ABSTRACT
This chapter focuses on the need for higher education administration doctoral preparation guidelines and discusses the steps leading to the successful implementation of guidelines. It also discusses the questions of whether guidelines are needed to what it will take to ensure that guidelines are practical and useful to program leaders, faculty, and students in the field. K–12 educational administration preparation programs have gotten past such distinctions, and their administrators express in unison that their goal in educating and training scholars and practitioner school leaders is to improve student instruction. Assessing students’ performance by measuring their skill levels on variables of interest, which is more prevalent in K–12 education and educational leadership, is now becoming more prominent in higher education. The international development of higher education as a field of study reveals an increasing global interest on the part of scholars and practitioners in higher education administration's formal study and practice.
