phd in education and leadership

Earn Your NYU Doctorate in Leadership and Innovation.

Organizational change starts with an online doctorate in leadership and innovation from NYU. Leverage your knowledge and skills in transformational leadership roles to create new, sustainable solutions to systemic institutional challenges with your EdD.

The application for the January 2025 cohort is now open. Extended deadline is September 2.

Our online leadership and innovation doctorate at a glance

Blending academic theory and real-world practice, NYU Steinhardt’s EdD in Leadership and Innovation is more than an online degree. It’s a unique program that provides working professionals with the tools to harness transformative change in their organizations and beyond.

three-day immersive residency at a global NYU site

hours per week

Average time commitment, including classes, will vary

total credits at the doctoral level

per credit hour

Based on 2024–2025 tuition rates

Minimum time to degree completion 1

EdD program overview

NYU Steinhardt’s EdD in Leadership and Innovation is more than a doctorate program. It’s a cohort of professionals, faculty , and distinguished cross-sectoral leaders from spaces such as:

• For-profit companies
• Higher education
• Nonprofit and philanthropic organizations
• Public and governmental organizations

We examine the most important issues cross-sectoral leaders face today and discover solutions that make change possible for tomorrow. We apply an academic lens to myriad sectors so students graduate from the doctoral program with the core competencies for impactful director and executive-level career options.

The research, analysis, writing, and critical thinking involved in students’ strategic design and implementation of a change management project are assets that students will bring to current and future employers.

The Problem of Practice

While many doctoral programs require students to complete a dissertation, NYU Steinhardt challenges students to examine and create an academically informed solution to a persistent organizational problem throughout the EdD program. This unique project is called the Problem of Practice (POP) , and it enables students to create real value for their organizations.

“We want students to have a collaborative experience in which they ignite a transformation in education from across sectors.” DR. NOEL S. ANDERSON FOUNDING FACULTY

Explore the cohort model design

When students work together, they leverage their unique leadership skills and professional experiences to develop new ideas and effect sustainable change. That’s why the cohort model is a defining feature of NYU Steinhardt’s EdD in Leadership and Innovation program. Traveling the curriculum together, students develop a common problem-solving language and discover new solutions to old challenges. Best of all, since courses run continuously through Summer and January terms, students earn their degree in 24–28 months, a duration that’s among the shortest in the country relative to other education doctorates.

Great minds, thinking differently

Our program unites experienced professionals from diverse backgrounds who share their unique perspectives on real-world challenges. By giving them the space to question, explore, and take risks, we foster innovation, resulting in new solutions to persistent organizational problems.

A collaborative system of support

For the duration of the program, faculty serve as mentors, supporters, challengers, and advocates, bringing decades of leadership experience to their partnership with students.

Built for immediate action

Students can complete their degree in as few as 24 continuous months, preparing them to create sustainable and scalable change at their organizations in their leadership roles.

Who is this program for?

The NYU online Doctorate in Leadership and Innovation is different by design. More than an educational leadership program, it’s a global cohort of cross-sector professionals motivated to create real change in their fields. Diverse leaders from the worlds of business, government, nonprofits, healthcare, and education seek out our program to be challenged to think beyond their areas of expertise – and to create new solutions and catalyze change in their organizations.

Current and former students’ employers include:

• Blue Cross Blue Shield
• The World Bank
• NYC Department
of Education
• The Millennium School – Dubai

Current and former students’ job titles include:

• Chief executive officer
• Chief learning officer
• Senior director of global security
• Head of diversity, equity & inclusion
• Program manager, behavioral health
• Military officer
• Director, office of educational assessment
• Adjunct faculty

Students represent a global cohort whose diverse voices are informed not only by the work they do, but from lived experiences around the world. 

The NYU EdD addresses the needs of full-time working professionals with a rigorous online Doctorate in Leadership and Innovation program that can be completed in as few as 24 months.

Three-day immersive residency

At the beginning of the program, your cohort will convene at NYU to meet, discuss your professional experiences, and examine the persistent challenges you face in your organizations. The residency will deepen students’ connections with peers and faculty and help serve as a foundation for the EdD curriculum.

Designed as a cohort model, our 42-credit curriculum includes 17 consecutive courses that can be completed in as few as 24 months. Students continue working while earning their degree, examining and solving a persistent challenge in their organization throughout the program.

Problem of Practice (POP)

Rather than completing a traditional dissertation, you will identify a persistent problem in your organization and examine it through an academic lens throughout the program, emerging with a thoroughly researched, actionable solution that creates real value for your organization.

Frequently asked questions

Finding the right EdD program to expand and leverage your leadership skills is essential to your success. To aid in this decision-making process, we’ve compiled answers to the most frequently asked questions about eligibility, tuition, courses, and more.

Admission requirements

To be eligible for the EdD in Leadership and Innovation program, you must hold both a bachelor’s and a master’s degree. You must also have seven years of work experience in a leadership role. The GRE is not required for admission.

Learn how to solve institutional challenges with NYU’s EdD

1 Total time to complete the program may vary based on the number of credits taken each semester.

Tell us about yourself.

Sharing some details will help us customize your experience.

Doctor of Philosophy in Educational Policy and Leadership

Spearhead Educational Policy Reform

Develop advanced educational research skills that support your career goals in academia or educational administration and policy analysis.

The PhD in educational policy and leadership is a 69-credit plus dissertation program that can be completed either full or part time.  You may receive credit for courses taken as part of a related master’s degree.

With quick access to the nearby cities of Boston, Montreal, and New York City, you can easily get involved with research projects at K-12 schools, higher education institutions, government agencies, nonprofits, and businesses both within and beyond the Capital Region.

Program of Study

• Research Opportunities
• Areas of Concentration

Admissions Requirements

Pre-Core Requirement: An approved statistics course and either Introduction to Organizational Leadership or Introduction to Social Analysis.

Core Courses

• Organizational Management and Leadership in Education
• Advanced Social Analysis  

Research Sequence

• Intro to Research Methods in Educational Administration
• Research Practicum in Educational Administration and Policy Studies  

Concentration Courses

Five or more classes in your primary area of interest.  

Support Discipline Courses

Four or more classes in subjects such as philosophy, economics, sociology, psychology, and political science.  

Seven or more courses in subjects related to your interests and doctoral research goals.  

Additional Information

See the Graduate Bulletin for details .

For more information, contact Graduate Advisor Gina Giuliano at [email protected] .

International Research Opportunities

Educational policy faculty in the School of Education have been active and prominent members of the Comparative and International Education Society (CIES) for more than 30 years. Their global education research initiatives include:

• The International Curriculum and Textbook Archive
• The Institute for Global Education Policy Studies
• The Cross-Border Education Research Team (collaboration with Penn State University)

In addition, UAlbany faculty have held senior positions at the Organisation for Economic Co-operation and Development (OECD); the United Nations Educational, Scientific, and Cultural Organization (UNESCO); the UNESCO Latin American Laboratory for Assessment of the Quality of Education (LLECE); and the European Training Network on Outcomes and Causal Inference in International Comparative Assessments (ETN/OCCAM).

Obtain a working knowledge of different philosophical approaches to policy adoption and implementation, and learn how to lead policy initiatives in government agencies, analyze policy for research and advocacy organizations, and succeed in faculty positions.

Dive into the global education policy-making process. From early proposals to implementation, learn how policy adoption, monitoring, and evaluation happens in international contexts. Alumni work with foreign ministries of education, NGOs, the World Bank, the Asian Development Bank, and UNESCO.

Learn how to be a strategic leader in post-secondary education organizations, such as departments of academic affairs, student success, advancement, enrollment management, and institutional research. Graduates work at colleges, universities, and corporate, government, and nonprofit training departments.

Prepare to step into leadership positions in preschools, elementary schools, secondary schools, and university appointments in the area of school leadership. Note: This program does not lead to NYS certification as a School Building Leader. If you are seeking this credential, see UAlbany's Advanced Graduate Certificate .

Departmental Assistantship Consideration

Fall: February 15 Spring: October 1 Summer: Not Available

No Departmental Assistantship Consideration

Fall: Rolling Spring: Rolling Summer: Rolling

• Transcripts from all schools attended
• Three letters of recommendation Applicants may submit up to 5 letters. Wherever possible, at least two of the letters of recommendation should be from faculty members, at least one of those from a full-time faculty member. 

Supplemental Documents

Personal Statement of Goals The statement is generally one to two pages discussing what you have to offer the program and what you wish to get out of the program.  It should include a brief description of the applicant's field of interest, related background, desired area of study and research emphasis or career goals. 

Educational Leadership Essay Please submit an educational leadership essay responding to the following question. The response should not exceed 800 words. 

Identify a current state, national, or international problem, dilemma, or controversial situation affecting educational leaders in either the k-12 or higher education fields.  Describe the nature of the issue, effective strategies for addressing the issue, and the role of an effective leader in implementing those strategies.    

Academic Writing Sample Wherever possible, applicants should submit an English-language sample of their academic work (e.g., course term paper).

Available information for  International Applicants .

Candidates should not use letters, personal statement of goals or resume submitted for a prior application. Wherever possible, at least two of the letters of recommendation should be from faculty members, at least one of those from a full-time faculty member. Wherever possible, applicants should submit an English-language sample of their academic work (e.g., course term paper).

This program offers an internship, field experience, study abroad component, or clinical experience in the course listing as an option to fulfill course requirements. Students who have previously been convicted of a felony are advised that their prior criminal history may impede their ability to complete the requirements of certain academic programs and/or to meet licensure requirements for certain professions. If applicants have concerns about this matter please contact the Dean’s Office of the intended academic program.

Learning objectives that UAlbany students are expected to attain through their course of study within their academic program.

• Graduates are prepared to enter high level teaching, research or leadership posts in the field of educational policy and leadership.
• Graduates are prepared to draw from, and critically apply, information from the relevant knowledge and skill base.

Careers and Advisement

The Pathways Into Education (PIE) Center is the central office on campus serving undergraduate, graduate, and prospective students interested in pursuing careers in education and programs leading to teacher certification.

Please call or email to schedule an appointment.

Graduate Advisement: Email Graduate Advisement 518-442-3529

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Supplemental degree programs.

Graduate students can typically request a supplemental degree in one or more subordinate degrees without needing to go through the full admissions process again.

Visit the Supplemental Degree Programs page to learn how to apply for these programs.

Supplemental programs available with this degree:

Supplemental Program Africana Studies CGS Community College Leadership CGS Demography CGS Educational Administration CAS Educational Policy and Leadership MS Higher Education MS International Education Management and Leadership MA International Education Management CGS Teacher Leadership CGS

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Education Leadership

The Doctor of Education Leadership (Ed.L.D.) prepares experienced educators to become the transformational preK–12 leaders that the country needs — passionate about educational quality and equity, well versed in learning and development, and knowledgeable about public policy and organizational management, so they can translate visionary ideas into real-world success. Graduates of the three-year, multidisciplinary Ed.L.D. — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — are uniquely prepared for system-level leadership positions in schools, nonprofits, mission-driven for-profits, and state and federal departments of education.

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• EdFix Episode 34: From Virtual to Victorious - The Remarkable Success of an Online High School
• EdFix Episode 35: The End of Affirmative Action in Admissions? Experts Explore the Implications for Higher Education
• EdFix Episode 36: Community Colleges - America's Hidden Economic Engines?
• EdFix Episode 37: Policy Perspectives and Possibilities - A Conversation with Jack Jennings
• EdFix Episode 38: Can Standardized Tests Bridge the Equity Gap?
• EdFix Episode 39: ChatGPT and Beyond - Teaching in the AI Era
• EdFix Episode 40: From Civil Rights to Civics - Dr. Raymond Pierce on Equity in Education
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Become a Change Agent for Education

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

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

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

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

Request Information      

How to Apply      

Upcoming Info Sessions      

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

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

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

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

The GW Advantage

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

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

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 Program at a Glance

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

Department:

Educational Leadership

Course Delivery:

-Online -Alexandria Center -VSTC Campus (Ashburn)

Program Entry:

Cohorts are recruited for admission in Fall

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

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

 

Course List

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

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

 Apply Now

• Guide to Applying
• Admission Requirements
• Application Deadlines

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

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

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

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

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

*Additional application requirements may exist for international applicants .

View more details about requirements    

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

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

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

 Tuition & Financial Aid

• Tuition Overview

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

Learn more about scholarships, grants & financial aid        

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

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

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

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

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

*Summer 2024, Fall 2024, Spring 2025

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

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

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

 Career Outlook

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

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

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

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

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

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

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

Educational Leadership and Administration (EdD) Faculty

Department Chair and Professor, Educational Leadership

Associate Professor, Educational Administration

Assistant Professor, Educational Administration

Associate Professor, Educational Leadership and Administration

Professor, Educational Administration

Assistant Professor of Practice, Educational Administration

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Education Policy and Leadership (Ph.D.)

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

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

Quick Links

• Admissions Checklist
• Request More Information
• Request Information

About the Ph.D. in Education Policy and Leadership

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

Education Policy and Leadership Program Overview

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

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

• Get the Guide

Ph.D. Program Facts

Admissions Coordinator: Kashiri Favors Admission Term: Fall Credit Hours: 72 Application Deadline: December 1

Ph.D. Program Curriculum

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

• Application Process

Education Leadership PhD

Ph.d. in education leadership.

The Ph.D. program in Education Leadership (Ph.D., EdL) provides a research-intensive doctoral program that supports the development of professors and researchers in PK-12 education leadership roles. Building upon Teachers College’s long-standing devotion to social justice, pioneering research, and cultivation of collaboration, students in the program will study, and research at the nexus of equity and social justice focused on school leadership and administration, adult development, data science, and organizational management and leadership. The coursework throughout the program accomplishes this by providing an innovative and unique core course of study that focuses on the current issues, theories, research, and methods in K-12 education leadership research and practice, which culminates in student independent research projects through their dissertation, advised by faculty.

The Ph.D. in Education Leadership is a 75-credit program housed in the Department of Organization & Leadership at Teachers College, Columbia University . This doctoral program supports the development of researchers and professors of education leadership who will be prepared to grow aspiring and practicing school leaders and advance contemporary scholarship in the field.

Some unique aspects of the program include:

• National and global research, theory, and real-world practice
• The necessary skills to investigate and respond in socially just and equitable ways to critical issues in education leadership from multiple and diverse perspectives.
• Building bridges between research and practice by employing qualitative, quantitative, and data science approaches.
• Supporting aspiring scholars to redefine notions of education leadership, education leadership development, and education leadership research to care for the future of education.
•   A supportive, mentoring environment to develop critical thinkers, thought leaders, systematic and skilled researchers, and innovative scholars.

Program Mission

Our mission is to support the development of professors of education leadership who will be prepared to grow aspiring and practicing school leaders and advance scholarship in the field. More specifically, our PhD program in Educational Leadership:

• Sits at the nexus of national and international research, theory, and real-world practice
• Focuses on building bridges between research and practice by employing qualitative, quantitative, and mixed methods approaches
• Equips students with the necessary skills to investigate and respond in socially just ways to critical issues in education leadership from multiple, diverse perspectives
• Supports and stretches aspiring scholars to redefine notions of education leadership, education leadership development, and education leadership research to care for the future of education
• Provides a supportive, mentoring environment to develop critical thinkers, thought leaders, systematic and skilled researchers, and innovative scholars

This is how we develop aspiring professors in education leadership who can effectively prepare practicing and aspiring leaders to manage the complexity of leading in the 21st century. 

Admissions Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall (Odd Year Only)
• Enrollment Formats: Full-Time

Application Deadlines

Entry Term Available	Priority Deadlines	Final Deadlines	Extended Deadlines
Spring	N/A	N/A	N/A
Summer	N/A	N/A	N/A
Fall	December 1, 2024	December 1, 2024	N/A

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

	Requirement
	, including Statement of Purpose and Resume
	Results from an accepted (if applicable)
	$75 Application Fee
	Three (3) Letters of Recommendation
	Master's degree required
	Academic Writing Sample
	GRE General Test
	Interview (phone, video, or in-person) required
	Must hold Master’s degree in education leadership, curriculum and teaching, or relevant field

Additional Information

• Program accepts applications for odd year cycles only.

Degree Requirements

Please contact the program for more information on course requirements.

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Program Director : Brian K. Perkins, Ed.D.

Teachers College, Columbia University 525 W 120th Street Room 303 Zankel

Senior Program Manager: Alis Zakarian, Ed. D.

Phone: (212) 678-3984 Fax: (212) 678-4162

Email: az2022@tc.columbia.edu

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• Doctor Education Leadership Innovation

Online Doctor of Education (EdD) in Leadership and Innovation

Admissions requirements.

• Ways to Save on Tuition
• Career Outcomes

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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Higher Education & Student Affairs

PhD in Education with a concentration in Higher Education Leadership

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

The Ph.D. in Education offers both high residency and low residency options. High residency students will take courses on-campus, hybrid-flex, and remote synchronous modalities. Students in the high residency option should be able to come to campus for evening courses. Low residency students will take remote synchronous courses scheduled in the evenings and will be required to come to Baltimore for an in-person retreat during the Fall and spring semesters. 

Candidates for the Ph.D. in Education degree must complete a minimum of 54 academic credit hours, pass the comprehensive exam, and submit and successfully defend a research-based dissertation . All students in the program will be expected to complete academic core and research courses of 27 credits and concentration courses of 27 credits. 

Core courses include:

• ASLP 600 Introduction to Doctoral Studies and Academic Writing
• ASLP 640 Race and Public Policy in Education
• ASLP 642 Equity and Social Justice in Education
• ASLP 620 Introduction to Educational Research
• ASLP 700 Methods of Inquiry
• ASLP 710 Quantitative Research Methods
• ASLP 712 Qualitative Research Methods

Higher Education concentration courses include:

• RDHE 702 Historical Foundations of Higher Education
• RDHE 707 Finance and Budgeting in Higher Education
• RDHE 722 Organizational Theory in Higher Education
• RDHE 727 Legal Aspects of Higher Education
• RDHE 731 Governance and Administration in Higher Education
• RDHE 754 Higher Education Politics and Policy Analyses
• RDHE 763 Leadership in Higher Education

Residency Weekends

Required residency weekends are embedded in the Ph.D. program as a central part of the intensive, cohort-based model. Doctoral work can be a challenging process, but building peer structure helps students succeed. Residency weekends will help students get to know faculty and fellow cohort members and foster the development of their doctoral identity. They will occur once each semester for students who have not attained candidacy, and the dates will be set and distributed during orientation. 

The educational objectives for the Ph.D. in Education are the following:

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

Admission Application Deadlines:

• January 15 - Priority deadline for those seeking graduate student funding
• February 15 - Final deadline

All application materials must be received by this date for consideration

Visit the Graduate School page to apply today!

1. Applicants are required to have at least 1 year of post-master's, full-time professional work experience in a college/university setting, or closely related professional experience (such as a higher education association, policy association, state/federal agency focused on higher education, etc.) that would allow an applicant to understand the context and general environment of higher education.

2. Official transcripts of all academic work completed at other regionally accredited institutions of higher education are required prior to matriculating and beginning coursework. Applicants are expected to have an undergraduate GPA of 3.0 or better on a 4.0 scale for the last two years of undergraduate work, and a GPA of 3.5 or better on all postgraduate study beyond the baccalaureate degree. Applicants with a graduate GPA of less than 3.5, but above 3.0 will be considered along with other materials that show academic promise for success.

3. Three (3) official recommendations from supervisors, faculty, or professionals who can comment on and attest to applicant's ability to engage in doctoral level work. Note that recommendations cannot come from family members or friends.

4. A written statement outlining the applicant's background and experience in higher education, specific career goals related to higher education, and how achieving a PhD through Morgan State University's program will assist in accomplishing those career goals. Applicants should also discuss any initial research ideas about the dissertation, and how faculty might be able to support and nurture those research ideas. Applicants are not required to identity a faculty "sponsor" or primary research advisor before being admitted; but if an applicant wishes to work with particular faculty that should be mentioned. It is imperative that applicants discuss all elements outlined above in their personal statement. 

5. A current resume or curriculum vita, documenting professional experiences.

6. A sample of professional writing (such as a professional paper, grant proposal, publication, or research proposal abstracts). If applicant does not have a recent professional writing sample, applicants are asked to respond to the following questions in a 4-5-page essay: What do you see as three (3) major trends or issues facing higher education? What are the implications of these trends/issues for campuses (including students, faculty, staff, or other constituents)?

7. International students, whose native language is not English, must provide a minimum TOEFL score of 590 PBT/97 iBT (scores approximately at the 75th percentile), or an IELTS score of 6.5, and demonstrate through the required written documentation and interview that they have requisite verbal and analytical skills needed to successfully complete the program. Applicants whose native language is not English must recognize that the program does not teach English Language skills; it is expected that international applicants have mastery and proficiency in both written and spoken English at a level that would allow them to fully participate in and contribute to the PhD program.

8. Personal interview with program faculty (at discretion of faculty).

9. NOTE: As of October 2017, GRE/MAT tests are no longer required for admission into the PhD program.

All application materials must be sent directly to the Graduate School. Any materials sent to the department or the program coordinator will not be placed in an applicant's file. It is the responsibility of applicants to ensure that all materials are appropriately submitted. Applicants should not ask the department to follow-up on their behalf.

Our program offers three types of funding:

• Graduate Research Assistantships
• Graduate Teaching Assistantships
• Tuition Awards

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

Dr. Tanya Johnson, Alumna

For More Information:

• Please contact   Karoline Ruhdorfer   at   [email protected]
• Find us on Twitter at  @MorganStateHESA

Contact Information

Dr. Steve Mobley Jr. Program Director & Associate Professor Department of Advanced Studies, Leadership and Policy Banneker Building #315H

P: (443) 885-3292 E:   [email protected]

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

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Doctor of Education in Organizational Change and Leadership (online)

This program is designed for working professionals with leadership experience who desire to work in a variety of industries including colleges and universities, private firms, nonprofits and government organizations. This program is not recommended for individuals interested in K-12 settings.  

Organizational change is a complex process that requires skilled leadership. Equip yourself with the tools to interrogate the systems of power that shape policies and practices and lead effective and innovative solutions.

Program Overview

The Doctor of Education in Organizational Change and Leadership online (OCL online) program will prepare you to lead systemic improvement and foster equitable practices and policies in your organization by applying research-based strategies.

Through this program you will:

• Earn a doctorate from a school with a strong reputation among employers
• Continue to work full time while taking evening or Saturday classes online
• Gain interdisciplinary insight as you learn alongside a cohort of leaders from a variety of industries  

Program Tracks

The OCL online program offers two tracks—a track for those entering the program with a master’s or terminal degree and a track for those entering the program without a master’s degree.

43-Unit Track 

If you hold a master’s degree or terminal degree (e.g., PhD or professional doctorate), you may, at the discretion of the admission committee, be admitted with advanced standing and be required to take only 43 units in order to complete the program. The 43-unit track takes approximately three years to complete.

60-Unit Track (only offered in the Fall)

If you do not have a master’s degree, you have the option to enroll in the 60-unit track and complete 17 units of coursework in the Master of Education in Learning Design and Technology online (LDT online) program prior to advancing into doctoral coursework. Students on this track do not earn a Master’s degree, but are awarded a Learning Design and Technology certificate, a University-recognized academic certificate designed to demonstrate completed coursework in a specialization and to support career advancement on the path to an EdD degree. 

The OCL online curriculum is structured around three themes:

Leading Organizational Change: Develop leadership practices to advance equity and apply principles of organizational behavior, learning and motivation to enhance the development of talent and organizational performance.  

Data-Informed Decision Making : Strengthen your ability to make evidence-based decisions and effectively use data to inform decisions and address problems.

Critical Reflection: Engage with the USC Rossier mission to assess your own leadership practices and reflect on your own beliefs and experiences to foster inclusive and equitable environments. 

Dissertation in Practice

The OCL online program culminates with a dissertation in practice that will allow you to demonstrate effective application of the program’s theories and concepts. You will address a problem of practice in an organization or professional field and gather data to answer research questions and provide recommendations.

Online Learning Experience

The online learning experience blends interaction with student colleagues and faculty during scheduled weekly live class sessions and content experiences and coursework assignments on the learning management system. Live class sessions are facilitated by faculty and include highly interactive, engaging and collaborative small-group discussions.

On-Campus Immersion 

In the first and fifth terms of the program, you will be required to attend an immersion weekend held on the USC University Park campus. This immersion experience will give you the opportunity to meet your classmates and professors face to face and complete various collaborative learning exercises designed to build essential leadership skills.

Scholarships

As an applicant, you will be automatically considered for a scholarship of up to $7,500. There is no need to submit a separate application for this scholarship. Recipients are selected based on academic achievement, demonstrated dedication to the USC Rossier mission and other distinguishing characteristics. All USC scholarships are awarded at the time of admission.

View USC Rossier’s scholarship finder to identify other scholarships and funding opportunities. You do not have to be admitted to apply to these scholarships. Carefully note the scholarship application deadlines, which may occur before the final program application deadline.

Financial Aid

The USC Office of Student Financial Aid provides information regarding various types of financial aid and financing options.

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.

Career Outcomes

Many OCL online alumni can be found in leadership roles across a number of private and public industries.

Potential roles include:

Colleges & Universities Associate Professor Higher Education Administrator Athletic Director Private Firms

Human Resources Director Finance Director Healthcare Administrator CEO

Nonprofit Organizations Manager/Executive Director Planning Director Chief Operating Officer

Government Organizations Police Chief Museum Director Educational Coordinator  

Program Details

Degree awarded, estimated length, program cost.

$2,354 per unit (estimated)

Estimated cost of attendance

Next Deadline

Spring 2025: September 15, 2024

Summer and Fall 2025: December 1, 2024

See all deadlines

January, May or August

Class Times

Select from class times Tuesday, Wednesday, or Thursday evening or Saturday morning in the Pacific Time Zone

More in this program

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Our professors are top practitioners dedicated to supporting your growth and challenging your perspective

Stephen J. Aguilar

• Associate Professor of Education
• Educational Psychology
• Learning Analytics • EdTech & Generative AI • Digital Equity • Educational Data Science • Motivation & Self-Regulation

Shafiqa Ahmadi

• Professor of Clinical Education
• Co-director of the Center for Education, Identity and Social Justice
• Higher Education
• Diversity • Legal Protection of Underrepresented Students, Including Female Muslims, Bias and Hate Crimes, and Sexual Assault Survivors

Melanie Brady

• Master Lecturer of Education
• • Educational psychology • Instrumentation design and development • Metacognition, health, and education • Organizational leadership and change • Metacognition to improve clnical practice in acute care settings

Patricia Burch

• Professor of Education
• Co-director of CEPEG
• K-12 Education Policy
• Organizational and Institutional Change • Education Policy • Intersection of Public and Private Partnerships in Education • Digital Instruction • Policy Implementation and Impact • Equity and Quality in Public School Instruction

• Assistant Teaching Professor of Education
• Organizational and Institutional Change Organizational Alignment Design Thinking Accountability Leadership Higher Education Workforce trends and development

Paula M. Carbone

• Professor (Teaching) of Education
• Teacher Education

Monique Claire Datta

• Teaching Professor of Education

Omar Ezzeldine

• Adjunct Professor

Kimberly Ferrario

Robert A. Filback

• International and comparative higher education, learning design and program development, online and digital Learning, English language education and policy, fostering creativity and innovation

Susanne M. Foulk

• Senior Lecturer
• Educational Psychology, Educational Leadership and Organizational Change, Educational Interventions for Transitional Aged Youth in the Foster Care System

Richard J. Grad

• Adjunct Associate Professor

Kim Hirabayashi

Corinne Hyde

• Learning Theories • Educational Technology • Information Literacy • Critical Media Literacy • Elementary Education • Teaching and Learning Online

• Assistant Professor of Education

Esther Chihye Kim

• Research Methodology • Higher Education • Inequalities

• Adjunct Assistant Professor
• Associate Director for Survey Research
• Diversity, Equity, and Inclusion • Quantitative and Qualitative Research Methodology • Survey Research • Institutional Research • Finance in Higher Education

• Senior Fellow
• Corporate Learning • Online Learning • Education Entrepreneurship * Higher Education * Ed Tech

Nicole M.G. Maccalla, PhD

• Part-Time Senior Lecturer
• Research • Evaluation

Courtney L. Malloy

R. (Thea) Miller-Smith, Ed.D.

• Dr. Thea Miller-Smith collectively has 24 years of experience in contract administration and currently serves as a Contracting Officer for the federal government, where she is responsible for the total contract administration, leading teams of Contract Specialist to provide a full range of contract administration functions and actions for pivotal contracts, with the goal of ensuring mission continuity for America’s Warfighters. Dr. Miller-Smith also serves as Chairperson for her agency’s (Defense Logistics Agency [DLA]) Committee to Advance Equity & Inclusion, formerly the Diversity, Equity, and Inclusion (DE&I) Committee. She is passionate about being an influencer and change agent to ensure workplace diversity, equity, and inclusion are achieved. In addition to pushing DE&I efforts in the workplace, her passions include providing supports and guidance to current adult learners who are looking to achieve success in their educational pursuits. As a former adult learner, she thoroughly enjoys sharing her own journey as encouragement to others. She also serves as a Personal Care Attendant to assist and advance the lives of high functioning Autistic young adults with learning basic life skills with an emphasis in budgeting.

Eugenia Mora-Flores

• Professor of Clinical Education, Assistant Dean of Teacher Education
• Multilingual Learners • Bilingual Education • Language and Literacy Development TK-12 • Educational Rights for English Learners • Latino Culture in Schools • English Language Development and Instruction • Adolescent Literacy • writing Instruction and Learning

Alison Keller Muraszewski

Lawrence O. Picus

• Richard T. Cooper and Mary Catherine Cooper Chair in Public School Administration
• Professor of Education Finance and Policy
• Associate Dean for Faculty Affairs
• Public Financing of Schools

Kalim T'neal Rayburn

• Organizational Change Leadership, Educational Leadership, data analysis, curriculum & instruction, English language learners.

Christopher Riddick

Marsha Boveja Riggio, Ph.D.

• Associate (Teaching) Professor of Teaching
• Educational Psychology • K-12 Education • Diversity • Leadership • Supervision • School Counseling • Adolescents • Military

Julie Slayton

• Schools • School District Systems

Themistocles Sparangis

• Teaching • IT Infrastructure and Application Design, Implementation and Support • Project Management • Strategic Planning • Resource Management • Financial Analysis/Budgeting • Legislative Review/Analysis • Customer Relations • Community Relations and IT Partnerships • Grant Development and Implementation • Diplomacy/Facilitation/Mediation • Evaluative Educational Research

Tracy Poon Tambascia

• Professor of Higher Education
• Veronica and David Hagen Chair in Women’s Leadership
• Higher Education Administration • University Student Affairs • International Higher Education

Kenneth A. Yates

• Learning • Instruction • Motivation • Cognitive Sciences

News and Insights

August 22, 2024

Jessica DeCuir-Gunby named president of the APA’s Educational Psychology Division

In the new role, DeCuir-Gunby aims to expand the group’s membership, improve the integration of DEI into the field and better connect research to practice.

Featured Faculty

• Jessica T. DeCuir-Gunby

August 20, 2024

New USC study sheds light on adolescent mental health crisis in the United States

Results emphasize the interconnectedness of mental health, attendance and school grades—a necessary reality for schools to grapple with.

• Morgan Polikoff

August 14, 2024

Roger Rossier MA ’63, EdD ’72, lifelong educator known for his significant contributions to educational research and policy, passed away at 92

The namesake of the USC Rossier School of Education passed away on Aug. 11, 2024.

• Pedro Noguera

August 1, 2024

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

Largest ever USC Rossier NSF grant will create content-focused professional development programs that focus on the key knowledge and skills that matter in quality teaching and student learning.

• 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

Program Contact

Estevan R. Hernandez, M.Ed

Senior Assistant Director, Office of Admission and Scholarships

• [email protected]
• (213) 319-6572

Request More Information

Connect with us to receive more information about this program and reminders about upcoming events and application deadlines.

Privacy Policy: USC Rossier School of Education will never share or sell your personal information.

Related Programs

Educational leadership (online).

Doctor of Education (EdD)

Educational Leadership

Global executive.

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Catalog Contents

Doctor of education in leadership and innovation, description and outcomes.

The Doctor of Education (EdD) in Leadership and Innovation is for professionals who want to teach at the postsecondary level and/or become leaders in varying educational settings. You will develop skills to become change agents within your educational setting. You will learn how to become ethical and innovative leaders who advocate for diversity, equity, and inclusion.

The program begins with the assistance of a Faculty Advisor who will review your master’s degree field of study and future career goals to ensure alignment of your EdD cognate electives . The program culminates in the successful completion of an applied research project over the course of several terms. You will complete the applied research project under the mentorship of your instructor and a Faculty Consultant.

Program Length

The Doctor of Education in Leadership and Innovation consists of a minimum of 90 quarter credit hours. Upon successful completion of the program, you will be awarded a doctorate degree.

Program Outcomes

• Educational Systems: Analyze the context and conditions in which educational systems and teams operate.
• Ethical and Innovative Leadership: Evaluate the impact of policy and practices on educational settings from multiple, diverse perspectives. 
• Research and Technology: Improve learning, innovation and professional practice using research-based information and technology. 
• Diversity, Equity, and Inclusion: Empower agents of change to advocate for individuals and groups who are historically marginalized, oppressed, underrepresented, or underserved. 
• Curriculum and Instruction: Design responsive and sustaining curriculum and instruction. 

Professional Competencies

In addition to the discipline-specific outcomes, professional competencies are integrated throughout your academic program. You can review the professional competencies associated with your academic program in the Professional Competencies section of this Catalog.

Program Availability

For program availability, please refer to the U.S. State and Other Approvals section and Program Availability Information .

Admissions Requirements

You must meet the below admissions requirement in addition to Purdue Global's  general requirements . 

A transcript indicating completion of a master's degree with a cumulative GPA of 3.0 or higher must be submitted.

Progression Requirements

• You may transfer in up to 30 credits of cognate electives from your master’s degree. Y our Faculty Advisor may recommend that you take additional cognate area courses at Purdue Global to align with your career goals, in which case you may decline the award of eligible prior learning credit to pursue the recommended curriculum.
• You must have earned a cumulative GPA of 3.0 prior to starting ED810 Applied Research Project I Academic Writing and Project Proposal .
• If you are unable to complete your applied research project within the normal course of study, you may contact your instructor to secure an extension. The purpose of the extension is to provide you with additional time to complete the project. Approval of the Dean's designee is required. If granted, you will enroll in an extension course. The University will not charge tuition for the extension course; however, you will be required to pay the normal resource fee.
• You must successfully complete IRB training, and IRB approval is required for the development of your applied research project. 
• You may not use credit for prior learning to fulfill any 700- or 800-level course.

Certification, State Board, and National Board Exams

Certification and licensure boards have state-specific educational requirements for programs that lead to a license or certification that is a precondition for employment.  Prospective and current students must review Purdue Global’s State Licensure and Certifications site to view program and state-specific licensure information.

Licensure-track programs may limit enrollment to students in certain states; please see Purdue Global’s Program Availability Information  to determine enrollment eligibility.

You are responsible for understanding the requirements of optional certification exams. Such requirements may change during the course of your program. You are not automatically certified in any way upon program completion. Although certain programs are designed to prepare you to take various optional certification exams, Purdue Global cannot guarantee you will be eligible to take these exams or become certified. Your eligibility may depend on your work experience, completion of education and/or degree requirements, not having a criminal record, and meeting other certification requirements.

The 🌐 icon appears in the title of traditional courses that are also available as a set of module courses. Module course availability may be limited to certain academic calendars. See Course Types for information about module courses.

Program Requirements

Course List

Code	Title	Credits
Core Requirements
	Trends, Patterns, and Ethical Issues That Impact Education	5
	Diversity, Equity, and Inclusion in Educational Contexts	5
	Educational Systems	5
	Ethics and Accountability in Leadership	5
	Research in Responsive Curriculum Design and Development	5
	Learning and Professional Practice	5
	Transformative Learning Environments	5
	Creativity, Innovation, and Intrapreneurship in Education	5
	Applied Research Project I Academic Writing and Project Proposal	5
	Applied Research Project II Qualitative and Quantitative Research Design	5
	Applied Research Project III Project Implementation and Analysis	5
	Applied Research Project IV Project Dissemination	5
Total Core Requirements		60
Cognate Elective Requirements
Cognate Electives		30
Total Cognate Elective Requirements		30
TOTAL CREDITS		90

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PhD Education Leadership Concentration

Request Information Apply Now! PhD in Education Home Page

The PhD in Education Program is individualized, interdisciplinary, and experiential. The specific coursework in the education leadership (EDLE) concentration prepares graduates for careers in leadership at the local, state, national, and international levels. Students may also incorporate EDLE coursework within a self-defined interdisciplinary program of study.

Have questions? Attend an information session or contact the specialization representative, Seth Hunter .

About the Specialization

The Education Leadership Concentration focuses on how leadership, policy, and research influence and directly impact education at the local, state, national, and international levels. The concentration allows academic learning and research experiences according to participants' interests, career goals, and learning format.

What Will You Learn?

• Theory and research in education leadership
• Foundational knowledge about education leadership
• Research methodologies to address a variety of education leadership topics
• Specialized knowledge in education leadership related to your area of interest

What Our Students Are Saying

"Being a student at Mason with such a diverse community has enriched my experiences and prepared me to be a reflective leader in education. The faculty here has always fostered my commitment to personal development and motivation to make change." ~ Moonhee Doan, current student

“My experience at Mason instilled an appreciation for critical inquiry and empirical research that I’ve found to be useful both professionally and personally.” ~ Adam McGeehan, 2020 graduate

"My experience at Mason has allowed me to learn from great education leaders and educators in the field. My passion for education has been cultivated into concrete goals that I can see myself accomplishing as an education scholar. I am able to identify and assess the lens with which I view the world and be propelled forward as a learner and future scholar." ~ Fardousa Wardere, current student

Our Graduates

Julia renberg, phd 2022 .

• Dissertation Title: District Implementation of Instructional Coaching and Its Impact on Academic Achievement of Students with Disabilities in Reading and Mathematics 
• Dissertation Chair: Dr. Peggy King-Sears 
• Employment on Graduation: Supervisor of Science and Family Life Education, Prince William County Public Schools 

Jared Stanley, PhD 2022 

• Dissertation Title: Merging the Silos to Support Students: Education Leadership, Special Education, and Applied Behavior Analysis  
• Dissertation Chair: Dr. Regina Biggs 
• Employment on Graduation: Administrator, Hope Horizon Center (FL) 

Adam Mcgeehan, PhD 2020 

• Dissertation Title: Putting Fit Together: How School Leaders Conceptualize “Fit” and Operationalize the Hiring Process to Attain It  
• Dissertation Chairs: Dr. Seth Hunter & Dr. Samantha Viano  
• Employment on Graduation: Central Office, Fairfax County Public Schools 

Jennifer Rowan, PhD 2020 

• Dissertation Title: Attitudes and Perceptions of Principals in Ubiquitous Learning Environments Using a Mixed Method Approach  
• Dissertation Chair: Dr. Roberto Pamas  
• Employment on Graduation: Director of Technology, Jefferson County Schools (WV) 

Michael Humphreys, PhD 2020 

• Dissertation Title: Elementary School Leaders' Perspectives on Providing Movement Opportunities to the Students They Serve 
• Dissertation Chairs: Dr. Robert Smith & Dr. Dominique Banville 
• Employment on Graduation: District-wide Curriculum Planner for Alexandria City Public Schools 

Buti Mubarak, PhD 2019 

• Dissertation Title: The Perceptions of Elementary School Principals in Bahrain on the Principal Evaluation System and Its Impact on Instructional Behaviors 
• Dissertation Chairs: Dr. Seth Hunter & Dr. Robert Smith 
• Employment on Graduation: Cultural and Educational Counselor, Embassy of Kingdom of Bahrain 

Anthony Keith, PhD 2019 

• Dissertation Title: Mastering Conditions in Education through Hip-Hop and Spoken Words 
• Dissertation Chairs: Dr. Robert Smith & Dr. Regina Biggs 
• Employment on Graduation: Chief Executive Officer, Ed Emcee Academy 

Amanda Wagner, PhD 2019 

• Dissertation Title: The Contributing Factors to Teacher Retention and Attrition and the Impact of Principals on Those Decisions 
• Dissertation Chair: Dr. Robert Smith 
• Employment on Graduation: Director, K-12 Research & Professional Services at Hanover Research 

Tharon Washington, PhD 2019 

• Dissertation Title: The Impact of African-American Male Principals on African-American Male Students in Two All-Male Urban Schools 
• Dissertation Chair: Dr. Alvin Crawley 
• Employment on Graduation: Educational Program Assistant, US Department of Education 

Steven Nagy, PhD 2019 

• Dissertation Title: Sense of Belonging, School Climate, and Teacher-Student Relationships through Sustainable Leadership: An International Case Study  
• Dissertation Chair: Dr. Robert Smith  
• Employment on Graduation: Principal, Barranquilla, Columbia 

Nick Humbert, PhD 2018 

• Dissertation Title: Adequacy of Decision-Making for Virginia Public High School Assistant Principals and an Examination of Job Satisfaction and Job Efficacy 
• Employment on Graduation: Education Specialist, Food and Drug Administration 

David Landeryou II, PhD 2018  

• Dissertation Title: Value Added Model of Teacher Evaluation: An Examination of Administrators’ Leadership 
• Employment on Graduation: Principal, Francis Scott Key Elementary School, Washington D.C. 

Meredith Mitchell, PhD 2018 

• Dissertation Title: Instructional Leadership for a 21st Century Learning Initiative: How Principals and Teacher Leaders Facilitate Organizational Learning 
• Employment on Graduation: Assistant Principal, Fairfax County Public Schools 

Patrick Mitchell, PhD 2018 

• Dissertation Title: Should I Stay or Should I Go: Teacher Working Conditions and Commitment 
• Dissertation Chair: Dr. Roberto Pamas 
• Employment on Graduation: Theater Arts Teacher, Fairfax County Public Schools 
• Demonstrate knowledge of significant theories, developments, and practices in one's chosen area of study
• Understand, utilize, and interpret basic principles, ethical practice, and methodologies of educational research design and data analysis
• Effectively communicate both orally and in writing to a variety of professional audiences
• Attending and/or presenting your scholarly work at professional conferences to researchers, policymakers, and practitioners
• University teaching and/or co-teaching experiences in professional areas of expertise
• Supervising pre-service teachers
• Writing, editing, and reviewing for scholarly journals
• Research apprenticeships and assistantships
• Supported independent research in an area of professional interest
• Internships unique to the individual’s area of study
• Building a professional portfolio
• A comprehensive portfolio assessment
• A written dissertation
• An oral dissertation defense

Why This Program?

Are you ready to expand your impact in the field of education.

• Academic faculty at post-secondary institutions
• Leadership and research positions in federal and state government, post-secondary institutions, research organizations, and non-government agencies
• Analysts and consultants with private companies, political advocacy groups, education or research think tanks, and professional associations
• School, district, and statewide leadership positions in major preK-12 school districts, technical assistance centers, and other informal educational agencies
• Curriculum and instructional materials developers

Our flexible student-centered program structure allows each student to design a personalized, interdisciplinary program of study that helps them to become outstanding educational researchers, practitioners, and leaders in their respective fields. Our faculty have strengths in:

Theoretical & Applied Research

• Choose from a wide range of advanced quantitative and qualitative research methods coursework options
• Have the opportunity to gain research experience on projects funded by federal agencies, including the Institute for Education Sciences and the National Science Foundation 

Advanced Teacher Preparation

• Choose from a wide range of teaching and teacher preparation coursework and internship options, including opportunities to co-teach university courses with faculty and supervise teacher internships
• Receive advanced training in online teaching and learning

Education Leadership & Policy

• Choose from a wide range of coursework and internship opportunities in leadership and policy fields, both national and international
• Have unique opportunities for experiential learning due to proximity to Washington DC and several of the largest school systems in the country

Movement & Sport Sciences

• Choose an intensive Kinesiology program with opportunities for experiential learning in state-of-the-art movement labs.
• Or, create a custom program of study in fields related to movement and sport sciences, including teaching in physical education and sport management

How Can I Learn More?

Visit our frequently asked questions and answer page.

Frequently Asked Questions

Attend an Information Session

The PhD in Education Program periodically conducts information sessions to acquaint applicants with our program and the admissions process. Information sessions include an overview of the PhD in Education Program followed by breakout sessions with faculty who can answer questions about professional specialization areas. Scheduled sessions are listed at the top of this page.

Foundational Knowledge (3 credits)

• EDUC 800: Ways of Knowing (3 credits)
• EFHP 860: Critical Perspectives in Exercise, Fitness, and Health Promotion (3 credits) (Kinesiology only)

Foundational Research Methods (9 credits)

• EDRS 810: Problems and Methods in Education Research (3 credits)
• EDRS 811: Quantitative Methods in Educational Research (3 credits)
• EDRS 812: Qualitative Methods in Educational Research (3 credits)

Advanced Research Methods (6 credits minimum)

• EDRS 818: Critical Discourse Analysis in Education Research (3 credits)
• EDRS 820: Evaluation Methods for Educational Programs and Curricula (3 credits)
• EDRS 821: Advanced Applications of Quantitative Methods (3 credits)
• EDRS 822: Advanced Applications of Qualitative Methods (3 credits)
• EDRS 823: Advanced Research Methods in Single Subject/Case Design (3 credits)
• EDRS 824: Mixed Methods Research: Integrating Qualitative and Quantitative Approaches (3 credits)
• EDRS 825: Advanced Research Methods in Self-Study of Professional Practice (3 credits)
• EDRS 826: Qualitative Case Study Methods (3 credits)
• EDRS 827: Introduction to Measurement and Survey Development (3 credits)
• EDRS 828: Item Response Theory (3 credits)
• EDRS 830: Hierarchical Linear Modeling (3 credits)
• EDRS 831: Structural Equation Modeling (3 credits)
• EDRS 832: Document Analysis and Archival Research (3 credits)
• EDRS 833: Participatory Action Research (3 credits)
• EDRS 836: Narrative Inquiry (3 credits)
• EDRS 850: Grounded Theory (3 credits)
• EDRS 897: Special Topics in Research Methods (3 credits)

Specialized Study (36 credits minimum)

Most students specialize in a single area of study with additional coursework in a secondary area of interest. However, it is also possible to have a dual specialization in two areas of interest or to work with faculty mentors to self-create a unique interdisciplinary specialization. Specialized coursework often includes individualized internship experiences.

Click here to search specialized coursework options.

Note : Students in the Kinesiology concentration follow a prescribed program of study . Note: Students in the Education Leadership concentration follow a prescribed program of study.

Doctoral Dissertation (12 credits minimum)

• EDUC 998: Doctoral Dissertation Proposal (3-6 credits)
• EDUC 999: Doctoral Dissertation Research (6-9 credits)

Application Deadlines

TERM	CLASS START OPTIONS	APPLICATION DEADLINE	ADMISSION INTERVIEWS
Fall	August*	November 15th (Early admission**)	Mid-December
	August*	March 15th	Early April
	August	June 15th	Mid-July
Spring	January	October 15th	Early November

*Students admitted in this application cycle can opt to begin courses in the summer term that begins in May.

**Applications received by the early admission deadline will receive first consideration for available merit-based multi-year funding package offers. Funding package offers will be awarded in subsequent application cycles if funds are available. A range of additional funding opportunities are available regardless of acceptance term (see PhD in Education funding page).

For more information and to apply, visit the admissions website .

Application Requirements

All application materials must be submitted through Mason’s online graduate application . In addition to meeting general university admissions requirements , applicants will need to provide the requirements below.

• Submitted application form and $75 application fee . Application fees are non-refundable.
• The resume, or curriculum vita, should reflect experiences and accomplishments foundational for a PhD in Education Program. It should be free of grammatical errors. 
• The goals statement should be 750-1000 words and describe the academic and career goals that a PhD will enable you to attain.
• We recommend applicants are specific in describing their past experiences related to the intended professional specialization as well as personal and professional aspirations.
• Applicants should address their intended primary professional specialization or concentration within the PhD program. If there are specific faculty members within that specialization that the applicant is interested in studying with, this should be mentioned as well (this is not required). 
• Students can upload their unofficial transcripts for application review. Please refer to the Office of Graduate Admissions for  specific requirements .
• Scores must be from an examination taken within the last five years. Official test scores must be received by Mason by the application deadline.
• GRE scores are optional for the Concentration in Education Leadership.
• Recommendations should be professional or academic in nature.
• Applicants should follow the instructions included within the online application to submit the recommendation form directly to their recommender. Mason does not accept paper recommendations.
• Additional requirements might be required. Please see the  International Graduate Requirements  for additional information.
• Supplemental materials might include writing samples of previous research reports, including published works.
• A description of evidence of aptitude to successfully complete required statistics coursework, including non-degree coursework taken prior to admittance into the PhD in Education Program.

All required materials must be in the admissions office by the admission deadline to ensure proper processing. If you are missing parts of the required application materials, your application is incomplete and will not be considered. There is a short grace period for Official GRE Scores to arrive from ETS for applicants who have taken the exam prior to the admissions deadline.

Admissions Requirements

Program Eligibility Applicants must have conferred a master’s degree prior to beginning coursework in the PhD program. Three years of relevant work experience may be required for specific professional specializations. Applicants must have a minimum 3.00 GPA on a 4.00 scale in baccalaureate study. The GPA requirement may be higher for some graduate programs. The university, at its discretion, may, in evaluating the meeting of this requirement, additionally consider the difficulty of the baccalaureate degree, relevant work experience, any/or other evidence of ability to succeed in graduate study.

The Ph.D. in Education admissions committee conducts a holistic review of all components of each candidate's application, which includes GRE scores (optional for Concentration in Education Leadership), GPA, fit with the program faculty research, publications, goal statement, relevant work experience and educational background or other evidence provided that supports the candidate’s qualifications. In addition, an interview with program faculty is required for admission.

Tuition (2023-24)

TUITION CLASSIFICATION	COST PER CREDIT
Virginia Resident	$748.50 (includes MSF*)
Non-Virginia Resident	$948.50 (includes MSF*; discounted from $1,679.50)
VA Resident and PK-12 VA Educator enrolled in a CEHD graduate program**	$635.50 (includes MSF*)
	$25 - $84
Total Cost for Virginia Residents per Credit
Total Cost for Non-Virginia Residents per Credit
Total cost for VA Resident and PK-12 VA Educator enrolled in a CEHD graduate program*
Graduate New Student Fee (non-refundable, one-time fee)	$60

Please Note: Refer to the Students Accounts Office website for more information on tuition and fees. Internship courses will incur a higher course fee to fund on-site assistance involving intensive clinical training/supervision.

*Mandatory Student Fee (MSF): $159.50

**VA state residents who are eligible must apply for the 15% PreK-16 VA Educators Discount in order to take advantage of the lower tuition. Eligible students receive 15% off the total tuition and mandatory student fee.

Financial Aid

For information on loans and scholarships, visit the  Office of Student Financial Aid .

For information regarding grants, tuition waivers, and other merit aid, visit the PhD in Education funding page.

Also, many school districts offer tuition reimbursement options. Speak to your employer for more information.

Initial Advisor

At the time of admission, students in the PhD in Education Program are provided with an initial point of contact from their specialization to serve as a temporary advisor. After no more than two semesters of coursework, students select a chair for their Program Advisory Committee to assist them in forming a program advisory committee.

Program Advisory Committee

The first committee, the Program Advisory Committee, advises the student through the development of a program of study, completion of all pre-dissertation coursework, and defense of the Comprehensive Portfolio Assessment required to advance to candidacy.

Doctoral Dissertation Committee

A second committee, the Doctoral Dissertation Committee, advises the student in the preparation, submission and defense of the PhD in Education dissertation

Program Guidelines

• Comprises a description of the program including its structure, program evaluation, and resources for students. 
• Comprises a synopsis of key applicable George Mason policies and practices as well as additional requirements and protocols of the PhD in Education degree.
• Comprises requirements for documenting evidence of student learning and knowledge development throughout the pre-dissertation phase of doctoral coursework. 
• This document includes guidance on (a) the portfolio process, (b) Portfolio I, (c) Portfolio II, and (d) Portfolio III/Comprehensive Portfolio.
• Comprises important information related to (a) the composition of the dissertation committee, (b) both dissertation format options: traditional and manuscript, (c) proposal and defense of the dissertation, (d) institutional review board approval, and (e) dissertation submission to the university.

Documents and Forms

This page contains forms for the program, including (a) program of study and related forms, (b) individualized course forms, (c) portfolio forms, (d) dissertation forms and resources, and (e) funding applications.

Funding Opportunities

This page contains information related to (a) college-funded research assistantships, (b) grant-funded employment opportunities, and (c) other funding opportunities within and outside George Mason.

Course Search Tool

This page allows you to search all courses offered in the PhD in Education Program and filter by: (a) specialization, (b) content interest area, and (c) semester that courses are typically offered.

Important Deadlines & Upcoming Events

• Spring: last Friday in March
• Summer: last Friday in June
• Fall: last Friday in October

PhD in Education Calendar

Student Organizations

PhD in Education Student Organization (PESO) Graduate and Professional Student Organization at George Mason University (GAPSA)

Student Accomplishments

PhD in Education

Anticipated start term Spring 2025 Fall 2025 Spring 2026 Fall 2026

If you're interested in more than two programs or aren't sure which program to select, just choose the most relevant and we can discuss your options with you.

Program of interest Education - PHD Education Kinesiology - PHD Research Methods - Qualitative Research - Certificate

Education - PHD Education Kinesiology - PHD Research Methods - Qualitative Research - Certificate

I am interested in another program.

Second program of interest Education - PHD Education Kinesiology - PHD Research Methods - Qualitative Research - Certificate

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Faculty Specialization Representative

Primary Faculty

Other Affiliated Faculty

• Supriya Baily

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PhD in Higher Education Studies & Leadership (HESL)

Phd in higher education studies and leadership (hesl).

The Baylor University Higher Education Studies and Leadership PhD program offers a   full-time, residential   education   for those who desire to have a meaningful, lasting influence on higher education. The program combines a commitment to the Christian faith, academic rigor, research, and professional experience in order to prepare future scholars and practitioners for leadership roles.

Faith-Forward

We believe that we are called as Christians to pursue excellence in all areas of life, including our academic endeavors. As such, the HESL program both requires courses that explicitly focus on matters of faith within the higher education context. Additionally, students are challenged to think about the field of higher education and its most pressing issues from a theological point of view within the context of an R1 institution. 

Fully Funded

We are a fully funded program, meaning that if you are accepted, your tuition is covered. In addition to this funding, students in the program work a 20-hour per week apprenticeship, which provides a stipend to help cover living costs.

Residential Cohort Model

The HESL program consists of three years of in-person coursework, beginning in the fall and including the summers between academic years. Following coursework comes dissertation research (typically taking one to two additional years). Courses are taken alongside a small cohort of students from around the country and world who support and challenge one another inside and outside the classroom. The typical size of a cohort is three students.

The HESL degree plan seeks to strike a balance between structure and specialization. Students progress through a series of courses alongside others in the program; however, the program sets aside elective hours for students to use for courses both inside and outside the department to help meet their professional and research interests.

HESL PhD Degree Plan

Through participating in HESL, students will be able to:

• Synthesize diverse educational traditions into a comprehensive framework, enhancing your understanding of educational history and philosophy 
• Analyze higher education problems using theological, moral, and data or social science-oriented frameworks
• Understand, analyze, and evaluate the trends currently impacting higher education
• Understand various leadership theories and apply them to specific problems within higher education institutional settings
• Demonstrate knowledge of the strengths and weaknesses of qualitative and quantitative research and the skills relevant to producing high-quality research in higher education

As part of the HESL program, all students work in a 20-hour/week apprenticeship. These apprenticeships range from research assistant positions within the department to administrative roles in departments throughout the university (with the occasional availability of assistantships at other institutions in the surrounding area). Apprenticeships are meant to provide professional development opportunities in addition to providing funds to cover living costs. Full-time employes at Baylor who are enrolled in HESL will not be assigned an apprenticeship.

 Below are some of the areas in which our students have taken on apprenticeships ( note: availability of apprenticeships varies from year to year and are subject to change ).

• Research Assistant to a HESL faculty member
• Institutional Effectiveness
• Judicial Affairs
• Baylor Graduate School
• Honors Residential College
• Medical Humanities
• Baylor University Libraries
• The Academy for Teaching and Learning
• McLennan Community College
• University of Mary-Hardin Baylor
• Texas State Technical College

Explore HESL

Educational leadership.

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Marrs McLean Science Building - 1st Floor

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Doctor of Education in Leadership and Learning in Organizations 

Lead results-oriented, organizational change..

• School Peabody College
• Duration 84 credits, with 30 applicable graduate-level credit hours transferred
• Format Online
• Enrollment Fall, Spring, Summer
• Tuition $2,245/credit

About the Program

The online Doctor of Education in Leadership and Learning and Organizations program offered by Vanderbilt Peabody College of education and human development is designed to transform experienced professionals into forward-thinking educational leaders, who have the knowledge to create lasting systemic change. Through a robust curriculum covering all facets of organizational leadership, students will develop their problem-solving and inquiry-based thinking skills to enable successful navigation of the complexities of organizational improvement. The program’s hands-on learning focus enables graduates to become well-versed practitioners in the field and have an immediate impact on their organizations’ challenging environments.

Put simply, Vanderbilt’s online Doctor of Education program can help you unlock your potential as an inspirational leader and drive positive change wherever you are.

Facts & Stats

• #1 Online education doctorate, Fortune ranking 2022
• 38 M+ Annual research expenditures, among the most productive research schools of education

Key Takeaways

• Participate in weekly, live online classes taught by Peabody College faculty
• Identify, assess, and resolve organizational challenges from a learning and design perspective
• Learn data analytics tools to lead organizational growth
• Join your peers and professors at on-campus convenings
• Complete a capstone project with a partner organization

Who Should Enroll?

The online Leadership and Learning in Organizations program is specifically tailored for professionals, seasoned leaders, and aspiring leaders who are looking to elevate their influence. Designed to challenge leaders to become more knowledgeable and intentional as they uncover innovative learning opportunities that directly impact their organizations, this program is a perfect fit for individuals who want to develop a unique edge in the workplace.

Through collaborative activities, leaders will be equipped with creative ideas, powerful relationships, and cutting-edge design skills that support continuous improvement of their organization’s performance.

Because of my professional position, I couldn’t take multiple years of a leave of absence to complete an on-campus degree program, but I also wanted a doctorate that would be as rigorous as any residential program in the nation. I found that at Vanderbilt. Michael Hill Vanderbilt Ed.D. graduate and president of the Chautauqua Institution 

• Ph.D. in Educational Leadership, Higher Education Leadership

College of Education

• Academic Programs
• Educational Leadership

Advance within higher education leadership

Mercer University’s Doctor of Philosophy (Ph.D.) in Educational Leadership cultivates researchers, scholars, and practitioners by developing the skills, values, and motivation for growth in leadership positions. The Higher Education Leadership track is designed for college and university leaders and practitioners who wish to develop research-based leadership skills and aims to enhance and improve the effectiveness of public and private post-secondary leaders and researchers.

Graduates and current students hold significant positions in for-profit and non-profit institutions, colleges, and universities. The curriculum integrates principles of administration, management, organizational psychology, information technology, program evaluation, and quantitative and qualitative research methodologies. Individuals who successfully complete this program are equipped with the knowledge and skills to hold a variety of mid-to-upper level jobs in higher education institutions and agencies, including roles such as:

• Other leadership positions in admissions, financial aid, housing and residence life, and student services

Expand your knowledge

Through program curriculum, students will gain knowledge in:

• Understanding the importance of education in society and of the significance of leaders and the effects they have on society
• Skills required for successful careers in leadership in schools, colleges and universities, corporations, and other educational agencies
• Seeking continuous development throughout their careers by becoming self-initiating professionals who build upon knowledge of inquiry and motivation to renew their skills

Designed for busy and working adults

Mercer’s Ph.D. in Educational Leadership is offered in a convenient, blended weekend format and new cohorts begin once per year in May. Classes are a combination of synchronous and asynchronous online learning with three Saturday in-person sessions per semester. Saturday seminars meet on Mercer’s Atlanta campus from 8:30 a.m. to 5:30 p.m. with a midday break. In addition to the regular class sessions, students have the opportunity for individual advising and consultation with faculty via a variety of formats. Classes are taken sequentially over 11 semesters in 16-week terms.

Learn more about our Ph.D. in Educational Leadership, Higher Education Leadership

• Program Requirements
• Course Descriptions
• Tuition and Aid

Ready to take the next step?

Schedule your personalized admissions appointment or contact the Office of Graduate Admissions at 678.547.6062  or [email protected] for more information.

To be successful in higher education, you need to understand the research process and its implications. Mercer's curriculum emphasis on research, strategic management, assessment, and public policy has been especially helpful in my development as a leader.

Dr. Matthew McLendon Ph.D. in Educational Leadership '17 Associate Vice President and Executive Director of Enrollment Management, The University of Alabama

Mercer's Ph.D. in Educational Leadership made a tremendous difference in my life and career, and I believe that the leadership and academic quality at Mercer is not comparable to any place else. The attention to detail and commitment to my success that I received from my doctoral chair and committee members was exceptional.

Dr. Ansley Booker Ph.D. in Educational Leadership '19 Director of Diversity and Inclusion Initiatives at Mercer University

Meet Our Faculty

Mercer’s Tift College of Education is supported by faculty and staff who devote themselves to preparing students to become transforming educators within their communities and throughout the world.

Related Programs

8 Careers You Can Pursue With a Doctorate in Education

Industry Advice Education

By earning a Doctor of Education (EdD) degree, you’re preparing yourself for a career with lasting impact—on students, on the future of a college or university, on your community, or on the trajectory of a nonprofit trying to improve other communities locally and abroad.

You’re also positioning yourself for advancement. Professionals who earn an EdD are qualified for roles leading and operating schools at the elementary, high school, or college level. They learn to lead in a way that can be effective at the front of a classroom or at the ground level of an organization.

An EdD signals to employers that you’re a thought leader; that you’re someone who’s demonstrated the capacity to identify a problem, examine issues from multiple perspectives, and offer relevant insights for practical solutions. With your doctorate in hand, you’re prepared to take on a leadership role across a variety of industries.

Here’s a look at the types of positions EdD graduates pursue and eight of the top careers available in the field. 

Download our free guide to earning your EdD

Learn how an EdD can give you the skills to enact organizational change in any industry.

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What types of positions do EdD students pursue?

Northeastern’s EdD students cultivate their leadership skills in the program by integrating practice and insights from experienced faculty and high-achieving peers . They come from diverse fields, including business, criminal justice, healthcare, military, human services, and the nonprofit sector. Their job titles and careers are just as diverse, with students working as policymakers, systems analysts, and administrative leaders within higher education institutions, nonprofit organizations, and governmental agencies.

Top careers for doctor of education graduates

1. college president.

Median annual salary: $332,655

Presidents are the top leaders of a college or university. They establish and execute their school’s strategic vision, spearhead fundraising, attend student events, and deliver speeches to a variety of constituents, such as donors, lawmakers, government, and faculty, to raise the profile of the institution both locally and abroad. They also collaborate with senior administrators, faculty, and staff to devise new ways to support students and improve their learning environment while maintaining high academic standards. Depending on the type of public or private institution they lead, college presidents can earn impressive seven-figure salaries . 

2. Chief learning officer

Median annual salary: $156,399

In education, top executive roles include positions like “chief learning officer”—a senior-level professional who develops and drives strategies that help their college or university meet critical business goals. Chief learning officers (CLOs) focus on creating strategies for training, learning, and development, and typically oversee an insitution’s latest technologies, such as its online learning platform.

Median annual salary: $169,093

A provost—or vice president, depending on the college or university—is a senior-level academic administrator who tends to be second in command after the president. Provosts work closely with deans and department heads and help determine their institution’s academic goals and priorities, as well as how to allocate the resources necessary to support those initiatives. They often oversee daily operations and work to hire and retain a diverse faculty. 

4. School superintendent

Median annual salary: $145,399

Superintendents are the top executives of a school district. They’re responsible for establishing and overseeing their district’s budget, staffing, infrastructure, and spending. Superintendents collaborate closely with a school board to develop and implement new policies and programs in line with the district’s short- and long-term goals, as well as allocate the financial and human resources necessary to achieve the district’s overarching vision.

5. Elementary, middle, or high school principal

Median annual salary: $104,360

Principals oversee the daily operations of an elementary, middle, or high school. They hire teachers and staff, manage the budget, and enforce disciplinary rules when necessary. Principals also develop and assess educational programming aimed at achieving student learning outcomes, all while striving to create and maintain a positive learning environment. More than 20,000 principal positions are expected to emerge each year between 2022 and 2032, according to the U.S. Bureau of Labor Statistics .

A principal’s salary might differ depending on whether he or she works at an elementary, middle, or high school. According to PayScale, the median wages for principals at each level are:

• Elementary school : $90,571
• Middle school : $107,411
• High school : $96,733

6. Academic dean

Median annual salary: $101,707

Deans work at the senior administrative level of a college or university. The role varies depending on the institution, but deans often manage faculty and staff, set academic goals, implement strategic planning, oversee their department’s budget, help fundraise, support research initiatives, and foster student development. Some departments you might find them in are:

• Admissions : Those working in admissions develop and lead recruitment initiatives for a college or university. They evaluate applications, decide the number of students who should be admitted to the school, determine who those students should be, and communicate with prospects and their families.
• Research : A dean of research often oversees faculty and collaborates with them to create a strategy for developing short- and long-term research initiatives. They also work to secure research funding, oversee the research budget, and establish key industry partnerships.
• Student affairs : The student affairs office typically oversees a variety of different departments, such as residence life, athletics, student support services, and diversity and inclusion. A dean of student affairs typically establishes and evaluates nonacademic programs that foster and enrich the student student experience, handles disciplinary issues, and communicates with students’ parents or legal guardians.
• Advancement : The advancement office—also known as “development” or “alumni relations” depending on the school—is responsible for securing funding for the college or university from potential donors, including alumni, government policymakers, corporations, and foundations. They nurture and maintain those relationships, ensuring all gifts received are being used as intended.

7. Professor

Median annual salary: $87,380

Postsecondary teachers, or professors, work at the college or university level, developing course curricula, instructing students in a specific area of study, and assessing their progress. When they’re not teaching, professors are often conducting research, writing scholarly papers, or attending conferences.

Professors’ salaries vary based on where they are on the tenure track and their area of expertise. Below are the median salaries for professors based on rank, according to PayScale.:

• Instructor : $54,325
• Lecturer: $59,676
• Assistant professor : $75,696
• Associate professor : $86,123
• Professor : $92,393

Salaries range further depending on the professor’s focus. According to the U.S. Bureau of Labor Statistics , the top 10 highest-paying subjects—and what those subjects offer in terms of median annual wage—are:

• Law : $127,360
• Economics : $115,300
• Engineering : $106,910
• Architecture : $105,770
• Health specialties : $105,650
• Forestry and conservation science : $101,650
• Atmospheric, earth, marine, and space science : $100,690
• Physics : $98,020
• Business : $97,130
• Computer science : $96,430

8. Executive director of education

Median annual salary: $100,350

Executive directors are often the senior leaders of a nonprofit organization or business. They work closely with a board of directors but are the ones who make the daily operational decisions. Executive directors hire and manage staff, handle external relations, engage volunteers, oversee the budget—including all fundraising initiatives—and develop policies, programs, and strategies that guide the organization’s mission and purpose. 

What can you do with an EdD from Northeastern?

When you earn your EdD from Northeastern , you’re not only advancing your own work, you’re joining a top-tier university and pursuing a rigorous education with an entrepreneurial orientation toward making our world a better place. You’re joining a vast network of students and alumni of the EdD program, which spans more than 2,000 professionals across many domains of education. You’re gaining access to engaging faculty who understand the importance of professional experiences in a growing leadership capacity, and who are prepared to offer you personal attention to support your professional development.

With your EdD, you can make a difference in the lives of children, communities, and organizations as you transform your problem of practice into a plan for change and action.

Editor’s Note: This article was originally published in September 2017. It has since been updated for accuracy and relevance. 

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EdD vs. PhD in Education: What’s the Difference?

6 Benefits of Online EdD Programs

How much do edd graduates make, did you know.

The median annual salary for professional degree holders is $97,000. (BLS, 2020)

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Educational Leadership, Research, & Policy, PhD

Educational leadership, research, & policy, doctor of philosophy (phd).

Program Delivery

Total Credits

About the Program Focus of Study Program Requirements Program Coursework Admissions News and Newsletters

About the Program

The Educational Leadership, Research, & Policy doctoral program is designed to meet the professional and personal needs of educational leaders in school districts, higher education institutions, and non-governmental organizations through rigorous coursework.

Although this program is offered in the College of Education, it attracts candidates from various career fields such as the military, non-profit organizations, business, state agencies, the ministry, as well as P-20 educational organizations.

This innovative program combines challenging coursework with collaborative faculty-student research labs to prepare students for the successful completion of a dissertation and professional application of leadership, research, and policy skills and knowledge.

Focus of Study

The 3-year PhD program is designed for working professionals to:

• Engage in scholarly inquiry and professional practice that promotes equity and inclusion
• Synthesize diverse research perspectives in facilitating educational excellence
• Lead others in continuous improvement by integrating the role of context, implementation, and outcomes
• Communicate successfully through oral and written professional discourse

As an active participant in these programs, you will develop as a leader through an expanded self-knowledge and worldview. You will develop the competencies and strategies to lead others.

You will learn how to guide a professional team as you integrate recommendations from research with an assessment of the needs of an organization and create a plan for success.

You will explore the political and social implications of education and the educational requirements of contributing to a diverse, democratic, multicultural society. You will acquire the confidence necessary to ignite and inspire others.

Program Requirements

For details regarding program requirements, please refer to the program's Student Handbook .

Additional Resources:

• Course of Study & Sequence
• Travel & Dissertation Fund Request

Program Coursework

For details on program coursework, please visit the Academic Catalog .

Admissions Details

A program cohort program begins each fall semester.

Early Admission Priority	January 15
Final Deadline	March 15
Financial Aid Priority	March 1

Completion of an advanced degree (e.g. M.Ed., MBA, etc.) is required for admission to this program. If you are currently completing an advanced degree program and will complete your course of study before beginning coursework in the PhD program, you are eligible to apply.

Admission Process

• Pay the $60.00 application fee
• Upload your career goal statement.
• Upload your curriculum vitae or professional résumé (include relevant paid work and volunteer experience where applicable).
• Complete and upload the Tuition Classification form.
• Please notify your recommenders of the deadline, as we cannot accept recommendation materials after the deadline.
• Complete a background check or provide unofficial copies of all professional educational/teaching licenses.  
• Please include a writing sample of a Master's level essay or research paper.  
• UCCS - ATTN: Admissions 1420 Austin Bluffs Pkwy, Colorado Springs, CO 80918
• For other documents, if needed:  [email protected]  
• English proficiency must be demonstrated through providing evidence of an IELTS score of 6.5 or above, a TOEFL score of 550-(paper-based) or 80-(internet-based), a Duolingo score of 105 or above, or a Kaplan International Tools for English (KITE®) score of a minimum of 460.

Applicants with any post-secondary course work from an international higher education institution that is recognized by their country's Education Ministry must submit a course-by-course foreign degree evaluation by a member of NACES (National Association of Credential Evaluation Services http://www.naces.org/members.htm) or World Education Services/WES (https://www.wes.org/). The University of Colorado Colorado Springs does not discriminate on the basis of race, color, national origin, sex, age, disability, creed, religion, sexual orientation, or veteran status in admission and access to, and treatment and employment in, its educational programs and activities.

Career Goal Statement

Please upload your career goals statement into your online application. Your statement should respond to the questions listed below in a narrative format. In other words, this statement should be in essay form, not in the form of individual answers for each question. Please limit your narrative to 1500 words.

• What are your reasons for applying to this program?
• What are your professional career goals? And how does this program align with your goals?
• Share a specific research idea you would like to pursue in this program.
• In what ways have your life experiences and work (e.g., in leadership, research, and policy) prepared you for doctoral studies?
• What do you bring to the program that will benefit your faculty and student colleagues?
• What personal strengths will enhance your ability to be successful in this program?
• What factors might limit your ability to complete this program?
• What are other factors that you believe are important for consideration in evaluating your application for doctoral studies?

Connect with Program Faculty

The selection of a university and a doctoral program of study is an important decision. Therefore, prospective students are encouraged to meet and consult with a department faculty advisor prior to the application process.

Students should schedule an appointment to discuss career goals and special circumstances with a member of the faculty by contacting the COE Student Resource Office at [email protected] or 719-255-4996 .

News and Newsletters

Keep up with our program news by clicking the button below!

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Doctor of Philosophy in Educational Leadership and Policy Studies

No GRE or GMAT required for unconditional admission for most students.

Build your network on-campus with in-person classes at a top university recognized as one of the top 5 most ethnically diverse undergraduate student bodies in the United States (U.S. News & World Report, 2023)

UTA has expanded graduate tuition support to cover 100% of tuition and mandatory fees for Ph.D. students who are employed half-time as a graduate teaching assistant, graduate research assistant, or as a teaching or research associate. Opportunities are competitive and availability is limited.

UTA is associate member of the University Council for Educational Administration, a consortium of higher education institutions committed to advancing the preparation and practice of educational leaders.

Challenge the Status Quo

Our doctoral degree program challenges the conventional wisdom that K-12 and postsecondary education are different worlds by bringing together scholars and students from all levels of education to work and study together. Working from the premise that all people can learn at high levels, the program explores the systemic barriers that prevent so many individuals from achieving their fullest potential.

About the Program

• Program Benefits
• Completion Time

Transfer Credits

• Cost & Paying for School

Additional Information

Doctoral students in this program receive a broad foundation in the study of educational leadership and policy development through a wide range of course offerings focused on both K-12 leadership and higher education.

Program Advantages & Learning Outcomes

• Expanded career options and higher salary potential.
• Explore evidence-based approaches to education and learn to develop logical and research reasoning skills.
• Improve expertise in chosen dissertation, in consultation with dissertation chair and faculty members.

Career Opportunities 

Our Ph.D. helps give you the expertise needed to become a leader in education. Professional employment opportunities after graduation may include: 

• Administration professional in institutions of higher education.
• Administrator or superintendent in PK-12 education.
• Professor of educational leadership.
• Educational consultant or research. 
• Policy-making roles.  

Completion Time 

At UTA, our Ph.D. in Educational Leadership and Policy Studies a flexible, on-campus program designed for both full-time students and working adults interested in a part-time program. Our average doctoral candidate completes this program in approximately 4 years. However, the exact length of the program may vary by student.

Among the benefits: 

• Students are admitted in fall semesters into a cohort system. This means you will be admitted with a group of about 10-15 students and complete most of your coursework with this same group of students. You are allowed to choose some electives, so those courses may vary from the traditional cohort system.
• The program requires 66 credit hours in total. Students typically take two courses per term (6 credits) for the first two years (with the first summer included).
• The required courses are offered on Monday and Thursday evenings. Electives are offered on Wednesday evenings if students choose to take more than six credits per term. If students do take electives at the same time as their required coursework, they will then be able to begin their dissertation work early. The student, in collaboration with their dissertation chair, sets their pace on completing the dissertation.

Cost & Paying for School

The estimated cost for tuition and mandatory fees is $3,628 as of Spring 2024 for  an in-state, Texas resident enrolling in 6 credit hours (two courses) of graduate coursework through the College of Education. 

Please note that the cost can vary by student in relation to that student's individual circumstances. Additional fees may apply.

For the best approximation of your school costs for tuition and fees, visit the UTA Tuition Estimator .

Funding Opportunities 

UTA offers competitive funding options.

Funding for Graduate Assistants 

Learn More . 

Funding for UTA Employees

UTA employees may be eligible to use the Employee Tuition Affordability Program to help pay for school. Details are online . 

View the Official Catalog to view the admissions requirements, dissertation information, degree plan details, and more. 

Watch the Information Session

Apply for our fall cohort.

Candidates in the Ph.D. program will be part of a cohort throughout their required coursework, leading to the dissertation. Research has demonstrated that cohort models can be very effective in fostering deep learning and increasing the likelihood of students moving towards program completion. Because most of the students in the program work full-time, they are required to take only six graduate credit hours per semester. However, students who wish to complete the program as a full-time student can opt to take additional elective courses. 

View Dissertation Topics

View the previous dissertation topics selected by our doctoral students: https://rc.library.uta.edu/uta-ir/handle/10106/11294 .

How to Apply

Our PDF application provides all the information you need to apply to our Doctor of Philosophy (Ph.D.) in Educational Leadership and Policy Studies. Submit all application materials and any questions about the program to [email protected] . Open the link below to get started.

The 2024 deadline has passed.

Ready to apply? The Ph.D. application packet for the 2024 deadline has passed. 

*This program accepts applicants for the Fall cohort only.

Tap Into Your Potential

Ph.D. student Courtney Matthews talks about her experience getting her degree in Educational Leadership and Policy Studies.

Course of Study

1. research methods core (15 hours).

EDAD 6304	K-16 Quantitative Research Design & Methodology	3
EDAD 6310	Statistical Methods	3
EDAD 6315	Advanced Statistical Methods	3
EDAD 6318	Advanced Qualitative Methods	3
EDAD 6308	Qualitative Research Design & Methodology	3

2. Core Content Courses (15 hours)

EDAD 6301	Introduction to K-16 Doctoral Studies	3
EDAD 6325	K-16 Philosophy & History Policy Research	3
EDAD 6330	K-16 Policy & Law Analysis Research	3
EDAD 6342	K-16 Organizational & Leadership Theory Research	3
EDAD 6343	History, Social & Cultural Contexts of Education	3

3. Elective Courses (18 Hours)

EDAD 6391	Independent Research	3
EDAD 6392	Selected Topics K-16 Educational Policy Research	3

4. Dissertation (18 hours minimum) selected from:

EDAD 6399	Dissertation	3
EDAD 6699	Dissertation	6

5. Final Dissertation Defense

EDAD 7399

Doctoral Degree Completion

3

Important Information

View doctoral applications, forms and handbooks for this program.

• Doctoral Handbook 2022-23
• Doctoral Handbook 2021-22 (DOCX)
• Elective Approval Form (pdf)
• ELPS Dissertation Committee Form (pdf)

Program Director

Dr. yi leaf zhang.

Research Interests: College access, student transition & success, STEM education

Email: [email protected]

Phone #: 817-272-9221

Office: Trimble Hall 103 D

Bio: Dr. Yi Leaf Zhang is a Professor in the Department of Educational Leadership and Policy Studies at the University of Texas at Arlington. Zhang has developed a strong interest in studying college access and success, especially in the community college context. Her research focuses on community colleges as a gateway to STEM education, transfer students’ educational pathways, and international education in four-year and two-year institutions. Zhang is currently an editorial board member of the Community College Journal of Research and Practice (CCJRP) and an associate editor of the Journal of International Students (JIS).

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Get information about College of Education programs, admissions requirements, and more.

ELPS Ph.D. alumni have gone on to serve as:

- Administrators in institutions of higher education

- Administrators and superintendents in K-12 education

- Professors of educational leadership

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Hammond Hall 132 Box 19227, 701 Planetarium Place Advising Emails Undergraduate Students: [email protected] Graduate In-Person Programs: [email protected] Graduate Online Programs: [email protected]

817-272-2956

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5th Floor, Hammond Hall, 701 Planetarium Place Box 19227, Arlington, TX 76019-0227 Email Addresses General Email: [email protected] Office of Educational Certification: [email protected] Office of Educational Field Experiences: [email protected] Phone

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Ed.D. in Higher Education Leadership

Request more information.

About the Ed.D. in Higher Education Leadership

Become a Higher Education leader who maintains excellence, inspires innovation, and effects meaningful change.

NLU's Ed.D. in Higher Education Leadership is for those interested in promoting educational justice through ethical, mission-driven leadership in postsecondary institutions. Our practice-based, practitioner-oriented program prepares leaders who understand the complexities, challenges and changing landscape of higher education.

The Ed.D. in Higher Education Leadership is a practitioner doctoral program that prepares professionals to:

• Contribute to efficient leadership and management of academic affairs, faculty development and enrollment management
• Identify data needs, select appropriate empirical approaches, and engage in research related to solving complex issues with multiple stakeholders
• Engage in collaborative, evidence-based practices to create, lead, manage and grow programs and initiatives
• Engage in the pursuit of educational justice through critical discussions of equity and rightful presence in education.
• Integrate theories of student development, governance, assessment and continuous improvement into professional practice \

The low residency program meets on three Saturdays (typically the 1st, 5th, and 9th Saturdays) during each of those quarters. The remainder of course work is online. The fully online program is just what it sounds like— all online! Our faculty go out of their way to support students and build community in both formats, including offering optional synchronous zoom sessions with the class, online office hours, and other ways to engage.

At mid-program all students are invited to participate in the Higher Education Leadership Colloquium in-person, but those who cannot or prefer not to may participate online.

The Higher Education Leadership Programs provide extensive student support including assigning faculty advisors in term 1, providing a fully online community space for students to access program resources, offering experiential electives, and connecting students to the broader field through our faculty members’ networks and scholarship.

Ed.D. Higher Education Leadership: Requires 60 SH for completion. 

Student Spotlight

Learn more about NCE graduate Raquel Cotuno and her journey from the counseling field to higher education administration. She also shares the reasons why she chose to pursue her doctorate at National Louis University and the advice she would offer aspiring educators.

Read Her Story

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Admission Steps

Higher education - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Additional Standards for Non-Native English Speakers

Additional standards for international applicants.

For the 2025-2026 academic year

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Priority deadline: December 2, 2024

Final submission deadline: June 16, 2025

International submission deadline: May 5, 2025

Priority deadline: Applications will be considered after the Priority deadline provided space is available.

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

Masters degree: This program requires a masters degree as well as the baccalaureate.

University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:

A cumulative 2.5 on a 4.0 scale for the baccalaureate degree.

A cumulative 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree.

An earned master’s degree or higher from a regionally accredited institution or the recognized equivalent from an international institution supersedes the minimum GPA requirement for the baccalaureate.

A cumulative GPA of 3.0 on a 4.0 scale for all graduate coursework completed for applicants who have not earned a master’s degree or higher.

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

Other Required Materials

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

Three (3) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Personal statement instructions.

The Higher Education Department understands equity, diversity, and social justice as essential and fundamental concerns in the study, practice, and leadership of post-secondary education.  Please provide a personal statement of academic and professional goals (1-2 pages, double-spaced).  Include in your statement: (1) Research interests and professional objectives in the study of higher education. (2) Any personal, educational, and employment experiences that have shaped your research and professional interests in the study of higher education. (3) Expectations for how the PhD in Higher Education at the University of Denver specifically will support your research interests and professional objectives.  Note: if there is a specific faculty member with whom you would like to work, based on your research interests, please mention and discuss in this statement.

Diversity Statement Instructions

Please provide a statement of equity, diversity, and social justice (1-2 pages, double-spaced). Include in your statement: (1) Your thoughts on the roles and opportunities for equity, diversity, and social justice in postsecondary institutions and/or higher education policy. (2) Any personal, academic, and/or professional experiences that have shaped your understanding and commitment to equity, diversity, and social justice in higher education.

Résumé Instructions

The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional requirements for this program:

Virtual interview may be required.

Start the Application

Online Application

Financial Aid Information

Start your application.

Your submitted materials will be reviewed once all materials and application fees have been received.

Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.

Application Fee: $65.00 Application Fee

International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.

Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.

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Master's Degrees Admission Process and Requirements

The Department of Counselor Education and Counseling Psychology offers a Master of Arts degree program in school counseling or a Master of Science degree program in clinical mental health counseling, with the option to specialize in addictions counseling or child and adolescent counseling.

Prerequisites for admission

Applicants to all graduate programs in the Department of Counselor Education and Counseling Psychology should have graduated with, or be about to graduate with, a bachelor's or a master's degree from an accredited institution appropriate to their chosen field of graduate study. Experience in human service (field work, or service learning, or volunteer or employment) is helpful.

Admission Process

For more information on the application and admission process for the online Master of Science in Clinical Mental Health Counseling, please visit that program's How to Apply page.

Admission applications that are incomplete or received after the deadline will not be reviewed. To ensure your file is complete and on time, please contact the Graduate School at 414-288-7137 or email at [email protected] .

• Master's admission applications due to the Graduate School: Wednesday, February 1, 2024
• Master's virtual interviews (approximately 8am-4pm CST): Friday, March 3, 2024

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Materials to be submitted for application

All of the following materials must be submitted to the Graduate School by the appropriate deadline.

• Graduate School application form and application fee
• If coursework was completed within the United States, submit copies of all current and previous college/universities except Marquette.
• If coursework was completed outside of the United States, a transcript evaluation is required. A copy of a course-by-course evaluation is approved for the application process.
• Test scores on the Graduate Record Examination (GRE) general test are normally required, not the GRE subject test (psychology). Please see the GRE website for score reporting schedules. NOTE: The GRE is optional for 2024-2025.
• A statement of purpose. Please use the guidelines listed on the Marquette Graduate School webpage on drafting a SOP .
• Resume or Vita.
• Three letters of recommendation from individuals who can address one's academic and professional potential.
• International applicants only must submit a TOEFL score or other acceptable proof of English proficiency.

For further application information, please contact the Graduate School at 414-288-7137, find Marquette's admissions materials online or email Coreen Bukowski , academic coordinator.

Virtual Interviews

After all applications are reviewed, the highest-ranking applicants will be contacted for an interview, which is required for admission. International applicants and others for whom the timeline/CST wouldn't be conducive can request to interview over the phone on a mutually agreed date/time prior to the listed interview date. Master's interviews will be periodically all day (8am-4pm CST) on Friday, March 8, 2024 .

Applicant evaluation by departmental faculty

Department faculty comprehensively review applicant files, emphasizing all aspects of applicants' backgrounds. Our assessments of potential for graduate study and success in the field are based on all components of the application, and we do not use cutoff scores with regard to previous grades or test scores. The previous median GRE combined test score of our recent master's in counseling students was 303, and the median undergraduate GPA was 3.5. The median score on the GRE writing assessment for master's students was 4.5. The faculty admits students with lower test scores or grades when there are significant compensating factors that are important for determining success in the field. If relevant, applicants should highlight these factors in their Statement of Purpose.

Those applicants who are judged to show good potential for graduate study in our department are then invited for an interview with the departmental faculty and a group of current graduate students. After the interviews have been completed, faculty review each application and make a decision about admission to the program.

Tuition and financial aid information

Tuition for a graduate education student can be found on the Graduate School tuition page . This level of tuition is fairly competitive with other institutions.

Most of the scholarships and assistantships that we offer go to doctoral students, but occasionally there are assistantships given to master’s students. Master’s students who are primary and secondary school teachers in southeastern Wisconsin are eligible for two scholarship opportunities: the Milwaukee Area Teachers Scholarship, which provides scholarships for K-12 teachers from the greater Milwaukee area, and the Catholic Schools Scholarship, which covers part of the tuition for students employed by Archdiocese of Milwaukee schools. These scholarships are available only to students enrolled at Marquette. More information is available at the Graduate School's financial aid page.

We will not know the number of assistantships available to next year's students until our admissions offers are sent out during the middle of the spring semester.

Visiting the department

You are welcome to visit the department to find out more about our programs. We are located in room 146 of the Walter Schroeder Health and Education Complex, 560 N. 16th Street. See our campus map we are building number 29. Please contact Coreen via email or 414-288-5730 to let us know you are interested in visiting or would like someone to contact you. Contact the Graduate School to schedule a campus visit/tour .

Marquette's Graduate School also holds a fall open house. Stay tuned for more information.

We look forward to meeting you!

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2024-2025 Academic Catalog

Counseling Education, M.A.

Counseling education.

Dr. Keesha Kerns, Graduate Program Coordinator [email protected] (757) 823-8036 or (757) 489-8516

Clinical Rehabilitation Counseling

Norfolk State University’s Rehabilitation Counseling Program is designed to train and prepare candidates who plan to pursue careers  that provide services to individuals with disabilities in social, vocational, and community settings. The coursework offered in this  degree program will prepare candidates to meet the minimum requirements for national and state licensure. The Master of Arts  degree program requires 60 semester hours of academic credit that requires a 100-hour practicum and includes a 600 hour  internship experience. 

Mental Health Counseling

The Mental Health Counseling Program is designed to train and prepare candidates who plan to pursue careers  in community agencies (i.e. community services boards, social service boards, penal institutions, rehabilitation facilities, court  services, public/private community agencies. The coursework offered in this degree program will prepare candidates to meet the  minimum requirements for national and state licensure. The Master of Arts degree program requires 60 semester hours of academic  credit that requires a 100-hour practicum and includes a 600 hour internship experience

Professional School Counseling

The School Counseling Program is designed to train and prepare candidates in the specialty of professional  school counseling. The school counseling courses are designed to prepare candidates for careers in school counseling and related  educational settings at grade levels PreK-12. The Master of Arts degree program requires 60 semester hours of academic credit (no  more than 6 credit hours may be transferred from another university) and includes a 600 hour internship experience. 

Academic Standards

SESL Academic Good Standing Requirements

The student is responsible for knowing the academic standards of his/her academic unit and of the School of Graduate Studies and Research. Graduate students must maintain a cumulative grade point average of 3.0 on a 4.0 point scale and make satisfactory progress towards degree completion to remain in good academic standing. The Secondary Education and School Leadership Student Handbook states that more than two (2) grades of “B-” are permitted in a student’s academic program. A grade of “B-” or below is interpreted as a failing grade and a student will be required to repeat the course.

Students must:

• Maintain a cumulative 3.0 GPA;
• Repeat any required course that they receive a “B-”.
• Students obtaining three (3) grades below a “B-” will be reviewed for academic fit for the program.  The outcome of the review will determine continuation in the program.
• Students obtaining two (2) or more incomplete grades (“I”s) will be prohibited from enrolling in courses until the incomplete grades have been removed.

SESL Exit Requirements

• Successfully complete course of study;
• Have a minimum 3.0 GPA.

Requirements

For admission to any of the degree or non-degree-seeking programs in the Department of Secondary Education and School Leadership, each applicant should apply online at  www.nsu.edu  and include the following:

• Graduate application
• An official transcript for each regionally accredited college or university attended
• Three letters of recommendation, one of which must be from a current principal.
• A personal statement.
• An interview is required.
• All candidates must have a baccalaureate degree from an accredited college or university.
• A minimum grade point average (GPA) of 2.75 on a 4.0 scale.
• A non-refundable application processing fee.

Transfer Credit

Students who are admitted with prior graduate study may transfer a maximum of six credit hours or the equivalent in quarter credit hours. Those courses submitted for transfer must have a grade of “B” (3.0) or better, must have similar course descriptions as those offered in the curriculum, and must be no more than four years old. Students wishing to receive transfer credits must do so within the first semester following acceptance. Requests submitted after the first semester may not be accepted.

Background Verification

If admitted, a current criminal background check is required. Please understand that you may have difficulty receiving an additional endorsement to your education license in the Commonwealth of Virginia if you have been convicted of any felony. If anytime during the duration of your graduate program you receive a criminal charge or proceedings pending against you, you must notify your advisor and the department chair immediately.

Mental Health Counseling Concentration

Course List

Code	Title	Credits
Common Counseling Courses
	Multicultural Concepts and Perspectives	3
	Counseling for Human Growth & Lifespan	3
	Legal and Ethical Issues in Counseling	3
	Counseling Theory and Psychotherapy	3
	Counseling Techniques and Skills	3
	Group Counseling and Human Relationships	3
	Family Systems	3
	Addiction Counseling	3
	Testing & Assessment in Community/School	3
	Diagnosis and Treatment	3
	Career Development/ Counseling	3
	Introduction to Counseling Supervision	3
	Research Methods	3
	Psychopathology	3
	Counseling Practicum	3
	Crisis and Trauma Intervention	3
Mental Health Counseling Core Courses
	Introduction to Professional Counseling	3
	Community and Agency Counseling	3
	Mental Health Counseling Internship I	3
	Mental Health Counseling Internship II	3
Total Credits		60

Professional School Counseling Concentration

Course List

Code	Title	Credits
Common Counseling Courses
	Multicultural Concepts and Perspectives	3
	Counseling for Human Growth & Lifespan	3
	Legal and Ethical Issues in Counseling	3
	Counseling Theory and Psychotherapy	3
	Counseling Techniques and Skills	3
	Group Counseling and Human Relationships	3
	Family Systems	3
	Addiction Counseling	3
	Testing & Assessment in Community/School	3
	Diagnosis and Treatment	3
	Career Development/ Counseling	3
	Introduction to Counseling Supervision	3
	Research Methods	3
	Psychopathology	3
	Counseling Practicum	3
	Crisis and Trauma Intervention	3
Professional School Counseling Core Courses
	Principles of Counseling	3
	School Counselor Classroom Management	3
	Professional School Counseling Intern I	3
	Professional School Counseling Intern II	3
Total Credits		60

Clinical Rehabilitation Counseling Concentration

Course List

Code	Title	Credits
	Multicultural Concepts and Perspectives	3
	Counseling for Human Growth & Lifespan	3
	Counseling Theory and Psychotherapy	3
	Group Counseling and Human Relationships	3
	Family Systems	3
	Addiction Counseling	3
	Testing & Assessment in Community/School	3
	Diagnosis and Treatment	3
	Career Development/ Counseling	3
	Research Methods	3
	Psychopathology	3
	Counseling Practicum	3
	Crisis and Trauma Intervention	3
Rehabilitation Counseling Core Courses
	Foundations of Special Education: Legal and Ethical Aspects of Educating Exceptional Learners	3
	Attirubutes and Medical Conditions Assoicated With Disabilities	3
	Introduction to Rehabilitation Counselin	3
	Rehabilitation Counseling Case Managemen	3
	Occupational Rehabilitation Counseling	3
	Rehabilitation Counseling Internship	6
Total Credits		60

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Disseminating Recommended Practice: Early Childhood Education Institute researchers share strategies for involving families

August 26, 2024

BATON ROUGE, LA - Early Childhood Education Institute (ECEI) Researchers , Michelle Brunson, PhD and Cynthia DiCarlo , PhD , along with their colleagues Ashely Boudreaux , Debra Jo Hailey , and Katrina Jordan , recently shared strategies for involving families in early childhood education in their article, “ Engaging Parents as Partners Using Traditional and Distance Learning Models ” in the practitioner publication ChildCare Exchange .

ChildCare Exchange is read by thousands of early childhood professionals worldwide. Our readership includes faculty and professors, students, trainers, center directors, family childcare providers, classroom teachers, and early childhood organizations that support our field. ChildCare Exchange is committed to fostering an inclusive community by elevating story and conversation throughout early care and education. ChildCare Exchange has nearly 6,000 members, strategic partner organizations , and libraries that share Exchange articles with their networks!

Part of the mission of the ECEI is to disseminate research-based practices; publishing in practitioner journals gets research-based information in the hands of teachers. Stressing the importance of home-school relationships, this article shares practical research-based strategies with teachers just in time for the start of the school year.

The Early Childhood Education Institute at LSU is focused holistically on the early years and fills a unique niche by targeting early care, specifically birth through age three. Holistic development invites collaboration from other disciplines to study recommended practices for young children. The ECE Institute at LSU aims to make LSU a leader in early care and education research, dissemination, and advocacy of recommended practices. Through a balanced emphasis on research and education programs, recommended practices in educating and caring for young children will be created, applied, evaluated, and disseminated. We focus on developing expert early care practitioners who deliver high-quality early childhood programming, engage in research practices, and advocate for the profession.

Visit the Early Childhood Education Institute website.

The College of Human Sciences & Education (CHSE) is a nationally accredited division of Louisiana State University. The college comprises the School of Education, the School of Information Studies, the School of Kinesiology, the School of Leadership & Human Resource Development, and the School of Social Work. CHSE has two model demonstration schools: the Early Childhood Education Laboratory Preschool, which enrolls birth to age four, and the University Laboratory School, which enrolls kindergarten through grade 12. The college also has four centers and institutes: the Early Childhood Education Institute, the Healthy Aging Research Center, the Leadership Development Institute, and the Social Research & Evaluation Center. The college is committed to achieving the highest standards in teaching, research, and service and improving quality of life across the lifespan.

Visit the College of Human Sciences & Education website.

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The New Silicon Valley: South Florida Vying For A Name-Brand College To Feed The Financial Industry

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Vanderbilt University hopes to build a graduate campus in South Florida

In the mid-20th century, the state of Florida was a frontier of possibility, drawing investors, developers, real estate tycoons, and businesses to invest in its untapped resources. As the state has undergone changes and found itself embroiled in political battles, that sense of excitement and possibility has waxed and waned. Yet recent economic booms and an influx of wealthy Northeasterners have sparked a Renaissance in the state—and nowhere is this more pronounced than in the city of West Palm Beach.

But whether this new wave of growth can be sustained will critically depend upon higher education.

While Palm Beach has been a haven for billionaires and business moguls since the Gilded Age, the area historically served as a site for second homes and reprieve from the bustle of life in larger East Coast cities, made possible by the construction of the railroad. However, over the last five years, an influx of wealth and investment has transformed the city’s landscape, garnering the title “Wall Street South.” While this expansion of the finance industry extends along the southeast coast of Florida from Palm Beach to Miami, investment banking has centered in the Miami area and asset management has flourished primarily in West Palm Beach. Of the $39 million of wealth that has migrated to Florida since the onset of the pandemic, one-third has gone to Palm Beach County alone. Hedge funds, private equity firms, and venture capitalists including Goldman Sachs, Virtu Financial, Citadel, and Colony Capital have been drawn to the area by the favorable tax environment, quality of life, and strategic location.

Despite attracting these financial giants and establishing itself as a key player in the finance industry, the city of West Palm Beach lacks perhaps the most critical asset to sustain its momentum: a name-brand feeder college.

“South Florida has always been attractive because of its sunny weather, beaches and tax advantages with no state income tax—but people perceived it as a destination to visit, not somewhere to live and do business. During COVID, our lifestyle attracted higher profile residents and corporations that have fueled the area’s growth into a real metropolitan city with an incredible restaurant scene, arts, and culture,” says Dina Goldentayer , the #1 real estate agent at Douglas Elliman Real Estate. “If South Florida continues to grow at this pace, we will need more great schools to sustain the demand.”

While the financial industry’s growth in West Palm Beach mirrors the expansion of tech centers such as Silicon Valley, the North Carolina Research Triangle, and Route 128, the success of all of these hubs was largely contingent upon their relationship to high-caliber academic institutions—Stanford, Duke/UNC, and MIT/Harvard, respectively. The Palm Beach area is home to respected institutions like Florida Atlantic University, but none of its nearby colleges possess the national clout or specialized programs required to consistently produce the high-caliber graduates that the financial sector demands, particularly as name-brand degrees are of increasingly high value to hiring managers at hedge funds and wealth management firms.

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Recognizing this gap, local leaders and finance executives are increasingly advocating for the development or attraction of a top-tier university that can support West Palm Beach’s ambitions—and Vanderbilt University appears to be answering the call.

The Nashville-based university is currently in talks with state officials about establishing a $520 million campus on a Palm Beach property that was previously scouted by the University of Florida for a similar purpose. The satellite campus would not only provide a steady pipeline of skilled graduates— offering limited degree programs in business, artificial intelligence, and data science —but also serve as a research hub, generating new ideas and innovations that could help to solidify the city’s reputation as a financial powerhouse. Additionally, Vanderbilt’s global reputation will raise the profile of the South Florida area as a financial hub—the Owen Business School is ranked #20 in the U.S. News and World Report ’s global rankings. Set for an ambitious launch date in the fall of 2026, Vanderbilt in Palm Beach would comprise 300,000 square feet of campus space for approximately 1,000 students and 100 faculty members.

The potential establishment of a Vanderbilt campus in South Florida has two major implications for students and the broader landscape of higher education. First, for students interested in finance, South Florida is emerging as a compelling new destination both for study and entry into the finance industry. Traditionally, those aiming for careers in finance have set their sights on California's Silicon Valley or the financial corridors of the Northeast. But with West Palm Beach’s rapid growth, this region is becoming a key player that students should watch—particularly as the finance industry offers graduates high-paying entry-level positions. The average salary in the Palm Beach financial sector is roughly $80,000 .

Danny Hertzberg , a Licensed Sales Associate with The Jills Zeder Group—the #1 Large Team in the nation according to The Wall Street Journal —notes that a Vanderbilt campus should attract students who are not only looking for a stellar education, but also a city that offers long-term possibilities for future industry leaders. “Young professionals should know that South Florida is buzzing with opportunities in industries like finance, tech, and hospitality,” says Hertzberg. “It’s a place where you can find a dynamic social scene, a supportive business environment, and a work-life balance that’s hard to beat.”

Vanderbilt’s satellite location also signals the increasing expansion of name-brand universities with large endowments. As small, under-funded liberal arts colleges struggle to stay afloat, the demand for degrees from prestigious institutions has only increased—and with Ivy League admissions rates plummeting, second-tier schools such as Vanderbilt, Emory, and NYU have become elite and selective institutions in their own right. Lucrative local economies with fertile professional opportunities may push these schools to leverage their large endowments to expand their influence—whether through satellite campuses, partnerships, or increased offerings of flexible and hybrid graduate degree options.

The success of tech hubs in California and the Northeast shows that a strong relationship between industry and academia is crucial. West Palm Beach has the resources, the ambition, and the opportunity to follow suit. The next step is ensuring that it also has the academic infrastructure to support and sustain its growth, paving the way for a new era in which the city is not just a playground for the wealthy but a thriving center of financial innovation and industry.

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