community engagement. This course prepares students in supporting faith-based, nonprofit, community organizations' missions.

Applicants must hold a master's degree from an accredited institution with a minimum cumulative GPA of 3.0. Prospective students must submit official transcripts, a statement of intent detailing their alignment with the university's mission of faith-based service, three letters of recommendation, and a writing sample demonstrating research proficiency. Dissertation Requirement The Dissertation serves as the culminating academic experience for the PhD program, representing an original contribution to the field of health science education. Students conduct independent research that addresses a systemic issue within health-related organizations, applying advanced analytical techniques and scholarly rigor to produce a comprehensive manuscript that is defended before a faculty committee. The scope of the project requires that students identify a specific challenge, review existing literature, and propose a solution that reflects both academic mastery and professional competency. Beyond technical proficiency, the dissertation integrates faith-based perspectives by requiring candidates to analyze their research findings through the frameworks of servant leadership and biblical stewardship. Students are expected to demonstrate how their proposed solutions reflect an commitment to ethical reasoning and the holistic care of the community. This process ensures that graduates emerge with the capability to translate complex theoretical concepts into actionable, morally grounded initiatives that honor the dignity of the populations served.

• Graduation requires the successful completion of 120 credit hours with a minimum cumulative GPA of 3.0. Candidates must fulfill all doctoral coursework and successfully defend their dissertation, demonstrating both intellectual rigor and the capacity for high-level research. Participation in spiritual formation and community service components is required to ensure alignment with the university's dedication to faith-informed service.
• Students must also maintain ethical standing throughout their tenure, reflecting the integrity and character expected of leaders in the discipline. The program necessitates a holistic graduation portfolio that documents academic achievement alongside evidence of service and professional growth. This synthesis ensures that candidates are prepared not only as researchers but as practitioners who embody a commitment to the well-being of their communities.
• Career Opportunities
• Health Education Program Director
• Nonprofit Health Policy Consultant
• Community Wellness Coordinator
• Academic Researcher in Health Sciences
• Faith-Based Institutional Consultant
• Health Science Curriculum Developer
• Public Health Outreach Coordinator
• Important Notices
• The program educates ethical professionals who demonstrate technical excellence, servant leadership, professional integrity, and a commitment to apply sound principles to advance faith-based organizations, strengthen communities, and contribute responsibly.
• HBIU is a lawfully operating nonpublic faith-based postsecondary institution that maintains its status under section 1005.06(1)(f), Florida Statutes. The University annually affirms its compliance with the requirements applicable to faith-based institutions in Florida through Commission for Independent Education.
• HBIU accreditation from QAHE (for quality assurance in pre-tertiary and higher education mechanisms). QAHE offers globally recognized accreditation and quality assurance for higher education, training providers, and professional institutions worldwide. Students should consider the nature and scope of this recognition in relation to their individual certification and professional goals.
• Transfer credit is evaluated individually based on course content, credit hours, grades, institutional documentation, program requirements, and applicable university policies. Although HBIU provides academically structured programs, no institution can guarantee that another college, university, employer, licensing board, or credential-evaluation service will accept its credits or credentials. Students are encouraged to obtain advance written confirmation from the intended receiving organization.
• The program develops academic knowledge and applied competencies for service in faith-based organizations, nonprofit institutions, community programs, and related professional environments. Some occupations associated with the subject area may be regulated by governmental or professional authorities. A degree from HBIU demonstrates completion of the University's academic requirements but does not, by itself, confer professional licensure or legal authority to perform regulated services.
• Where a program is related to an external certification, eligibility is determined exclusively by the applicable certifying organization. Certification bodies may establish additional requirements involving education, examinations, experience, background screening, continuing education, or membership. HBIU does not guarantee certification eligibility or examination approval unless a formal written agreement expressly provides otherwise.
• Career and occupational information is provided to help students make informed educational decisions. Employment outcomes depend on factors such as the graduate's experience, geographic location, professional qualifications, employer requirements, economic conditions, interviewing ability, and any applicable licensure or certification requirements. Completion of a program does not constitute a promise of employment, promotion, job placement, or a particular occupational title.
• This program is delivered through online instruction. Students must have access to the technology, equipment, internet service, software, and learning resources identified in the University's technology requirements.
• Internship or field-experience participation is subject to academic eligibility, site availability, supervisor approval, and the requirements of the participating organization. The University assists students with the placement process but cannot guarantee placement with a particular organization, supervisor, location, or schedule.
• Students are responsible for reviewing the catalog, understanding program requirements, providing accurate information, meeting academic and financial obligations, and verifying whether the program supports their intended educational or professional goals.
• Completion of a University program does not authorize a graduate to use a professional title that is protected or restricted by law. Graduates must use titles that accurately reflect their education, credentials, employment role, and current licensure or certification status.
• Degree abbreviation | Ph.D. in Faith-Based Health Science Education
• Total program length | 120 semester credit hours
• Maximum approved transfer credit | Up to 40 semester credit hours
• Minimum credits completed through the University after maximum transfer | 80 semester credit hours
• Normal completion time | Four to six academic years, depending on approved transfer credit, enrollment status, research progress, and dissertation completion
• Advanced faith-based health science education theory and specialization | 30 credit hours
• Research methods, statistics, and scholarly inquiry | 24 credit hours
• Professional leadership and higher-education teaching | 15 credit hours
• Advanced electives and concentration courses | 18 credit hours
• Scholarly writing and publication | 9 credit hours
• Comprehensive examination and doctoral candidacy | 6 credit hours
• Dissertation research and defense | 18 credit hours
• Total | 120 semester credit hours
• Code | Title | Credits | Prerequisites
• RES701 | Advanced Research Methodology | 3 | None
• EDU705 | Pedagogy of Health Sciences | 3 | None
• THE710 | Ethics in Health Care Leadership | 3 | None
• Code | Title | Credits | Prerequisites
• RES715 | Quantitative Analysis in Health | 3 | RES701
• SOC720 | Community Health Systems | 3 | None
• EDU730 | Curriculum Development for Wellness | 3 | EDU705
• MGT740 | Stewardship in Health Administration | 3 | None
• Code | Title | Credits | Prerequisites
• RES801 | Qualitative Inquiry Methods | 4 | RES701
• COU750 | Psychosocial Aspects of Health | 4 | None
• EDU810 | Instructional Technology in Health | 3 | EDU705
• HIS820 | History of Public Health Initiatives | 3 | None
• Code | Title | Credits | Prerequisites
• RES830 | Program Evaluation and Design | 4 | RES715, RES801
• EDU840 | Advocacy and Policy in Education | 4 | None
• BIO850 | Advanced Topics in Health Science | 3 | None
• BUS860 | Strategic Leadership in Nonprofits | 3 | MGT740
• Code | Title | Credits | Prerequisites
• CAP890 | Dissertation Proposal Development | 4 | RES830
• EDU870 | Advanced Instructional Strategy | 4 | EDU730
• LDR880 | Organizational Leadership and Professional Identity | 3 | THE710
• SOC895 | Global Health Perspectives | 3 | SOC720
• Code | Title | Credits | Prerequisites
• CAP900 | Dissertation Research and Defense | 4 | CAP890
• EDU910 | Seminar in Educational Leadership | 4 | None
• RES920 | Data Synthesis and Application | 3 | CAP890
• MIN930 | Community Outreach Practicum | 3 | None