phd in educational leadership and policy

Education Policy and Leadership (Ph.D.)

Examine education policy and problems through an interdisciplinary lens that incorporates economics, political science, sociology, and international and comparative education.

(formerly Leadership and Policy Studies, Ph.D.)

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About the Ph.D. in Education Policy and Leadership

The Ph.D. in education policy and leadership is designed for those who intend to build an academic career focused on studying education and policy as researchers, professors, and policy analysts, gaining the knowledge and methodological tools to conduct cutting-edge research on the pressing educational issues of the day.

Education Policy and Leadership Program Overview

At the heart of the Ph.D. program in education policy and leadership is the mentor-apprentice model, in which students work on research projects alongside a collection of esteemed faculty. As a doctoral student, you will be matched with an LPO faculty member whose research interests align with your own, and you will design an individualized program of study that reflects your specific interests and background. The program offers two concentrations: Educational Leadership and Policy and Higher Education Leadership and Policy.

Explore education policy, leadership and administration, and the right path for you.

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Ph.D. Program Facts

Program Director: Sean Corcoran Admissions Coordinator: Kashiri Favors Admission Term: Fall Credit Hours: 72 Application Deadline: December 1

Ph.D. Program Curriculum

Our program relies on a cohort-based model, in which students take most of their classes in the first two years together, allowing for a supportive, collaborative learning experience. All students take a 3-semester quantitative methodological sequence, at least one qualitative methods course, a course in causal research, and disciplinary courses in the history, politics, economics, and sociology of education. All students take a year-long practicum course in their first year that allows them to begin conducting quantitative research from the very beginning of their time in graduate school. In addition, students take seminar courses with department faculty in their areas of expertise and can take full advantage of the breadth of courses available throughout Peabody College and Vanderbilt University

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Ph.D. in Educational Leadership & Policy Studies at KU

Program Overview

The Ph.D. in educational leadership and policy at the University of Kansas is a research degree that prepares individuals for roles as researchers, policy analysts, educational leaders, and faculty members for policy, K-12, and higher education settings. This degree distinguishes itself by its focus on preparing graduates to be researchers who are making original scholarly contributions to the knowledge base in the field. Students typically take some courses in graduate programs in related fields such as sociology, public administration, and economics.

Career Outcomes in Educational Leadership & Policy

Students pursue the Ph.D. in educational leadership and policy at KU with varying career goals in mind. Ph.D. students should expect to engage in “co-curricular” activities above and beyond the specific degree requirements appropriate to their career aspirations. These include conducting and presenting research at conferences, engaging in internships with policy organizations, etc. It prepares graduates who are qualified to conduct theoretically grounded, original research on crucial issues in education policy and scholarship. Potential position titles after graduation could include:

• Policy maker,
• Policy analyst,
• Political activist,
• Researcher.

The Ph.D. program does not lead to initial or advanced educator licensure in the state of Kansas.

Related Programs

• Ed.D. in higher education administration
• Ed.D. in educational administration
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Concentration Areas

All doctoral students must complete a program that provides a broad understanding of educational leadership and policy as well as a concentration in one of the following areas:

Concentrations

Educational administration, higher education, policy studies, social and cultural studies in education, thinking about educational leadership and policy studies, ed.d. or ph.d..

The Ed.D. and Ph.D. programs are typically distinguished by the outcome goals of each program. Both degrees are considered terminal degrees, meaning the highest degree one can achieve in the field of education.

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Student Organizations & Engagement

Students can participate in KU’s active Higher Education Student Association, a unique student-led organization dedicated to professional development in higher education.

Research Opportunities

Graduate students at KU support faculty and research staff in adding new information to the body of knowledge in a variety of fields.

Vibrant Campus Environment

In the heart of the United States, the city of Lawrence revolves around the University and its students.

Graduate Student Funding

The Office of Graduate Studies at KU provides both internal and external funding resources to support master’s and doctoral students.

Professional Development

Graduate students will leave KU with a professional and academic network of faculty and staff.

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How to apply phd, educational leadership and policy studies.

Prepare for a career as a professor or researcher of educational leadership and policy. In this doctoral program, you will critically examine the conceptual, organizational, political, social, managerial, interpersonal, and technical dimensions of schools and other educational institutions. The curriculum emphasizes critical analysis of contemporary problems of practice in collaborative study environments with professors, school leaders, and doctoral students.

An  EdD program  is also available. 

Official Degree Title

Application Deadline

Admissions Information

Program Information

Admissions Timeline

The Program in Educational Leadership has adopted an alternate-year admissions process. Candidates will be admitted  every other year  on the following timeline:

Entrance in Fall 2025: no cohort

Entrance in Fall 2026:  December 1, 2025 application deadline

Entrance in Fall 2027:  no cohort

Candidates will begin their studies in the Fall of even-numbered years, with the deadline for application being the previous December 1 (odd-numbered year).

How to Apply

These instructions and requirements are for all applicants. If you are not a citizen or a permanent resident of the United States, please read the  special instructions for international applicants .

Your application will require the following items. The following are acceptable document types for uploads: .pdf, .jpeg, .jpg, .gif, .tiff, .png, .doc, .docx, and bitmap.

1. Prepare Your Application

You are required to upload a copy of your most recent résumé or curriculum vitae as part of your application.

Statement of Purpose

You are required to upload a typed, double-spaced, two- to three-page statement explaining your purpose in undertaking graduate study in this particular program as part of your application. This is your opportunity to introduce yourself and to inform the admissions committee about your goals, interests, and career plans as they relate to your intended academic pursuits.

Letters of Recommendation

Submit  three  letters of recommendation. Be sure to request them well in advance of the deadline. Read  detailed instructions .

Transcripts

Upload one official copy of transcripts from every postsecondary institution ( college/university ) you have attended or are attending.  Please note:  This includes transcripts from institutions where you received transfer credits or did not complete a degree.  Make sure to request an official copy of the transcript(s) in advance of the deadline.

Transfer Credits

We understand accepted transfer credits may be clearly listed on your degree awarding institution’s transcript. The Office of Graduate Admissions still requires a transcript from the initial credit-granting institution where you took the course(s). Delay in listing and uploading these transcripts can significantly delay the application review process.

Institutions Outside the US or Canada

If you completed or are completing a degree at an institution outside of the US or Canada, you are required to provide a WES or ECE international credentials evaluation. Please review our requirements for translation and a course-by-course evaluation of your transcripts.

See  detailed instructions on submitting transcripts .

Not required.

Although the GRE is typically required for this program, for the 2025 admissions cycle GRE scores will not be required. For more information see  testing requirements .

Proficiency in English

See  testing requirements .

Application

Start your application now

After you fill in and upload the required information, you can submit your completed application.  Your application must be completed, dated, electronically signed, and submitted by 11:59 p.m. EST of the stated deadline.

Application Fee

You will be prompted to pay a $75 application fee, payable by major credit card only. After submitting your payment, you will see your application status change from “saved” to “submitted.” Please print this screen for your records, as it confirms that your application has been successfully sent to our school. If you have problems submitting your payment, please contact the Office of Graduate Admissions. Learn more about our  fee waiver policy .

Mailing Additional Items

If any application materials need to be mailed to our office, mail the materials to NYU Steinhardt, Office of Graduate Admissions, 82 Washington Square East, 3rd Floor New York, NY 10003-6680.  Please do not mail your materials in binders or folders. Any mailed materials must be  received by, not postmarked by, the stated deadline . Only completed applications will be considered and reviewed by the Admissions Committee. Due to high volume, we are unable to confirm receipt of mailed materials.

3. Receive Your Admission Decision

You will be notified about your decision by email. Typically, decisions will start going out in late March or early April for fall enrollment. You may learn of your decision before or after this timeline.

Application Policies

Application deadlines are "in-office" deadlines, not postmark deadlines.  It is your responsibility to ensure that all materials are in the Office of Graduate Admissions by the appropriate deadline, and we reserve the right to return any application that arrives after the deadline. Only completed applications will be considered. Should a deadline fall on a weekend, the in-office deadline will be the next business day. We advise you to apply early.

Please check the online system to confirm that you have successfully submitted your application.  Due to the volume of applications and related materials received, the Office of Graduate Admissions will only contact you if your application was successfully submitted and is deemed incomplete because of missing required materials. Otherwise, you will hear from us when the admissions committee has made its decision.

Deferral policy:  NYU Steinhardt does not allow deferrals. Applicants who wish to be considered for a future semester must reapply by submitting a new application with all supporting materials, including letters of recommendations, by the application deadline.

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Become a Change Agent for Education

Strong leadership, coupled with a deep understanding of how research, policy, and practice inform and disrupt educational systems, is necessary to transform our nation's multifaceted learning environments.

The doctoral program in Educational Leadership and Administration (ELA) prepares and develops scholar-leaders to become catalysts for change in diverse educational settings and contexts .

The ELA doctoral curriculum captures the program’s underlying values: leadership for equity, social justice, and school improvement. Tackling the pressing matters that school leaders face, our doctoral students apply theoretical, conceptual, and empirical knowledge to real-world problems of practice. They critique research, employ critical thinking and reflective practices, collaborate with peers, problem-solve, and analyze multi-source data.

Under the tutelage of professors who are staunchly invested in their growth, ELA doctoral students produce valuable research that positively impacts PreK-12 education. Graduates from ELA’s doctoral program move into leadership positions across local, state, and federal settings, where they advocate for and facilitate necessary educational change.

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Work Together to Solve K-12 Challenges Our rigorous cohort-based course content combined with research methods will engage you in critical problem solving, with four critical goals: Leadership for Equity and Social Justice, Leadership for School Improvement, Leadership for Change, and Research-based Practice and Practice-informed Research.

Convenient Schedule Whether your cohort is fully online or meets in our off-campus classrooms, the EdD is designed to accommodate the schedule of working educators. Online cohorts attend both weekly synchronous meetings and engage in asynchronous connections. Off-campus classroom cohorts attend weekend classes on select Friday evenings/Saturdays.

Develop Your Skills Develop your leadership skills through coursework, seminars, research associations with faculty and self-directed activities.

Faculty Lead the Way Engage with faculty who not only excel at teaching and research, but also challenge students to ‘go beyond,' provide mentorship throughout the program, and provide support to maximize your learning.

The GW Advantage

Whether attending off-campus or online, a GW education is unlike any other. GSEHD students benefit from our unique location in the heart of our nation’s capital and the University’s extraordinary access to diverse school settings, leading national archives and libraries, research opportunities, international organizations, and faculty who are published researchers and hold extensive practitioner experience.

Our diverse student body comes together from across the country and around the globe, bringing a wide range of professional experience, skills, and enriching knowledge.

Jump to Section:   Curriculum   |  Admissions   |  Fees & Aid   |  Careers   |  Faculty   |  Events   |  Request Info

 Program at a Glance

Doctor of Education (EdD) in the Field of Educational Leadership and Administration

Department:

Educational Leadership

Course Delivery:

-Online -Alexandria Center -VSTC Campus (Ashburn)

Program Entry:

Cohorts are recruited for admission in Fall

The Educational Leadership and Administration program in K-12 Education develops educational leaders to thoughtfully lead schools and educational organizations in an ethically grounded manner and with a focus on equity. Our program develops graduates who understand how research and practice mutually inform each other and who apply those understandings in educational settings, in the context of an increasingly globalized system of schooling. Doctoral students will be challenged to think critically, collaborate, use reflective practice and communicate effectively in preparation to transform educational settings. By preparing our graduates to be scholar-leaders and school and system leaders, our graduates are ready to apply findings from educational research and to utilize local evidence to improve learning for students directly in K-12 settings.

The following requirements must be successfully fulfilled: A minimum of 48 credits, successful completion of a comprehensive examination, an approved dissertation proposal, and the defense of an original dissertation.

 

Course List

Code	Title
	Group Comparison Designs and Analyses
	Qualitative Research Methods
	Leading Organizations through Change: Systems Thinking and Theory
	Leading Ethically: Transformative, Adaptive, and Culturally-Responsive Leadership
	Policy Formation, Implementation, and Change for Educational Leaders
	Strategic Planning and Organizational Transformation in Education
	Seminar: Administration and Supervision
	Equity-Centered Advanced Instructional Leadership for School Improvement
	Critical Review of Educational Leadership Literature
3 credits of Level B Research Methods coursework in consultation with advisor.
(One 3-credit elective course selected from the following)
	Introduction to Educational Statistics
	Pre-Dissertation Seminar (taken in addition to the 3 credits required under Dissertation, below)
3 credits in Level B Research Methods coursework selected in consultation with advisor (taken in addition to the 3 credits required under Advanced Research, above)
One 8000-level course selected in consultation with advisor
	Pre-Dissertation Seminar*
	Dissertation Research (taken for a minimum of 12 credits)
An approved dissertation proposal is required.
Successful completion of a comprehensive examination is required.

* An additional 3 credits in EDUC 8998 can be taken as an elective.

 Apply Now

• Guide to Applying
• Admission Requirements
• Application Deadlines

GSEHD’s Office of Admissions invites you to apply for a spot in our program. Please review the following admission and financial information.

Ready to take the next step in your career? Review our step-by-step guide to applying to GSEHD >

To learn more about the program, admission process, and upcoming events, please connect with the GSEHD Admissions Team at [email protected] or 202-994-9283.

To be considered for admission, applicants must submit the online application form as well as the following required supporting documents. There is no application fee.

• Prerequisite: Master's Degree
• Transcripts from all previously attended colleges or universities
• Your rationale for seeking further qualification in the field of Educational Administration at GW.
• What knowledge, skills, dispositions, or experiences in leadership will you bring to the program? What has prepared you to assume an administrative role?
• Evidence of equity-focused teaching or leadership experiences in your own professional setting.
• Areas for growth you will seek to acquire during the program to prepare to be an effective educational leader.
• Scholarly writing sample , which includes (a) references and citations to peer-reviewed work or legal documents; (b) analysis of a problem related to educational leadership, administration, law, or policy; and (c) academic formatting and style, which includes but is not limited to APA
• Two Letters of Recommendation (one that speaks to the applicant’s writing and analysis capacity and another that speaks to the candidate’s contributions to teams)
• Interview may be required

*Additional application requirements may exist for international applicants .

View more details about requirements    

Applications are now being accepted for Fall 2025. We encourage you to apply as early as possible.

Priority Deadline	Nov 1
Round 1 Deadline	Dec 15
Round 2 Deadline	Jan 15
Round 3 Deadline	March 1
Round 4 Deadline	May 1
Round 5 Deadline	June 15

For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283.

 Tuition & Financial Aid

• Tuition Overview

We know embarking upon graduate school is a big decision - due in part to the costs of attending. At GW, we understand the time and thought behind making graduate school work for you. Please take a moment to learn more about the options and opportunities available to help fund your graduate education.

Learn more about scholarships, grants & financial aid        

Graduate tuition is charged per credit hour, unless otherwise noted. This program requires a minimum of 48 credits.

Rates vary by program and designated location of admission. Current tuition rates may be updated during the year.

  The tuition rate* for the off-campus EdD in ELA program is $1,230 per credit hour .

  The tuition rate* for the online EdD in ELA program is $1,230 per credit hour .

Please note: Additional fees may apply for international students, late fees, etc. Current tuition rates may be updated during the year.

*Summer 2024, Fall 2024, Spring 2025

Scholarships are available to eligible admitted students. Review eligibility requirements and learn more about funding your education >

Being part of the program has been a life-changing opportunity. I have grown and continue to develop professionally and socially due to the meaningful learning I experienced. I entered the program with limited clarity and focus on my professional goals. However, as a result of the time devoted to deeper learning, I now see where I can make a difference in my educational community. 

DR. NATASHA SAUNDERS (EdD '23) Coordinator for Secondary English Language Arts, Fairfax County Public Schools

 Career Outlook

According to the U.S. Bureau of Labor Services, top K-12 elementary leaders earned a median $98,980 annual salary in 2021, with jobs in the field expected to grow 6% by 2031. 1

1 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook , Top Executives, at bls.gov/ooh/management/top-executives.htm (visited May 25, 2023 ).

Our graduates are leading in schools and districts across the nation. They serve as:

• District Coordinators for Special Education
• Assistant Superintendents
• Superintendents
• University Professors
• Principals and Assistant Principals
• Senior Literacy Specialists
• Chief Human Resources
• Development Officers

• Public, private or charter PK-12 schools
• Higher education institutions
• Government departments or agencies
• Consulting organizations

As a student in this program, my knowledge and skills as a school leader grew tremendously and assisted me in ensuring the school communities I served positively moved the needle for student achievement. The faculty and staff were experienced and knowledgeable and helped prepare me for my prospective role as a K-12 school leader. I established meaningful relationships with peers and faculty who served as accountability partners and offered a wealth of feedback and support. 

DR. SHANTE ONIYIDE (EdD '22) Principal, Hampton City Schools

Educational Leadership and Administration (EdD) Faculty

Department Chair and Professor, Educational Leadership

Associate Professor, Educational Administration

Assistant Professor, Educational Administration

Associate Professor, Educational Leadership and Administration

Professor, Educational Administration

Assistant Professor of Practice, Educational Administration

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College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Education policy and leadership PhD

This Education Policy and Leadership (EPL) doctoral program establishes foundational understandings of educational systems, leadership dynamics and the realities of power and politics in schools, as well as the role of research in educational innovation and improvement. 

Doctoral students in Education Policy and Leadership gain the capacity to:

Conduct original research and provide expertise on how school systems work to serve all learners

Examine multiple dimensions of PK-12 educational systems, including their cultural and historical contexts, as well as policies and mandates that shape practice.

Build consensus among diverse stakeholders.

Help school systems and policymakers discover ways in which to support healthy and sustainable districts, design programs that enhance learning and development throughout the student lifecycle, and promote a deep understanding and connection between the education we receive and the individuals we become.

• Professor in educational leadership
• Research associate or fellow
• Director of research, curriculum, teaching and learning, or staff development
• Philanthropic of non-profit executive leader or education program officer
• Superintendent or assistant, associate, area, or deputy superintendent
• Chief of schools
• District administrator

Departmental core (16 credits)

Professional socialization seminar.

• OLPD 8011—Doctoral Research Seminar I (1 cr) [Take Fall term of first year]

Research courses

• OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
• Quantitative course (3 cr inside or outside of department; with approval of advisor)
• Qualitative course (3 cr inside or outside of department; with approval of advisor)
• Additional methods course (6 cr; with approval of advisor)

Program core (18 credits)

• OLPD 5001—Formal Organizations in Education (3 cr) [Take OLPD 5001 if offered – if not offered take alternatives OLPD 5011 or OLPD 5607] OR OLPD 5011—Leading Organizational Change: Theory and Practice (3 cr) OR OLPD 5607—Organization Development (3 cr)
• OLPD 5346—Politics of Education (3 cr)
• OLPD 8020—Leadership: From Theory to Reflective Practice (3 cr)
• OLPD 8104—Innovative Systems Thinking in Education and Culture (3 cr)
• OLPD 8302—Educational Policy Perspectives (3 cr)
• Electives (3 cr minimum; with approval by advisor)

Additional coursework (12 credits minimum)

Minimum of 12 credits required. These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the EPL track or for a minor. Courses not specifically listed should have advisor approval. Students who have successfully completed enrollment in the University of Minnesota's Principals Academy may use transfer credits to fulfill this requirement.

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

Total PhD credits required

46 credits of EPL coursework + 24 thesis credits = 70 total credits

How to apply

Admission deadline.

Application deadline: 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. 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.

Admission Requirements

Degree : Master's degree or equivalent

GPA : Undergraduate 3.0; Graduate 3.5

GRE : Applicants should 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

Tuition and funding

Tuition information: CEHD | OneStop

Financial aid: CEHD | OneStop

Readmission

If a graduate student in an OLPD program has become inactive they must follow the readmission procedures .

Whether you seek reactivation after accidentally being discontinued this term or want to return after a long absence these are the steps needed to re-apply.

• Complete the proper online readmission application . If you have been away from the program less than five years use the Express Readmission Application and email it to [email protected] . All others must submit the Online Application for Readmission  
• Once received, the department will forward your application to the appropriate admissions committee. Readmission decisions are normally determined by the program’s admissions committee, not any one individual faculty member. Readmission is never guaranteed. Decisions for readmission are based on a review of previous progress toward degree completion, the proposed timeline for completion, the availability of faculty resources, and/or any additional application materials they may request from you. Individual programs/tracks reserve the right to readmit students under the current graduate program requirements, rules, and guidelines. They may also request an applicant to provide additional information prior to making a decision.  
• Once the committee makes their recommendation, the department’s DGS will sign off on the decision and forward the result to the central Graduate Admissions Office for processing. Once processed, you will be notified of the decision.

Individual department programs and tracks reserve the right to require readmitted students to retake coursework if they deem it appropriate. Readmitted students are also required to abide by current time-to-degree policies as determined by the University, which may differ from the policy in place when they first started the degree program.

Individuals seeking readmission to the Ph.D., Ed.D., and M.A. program tracks in the former EDPA, WHRE, and WCFE majors can only reapply to the appropriate program track under the Organizational Leadership, Policy, and Development (OLPD) major name.

Detailed application instructions

Click here to access the online application for admission.

Required fields in the application for admission are: Personal Information, Application Information, Educational Background, Languages, Awards & Activities, Employment/Residence Information, Financial Support, Applicant Statements #1 & #2, Recommendation Letters (limit 2), and  Resume or CV.  All other fields or application materials are optional , but will be taken into consideration if submitted.  

Fees:  Review information about application fees here.

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. If you are admitted, the University will then request official copies of this material. Click here for more information about transcripts and credentials.

GRE scores are not only not required, they are not considered for applications to this program.

Statement #1, Personal Statement (required): Please provide a statement outlining your immediate educational and long-range career objectives in relation to your chosen field. If there is a particular faculty member with whom you wish to study, please give that person’s name and explain why you want to study with that person. You may also wish to include other information, such as any undergraduate research experience, internships, or other experiences you may have had to document your preparation for advanced study in your chosen field. If you are applying for the Ph.D.—CIDE/Leadership for Intercultural and International Education (LIIE) or the Ph.D—EPL/Executive cohort programs, indicate this in your statement as well. [Please do not exceed two pages.]

Statement #2, Diversity Statement (required): 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. [Limit 1200 characters.]

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Teaching and Learning, Policy and Leadership - Education Policy and Leadership Specialization, Ph.D.

Full-time, Part-time

December 3, 2024

June 30, 2025

• In-State - $12,540
• Out-of-State - $26,490

The Teaching and Learning, Policy and Leadership - Education Policy and Leadership Specialization, Ph.D. program is designed to equip you with the skills and knowledge needed to become a leader in educational policy and practice. The curriculum capitalizes on diverse theoretical and methodological perspectives drawn from the social sciences and humanities, integrates formal coursework and enrichment experiences, and provides opportunities for you to carry out research that contributes to the development of more equitable and effective educational institutions. You are encouraged to include relevant courses in other specializations and in other programs outside the department. By situating education within a broader social context and employing diverse research methodologies, you are better able to gain a comprehensive understanding of education issues, policies, and practices.

Key Features

• Interdisciplinary Approach : The program integrates diverse perspectives and research methodologies from the social sciences and humanities, offering a comprehensive examination of education issues, policies and practices.
• Rare Combination : This doctoral program uniquely combines policy studies with teaching and learning, equipping students with the skills and knowledge needed to navigate complex educational landscapes.
• Customized Program of Study : You have the flexibility to tailor your coursework and research to your specific interests and career goals.
• Practical Experience : Participate in enrichment experiences that provide hands-on learning and real-world application of theoretical knowledge.
• Conduct rigorous research on educational policies and practices using a variety of disciplinary perspectives and methodologies.
• Critically analyze and evaluate educational issues, policies, and practices.
• Develop and advocate for policies that promote equity and effectiveness in educational institutions.
• Apply theoretical knowledge to address real-world educational problems and contribute to the development of more equitable educational systems.
• Collaborate with a diverse community of scholars and practitioners to influence educational policy and practice.

Information on admissions and application to this program can be found on the University Graduate Admissions website and the program handbook.

Admission Requirements           Guide to Applying

Sharon Fries-Britt, Professor

The doctoral curriculum typically requires at least three years of graduate study beyond the master’s degree. Most students admitted to the doctoral program already have a master’s degree. If you do not have a master’s degree, you will need to complete a few additional courses. An advisor can help you develop an individualized plan that aligns master’s level and doctoral level coursework.

You are also expected to integrate into the campus scholarly community and to be available on a full-time basis.

Edpl Program handbook

For more information, please contact:

[email protected] .

For academic advising on the Ph.D. with a specialization in Education Policy Studies, please contact:

Dr. David Blazar [email protected]

Sep 17 Graduate Fair Expo Sep 17, 2024 4:00 – 6:00 pm

Sep 25 COE Open House Sep 25, 2024 11:00 am – 2:00 pm Benjamin Building Courtyard

Academic Catalog

Learning, leadership and education policy (phd).

The Learning, Leadership, and Education Policy Doctor of Philosophy (Ph.D.) program offers four concentrations:

• Adult Learning
• Higher Education Racial Justice and Decolonization
• Leadership and Education Policy
• Sport Management

These four concentration areas provide Ph.D. students with the opportunity to link their professional and academic goals to scholarship, faculty resources, and curriculum that are designed to meet their interests in adult learning, educational leadership, education policy, higher education, and sport management. With one concentration primarily focusing on learning theory, one on theories of policy and leadership, one on higher education racial justice and decolonization theories, and one on management theories, students can maintain distinct academic identities while simultaneously applying lenses of social justice and organizational change to their work in and with complex organizations. The Ph.D. program is foremost a research degree designed for those who aspire to conduct and critically apply research in their careers. Students pursuing this degree take on roles as faculty members, researchers, government employees, policy scholars, or organizational leaders. The Ph.D. in Learning, Leadership and Education Policy does not have a related area or foreign language requirement.

Adult Learning Requirements

The Adult Learning Concentration Plan of Study includes 15 credits of core coursework, 12 or more credits in area of concentration and electives, nine or more credits in research design and methods, 15 credits of Doctoral Dissertation credits, completion of general examinations, completion of a successful defense of the dissertation proposal, and successful dissertation defense.

Higher Education Racial Justice and Decolonization Requirements

The Higher Education Racial Justice and Decolonization Concentration Plan of Study includes 15 credits of core coursework, 12 or more credits in area of concentration and electives, nine or more credits in research design and methods, 15 credits of Doctoral Dissertation credits, completion of general examinations, completion of a successful defense of the dissertation proposal, and successful dissertation defense.

Leadership and Education Policy Requirements

The Leadership and Education Policy concentration Plan of Study includes 15 credits of core coursework, 12 or more credits in the concentration, nine or more credits in research design and methods, 15 credits of Doctoral Dissertation preparation credits, completion of a comprehensive examination, completion of a successful defense of the dissertation proposal, and successful dissertation defense.

Sport Management Requirements

The Sport Management concentration Plan of Study includes 15 credits of core coursework, nine credits in the concentration, nine or more credits in research design and methods, nine or more credits in a cognate area, 15 credits of Doctoral Dissertation preparation credits, completion of general examinations, completion of a successful defense of the dissertation proposal,  and successful dissertation defense.

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Education policy, doctor of philosophy (ph.d.), you are here, an individualized doctoral program and an apprenticeship that prepares you for advanced empirical education policy research..

The goal of the Education Policy doctoral program is to produce the next generation of education policy scholars and researchers by providing students with deep content knowledge, disciplinary grounding, and training in the use of rigorous, cutting-edge methods. We study early childhood education, K-12, and beyond, in the United States and around the world. Our program has a proven record of preparing students for a variety of research careers, such as professors at top tier-universities and policy researchers at premier research firms, non-profit research organizations, and government agencies.

What Sets Us Apart

About the program.

The Education Policy Ph.D. program equips graduates with the knowledge and methodological tools to use, understand, and conduct research on the pressing educational issues of the day.  Your program of study will be matched to your specific interests in education policy on the local, state, national, or international levels. 

Fall: 4 courses; Spring: 4 courses

Research apprenticeship 20 hours per week

Culminating experience Comprehensive examination and doctoral dissertation 

At the heart of the Education Policy Ph.D. program is the research apprenticeship. You will be paired with Education Policy faculty members whose research interests align with your own, and work alongside them in the research process. You will learn to design, conduct, and communicate the results of empirical research, including presenting papers at scholarly conferences and submitting articles to scholarly journals for publication.

In addition to an  individualized program of study,  our students are required to write a significant qualifying paper and complete a dissertation on an issue in education. 

Transfer Courses

Course units of graduate coursework taken prior to matriculation into the Ph.D. degree program, if approved by both your faculty advisor and the Education Policy Chair, may be substituted for one or more of the above required courses. However, students are still required to complete 16 course units while at Penn GSE.

Program Length

Our Ph.D. program is designed to be completed in four years—two years of full-time coursework and two years to complete exams and dissertation. The University’s maximum time limit for completion is ten years after matriculation.

Preliminary Examination/Doctoral Dissertation

At the end of the coursework, students complete a preliminary examination (also known as the qualifying paper or comprehensive examination) covering relevant areas of education policy. Successful passage bestows doctoral candidacy, at which point students appoint a dissertation committee, orally defend their dissertation proposal, and write and defend their dissertation.

Our program offers a balance of flexibility and rigor. We want our students to be able to tailor their courses to their own interests and expertise while ensuring that they develop methodological and content-area expertise. One of the strengths of our program is that students can take courses in nationally ranked departments across the University of Pennsylvania. Many of our students take courses at the Wharton School, the School of Social Policy and Practice, and in departments including Sociology and Political Science. Advisors work closely with students to design their course of study.

For information on courses and requirements, visit the  Education Policy Ph.D. program in the University Catalog .

Our Faculty

The Education Policy faculty study everything from big data in early childhood education to assessment evaluation to the teacher workforce. In addition to the standing faculty in Education Policy, our program is enriched by the scholarship of faculty members from the Literacy, Culture, and International Education, Human Development and Quantitative Methods, and Teaching, Learning, and Leadership divisions. 

Affiliated Faculty

Sigal Ben-Porath MRMJJ Presidential Professor Ph.D., Tel Aviv University

Wendy Chan Assistant Professor Ph.D., Northwestern University

Dennis P. Culhane Professor, Penn Social Policy & Practice Ph.D., Boston College

John MacDonald Professor of Criminology and Sociology, Penn Arts & Sciences Ph.D., University of Maryland

Laura W. Perna Vice Provost for Faculty Ph.D., University of Michigan

Daniel A. Wagner UNESCO Chair in Learning and Literacy Ph.D., University of Michigan

Sharon Wolf Associate Professor Ph.D., New York University

Jonathan Zimmerman Judy and Howard Berkowitz Professor in Education Ph.D., Johns Hopkins University

"I went to Penn GSE because I wanted to understand the education research that drove policy changes, and I wanted to make that research applicable to teachers."

Wendy Castillo

Our graduates.

Our graduates are equipped with the knowledge and methodological tools to use, understand, and conduct research on the pressing educational issues of the day. We have a proven record of preparing students for a variety of research careers, such as professors at top-tier universities and policy researchers at premier research firms, nonprofit research organizations, and government agencies. Some alumni have also gone on to lead schools, districts, and other organizations.

Alumni Careers

Recent job placements.

• Assistant Professor, University of Wisconsin-Madison
• Assistant Professor, St. Louis University
• Assistant Professor, University of Maryland, College Park
• Postdoctoral Scholar, University of Pennsylvania
• Postdoctoral Scholar, University of North Carolina at Chapel Hill
• Lecturer, Princeton University
• Senior Analyst, Abt Associates
• Research Associate, MDRC
• Analyst, Congressional Research Office

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Nakia Gard Program Manager (215) 573-8075 [email protected]

Noel Lipki Program Coordinator (215) 746-2923 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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Center on Standards, Alignment, Instruction, and Learning

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL) examines how college- and career-ready standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation.

Consortium For Policy Research In Education

The Consortium for Policy Research in Education (CPRE) is a joint effort of seven graduate schools of education. Its research focuses on school reform, governance, policy, and finance.

Penn Early Childhood and Family Research Center

The Penn Early Childhood and Family Research Center aims to advance the use of science in a context of public trust to address problems affecting the well-being of young children and families facing systemic injustice and disadvantage.

Our Students

Our doctoral students engage in research alongside Education Policy throughout the course of their degree. Learn more about our students and their research.

You May Be Interested In

Related programs.

• Education Policy M.S.Ed. 
• Education, Culture, and Society Ph.D. 
• Higher Education Ph.D. 
• Quantitative Methods M.Phil.Ed.
• Quantitative Methods Ph.D.
• Statistics, Measurement, Assessment, and Research Technology M.S.Ed.

Related Topics

Doctorate in Education Policy & Leadership (EdD)

You are here: american university school of education admissions doctorate in educational policy and leadership.

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Prepare to advance your career and join a network of American University faculty, students, and alumni who are transforming education in the United States.

American University’s School of Education believes education shouldn’t just focus on what students learn—it should provide students with an opportunity to reach their full potential and be a force for positive social change. Education should give students hope. Antiquated policies and structures have made hope hard to find in modern education, and the United States needs a new approach to education leadership and policy to bring hope and action to its schools.

The Online Doctorate in Education Policy and Leadership (EdD) is a response to this need, empowering leaders in education who have the practical experience and theoretical knowledge to effect widespread, progressive change in education. Whether they pursue opportunities in educational instruction, organizational leadership, or policymaking, EdD graduates will be better prepared to change education, for every student.

The Cohort Experience

Peer learning and a sustained learning network are essential hallmarks of the Online EdD program. As a result, students will progress through the program as part of a cohort, taking the same courses, and accomplishing program milestones together. We intentionally build a diverse cohort of students to contribute to the dynamic learning environment in the program. Learning will occur through robust dialogue, shared learning experiences, and presenting current professional work and doctoral research.

Frequently Asked Questions

How long does it take to complete.

Typically the program can be completed in less than three years.

Who is the online EdD in Education Policy and Leadership program intended for?

This program is designed for working PK-12 leaders who want to connect policy to practice and gain the practical knowledge and skills to transform their organizations and education systems.

What are the pillars of this program?

Graduates of the Online EdD program will be equipped with the skills every education leader needs to be effective, including strategic budgeting, collaborative inquiry, talent management, partnership building, learning science, and program evaluation. We strive to hone students’ knowledge and develop their skills and beliefs in the following four domains:

Systems Change

Personal leadership, social justice and antiracism, policy and research.

These domains serve as the backbone of our program and live out in each course, module, and residency experience that our students engage in. After completing their coursework and their Problem of Practice dissertation, students will have the policy, leadership, and research skills necessary to serve in senior positions in school district central offices, independent schools, nonprofit organizations, government agencies, advocacy organizations, and more.

May I continue to work full-time while completing the program?

Full-time work while taking the program is normal. Students will participate in a residency enabling them to interface with peers and faculty, so they need to visit Washington, DC for three (3) required residencies in terms 1, 4, and 6 from Thursdays through Sundays, encapsulated in the EDU-798 course.

When are applications due?

Applications are due each December for placement in the cohort the following fall.

Is this program part of CPED?

The Online EdD program at American University is proudly part of The Carnegie Project on the Education Doctorate (CPED). The vision of the CPED is to inspire all schools of education to apply the CPED framework to the preparation of educational leaders to become well-equipped scholarly practitioners who provide stewardship of the profession and meet the educational challenges of the 21st century.

Have questions? Send us an email at  [email protected]  or call us at (202) 885-3720.

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EdD Related News

First Doctoral Cohort of Antiracist Changemakers

Believed to be one of the first of its kind to focus on antiracism, the “practice-oriented” doctoral program ...

2022 EdD Grad Wins Dissertation Award

Dr. Cheyenne E. Batista ’22  was recognized by the Carnegie Project on Education Doctorate (CPED) as the winner of ...

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College of Education - UT Austin

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BRIDGING RESEARCH TO PRACTICE

Leading the Future of Education

The Department of Educational Leadership and Policy consists of two program areas that offer master’s and doctoral degree concentrations in specific fields: the Program in Higher Education Leadership and Policy and the Public School Executive Leadership Program.

Our department has a legacy of excellence in training scholars, practitioners and educational leaders for PK-12 public schools, higher education and the P-16 policy arena. Our change-making graduates go on to serve as superintendents, school principals, professors, researchers and student affairs professionals. Our award-winning faculty, nationally recognized graduate programs, and highly regarded research centers focus on educational leadership and policy through an equity and social justice lens.

The Department of Educational Leadership and Policy is a community of students, faculty, staff and policy influencers that share a common goal of improving educational opportunities for all.

The Department of Educational Leadership and Policy offers graduate programs that develop thought leaders and administrators for public school, college and university settings.

Our department’s research has a direct effect on policies and practices that support students, administrators and leaders in P-16 educational settings. Our masters and doctoral students engage in research that is responsive to the ongoing challenges faced across educational sectors.

College News

COE Media Mentions: August 23 – September 6

Burnt Orange Future: Scholars of Distinction

Dr. Lauren Schudde Publishes New Book on Community College Transfer Pipeline

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Department Announcements

Sarah Woulfin’s New Book Reflects on How Equity-Centered Coaching Leads to Improvement in Schools

New book by Sarah Woulfin provides insightful guide for making coaching matter in schools.

Linda García Receives National Prize for Her Commitment to and Excellence in Teaching and Learning

Linda García, executive director of the Center for Community College Student Engagement, was named the 2023 recipient of the Terry O’Banion Prize for Inspiring Significant Change to Teaching and Learning.

Pedro Reyes Named Member of the Inaugural Research Advisory Council for The Education Trust

Dr. Reyes will work with other members to advise Ed Trust’s research agenda on teaching and curriculum, and provide insight on the educational landscape to help identify specific equity-based research projects.

Ed.D. and Ph.D. in Educational Leadership, Policy and Law

• Programs & Majors
• Educational Leadership, Policy and Law

Educational Leadership, Policy and Law (EdD and PhD)

College of education, doctor of education and doctor of philosophy in educational leadership, policy and law.

Are you interested in pursuing a leadership role in the world of education, influencing policy or leading an institution committed to positively impacting students? Do you enjoy researching and solving problems using creative thinking and collaboration?

Earning an Ed.D. or Ph.D. in Educational Leadership, Policy and Law from Alabama State University is your key to unlocking a rewarding career as a leader in education. Our intensive educational leadership degree programs provide you with the training and skills to excel as an agent of change dedicated to educational equity and social justice, both inside and outside the classroom.

Why Earn Your Educational Leadership Degree at Alabama State University?

When you earn your Ph.D. or Ed.D. in Educational Leadership, Policy and Law from ASU, you’ll graduate with one of the most respected educational leadership degrees in the country. Our graduates are sought-after both in Alabama and around the nation for their expertise and experience working with students and faculty.

In fact, 100% of our educational leadership doctorate graduates are employed within six months of graduation. ASU’s doctoral degree programs in educational leadership will give you the best chances of finding your dream career in education.

Explore Educational Leadership Degree Courses at ASU

We offer two educational leadership degrees so you can tailor your educational experience to your goals. If you are interested in research, informing and developing policies or entering academia, our Ph.D. pathway is right for you. If you are most interested in the practical side of education and want a career in leadership within educational institutions, you should consider the Ed.D. in educational leadership.

Whichever educational leadership degree path you choose, you’ll enjoy a balanced combination of theory and hands-on field experiences to master foundational tools to become an effective and inspiring leader and policy shaper making positive impacts on education.

Some core courses in our educational leadership degree programs include:

• Leadership Studies
• Social and Ethical Issues
• Educational Policy
• Legal Research

What Can You Do With an Educational Leadership Doctorate?

Professionals with a Ph.D. or Ed.D. in Educational, Leadership, Policy and Law work in a wide variety of educational settings, including private and public schools, universities, government agencies and law firms. Thanks to our educational leadership program’s focus on internships, many of our students are employed before graduation.

Some of the most common career paths for professionals with educational leadership degrees include:

• Superintendent
• College president
• Education director
• Policy researcher

Places Alumni Work

Why Earn Your Educational Leadership Doctorate from ASU?

There are many reasons why our educational leadership degrees rank among the best in the nation. From our distinguished faculty mentors to our focus on experiential learning in the field, we provide you with the resources and community to succeed academically and professionally:

Get hands-on experience in educational leadership.

Both of our educational leadership degrees integrate courses focused on applying your knowledge and skills to real-world settings, so you’ll graduate with an impressive resume.

Work with experienced faculty.

You’ll be mentored by our highly experienced faculty during your educational leadership degree training and as you work on your dissertation — creating lasting personal and professional connections.

Earn a nationally renowned degree.

Our educational leadership degrees hold accreditations from the Alabama State Department of Education (ALSDE) — meaning you’ll earn an educational leadership doctorate that is respected around the world

Program Callouts

Educational Leadership graduates employed within six months of graduation

We offer two educational leadership degree tracks.

The Educational Leadership doctorate is accredited by the ALSDE

What Our Ph.D. and Ed.D. in Educational Leadership, Policy and Law Alumni Say

  Quote Stinger S. ’19, degree program

Related Programs and Additional Resources

Connect with asu, department of instructional support programs.

In the Department of Instructional Support Programs, we aim to help aspiring educational leadership professionals become agents of change committed to social justice and equity in schools and communities around the country. If you still have questions about earning your Ph.D. or Ed.D. in Educational Leadership, Policy and Law from ASU, please reach out to us.

Dr. Anthony Broughton

Alabama State University 915 S. Jackson Street Montgomery, AL 36104

(334) 229-4800

FACULTY, STAFF & STUDENT RESOURCES

Alabama State University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, master's and doctoral degrees. Alabama State University also may offer credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of Alabama State University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling 404.679.4500 , or by using information available on SACSCOC's website. ( www.sacscoc.org ).

To inquire about Alabama State University accreditation status, please contact Dr. Tanjula Petty

Copyright 2024 Alabama State University. All Rights Reserved.

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• EKU Main Site

Doctor of Education — Educational Leadership & Policy Studies

60 Credit Hours

Up To 12 Hours

Take on Leadership Roles Across the Education Spectrum

Become an innovative leader and positively impact schools and communities. EKU’s Doctor of Education (Ed.D.) in Educational Leadership and Policy Studies is a terminal degree that  prepares individuals with an enhanced understanding and practical capacity regarding human learning, educational institutions, and the interaction of the larger society with educational, financial, and governmental entities and processes. Graduates are prepared to take on leadership roles across the education spectrum including, K-12 and postsecondary education, government, nonprofit and corporate settings.

*EKU is offering active Kentucky teachers a discounted tuition rate of $411 per credit hour in appreciation of their dedicated service to youth. To see eligibility criteria and limitations, visit the  College of Education and Applies Human Sciences for details.

Career Outlook

Employment related to this area of study, including postsecondary education administrators,  teachers, and training and development specialists, is expected to grow steadily through 2031 .

–  U.S. Bureau of Labor Statistics

Career Info

Post secondary education administrators’ duties depend on the size of their college or university. Small schools often have small staffs that take on many different responsibilities, but larger schools may have different offices for each of these functions.

Postsecondary education administrators can work in admissions, the registrar’s office, or as provosts or academic deans.

Postsecondary teachers, often referred to as professors or faculty, specialize in a variety of subjects and fields. At colleges and universities, professors are organized into departments by degree field, such as history, science, or business. A professor may teach one or more courses within that department. For example, a mathematics professor may teach calculus, statistics, and a graduate seminar on a topic related to polynomials.

Postsecondary teachers’ duties vary, often based on the size of their employing institution. In large colleges or universities, they may teach courses, conduct research or experiments, publish original research, apply for grants to fund their research, or supervise graduate teaching assistants. In small colleges and universities or in community colleges, they may spend most of their time teaching courses and working with students.

EKU Career Services

The EKU Office of Academic and Career Services is a one-stop shop for all of your career and professional development needs.

Services include:

• Creating/Updating Your Resume and Cover Letter
• Interviewing Tips and Coaching
• Career Documents Review

*EKU is offering active Kentucky teachers a discounted tuition rate of $411 per credit hour in appreciation of their dedicated service to youth. To see eligibility criteria and limitations, visit the  College of Education and Applies Human Sciences  for details.

EKU is dedicated to preparing the highest quality educators and related professionals for Kentucky and beyond. EKU’s curriculum blends academic and professional preparation through course topics such as content, effective pedagogical skills, and dispositions that foster life-long growth and learning.

• EPSB-approved
• CPED accredited
• Free textbooks through EKU BookSmart
• Program centers on justice-oriented leadership
• Graduates are prepared to attain rank advancement in Kentucky and increase salary potential
• Take on leadership roles with more responsibility
• Reduced tuition for active-duty service members and their spouses
• Quality courses from respected faculty
• Dynamic, supportive learning environment
• Study any time, from anywhere
• Generous credit transfer policy

Ed.D. Concentration in Leadership, Policy Studies, and Social Justice P-12 and postsecondary leaders are charged to direct broad educational programs that increase excellence and equity as measured by outcomes. Educational entities and organizations need professionals who use current knowledge and possess strong leadership skills to design and administer programs that can improve teaching and learning. Moreover, they need leaders who know about and respond to the specific challenges and strengths of the communities they serve. Students will acquire skills to conduct and successfully apply research and gain enhanced practical capacity with regard to human learning, educational institutions, and the interaction of the larger society with educational, financial, and governmental processes. Course work will be built on a knowledge base that reflects current research, theory, and practice.

Ed.D. Concentration in Curriculum Leadership for Social Justice Curriculum leadership for social justice is geared for devoted practitioners committed to addressing problems facing leaders in the field of education. This degree concentration aims to develop scholars who wish to assume leadership roles in educational institutions, such as school or district curriculum leadership. Students will research and implement a diverse range of curricular trends focused on equity and social justice. Doctoral faculty will serve as mentors in helping students create doctoral dissertations that meet their professional goals.

Kentucky’s Rank System

Teachers in Kentucky are held to a three-tiered rank system. By completing additional education programs, teachers are able to advance their rank, leading to increased salary and promotion potential.

After completing a bachelor’s degree and earning a provisional teaching certificate, educators enter the field with  Rank III  eligibility.

By completing a 30-hour master’s degree, either to enhance competency in the initial teaching area or to add certification in a new area, educators are eligible to advance to  Rank II .

Educators choosing to complete 30 hours above their Rank II are eligible to advance to  Rank I . It is highly recommended that these 30 hours be taken as part of a second master’s program as Rank is not typically recognized outside of Kentucky. Rank I is the highest level attainable and typically carries the highest salary and promotion potential.

The Education Professional Standards Board (EPSB) is responsible for conferring rank and rank changes. EKU prepares educators with the required coursework and experience but does not award initial rank or changes to rank.

Education Program Disciplines

EKU’s graduate education programs are divided into three disciplines.

Curriculum and Instruction The department of curriculum and instruction is responsible for program advisement and development in elementary education, middle grades education, gifted education, literacy, secondary education, and library science. Programs of study may lead to the Master of Arts in Education degree, Rank II, Rank I, endorsements and certifications. At this time, EKU Online offers options in all areas except secondary education. Educational Leadership and Policy Studies The department of educational leadership and policy studies is responsible for preparing highly effective professional leaders who will develop productive environments for academic excellence and equity. Special Education Our Master of Arts in Special Education degrees prepare educators to work in a variety of capacities with persons with disabilities. Earning a master’s degree allows educators to improve their current skillsets and subject knowledge or expand their areas of expertise in the field of special education. Graduates are poised to advance their education career and increase their earning potential.

Curriculum & Enrollment

Shaker Ezaizat

Call or email Enrollment Advisor Shaker Ezaizat for information about the EKU Graduate Education programs.

Contact Info: 859-622-2316 [email protected]

Acquire the skills needed to think critically and creatively, to communicate effectively, and to conduct and apply research. Course work will be built on a knowledge base that reflects current research, theory, and practice, and doctoral faculty will serve as ongoing mentor resources – answering questions, helping to resolve problems and issues in educational settings, collaborating on research projects, referring individuals to job openings, etc.

Degree Requirements

A total of 30 credits are required to graduate.

View the program degree requirements:

• Doctor of Education with a Concentration in Curriculum Leadership for Social Justice
• Doctor of Education with a Concentration in Leadership, Policy Studies, and Social Justice
• EKU Academic Catalog

Please review the admissions requirements before applying for this or any program. If you have questions about the program or are planning to register for classes, please speak to the program advisor.

Transfer Credits

Students may transfer up to 12 hours of credit from accredited institutions. Please note that a minimum of 15 credit hours in this degree program must be completed at Eastern Kentucky University.

Previously earned credits must be reviewed upon admittance to EKU for appropriate articulation.

Application Deadlines

Term	Application Deadline	Classes Begin
Fall A	August 1	August
Fall B	October 5	October
Spring A	December 1	January
Spring B	March 5	March
Summer	May 5	May

Admission Requirements

Admission to the Doctor of Education program is based upon the following entrance requirements:

Earned a master’s degree in education or a related field.

Must have professional experience (preference will be given to those with leadership experience) The applicant should note that the decision to admit students to the doctoral program is a collective judgment of the faculty and represents their determination of the likelihood of the applicant’s success in all major phases of the degree program. These judgments take into account the applicant’s professional experiences, communication and thinking skills, and other relevant capabilities. Thus, an applicant is not automatically admitted on the basis of meeting the minimal criteria.

A completed application packet includes the following:

• Completed graduate school and concentration applications
• Transcripts of all undergraduate and graduate work
• Resumé of professional experience
• Score reports from the Graduate Record Examination (GRE) or Miller Analogies Test if the graduate GPA is less than 3.5
• At least three letters of recommendation—including at least one each from a peer, a supervisor, and a college/university faculty member.
• Writing sample from previous graduate program that exemplifies applicant’s writing and research skills

Additional Contact Information

Admissions:  859-622-2106 Academic Testing:  859-622-1281 Big E Central (Financial Aid & Student Account Services):  859-622-2361 Military & Veterans Affairs Office:  859-622-2345

Student Success

My advising team has been so helpful to me in figuring out what classes I need to take and how to most efficiently earn my degree. They are always quick to respond when I have questions and are always supportive of my academic goals.

• “I can confidently say that — as someone who doesn’t even live in the United States — EKU’s online program has been extremely accommodating and flexible. I can discuss advising appointments over email, and I can have my textbooks shipped to my address overseas.” – Sydney Garner Lewis
• “After the birth of our first child, I knew I needed to go back and finish what I started,” said McKenzie. “I was happy that I could pick up where I left off at EKU even though I lived in a different state.” – EKU Online student and mom
• “I chose EKU because I am a unique student with unique needs, and EKU provides an avenue for students like me to succeed.” – EKU Online Psychology student Jason Tate

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• University of Denver

Ph.D. in Educational Leadership and Policy Studies

Academic Programs

Explore this Section

Develop advanced research skills, generate theories and gain expertise in a specific field of educational leadership (e.g., post-secondary education, curriculum design or educational assessment). Our Ph.D. program will prepare you for careers in executive leadership, higher education, research organizations and policy centers.

The ELPS Ph.D. program consists of two years of doctoral coursework in a cohort composed of Ed.D. and Ph.D. students. In the first two years you will take two courses per quarter: one research methods course and one leadership content course. In order to gain a strong grounding in the leadership of educational organizations, research and policy, you will customize your coursework in year three. Successfully defending your dissertation marks the completion of the Ph.D. degree.

Applications are currently under review, look for decision emails coming soon!

Applications open in august, learning outcomes.

The program learning outcomes for the Ph.D. in Educational Leadership and Policy Studies are as follows:

• Self Aware: Reflective practitioners who seek and embrace critical feedback with the personal insight necessary to continuously improve and are willing to fully dedicate their knowledge, skills and passion towards becoming critically conscious scholars, researchers for social justice and transformative leaders.
• Critically Conscious Scholar: Critical consumers of knowledge that base leadership and professional practice as a leader and scholar with historical and cultural awareness of the communities served by engaging indigenous and ancestral community contexts and empirical evidence to be an effective, ethical and equity-focused scholar.
• Researcher Committed to Social Justice: Producers of critical and collective scholarly inquiry, application and development of new knowledge and practice that foster social justice and civic engagement and honor culture and community.
• Transformative Leader: Culturally responsive leaders who center community perspectives and critique and challenge systems of oppression by moving research to action, advocating for community-based goals and/or assuming leadership or partnering with school, district and community leaders. Transformative leaders who promote inclusive, non-oppressive school contexts that serve the best interests of students, families and communities for a more equitable and socially just education system and society.

Program Requirements

You must complete 90-quarter credit hours and a traditional dissertation.

Download the ELPS Doctoral Program Overview (PDF) for comprehensive information.

Certifications

If you are approved to pursue certification for an Administrative License through the Colorado Department of Education (CDE): the Initial Administrator (Superintendent) License or the Initial Administrator (Director of Special Education) License , you must complete the optional six-credit hour administrator internship (300 contact hours) in addition to the Ph.D. program requirements. The University of Denver has not yet determined whether the program meets licensure requirements in a state other than Colorado or in any U.S. protectorates. If you want to pursue licensure in a state other than Colorado, contact the state’s Board of Education to determine whether the program meets licensure requirements.

• Educational Leadership and Policy Studies

Purdue’s educational leadership and policy studies program prepares people who are committed to teaching and departmental leadership, administrative, or professional positions. Our graduates assume positions as building-level administrators, superintendents, central office administrators, educational leadership researchers, and educational policymakers.

All of our graduate programs are hybrid. The Doctor of Philosophy with a concentration in Educational Leadership and Policy Studies and the Ed. Specialist degrees are coordinated with the Indiana District Level (Superintendent) license and is offered in a cohort format. The Doctor of Philosophy with a concentration in Higher Education is for post-Master’s degree students who are interested in preparing for service and leadership in a broad range of roles in Colleges and Universities. The Building Level (Principal) licensure program is an add-on to a Master’s degree or Ed.S. degree.

Degree Options

YOUR GIANT LEAP WITH ONE SMALL STEP

Our Faculty

Our faculty has diverse backgrounds in P-12 schooling, educational policy, and research.

Educational Leadership and Policy Studies Faculty

• Ackerman Center
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• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Literacy and Language Education
• Mathematics Education
• Science Education
• Social Studies Education
• Applied Behavior Analysis
• Counseling and Development
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

Bryan J. Duarte

James freeland, marilyn hirth, alice johnson, christine kiracofe (rienstra-kiracofe), f. richard olenchak, terron phillips, lisa lambert snodgrass, lamonica williams, similar programs.

• Career & Technical Education

PhD in Educational Leadership and Policy Analysis

The mission of the department is to create, evaluate, exchange, and apply knowledge about leadership, learning, and organizational performance to prepare scholars and scholar practitioners who cultivate equity and educational opportunity in a diverse and changing world.

Many varied educational constituencies need to be able to analyze and to inform debate on educational issues, and to lead and develop learning communities that meet the diverse learning needs of students and society. We believe effective educational leadership in any institution embodies three core values: inquiry, equity, and reflection.

Graduates and recipients of the department's instruction are expected to reflect the knowledge, skills, and personal qualities that will be successful in promoting, producing, and improving learning and increasing public trust in educational institutions.

The PhD degree in Educational Leadership and Policy Analysis can be pursued through one of its named options (formal sub-majors documented on the transcript):

• Higher Education (research), focused on the effective administration of postsecondary institutions, including higher education leadership, student affairs administration, and athletic administration. 
• K–12 Leadership (research), emphasizing the effective administration of primary and secondary institutions. 
• Educational Polic y Analysis and Evaluation (research), stressing effective formation and analysis of policies governing the administration of all educational institutions.
• Wisconsin Idea Executive program.

Students in each named option will focus their course work within the emphasis, although students are encouraged to learn about other areas as well.

The department has long held a  commitment to diversity  and the strength it brings to a program. The department seeks to attract a very diverse student population.  As one of its  core values , the ELPA learning community celebrates wholeness, while, at the same time, values the richness of differences in life experiences, cultural backgrounds, ways of knowing, and perspectives of its individual members. The department seeks to renew itself continually by attracting faculty and students who contribute to this diversity as well as enhance the larger community.

Students apply to the PhD in Educational Leadership and Policy Analysis through one of the named options: 

• Educational Leadership and Policy Analysis: Educational Policy Analysis & Evaluation, PhD
• Educational Leadership and Policy Analysis: Higher Education, PhD
• Educational Leadership and Policy Analysis: K-12 Leadership, PhD
• Educational Leadership and Policy Analysis: Wisconsin Idea Executive PhD Cohort, PhD

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

All newly admitted full-time students to the PhD program in Educational Leadership & Policy Analysis receive at least five academic years of funding from a combination of school or university fellowships, teaching assistantships, and/or project/research assistantships. Details on specific funding packages will be provided at the time of admission. Assistantships and fellowships generally include tuition remission, access to health insurance and other benefits, and a competitive living stipend. In consultation with one's advisor, students are encouraged to seek positions in other areas that are related to their own research and professional interests.

Part-time students are not eligible for department funding.  

Minimum Graduate School Requirements

Major requirements, named options.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

Curricular Requirements

University General Education Requirements

Requirements	Detail
Minimum Credit Requirement	75 credits
Minimum Residence Credit Requirement	32 credits
Minimum Graduate Coursework Requirement	51 credits must be graduate-level coursework. Refer to the Graduate School: Minimum Graduate Coursework (50%) Requirement policy: .
Overall Graduate GPA Requirement	3.00 GPA required. Refer to the Graduate School: Grade Point Average (GPA) Requirement policy: .
Other Grade Requirements	n/a
Assessments and Examinations	Doctoral students are required to take a comprehensive preliminary/oral examination after they have cleared their record of all Incomplete and Progress grades (other than research and thesis). Deposit of the doctoral dissertation in the Graduate School is required.
Language Requirements	Contact the program for information on any language requirements.
Graduate School Breadth Requirements	All doctoral students are required to complete a doctoral minor or graduate/professional certificate. Refer to the Graduate School: Breadth Requirement in Doctoral Training policy: .

Required Courses

Select a Named Option for courses required.

A named option is a formally documented sub-major within an academic major program. Named options appear on the transcript with degree conferral. Students pursuing the PhD in Educational Leadership and Policy Analysis must select one of the following named options:

View as list View as grid

Students should refer to one of the named options for policy information:

Professional Development

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

Learning Outcomes

• Articulates research problems, potentials, and limits with respect to theory, knowledge, or practice within the field of study.
• Formulates ideas, concepts, designs, and/or techniques beyond the current boundaries of knowledge within the field of study.
• Creates research or scholarship that makes a substantive contribution.
• Demonstrates breadth within their learning experiences.
• Advances contributions to society in the field of study or field of practice.
• Communicates complex ideas in a clear and understandable manner.
• Fosters ethical and professional conduct.

Faculty: Professor Anjalé (AJ) Welton (chair); Professors Conrad, Eckes, Halverson, Kelley, Miller, Wang, Winkle-Wagner; Associate Professors Burt, Hillman; Assistant Professors Grooms, Henry, McQuillan, Saldana, Yu; Clinical Professors Crim, Li, Sramek, Salzman, Soffa-Jimenez 

School of Graduate Studies

Educational leadership and policy, program overview.

The Educational Leadership & Policy (ELP) program is devoted to the study and development of policy, leadership, change, and social diversity in elementary and secondary schools and other educational settings for children and youth. A combination of theory and real-world practice will enable students to tackle the complex challenges of current education policy, leadership and reform. Program strengths include:

• A focus on equity, anti-oppression and educational justice;
• Deep expertise in both the Ontario educational context and in comparative, international and global contexts; and
• Training in advanced qualitative and quantitative research methods.

The ELP program is designed to develop critical and highly skilled educational leaders, policy analysts, and researchers who will make positive change in schools, school boards (districts), government ministries, foundations, nongovernmental agencies and international organizations in Canada and around the world. Within the program, students are able to explore the field more broadly or focus on one of four thematic areas: Policy, Leadership, Change and Social Diversity. Students have four degree program options within ELP: MEd, MA, EdD and PhD.

Quick Facts

	Domestic	International
Application deadline	EdD, MA, MEd, PhD: Please see http://uoft.me/oisedeadlines	EdD, MA, MEd, PhD: Please see http://uoft.me/oisedeadlines
Minimum admission average	MA: B+ in final year of bachelor’s EdD: B+ average in Master’s MEd: Mid-B in final year of bachelor’s PhD: A-minus average in Master’s	MA: B+ in final year of bachelor’s EdD: B+ average in Master’s MEd: Mid-B in final year of bachelor’s PhD: A-minus average in Master’s
Direct entry option from bachelor's to PhD?	PhD: No	PhD: No
Is a supervisor identified before or after admission?	EdD, MA, PhD: After	EdD, MA, PhD: After
If a supervisor is identified after admission (as per question above), is admission conditional upon securing a supervisor?	EdD, MA, PhD: No	EdD, MA, PhD: No
Is a supervisor assigned by the graduate unit or secured by the applicant?	EdD, MA, PhD: Applicant	EdD, MA, PhD: Applicant
Program length (full-time only)	EdD: 4 years MA: 6 sessions MEd: 4 to 6 sessions (two options) PhD: 4 years	EdD: 4 years MA: 6 sessions MEd: 4 to 6 sessions (two options) PhD: 4 years

Explore Programs

Educational leadership and policy studies - doctorate (phd).

DEGREE OVERVIEW

The Ph.D. in educational leadership challenges the conventional wisdom that K-12 and postsecondary education are different worlds by bringing together scholars and students from all levels of education to work and study together with the goal of addressing systemic barriers that prevent so many individuals from achieving their fullest potential.

ABOUT THE PROGRAM

• Students receive a broad foundation in K-16 leadership and policy.
• Candidates are part of a cohort throughout their required coursework, leading to the dissertation.
• Because most of the students in the program work full-time, they are required to take only six graduate credit hours per semester.
• Required courses are offered Monday and Thursday evenings.
• There are 10 required core courses offered in five consecutive semesters (Including the first summer).
• Students also take six elective courses prior to beginning their dissertation.
• Most students complete the program in four to five years.
• The B.A - Ph.D track provides a way for master’s students to start doctoral studies earlier.
• Admissions requirements
• Degree curriculum
• Degree information in the University Catalog
• Program accreditation

CAREER OPPORTUNITIES

The program is designed for candidates seeking careers in institutional assessment, policy analysis, K-12 leadership, higher education administration, student affairs, or the professoriate.

WHY CHOOSE US?

• Only program in the area with a K-16 focus
• Strong cohort support
• Students assigned supervising professor upon admission
• Students assigned a peer mentor upon admission

GET STARTED

Take the next step toward investing in yourself by learning more about our Educational Leadership and Policy Studies - DOCTORATE (PHD) program.

Apply Today

If you're ready, so are we. The next step is to apply. Applying for admission is easy, and we're here to work with you every step of the way.

PROGRAM CONTACT

Name: Dr. Leaf Zhang

Phone: 817-272-2956

Email: [email protected]

Learn more about this program on the Department or College website.

Department of Educational Leadership and Policy Studies

College of Education

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UNIVERSITY CATALOG

Check out the University Catalog for more information.

If you wish to apply follow this link.

WANT MORE INFORMATION?

We are here to help with any questions you may have.

PhD in Educational Leadership

Recognizing the centrality of policy in education practice, the educational leadership PhD program gives current and aspiring leaders, policy analysts, and scholars the opportunity to critically examine and synthesize research, theories, practices, and policies, and conduct rigorous research that contributes to improving education.

Our doctoral students take courses with students in higher education and international education, helping them expand their perspectives beyond education in the United States. In doing so, they gain insight regarding leadership, organizational change and school reform, policies and politics, curriculum development, instructional improvement, and evaluation in both domestic and international contexts. Students also have the opportunity to work with the Center for Educational Policy, which manages externally funded grants and contracts.

Application information & deadlines

Please consult the program .

Become a more innovative educator, a leading educational professional, or an effective public policymaker committed to social justice and diversity in education

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Commonly searched pages.

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• PhD in Education - Overview
• Program Delivery

The Ph.D. in Education equips students to systematically examine the theoretical and practical challenges evident across the P-20 educational pipeline to address the issue of inequity. The degree program will prepare individuals for careers in academia, research, and policy centers, as well as for high-level administration and curricular positions at educational institutions and agencies.

The program offers seven concentrations:

• Comparative and International Education 
• Higher Education Leadership
• Mathematics Education
• Science Education

The educational objectives for the PhD in Education are the following:

• To advance research on inequity issues within the full P-20 educational pipeline.
• To prepare students to use original and existing research to transform educational practice.
• To equip future educational researchers with innovative teaching experience and cutting-edge transdisciplinary research experience to become attractive job candidates on the academic market.
• To prepare candidates to create a collaborative learning community that integrates all the various educational contexts.
• To prepare candidates to be critical thinkers who focus on leadership, policy, ethics, and social justice.

Candidates for the PhD in Education degree must complete a minimum of 54 academic credit hours, pass the comprehensive exam, and submit and successfully defend a research-based dissertation. All students in the program will be expected to complete academic core and research courses of 27 credits and concentration courses of 27 credits. The concentration courses are presented on the the relevant pages and in the PhD Program Handbook .

The Core 27 credits consist of the following:

Academic Core (9 Credits):

• ASLP 600 Introduction to Doctoral Studies and Academic Writing (3)
• ASLP 640 Race and Public Policy in Education (3)
• ASLP 642 Equity and Social Justice in Education (3)

Research (15 Credits)

• ASLP 620 Introduction to Educational Research (3)
• ASLP 700 Methods of Inquiry (3)
• ASLP 710 Quantitative Research Methods (3)
• ASLP 712 Qualitative Research Methods (3)
• *Students will complete an additional 3 credits of advanced research electives related to their chosen methodology.

Dissertation (3 credits)

• ASLP 997/998 (3)

The department offers different delivery options for each concentration. For a full listing please click here .

Students in concentration areas that offer both the High and Low Residency option will be required to select their delivery mode upon admission into the program. Students who wish to switch their delivery option will need to make a formal request to the program direction with an acceptable reason.

Prospective students should complete this brief interest form to be connected to a faculty member for more information.

Admissions Deadlines:

• Priority deadline for those seeking graduate student funding : January 15
• Assessment, Evaluation, and Research: March 1
• Community College Leadership: July 1
• Comparative and International Education: March 1
• Higher Education Leadership: March 1
• Mathematics Education: July 1
• Science Education: July 1
• Urban Educational Leadership: March 1

The School of Graduate Studies coordinates the application process. 

Our program offers three types of funding:

• Graduate Research Assistantships
• Graduate Teaching Assistantships
• Tuition Awards

Many of our students also leverage their Tuition Remission benefits from local institutions like the   USM schools ,   JHU , or   Morgan State . Tuition Remission is determined and coordinated by your institution. We encourage you to speak with your HR representative about how to use these benefits. 

Contact Information

Dr. Frimpomaa Ampaw Chair Department of Advanced Studies, Leadership and Policy Banneker Building #315J

P: (443) 885-1908 E: [email protected]

Interested in Our Programs? Please contact us: https://forms.gle/YU6U6CcEDYyhSraj8

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Online doctor of education in educational leadership (edd), avg. completion time.

3 years (36 months)

Delivery Method

Why earn an edd in educational leadership through lbc | capital .

The Doctor of Education in Educational Leadership prepares Christian scholar-practitioners for relevant, relational and reflective leadership in education at the local, state, national and international levels. This online cohort-based doctoral program is designed for currently practicing educators who want to remain in the profession and make a difference through servant leadership; who are inspired to lead positive, systemic change to influence teaching and learning for all students; who have the desire to navigate complex problems and design solutions; and who have the capacity to collaborate, listen and reflect.

With an emphasis on the integration of theory and practice, the EdD prepares students to:

• Employ research-based leadership practices in a variety of educational settings
• Utilize data-informed decision-making principles in a methodologically sound manner
• Steward human and financial resources for student learning
• Apply successful strategies for leading change in educational organizations
• Engage in systematic study of complex problems of practice
• Apply research findings to professional education contexts
• Translate visionary ideas into strategies and actions
• Make decisions that promote student success based on ethical and legal principles, professional integrity and fairness
• Navigate the rapidly changing demands of education with a solid grounding in the enduring truths of Scripture

Course Length

No residency

Action Research Dissertation

Educational Leadership Program Cost & Financial Aid

See the Program Costs Explore the Financial Aid Options

Admissions Process

Learn about the doctoral admissions process.

Transfer Agreement

Transfer in up to 9 graduate level credits with a grade of B or higher.

Our Philosophy of Doctoral Education

Read about our Educational Philosophy.

Would You Like More Information?

Take a moment to request more information, and one of our admissions counselors will connect with you to provide further details or answer your questions about this online doctoral degree.

Educational Leadership Program Scope

Doctor of education in educational leadership (edd) (54 credits).

Biblical Foundation Course 3 Credits

Educational Leadership Courses 39 Credits

Action Research Dissertation 12 Credits

View the Academic Catalog for the complete curriculum plan, course descriptions and complete program details.

Schedule a Time to Chat

Want to learn more about this online doctoral degree or LBC | Capital’s graduate school? Consider scheduling an appointment to talk virtually or in person with an Admissions Counselor who will be glad to answer all your questions about earning a doctoral degree online.

Program Distinctive - What makes LBC | Capital's program unique?

• 54-credit cohort-based program delivered fully online with one 30- to 60-minute weekly synchronous session for each course
• Scholar-practitioner model enables students to continue serving in their current setting while engaging in studies
• Integrates theory and practice
• Teaching and learning takes place through the lens of a biblical worldview.

Career Paths

The EdD in Educational Leadership will prepare you to employ these skills and practices in system-level leadership positions in schools, school districts and state and federal departments, as well as in roles such as head of school, division director, chief academic officer, curriculum director, executive director and other leadership positions.

In this program, students will…

• Articulate a biblical and personal philosophy of educational leadership.
• Apply leadership theory and research to professional education contexts and practice.
• Make decisions that promote student success based on ethical and legal principles, professional integrity and fairness.
• Utilize data-informed decision-making principles in a methodologically sound manner.
• Engage in systematic study of complex problems of practice.
• Steward human and financial resources for student learning.
• Apply successful strategies for leading change in complex educational organizations.

Program Scope

The following is the proposed scope for this degree program.

Course Title	Credits
BIBLICAL FOUNDATION COURSE
BTC 503 Foundations for Integration or BTC 504 Perspectives on Integration	3
EDUCATION CORE COURSES
EDL 801 Philosophical and Theoretical Foundations of Strategic Educational Leadership	3
EDL 805 Organizational Behavior and Change	3
EDL 810 Faith, Ethics, and Equity in the Educational Context	3
EDL 815 Instructional Supervision and Professional Development	3
EDL 820 Data Analysis and Evidence-Based Improvement	3
EDL 825 Politics, Policy, and Governance	3
EDL 830 School Law	3
EDL 835 Planning and Managing Financial Resources	3
EDL 840 Personnel Management	3
EDL 845 Curriculum Design, Management, and Evaluation	3
EDL 850 Technology for Educational Leaders	3
EDU 829 Collaborative Team Approach	3
EDL 860 Systematic Study of Complex Problems of Practice	3
DISSERTATION COURSES
EDL 901 Action Research Proposal	6
EDL 902 Action Research Dissertation	6

Meet the Faculty

Robin bronkema, phd, director of graduate programs in education and associate professor, bob dodson, edd, professor, certification officer, field placement coordinator, stacey martin, edd, academic dean of education, counseling & social work, professor, looking for ways to finance your doctoral degree.

LBC’s Financial Aid Office can help you navigate the process.

Doctor of Education in Educational Leadership

Home » Division of Academic Affairs » School of Graduate Studies » Doctor of Education in Educational Leadership

Why Choose VU EdD?

Voorhees University offers a Doctor of Education (Ed.D.) in Educational Leadership with two concentrations in PK-12 Leadership and Higher Education Leadership. The Ed.D. program concentration in Pre-K-12 Leadership is specifically designed to for education professionals with work experience within traditional public, private, and online PK-12 education environments. The concentration in Higher Education Leadership is designed for education professionals seeking to advance their knowledge, skills, and careers within the 4-year, 2-year, public, private collegiate/university setting.  The purpose of the Doctor of Education in Educational Leadership is to develop, advance, promote and dispense knowledge to position prospective students to be leaders, teachers, faculty, advocates, and consultants within the public and private sectors through an enhanced degree/credential, increased knowledge, and further credibility within the thought environment.

PK - 12 Leadership

This concentration is tailored for professionals in traditional public, private, and online PK-12 environments. It prepares you to become a transformative leader, capable of driving positive change and excellence in educational settings.

Higher Education Leadership

Designed for those aiming to excel in collegiate and university settings, this concentration equips you for mid to high-level roles, including deans, vice presidents, and university presidents. It’s also ideal for professionals in student affairs, support services, and institutional research.

Doctor of Education (Ed.D.) in Educational Leadership Courses

This course provides the student with the necessary skills to effectively analyze theories associated with administration and leadership and develop original theoretical and conceptual frameworks appropriately aimed at administration within educational and social science venues. Emphasis is placed on interpreting existing organizational, administration, and leadership theories within original research studies, writing narrative sections devoted to theoretical frameworks for dissertations, and manuscripts for publication.

This course is designed to examine a disciplined approach to educational innovation. Improvement science focuses on creating a collaborative space for teachers, leaders, and researchers to solve specific problems of practice. The course examines current research on reasoning, problem-solving, and decision-making and introduces students to the fundamental techniques of using data to make informed education-related decisions. Additionally, the course focuses on ways of modeling or thinking about problems of practice to enhance decision-making skills. The course further examines the rationales for different innovations by integrating multiple perspectives.

This course prepares doctoral students for designing scholarly research in general and their dissertation in particular. This course will guide students in constructing a qualitative design methodology section and developing the necessary skills to evaluate published research in their area of expertise critically. In addition, this course will provide insight into conducting ethical research. Guide students in identifying and designing a study using a qualitative methods approach. The course focuses on designing and implementing qualitative data collection and analysis research.

This introductory course is designed for beginners to learn the fundamental concepts and techniques of conducting quantitative research and applying statistical analysis in education. The course covers the basics of research design, data collection, and statistical methods such as descriptive statistics, correlation, and regression. Students will gain hands-on experience using statistical software to analyze data and interpret results, enabling them to understand and apply quantitative research findings in educational contexts. This course provides a solid foundation for those new to research and statistics, equipping them with the skills to explore and address educational questions through data-driven approaches.

This course is designed to prepare doctoral students for designing scholarly research in general and dissertations in particular. This course will guide students in developing the necessary skills required to evaluate published research in their area of expertise critically. In addition, this course will provide insight into conducting ethical research. This course will also assist students in constructing a mixed-design methodology section. Additionally, the course will guide students in identifying and designing a study using a mixed-methods approach. More specifically, the course focuses on designing and implementing research that combines qualitative and quantitative data collection and analysis.

This course is a rigorous course that builds on foundational statistical methods in education. It focuses on advanced techniques such as multivariate analysis, hierarchical linear modeling, and structural equation modeling. Emphasizing practical application, students learn to design and implement sophisticated quantitative research studies to address complex educational issues. Topics include data interpretation, model testing, and the integration of statistical findings into educational policy and practice.

This course prepares doctoral students for designing scholarly research in general and their dissertation in particular. This course will guide students in constructing a qualitative design methodology section and developing the necessary skills to evaluate published research in their area of expertise critically. In addition, this course will provide insight into conducting ethical research. Guide students in identifying and designing a study using a qualitative methods approach. The course focuses on designing and implementing qualitative data collection and analysis research .

This is the first course in a series of four-sequenced doctoral seminar courses for students in their doctoral journey. This third doctoral seminar serves as the doctoral students’ pre-proposal phase. Additionally, this doctoral seminar course will introduce students to the process of formulating ideas in ways directly related to critical aspects of their proposal. This seminar will also guide doctoral students in addressing issues relating to the dissertation proposal’s introduction, literature review, and methodology chapters. Students shall complete an assignment designed to be a guiding document for chairs and students to provide committee members with a sufficient roadmap about what the student intends to do and, simultaneously, allow students to respond to ethical issues related to the study. Students shall defend the written assignment to the Doctoral Dissertation Committee.

The Doctoral Literature Review course is designed to equip doctoral candidates with the skills and methodologies to conduct comprehensive and critical literature reviews within their respective fields of study. This course emphasizes the importance of a well-constructed literature review as the foundation for scholarly research, providing the intellectual framework and context for their dissertation work.

This is the second course of the series of four-sequenced doctoral seminar courses for students in their doctoral journey. This second dissertation seminar serves as the doctoral students’ dissertation proposal phase. This semester-long (16-week seminar) will focus on student readiness and competence for pursuing research objectives outlined in the Doctoral Student Toolbox Structural Guidelines. Additionally, this seminar guides students in demonstrating their ability to integrate and apply the knowledge and skills developed through formal coursework by designing and writing an original research proposal on a researchable topic or phenomenon following the Structural Guidelines for Proposals and Dissertations. Students should successfully defend their proposals orally to their Doctoral Dissertation Committee. Obtaining two unsatisfactory grades at this level may result in the student’s removal from the doctoral program.

This is the third course of the sequenced doctoral seminar courses for students in their doctoral journey. This third doctoral seminar serves as the data reporting and analysis phase. This semester-long (16-week seminar) will focus on student readiness and competence for pursuing research objectives outlined in the Doctoral Student Toolbox Structural Guidelines. Additionally, this seminar guides students in demonstrating their ability to integrate and apply the knowledge and skills developed through formal coursework by writing and analyzing the results of data collected after fieldwork following the Structural Guidelines for writing Chapter Four of the dissertation.

This is the fourth course of the sequenced doctoral seminar courses for students in their doctoral journey. This fifth doctoral seminar serves as the data reporting and analysis phase. This semester-long (16-week seminar) will focus on student readiness and competence for pursuing research objectives outlined in the Doctoral Student Toolbox Structural Guidelines. Additionally, this seminar guides students in demonstrating their ability to integrate and apply the knowledge and skills developed through formal coursework by writing and analyzing the results of data collected after fieldwork following the Structural Guidelines for writing Chapter Five of the dissertation.

This course equips students with the skills to identify, analyze, and resolve essential contemporary educational issues while anticipating future challenges. It focuses on critical aspects such as educational organization, pedagogy, curriculum, policies, philosophies, and institutional missions. Additionally, students will investigate and critically evaluate their proposed problems of practice, applying theoretical knowledge to practical situations and preparing them to contribute effectively to educational improvement and innovation.

This course provides an in-depth examination of educational reform from two pivotal perspectives: first, identifying the essential elements and strategies that define successful education reform processes, and second, exploring the critical knowledge, skills, and competencies that future schools, educators, and students must possess to achieve success and sustainability throughout the 21st century and beyond.

This course offers an in-depth exploration of the legal, ethical, and political issues affecting PK-12 education, covering topics such as district and school liability, the rights of students and teachers, and employment and technology-related concerns. Emphasis is placed on understanding federal and state statutes and case law, particularly regarding due process, liability, equal protection, and the rights of educators and students. Through this course, students will gain insights into the risks associated with these areas and develop strategies to mitigate them. Additionally, the course examines the ethical and political contexts of decision-making and policy formation at both the classroom and school levels.

In this course, students will create innovative curriculum processes tailored to the technological age, enabling educators to adopt a forward-looking approach to teaching and learning. Recognizing the dynamic nature of the world, students will design curriculum strategies that help educators stay ahead of educational trends and effectively reinvent essential curriculum models.

In this course, students will explore the foundations of higher education by critically analyzing contemporary issues in the field and identifying, analyzing, and solving these issues through practical applications. Using real-world problems of practice as a context, students will evaluate the potential implications of policy recommendations and administrative decisions on key areas such as affordability, access, student needs, and student success. This comprehensive approach will enable students to develop a nuanced understanding of the complexities of higher education and prepare them to address current and future challenges effectively.

In this course, students will delve into how demographic, social, legal, financial, and geographic factors collectively influence the educational capabilities of higher education institutions. Emphasis will be placed on strategically leveraging institutional resources and planning to improve the educational experience for college and university students. Topics covered include enrollment management, external affairs, campus planning, and institutional research, equipping students with the skills to utilize assessment and data effectively in planning and implementing transformative changes within educational settings.

This course aims to acquaint students with statutory and case law relevant to cultivating ethical higher education administrators who possess a deep understanding of policies affecting various areas, including employment practices like affirmative action, literacy standards, dismissal protocols, contractual obligations, tenure considerations, civil rights protections, due process requirements, and the rights of students within educational settings.

This course delves into the philosophical, historical, sociological, and organizational factors influencing American higher education academic programs, curriculum development, and co-curricular initiatives. It explores ongoing tensions that prompt curriculum reforms and innovative pedagogical approaches to enhance student learning outcomes.

PK-12 Leadership Concentration

Total Credit Hours = 60

Fall Spring Summer

Higher Education Leadership Concentration

Quick links.

• Academic Policies Manual
• Graduate School Catalog

Other Resources

We understand funding education can be challenging. Voorhees University School of Graduate Studies endeavors to make our program affordable for anyone seeking to further their education.

Academic School Year Tuition Cost

* Tuition does not include additional fees.

Type of Fee Fee

• One hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work each week for approximately fifteen weeks for one semester hour of credit for didactic instruction, or the equivalent amount of work over a different amount of time; or 
• At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution, including laboratory work, internships, practice, studio work, and other academic work leading to the award of credit hours. 

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Program Benefits

• 100% Online: Our fully online program allows you to complete your degree from anywhere, designed for your convenience and flexibility.
• Fast-track your education: With our 8-week semesters, allowing you to complete your degree faster and advance your career sooner.
• Enhanced Credentials: Earn a prestigious degree that enhances your professional credibility.
• Advanced Knowledge: Gain comprehensive insights and skills relevant to educational leadership.
• Career Advancement: Prepare for leadership roles in both public and private sectors.
• Networking Opportunities: Connect with peers and leaders in education through our online platform.

1897 Voorhees Road, Denmark, SC 29042 Phone (803) 780-1234 | Toll Free (866) 685-9904

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