Leadership Development: A Qualitative Inquiry to Investigate Preparedness for Higher Education Administrative Roles in Online Doctoral Programs

The changing climate of academia requires higher education leaders to refine online doctoral programs to ensure future administrators are equipped to navigate institutions of education successfully. The purpose of this phenomenological study was to examine the lived experiences of graduates from online educational doctoral programs to understand how instructional activities, mentorship opportunities, and practical experiences shaped their preparedness for higher education administrative roles. Data collection strategies included twelve individual interviews with higher education administrators who completed their preparation in an online doctoral program. Findings included seven themes: perceptions of leadership preparation; online learning and leadership preparedness; peer learning and leadership growth; practical experiences in leadership preparedness; theory verses practices in leadership development; and perceptions of preparedness for leadership in higher education. The theoretical proposition of this study was centered around constructivist framework and the leadership models of transformational and servant leadership. The credibility of the analysis was protected by triangulation of data through multiple sources of evidence and member checking. The recommendations for practice suggest that online Ed.D. programs should enhance practical leadership training, expand mentorship opportunities, strengthen peer engagement, and integrate case-based learning to bridge the gap between theory and practice. By addressing the identified challenges and implementing evidence-based enhancements, online doctoral programs can better equip graduates with the leadership competencies necessary to navigate and lead in higher education environments.