phd in educational administration and leadership

• Graduate School of Education
• Academic Programs
• UB Directory
• Department of Educational Leadership and Policy >
• Academics >
• Doctoral Degrees >

Educational Administration, PhD

VIRTUAL OPEN HOUSE Thursday, Nov. 9 Event Details Register Now

Our Doctor of Philosophy (PhD) program in educational administration will prepare you with the theoretical and methodological skills for careers in university research, governmental and non-governmental policy analysis, educational and public agency leadership, and community-centered non-profit work. Our program is for researchers interested in connections between educational policy and leadership and increasing access, and diversity, equity, and inclusion (DEI) efforts within public educational spaces. It also is for researchers who aim to find new ways to integrate theory into practice and utilize interdisciplinary and transdisciplinary approaches to make a difference on critical problems affecting society today. The PhD program is different from the EdD program in that the PhD emphasizes training in empirical research, theory development, and the generation of new knowledge and is best suited for students who aspire to academic careers as university faculty or researchers.

On this page:

Why educational administration at ub.

The features of our program include:

• faculty expertise in critically-oriented educational policy and leadership theories and methodologies
• faculty expertise in global and localized educational issues, and interdisciplinary and transdisciplinary praxis
• coursework designed to meet individual student needs
• coursework designed to connect research with practice through frequent guest speakers  
• programming designed to stimulate critical conversations around the relationship between researcher identity, research processes, and structural inequities within society, schools, policy, and practice
• programming designed to provide core knowledge in educational policy and leadership, and to support students in a specialized area of study

Program Overview

Program coursework, educational administration (minimum 24 credits).

Your courses will provide a breadth of understanding across the field of educational administration (e.g., instructional, managerial and political areas) and a depth of understanding within a particular area that interests you (e.g., business administration, curriculum and instructional leadership, economics and finance, organizations, personnel, school reform, staff development, urban education).

Recommended (6 credits)

ELP 624 Research Paradigms and Problems in Educational Research ELP 626 Educational Policy Formation and Analysis

Cognates (minimum 18 credits)

You are expected to choose two cognates (with a minimum of 9 credits in each).

• A cognate in at least two areas of educational foundations such as sociology of education, philosophy of education, educational psychology, and history of education.
• A cognate in a discipline or field outside of educational administration (e.g., any of the educational foundations areas listed in (1), comparative education, counseling, English as a second language, economics, cognitive psychology, law, political science, management, sociology).

Research (minimum 15 credits)

At least one quantitative methods course and at least one qualitative methods course with at least one advanced course in either quantitative or qualitative methods. No more than one introductory course can be taken in any particular research method.

Dissertation (9 credits)

Application requirements.

In an effort to make the application process more equitable, the GRE/MAT is no longer required for admissions consideration. If you still plan to take the GRE/MAT exam, you can send your scores through the testing agency, and they will automatically be added to your application; however, they are not required for admission consideration to this program.

You must hold a master's degree.

Submit your completed online application, which includes:

• Application fee:  A $50 non-refundable application fee, submitted electronically through UB's ePayment system;
• Unofficial transcripts  from all colleges attended. (UB transcripts are automatically submitted for current UB students and alumni);
• Contact information for at least three individuals  who will each be asked to provide an electronic recommendation letter;
• Curriculum Vitae
• Sample of academic writing:  A sample of your academic writing of at least 15 pages (double spaced). This sample should utilize current empirical research evidence and be in current APA format ;
• Statement of interest:  A statement of interest of no more than 1500 words (double spaced; current APA format ), that discusses your research goals, faculty with whom you would like to partner and why, and how you respond to educational issues pertaining to diversity, equity, and inclusion (DEI). To help ensure those applying to the EDA PhD program fit within the program goals, the following DEI definitions were developed : D iversity implies that faculty and students will aim to understand the experiences of individuals from a wide range of identity backgrounds (e.g. age, gender identity, language, nationality, race, religion, sex, sexual orientation, socioeconomic status), with a particular focus on groups that have faced historic oppression and marginalization, and which can be visible, invisible, and shift relative to context, politics, and historical moment. E quity implies that students, and the faculty who guide them, are committed to identifying the actual needs of the individuals/group being researched, ensuring equal access to research opportunities and resources, and in particular, exercising heightened attention to the history of deficit-oriented and exploitative practices where unserved and underserved communities are concerned. I nclusion implies that students, and the faculty who guide them, are committed to the establishment of research protocols and practices that ensure individuals/groups are treated ethically, fairly, respectfully, and in manner that acknowledges researcher/participant power dynamics in a way that permits full participation of all individuals in research endeavors.

Admission Decision:  The admission decision will be communicated to you as soon as review is complete. The decision is based on a number of factors and is the result of a thorough and deliberate process. All decisions are final and cannot be appealed.

In order to qualify for the in-state residency tuition rate, you are required to provide residency documentation indicating you have lived in New York State (NYS) 12 months prior to your semester start date.

If accepted, you will need to upload 3 documents to qualify for the in-state tuition rate. See Required Documents for Residency Application  for more information. 

• Official original proof of your degree
• A copy of your passport biographical page
• TOEFL minimum score is a 250 for a computer based test, 600 for a paper based test and 79 for the Internet based test
• IELTS Academic Test minimum score is 6.5 overall
• PTE minimum score is 55 overall
• DET minimum score is 120 overall
• Financial documentation  — International graduate applicants must document their ability to pay for all costs incurred while studying in the U.S.
• An official bank statement

All financial forms and supporting documentation with required signatures must be uploaded with your application, and must be dated within one year of your intended enrollment date.

Program Faculty

Jasmine Alvarado

Assistant Professor Educational Leadership And Policy

480 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-6628

Email: [email protected]

Gwendolyn Baxley

485 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1085

Email: [email protected]

Simone Fried

484 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-1099

Email: [email protected]

Melinda Lemke

Associate Professor Educational Leadership And Policy

University at Buffalo, SUNY Graduate School of Education Buffalo, NY 14260-1000 Buffalo, NY 14260

Email: [email protected]

Corrie Stone-Johnson

Professor Educational Leadership And Policy

473 Baldy Hall North Campus Buffalo, NY 14260

Phone: 716-645-2471

Email: [email protected]

Questions about the program?

Coordinator of Educational Administration

Associate Professor --------------------- Dept. of Educational Leadership and Policy 473 Baldy Hall

716-645-2471 [email protected]

We have a collection of frequently asked questions that may help you. If your questions are still unanswered, we are glad to help! Contact our admission office .

Questions About the Admission Process?

Office of Graduate Admission

Graduate School of Education 366 Baldy Hall, North Campus 716-645-2110 [email protected]

• Find & Compare Programs

Doctor of Education in Educational Leadership

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

For decades, educational systems have not been able to transform themselves to meet the needs of all students. Drawing on the principles of equity and social justice, build your capacity to lead change in ways that will improve academic opportunities and outcomes for all students.

Program Overview

The Doctor of Education in Educational Leadership (EDL) program prepares you to become a critically conscious leader with the skills to think strategically, understand and apply evidence-based research, develop strategies to create equity, and foster continuous organizational improvement. The program offers four concentrations: educational psychology, higher education administration, K-12 leadership in urban education and leading instructional change. 

Through this program, you will:

• Earn a doctorate from a program with a strong reputation among employers.
• Continue to work full time while taking one evening of classes per week for most of the program.
• Learn alongside a cohort of experienced professionals with diverse career backgrounds.
• Become equipped to address critical issues in communities that serve historically marginalized groups.

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

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

In the first year of the program, you will complete core courses that reflect USC Rossier’s mission and the program purpose. These courses focus on developing or deepening your understanding of the way power and privilege play out in education, leadership and learning to perpetuate inequities in learning opportunities. Subsequent coursework will build on this foundation and align with your career objectives. Each concentration will expose you to context-specific best practices and research while emphasizing the application of theory to practice.

Concentrations

Each concentration path consists of four courses and a dissertation in practice in a concentration-specific format. You will complete your dissertation under the guidance of a faculty member within your concentration. You must have career experience relevant to the concentration to which you apply.

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

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

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

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

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

Alumni have held positions such as:

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

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

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

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

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

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

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

Recommended career background for this concentration:

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

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

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

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

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

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

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

Dissertation in Practice

The dissertation in practice is a doctoral dissertation with a more practical focus than a traditional dissertation. Under the guidance of faculty in your concentration, you will apply relevant research methods to tackle a problem of practice that impedes access to equitable educational opportunities and outcomes. The purpose of the dissertation in practice is to equip you with the knowledge and skills you will use to address existing problems in your workplace well beyond your completion of the program. Format options for the dissertation in practice vary by concentration.

Scholarships

As an applicant, you will be automatically considered for limited, merit-based scholarships of $10,000. 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 Rossier 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 Services provides information regarding student accounts, tuition payment plans, campus-based loans, payment options and tax credits.

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

Program Details

Degree awarded, estimated length, program cost.

$2,354 per unit (estimated)

Estimated cost of attendance

Next Deadline

June 28th, 2024

See all deadlines

Week of August 21, 2024

Class Times

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

More in this program

Take the Next Step

• Request Info

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

Stephen J. Aguilar

• Assistant 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

Debra Bogle

• Part-Time Lecturer

• Dwuana Bradley
• Critical Education Policy • Higher Ed • K–12

Melanie Brady

• Part-Time Master Lecturer
• • 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

Margaret A. Chidester

• Adjunct Professor

Ruth H. Chung

• Marriage and Family Therapy
• Asian American Acculturation: Theory and Measurement. Intergenerational conflict and adjustment issues in Asian American immigrant families. Cultural psychology and multicultural counseling. Measurement and assessment. Teaching of statistics and research methods.

Darnell Cole

• Race/ Ethnicity, Diversity, Student-Faculty Interactions, Learning, and Student Experiences within K12 and Higher Education Environments.

Matthew Dame

• Teacher Education
• Critical Reflection • Authenticity • Heritage Language Learners

Monique Claire Datta

• Teaching Professor of Education

Bradley Ermeling

• Adjunct Assistant Professor

Omar Ezzeldine

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

Gregory Franklin

• Leadership • Policy • Accountability

Jon Fullerton

• Research Professor

Kim Hirabayashi

Corinne Hyde

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

Huriya Jabbar

• Associate Professor
• Critical Policy Analysis; Market-Based Reforms and Privatization in Education; Equity and Access in School Choice Policy; Teacher Job Choices, Retention, and Recruitment; Community College Transfer; Links between Systemic Inequality, Housing, and Schools

Esther Chihye Kim

• Assistant Teaching Professor of Education
• Research Methodology • Higher Education • Inequalities

Rebecca J. Lundeen

Akilah Lyons-Moore

• Associate Professor of Clinical Education
• Teacher Education, Culturally Responsive, Inclusive, Critical Pedagogies, Secondary History-Social Science Pedagogy & Curriculum

Nicole M.G. Maccalla, PhD

• Part-Time Senior Lecturer
• Research • Evaluation

Courtney L. Malloy

Shayna Markwongnark

• Part-time Lecturer

Julie Marsh

• K-12 Education Policy and Governance • Accountability • Teacher Incentive Programs • Data-Driven Reforms • School District Reform • School Choice • Equity-Oriented Reforms • Literacy Coaching

Alison Keller Muraszewski

• Adjunct Associate Professor

John Pascarella, III

• Teacher Education • Racial Equity • Digital Media Literacies • Instructional Leadership • Critical Pedagogy • Arts-Based Methods to HIV/AIDS Education

Erika A. Patall

• Professor of Education and Psychology
• Motivation • Autonomy Support • Choice Provision • Student Agency • Need Support • Education Practices • Research Synthesis • Meta-Analysis

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

Morgan Polikoff

• K-12 Education Policy • Curriculum • Standards-based Reform • Assessment Policy • Alignment • Survey Research • Quantitative Methods • COVID and Education

Julie R. Posselt

• Equity & Diversity in Higher Education • Organizational Theory • Sociology of Education • Research Methods

Marsha Boveja Riggio, Ph.D.

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

Mark Power Robison

• Professor of Clinical Education and History
• Chair Global Executive EdD Program

Artineh Samkian

Helena Seli

• Professor of Clinical Education, Assistant Dean of Academic Program Development

• Gale M. Sinatra
• Stephen H. Crocker Chair
• Associate Dean for Research
• Learning Theory • Knowledge Construction • Conceptual Change Learning • Science Learning • Public Understanding of Science

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

Program Outcomes

80+ Sitting superintendent alumni

of EDL alumni said their USC Rossier education prepared them to be more effective in their career

Of edl alumni said their studies at usc rossier prepared them well for future employment, of edl alumni said their studies at usc rossier prepared them to understand research, from our alumni.

“My time at USC was invaluable, I enjoyed the program and the world-class faculty that assisted me in honing my skills as a practitioner-scholar.”

Tonantzin Oseguera, EdD ’13

Higher Ed Concentration Vice President for Student Affairs California State University Fullerton

“It was always a dream of mine to be a part of the University of Southern California. The doctoral program was second to none, and the connections you make will impact your career forever. My goal is to be a Superintendent, and with my doctorate, it will open doors for me to accomplish that goal. The Trojan Family is real, and we definitely take care of our own. I am proud to have earned a doctorate from the greatest University in the world.”

Henry (Kenny) Torres, EdD ’21

K-12 Concentration Principal, Santiago High School Corona-Norco Unified School District

“The EdD program taught me how to take in information that I am learning, but also how to narrow it down to manageable bites that I can use to teach others.”

Juliana Calhoun, EdD ’17, MMFT, PPS

Educational Psychology Concentration Assistant Director/Learning Specialist, USC Kortschak Center for Learning and Creativity Assistant Adjunct Professor, USC Rossier School of Education

Featured Research Centers

Center for education, identity and social justice.

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

Website  |  Brochure

The University of Southern California Race and Equity Center

Established in 2017, the Race and Equity Center is the epicenter for interdisciplinary scholarship, resources and meaningful activities on racial equity that significantly benefit the University, other institutions of higher education and the broader society.

Is an EdD worth it? Leaders share insights and experiences

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

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

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

News and Insights

May 6, 2024

‘You don’t have to fit in the box that society puts you in’

USC Rossier alum Mariah Lora MAT '24 shares her academic journey from the basketball court and pageant stage to the classroom and commencement podium.

April 30, 2024

Message from Dean Pedro Noguera regarding the USC Rossier Commencement Ceremonies

The USC Rossier ceremony will proceed as planned. We are excited to host your friends and family and to celebrate your accomplishments.

Featured Faculty

• Pedro Noguera

April 22, 2024

Environmental justice and education: How schools can help foster a sustainable future

Climate change conference brought together artists, activists, public officials, school board members, higher education leadership, district administrators and teachers to share their commitment to sustaining the environment.

April 18, 2024

USC Rossier researchers awarded $1M grant to advance criminal justice prevention research and practice

During Second Chance Month, USC Rossier professors are making meaningful contributions to criminal justice reform.

• Royel M. Johnson, PhD
• Kendrick Davis

April 15, 2024

New study finds that Black and Latinx youth online engagement can foster a positive sense of self

Building on data from a project led by USC Rossier professor Brendesha Tynes, Naila Smith is the lead author of a new research paper that examines how online spaces created by Black and Latinx youth benefit their ethnic-racial identity development.

• Brendesha Tynes

Program Contact

Callah Darmali

Associate Director, Office of Admission and Scholarships

• [email protected]
• (213) 205-0609

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)

Organizational Change and Leadership (online)

Global executive, school leadership academy, school business management.

Certificate

Doctoral Degree Programs

Additional information.

• Download the Doctoral Viewbook

Join a world-class community of scholars and education leaders exploring new frontiers in learning and teaching.

Doctoral study at Harvard means full immersion in one of the world's most dynamic and influential intellectual communities. At the Harvard Graduate School of Education, two distinct doctoral programs leverage the extraordinary interdisciplinary strengths of the entire University. The Doctor of Education Leadership (Ed.L.D.) prepares experienced educators for system-level leadership roles in school districts, nonprofit organizations, government agencies, and beyond; and the Doctor of Philosophy in Education (Ph.D.)  empowers cutting-edge interdisciplinary research informed by the cognitive sciences, economics, medicine, the humanities, and more.

Doctor of Education Leadership (Ed.L.D.)

The Doctor of Education Leadership (Ed.L.D) is a three-year, practice-based program designed to produce system-level leaders in American pre-K-12 education. The Ed.L.D. curriculum mines the vast intellectual and professional resources of HGSE, the Harvard Business School , and the Harvard Kennedy School , and includes a 10-month residency in the third year.

Doctor of Philosophy in Education (Ph.D.)

The Doctor of Philosophy in Education (Ph.D.) , offered jointly with the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences , provides unrestricted access to faculty and resources at all Harvard graduate and professional schools. This five-year Ph.D. is ideal for conducting groundbreaking interdisciplinary research that directly informs and impacts education practice and policy.

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.

Search NYU Steinhardt

Doctor of Philosophy Educational Leadership and Policy Studies

Prepare for a career as a professor or researcher of educational leadership and policy while interrogating multiple aspects of schools and other educational institutions. The curriculum emphasizes critical analysis of contemporary problems of practice in collaborative study environments with professors, school leaders, and doctoral students.

Degree Details

Official degree title.

PhD in Educational Leadership and Policy Studies

What You'll Learn

In this doctorate, you will critically examine the conceptual, organizational, political, social, managerial, interpersonal, and technical dimensions of schools and other educational institutions. Research agendas of the faculty and students center on the nexus between theory and practice and explore critical issues facing educational leaders and policymakers today. 

Alternate-Year Admissions

The Educational Leadership and Policy Studies PhD has an alternate year admissions process where candidates will be admitted every other year on the following timeline:

• Entrance in Fall 2024:  December 1, 2023 application deadline
• Entrance in Fall 2025:  no cohort
• Entrance in Fall 2026:  December 1, 2025 application deadline

Prospective applicants should apply beginning September 2023 for Fall 2024 matriculation.

Funding for Full-Time PhD Students

NYU Steinhardt offers a competitive funding package for PhD students who study full time.  Learn more about our funding opportunities .

Upcoming Information Session

Take the next step.

Advance your personal and professional journey – apply to join our community of students.

Online Doctorate in Educational Administration and Leadership

Take the next step in your education career.

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

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

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

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

View courses

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

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

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

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

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

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

100% online

Graduate Admissions [email protected] 724-938-4187

Start Terms:

Concentrations, what does a superintendent of schools do.

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

Graduate Outcomes

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

Admissions Requirements

Ed.D. Only Program Admission Requirements

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

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

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

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

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

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

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

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

The Power of PennWest

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

Ph.D. in Educational Leadership and Policy Studies

GRADUATE STUDENTS

The K-12 Cohort Ph.D. program in Educational Leadership and Policy Studies at Purdue University develops leaders for the schools of Indiana and the nation. The graduate program at West Lafayette offers preparation in educational leadership for K-12 schools and school districts. The Cohort Doctoral Program concentrates on K-12 superintendent preparation and features the use of hybrid distance learning technologies. Although it utilizes distance learning technology such as interactive video (WebEX) and on-line conferencing such as Brightspace to supplement class discussions, it is not an on-line degree program.

Application Deadline: June 30 Transcript Evaluation and Credential Review (TECR) Request Deadline: June 15

MAKE YOUR NEXT GIANT LEAP

For more information, view the :

• Admissions Application Checklist
• Application Roadmap

Purdue quality. Flexible schedule.

Hybrid students enjoy the same rigorous academic programs as on-campus students, but with a much more flexible class schedule. Assignments, discussions, and other coursework are posted each week in the virtual classroom.

Cohort Format

Each year a select group of 8-10 students is admitted as a cohort. Students usually have two required on-campus Saturday class meetings for their core course each semester with weekly video-conferencing (WebEX) classes or on-line class discussions (Brightspace). Weekend on-campus summer courses are also required.

Request Information – Ph.D. Educational Leadership

• Your Name * First Last
• Email Address *
• Phone Number *

This program leads to an Indiana District Level (Superintendent) license. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application.

Please visit the  Graduate Licensure Program  page for information about license eligibility requirements.

Program Overview

What makes for a successful leader in education.

Purdue specific outcomes and program highlights: 

• Distinguish yourself in the education industry with a superior credential from an institution with worldwide recognition and impact.
• Learn tools & highly relevant techniques for leading P-12 schools.
• Advance and network with an experienced and motivated peer group for mutual support, team exercises, and enhanced learning. 
• Learn educational leadership practices and how to be applicable in working with individuals.

Why choose Purdue’s Ph.D. in Educational Studies with a concentration in Educational Leadership and Policy Studies?

Program Rational

As a performance-based preparation program, the curriculum focuses on the seven District Level National Educational Leadership Preparation (NELP) Program Standards for district administrators. Within that structure there is a heavy emphasis on visionary leadership, policy and planning, management, and operations, learning environments, school culture, community building and ethical behavior. The core curriculum explores contemporary educational issues as they play out in urban settings, in suburbia, and in rural America. The reforms associated with the Every Student Succeeds Act (2015) demand that schools educate all students. Developing these schools requires school leaders with competencies in systems analysis, planning, fostering change, and building consensus and collaboration. Above all, these school leaders must first be educators with a compelling vision of what education can mean for students. The Cohort Doctoral Program strives to develop leaders with those qualities.

Career Outlook

A degree in educational leadership can lead to many careers. Professionals can find jobs working predominantly with students or pursue roles where they interact primarily with staff members and teachers. Educational leaders can find employment at elementary schools, high schools, and colleges and universities, in addition to some non-school settings.

School leadership is difficult.  With budget cuts, evaluations based on standardized assessments, and the developing social structure of today’s education.  School leaders need to be creative and empathetic to find solutions to complex and sensitive issues in our schools.

School leaders can foster relationships with students, staff and parents that will last a lifetime. They help create a more engaging learning environment, and they get to work in one of the best professions. That is why educators become school leaders.

It is important to check with your states department of education office to find out what is needed for school administrator licensing.  Additional requirements may be needed for leadership positions in schools

• Superintendent
• Assistant Principal
• District Administrator
• Building Administrator
• Instructional Coordinator
• Education Consultant
• Education Researcher

The course structure is NOT the same as the Master’s/BLL.  Courses run the traditional 16 weeks, with an accompanying 1 credit internship. 

Students spend an average of 15 hours a week on homework.  Most courses are hybrid and 16 weeks long requiring 2 trips to campus per semester.   

The Ph.D. program requires a minimum of 90 credits (with 30 credits from a Master’s degree counted toward the 90 credits), preliminary examinations, and a dissertation. Applicants are expected to have earned a master’s degree in educational leadership and/or hold a principal’s license.  Courses in the cohort program are coordinated with Indiana District Level Administrator (superintendent). The program consists of a set of seven core courses in educational leadership, six with an accompanying one credit internship. The program is designed so students will complete cohort doctoral core coursework in two and a half years, with an additional year or year and a half to complete the dissertation. Students are expected to attend all cohort courses in sequence throughout the program.

Cohort Doctoral Core Courses

• EDST 51300 – Educational Facilities Planning (3 credits) Systems approach as a basis for planning, construction, and utilization of school facilities. Emphasis on providing facilities to enhance teaching /learning processes in meeting educational needs of diverse learners.
• EDST 60800 – Business Management in Education (3 credits) Vision and ethics as components of transformational leadership. Understanding and developing the characteristics associated with transformational leadership.
• EDST 61200 – Transformational Leadership (3 credits) An analysis of current research and theory related to selected topics in educational administration and curriculum.
• EDST 61300 – Learning Environments (3 credits) Management of teaching and learning systems; diagnostic processes and evaluation.
• EDST 61400 – Leadership for Community Collaboration and Development (3 credits) Place of the school district in the larger community. Emphases on building community relationships, communication to diverse audiences, and community development.
• EDST 61500 – Educational Policy and Decision Making (3 credits) Legal, political, and economic relationships to education; policy issues and analysis.
• EDST 61600 – Analytical Techniques in Educational Management (3 credits) Management functions and processes, including applications of technology; organizational change and development.
• EDST 69500 – Internship – District Administrator (6 credits) The “practicum” in which theoretical and research-based work in the core courses is integrated with field-based work of the administrator by working with administrative mentors. A one-hour internship accompanies six of the core courses, for a total of 6 hours.

Supporting Courses

The program contains a sequence of 12 credits of research design and methods courses, 6 credits of related area courses, and 15 credits in dissertation research hours. Students will schedule on a case-by-case basis additional electives and courses that may be required to complete the degree and license.

The Ph.D. in Educational Leadership and Policy Studies program is affordable and competitive in cost. 

*Tuition and fees are charges on a per credit hour basis and are subject to annual increase.  Annual increases may change the total program costs. *Textbooks and course materials are not included *Faculty and staff fee remissions are not valid with this program. *International Fee: $145/semester

This program admits students for Fall semester starts.

Application Deadline: June 30 th Transcript Evaluation and Credential Review (TECR) Request Deadline: June 15

For more information, please see  Purdue’s full application instructions and the Admissions Application Checklist .

You will need the following for your admissions application

• Official transcripts
• Personal History Statement – This may include relevant details on community service, leadership roles, participation in diverse teams, and significant barriers that you overcame to attend graduate school.
• Academic Statement of Purpose – This is an opportunity for you to share information that will help reviewers understand your academic interests and objectives, assess your academic background, preparation, and training, and determine if you are a good match for the program to which you are applying.
• 3 Letters of recommendation
• English proficiency for international students
• Application fee
• Complete the  Transcript Evaluation and Credential Review  (There is a non-refundable cost associated with the evaluation)

This program is subject to our Licensure Disclosure

The U.S. Department of Education requires institutions to publicly disclose to prospective and currently enrolled students whether certain programs meet the education requirements for licensure or certification in the state or territory in which they reside. “Programs Leading to Professional Licensure” is defined as programs represented to prepare students for an occupation for which, at completion of the program, a local, state or federal license, or nongovernmental certification is  required (i) as a precondition for employment, (ii) to perform certain functions, or (iii) to meet additional conditions that are generally needed to secure employment .

The Purdue University Teacher Education Program is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the State of Indiana. However, not all undergraduate and graduate programs lead to an educator licensure in the State of Indiana. If your Teacher Education program includes field experience(s) and a student teaching or internship component, it may lead to an educator license in the State of Indiana, if you meet the licensure requirements. Contact your academic/faculty advisor and/or the Office of Teacher and Licensure at  [email protected]  to verify your program enrollment and whether or not it leads to a license in the State of Indiana.

The State of Indiana has reciprocity agreements with other states, the District of Columbia, and territories. For licensing information contact information for individual state departments of education or visit the National Association of State Directors of Teacher Education and Certification  (NASDTEC)  or email a Purdue University licensing officer/advisor at  [email protected] .

Visit  this page  to view the Licensure Program Agreement

Program Faculty

Our faculty are nationally recognized and have the ability to work personally with students to individualize their plan of study to meet personal career interests and goals. These faculty will oversee the intensive coursework required.

James Freeland

Marilyn Hirth

Alice Johnson

lamonica williams

Testimonials

As I celebrate and reflect on this journey, I can only be so appreciative for this program giving me a chance. On paper, everything about my background had added to my insecuring in my leadership in education prior to this program. I didn’t have an undergrad degree in education, I had attended some sub par education programs, I had never worked in public education, but you all gave me a chance. The chance given to me provided invaluable practical mentorship from those with exceptional experience in the career that rebuilt my confidence in my own choices and empowered me to be a more informed and strategic leader for staff and students. Each professor’s guidance with balancing the practical policy with necessary theory was supplemented with exceptional expertise on frameworks for research practices that equipped me each step of the way. Thank you seems insufficient, but it’s the least I can say. I’m proud to be a Boilermaker and I’ll continue to be an advocate of this exceptional program that has equipped me with the knowledge, skills, EdS degree, Superintendent licenses in Indiana and Illinois, two career advancements, and now a PhD. CHRISTOPHER BIDDIX Director of Equity and Inclusion Hinsdale Township High School District 86

The PhD in Educational Leadership and Policy Studies program was an amazing experience. The hybrid platform allowed me to pursue my PhD as a full-time school administrator. The professors were amazing, caring, and understanding. Dr. Alice Johnson was a huge part of my success in the program. Her delivery of instruction and content was relevant, practical, and applicable to the profession. Additionally, as my chair, she was extremely motivating and encouraging throughout the dissertation process. ADAM BURTSFIELD Assistant Superintendent of Administrative Services Niles Community Schools

The Purdue Educational Leadership Ph.D. program provides an excellent opportunity for educators to be challenged intellectually and learn together in a cohort model that allows for meaningful collaboration and dialogue. SEAN GALIHER Principal Penn Harris Madison School Corporation

I sit at my desk on a summer morning with the sun shining in my window and know that I have be able to have a wonderful career in education because it began at Purdue. My pride runs deep as I am also wearing a beautiful, gold Purdue shirt. My education at Purdue throughout the years has afforded me so many great opportunities. From my undergraduate to graduate and then my school administrative licensure work has helped me to understand the foundations of public education, its impact on our country, and the importance we have to maintaining a successful future. I take my work very seriously because Purdue taught me how critical it is to work each day for the students we serve. I think deeply about situations to make decisions because Purdue required critical thinking in its coursework and my instructors were always pushing me to analyze further. I have an understanding of our larger world because of my classmates, instructors, and studies at Purdue. I sit here much older and think back to my high school days and why I chose Purdue. If I had to do it all over again, I would do the same. And I am equally as happy that I live just down the road from the campus I love. I get to serve students with high needs in a district with a diverse population. Purdue equipped me with these skills, and I will be forever grateful. DR. LESLIE MILLER Director of Student Achievement Frankfort Community Schools

I am a first-generation college graduate. I began my journey at Purdue (B.A. ’05) and have completed my journey as a Boilermaker (Ph.D. ’22). For John Purdue “education was the flame that lit the world.” My life was transformed by my Purdue education. I am honored to call myself a Boilermaker and will use my education to keep the light shining bright. Boiler up! PAMELA MOORE Principal Discovery Charter School

Jackson Scholars

Dr. LaWanda Mitchell, 2019-2021 Jackson Scholar Educational Leadership and Policy Studies Ph.D. 2021 Graduate

Dr. LaWanda D. Mitchell is a first generation college student who earned a Bachelor of Science degree from Auburn University, a Master of Arts in Teaching from the University of Indianapolis, and a Ph.D. in Educational Leadership & Policy Studies from Purdue University. With almost 15 years in education, Dr. Mitchell has received numerous honors and awards; however, the recognition that is nearest and dearest to her heart is receiving Congressional Recognition for Excellence in Education in honor of her dedication to academic excellence for the students she serves. Throughout her career, Dr. Mitchell has served in many capacities ranging from district leadership to building leadership, in which she not only transformed the climate and the culture of the schools under her guidance, but she has also founded numerous mentoring programs renowned for resulting in higher academic growth, higher academic achievement, and lowered discipline for all schools and students involved.

Dr. Mitchell is a proud member of the 2018 Harvard University’s Women in Education Leadership Cohort, a proud Jackson Scholars’ Recipient with The University Council for Educational Administration, and a 2012 Woodrow Wilson Teaching Fellowship Recipient. Because of her experiences and her passion for what she does, Dr. Mitchell considers herself an educational change agent, seeking to create educational environments in which ALL students can excel regardless of their background, SES, race, parental support, or zip code. She could not imagine a better future than helping to create schools and districts that reach new levels of academic, social, emotional, and behavioral competencies and success as they pursue educational freedom for disenfranchised students and staff through social justice, equity, cultural competency & responsiveness. Thanks to the support and the amazing people she has met in and through the Jackson Scholars’ Program, she is able to do just that. Whether she’s traveling across the country providing educational consulting to schools and school districts through VoicED, her Educational Consulting Firm, or simply serving as the principal or assistant principal for schools under her leadership, Dr. Mitchell considers it a privilege to be able to serve God’s people, one state, one district, one school, at a time.

Natalie Witherspoon, 2019-2021 Jackson Scholar Educational Leadership and Policy Studies Ph.D. Cohort #23

Natalie Witherspoon is a passionate, equity-focused, lifelong learner and educator. She loves teaching and learning and is committed to shaping schools that allow all children to thrive, receiving the tailored instruction, guidance, and love needed to reach their highest potential. As an activist educator, she believes that every student deserves a high quality, rigorous education and intentionally centers her practice in marginalized communities as an act of social justice. She realizes this mission as a classroom educator, school administrator, and educational consultant working in the US and abroad. While the majority of her service has been in the US, she is working to build an international, Pan-African, anti-colonial school system serving students in The Americas and West Africa.

Determined to be as prepared as possible for her role as an educational leader, she is currently pursuing a PhD in Educational Leadership and Policy Studies. Her studies have already broadened her capacity to lead at every level, including her experiences as a 2019-2021 UCEA Barbara Jackson Scholar. She has found this network of doctoral learners and leaders to function more like a family. It has provided the unusual opportunity to interact with academics who also understand the unique challenges and advantages of life and study as a member of an underrepresented ethnic group. The Jackson Scholars Network has provided incomparable opportunities to shape both her educational leadership and research endeavors, learn how to navigate the academy as a Black woman, and further develop her own trusted professional network. These experiences have been some of the most healing and impactful in her entire academic and professional career. The Jackson Scholars Network is an essential, invaluable, life-changing community, one that she is eternally grateful to have found.

Shawn Wooden, 2021-2023 Jackson Scholar Educational Leadership and Policy Studies Ph.D. Cohort #26

Being recognized as a Jackson Scholar was both humbling and rewarding! My experience at the University Council for Education Administration (UCEA) National Conference/Jackson Scholars Workshop in November 2021 was eye opening for both my research and by career beyond my doctoral matriculation at Purdue. My professional knowledge and by academic network have both been positively impacted by my professional development experiences at the conference.  I strongly believe that this scholarship will have a significant impact on my development as a researcher and on my work as an educator.

As a second generation Purdue student, and life-long Boiler,  I am so proud that the College of Education actively participates in UCEA activities including the Jackson Scholar program. My experiences as a Purdue Graduate student have been amazing. After graduation, I visualize to giving of my time and my treasure to the College of Education and specifically to the Jackson Scholars program.

My primary research interest is the personal and professional experiences of African-American Educators. Specifically, I would like to collect the pre-service and vocational successes and difficulties of Black and Brown teachers in Indiana. My focus will be to conduct a Qualitative Narrative Inquiry of their journey through the preparation as well as the execution of their careers. The research questions of this study will focus on the motivation and support that encouraged these professionals to become teachers. Queries will also put attention on the systemic hurdles they overcame to reach their professional objectives. My objective is that this research will be used by universities and school corporations as they work to recruit, support, and retain Black and Brown educators.

Frequently Asked Questions

• How many credit hours to receive Ph.D. in Educational Leadership and Policy Studies? 90 credits (with 30 credits from a Master’s degree counting toward the 90 credits)
• How long are the courses? Most courses are 16-week courses.  The hybrid model includes Saturday campus meetings two times per semester
• What is the difference between the hybrid, online, and a traditional on-campus courses? Just the delivery method. The hybrid courses consist of the same content of the Purdue courses and are taught by the same faculty as traditional on-campus programs. 
• How much time should I allow for doing homework and completing assignments? Plan on devoting 15 hours a week on coursework, depending on the course requirements and your study habits.

Make your next giant leap

Admissions:   [email protected] Course Content Information: [email protected] Course Registration, payment, drops/withdraws, and removing holds: Purdue Online [email protected] Career accounts: ITaP (765) 494-4000

LET US HELP

Welcome to Capella

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

FIND YOUR PROGRAM

Connect with us

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

Courses Leadership in Educational Administration

Doctor of philosophy in education.

• PhD in Education
• Leadership in Educational Administration

Practicum/Internship Experience Requirement(s):

Minimum of 320 internship hours. See the Practicum/Internship Experience section below for more information.​

Core courses:

Specialization courses:

Upon completion of all required coursework: 

Learners must register for EDCN9960 a minimum of four times to fulfill their specialization requirements.

School Leadership concentration courses:

Two Elective Courses

At least 8 quarter credits

Recommended elective course: 

Choose any graduate course(s).

At least 92 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.

Practicum/Internship Experience 

Learners enrolled in the PhD in Education, Leadership in Educational Administration degree program complete a 320-hour supervised on-site internship experience as a requirement of their program. Throughout the experience, learners maintain a log of their experiences and develop a final portfolio as part of their contract materials.

The internship experiences consist of the following online courses and supervised site-based learning: Learners in the School Leadership concentration complete two consecutive principal internship courses (ED7901 and ED7902) that serve as the capstone courses for the PhD Leadership in Educational Administration School Leadership concentration. It provides learners with the academic and internship experiences that are prerequisites for principal or administrative licensure in most states.

Learners may register for a third internship course (ED7905) should they need additional time or need to meet additional requirements for state licensure.

Practicum and/or Internship hours are considered complete once all program required practicum/internships hours have been successfully achieved. Partial completion of practicum/internship requirements/hours can't be verified for licensure or transfer of hours.

Learners in the School Leadership concentration are required to take the Praxis II Series Educational Leadership: Administration and Supervision test (ELAS 5411 or 5412) prior to being enrolled in the comprehensive exam. To be recommended for licensure learners must pass the Praxis II Series Educational Leadership: Administration and Supervision test (ELAS 5411 or 5412) with a score of 145. Learners must identify Capella University as a recipient to ensure the score report is sent to the university. Learners under an earlier catalog, who are required to take the School Leaders Licensure Assessment (SLLA), may take the Praxis II Series Educational Leadership: Administration and Supervision as a substitute for the SLLA. Learners are responsible for any costs associated with this assessment.

In addition, the Georgia Professional Standards Commission requires Georgia learners in the School Leadership concentration to take the Georgia Assessment of the Certification of Educators (Educational Leadership test) to be recommended for licensure. Learners must be enrolled in the internship (ED7901 or ED7902) before they are granted eligibility to complete the assessment. The Georgia Professional Standards Commission also requires Georgia learners, who are still enrolled in a performance-based educational leadership program on or after July 1, 2016, to attempt the Program Exit (Test 380) prior to program completion and pass the exam for certification in the field of educational leadership. Learners are responsible for any costs associated with this assessment.

Capella University cannot guarantee eligibility for licensure, endorsement, other professional credential, or salary advancement. State licensing regulations and professional standards vary; learners are responsible for understanding and complying with the requirements of the state in which they intend to work. For more information, see the professional licensure disclosures for this program on Capella’s website . Contact your school district for a determination on qualifications for salary advancement.

The Arizona Department of Education has approved the School Leadership concentration for principal preparation.

Learners seeking certification in Arizona must secure a Structured English Immersion endorsement (SEI) and specific coursework in the U.S. and Arizona constitution. Both are available online through many Arizona universities. For more information, see the Licensure section for this program on Capella’s website ( www.capella.edu ).

Applicants seeking Georgia Performance-Based Leadership certification are not eligible to enroll in this specialization.

The Minnesota Board of School Administrators has approved the School Leadership concentration for principal preparation.

In Minnesota, learners pursuing an endorsement to an existing administrative license must complete additional internship hours. To add a K-12 endorsement to an elementary or secondary license, learners must complete an additional 200-hour internship. To add a principal endorsement to a superintendent endorsement (or vice versa), learners must complete an additional 320-hour internship. For more information, see the Licensure section for this program on Capella’s website ( www.capella.edu ).

Arkansas residents are not eligible to enroll in this specialization.

What Can I Expect?

Each unit consists of readings, discussions, and other activities you will be expected to complete throughout the week. Assignments are due on Sundays, though not every course requires an assignment each week.

In each course, you will receive a detailed scoring guide that describes expectations for every graded assignment.

Grades are based on your participation in weekly reading discussions and completion of assignments. You will also be assessed on your ability to demonstrate an understanding of expected outcomes for your program or specialization. These outcomes are based on the needs and performance standards of your field or discipline.

Learn more about  online learning  at Capella.

Transfer Credits

There are many ways to  reduce tuition costs,  including  transferring credits  which can help save time and money. You can transfer up to 8 credits into this specialization.

Ever Wonder What a Capella Course is Like?

Sign up for a GuidedPath Trial Course on us and see all the great each online learning format has to offer.

Get started

Take an individual course

Whether you're completing additional credits for your own education, want to see if online learning is right for you, or are simply interested in a specific topic, you can enroll in many of Capella's online courses without committing to a degree program. We recommend speaking with an enrollment counselor to discuss your goals and ensure that the credits you earn now may be applicable to a Capella degree program.

Learn more about individual courses .

Ready for the next step?

Learning online doesn't mean going it alone. Help is here. From faculty, coaches, advisors and more. Plus a supportive community of students who are as passionate about their careers as you are about yours.

Please Exit Private Browsing Mode

Your internet browser is in private browsing mode. Please turn off private browsing mode if you wish to use this site.

Are you sure you want to cancel?

PhD in Higher Education – Educational Leadership Degree Shaping Organizations for Success

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 50% of the degree total

Become an Authority in Academia with Liberty’s Online PhD in Higher Education Administration – Educational Leadership Degree Online

If you’re interested in pursuing a research-based career or opportunities in academia, Liberty University’s 100% online Doctor of Philosophy (PhD) in Higher Education Administration – Educational Leadership may be a great fit for you. Our higher education PhD online has been designed with your success in mind. Whether you’d like to become a department chair, the dean of a school, provost, or university president, our online doctorate in higher education administration can help you reach your career goals.

As of October 2020, 61.8% of high school graduates between the ages of 16 and 24 were enrolled at a college or university.* This statistic speaks to the importance of qualified higher education administrators. Millions of young Americans attend college in hopes of earning an education, boosting their earning potential, increasing their employability, and forging lifelong connections.

As a higher education administrator, you’ll play a crucial role in building and maintaining a university setting that students want to attend. The role of a university administrator isn’t just about negotiating with accrediting partners or providing feedback to department chairs — it’s about ensuring that the future of the world is in good hands.

*Bureau of Labor Statistics, U.S. Department of Labor, at College Enrollment and Work Activity of Recent High School and College Graduates Summary (viewed online Dec. 2, 2022).

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

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

Why Choose Liberty’s PhD in Higher Education Administration Degree – Educational Leadership?

Maybe you’ve always wanted to work in an academic setting, or perhaps you already do. Either way, there are numerous job opportunities available in academia. Liberty’s educational leadership and higher education PhD online could be your ticket to a well-paying career in student services, academics, faculty research, or higher education administration.

We recognize that your personal responsibilities don’t stop when you enroll in a degree program, which is why our doctorate in higher education online is offered 100% online in mostly 8-week courses with no required intensives. That way, you won’t have to worry about traveling to campus for classes or spend time away from your job, family, or community.

What Will You Study in Our PhD in Higher Education – Educational Leadership Degree Online?

In our PhD in Higher Education Administration – Educational Leadership, you can learn about teaching the college student, college and university administration, historical perspectives of higher education, and the economic impact of higher education. You will also study the specifics of accreditation.

In the educational leadership specialization, you’ll study issues and trends in technology and learning as well as policy analysis. You’ll also be able to choose between two courses: organizational analysis and problem-solving for educators, or conflict resolution. Our educational leadership cognate is rounded out by an elective course, which allows you to study a topic you’re most passionate about.

Upon completion of your core courses, you’ll begin to venture into dissertation preparation. The research courses in our online doctor of higher education include advanced educational statistics, quantitative and qualitative methods of research, and a dissertation literature review. You will also study research concepts and methodology as part of your research courses.

And finally, the dissertation portion of your degree will consist of multiple courses. Through these courses, you will choose a topic, research your topic, and present your findings to our School of Education faculty.

Potential Career Opportunities

• College/university administrator
• Curriculum specialist
• Educational consultant
• Program coordinator
• Student affairs director

Featured Courses

• EDUC 758 – Teaching the College Student
• EDUC 759 – College and University Administration
• EDUC 782 – Historical Perspectives of Higher Education
• EDUC 784 – Assessment and Accreditation

Degree Information

• This program falls under the School of Education .
• View the Graduate Education Course Guides (login required) .
• View the Doctoral Advising Guide .
• Most of our PhD courses are offered in an 8-week format; however, the dissertation courses are full-semester in length.

Degree Completion Plan (PDF)

Not sure what to choose?

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

• Tuition & Aid

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

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for Liberty’s Online PhD in Higher Education Administration Online

Admission requirements.

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

Preliminary Acceptance

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

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

Transcript Policies

Official college transcript policy.

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

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

Ready to Apply?

Submit your application online or over the phone.

Apply by phone: (800) 424-9595

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

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

What does the career potential look like for this field.

According to the Bureau of Labor Statistics (BLS), postsecondary education administrators earned an average salary of $97,500 in 2020.** Demand for this career is expected to grow by 8% between 2020 and 2030, and the BLS projects that about 14,500 new postsecondary education administration positions will become available each year during the same time frame. If you’re interested in becoming a college administrator, our doctor of higher education is an excellent choice.

**Bureau of Labor Statistics, U.S. Department of Labor, at Postsecondary Education Administrators (viewed online Sept. 29, 2021). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

What accreditation does Liberty University have?

Liberty University is accredited by SACSCOC , the Southern Association of Colleges and Schools Commission on Colleges.

What title can I use once I have earned this degree?

Upon successful completion of this degree program, you will have earned the title of “Doctor” – a title that commands respect in academic and business communities alike.

Inner Navigation

• Why Choose Liberty?
• What Will You Study?
• Admission Information

Have questions?

Are you ready to change your future?

Apply FREE This Week*

Request Information

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, non-degree-seeking, DGIA, Continuing Education, WSB, and certificate students.

Request Information About a Program

Request info about liberty university online, what program are you interested in, choose a program level.

Choose a program level

Bachelor’s

Master’s

Certificate

Select a Field of Study

Select a field of study

Select a Program

Select a program

Next: Contact Info

Legal full name.

Enter legal full name

Legal Last Name

Enter legal last name

Enter an email address

Enter a phone number

Full Address

Enter an address

Apt., P.O. Box, or can’t find your address? Enter it manually instead .

Select a Country

Street Address

Enter Street Address

Enter State

ZIP/Postal Code

Enter Zip Code

Back to automated address search

Start my application now for FREE

• Alumni & Giving
• Faculty/Staff Directory

The Graduate School of Education and Human Development

• Accreditation
• Faculty & Staff Directory
• Counseling & Human Development
• Curriculum and Pedagogy

Educational Leadership

• Human and Organizational Learning
• Special Education and Disability Studies
• Individualized Master's Program
• PhD in Education
• Online Programs
• Prospective Students
• Request Info
• How to Apply
• International Applicants
• Funding Your Education
• Admissions Events
• Visit Campus
• Admitted Students
• Career Services
• Student FAQs
• Dates & Deadlines
• New Student Orientation
• New Student Guide
• Research Lab
• UNESCO Chair & Fellowship
• Futrell Scholars
• EdFix Podcast
• Feuer Consideration
• Refer a Student
• Fellowship and Summer Institute on Antisemitism & Jewish Inclusion in Educational Settings

Master's in Educational Leadership and Administration

Take your education career to new heights.

Position yourself to become a principal or administrator with the ability to facilitate change and lead a supportive and inclusive culture of teaching and learning. Inspire your PreK-12 school community to reach ever-higher goals by earning a Master’s in Educational Leadership and Administration (ELA) at GW.

The ELA program is designed to develop equity-centered intellectual leaders who understand curriculum and instruction, motivate and support classroom professionals and provide practical ideas necessary to lead diverse and vibrant educational communities. Prepare to meet today's educational challenges, and build on your leadership skills with a focus on building your capacities and practical skills and knowledge necessary to improve student learning and achievement on the local, state, or national level.

Learn how a degree in Educational Leadership and Administration can help you become an equity-focused leader and drive positive change in schools >

Request Information    

How to Apply    

Upcoming Info Sessions    

Tradition of Excellence For 30+ years, our faculty, who are research productive and possess extensive professional and practitioner experience at the local, state, national and international levels, have prepared students for leadership roles in PreK-12 education.

Gain Credentials Academically prepare for licensure eligibility as an administrator or principal and meet the curricular requirements for endorsement in DC and partner states of the interstate compact agreement.

Accessible & Accredited This accelerated part-time program, accredited by the Council for Accreditation of Educator Preparation (CAEP) and nationally recognized by the National Policy Board for Educational Administration (NPBEA), is designed for working PreK-12 professionals and can be completed in our off-campus classrooms or online in as little as 2 years.

Hands-On Experience Acquire critical skills in leadership, management, supervision of instruction and related principles through evidence-based coursework, group work, observation, and high-quality internships.

The GW Advantage

Our unique location in the heart of our nation’s capital positions students to benefit from the University’s extraordinary access to leading national and international organizations, diverse school settings and unprecedented access to research.

Whether attending off-campus or online, a GW education is unlike any other. GSEHD’s Educational Leadership and Administration program has garnered national recognition as a program of distinction from the National Policy Board for Educational Administration (NPBEA). The program is accredited and embeds the National Educational Leadership Preparation (NELP) standards required by our accrediting body, the Council for the Accreditation of Educator Preparation (CAEP), in all of its licensure courses and internship experiences.

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

 Program at a Glance

Degree awarded:.

Master of Arts in Education and Human Development in the Field of Educational Leadership and Administration

Department:

Course delivery:.

-Online -Alexandria Center -Hybrid Cohort Options

Program Entry:

-Online: Spring, Summer, Fall -Off-Campus: Fall

The Educational Leadership and Administration Program at the George Washington University develops thoughtful and reflective educational leaders prepared to critically use evidence and to use appropriate judgment in making decisions that promote excellence through equity and social justice in meeting the needs of all students. Leaders are prepared to engage with a variety of stakeholders in schools and communities to improve student learning.

Through internships, team-based projects, and individual assignments, students gain hands-on, relevant experiences in schools and diverse opportunities to reflect and think critically about those experiences as they connect research and theory to practice.

Students learn from faculty who are engaged in both research and practice in the field of educational leadership, and value our commitment to student learning and development and the rigorous expectations that promote them. Our program values our partnerships with school organizations and educational institutions, both locally and around the globe, as well as a network of alumni with whom we continue to partner and support.

The following requirements must be successfully fulfilled: 30 credits in required courses and all required internship hours and criteria.

The ELA courses below, unless designated by a * , are 8-week courses. This format allows two instructional sessions within a 16-week semester/term and has been found to at most times, provide an option to students who desire an accelerated time to completion. ( Closed cohorts may experience different session models ).

Your successful completion of the GW Master's in the field of Educational Administration degree will have completed your trajectory toward mastery of the knowledge, best practices, and dispositions that exemplify your commitment to becoming an equity-centered leader. As an aspiring leader, you have been prepared for:

• Leadership for Instruction and School Improvement
• Fostering an Inclusive School Community and Culture
• Shared Leadership Practices
• Ability to make data-informed decisions

Charles County Cohort : Convenient and flexible classes offered in a hybrid model for the Master's and Post-Master’s Certificate in Charles County with some classes held online and some held on-site at a CCPS school.

DC Public School Cohort : Convenient and flexible classes offered in a hybrid model for the Master's and Education Specialist degrees .

Loudoun County Cohort : Convenient and flexible classes offered in a hybrid model for the Post-Master’s Certificate, Masters and Education Specialist degrees in Loudoun County, with most classes held on-site at an LCPS Building and some held online.

Please note: Cohort admissions is limited to employees of the specific cohort’s division.

Additional ELA Programs Offered

Post-Master's Certificate

If you currently hold a master's degree, have at least one year of teaching experience, and are interested in advancing your skills in ELA, you might consider the Post-Master's Certificate. Upon successful completion, if additional requirements are met, you may have the opportunity to transfer the certificate credit hours toward the EdS in ELA degree.

Explore the Certificate >

Education Specialist (EdS)

Alternatively, if you currently hold a master's degree in a subject other than ELA and have at least one year of teaching experience, you could pursue the EdS in ELA as opposed to our Master's program. If you earned our Post-Master's Certificate in ELA, are admitted to the EdS program, and meet additional requirements, you may qualify to complete the degree with only four additional courses.

Explore the EdS >

Doctor of Education (EdD)

If you currently hold a master's degree (in ELA or other), you may be eligible to pursue the Doctor of Education in ELA. Graduates will have the capability to facilitate change to ensure achievement of all students through thoughtful and deliberate connections between research and practice.

Explore the EdD >

• 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: Bachelor's Degree, minimum of one year of teaching experience

Transcripts from all previously attended colleges or universities

• Rationale for seeking a Master's in the field of Educational Administration and Administration at GW;
• Current knowledge, skills, and leadership experiences that contribute to your readiness to assume an administrative role as an equity-centered leader;
• Vision for serving as a leader who advocates and promotes equity, diversity, inclusion, and transformative practices in your school and communities.

Two Letters of Recommendation (at least 1 from a current administrator preferred)

• Interview may be required

*Additional application requirements may exist for international applicants .

View more details about requirements  

We are accepting applications on a rolling basis. We encourage you to apply as early as possible.

Please note: Cohort applications may carry alternate deadlines to those reflected below. Contact [email protected] for more information.

 Tuition & Financial Aid

• Tuition Overview

We know embarking upon graduate school is a big decision. 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 financing your education    

Graduate tuition is charged per credit hour, unless otherwise noted. This program requires 30 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 Master's in ELA program is $970 per credit hour .

  The tuition rate* for the online Master's in ELA program is $1,000 per credit hour .

Please note: Additional fees may apply for international students, late fees, etc.

*Summer 2024, Fall 2024, Spring 2025

View the current fee chart     

GWU's Educational Leadership and Administration program has equipped me with the ability to serve as an equitable and transformative leader. Through this program, I have become more self-aware and confident in my ability to lead as a Black woman in today's society.

ARIANNA ALLEN (MAEd '21) Master's of Educational Leadership and Administration

 Career Outlook

With a master's in Educational Leadership and Administration, broaden your opportunities for a leadership position within your school, district, or in higher education. According to the U.S. Bureau of Labor Services, elementary, middle and high school principals earned a median $98,420 annual salary in 2021, with jobs in the field expected to grow 5% by 2031. 1 Postsecondary education administrators earned a median $96,910 in 2021, with jobs expected to grow 7% by 2031. 2

1 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook , Elementary, Middle, and High School Principals, at https://www.bls.gov/ooh/management/elementary-middle-and-high-school-principals.htm (visited October 31, 2022). 2 Bureau of Labor Statistics, U.S. Department of Labor,  Occupational Outlook Handbook , Postsecondary Education Administrators, at https://www.bls.gov/ooh/management/postsecondary-education-administrators.htm (visited October 31, 2022).

• Assistant Principal
• Athletic Director
• Central Office Administrator
• Department Chair
• Director of Admissions
• Education Advisor
• Education Consultant
• Program Director

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

Educational Leadership & Administration Faculty

Interim Director of Accreditation; Professor, Educational Administration

Assistant Professor and Co-Program Director, Educational Leadership and Administration

Associate Professor, Educational Administration

Assistant Professor, Educational Administration

Associate Professor, Educational Leadership and Administration

Professor, Educational Administration

Assistant Professor of Practice, Educational Administration

Upcoming Events

Program info sessions.

Schedule a Meeting to Learn More

GSEHD Student Events

View All Events

Request Information

Ph.D Educational Leadership

Programme Duration

Degree type.

Doctor of Philosophy

The broad goal of the PhD Educational Leadership programmes is to produce educational leaders with broad-based knowledge, disposition, and skills and the right attitude for educational leadership at all levels of education in Ghana and the sub-region to meet the challenges of the twenty-first century education.

The specific objectives for the PhD programme are to:

• Train graduates to demonstrate competence in research in the area of educational leadership.
• Equip graduates with the skills to explore educational leadership roles and challenges faced by educational institutions.
• Acquire skills in design, implementation and evaluation of leadership curriculum.

Admission Requirements

Applicants for direct entry into the PhD programme:

• Research master’s degree in Educational Leadership, Educational Administration, Educational Planning, Administration in Higher Education.
• Non-research master’s degree with CGPA of 3.5 or better, with not more than one grade C+ or lower and B+ or better in Research Methods.

Target Group

Graduates of this programme are likely to be employed by the following institutions:

• Ministries of Education
• Education Units and Departments 
• Private and Public Universities 
• Colleges of Education 
• Private and Public Basic and Secondary schools
• Health Training Institutions 
• Business/Industry 

Progression

A successful applicant will be offered probationary admission as Postgraduate Research Student for the first year. Students may progress to the second year (thesis phase) as MPhil/PhD students after having satisfied the following conditions:

• Taken and passed all required courses including academic writing (if not already taken).
• Obtained a CGPA of 2.5 or better for MPhil candidates.
• Successfully defended a research proposal for the level (Master’s/Doctoral).

Programme Structure

The PhD is a Post-MPhil programme by research and normally done in 3 academic years of six semesters.

All PhD students shall take at least two additional courses (minimum of 6 credits) in Year 1 (any semester as suitable). The courses will include Advanced Research Methods and an elective in the content area of Educational Leadership or Academic Writing if they have not already taken them.

All Academic Programmes