online phd in educational leadership and management

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• Doctor Education Leadership Innovation

Online Doctor of Education (EdD) in Leadership and Innovation

Admissions requirements.

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Doctor of Education in Leadership and Innovation Overview

It’s time to take your education career even further. Become a change agent ready to make a difference in your workplace. Earn an EdD degree online in leadership and innovation.

• Prepare for leadership roles within all areas of education, including postsecondary, government, corporate, and nonprofit institutions.
• Take doctoral courses 100% online and complete a research project you can apply to your workplace, community, or area of expertise.
• Get the credit you deserve. Save up to $12,600 (or 33%) on tuition and graduate in 2 years by transferring up to 30 credits from your master’s.
• Find resources and support every step of the way, including a Faculty Advisor and Consultant, access to a comprehensive online library, writing support, and more.
• Gain leadership, diversity and inclusion, and research skills to create innovative and transformative learning environments.

Review College Scorecard data for this program .

See Notes and Conditions below for important information.

Purdue Global Is Accredited by the Higher Learning Commission

The HLC ( HLCommission.org ) is an institutional accreditation agency recognized by the U.S. Department of Education.

Calculate Your Time and Cost

Estimate how much your prior learning credits can reduce your tuition and time to graduation.

What Courses Will I Take?

The 100% online courses for the EdD degree build your skills in leadership and innovation, with diversity, equity, and inclusion principles integrated throughout. Topics include diversity, equity, and inclusion; transformative learning; ethics and accountability; and more. Your studies culminate in an applied research project, which you can complete at your workplace or in your community.

Sample Courses

• Trends, Patterns, and Ethical Issues That Impact Education
• Research in Responsive Curriculum Design and Development Learning and Professional Practice
• Transformative Learning Environments
• Creativity, Innovation, and Intrapreneurship in Education

Program Requirements

1 semester credit hour = 1.5 quarter credit hours

A master’s degree in a related field is required to enroll in a postgraduate program. You will need to provide an official transcript that shows completion of your master’s degree from an accredited institution, though an unofficial copy may be provided during the application process. Refer to the University Catalog or speak to an Advisor to learn more.

Upcoming Start Dates

We offer multiple start dates to give you flexibility in your education, life, and work schedules.

Develop with Faculty Expertise and Support

Our faculty are pioneers and leaders in online higher education and are dedicated to supporting you on your educational journey. You will be assigned a faculty member who will guide you. A Faculty Advisor will review your master’s degree and discuss your career goals to ensure alignment of your EdD cognate electives.

During your final four applied research courses, a Faculty Consultant will be there to assist you in choosing a research project that focuses on a practical application in your field of expertise. The Consultant will help you with completing the Institutional Review Board process, choosing a methodology, collecting and analyzing data, and defending your research project.

Ways to Save on Time and Tuition

Purdue Global works with students to find ways to reduce costs and make education more accessible. Contact us to learn about opportunities to save on your educational costs.

Earn credit for prior coursework completed at eligible institutions.

Learn about federal financial aid programs available for many of our degree programs.

Learn about federal and state grants and loan programs that may be available.

Employees of Purdue Global partner organizations may be eligible for special tuition reductions.

Graduate tuition savings for military include a 17–30% reduction per credit for current servicemembers and, 14% per credit for veterans for graduate programs.

Earn credit for your military training. We offer credit for ACE-evaluated training and CLEP and DANTES examinations.

View the total cost of attendance for your program.

According to the U.S. Bureau of Labor Statistics, employment for administrators in postsecondary education is expected to grow through 2032. Opportunities for training and development specialists and instructional coordinators are also expected to grow during this timeframe. The online doctorate in education at Purdue Global equips you with the skills and knowledge to lead education-related organizations in a fast-changing landscape.

Average Salary

In Your State

General labor market and salary data are provided by Lightcast and may not represent the outcomes experienced by Purdue Global graduates in these programs. Purdue Global graduates in these programs may earn salaries substantially different or less than the amounts listed above. Salary and employment outcomes vary by geographic area, previous work experience, education, and opportunities for employment that are outside of Purdue Global's control.

Purdue Global does not guarantee employment placement, salary level, or career advancement.

Get to Know Our Faculty

Purdue Global faculty members are real-world practitioners who bring knowledge gained through the powerful combination of higher learning and industry experience.

Faculty members who have advanced degrees

Faculty members who hold a doctorate

Faculty publications in 2022–2023

Professional development hours logged by faculty in 2022–2023

Statistics include all Purdue Global faculty members and are not school- or program-specific calculations. Source: Purdue Global Office of Reporting and Analysis, July 2023. 2022–2023 academic year.

Join an Extensive Alumni Network

Upon graduation, you’ll become part of the Purdue Alumni Association, a vast and prestigious network of professionals. You’ll be able to make connections and access alumni benefits.

Download the Program Brochure

Download our brochure to learn more about the Online Doctor of Education in Leadership and Innovation and the benefits of earning your degree at Purdue Global. Prepare yourself for success with a doctoral degree in education.

Your Path to Success Begins Here

Connect with an Advisor to explore program requirements, curriculum, credit for prior learning process, and financial aid options.

* Estimated Graduation Date and Average Completion: Estimated graduation date is based on the assumption that you will enroll in time to begin classes on the next upcoming start date, will remain enrolled for each consecutive term, and will maintain satisfactory academic standing in each term to progress toward completion of your program. Completion time is based on a full-time schedule. Programs will take longer for part-time students to complete.

Credit for Prior Learning: Estimate based on maximum cognate open elective credits available in degree plan. The EdD program is a new offering and thus historic data on credit for prior learning are not available. Exact transfer amount may vary. All credits must be validated on official transcript(s) to be eligible for transfer. Purdue Global does not guarantee transferability of credit. See the University Catalog for the Prior Learning policy.

Employment and Career Advancement: Purdue Global does not guarantee employment placement or career advancement. Actual outcomes vary by geographic area, previous work experience and opportunities for employment.

Postsecondary Education Administrator Job Growth and Openings: Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, Postsecondary Education Administrators, www.bls.gov/ooh/management/postsecondary-education-administrators.htm . National long-term projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

Training and Development Specialists and Instructional Coordinators Job Openings: Source: U.S. Department of Labor, Bureau of Labor Statistics, Occupational Outlook Handbook, Training and Development Specialists, www.bls.gov/ooh/business-and-financial/training-and-development-specialists.htm ; Instructional Coordinators, www.bls.gov/ooh/education-training-and-library/instructional-coordinators.htm . National long-term projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

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Doctor of Philosophy in Educational Management (PhD)​

Learn to navigate the intricacies of educational institutions with an accelerated online Ph.D. in Education Management from Hampton University. As education becomes increasingly complex, leaders must be flexible, while utilizing the most innovative educational strategies. This advanced degree provides you the skills and experiences to adapt in the dynamic educational environment while leading organizations to the forefront of the field.

The accelerated 60 credit-hour Educational Management Ph.D. program is designed to provide specialized instruction, and is focused on giving students the experience they need. The degree offers specializations in:

• Higher Education
• Pre-K-12 Education

These concentrations, in combination with leadership training, provide graduates with a comprehensive set of skills that allow them to facilitate positive change in the educational landscape. Take your career to the next level – apply today.

This unique program in executive Educational Management provides an attractive and viable alternative to “traditional” doctoral programs in educational leadership. As an alternative doctoral model, the program is designed to:

• Provide candidates with an advanced curriculum that focuses on relevant and current topics and issues in executive educational leadership;
• Focus on the core leadership competencies, dispositions, and applied research that executive educational leaders need to be effective in educational settings;
• Provide opportunities for candidates to focus their dissertation on actual problems in educational organizations, making the dissertation relevant and practical, and thereby encouraging organizational support;
• Provide candidates with access to a network of successful educational leaders and organizations to support their intellectual, professional, and career development.

Curriculums

Complete Curriculum Overview

Course Details

• Cost Per Credit – $695
• Course Length – 8 weeks
• Degree Credits – 60
• Degree Length – 2 years

Financial Aid

• Available to those who qualify
• Apply for financial aid at US Office of Student Aid .
• FAFSA School Code: 003714

Application Deadlines

This program now offers rolling admissions. Application deadlines are for each cohort. If the cohort is full, or if the cohort does not meet the minimum student requirement, you will be considered for the next cohort. 

Fall  – June 15th (Starts August) Summer – April 1st (Starts end of May)

Admissions Requirements

• Students interested in applying to the Ph.D. program in Education Management must have an education background such as a bachelors or master’s in the field of education. 
• Master’s degree must have at least 3.0 GPA
• Students with a Master’s Degree in Education are not required to take the GRE
• GRE score of 150, score below 150 will be considered for provisional admission after submitting writing sample. If student is selected for provisional admission, they must achieve a 3.0 in the first 6 hours.
• Application for admission
• Written statement of Career/Professional Plans
• A writing sample of at least 1500 words, with APA citations and format. Respond to one of the following topics using documents, reference data, and sources of information: 
• 1. How will educators bridge the achievement gap for K-12 students who are below grade level, and mitigating time lost due to the COVID-19 pandemic?  
• 2. Why is it critical for educators to address the barriers and obstacles students face to achieving success in school? How do educators promote equity in schools to assist students in overcoming these obstacles and barriers so each student can reach their potential?
• 3. How will institutions of higher learning adjust their strategies to the ever-changing circumstances stemming from the global COVID-19 pandemic and the virtual learning platform that has gained prominence in colleges and universities?  
• Two letters of recommendation that address academic ability, interpersonal skills, integrity, and written/oral communication effectiveness.
• Personal Interview as needed
• One official, sealed transcript from each institution attended
• A copy of your State or Federal ID
• Transfer Credit Policy

Please forward all admissions packages and supplemental documentation to:

Hampton U Online Attn: HUO Graduate Admissions PO Box 6227 Hampton, Virginia  23668

Official Transcripts sent through a transcript network may be sent to [email protected] Unofficial/Opened/Scanned transcripts will not be accepted for graduate programs

Hampton University Online is recognized as one of Virginia’s Top Affordable Online Colleges by Affordable Colleges Online .

Hampton U Online P.O. Box 6227 Hampton, VA 23668

Hampton Virginia 23668 : 757-727-5000

Online Doctor of Education (Ed.D.) in Leadership and Learning in Organizations

Bridge the divide between theory and practice while gaining the deep understanding and contextual experience needed to lead organizational change across industries.

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Program Overview

The doctor of education (Ed.D.) in leadership and learning in organizations is an online program developed by faculty within Vanderbilt Peabody College of education and human development. The program is designed for mid-career professionals who have at least three years of leadership experience and are inspired to drive positive systemic change.

Why Earn an Online Ed.D. in Leadership from Vanderbilt University's Peabody College?

Since its founding, Vanderbilt University's Peabody College has educated passionate individuals who lead change that positively impacts society. The online doctor of education (Ed.D.) in leadership and learning in organizations allows students to join this Peabody tradition by gaining the expertise needed to create widespread change in communities and organizations.

Developed by Vanderbilt faculty who are active researchers and practitioners, the curriculum is designed to help learners build the skills needed to drive organizational success and develop a deeper understanding of human development within the context of management practices. 

Throughout the program, students collaborate with classmates who are leaders from various cultural, educational, and professional backgrounds and who bring years of professional experience to their learning.

Program Facts

Program Director: Eve Rifkin

Program Start Dates: January, May and August

Application Deadline: The final deadline for the spring 2025 cohort is November 18, 2024. 

Credit Hours: Our 54-credit program can be completed in three to four years. Students in the program are required to attend all classes, complete a capstone project, and attend three on-campus convenings.*

OPM Disclosures : Vanderbilt Peabody College works with an online program manager to offer this degree program. Learn more about Vanderbilt's partnerships with OPMs.

*The full program requires a total of 84 credit hours - 54 credit hours in addition to 30 credit hours transferred from a regionally accredited institution, preferably from a completed master’s program.

Online Ed.D. Curriculum

The online Ed.D. in leadership and learning in organizations curriculum prepares students to identify, assess, and resolve organizational challenges. Students will learn how to improve operations in organizations across industries while focusing on three key competency areas:

• Leadership and organizational development
• Data and analytics
• Learning and design

Students will also develop leadership skills and an in-depth understanding in the following areas:

• Organizational change and systemic improvement
• Different methods of inquiry and analysis
• Issues of practice from a variety of perspectives
• Impact of systems and practice on learning
• Methods to address organizational challenges
• Context-specific individual and organizational learning
• Organizational improvement, practice, and processes
• Data analytics

The program culminates with a capstone project that provides the opportunity to identify a problem of practice, conduct research, test a solution, and make recommendations for improvement . Students will work in small teams of two to three with the approval of a faculty adviser. More specifically, students will:

• identify and analyze a problem of practice, challenge, or complex phenomenon in an external organization;
• investigate the problem and provide multiple forms of evidence that demonstrate a need to focus on the problem in the particular organizational context;
• design an intervention or process that implements a learning, improvement, or change to solve the problem;
• develop a system of evaluation for the recommended intervention; and
• share a detailed plan and evaluation strategy to address the organization’s challenges.

Ed.D. Admissions

Admission to the online Ed.D. in leadership and learning in organizations depends on several factors, including the overall quality of application materials, depth and relevance of leadership experience, and a record of academic and professional achievements.

Those with less than three years leadership experience are unlikely to be admitted to the program. Internships, student teaching, and assistantships during undergraduate or graduate study will not be counted as work experience.

Applicants interested in applying to the online Ed.D. in leadership and learning in organizations must meet the following requirements:

• A  bachelor’s degree  from an accredited institution.
• A superior undergraduate scholastic record, normally  above a 3.0 GPA .
• The 30 applicable graduate-level hours must be transferred to this degree program from a regionally accredited institution, and preferably from a completed master’s program. Applicants should have earned Grades of B or better in their 30 hours. Grades of P, S, or CR will transfer if approved by the department.
• Submission of GRE or GMAT scores is optional.
• A  Statement of Purpose  that explains your reasons for wishing to undertake doctoral study at Vanderbilt Peabody College of education and human development, your professional goals, and any additional information that may aid the admissions committee in evaluating your application.
• Three letters of recommendation.
• Evidence of a minimum of three years of successful  leadership experience .
• Results of either the  TOEFL or IELTS for applicants whose native language is not English, unless they have demonstrated competence while attending an accredited institution in the U.S., Canada, the United Kingdom, Ireland, Australia, New Zealand, or an English medium university in South Africa.

Required Application Materials

You must submit official academic records from all institutions where you earned your bachelor’s or master’s degrees. You must also submit records from any additional college- or university-level course work, even if you did not earn a degree from these institutions.

Many schools issue transcripts electronically, either through their own web services or through vendors. If this option is available, please have your transcript(s)emailed to this address: [email protected]. This will expedite the delivery of your transcript(s) and the completion of your application.

Your transcripts can be sent by mail to:

Vanderbilt University Application Processing Center Peabody Online P.O. Box 30096 025-001 College Station, TX 77842

Please note: To be considered an official transcript, the transcript must be sent directly from your institution(s), through an electronic transcript vendor retained by that institution, or delivered in the original sealed envelope from the institution(s). If a transcript appears to have been opened, unencrypted, or downloaded by any party other than Vanderbilt University Application Processing Center, it will be marked as unofficial.

Official verification of prior degrees is required for any new student who has earned a university degree prior to enrolling at Vanderbilt. Students must submit final, official transcripts (and any necessary supporting documentation) prior to the first day of classes of their first semester at Vanderbilt. Students who have not submitted required documentation by the first day of classes are subject to having their classes canceled.

All entering students to Peabody College must have their prior degrees verified in order to register for classes for their first term. A final, official transcript should list the degree(s) awarded and the month and year of conferment.

Applicants to the online doctor of education (Ed.D.) in leadership and learning in organizations program are required to write a Statement of Purpose that explains their desire to pursue doctoral study at Peabody College.

The Statement of Purpose gives prospective students the opportunity to outline their professional goals and highlight any professional or academic experiences that have prepared them to pursue a doctor of education. This portion of the application is also used to evaluate effective verbal, writing, and analytical skills. To write an effective Statement of Purpose, applicants should provide clear and compelling reasoning for their motivations and qualifications for doctoral study.

Peabody requires at least three letters of recommendation. Letters should come from current or former employers who can comment on your professional contributions and/or former instructors who can speak to your academic preparation for doctoral-level work. Personal recommendations will not be accepted. 

Letters of recommendation must be submitted directly in the online application by the references themselves, not by the applicants. Contact the admissions team at +1-855-338-4540 or [email protected] to discuss any questions you may have about this process.

A professional résumé is required. Your résumé should include all relevant professional and academic experiences and accomplishments.

Results of either the  TOEFL or IELTS  for applicants whose native language is not English, unless they have demonstrated competence while attending an accredited institution in the U.S., Canada, the United Kingdom, Ireland, Australia, New Zealand, or an English medium university in South Africa.

Applicants must be U.S. citizens, or permanent U.S. residents, who reside in the United States. Current exceptions to this policy include active members of the U.S. military who are stationed abroad.

Ed.D. Cost of Attendance and Financial Aid

Cost of Attendance for the 2024-2025 school year can be found on our Student Accounts webpage . Please note that tuition and fees are subject to change and may rise each year.

Financial Aid

In order to qualify for federal student aid, you must be a U.S. citizen or permanent resident and be enrolled in a degree-seeking program with at least a half-time status. At the graduate level, federal student aid includes the Direct Unsubsidized loan and the option to apply for the Direct Graduate PLUS loan.

International students who are not U.S. citizens or permanent residents can apply for a private alternative educational loan. Some private education loan lenders may require the assistance of a U.S. citizen or permanent resident as a cosigner.

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Doctor of Philosophy in   Educational Leadership   (PhD-EdL)

100% online doctorate.

Complete your studies on your own time.

New start date every Monday

Start your first course when it’s convenient for you.

39 Months to your Doctorate

Finish your PhD-EdL in as few as 20 courses.

Doctor of Philosophy in Educational Leadership

Lead organizations to success with the 100% online Doctor of Philosophy in Educational Leadership (PhD-EdL) degree program at National University. This theoretical research degree is designed to help you learn how to ethically address the complex problems facing education today.

NU’s PhD-EdL program explores leadership theories and models, and practices so you can become a more effective leader. You’ll learn about evidence-based decision-making, educational policy, and the relationship between policy and overall school performance. You’ll also cover essential topics like qualitative data collection and quantitative research principles. You will acquire skills to ethically address the complex problems within educational practice using data-driven decision-making and other theoretical frames linking systematic inquiry with innovative, research-based solutions. The degree culminates in the completion of empirical dissertation research with direct implications for educational theory and policy.

Inspire and Influence Change from the Top

You’ll be paired with a professor in each course who will give you the personal guidance you deserve. You’ll also have support with online learning tools and through our innovative one-to-one learning model. If your goal is to improve educational practices across private and public sectors, such as PK-12, higher education, military, and corporate learning environments, this program is for you!

Please be advised that this program is NOT accredited in Kentucky by the Education Professional Standards Board and is NOT recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for P-12 educators in Kentucky. For more information, please visit the Education Professional Standards Board’s website at http://www.epsb.ky.gov/mod/page/view.php?id=12 .

The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.

Course Details

• Credit Hours: 60
• Courses: 20
• Estimated Time to Complete:  39 months

The Doctor of Philosophy in Educational Leadership (PhD-EdL) program can be completed in 60 credits. Each foundational course runs 8 weeks, and some dissertation courses run 12 weeks. 

This program can be completed with a minimum of 60 credit hours, but may require additional credit hours, depending on the time required to complete the dissertation research. If needed, additional courses will be added to the student degree program in alignment with the SAP and Academic Maximum Time to Completion policies. Students who do not complete their program in accordance with these policies may be dismissed.

This foundational course will introduce you to the concepts and practices of advanced graduate study. You will examine concepts and expectations of advanced graduate study and academic integrity as well as investigate best practices of scholarship and research. You will explore university resources and supports associated with student success, including technologies for learning and research. You will also evaluate the program process and requirements for success. Finally, you will advocate for self-care and reflection during your studies.

Academic writing is at the heart of scholarly writing. How you explore and navigate your topic of interest is both a personal and professional matter. In this course, you will integrate effective research and writing skills, and evaluate standards of academic writing, honesty, and integrity. Literature and writing are closely related, so this course also offers you a first chance to examine the elements of conceptual and theoretical frameworks and critique the role of supporting literature and inquiry with conceptual and theoretical frameworks. Finally, you will synthesize the frameworks commonly used in educational research.

In this course, you will explore theories, philosophies, and professional standards related to educational leadership. You will also examine diversity, equity, and inclusion in the context of school leadership. Based on best practices, you will develop a personal leadership approach and promote ethical behavior and decision-making to become an effective leader within your educational setting.

You will develop effective search and scholarly writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified research themes, including a study problem, purpose, and theoretical perspectives for an empirical research study; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal of this course is for you to understand strategies to survey scholarly empirical and theoretical literature to avoid bias, focus on educational practice-based research problems, and address the required components of a scholarly literature review.

In this course, you will explore evidence-based decision-making in leadership to facilitate school and district performance. Utilizing authentic situations, you will analyze techniques to identify valid evidence to make informed decisions, processes in effectively collaborating with major stakeholders, and the effectiveness of the evidence-based decision making process.

In this course, you will explore the understanding of and relationships among educational policy, leadership, and research. Course emphasis will involve definitions and examples of effective educational policy, leadership theory, and research as well as how these areas can be effectively employed together. You will analyze various seminal educational policies, effective leadership qualities and practices, and research approaches to facilitate school performance.

Today’s educators must appraise, assess, and argue the best means to reach diverse and exceptional students. Additionally, individuals differ in gender, sexual orientation, age, cultural background, experiences, and abilities. In this course, you will explore different means to address the nature of cultural diversity, its sources, and its importance to educators. You will consider how districts can plan and prepare to meet the needs of diverse students, taking into consideration epistemological and axiological perspectives unique to many cultures.

In this introductory research course, you will explore the underpinnings of the research process, examine research paradigms, and investigate theoretical and practical foundations of qualitative and quantitative research methodologies used within educational research. You will identify criteria for the development of a quality research study that is ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics will involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, generalizability or transferability, and rigor. This course is intended to familiarize you with concepts and skills associated with conducting theoretical and applied research.

In this course, students will focus on research, theory and philosophy in developing powerful schools that educate all children well, grades K through 12. Students will learn about various school reform efforts, policies and politics behind various local, states, and federal efforts, and be able to draw upon the educational change and leadership literature to develop their own process and design for better schools.

In this course, students will utilize various research-based leadership decision-making concepts and supervisory processes to advance teacher development and instructional practice. Emphasis will be on the educational leader as a decision-maker, supervisor, and teacher advocate to support student achievement. Additional topics will involve perceptions of leadership, instructional strategies and support, professional development, and collaboration.

In this course, students will explore classic and contemporary approaches to organizational development from a leadership perspective. Major emphasis will be placed on theories, strategies, and leadership styles relative to implementing organizational growth. Students will address various organizational concepts leading to the development of their own organizational leadership plan.

In this course, you will explore the theoretical foundations of effective school district leadership. Course emphasis will involve an understanding of leadership theory, the importance of leadership theory, and how leadership theory can inform effective school district leadership. You will analyze various leadership theories and their application within the school learning environment as a school district leader.

This course offers foundational knowledge to become a critical consumer of statistical- based research literature as well as develop the necessary skillset for non-inferential quantitative analyses. The emphasis will be on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, interpretation and critical inferences from statistical results. Statistical computations will be completed using statistical software applications for quantitative data analysis. The course culminates in a synthesis project to demonstrate statistical skills and aligned with APA guidelines for presentation of statistical results.

This course focuses on qualitative research methodology and designs and the methods used to collect and analyze data in educational research. You will examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness pertaining to qualitative research, and the role and responsibilities of the qualitative researcher will also be explored.

This course explores the quantitative research methodology and associated designs and methods. You will examine paradigmatic perspectives along with the tenets and conventions of quantitative research. This examination of designs and methods will include topics such as feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You will also explore the components of aligned and coherent quantitative research designs that support meaningful research within the field of education.

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. The course takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods to present the analyses and findings.

You will learn advanced statistical principles and how to apply them to quantitative research. You will be provided an overview of advanced statistical concepts used in empirical research, including inferential analyses. Advanced computations will be performed using SPSS. The focus involves helping you build independent scholarly skills with an emphasis on understanding multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and presentation of statistical results.

Prerequisites: Completed all foundational, research, and specialization courses as required by program.

The doctoral comprehensive assessment for the Ph.D.-EDL is your opportunity to demonstrate your preparation for entering the dissertation phase as a doctoral candidate. Throughout this course, you will synthesize discipline-specific content with scholarly literature as you create a prospectus for a theoretically based research study focused on furthering knowledge in the field of education. Ph.D.-EDL research has a focus on contribution to theory, whereas Ed.D.-EDL research focuses on addressing a researchable problem that has practical applications. The two are similar in that they both apply the scientific method to collect data, analyze data, and present results. However, the results are given greater emphasis in terms of theory for the Ph.D.-EDL. In the Ph.D.-EDL degree, you will therefore conduct research that contributes to the broader discipline rather than a specific problem rooted in an applied, professional practice. This prospectus will likely become the foundation of your Ph.D.-EDL dissertation. Note that you will take this course only after all foundation, specialization, and research courses have been completed.

Students in this course will be required to complete Chapter 1 of their dissertation proposal including a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee approved (against the minimum rubric standards) Chapter 1 is required to pass this course successfully. Students who do not receive approval of Chapter 1 to minimum standards will be able to take up to three supplementary 8-week courses to finalize and gain approval of Chapter 1.

Students in this course will be required to work on completing Chapters 1-3 of their dissertation proposal and receive committee approval for the Dissertation Proposal (DP) in order to pass the class. Chapter 2 consists of the literature review. Chapter 3 covers the research methodology method and design and to includes population, sample, measurement instruments, data collection, and analysis, limitations, and ethical considerations. In this course, a completed, committee-approved Chapters 2 and 3 are required and, by the end of the course, a final approved dissertation proposal (against the minimum rubric standards). Students who do not receive approval of the dissertation proposal will be able to take up to three supplementary 8-week courses to finalize and gain approval of these requirements.

Students in this course will be required to prepare, submit, and obtain approval of their IRB application, collect data, and submit a final study closure form to the IRB. Students still in data collection at the end of the 12-week course will be able to take up to three supplementary 8-week courses to complete data collection and file an IRB study closure form.

In this dissertation course students work on completing Chapters 4 and 5 and the final Dissertation Manuscript. Specifically, students will complete their data analysis, prepare their study results, and present their findings in an Oral Defense and a completed manuscript. A completed, Committee approved (against the minimum rubric standards) Dissertation Manuscript and successful Oral Defense are required to complete the course and graduate. Students who do not receive approval for either or both their Dissertation Manuscript or defense can take up to three supplementary 8-week courses to finalize and gain approval of either or both items as needed.

Degree Requirements

The Doctor of Philosophy (PhD) in Educational Leadership (EdL) requires 60 credit hours for degree completion. Coursework includes foundations, educational leadership, research methods, the pre-candidacy prospectus, and the dissertation. Additional credit hours may be allowed as needed to complete dissertation research in alignment with the Satisfactory Academic Progress (SAP) and Academic Maximum Time Frame policies. Students who do not complete their program within these requirements may be dismissed

The PhD-EdL degree program has the following graduation requirements:

• A minimum of 48 credit hours of graduate instruction must be completed through NU
• Successful completion of all courses with a “B” or better
• Official transcripts on file for all transfer credits accepted by the University

The University may accept up to 12 semester credit hours earned with a grade of “B” or better for graduate coursework completed at an accredited college or university and evaluated to be substantially equivalent in content with the required coursework for the PhD-EdL program. See the Transfer Credit Policy in the Course Catalog for additional information.

Career Potential*

• Educational Administrators, PreK-12 through Higher Education
• Distance Learning Coordinators

*Positions may require additional experience, training, and other factors beyond successfully completing this degree program. Depending on where you reside, many positions may also require state licensure, and it is the responsibility of the student to ensure that all licensure requirements are met. We encourage you to also review program specific requirements with an NU advisor. Any data provided on this page is for informational purposes only and does not guarantee that completion of any degree program will achieve the underlying occupation or commensurate salary.

RESEARCH AND DISSERTATION

The University has developed a logical step-by-step process that assists in completing the dissertation. NU provides a detailed Dissertation Handbook that explains the process and NU’s dissertation support structure.

The PhD-EdL doctoral research courses, the PhD-EdL comprehensive course, and the PhD-EdL dissertation courses are specifically designed as a guide through the process in an orderly and meaningful fashion and lead to the oral defense.

The dissertation is the capstone academic achievement of the PhD-EdL. The PhD-EdL dissertation is a scholarly documentation of the research. To earn the PhD-EdL the student must demonstrate the ability, motivation, and commitment, and NU will provide the faculty, the academic support, and process to assist with the attainment of high academic goals.

The PhD-EdL research is aimed at contributing to the body of research knowledge – either new research or adding to research already studied in the field. PhD-EdL students take EDR-8201 – Statistics I and EDR-8202 – Statistics II as part of their program of study. There is also an oral defense.

DISSERTATION PROCESS

Faculty assists each NU Doctoral student to reach this high goal through a systematic process leading to a high-quality completed dissertation. A PhD-EdL dissertation is a scholarly documentation of research that makes an original contribution to the field of study. This process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of the dissertation.

A doctoral candidate must be continuously enrolled throughout the series of dissertation courses. Dissertation courses are automatically scheduled and accepted without a break in scheduling to ensure that students remain in continuous enrollment throughout the dissertation course sequence. If additional time is required to complete any of the dissertation courses, students must re-enroll and pay the tuition for that course. Continuous enrollment will only be permitted when students demonstrate progress toward completing dissertation requirements. The Dissertation Committee determines progress.

Learning Outcomes

As a graduate of National University’s Doctor of Philosophy in Educational Leadership (PhD-EdL) program, you’ll be able to:

• Examine educational leadership, research, and policy from practice-based, evidence-based, and research-based perspectives
• Determine the aspects of professional capacity and resource needs for a quality professional learning community within sector-specific learning organizations
• Develop effective leadership traits to improve educational practice for diverse learning organizations within public and private sectors
• Devise a research- and theoretically-based examination of a complex problem within educational leadership
• Conduct theoretically based empirical research to address a complex problem within educational leadership, research, or policy

National University’s dedicated admissions team is here to help you throughout the admissions process. We accept and review applications year-round, and, once you’re admitted, you can begin your studies as soon as the next week.

To apply to the Doctor of Philosophy in Educational Leadership (PhD-EdL) you must have a conferred post-baccalaureate master’s degree and/or doctoral degree from a regionally accredited academic institution or a qualifying international institution.

Questions? Call our admissions team at  866.776.0331  or request information, and an advisor will be in touch soon. Ready to apply?  Start your NU application today .

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Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

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UNC Online / Online Doctoral Programs / The Online Ed.D. in Organizational Learning and Leadership

University of North Carolina at Chapel Hill Ed.D. in Organizational Learning and Leadership | Online University of North Carolina at Chapel Hill Ed.D. in Organizational Learning and Leadership | Online University of North Carolina at Chapel Hill Ed.D. in Organizational Learning and Leadership | Online

Step up as a leader of tomorrow with the knowledge, skills and experiences needed to empower those around you and guide organizations to achieve transformational goals. Step up as a leader of tomorrow with the knowledge, skills and experiences needed to empower those around you and guide organizations to achieve transformational goals. Step up as a leader of tomorrow with the knowledge, skills and experiences needed to empower those around you and guide organizations to achieve transformational goals.

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Answer a few quick questions to determine if the Ed.D. in Organizational Learning and Leadership program is a good fit for you.

No GRE/GMAT scores required

• Top-ranked school — Join the #25 best school of education in the U.S. 1
• No master’s degree required — Apply with your bachelor’s degree and three years of leadership experience.
• Flexible schedule — Study part time to pursue your educational goals while you advance your career. 

Achieve Organizational Goals Through Human-centered Leadership

The online Ed.D. in Organizational Learning and Leadership program from the UNC School of Education empowers working professionals with the knowledge, skills, and experiences needed to achieve organizational goals through a human-centered approach to leadership. 

Through flexible and collaborative online classes, aspiring leaders learn to implement and foster high-quality practices and cultures to achieve organizational goals and exceed expectations for professional growth.

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The online unc ed.d. at a glance.

No master’s or GRE required

54 credit hours

36 months to complete

Ed.D. in Organizational Learning and Leadership Curriculum

The curriculum is designed to equip students with the tools they need to empower the people around them to deliver on their organization’s goals and mission.

The 54-credit hour program consists of 17 courses, including a capstone project that asks students to explore a relevant organizational challenge based on their experiences.

An optional in-person immersion experience is available each spring semester to enrich the academic journey for students.

Learning Outcomes

The online Ed.D. in Organizational Learning and Leadership prepares students to create organizational cultures that welcome diverse perspectives, lead organizations toward equitable practice, and empower people within their organization to succeed. Students will learn to:

• Apply a wide array of styles, strategies, and theories to effectively lead organizations to learn, improve, and change.
• Create an organizational culture where diverse voices and perspectives are invited, considered, and empowered to contribute to learning and improvement. 
• Recognize and attend to organizational context through its stakeholder groups and organizational networks to effectively manage organizations within complex systems and improve those systems for the better.
• Assess organizational structure and context including key organizational resources, internal and external stakeholders and the relationships among them, and the sources of organizational power to change systems for the better.
• Collect, analyze, and use data and evidence to evaluate and reflect on the process of organizational learning and make ethical and effective choices for organizational advancement.

Admissions — Online Ed.D. in Organizational Learning and Leadership

The online Ed.D. in Organizational Learning and Leadership program offers three start dates per year: January, May, and August. The UNC School of Education seeks applicants with a genuine interest in leadership and who are passionate about empowering people in their organization. A master’s degree and GRE/GMAT scores are not required.

Admissions Requirements: 

• Minimum of three years of management or leadership experience in a professional work setting
• Bachelor’s degree from an accredited institution
• A minimum undergraduate GPA of 3.0; less than 3.0 will require an explanation to accompany your application

See admissions criteria and application requirements.

Learn about tuition & financial aid options.

The Online Experience

A complex world calls for flexible learning designed to meet the needs of a global workplace. In the online Ed.D. in Organizational Learning and Leadership program, students will find an intuitive platform, comprehensive support, and top-notch education designed for real people with real lives.

• Attend weekly face-to-face classes , held on Zoom, that allow for rich discussion and debate with peers and faculty.
• Complete interactive assignments , using a customizable platform that follows best practices for online learning. 
• Meet faculty and peers at optional in-person immersions , where you’ll network and apply what you’ve learned. 
• Access full-spectrum career services , including interview prep, one-on-one coaching, self-assessments, and salary resources.
• Connect with a student success advisor , who will serve as your dedicated partner throughout the program.

UNC School of Education Faculty

UNC School of Education faculty members in the Ed.D. in Organizational Learning and Leadership program are committed to empowering the next generation of responsible and passionate organizational leaders. Our exceptional faculty members have expertise in organizational change and implementation science, evaluation, and leadership, making the Ed.D. in Organizational Learning and Leadership a unique program where faculty provide students with the tools needed to be successful in the pursuit of a doctorate degree and in accessing professional opportunities. This program was designed and launched to help students acquire the skills needed in leadership within organizations and directly apply them in the field, making a difference across multiple industries in organizations.

Sample Course Descriptions

The 54-credit lockstep curriculum is composed of 17 courses which include a culminating series of capstone seminars. Each term is 13 weeks long. Courses and/or descriptions subject to change.

Foundations of Leadership 

This course engages in a systematic examination of leadership in practice and how these examples result in successful leadership practices relative to theories of leadership, ethical frameworks, and a student’s personal strengths and abilities. From these reflections, each student will develop an intellectually rigorous, personal statement of leadership.

Foundations of Inquiry — Quantitative

Quantitative data is a resource for problems and identifying solutions. In order to make informed decisions in organizational leadership, it is crucial to be able to understand quantitative information about organizations and interpret data. In their career as an organizational leader, students will likely participate in quantitative analysis of data as well as be expected to review and understand a variety of quantitative studies which may influence decision-making in their workplace. Individuals who are able to discern and understand patterns and trends in quantitative data are valuable employees; they should also be able to formulate research questions and identify problems of practice for organizational improvement. This course will prepare students for all of these tasks.

Foundations of Inquiry — Qualitative

Foundations of Inquiry – Qualitative Methods is a graduate-level course designed to support students in developing an understanding of qualitative research methods and designs. The focus of this course is on the creation of research questions, the development of qualitative designs, employment of data collection approaches, and analysis procedures to address those problems. Given the allocation of time, the course will not include the full breadth of data collection methods or in-depth analysis techniques.

Leading Organizations Toward Equitable Practice 

This course will provide the foundational knowledge for creating, sustaining, and leading an inclusive culture within organizations. Students will learn to incorporate multiple stakeholders’ voices within and outside the organization through an equity-minded leadership lens. The course will place a strong emphasis on collaboration and coalition building within organizations to create an effective organizational culture in which all stakeholders can thrive.

Applied Quantitative Methods

This course will focus on quantitative/qualitative forms of inquiry, highlighting the types of questions quantitative/qualitative data are best positioned to answer and common forms of data collection and analysis. To foster each student’s development as a scholar-practitioner, the courses will provide them with the foundational knowledge to be a discerning consumer of qualitative and quantitative research and help them find the tools to answer their own well-formed practice-based research questions.

Organizational Theory

This course is designed to acquaint the student with theories of organization so that the student can begin to see principles which lie behind system architecture in which people, structures, duties, skills and role relationships can be juxtaposed and configured and re-configured as a matter of matching organizational functioning to the tasks facing a variety of educational organizations. It is also a course which will consider the structure and use of power in organizational life to force bureaucratic change, internally or externally. An expected outcome will be that the student begins to understand how structure, culture, context, and power interact within and without educational and other organizations.

Applied Qualitative Methods

Change leadership and systems improvement.

In this course, students are introduced to and apply knowledge, skills, tools, and dispositions drawn from improvement science, organizational theory, change agency/psychology of change, strategic doing, relational leadership, team science, cycled learning, and collective impact that support the development of learning systems (in government, health care, education, social services, and industry) capable of bringing about their own continuous transformation. Students will engage with faculty from across campus in interprofessional learning opportunities, including panel discussions, interviews, case study, project-based learning, tool application, and team-based activities.

Program Evaluation

This course introduces the concepts, principles, and methods underlying the evaluation of interventions, practices, and programs in organizational contexts. Students will study different approaches to evaluation design, data collection and analysis, and the reporting of results. The course will also consider the ethics and use of evaluation in organizations. Students will apply this learning to the design and implementation of a practice-based evaluation.

Prerequisites: Foundations of Inquiry (Quant and Qual)

Design Thinking for the Public Good 

In this course, students learn to apply the mindsets, methods, and processes associated with design thinking (i.e., human-centered design) to solve real-world problems. Design thinking is a creative problem-solving process that prioritizes co-design, convergent and divergent thinking, as well as rapid prototyping. Students will also practice equity-advancing design and liberatory co-design and will collaborate with community members to design solutions (e.g., programs, products) that are desirable, feasible, viable, and promote equity and justice.

Human Resource Management 

In this course, students will be introduced to the basic principles and techniques of human resource management. Students will learn about effective human resource management practices, including leadership skills, employment planning, recruiting, selecting, and rewarding employees, employee compensation plans, and employee training and evaluation. By applying the principles, elements, and techniques learned in this course, students will be better positioned to contribute to the success of the organization.

Learning Analytics

This course is an introduction to learning analytics. Learning analytics are data produced when individuals use an educational technology designed to inform and to influence future learning. Through assignments involving learning by teaching, product evaluations, research reporting, and proposal/design projects, students will learn about various theoretical frameworks, digital learning platforms, and research and evaluation approaches relevant to the study and production of learning analytic solutions. Readings will include scholarly and popular media that span education, psychology, computer science, information science, business, policy, and other domains.

Implementation and Equity

Applying lessons from implementation practice and research, students in this course learn the skills and competencies to tailor implementation frameworks and strategies to different settings to meet the unique needs of communities and to improve outcomes reliably and at scale. Equitable implementation occurs when strong equity components (including explicit attention to culture, history, values, and needs) are integrated into principles, tools, and cultures of work to facilitate the implementation of co-designed solutions for scale and sustainability.

Advanced and Applied Leadership Practices 

This course is centered on the development of theory in leadership from both a modernist and postmodernist perspective. It is designed to provide the student with the basis for understanding the range of theories that have and continue to influence conceptual thought and practice in educational and organizational leadership. Since the practice of leadership in schools and organizations is both an applied science and an art, the course is far-ranging in its scope. At issue is not only the content of what is considered educational and organizational leadership, but the boundaries of the “field” itself.

Capstone Seminars I, II & III

The Ed.D. capstone projects are a series of doctoral seminars rooted in a problem of contemporary organizational practice. Through each capstone project, students will demonstrate the ability to: (a) identify a problem of practice in a field setting; (b) apply a theory or conceptual model to the problem of practice; (c) study the problem using inquiry skills developed in coursework, be it quantitative, qualitative, or mixed methods in nature; (d) make meaningful recommendations for addressing the problem derived from their study of a problem; and (e) compose and present arguments and evidence in a logical, systemic, and coherent fashion.

Optional In-Person Immersion 

Each spring, an optional in-person immersion in the Ed.D. in Organizational Learning and Leadership program provides a dynamic learning opportunity that fosters community building, connects students with program faculty, and offers a platform for exploration, exposure to real-world leadership practices, and networking with peers from other programs within the UNC School of Education. 

Key aspects of the immersion experience include:

Community building

Development of a strong and supportive community among students through team-building exercises, group discussions, and campus events — enhancing academic and professional networks for lifelong benefit.

Familiarity with program faculty

Build rapport with program faculty in an informal setting, gaining insights into teaching philosophies and research expertise, fostering a supportive learning environment and encouraging open communication.

Exploration of opportunities

Explore various academic and professional opportunities within the program, UNC School of Education, and the University, aiding in the alignment of the academic journey with professional goals.

Mentoring connections with leaders in practice

Connect with industry leaders in organizational learning and leadership through guest speakers, interactive discussions, and insights-sharing sessions, enriching understanding and networking in the field.

Capstone Project

The capstone experience in the Ed.D. in Organizational Learning and Leadership program is the culmination of the academic rigor and practical learning acquired throughout the program. The capstone is designed to showcase the student’s ability to apply theoretical knowledge, empirical research, and innovative thinking to address complex challenges within organizational learning and leadership. While the capstone project comes later in the program, the curriculum has been designed carefully to scaffold student work toward the capstone throughout the program. It provides an opportunity for students to demonstrate their expertise to make lasting improvements and impact in an organization. The capstone includes a three-semester course sequence in which students identify a problem of practice — a complex and/or pervasive problem within the organization in which they work or within another organization’s practice — and, using lessons from past coursework, explore ways to solve it. Their research results in a written capstone report that details the organizational challenge, their process and findings, and their decision-making — all of which their capstone committee will review. During capstone seminars, students explore best practices for working on large analytic projects, receive personalized guidance and feedback on their efforts from instructors, and learn from their peers as they both give and receive feedback on projects.

Key aspects of the capstone experience include:

Problem identification

The journey begins with the identification of a significant problem or challenge within an organizational context. This problem should be real and impactful, reflecting the complexities and nuances that leaders often face.

Literature review

Students will conduct an in-depth review of relevant literature and theoretical frameworks. This phase helps them establish a solid theoretical foundation for addressing the identified problem and provides insight into existing research and best practices.

Research methodology

Choosing appropriate research methods and data collection techniques is a crucial component of the program and is offered through a series of research methods courses. Whether the capstone involves qualitative or quantitative research, surveys, interviews, case studies, or a combination of methods, the methodology should align with the challenge being studied.

Data collection and analysis

Students will gather and analyze data to gain insights into the problem. This phase involves rigorously analyzing data to draw meaningful conclusions and patterns that will inform potential solutions.

Human-centered approach

One of the distinguishing features of this capstone is the emphasis on a human-centered approach. Students will focus on understanding the needs, perspectives, and experiences of individuals within the organization, recognizing that the success of any intervention or solution depends on the engagement and well-being of its members.

Solution generation

Based on research findings, students will generate innovative solutions and strategies that address the identified problem. These solutions are designed to be practical, actionable, and tailored to the specific organizational context.

Implementation Plan

A well-thought-out implementation plan is crucial for translating ideas into action. Students will develop a detailed roadmap for executing their proposed solutions, considering factors such as change management, resource allocation, and timelines.

Evaluation and impact

After implementing the solutions, students will evaluate the effectiveness and measure the impact on the organization. This stage often involves revisiting the research data to assess whether the problem has been successfully mitigated and whether new challenges have arisen.

As a final step, students will reflect on their journey, lessons learned, and the combination of their academic and practical experiences. The reflection process contributes to the development of critical self-awareness and a deeper understanding of their role as organizational leaders.

Organizational Leadership Careers

This program prepares graduates to pursue a variety of organizational roles across multiple industries. Whether working alongside HR to develop talent and support employees in healthcare settings, working directly with members of leadership in higher education to drive positive change, or implementing new systems and practices to achieve greater efficiency in a nonprofit, graduates will be expert leaders, ready to achieve goals to fulfill their organization’s mission and make a difference. Examples of roles this program prepares graduates for include, but are not limited to, high-level leadership as a: 

• Business and management consultant
• Human resources manager
• Project manager or coordinator
• Medical and health service manager
• Sales and marketing manager
• Leadership coaching or development
• Business or organization executive
• Nonprofit administrator

Become a Human-Centered Leader in Your Organization

Gain the skills to positively change lives with the online Ed.D. in Organizational Learning and Leadership from the University of North Carolina at Chapel Hill.

Let’s get started.

• 2024 Best Education Schools (2024) . U.S. News & World Report. Retrieved April 10, 2024. ↩︎

Doctor of Education (EdD) in Educational Leadership Outstanding Institutions Need Audacious Leadership

Credit Hours

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100% online, 8-week courses

Transfer in up to 50% of the degree total

Be an Impactful Educator with an Online Educational Leadership Degree

As an educator, you find the best ways to help your students learn in an effective and engaging way. But if you want to use your teaching experience to help lead your school and fellow educators to build a better learning environment, it is important to foster skills in leadership and management.

Liberty University’s online doctorate in educational leadership is the perfect program to help provide you with the leadership and research skills that are integral to evaluating educational challenges, finding viable solutions, and creating a positive experience for students.

By combining affordability and flexibility with academic excellence, our online doctoral program can give you the credentials you need to reach your full potential and open up career advancement opportunities.

At Liberty, we do not just train professionals — we train professionals who are prepared to lead with integrity. Our mission is Training Champions for Christ , meaning we offer quality online doctoral programs from a biblical worldview to prepare you to change the world for Christ.

With a foundation of excellent teaching practice and innovative scholarship, you can be an effective, ethical leader in your school district or university. Earning your EdD in leadership can give you the tools you need to build a better future for students. Come be a part of our mission to make a positive impact on the world of education!

Please note: Students enrolling in Educational Leadership programs after April 1, 2020, will not be eligible to receive Georgia Tier I or Tier II Educational Leadership Certification.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s Online Doctorate in Educational Leadership Program?

At Liberty University, your success is our success, so we use cutting-edge technology to bring you the best online learning experience possible. Liberty University has been pioneering distance learning since 1985, adapting to meet the educational and career needs of our students with world-class online learning. You can be confident that Liberty’s online EdD in leadership degree leverages practical, effective online tools to support your studies and help you succeed.

As you pursue your EdD in Educational Leadership at Liberty, you can be confident that your online EdD degree has met rigorous educational standards. And with the innovative research you complete in your capstone project, you can stand out as a knowledgeable educator with practical skills.

Our 100% online EdD program format is designed to complement your schedule, allowing you to continue your education with the flexibility you need to maintain your relationships and responsibilities. This focus on building a doctoral degree in educational leadership that provides quality training while meeting your schedule needs lets you earn your degree in less time and use your new skills sooner.

What Will You Study in Our Educational Leadership Doctorate Degree?

Our online education classes seek to provide the tools you need to understand the context of current educational issues and trends so you can evaluate and solve real-world problems that exist in schools today. Our online professors have experience in educational leadership and can help equip you with practical skills you can use to both further your career and create a better learning environment for your students.

Through our online EdD in Educational Leadership degree program, you can be prepared to take on leadership roles within your school and community as well as advocate for the needs of your students. At Liberty University, we care about you as an individual and are committed to helping you achieve your full potential. Let us come alongside you to help you make an impact on education.

Potential Career Opportunities

• College administrator
• Curriculum director
• Instructional supervisor
• School board administrator
• University professor

Please note: this program does not lead to initial or advanced licensure.

Featured Courses

• EDUC 701 – Advanced Learning Theory and Research
• EDUC 741 – Theories of Educational Leadership
• EDUC 742 – Educational Leadership and Public Relations
• EDUC 746 – Conflict Resolution

Degree Information

• This program falls under the School of Education .
• View the Graduate Education Course Guides (login required) .
• View the Post-Graduate Advising Guide .
• Please note : Students enrolling in Educational Leadership programs after April 1, 2020, will not be eligible to receive Georgia Tier I or Tier II Educational Leadership Certification.

Degree Completion Plan

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Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Our Online EdD in Educational Leadership Degree Program

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

The Office of Graduate Admissions may request additional documentation when conducting admission reviews to evaluate a candidate’s record before a final admission decision can be made.

Please note: Guidelines are subject to change in federal or state regulations for the licensure of school personnel.

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Please note: Due to the competitive nature of the EdD online program, preliminary acceptance is not guaranteed.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

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Email for Documents

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Lynchburg, VA 24515

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Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees
• Current Department of Defense Employees

Available Benefits:

• Tuition discounts – $275 per credit hour for EdS and EdD courses
• Additional discount for veterans who service in a civilian capacity as a First Responder (less than $625 per course)
• 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)

Frequently Asked Questions

Are online doctoral programs in educational leadership respected.

Educational leadership doctoral programs were usually taken at a brick-and-mortar campus in previous years. But online programs such as Liberty’s EdD degree demonstrate that high-quality academics and cutting-edge research don’t have to come from a campus. Schools and employers need professionals who can apply advanced theory to practical solutions, and earning your Doctor of Education in Educational Leadership online with Liberty University can help you fill that need.

With our program meeting rigorous standards for quality and teaching, you can take advantage of the flexibility of online studies while gaining the skills and knowledge you need for your career. Paired with your teaching experience and previous education studies, you can expand your options to make a positive impact on students around the world.

What can I do with an EdD in Educational Leadership?

Pursuing an online EdD program in educational leadership may be the most flexible and affordable way to earn your doctorate in education, but it is still an investment that you want to make sure you fully weigh. But when considering the career options that can open up for you with an EdD, you can have many new opportunities to look forward to. With previous education experience and related teaching licensure, an EdD in Educational Leadership can open the door to many roles, such as:

• Chief learning officer
• College executive administrator
• K-12 curriculum director
• University provost or dean

Please note: any of these roles may require specific initial or add-on licensure. See your state’s Department of Education website for details about special requirements.

What makes educational leadership different from business administration?

If you already have an extensive education background, you may wonder if a business degree might be a better fit to give you the management and leadership skills you need. There is some crossover between the management, business, and strategic skills needed to be a good leader in business and education. However, educational leadership EdD programs are specially designed to fulfill all of the areas you need for the field of education.

Earning your EdD in Educational Leadership from Liberty University could be the best path forward to ensure that you can tackle any challenges in your future career in education administration.

What are the benefits of pursuing a program like this?

While completing our EdD in Educational Leadership degree online, you can hone your instructional methods and understanding of learning theory so that you can manage the crucial higher-order curriculum and instruction improvements needed in K-12 and higher education institutions.

Additionally, the online EdD in Educational Leadership degree seeks to provide training in essential research and testing skills so that you can ensure your institution is providing effective instruction.

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Online Learning Doctor of Education

Currently accepting applications, apply by 04/01/24 | start class 08/19/24, request info, advance your career with a doctor of education.

At the University of Southern Indiana, our online Doctorate in Educational Leadership prepares you to effectively solve problems, manage school policy issues, cultivate curriculum planning, and demonstrate ethical and legal leadership skills.

As an educator, you know that classrooms and educational delivery continue changing and transforming. To keep pace with an ever-evolving world and build a strong future, schools and universities need innovative leaders. Join the ranks of change-makers shaping the next chapter of American education by completing an online Doctor of Education program.

At the University of Southern Indiana, our 100% online Doctorate in Educational Leadership is designed for working professionals like you — dedicated educators who have earned a master’s degree from an accredited university.

Our convenient and affordable Doctor of Education in Leadership program will give you the critical tools and strategies to become an effective leader or administrator. Choose from three concentrations in our online Educational Leadership Doctoral program:

• Higher Education Administrative Leadership – a track that focuses solely on higher education administration
• Pedagogical Leadership – which focuses on classroom planning and management
• School District Administrative Leadership – a track that leads to school district-level licensure

Our online Doctor of Education program consists of just two classes each semester and one in the summer. Whichever specialty path you choose, USI’s program provides an exemplary education that puts you in control. Our program provides some synchronous learning (meets Wednesday's 5:30-8:30pm CST) opportunities that are a personalized, interactive experience for each student. The program is cohort-based, with fall-only admission.

Tuition & Fees     Get Started!

Boost your earning power with our online doctorate in educational leadership.

A Doctor of Education in Leadership provides the credential you need to enter the highest-paying positions in educational leadership. On average, professional educators who pursue an online educational leadership doctoral program earn $98,490 per year, according to the U.S. Bureau of Labor Statistics.

When you complete USI’s online Educational Leadership Doctoral program, a whole new world of vocational possibilities becomes available, including:

• Chief academic officer
• Elementary or secondary school administrator
• Educational policy advocate
• College professor or administrator
• Educational researcher
• Curriculum developer
• Submit an online application , $40 application fee, and a list of 3 references (names, relation to you and email address). One must be an employment supervisor and the other two must be professional references.
• A current resume/curriculum vitae. The file should be a PDF and use the following naming convention: First Name Last Name EdD resume.pdf (example: Joe Smith EdD resume.pdf).
• How do you foresee this program positively impacting your community?
• What do you perceive as a major social justice issue in your field? How do you hope to address it?
• How will your work contribute to equitable outcomes in education?
• Imagine yourself in 5 years from now/after you graduate, what do you see yourself doing professionally and with whom will you be working with?
• Official transcripts are required only from the institution at which your highest degree was earned. Electronic transcripts are preferred and can be emailed from the previous institution to [email protected]  
• Unofficial transcripts from other institutions attended can be submitted via email by the applicant to [email protected]  
• Applicants who wish to seek transfer credit for graduate coursework must submit an official transcript from the institution where that work was completed.  
• Mailed transcripts can be sent to this address: Graduate Studies University of Southern Indiana   8600 University Blvd.   Evansville, IN 47712
• Read the full transcript policy by clicking here .
• International applicants may be required to submit additional information .

Courses within the EdD are offered entirely online using a learning management system and videoconferencing. Classes meet on Wednesday evenings 5:30 - 8:30 p.m. CST. Access to a reliable computer with internet access, microphone, speakers and a camera are required. 

The Ed.D. in Educational Leadership at the University of Southern Indiana is a cohort program based on a practitioner-scholar, community-based model. The purpose of the program is to transform leaders, organizations, and communities through focused, flexible study addressing real-world problems and issues. A unique characteristic of the program is a curriculum in which each course is community-based, i.e. course content is connected to the graduate student's community. Academic study is connected to concepts, issues, and content that are familiar, understandable, accessible, and personally relevant to each student. In each course, students will apply learning in practical real-life settings. The program of study includes an 18-hour leadership core, a 12-hour research sequence, the choice of a 15-hour concentration in administrative leadership or pedagogical leadership, and a 15-hour dissertation sequence. Both concentration areas include an internship.

Go Further with an Accredited Doctor of Education Online Program.

USI’s community-based approach provides unique benefits

Our Doctor of Education in Leadership course content connects you to your community. That means you’ll study ideas and concepts that are familiar and personally relevant. You will gain an understanding of the interplay between schools and community well-being.

After you complete your online Doctorate in Educational Leadership, you can immediately apply your classroom knowledge, practical experience and theoretical training to real-world settings.

We know strong leaders are prepared leaders. You’ll appreciate our online Doctor of Education program as it prepares you for the issues and problems you’ll face, both in your school community and the larger community where you serve.

Our outstanding curriculum prepares you for the future

At USI, our online doctorate in educational leadership features diverse courses taught by exceptional faculty members. Our challenging online educational leadership doctoral program sets you up for success.

As you pursue your Doctor of Education in Leadership, you’ll gain a solid educational foundation that includes knowledge of the law, policy, finance and diversity.

Our online educational leadership doctoral program prepares you to become an effective and thoughtful educational leader. Along with your cohort, you’ll study:

• Legal and Ethical Issues for Educational Leaders
• Analyzing Race, Class, and Gender Dynamics in American Education
• Creating Community-Based Curricular Change
• Orchestrating a Community-Based Educational Vision

Expand each section below to see the complete 60 credit hours you'll earn to complete the program. 

• EDLE 725 - Becoming a Community-Based Educational Leader 
• EDLE 731 - Analyzing Race, Class, and Gender Dynamics in American Schooling 
• EDLE 705 - Introduction to Educational Research 
• EDLE 706 - Statistical Literacy for Educational Leaders 
• EDLE 707 - Survey of Qualitative Research Methods 
• EDLE 708 - Advanced Research Methods and Design

Choose one specialization.

This specialization leads to school district-level licensure.

• EDLE 726 - Legal and Ethical Issues for Educational Leaders
• EDLE 727 - Special Education Policy and Practice
• EDLE 728 - Evaluating School Effectiveness Through a Community Lens
• EDLE 732 - Creating Community-Based Curricular Change
• EDLE 755 - Orchestrating a Community-Based Educational Vision 
• EDLE 756 - School Personnel Management 
• EDLE 757 - Analytical Decision-Making 
• EDLE 758 - School Finance
• EDLE 760 - Internship in School District Administration
• EDLE 723 - The History and Leadership of Higher Education
• EDLE 724 - Policy and Practice in Higher Education
• EDLE 742 - Legal and Ethical Issues in Higher Education
• EDLE 743 - Organization and Management of Colleges and Universities
• EDLE 744 - Technology & Organizational Innovation
• EDLE 745 - Competitive Context of Higher Education
• EDLE 746 - Budgeting and Finance in Higher Education
• EDLE 748 - The College Student Experience
• NOTE: EDLE 780 Internship in Higher Education Administration is taken Summer, Fall, and Spring for 1 credit hour for a total of 3 credit hours.

The following courses are required for the Pedagogical Leadership Concentration:

• EDLE 762 - Curriculum Theory
• EDLE 763 - Community-Based Curriculum and Instruction
• NOTE: EDLE 770 Internship in Pedagogical Leadership is taken Summer, Fall, and Spring for 1 credit hour for a total of 3 credit hours.

You will then choose 4 courses from the following pairs:

• EDLE 723 - The History and Leadership of Higher Education OR EDLE 728 - Evaluating School Effectiveness through a Community Lens
• EDLE 724 - Policy and Practice in Higher Education OR EDLE 727 - Special Education Policy and Practice
• EDLE 726 - Legal and Ethical Issues for Educational Leaders OR EDLE 742 - Legal and Ethical Issues in Higher Education
• EDLE 748 - The College Student Experience OR EDLE 764 - Literacy and Technology in Twenty-First Century Schools

The final 15 credits are the dissertation-in-practice.

• EDLE 800 - The Research Proposal 
• EDLE 805 - Seminar in Community-Based Educational Research 
• EDLE 899 - Dissertation Research -  A total of 9 credits is required.

Earn Your Doctor of Education with USI.

Pursue an Online Doctor of Education Program at USI: The Right Choice for Your Future

You earned a master’s degree because you’re passionate about education. Now it’s time to reach your full potential. Apply for our online Doctor of Education program today.

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Doctor of Education in Educational Leadership (online)

This program is designed for working professionals with leadership experience who desire to lead K-12 schools, universities, community colleges or other educational settings.

To address the existing gaps in education, the EDL online program empowers students to lead change through an equity and social justice lens. The program will prepare students to improve academic opportunities and outcomes.

Program Overview

The Doctor of Education in Educational Leadership online (EDL online) program prepares you to be a critically conscious leader equipped with strategic thinking, evidence-based research skills, and the ability to create equity and foster continuous organizational improvement. The online program offers four concentrations: K-12 Leadership in Urban School Settings, Leading Instructional Change, Higher Education Administration, and Educational Psychology.

Through this program, you will:

• Earn a doctorate recognized by employers in the field of education.
• Be able to maintain a full-time work schedule while taking two courses one night a week.
• Learn alongside a cohort of experienced educational professionals nationwide.
• Become equipped to address critical issues in historically marginalized communities and make a lasting impact.

The Doctor of Education in Educational Leadership (EDL) program will equip you with knowledge and skills in six core competencies:

• Accountability
• Critical reflection
• Diversity and equity
• Learning organizations
• Research and data

In the first year of the program, you will complete core courses that reflect USC Rossier’s mission and the program’s purpose. Explore the dynamics of power and privilege in education, leadership, and addressing inequities in learning opportunities. Subsequent coursework will build on this foundation and prepare you to become a leader in schools, colleges and universities or educational settings.

Online Concentration

Each concentration path includes four courses and a concentration-specific format for the dissertation in practice. A faculty member in your chosen concentration will provide guidance throughout your dissertation completion. Relevant career experience is a requirement for the concentration you select.

The K-12 leadership concentration will prepare you to become a leader in classrooms, schools or school districts. The courses help develop an understanding of how to create high-performing schools that address the diverse needs of all students regardless of school setting. The course sequence culminates in either EDUC 720: Leadership for Principals or EDUC 721: Leadership for Superintendents, an integrated composite of effective leadership practices that result in more effective organizational outcomes, including increased student achievement.

Recommended career background for this concentration:

Teacher, administrator or education professional in PK-12 education at the local, state and federal levels.

Dissertation in practice: Study an existing problem of practice and complete a traditional five-chapter dissertation.

Career Outcomes: The K-12 leadership concentration prepares you for employment as an educational leader in the K-12 field. This includes school site leadership, district leadership and systems leadership. Roles include teacher leaders, district office leaders, superintendents and CEOs of independent schools and charter schools.

Alumni have held positions such as:

• Superintendent, Covina-Valley Unified School District
• Director of community partnerships, Long Beach Unified School District
• Chief innovation officer, National Catholic Educational Association (NCEA)
• Superintendent, Garden Grove Unified School District

The higher education administration concentration focuses on administrative theory and best practices for leading higher education institutions. Courses in the concentration address policy, economic issues, assessment, student learning and the history and major philosophical assumptions that undergird the system of higher education.

Recommended career background for this concentration: Professional in higher education administration at a two- or four-year college or university (including student, academic and administrative affairs) or secondary and postsecondary college advising.

Career outcomes: The higher education administration concentration prepares you for employment in senior administration in two- and four-year colleges, academic executive positions, key leadership roles in education-related organizations, and more.

• Associate dean of students and director, Stanford University
• Executive director, undergraduate advising and programs, School of Business, George Washington University
• Director of intercollegiate athletics, California State University, Northridge
• Vice president for student affairs and dean of students, University of Texas, Austin

The leading instructional change concentration focuses on theories, practices and policies supporting curriculum and instruction that foster equitable educational opportunities for students from historically marginalized groups in urban PK-12 and higher education settings. This concentration is designed for individuals interested in leading and teaching teachers (pre- and in-service) and faculty (higher ed) so that they are prepared to provide their students with high-quality instruction that is anti-racist, culturally relevant and LGBTQ+ inclusive.

Recommended career background for this concentration: Teacher or administrator in PK-12 or higher education, instructional leader or designer, curriculum developer or professional in non-traditional educational settings.

Dissertation in practice: Conduct action or participatory action research addressing the relationship between leadership and instructional improvement in PK-20 educational settings and complete a non-traditional written product (not a five-chapter dissertation) and public presentation.   Career outcomes: The leading instructional change program prepares you for positions such as university faculty member, professional development specialist, curriculum developer/administrator and more.   Alumni have held positions such as:

• Director, metrics and LCAP, Azusa Unified School District
• Director, student support and intervention, Antelope Valley Union High School District
• Senior director of teaching and learning, Los Angeles Education Partnership

The educational psychology concentration* focuses on research and practice in the areas of learning, motivation and development in diverse social contexts. Courses in the concentration explore how people learn, what motivates them, which instructional and motivational strategies are most effective within varied cultural systems and how the social context of instruction affects learning.

*The educational psychology concentration does not meet the requirements for licensure as an educational psychologist.

Recommended career background for this concentration: Professional in K-12, higher education, or counseling, special education, social services, instructional technology, non-profit organizations, or other non-traditional educational settings.

Dissertation in practice: Study an existing problem of practice and complete a five-chapter dissertation or design curriculum to address an existing problem of practice.

Career outcomes: The educational psychology concentration prepares you for employment in areas such as instructional design, human performance personnel, school/community counseling and more.

• Innovation program manager, Applied Materials
• Managing director, school performance accountability and research, California Charter Schools Association
• Dean of innovation, The Derryfield School
• Vice president of education, Fusion Education Group

Dissertation in Practice

The dissertation in practice prioritizes real-world application, using relevant research methods to address practical issues in equitable education. It equips you with skills to tackle workplace challenges. Format options for the dissertation will vary based on concentration.

Scholarships

Applicants are automatically considered for merit-based scholarships of up to $10,000, without needing a separate application. However, scholarship availability may be limited and awarded on a first-come, first-served basis. Recipients are selected based on academic achievement, commitment to the USC Rossier mission, and other factors. All scholarships are awarded upon admission.

For additional scholarship opportunities, consult the Scholarship Finder . Please note, separate applications and deadlines may apply.

Financial Aid

The USC Office of Student Financial Services provides information regarding student accounts, tuition payment plans, campus-based loans, payment options and tax credits.

To be considered for financial aid, you must apply by filing the FAFSA. After you apply, the financial aid office will determine your financial need and inform you of the federal or private loans that are available to you.

Program Details

Degree awarded, estimated length, program cost.

$2,354 per unit (estimated)

Estimated cost of attendance

Next Deadline

December 1, 2024

See all deadlines

August 25, 2025

Class Times

Prior to the dissertation phase, students are assigned to one evening of classes per week on Tuesday, Wednesday or Thursday from 5:00 to 9:50 p.m. in the Pacific Time Zone.

More in this program

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Program Outcomes

Sitting superintendent alumni , of edl alumni said their usc rossier education prepared them to be more effective in their career, of edl alumni said their studies at usc rossier prepared them well for future employment, of edl alumni said their studies at usc rossier prepared them to understand research, from our alumni.

As a change agent for underrepresented students, my time at USC sharpened my mind and equipped me with the tools necessary for success. As I was taught by the USC Rossier world class instructors and surrounded by top-tier educational professionals, there was never a wasted moment or opportunity.

David D. Smith, EdD ‘’

Chief Technology Officer, Tustin Unified School District

Is an EdD worth it? Leaders share insights and experiences

Those wondering if an EdD is worth it often want to make a positive impact while advancing their career. A doctoral degree in education can be an effective way to land leadership positions in K–12 schools, higher education and other industries as well. Because doctoral programs require rigorous study and professional experience, an EdD represents the highest level of preparation for many roles in education and related fields. 

PhD vs. EdD in education: nine expert tips to help you choose

If you want to elevate your career in education, an advanced degree can open the door to more job opportunities. Many schools offer graduate programs in education, but before you go down a rabbit hole of research, first decide if you want to get a PhD or EdD degree.

News and Insights

August 1, 2024

Copur-Gencturk receives $6.7 million in federal funding to continue work to improve elementary math instruction by improving teacher knowledge

Creating content-focused professional development programs that focus on the key knowledge and skills that matter in quality teaching and student learning.

Featured Faculty

• Yasemin Copur-Gencturk

July 31, 2024

New research shows that transcendent thinking can increase teens’ sense of purpose

In a study of an intergenerational community program, CANDLE researchers found that adolescents who engaged in transcendent thinking increased their sense of purpose.

• Mary Helen Immordino-Yang
• Xiao-Fei Yang

July 23, 2024

USC launches Master of Science in Marriage and Family Therapy online program

Culturally competent and versatile therapists are more critical than ever in the ever-evolving mental health landscape.

• Pedro Noguera

July 10, 2024

Breakthrough Leadership Institute offers education leaders the opportunity to thoroughly examine K–12 school district issues and develop actionable next steps

Mike Romero EdD ’23 discussed takeaways from last year’s program.

July 9, 2024

New study reveals that witnessing violence harms the brains of older teens—but ‘transcendent thinking’ may be an antidote 

These latest findings from CANDLE researchers show that teens who think about social issues and violence in more reflective ways show greater resilience to the effects of violence exposure on their brain development.

Research Centers

Center for education, identity and social justice.

Established in 2017, the Center for Education, Identity and Social Justice has a compelling interest in eradicating all forms of discrimination based on the intersection of an individual’s identities that include religion, gender, sexual orientation, race, ethnicity and disability. Using rigorous research and legal analysis, we empower educators to utilize laws and policies in order to identify and extricate bias and unequal distributions of power within educational institutions.

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Educational leadership.

Doctor of Education (EdD)

Organizational Change and Leadership (online)

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Online EdD in Education Policy and Leadership

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Complete the form below to download a brochure and learn more about American University’s online education programs.

The online EdD in Education Policy and Leadership (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.

Join Our Alumni Network: Advance with Our Online Doctor of Education Program

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 education leaders who have the practical experience and theoretical knowledge to effect widespread, progressive change in education. Whether they pursue opportunities in educational instruction, senior learning specialist jobs, organizational leadership, or policymaking, EdD graduates will be better prepared to change education for every student.

Required Credits

40 credits beyond an approved master’s degree

Estimated Time to Completion

Less than three years

Practitioner-Focused Coursework and Research

Resulting in a dissertation of practice

Three On-Campus Residencies

In terms 1, 4, and 6

Online EdD Program Pillars

Graduates of the online EdD program are 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 our students engage in. After completing their coursework and 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, senior learning specialist jobs, and more.

The Doctorate of Education Online 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.

I chose American University’s doctorate in education policy and leadership program because I want to apply my understanding of how to influence and change systems to produce research that highlights the steps for enacting policy changes that produce equitable outcomes for young children and the educators within this system. I want to continue to foster my skills in policy and research to be able to evaluate progress toward systems change. Shayna Cook Senior manager at education policy firm from Washington, DC

EdD in Education Policy & Leadership Career Opportunities

The American University online EdD in Education Policy & Leadership prepares you for roles in policy, consulting, superintendency, and nonprofits. The following is a sample of educational leadership roles and their median annual wages per the U.S. Bureau of Labor Statistics (2024):

Median Annual Salary

Instructional coordinator

Postsecondary teacher

Postsecondary education administrator

School principal

Top executives (e.g., school superintendents and college or university presidents)

Training and development manager

Synchronous

Live online classes with remote students in your cohort attended according to a specific schedule.

Asynchronous

Self-paced courses or work completed according to your schedule.

Assignments

Homework, projects, research, etc.

14-16 Hours

Total Hours Weekly

Hours are estimates and subject to change per term course.

EdD Domains & Competencies

Personal Mastery

Social Justice / Antiracism

System Thinking

Doctorate of Education Residency

Students will participate in a residency, enabling them to interface with peers and faculty. The program will include three (3) required DC residencies, encapsulated in the EDU-798 course.

Residency #1 Term 1 4 Days (Thurs to Sun) Washington, DC This residency will provide students with the engagement and opportunities to connect and build a strong cohort and professional network. Presentations from academic resources and supports offered throughout their program will assist students with navigating the tools needed to be successful as an online doctor of education student. During the residency, students will participate in a public narrative workshop and begin to forge relationships with faculty they may partner with in the future.

Residency #2 Term 4 4 Days (Thurs to Sun) Washington, DC This residency will include an opportunity for education system leaders to present their own problem of practice to graduate students and faculty, demonstrating their commitment to antiracist research. Students will have time to engage with their committee chair for their dissertation. Students will be in DC and across cohorts and able to engage with each other. Multiple cohorts will be in attendance, allowing students to engage in cross-cohort interaction.

Residency #3 Term 6 4 Days (Thurs to Sun) Washington, DC This residency will include an opportunity for education system leaders to present their methodological approaches and pilots from a critical race lens to their colleagues and faculty. Breakout sessions will include a review of research methodologies, designated time to prepare for Internal Review Board (IRB) clearance, and preparation for students’ defense of their proposals.

40 Credits | 3 Required DC Residencies

Antiracism, Systems Thinking, Policy, Research

In order to be effective educators, practitioners, and administrators who are committed to fostering equitable, inclusive, and antiracist educational environments, it is important to be engaged in discussions on these topics on a regular basis. Having a clear understanding of equity, inclusion, and antiracism in the context of education as well as its limitations is only a starting point for engaging in more deeply involved issues related to achieving social justice and equity for all who participate in education. This course serves as a venue through which students act as both learners and teachers, requiring them to think deeply about their own positionality, understand the unique processes by which students develop across multiple social identity dimensions, and recognize the challenges and opportunities educational organizations face when enacting commitments to equity, inclusion, and antiracism. Usually Offered : fall, spring, and summer. Grading : A-F only. Prerequisite : EDU-702.

Personal Mastery, Antiracism Systems Thinking

Collaborative Inquiry through Systems Thinking is about systems thinking and change—building knowledge of some key frameworks and applying the frameworks to cases and to our own personal contexts, including ourselves, the organizations we work in, and our doctoral cohort. Systems thinking involves the capability to conceptually examine the whole, the sum of parts, rather than the individual parts separately. And systems thinking propels thinkers and leaders to be able to act with a view of both the current reality and the future.

During this course, we will explore many of the concepts that undergird the entire doctoral program: organizational change, social justice, personal leadership, and policy research. We will focus with a strong emphasis on the first three (organizational change, social justice, personal leadership) in this course, and systems thinking and change will serve as a springboard into our doctoral program in education policy and leadership.

Upon successful completion of this course, you will be able to:

• Build conceptual knowledge of systems thinking frameworks, including Senge’s five disciplines, Heifetz’s technical and adaptive leadership approach, and Bolman and Deal’s Four Frames
• Apply systems thinking frameworks to your current organizational context and your own personal reflection
• Utilize systems thinking to generate proposals for shared case analysis

Research, Personal Mastery, Antiracism

School of Education system leaders present their problem of practice to students to demonstrate the variety of disciplinary and methodological approaches to educational inquiry. The course also reviews research and statistical methodologies.

Personal Mastery, Antiracism

Leading in today’s educational context necessitates practitioners embrace and deploy the highest versions of their whole self while engaging in the practice of leadership. Exercising this type of leadership requires a deeper consciousness of self and the roles our identity, emotions, and adult development play during the leadership process. Practicing conscious leadership balances the “being and doing” of leadership by honoring and releasing a more healed educational practitioner ready to take on the most complex education issues of our times. This course uses blogs, reflective papers, self-assessments, journals, and executive coaching to serve as the “mirror” for diagnosing students’ leadership defaults, strengths, and blind spots. Supplementing the mirror, this course utilizes diverse research, texts, and ways of knowing to provide students with a robust toolkit of self-reflective frameworks, practices, and inclusive tools that shifts mindsets, behaviors, and practices (internal and external) on behalf of creating a more just education system for all.

At the completion of this course, you will be able to:

• Explain current issues and practices of leadership development in order to formulate a holistic view of today’s educational context
• Develop a comprehensive understanding of your personal leadership style, including default behaviors
• Apply conscious leadership concepts, practice, and theories to personal leadership strategy
• Examine personal change toward conscious leadership to continue enhancing leadership potential
• Demonstrate an ability to exercise conscious leadership within your educational context to facilitate meaningful change
• Recognize the role that power, identity, mindset, emotional awareness, adult development, and equity play during the leadership process

Policy, Systems Thinking, Strategy, Antiracism

This course will offer you the opportunity to learn and apply policy analysis tools and management science to develop and successfully implement education policy. You will analyze historical and present-day education policies from intent to implementation. The course will begin with an exploration of policy basics and frameworks, then continue an intentional path through problem identification and problem-solving to case studies and policy analysis. You will learn how policy at the federal, state, and local levels influences and impacts American PK-12 education and the issues and challenges that educators face as a result of these policies. Several policy authors will offer insight into their own experiences through guest speaker sessions.

The EdD in Education Policy and Leadership domains are: Systems Thinking, Personal Leadership, Social Justice and Antiracism, and Policy and Research. Although this course touches on all the identified domains, Education Policy and Change will place an emphasis on Policy and Research. Additionally, the competencies for the EdD program are:

• Personal Awareness and Mastery: The ability to understand one’s self—one’s strengths, one’s reasoning, and one’s ability to connect with others. Ability to build a learning community.
• Commitment to, Practice of, and Fostering in others Antiracist and Social Justice Beliefs and Action: The ability to engage in authentic conversations and action around personal, organizational, and systemic social justice and antiracism.
• Systems Thinking, Organizational Change and Organizational Learning: The ability to diagnose, observe, and act with knowledge of systemic variables and thinking. Ability to lead and manage systemic change efforts and learning.
• Research Methods, Practice, and Knowledge: Skill and competence with qualitative, developmental, and quantitative methods, analysis, and research design methods.
• Policy Writing, Implementation, and Navigation: Knowledge and skill of policy history, policy implementation, and political navigation.
• Strategy: Skill to create organizational strategic direction with a clear understanding and view of internal and external dimensions.

This course emphasizes competencies 3-6.

Systems Thinking Antiracism, Research

Within this course, we will dig into the creative process of exploring various focus areas for your practitioner research. This foundational course will equip learners with the virtual and physical environments to creatively explore, use design thinking and design research, and create multiple pathways for students’ personalized study and focus. This course will enable learners to narrow their interests and identify a focus area for the duration of their doctoral studies.

We will employ a disruptive innovation lens, a design research approach, design thinking principles, and an antiracist framework to identify and narrow our emerging problems of practice. Learners will experiment with potential problems of practice and narrow their practitioner-oriented research to guide their studies. Within your third semester as doctoral students, you will experiment and build your skills, frameworks, and questions to solidify your study.

The course will include a mix of creative exercises, reading, presenting, academic research, practitioner research, writing, and writing peer groups.

Personal Mastery, Systems Thinking, Antiracism

This course will explore the fundamentals of building a team culture and learning culture within an organization. We will explore the alignment and synergy between learning and efficacy; diagnose and assess the culture within our organizations; create plans for deepening a culture of learning and growth within an organization; and explore the connections between growth culture and equity. This course is meant to support the leadership development of students, provide them with theories and tools to employ in their current and future roles; and engage students in thinking about how individual and team learning intersect. Within the course, students will write reflective essays, engage in group learning simulations, and explore the ideas within their existing roles and organizations.

Through the course, students will engage in real-world teaming experiences with their EdD cohort colleagues, and they will have the opportunity to focus on applied projects within teams, supporting national organizations on existing challenges. We will also spend time during our residency weekend focused on teaming dynamics and project launch.

Research, Antiracism, Systems Thinking

This course falls as the mid-point course in a three-semester continuum, where doctoral learners build their skills as scholarly practitioners with an antiracist lens. Learners enter the course having identified a problem of practice for their scholarly research. And within EDU 710, learners will build their toolkit of practitioner research methods and approaches to support their general knowledge and to consider how to possibly apply toward their problem of practice. Within the course, learners will explore improvement science, participatory action research, ethnography, developmental, qualitative, and quantitative methods. During the course, students will learn about the methodological approaches and apply them in small-scale ways toward their problems of practice.

Antiracism, Strategy, Systems Thinking

This course surveys what education leaders need to know about learning sciences and provides an overview of approaches to administration, analysis, and interpretation of student-level, classroom-level, school-level, and system-level learning outcomes, attending specifically to issues of equity and educational opportunity. Students develop skills in implementation science as applied to problems of practice.

Personal Mastery, Antiracism, Strategy

In this course, students explore speechwriting, public speaking in victory and crisis, communicating from values, and working with social media and the news media. Students learn how to make every communication a dialogue, how to advance their goals and those of listeners, how speaking from the best of yourself gives confidence, and how to distill a message into one memorable sentence that captures listeners’ attention, moves your ideas forward, focuses the problem, and helps achieve your goals.

This course is the third in a series following EDU 703 and EDU 710. This course will begin with a bit more tool sharpening with participatory action research, qualitative methods, and developmental methods with an antiracist lens. Learners will explore a potential matrix of methods that they may employ for their own scholarly research. Learners will work with their doctoral committees and their peer support networks to solidify a scholarly practitioner approach to apply to their problem of practice. Students will gain practice in developing and piloting survey instruments as well as interview and observation protocols focused on the practices and experiences of education stakeholders. Students will also become familiar with strategies for drawing response samples. Finally, students will learn systematic approaches to, and tools for, qualitative data coding and analysis.

Systems Thinking, Antiracism, Policy

This course provides a structured environment for students to explore partnerships between educational institutions and community organizations, families, government agencies, businesses, and non-profit organizations. Existing structural and institutional barriers make collaborative partnerships between schools/education settings and community groups difficult to attain, particularly when leaders lack the skills and competencies to bridge the gap. The course incorporates literature, case studies, and problem-based learning exercises and encourages students to consider assumptions of community stakeholders, to clarify and challenge their own assumptions, and to explore the opportunities and risks associated with cross-sector collaboration and partnerships.

Systems Thinking, Policy, Research, Antiracism

The budget for any organization offers a glimpse into what efforts will be prioritized over a given period of time. The pursuit of excellence through equity in school systems may meet barriers in the budgeting process, as leaders allocate resources to best achieve district or system goals. Therefore, it is crucial that system leaders be able to strategically budget a district’s resources (time, money, and people). This course focuses on the tools, research, and best practices to help leaders be good stewards over an organization’s resources and deploy those resources to protect and maintain focus on district/system goals.

Select one of the following:

• Students are introduced to concepts and principles of social science research design. Observation, interview and survey design, literature reviews, development of problem statements and research questions, surveys of quantitative and qualitative data analyses, and formative and summative evaluation techniques are emphasized. Students demonstrate their competencies by engaging in a small-scale research study.
• Students examine organizational change and leadership in educational organizations, including K-12 schools, federal and state agencies, school districts, and charter school management organizations. Students analyze theories and approaches for management, strategic planning, decentralization versus centralization, organizational learning, stakeholder engagement, and personal leadership.
• Students learn how to use economic principles, such as productivity and return on investment, to evaluate education policies and programs. They apply these economic analytical approaches to education policies and programs such as value-added assessments, teacher compensation, early childhood education, and class-size reduction. Students also examine basic resource allocation and education finance, including costing-out models, school-district budgeting, Title I funding, and weighted-student formulas.
• Students examine major public policy issues and theories in American education through the three-phase lens of policy design, policy adoption, and policy implementation. They learn to describe tensions in federal, state, and local education policies with reference to historical and international comparisons, as well as to evaluate the use of various education policy tools. Policy issues considered include standards and accountability, whole-district reform, school choice, teacher quality, and college and career readiness.
• Students examine legal issues relating to reforming elementary and secondary education through an analysis of federal and state court cases. They identify important legal standards/rules and explore how legal precedents could be applied to different situations across the country. Students also analyze institutional reform litigation such as school finance and voluntary desegregation; federal and state educational authority, including civil rights enforcement; local educational authority, including school boards and collective bargaining agreements; and legal conditions for school improvements.
• Working in small groups, students serve as consultants to an educational organization on a pressing issue of policy or practice. During this field-based project, they apply skills developed through their program of study in education policy and leadership. Students learn approaches to project management, client relations, analytical design, and project presentation, as well as receive support for transitions into policy and leadership careers.
• Students learn about how educational organizations, including schools, school districts, and state agencies, implement education programs and policies. Students learn approaches to program management, including how to use data to set performance targets, make strategic improvement decisions, assess programs, and prioritize changes. Students are also introduced to basic grant writing and administration, including enforcement, monitoring, and support for education grants.
• Topics vary by section. Repeatable for credit with different topic.

Antiracism, Systems Thinking

While the EdD program is designed to be completed online, students are required to attend three (3) residencies at American University. Taking place over one weekend in Terms 1, 4, and 6, the residencies allow students to broaden their connections with faculty and advising staff, familiarize themselves with the various academic and professional resources American University offers, and deepen the relationships they have forged within their cohort through face-to-face interactions with one another. Students will also participate in workshops, dialogues, and in-person class sessions that will contribute to the development of their dissertations of practice and assist in the practical application of the knowledge gained through their studies.

Research, Antiracism, Personal Mastery, Systems Thinking, Policy, Strategy

May be taken by doctoral students who are advanced to candidacy with the approval of the faculty supervising the dissertation (or designee). It is a 9 credit course, but tuition is assessed at the 1 credit rate. The course is graded SP/UP and students will be deemed full-time. The Office of the Registrar must be notified when a student has advanced to candidacy.

Technology fee

Research, Anti-Racism, Personal Mastery, Systems Thinking, Policy, Strategy

Technology Fee

I was drawn to the program at AU because of the location, the emphasis on policy and leadership, and the entire application process, from the first information sessions to the individual and group interviews. I like how we meet as a cohort for virtual face-to-face sessions in addition to the asynchronous content we work on.

Brian Reilly

Special education administrator from Massachusetts

EdD Faculty Members

Cecily Darden Adams

Alida Anderson

Sarah Irvine Belson

Samantha Cohen

Amaarah DeCuir

Antonio Ellis

Annice Fisher

Reuben Jacobson

Anne Karabell

Edit Khatchatryan

Stefan Lallinger

Brian McGowan

Hannah Park

Carolyn Parker

David Rease

Kelvin Roldan

Robert Shand

Michele Shannon

Robert Simmons

William Thomas

Key dates & deadlines, connect with us, speak to an enrollment advisor.

Email:  [email protected] Call:  202-807-6173

Online Events

Check back soon for more upcoming events.

Schedule a School Tour

Our online students, as well as prospective students, are always welcome to tour our campus. Email: [email protected]

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.

Students will participate in a residency, enabling them to interface with peers and faculty.

The program will include three (3) required DC residencies encapsulated in the EDU-798 course.

1st Residency: The first residency will occur from Thursday to Sunday in Washington, DC, during the first month of Term 1. This residency will provide students with the engagement and supports needed to commit to their problem of practice and the program. This begins with the opportunity to work face-to-face with their professors and peers, specifically in their first-term courses. Presentations from academic resources and supports offered throughout their program will assist students with navigating the tools needed to be successful in their composition of a dissertation. The end of the residency will conclude with a presentation of their problem of practice.

2nd Residency: The second residency will occur from Thursday to Sunday in Washington, DC, during the beginning of Term 4 and will include an opportunity for education system leaders to present their problem of practice to graduate students to demonstrate the variety of methodological approaches to educational inquiry. Breakout sessions will include a review of research methodologies, designated time to prepare for Internal Review Board (IRB) clearance, and preparation for students’ defense of their proposals.

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Online Doctorate of Education in Leadership Studies

Total Credit Hours

Cost per credit hour, application deadline: october 11, 2024.

Priority Registration Deadline is September 6, 2024

Spring 2025 classes start on January 20, 2025

Enhance Your Leadership Today with LSU Shreveport's Ed.D. in Leadership Studies

The online Doctorate of Education in Leadership Studies is offered through LSU Shreveport. The Leadership Studies program fosters scholarly inquiry and a working understanding of critical components of leadership. Throughout the program, students explore leadership theory focusing on practical data-driven results; understanding group dynamics and motivation; the mentoring and coaching process for cultivating future leaders; building efficient learning and development opportunities; the use of power, politics, and influence in organizations; and data collection, analysis, and research techniques to inform practice.

The program offers three concentrations:

Leadership Studies is designed to help students explore the strategies that drive leadership to lead organizations through a dynamic vision, and prepare for the future with solid and proven leadership strategies. This concentration focuses on providing practical approaches for leading people and organizations in an ever changing world.

Disaster Preparedness & Emergency Management focuses on providing students with the ability to assess and avoid risks, remove communication barriers between activated teams, emergency disaster managers and communication specialists, and enhance emergency management skills for those operating in federal or state positions, hospitals, colleges and universities, research institutions, nonprofit organizations, and private industry.

Health Communication & Leadership is designed to improve your ability to lead organizations in the health sector. This concentration allows students to develop the tools to integrate technology into leadership practices, enhance communication skills, and examine ways in which leaders drive organizations in different health settings.

The Leadership Studies program provides working professionals with relevant and practical research skills to utilize leadership theories for transformational change and knowledge to identify and solve problems of practice through collaboration with key stakeholders. Students will be given the opportunity to develop these attributes through engaging courses, research endeavors, and interactive networking experiences.

*An important note to take into account is the misconception that this degree is in educational leadership when, in reality, it is not. Teachers might not qualify for this degree due to their limited leadership experience. On the other hand, K-12 Principals and Superintendents are eligible for application given their relevant experience.

Ranked #11 in the Nation as one of the most affordable Doctorate of Education programs for 2024 by EdDPrograms.org.

Flexible Format

Designed to be flexible and convenient, featuring accelerated course work and multiple start dates per year.

Real-World Experience

Opportunities to engage in faculty-driven research projects for publication and presentation are encouraged.

Continuous Support

Receive dedicated coach support from application to graduation.

"The Doctorate of Leadership Studies provides a fantastic opportunity for students to interact with and learn from other high-quality leaders from around the world who are experts in their industries. In their classes, students will be given opportunities to reflect on, research, and discuss real-world leadership scenarios using case studies in addition to drawing upon their own experiences to promote their leadership skill development."

Grace M. Hildenbrand, Ph.D. Assistant Professor- Department of Leadership Studies

Explore This Program

Cost online doctorate of education in leadership studies.

The EdD in Leadership Studies online program offers affordable, pay-by-the-course tuition. All fees are included in the total tuition.

Total credit hours per program: 63 credit hours

Cost per credit hour: $411

Total cost with fees: $25,841

The total cost above does not include transfer credit or financial aid. Cost per credit hour and fees are subject to change. Fee schedules may vary by program depending on course-specific fees for proctoring and/or books. Please contact a Student Success Coach for more information.

Course Listings Online Doctorate of Education in Leadership Studies

Students in the EdD in Leadership Studies online program must complete 63 credit hours of coursework.

Common Leadership Core (36 credit hours)

Concentration Core (12 credit hours)

Students will select one concentration. 

Leadership Studies Concentration

Disaster Preparedness & Emergency Management Concentration

Health Communication & Leadership Concentration 

Research Core (15 credit hours)

Admission Requirements Online Doctorate of Education in Leadership Studies

The Doctoral Program in Leadership Studies is a competitive admissions program. Each year the program receives applications from a diverse group of professionals spanning industries which include, but are not limited to, healthcare, for/non-profit institutions, military, law enforcement and first responders, education, and a variety of other professions.

The following items should be sent directly to the LSUS Office of Graduate Admissions:

• The LSUS Graduate Studies Application for Graduate Admission, complying with all applicable guidelines and standards official copies of transcripts of all prior college work attempted.
• Master's degree from regionally accredited college or university with a minimum cumulative graduate GPA of 3.5/4.0. Applicants with a cumulative graduate GPA between 3.0 and 3.49 may be considered for admission following the formal review process and an admission decision by the Department Chair of Leadership Studies.
• All official transcripts from institutions where coursework has been attempted.

Items Required:

• Resume/CV (3-5 years minimum of management/supervisor/leadership experience)
• Professional recommendation letters from three sources
• How the degree fits within the applicant's professional and personal goals
• The applicant's professional experience and how the applicant believes this will contribute to the program
• The coursework, professional experience, or other professional development that has prepared the applicant for conducting doctoral level research
• The applicant's area of research where there is a strong interest (leadership, health communication and leadership, or disaster preparedness and emergency management) and to explain the potential study that the applicant may want to develop. * Please provide explicit details on this requirement*

Applicants who are selected to continue to the next round of review will be contacted for an interview via Online Video Service (Zoom, Skype, Adobe Connect, etc.) Final notification of admission status will be provided upon the completion of reviews and selection of applicants.

Questions regarding the application process may be directed to the Leadership Studies Department.

Please note: The Ed.D. program is a competitive admissions program and as such, not all applicants who apply will be admitted. The program accepts approximately 35 new students per year .

* An important note to take into account is the misconception that this degree is in educational leadership when, in reality, it is not. Teachers might not qualify for this degree due to their limited leadership experience. On the other hand, K-12 Principals and Superintendents are eligible for application given their relevant experience.

Career Opportunities Online Doctorate of Education in Leadership Studies

• Chief Executive Officer
• Training and Development Manager
• Chief Human Resources Officer
• College President
• College Faculty
• Chief Learning Officer
• Health Care Clinic Director
• Health Administrator
• Hospital Communications Director
• Director of Emergency Response

What Will I Learn? Online Doctorate of Education in Leadership Studies

In the online EdD in Leadership Studies, students will be given the opportunity to develop these attributes through engaging courses, research endeavors, and interactive networking experiences.

Topics covered in this degree include:

• Leadership theory focusing on practical data-driven results
• Group dynamics and motivation
• The mentoring and coaching process for cultivating future leaders
• Building efficient learning and development opportunities
• The use of power, politics, and influence in organizations
• Data collection, analysis, and research techniques to inform practice

Why Choose This Program? Online Doctorate of Education in Leadership Studies

As a 100% Online program, courses are available from anywhere in the world. Courses are offered in an accelerated format, year-round, at one course per 7-week session. We offer 1-course or 2-courses per session. Students can choose which they would like to pursue. At 2-courses per session, all core and concentration courses may be completed in 4 semesters (8 sessions) and the time to completion is just over 2 years. Otherwise, at 1-course per session, completion takes approximately 3.5 years. 

This degree offers small class sizes, access to faculty, weekly Zoom meetings for class, cutting edge curriculum with opportunities to network worldwide with professionals from diverse industries and opportunities for research and conference presentations.

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Take the first step forward by completing the form and our enrollment team will contact you soon to discuss:

• Additional information on the Doctorate of Education in Leadership Studies online program
• Financial aid options (employer funding, military benefits)
• Receiving credit for past education (transfer, professional development)
• The admissions process and timeline

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Florida State University

FSU | Distance@FSU

Distance@FSU

Educational leadership & policy, edd.

The online EdD in Educational Leadership and Policy is FSU's first online doctoral program. The program prepares mid-career education leaders and scholarly practitioners to be knowledgeable about organizational systems, actively engaged in research to improve policy and practice in their own contexts, and attuned to issues of equity. If you're a working professional with a master's degree and relevant professional experience, this program is for you. You'll work with premier faculty and develop the professional and analytical skills needed to address the most pressing problems in education.

Available Majors

• Educational Leadership/Administration

Program Website

University Accreditation:  Florida State University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award associate, baccalaureate, masters, educational specialist, and doctoral degrees. Florida State University also may offer credentials such as certificates and diplomas at approved degree levels.

Questions about the accreditation of Florida 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 ).

OFFICE OF DIGITAL LEARNING Florida State University Suite C-3500 University Center 296 Champions Way P.O. Box 3062550 Tallahassee, Florida 32306-2550

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Online Doctorate in Educational Administration and Leadership

Take the next step in your education career.

Prepare to lead your school district and manage its finances with confidence by earning your doctorate in Educational Leadership online from PennWest.

This fully accredited program focuses on fiscal responsibility. It prepares you to face financial challenges and make sound management decisions for your schools. Experienced faculty will help you navigate key areas of education administration and leadership, such as operations management, problem-solving, decision-making and communication. Along the way you will develop competencies in human resource relations, applied research in the educational setting, and ethics and integrity in education leadership.

Designed for seasoned education professionals who are eager to take the next step in their careers, this program offers asynchronous delivery of online coursework. This allows you to earn a doctorate in education without stepping away from your professional or personal responsibilities. You will grow along with a cohort of classmates and graduate with a valuable network of professional colleagues.

The rigorous program leads to the state-approved Superintendent Letter of Eligibility (SLE). If you already hold the SLE credential, you may enter this doctoral program with advanced standing.

View courses

Priority date for completed applications is June 1, 2024.  Any applications completed after this date may be considered based on space availability.

Percentage of current superintendents expected to retire or work in different positions within the next five years.

The Doctor of Education in Educational Administration and Leadership is accredited by CAEP, nationally recognized by ELCC and approved by PDE.

Our graduate programs are consistently ranked among the best online programs in the nation by U.S. News & World Report.

Average salary for school superintendents nationwide, according to AASA, The School Superintendents Association.

39 (Doctorate - Individuals holding the Superintendent Letter) 57 (Superintendent Letter + Doctorate)

100% online

Graduate Admissions [email protected] 724-938-4187

Start Terms:

Concentrations, what does a superintendent of schools do.

Think of the Superintendent of Schools as the CEO of a school district. Among other things, the superintendent coordinates and supervises all school operations and the selection, training, placement, promotion, transfers and termination of staff. He or she keeps track of spending and budgets, and advocates for funding based on need. The superintendent is also responsible for ensuring school policies are understood and followed, as well as resolving problems. An effective superintendent can make the difference between a high-achieving school district and a troubled one.

Graduate Outcomes

• Collaboratively lead, design and implement a district mission, vision and process for continuous improvement that reflects a core set of values and priorities that include data use, technology, values, equity, diversity, digital citizenship and community
• Advocate for ethical decisions and cultivate professional norms and culture
• Develop and maintain a supportive, equitable, culturally responsive and inclusive district culture
• Evaluate, design, cultivate and implement coherent systems of curriculum, instruction, supports, assessment and instructional leadership
• Understand and engage families, communities and other constituents in the work of schools and the district and advocate for district, student and community needs
• Develop, monitor, evaluate and manage district systems for operations, resources, technology and human capital management
• Cultivate relationships, lead collaborative decision-making and governance and represent and advocate for district needs in broader policy conversations
• Complete an internship under the supervision of knowledgeable, expert practitioners that engages candidates in multiple and diverse district settings and provides candidates with coherent, authentic and sustained opportunities to synthesize and apply the knowledge and skills identified in NELP Standards 1–7 (above) in ways that approximate the full range of responsibilities required of district-level leaders and enable them to promote the current and future success and well-being of each student and adult in their district
• Demonstrate knowledge and understanding of the concepts of school finance and fiscal responsibility associated with school district leadership
• Identify and demonstrate appropriate educational research methodologies and know when to use them
• Articulate the relevance of research to course work and professional research

Admissions Requirements

Ed.D. Only Program Admission Requirements

• Master’s degree in Education or a related field with a GPA of 3.50 or higher on a 4.00 scale (Students with a GPA between 3.00-3.49 may apply for conditional admission)
• Official transcripts from a Regionally accredited graduate institution
• Advanced Standing: For those who hold the Superintendent Letter of Eligibility  advanced standing credits will be applied toward the degree.  For those who have completed a comparable program at an accredited institution, the Letter of Eligibility certification will apply toward the degree.  All submissions will be reviewed.
• Two current letters of recommendation from those holding leadership roles that can attest to your leadership abilities/potential and experiences, and the ability to succeed in the program (must be on letterhead).
• Copies of all certifications:

Ed.D. Option should include Administrative Certification (ie. Principal’s K-12 Certification) or Supervisory Certification (ie. Curriculum Supervisor, Special Education Supervisor), and Superintendent Letter of Eligibility certification (refer to advanced standing). All submissions will be reviewed to verify that candidates meet the necessary state requirements as they pertain to certification.

• A current resume or curriculum vitae. Please include current and past work experience related to administrative/supervisory role and scholarship (i.e. publications, presentations, etc.)
• A completed Applicant Data Sheet
• One page statement of career goals and degree objectives for pursuing PennWest’s Ed.D. in Education Administration and Leadership
• Writing Sample addressing the following topic: What impact does leadership have on a system?  The committee will utilize a rubric to assess the writing sample in the following areas:  response and exploration of the question/prompt, key points, vocabulary and sentence structure, and mechanics. (1-3 pages)

Ed.D. with Superintendent Letter of Eligibility Certification Program Admission Requirements

• ‍ ‍ Master’s degree in Education or a related field with a GPA of 3.50 or higher on a 4.00 scale (Students with a GPA between 3.00-3.49 may apply for conditional admission)
• Two current letters of recommendation from those holding leadership roles that can attest to your leadership abilities/potential and experiences, and the ability to succeed in the program (must be on letterhead

SLE + Ed.D. Option should include Administrative Certification (ie. Principal’s K-12 Certification) or Supervisory Certification (ie. Curriculum Supervisor, Special Education Supervisor). All submissions will be reviewed to verify that candidates meet the necessary state requirements as they pertain to certification.

SLE + Ed.D. Option - Candidates must also meet the current Pennsylvania Department of Education requirements that are specified on the PDE website. These requirements include but are not limited to “evidence of six years of satisfactory school experience, of which three must be in a supervisory or an administrative capacity.”

• Writing Sample addressing the following topic: What impact does leadership have on a system?  The committee will utilize a rubric to assess the writing sample in the following areas:  response and exploration of the question/prompt, key points, vocabulary and sentence structure, and mechanics.  (1-3 pages)

The Power of PennWest

PennWest’s three campuses, California, Clarion and Edinboro universities, have been delivering award-winning online programs for more than 20 years. You’ll graduate with a degree from Pennsylvania Western University, completely supported by the expertise and community of learners on our brick-and-mortar campuses.

Doctorate (Ph.D.) in Education Sciences - Educational Leadership Option

• College of Education

Do you aspire to work in academia or research with a focus on leadership in educational contexts? Our online Ph.D. (Doctor of Philosophy) is a scholarly doctorate leading to roles as university faculty, postdoctoral scholars, social research scientists, or educational professionals outside traditional settings. Students enjoy the flexibility of completing their studies online. Exams and defense are all completed remotely. Students will be required to participate in synchronous online program activities 5-6 times per semester.

At a Glance

Credits and tuition cost (2024-2025).

• All Programs
• Doctorate Degrees
• Education Sciences - Educational Leadership Option (Ph.D.)

Request Information

Doctorate in Education Sciences - Educational Leadership Option overview

Hear from program leaders, what you'll learn.

Designed for the working educational professional who wants to gain expertise for a research-intensive career, this rigorous, online program can be completed in as little as four years. Coursework covers three major areas: leadership (5 courses), research design and methods (5 courses), and a specialization area of your choice (4 courses).

Course Examples

• EDL 700 Knowledge Base
• EDL 701 Leadership in Educational Organizations I
• EDL 703 Leading Organizational Change
• EDL 702 Leadership for Organizational Learning
• EDL 704 Politics of Educational Leadership

Related Posts

• Earning an Education Doctorate Degree with UK Online: Choosing Between the EdD or PhD Program

Connect with a Program Representative

How to apply, application requirements.

On the UK Graduate School application, select the degree : Doctoral, Program: Education Sciences, Option: Educational Leadership 

Standard graduate application requirements apply.

• Professional Resume : This should provide your name, contact information, postsecondary education (all degrees, years awarded, institution names, emphasis area), work experiences, professional certifications, professional memberships, publications, research experiences, and Honors/Awards.
• Personal Statement : Submit an up to 2-page personal statement addressing the following prompts. The paper should be double-spaced, in Times New Roman 12-point font.    Why do you want to complete a Ph.D. in educational leadership studies?    Why have you chosen to apply to this particular program?    What are your interests as it relates to research in the area of educational leadership?    How does this program align with your career goal as an academician or researcher?
• Academic Recommendation  ( Only email address required. Our system will ask them to upload their letter. ): A recommendation from someone who has earned a doctoral degree and serves in an academic institution is preferred. This recommender should be able to speak to your ability to successfully navigate doctoral-level coursework and complete independent research.
• Professional Recommendation  ( Only email address required. Our system will ask them to upload their letter. ): Recommender should be able to speak to your creativity, ability to navigate systems, and critical thinking skills.
• September 12, 2024, 5:00 PM Eastern
• October 17, 2024, 5:00 PM Eastern
• November 14, 2024, 5:00 PM Eastern
• Prospective applicants must register in advance for the sessions via this link. 

Admissions Criteria

Standard graduate admission requirements apply.

• A graduate degree (M.A. or equivalent) from an accredited college or university, with a minimum GPA of 3.5
• Provide documentation of a previous course that covered the required content describe above. -OR- 
• Complete EPE 558/EDP 558 before August 15th of the year of admission. -OR-
• Show proof of completion of the “Statistical Reasoning,” course offered through the Open Learning Initiative entitled:  https://oli.cmu.edu/courses/statistical-reasoning-copy/ . It’s self-paced and free for independent learners.  

Program Contact

Distance learning, licensure & authorization.

Where you live matters when completing distance education activities. If you will live outside of Kentucky while completing your program, please check the Distance Learning Authorization & Licensure page to confirm that the program can be offered in your state or country, and if relevant, that it meets professional licensure requirements in your state. Please note: Admission and enrollment in a fully-online program can NOT lead to the issuance of a J-1 or F-1 student visa. 

Student Support

Once you become a student, you will have access to a wide variety of academic support services to maximize your success. These services are available completely online to meet the needs of our online students.

Why UK Online

One tuition rate, grad tuition cap, testimonial, related programs.

LET US HELP

Welcome to Capella

Select your program and we'll help guide you through important information as you prepare for the application process.

FIND YOUR PROGRAM

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A team of dedicated enrollment counselors is standing by, ready to answer your questions and help you get started.

• PhD in Education
• Leadership in Educational Administration

Leadership in Educational Administration Doctor of Philosophy in Education

Prepare to take on a leadership role with an online PhD in Education, Leadership in Educational Administration from Capella University. The curriculum focuses on the research, leadership, management, and problem-solving skills needed for principals in today’s competitive K-12 environment. Upon completion of this program, you’ll be ready to pursue licensure as a K-12 principal.

Virtual Residency Courses

Make progress toward your dissertation with virtual residencies and credit-bearing doctoral project development seminars blended into your coursework.

Extensive doctoral support

Experts will support you throughout your degree to help you meet doctoral challenges and reach your short- and long-term goal.

Professionally aligned curriculum

Every assignment, course, and program is designed to deliver the knowledge and expertise required for success in the field of education.

Apply today with no application fee.

At a glance

• 4 Core courses
• 4 Specialization courses
• 2 Elective courses
• 7 Concentration courses
• 3 Virtual Residencies

Comprehensive exam

Dissertation

Reduce your tuition by $5,000

Enroll in a qualified program and apply for a $5K Capella Progress Reward, a scholarship to help fund your doctoral degree. Eligibility rules and exclusions apply. Connect with us for details.

Courses and skills

Explore leadership in educational administration courses.

• This program requires a total of 92 quarter credits
• You’ll need to complete four core courses, four specialization courses, two elective courses, three virtual residencies, seven concentration courses, one comprehensive exam and one dissertation

View all courses

What you'll learn

This degree is designed to help you develop and strengthen the knowledge, skills, attributes, and dispositions you need to successfully meet the challenges of an ever-changing educational system.

On successful completion of this degree program, you should be able to:

• Advance the field of education through influence
• Apply self-management skills including communication and completion of required paperwork, activities, clinical hours and alignments
• Facilitate the development of a shared vision of learning
• Promote the success of all persons
• Lead the development of a culture of learning
• Manage effective learning environments
• Effectively collaborate with multiple stakeholders
• Lead the field of education in an ethical manner

Review the Capella career exploration guide to learn more about this program and career opportunities.

Tuition and learning format

How much does the phd in education cost.

The total cost of your degree will depend on academic performance, transfer credits, scholarships and other factors. See GuidedPath cost information below.

A more structured learning format with an active peer community and faculty guidance. We’ll set the schedule, you meet the deadlines.

• Based on the quarter system; 1–2 courses per 10-week quarter
• 1 semester credit = 1.5 quarter credits
• Weekly assignments and courseroom discussions
• Pay for what you take, price varies by courseload or term

$765  per credit, 77  coursework credits,  16  max transfer credits

Learn more about GuidedPath »

Tuition breakdown

Program phases.

$765 Per quarter credit

77 coursework credits

Per quarter credit

$2,295 Per quarter

Per quarter

included in coursework costs; additional expenses such as site-required expenses not included. Minimum of 320 supervised internship hours.

Resource kit fee

$175 Per quarter

Coursework phase only; includes eBooks, textbooks, interactive media, software, course packs, articles, test kits, and other instructional materials

Application fee

$0 no application fee

no application fee

Tuition and program length are unique to you

Your total tuition and program length depend on a variety of factors:

• The program specialization you choose
• Scholarships and finances
• Prior coursework

Transfer credits

• Employer and/or military benefits
• Number of quarters spent working on dissertation
• Complexity of your dissertation
• Academic performance
• School/work/life balance
• Unexpected life events

About cost scenarios

The cost scenarios below are examples based on general program pricing and 2024–25 Capella tuition rates and assume the average number of transfer credits a student brings into the program. Pacing and pricing information is current as of Jan. 1, 2024. These rates are the same nationwide and may change depending on factors affecting program length and price. You are responsible for paying your own travel costs related to residencies, including plane, hotel, and food expenses.

To discuss whether the specialization you’re interested in has additional factors that may affect program cost and length, contact a Capella enrollment counselor.

Cost scenarios

*Eligibility rules apply. Connect with us for details.

Get the details

Connect with an enrollment counselor to further discuss the cost of the program and explore your eligibility for scholarships and discounts.

Scholarships and savings

Are there scholarships available for doctoral degrees.

Your education is an investment in your future that’s within your reach. There are  more ways to save  than you might think.

Get the credits you deserve. You may be able to save time and money on your Capella degree by transferring credits from an accredited university.  Get started

$5K toward your doctorate

Apply for a $5K scholarship Capella Progress Reward , a scholarship to help fund your doctoral degree. Eligibility rules and exclusions apply. Connect with us for details.

Employer & association discounts

If your employer or organization is a Capella network partner, you may be eligible for a discount. Ask your employer what offers are available.

Accredited and recognized

Capella is accredited by the higher learning commission..

Accreditation and recognitions provide assurance that we meet standards for quality of faculty, curriculum, learner services, and fiscal stability. View our accreditations and recognitions .

Understanding professional licensure

Preparing for licensure.

It is important to understand all educational and individual requirements for licensing. Capella University cannot guarantee licensure, certification, or endorsement. State regulations vary regarding professional licensure. It is your responsibility to understand and comply with requirements for your state.

Licensure details

How to apply

What are the phd in education admission requirements.

Applicants must provide the following information for  admission  to Capella programs and specializations:

• 3 years licensed teaching experience
• A master’s degree from an institution accredited by an agency recognized by the U.S. Department of Education, or from an internationally recognized institution
• Your official master’s transcripts, with a minimum grade point average of 3.0 or higher on a 4.0 scale
• A valid, government-issued form of photo identification

GRE and GMAT are not required for admission.

International Student Requirements

If you completed your most recent academic coursework, degree, or credential at an institution outside the United States, regardless of your citizenship or where you currently live, you are considered an international applicant.

In addition to the above admission requirements, you will need to submit these materials:

• Minimum score on acceptable test for proof of English proficiency
• Transcript evaluation

Learn more about  international student admissions .

Faculty and support

What support does capella offer online students.

Our programs are designed to meet the unique needs of doctoral students. We’ve structured the experience in manageable pieces that build on one another to help you earn your doctorate. You’ll have support from faculty, staff, and online resources along the way.

Doctoral faculty

Work with faculty members who have years of experience and specialize in their areas of expertise throughout each phase of your program, including literature review and implementation planning.

Enrollment counselors

These experts will set you up for success. They’ll help you find the right degree program and answer all your questions about Capella.

Academic coaches

Through quarterly appointments and as-needed coaching sessions, these specialists introduce you to Capella and help you tailor your program to your personal goals and experiences.

Articles and resources

Expand your perspective on academic and career topics with articles and resources from Capella University.

10 ways to demonstrate leadership at work

Being a leader doesn’t always mean managing a team of people.

Doctoral Journey

What does it take to earn a doctoral degree? Learn more about the experience and explore each step of the journey.

Career exploration

What can you do with a phd in education degree.

Your education can help you reach your professional and personal goals. Here are some of the jobs and employment settings to consider with a PhD in Education, Leadership in Educational Administration.

Related job titles to explore*

• Assistant principal
• Director of instructional technology
• Director for student services
• Full-time faculty of education courses
• District program director
• Curriculum director
• Assessment and compliance coordinator

Employment settings to explore

• K-12 public or private school
• K-12 virtual or charter school
• State education department
• School district office
• Land-based or online college or university

*These are examples intended to serve as a general guide. Some positions may prefer or even require previous experience, licensure, certifications, and/or other designations along with a degree. Because many factors determine what position an individual may attain, Capella cannot guarantee that a graduate will secure any specific job title, a promotion, salary increase, or other career outcome. We encourage you to research requirements for your job target and career goals.

Take the first step toward earning your degree and achieving your goals. {page-tel}

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• Prospective Students
• Transfer Students
• Military Students
• Degree Completers
• International Students
• Current Students
• Request Information

Educational Leadership PhD Online Program

• Doctor of Philosophy
• Darden College of Education & Professional Studies
• Department of Educational Leadership & Workforce Development

Program Highlights

• Cohort-based, executive style program
• Real-time online classes once a week
• No GRE required to apply

Why ODU for Educational Leadership?

In ODU's online educational leadership program, we prepare professionals to provide leadership in a wide variety of educational settings.

Our program has a strong social justice core. Our graduates are ready to produce meaningful change in educational organizations. You will learn how to use research, theory, and your own professional expertise to advance organizational change in your current workplace.

This accelerated, executive style doctoral program is cohort based. You will complete courses throughout the program with the same group of peers. A cohort model allows our students to build an intensive professional learning community as they discuss and research educational problems of practice and policy.

The cohort model also means that your course schedule is set from the beginning of the program, making it easier for professionals working full time to plan ahead.

ODU's Darden College of Education and Professional Development is a UCEA Associate Member , www.ucea.org . Our faculty have received prestigious awards and grants, such as Dr. Karen Sanzo receiving the UCEA Master Professor award and Dr. Rachel White receiving a Spencer Foundation grant.

When you graduate, you will earn a PhD in Education with a concentration in Educational Leadership.

Want to learn more? Contact us!

Transform your career with oduglobal.

At ODUGlobal, our programs empower future educational leaders to make a difference in their communities. Our graduates are stepping into leadership roles, ready to make a difference with passion and purpose. With ODUGlobal’s support, you too can achieve your professional dreams and contribute to the transformation of education.

Required Courses

• 48 credit hours of coursework
• 12 credit hours (minimum) of dissertation work
• View Course Details in ODU's Graduate Catalog

Online Learning Environment

Participate in live, regularly scheduled online class meetings and access course materials online from any location.

To help our students complete this program while working full time, these classes meet in the evening once a week. All courses follow ODU's academic calendar.

• Taking Classes Online

Cost & Aid

Calculating cost.

Rates are effective Fall 2024 and subject to change. * In-state rate assumes residency requirements are met.

• Explore ODUGlobal Cost & Aid

Scholarship & Aid

Scholarship opportunities for online students.

At ODUGlobal, we offer a variety of scholarships to support and empower you in achieving your academic and career goals, making quality education accessible wherever you are.  Learn more about our scholarships.

Careers in Education Leadership

This doctoral program is designed to prepare PK-12 educational leaders for a wide variety of professional positions in administration and supervision, higher education, and state and national policy making arenas. Possible careers include:

• Assistant principal
• Superintendent
• Policy maker
• Higher education faculty

This is not a licensure program. It is designed for educational leaders who are already working full-time in PK-12 schools and divisions.

Meet Your Team

You'll have a dedicated academic advisor for this program.

Contact us if you have questions about admission requirements, transferring credits, or application deadlines.

Ready to get started?

How to apply.

In addition to meeting ODU graduate admission requirements, qualified applicants will be invited to participate in an online interview. GRE is not required. Full application requirements can be found in ODU's graduate catalog .

• Request Info

Want to get started now?

You may be able to take up to four courses (12 credit hours) as a non-degree graduate student, before you are accepted into a specific degree program. 

Please contact us to discuss this option with an expert advisor.

What can we help you find?

Top Searches

• Academic Calendar
• Transcripts

Bayh College of Education

Department of educational leadership.

• Department Faculty

Welcome to the Department of Educational Leadership

Our faculty and staff hold the development and success of our students as the essential reason for the work we are called to do at Indiana State University.  Teaching is the fundamental tool of our rapport and work with students. Practical orientation and engaged learning provide the creative opportunity to apply theory to practice, to understand the conceptual foundation for our work, and to create new learning. We recognize that many of our students, who have come to serve as school administrators, college administrators, and leaders in both the public and private sectors, speak more to our success and ability than any one resume that we proclaim for ourselves.

Each of our administrative programs is unique and are consistently updating and changing with the times, whether it is due to current laws, standards or even technology, the department’s faculty and staff are continuously working with new research and service activities that will benefit our program and our current and future students. 

Though the first two candidates awarded our Ph.D. in Education Administration was awarded in 1970, and Indiana State University and the College of Education established Education Administration as an area of graduate study as far back as 1971, the Department of Educational Administration was not officially established until 1982. 

Since that time, we have offered courses using a variety of delivery methods such as on-campus, distance education, Internet, hybrid, and we will continue to offer modified course settings to best fit today’s practitioners and students.

OUR MISSION

Our singular mission is to prepare today's practicing and promising educator to be tomorrow's complete administrative professional.

We aspire to be the premier program in the preparation of working professionals for administrative leadership in elementary, secondary, and post-secondary education.

DISTINCTIVE FEATURES

• A scholar-practitioner orientation
• Program access for the working professional
• Varied course delivery (i.e., interactive television, Internet, and face-to-face)
• Cohort approach to learning
• Curriculum built around problems and opportunities for field-based experience and future practice
• Anchored by the disciplines of educational foundations
• Faculty engaged in a range of scholarly and service activities at the state, regional, national, and international levels
• Collaboration with practicing professionals

CORE VALUES

A commitment to:

• Quality programs and standards of excellence
• Diverse PK-16 administrative ranks by providing access for underrepresented groups
• Curriculum immersed in diverse perspectives
• Inquiry-based learning
• Collaboration in teaching, scholarship, and service among faculty and students
• Continuous programmatic and curricular improvement 

DIVERSITY STATEMENT

Much has been written and discussed about the importance of diversity, especially for educational institutions such as schools and colleges have played their role in addressing societal inequities and providing social mobility. Yet, like many organizations, their staffing and leadership do not always reflect the diversity of the larger society. For example, in relation to societal demographics, school and college leadership may be disproportionally white and male despite considerable research that affirms the benefits of racial, ethnic, and gender diversity for both majority and historically underrepresented persons within organizations and for those for whom the organization serves. Given our departmental responsibilities for preparing persons for school or collegiate level administrative leadership, then, it is important that these kinds of diversity at a minimum be reflected in our faculty, staff, and students. To this end, the Department of Educational Leadership, Administration, and Foundations affirms the following value statements around the issue of diversity:

• The recruitment and retention of underrepresented students, faculty, and department advisory board members within our administrative and academic fields are important.
• Curriculum, course content and instructional pedagogy that is inclusive of diversity benefits historically represented and underrepresented students as well as the faculty member that initiates such efforts.
• Intentional and purposeful efforts at including diverse issues and topics in our curriculum, course content, and instructional pedagogy are necessary irrespective of how diverse our students are.
• Faculty hiring searches should be intentional and purposeful at diversifying the candidate pool but also should be intentional and purposeful at planning and executing a search and screen process to maximize the chances of making a historically underrepresented faculty hire.
• Intentional and purposeful faculty recruitment efforts that lead to an historically underrepresented faculty hire should be matched with careful planning, discussion, and initiation of the kind of environment that supports their retention.
• Developing multicultural awareness, knowledge, and skill competence among our faculty, staff, departmental affiliates (e.g., adjuncts, advisory board) and students is important and must be purposeful and ongoing.
• Tenure, promotion, pay for performance, and annual review evaluations should include consideration of an individual’s efforts at developing multicultural competence in their teaching, scholarship, and/or service with documented evidence represented in their portfolio.
• Departmental office and commons physical spaces should present a message of inclusivity.
• Departmental assessment efforts in diversity should align with the expectations of our accrediting agents.
• The effort at diversifying our faculty, staff, and students and developing multicultural competency is an ongoing improvement process rather than an “end state” that is achieved.

Dr. Mary Howard-Hamilton

Dr. Mary F. Howard-Hamilton is the Bayh College of Education Dr. Lotus Delta Coffman Distinguished Research Professor and Chair of the Department of Educational Leadership at Indiana State University. She received the George D. Kuh Outstanding Contribution to Literature and/or Research Award from the National Association of Student Personnel Administrators in 2021, the Presidential Medal from the Association for the Study of Higher Education in November 2018 and was a recipient of the Contribution to Knowledge Award from the American College Personnel Association in 2017. Indiana State University awarded her with the Presidential Medal for Exemplary Teaching and Scholarship and the Theodore Dreiser Distinguished Research and Creativity Award in 2015. She also received the Bayh College of Education, Holmstedt Distinguished Professorship Award for 2012-2013. Dr. Howard-Hamilton received her Bachelor of Arts and Master of Arts degrees from The University of Iowa and a Doctor of Education, Ed.D., from North Carolina State University. Dr. Howard-Hamilton has served as a higher education student affairs administrator for 15 years and a full-time faculty member for 24 years. She has spent her entire professional career in 

As a researcher, Dr. Howard-Hamilton has published over 90 articles and book chapters. The most recent co-authored books are, “ Multicultural and Diversity Issues in Student Affairs Practice: A Professional Competency-Based Approach”, “Diverse Millennial Students in College”, “Multiculturalism on Campus: Theories, Models, and Practices for Understanding Diversity and Creating Inclusion”, “Unleashing Suppressed Voices on College Campuses: Diversity Issues in Higher Education” and “Standing on the Outside Looking In: Underrepresented Students’ Experiences in Advanced Degree Programs”. Dr. Howard-Hamilton was a presenter at the Oxford Roundtable in Oxford, England. She has also served as a consultant and instructor for the Student Housing Training Institute in Cape Town, Pretoria, and Johannesburg, South Africa.

Currently, Dr. Howard-Hamilton is a member of the Editorial Boards for the Journal of College Student Development, The Journal of Student Affairs Research and Practice, as well as The Journal for the Study of Sports and Athletes in Education.

Dr. Howard-Hamilton is a member of three boards, The United Campus Ministry in Terre Haute, The Dr. Melvin C. Terrell Educational Foundation, Inc., and the Equity Conscious Community College Pathways Advisory Board. Previously Dr. Howard-Hamilton has served on the Executive Board for the Association for the Study of Higher Education (ASHE) as the Member-at-Large from 2014-2016. She also served on the Board for the Association of College and University Housing Officer International (ACUHOI) as the Knowledge Enhancement Director from 2011-2014. Her other honors include being selected by the American College Student Personnel Association to serve as a Senior Scholar from 2013-2018, the Diverse Issues in Higher Education Top 25 Women in Higher Education and Beyond in 2018, the Champion of Diversity Award from the Indiana Minority Business Magazine in January 2013, The Terre Haute Human Rights Commission Diversity Award in October 2013, The Garcia Exemplary Scholarship Award from the Council on Ethic Participation – Association for the Study of Higher Education, in 2011, “Robert S. Shaffer Award” for Academic Excellence as a Graduate Faculty Member and the University of Iowa, Albert Hood Distinguished Alumni Award. She also received The Monroe County (Indiana) Big Brothers Big Sisters Mentor of the Year Award for 2006.

Dr. Howard-Hamilton is a Diamond Life member of Delta Sigma Theta Sorority Inc., the Immediate Past President of the Bloomington Alumnae Chapter and has served as the Secondary Advisor for Zeta Nu Chapter at Indiana State University. She serves on the Delta Sigma Theta National Institutional Research Committee as well as the Sister Scholars Research Task Force. Serving the Terre Haute community, she is a member of the National Association for the Advancement of Colored People, was a clarinetist for the inaugural New Horizons Community Band at Indiana State University, and former member of 100+ Women Who Care Vigo County.

Her primary avocation is gardening in which she is a Bronze Certified Master Gardener and member of the Wabash Valley Master Gardener’s Association. Dr. Howard-Hamilton has a passion for reading Afrocentric literature and going to the movies. She has a beautiful furry child, Nala, an 8-year-old rescued German Shepheard.

Frequently Asked Questions

How much do classes cost.

ISU charges by credit hour. The tuition rates can be found on their website:  http://www.indstate.edu/gradexpress/ . Out of state students may be eligible for tuition discounts or the in-state tuition rate depending on where they live and/or the nature of their programs.

How long does it take to complete each program?

Program completion depends on whether a student enrolls full or part-time with many, but not all, of the programs eligible for part-time enrollment. Depending on the degree, a full-time student can generally complete their coursework in two years, although some programs can be completed in as little as one year. Please see the program descriptions on specifics about typical time to degree.

Will my previous graduate classes count towards my degree?

For Ed. S. and Ph. D. programs, we do have a mechanism for some or most of your previous coursework to count toward your degree (e.g., master’s coursework that can be applied toward an Ed.S. or Ph.D. degree). For master's programs, the School of Graduate Studies allows the transfer of up to 30% of your required credits. All courses must be approved for transfer by the program coordinator. You should discuss your specific situation with the coordinator of your degree program.

Who should I contact to discuss my interest in a particular program?

You should contact the coordinator of your particular program. They are:

• Dr. Kandace Hinton (Ph.D. Program in Higher Education Leadership): 812-237-2897;  [email protected]
• Dr. Bobbie Jo Monahan (M. Ed. in K-12 Building Level Leadership): 812-237-2906;  [email protected]
• Dr. Ryan Donlan (Advisor of Ed. S. & Ph. D. Programs in K-12 District Leadership): 812-237-8624;  [email protected]
• Dr. Kelsey Bogard (M. S. in Student Affairs & Higher Education): 812-237-2869;  [email protected]

Is the Graduate Record Examination (GRE) required?

The Graduate Record Examination (GRE) is NOT required for all degree programs.

Where can I find a schedule of classes?

Schedules of classes are available online through the ISU Portal on this website:  https://isuportal.indstate.edu . You can look at the schedule of classes and the ISU academic calendar without having to log-in by clicking "Click here to View Resources which do not require a login." in the middle of the page.  Or click here

What are the most important deadline dates for graduate students?

The most important deadline dates are:

• Deadlines that may exist for program applications (see the program links within our website for that information).
• Deadlines for registering for classes (see the Important Dates for the Registration link in the ISU Portal:  https://isuportal.indstate.edu  or  click here
• Application deadlines for graduation (YES, you  must  apply to graduate) are found under Critical Dates under the Current Students link at the College of Graduate and Professional Studies website:  http://www.indstate.edu/gradexpress/ . Applications to graduate can be found under the forms link at the College of Graduate and Professional Studies website
• For doctoral students, deadlines for final dissertation defenses can be found at the College of Graduate and Professional Studies website (be aware that the department has deadlines that precede the College of Graduate and Professional Studies deadlines by 3 weeks). Deadline information can be found under Critical Dates under the Current Students link at the College of Graduate and Professional Studies website:  http://www.indstate.edu/gradexpress/
• Other deadlines may be listed through the Department, the College of Education, or the College of Graduate and Professional Studies. You are ultimately responsible for knowing and meeting these deadline expectations.

How can I register for classes, & whom do I contact if I have difficulty?

Log in to your “MYISU” Portal at  https://isuportal.indstate.edu/ . ….on the bottom of the page that loads, make sure to click on “MyISUApps” first. Then…Click on the “Student self-service” box. On the left, under “Class Schedule” please click “Register (Add/Drop Classes). You will then come to the “Select Term” page. Under the drop-down box, choose the term you wish to enroll for. If you experience any difficulties, contact the Department of Educational Leadership at 812-237-2900 or 812-237-2895.

Who do I contact for distance/online education related matters?

The help desk can assist you with your connectivity and troubleshooting needs at 812-237-2910 or  [email protected] . For issues involving BlackBoard, please call 812-237-7000. If you have questions about the course content, contact your professor.

Can you check to see if I am successfully registered?

You can check yourself via the MyISU Portal after logging in with your username and password:  https://isuportal.indstate.edu . If you need help on how to access your personal portal information, you can call the Help Desk at the Office of Information Technology: 812-237-2910 (toll-free 888-818-5465),  [email protected]

Explore our Degree Programs

Educational administration: higher education leadership (phd) online, educational administration: school administration (phd) online, occupational safety management (ms) online, school administration (eds) online, school administration and supervision (med) online, school administration post-master's non-degree licensure online, student affairs and higher education (ms).

Educational Leadership

College of Education

Educational Leadership M.Ed. (Online)*

(*reduced to 30 credit hours–coming fall 2024).

Format : Online Credit Hours : 30 Entry Term : Fall

The Educational Leadership Master of Education (M.Ed.) Degree Program is a fully online 30-credit graduate program designed to prepare Educational Leadership (EDLD) candidates for Stage I initial leadership positions that include P-12 school level assistant principals or the equivalent, or other Local Unit of Administration (LUA) staff who do not supervise principals pursuant to the Georgia Professional Standards Commission (GaPSC) Educational Leadership Preparation Rule (Rule 505-3-.77). Students must be currently employed in a K12 setting and possess a Professional Level Four Certificate or higher in a leadership, teacher, service or related field.

Embedded within this program is Tier I Leadership Certification, which may be taken independently as an 18-credit  Tier I Educational Leadership Certificate -Only pathway for those who already possess an M.Ed., as well as a 9-credit Teacher-Leader Endorsement (TLE). The M.Ed. Educational Leadership program provides a unique opportunity for K12 educational leaders to further develop the skills necessary for school administrative positions through a rigorous performance-based coursework resulting in a master’s degree as well as certification, with certification conferred via the GaPSC. The program is administered through the cohort model, and the course sequence is prescribed and provided to candidates upon admission. The 250 required hours of clinical practice are job-embedded and performance-based throughout the program, and are guided cooperatively by the university and the school/district partner via supervised field experience courses. The curriculum is based on an inquiry approach that emphasizes foundation knowledge and skills, including research skills applicable to a multitude of education topics and issues, and is intended to enhance current and future educational leaders’ knowledge, skills, and dispositions.

Ready to Apply?

Request information, visit campus, or, you can :.

Admission Information

The Georgia Southern University Office of Graduate Admissions oversees the application process for graduate students. Please review the links below for admission requirements and deadlines.

Graduate Advisement

EDLD Academic Advisor- Tier I Certificate Teacher Leadership Endorsement M.Ed. Educational Leadership Stacy Davis [email protected]

Professional License/Certification Disclosure

The College of Education anticipates that graduates will seek initial certification in the following programs: Education Leadership/Administration

All programs meet the educational requirements for a teaching certificate in Georgia. The MEd-EdLed program meets the requirements for certification in FL, NH, PA, and VA, only. Unless listed above, Georgia Southern’s program does NOT meet educational requirements for certification in that state. Online students wishing to enroll in a program that does not meet requirements in their state of residence will be required to sign an attestation that indicates that they will seek GA licensure. Out-of-state students living in GA do not have to complete an attestation but may need to meet additional requirements in their home state after graduation.

Georgia Southern makes every effort to ensure information about educational requirements for licensure or certification is current; however, state requirements may change. Separate from educational requirements, state licensure boards may require applicants to complete professional examinations, background checks, years of professional experience, residence requirements, jurisprudence exams, training, etc. For more information, as well as for a list of applicable state boards, visit the Georgia Southern State Authorization and Professional Licensure Webpage. For all Online Programs Federal Law requires colleges and universities to make certain disclosures to prospective students of these programs. These disclosures include information on the University’s authority to operate outside of Georgia, the complaint processes, adverse actions, refunds, and program closure. For required disclosures about online programs offered by the University, visit the Georgia Southern State Authorization and Professional Licensure Webpage.

Related Programs

Last updated: 5/23/2023

• Ed. Leadership Ed.D.
• Ed. Leadership M.Ed. with Tier 1 Cert. (P-12)
• Higher Education Administration M. Ed.
• Ed. Leadership Tier I Certificate (Online)
• P-12 Teacher Leadership Endorsement
• College of Graduate Studies
• Financial Aid
• Georgia Professional Standards Commission
• Graduate Assistantship Opportunities
• Graduate Assistant Placement Program
• Graduate Student Organization
• Higher Education Student Resources
• EDLD-Dissertation Program Policies
• Defense Guidelines
• EDLD Scholarships
• EDLD Faculty

Graduate Application Tips

For questions regarding Educational Leadership programs, please contact:

Graduate Academic Services Center 3166 College of Education Building Georgia Southern University Phone: 912-478-1447 Fax: 912-478-5093 [email protected]

EDLD Program Director- M.Ed. Higher Education Administration Dan Calhoun [email protected]

EDLD Program Director- Ed.D. in Educational Leadership  Elise Cain [email protected]