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Doctor of Education (EdD) Online Information Session

Related events, register now, spots are filling fast.

Join us online to learn about Western University's  Doctor of Education  program. During this live and interactive webinar you'll learn more about:

• Program structure
• Three cohorts
• Application Process
• Unique features
• Q & A session

Register above to receive additional information.

Looking forward to connecting with you live!

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• Education Studies MA

  Meet our Students

Program inquiries.

Interested in a particular program? Visit the program website to learn more:

Program Directory

Application Inquiries

Inquiries related to the online application can be directed to SGPS at:

Email: [email protected] Phone: 519-850-2341 Fax: 519-661-3730

Equity, Diversity, Inclusion and Decolonization

The School of Graduate and Postdoctoral Studies is committed to equity, diversity, inclusion and decolonization in all aspects of graduate and postdoctoral studies.  For more information regarding these commitments please visit   grad.uwo.ca/edi-d .

• Education Studies

Meet Amani Elrofaie, MA graduate in Education

Program Websites

• Faculty of Education

Program Contact

Our Master of Arts in Education Studies programs are designed to help students to succeed in their areas of interest by supporting them with top-tier researchers and academics, extensive library services, and helpful administrative support. Our master's students become teachers, administrators, and counsellors who influence the lives of young people. Many graduates from this program hold important roles in various sectors of education at the provincial, national and international levels.

Program Length

• 4 Terms (course-based)

Program Design

• Full-time study
• Project-based, course-based, or thesis-based

Funding Information

• Graduate Student Funding Support Package

Applicants are encouraged to apply for the following scholarships (if eligible):

• Canada Graduate Scholarships - Master's (CGS-M)
• Ontario Graduate Scholarship (OGS)

Tuition and Fees

Tuition and fee schedules (per term) are posted on the Office of the Registrar's website at http://www.registrar.uwo.ca/student_finances/fees_refunds/fee_schedules.html

Graduate Student Affordability Calculator

Use this helpful tool to estimate how much money you will need to pay for your tuition, fees, housing, food, and other necessities for a 12-month (three term) academic year.

Admission Requirements

Master of Arts in Education Studies

• A four-year degree (20 full courses or equivalent) from an accredited university.
• Minimum "B" standing (70%) or equivalent in the final two years of study.

Counselling Psychology Field

• A four-year Honours degree (20 full courses or equivalent), with a major in Psychology, from an accredited university.
• An undergraduate honours thesis or equivalent (e.g. senior research project).
• Minimum one year or equivalent paid and/or volunteer experience in the helping professions (Please see Faculty of Education website for further details, https://www.edu.uwo.ca/graduate-education/program/ma/counselling-psychology.html ).

Additional Requirements

Master of Arts in Education Studies (Recommended)

• A Qualification leading to certification as a teacher (e.g. B.Ed.).
• Minimum one year of teaching experience, or experience within the field of education.
• For application to the field of Education Psychology/Special Education only, a background in Psychology should be apparent. Preferably these applicants will have completed Additional Qualification Courses in Special Education (Part 1 & 2).

Counselling Psychology Field (Recommended)

• Courses/background in research statistical methods.

A number of exceptions exist for the MA - Counseling Psychology field. Please visit Education - Admission Requirements for more information.

English Language Proficiency

• The Test of English as a Foreign Language (TOEFL). Minimum acceptable score is 550 for the paper and pencil version, 213 for the computer version, or 86 for the internet version with no individual score below 20. [Western's TOEFL ID is 0984 ].
• The International English Language Testing Service (IELTS Academic). An overall of score of 6.5 with no individual score lower than 6*. (For the Field of School Applied Child Psychology, an IELTS average score of 7.0, with a minimum score of 6.5 on each scale, and a Skype interview, will be required.)
• The Canadian Academic English Language Assessment (CAEL Assessment). Minimum acceptable score is 60.

Application Deadline

More information about the application process and deadlines can be found on our How to Apply page. Applicants are encouraged to submit early.

Fields of Research

• Applied Linguistics
• Counselling Psychology
• Critical Policy, Equity and Leadership Studies
• Curriculum Studies
• School and Applied Child Psychology

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Doctorate of Education in Education Leadership

Preparing Future District Leaders

At a Glance

Degree Type: Doctor of Education

Location: Everett and BC

Total Credits: 87

Program Links

Curriculum: Education Leadership, EdD

Department Website

Request More Information

Application Deadline

May 1 for Summer; Aug 1 for Fall. Fall extension for BC cohort: Aug 20.

Program Advisor, Washington State

Wayne Robertson

[email protected]

(425) 238-3090

Program Advisor, British Columbia

Kevin Godden

604-614-0994

Program Manager

Carola McGowan

[email protected]

(360) 650-3714

Program Information

Western’s Doctor of Education (EdD) in Education Leadership is designed for aspiring superintendents and district leaders, including assistant superintendents, executive directors and others in district-level leadership positions in the US and Canada.

FOR STUDENTS IN THE US

The EdD program is comprised of two parts:

• Part 1: the Superintendent certificate program coursework (32 quarter credits)
• Part 2: 30 additional credits of coursework, 10 credit research sequence, and 15 credit dissertation

If you haven’t completed the  Superintendent Certificate Program  requirements :

You are eligible to apply for admission to the EdD program in any quarter. Upon admission, you’ll begin with part 1 of the EdD program.

If you’ve already completed the Superintendent Certificate Program :

You have already completed part 1 of the EdD program and are eligible to apply to the EdD program for admission in Summer Quarter. Upon admission, you’ll begin part 2.

*Note: the BC program only admits in fall quarter

In Washington State each school district is required by law to have a superintendent. While the law does not require a superintendent to have a doctorate-level degree, the trend in hiring throughout the State shows that districts prefer a candidate who has achieved a doctoral degree.

Application Requirements

• All applicants must complete the Graduate School's ApplyWeb  application  and pay the $100 application fee.
• Within the application you will be prompted to  upload an unofficial transcript  from each institution attended. If admitted, you will be asked to provide official transcripts.
• Additional application materials are specified below. Applications will not be forwarded to the department for review until  all required materials  have been received by the Graduate School.

Additional Application Requirements

All materials must be uploaded to your ApplyWeb application .

• Resume : Within the application upload an up-to-date resume listing your current professional position.
• Two of these letters should be from persons from whom you have taken previous coursework. If you are unable to contact previous professors, letters should be from individuals qualified to address your ability to be successful academically and professionally .
• One letter should come from an education leader for whom you have worked.
• Letters should address your 1. scholarship; 2. facility with written, oral, and interpersonal communication; 3. leadership and/or interpersonal skills and 4. your qualifications as a potential doctoral student.
• A summary of your beliefs and/or values about leadership
• A description of your leadership or other life experiences that relate to graduate study in education leadership
• Your scholarly and/or research interests as an education leader
• The contributions you hope to bring to the Ed.D. program and the community of scholar-practitioners. NOTE: Statements that do not address these prompts will be scored lower.
• Professional/work-related report for which you are the sole author
• Academic research paper, master’s thesis, or published article; or
• Literature review; or
• Case study; or
• Paper presented at a conference or workshop where you are the sole author; or
• Identify what you believe to be a substantive concern/issue/problem for your school and/or district.
• Describe why it is a concern and what kinds of formal and informal data inform your understanding of this issue.
• Discuss your school’s/district’s current response and who is engaged in that work.
•  Describe the resources (e.g. readings, professional learning/development, and community resources and/or consultants) your school/district is drawing on to address the issue.
• Conclude with what might be a positive and appropriate resolution.

Citations to readings and research are welcome but not required.

• Education Certificates : Provide copies of currently held education certificates.

UWA Handbook 2024

• Doctor of Education [30810]

Course overview

This professional doctorate degree is designed to advance the knowledge, research skills, professional capabilities, and leadership potential of individuals working in educational roles. Exploration of the nexus between theory and practice begins with a series of coursework units that develop capabilities to recognize critical issues facing educators and policymakers. The Doctor of Education provides scholarly learning experiences in research methodologies and approaches to high-quality research. Students consolidate the skills and knowledge acquired through a research project where they question, analyse, and critique educational professional practice, and translate visionary ideas into real-world success. Students undertake research in an area related to personal interests and career aspirations. Participants will strengthen capacity to think critically, evaluate existing knowledge and practice, undertake systematic investigation, and reflect on educational practice. Research studies conducted for the Doctor of Education contribute to professional knowledge and educational practice.

This course is managed by Graduate Research School.

Course details

Prospective students should see the Future Students website for details on admission requirements, intake periods, fees, availability to international students, careers information etc.

No study plans found for this course. See study plans for more information.

Specialisations

Course structure, key to availability of units:.

All units have a value of six points unless otherwise stated.

Take all units (48 points):

Take unit(s) to the value of 144 points from this group. Note the 144 points will be credited in the Final semester.

See also the rules for the course and the Student Rules .

Applicability of the Student Rules, policies and procedures 1.(1) The Student Rules apply to students in this course. (2) The policy, policy statements and guidance documents and student procedures apply, except as otherwise indicated in the rules for this course. Academic Conduct Essentials and Communication and Research Skills modules

2.(1) A student who enrols in this course for the first time irrespective of whether they have previously been enrolled in another course of the University, must undertake the Academic Conduct Essentials module (the ACE module) and the Communication and Research Skills module (the CARS module).

(2) A student must successfully complete the ACE module within the first teaching period of their enrolment. Failure to complete the module within this timeframe will result in the student's unit results from this teaching period being withheld. These results will continue to be withheld until students avail themselves of a subsequent opportunity to achieve a passing grade in the ACE module. In the event that students complete units in subsequent teaching periods without completing the ACE module, these results will similarly be withheld. Students will not be permitted to submit late review or appeal applications regarding results which have been withheld for this reason and which they were unable to access in the normally permitted review period.

English Language competency requirements

3. To be considered eligible for consideration for admission to this course an applicant must satisfy the University's English language competence requirement as set out in the University Policy on Admission: Coursework .

Admission requirements

4. To be considered for admission to this course an applicant must have—

(a) (i) a bachelor's degree of this University in a relevant field with first or upper second class honours, or equivalent as recognised by the University; or

(ii) a master's degree of this University in a relevant field, or equivalent as recognised by the University; or

(iii) a four year educational qualification plus extensive research experience deemed equivalent to an upper second class honours as approved by the Graduate Research Coordinator or equivalent

(b) the equivalent of at least two years' full-time professional educational experience.

Admission ranking and selection

5. Where relevant, admission will be awarded to the highest ranked applicants or applicants selected based on the relevant requirements.

Articulations and exit awards

6. (1) This course has the following exit award:

• 30330 Graduate Diploma in Educational Studies (non-articulated) (48 points)

(2) A student who withdraws from the Doctor of Education course before completing it, after completing 48 credit points of core coursework units, may apply to the School to be awarded the Graduate Diploma in Educational Studies (non-articulated).

7.(1) The course consists of units to a total value of 192 points.

(2) Units must be selected in accordance with the course structure , as set out in these rules.

Satisfactory progress

8. To make satisfactory progress a student must pass units to a point value greater than half the total value of units in which they remain enrolled after the final date for withdrawal without academic penalty.

9. A student who has not achieved a result of Ungraded Pass (UP) for the Communication and Research Skills module (the CARS module) when their progress status is assessed will not have made satisfactory progress even if they have met the other requirements for satisfactory progress in Rule 8.

Progress status

10.(1) Except as set out in Rule 15, a student enrolled in the core units of the course who fails a unit is assigned a progress status of 'Excluded' by the University, unless the Graduate Research School determines otherwise because of exceptional circumstances.

(2) A student enrolled in the Doctoral Thesis unit who does not submit an annual report or whose annual report is not considered by the Graduate Research School to be satisfactory—

(a) is assigned the progress status of 'On Probation';

(b) is required to report to the relevant course coordinator prior to re-enrolment;

(c) may have conditions applied to their enrolment.

11. A student who does not make satisfactory progress in terms of Rule 9 is assigned the progress status of 'On Probation', unless they have been assigned a progress status of 'Suspended' or 'Excluded' for failure to meet other satisfactory progress requirements in Rule 8.

Award with distinction

12. This rule is not applicable to this course.

13. Applicants awarded admission to the course are entitled to a deferral of up to 12 months, as per the University Policy on: Admissions (Coursework).

Applicants awarded admission to the course are entitled to a deferral of up to 12 months.

Additional rules

Substitution of coursework units.

14. The Graduate Research School may permit the substitution of other units of doctoral or equivalent level and of equivalent value for any or all of the core units of the course.

Thesis Length

15. The thesis length should not exceed 70,000 words excluding tables, bibliography and appendices.

Approved leave (suspension of candidature) and extension

16.(1) The Graduate Research School on written application, may grant a period of approved leave, called a suspension of candidature.

(2) Unless the Graduate Research School permits otherwise in recognition of exceptional circumstances outside the student's control, the maximum suspension during a student's candidature is one year, irrespective of whether the student has been enrolled full-time or part-time.

(3) Periods of suspension will normally be approved only for full teaching periods. That is, a student may not commence or end a period of suspension part-way through a teaching period other than in exceptional circumstances outside the student's control;

(4) Periods of suspension are not normally approved while a student is on extension of candidature;

(5) In no circumstances will a period of suspension be approved for less than one month.

(6) For the operation of Rule 23 exceptional circumstances do not include employment commitments.

Minimum and maximum time limits

17.(1) Unless otherwise approved by the Graduate Research School the minimum period of enrolment is three years full-time equivalent.

(2) Unless the Graduate Research School in recognition of exceptional circumstances, grants an extension of time, a full-time student must submit the thesis within four years full-time equivalent from the date of first enrolment for the degree, or the equivalent as determined by the Board if the enrolment is part-time or a mixture of full- and part-time.

18. In addition to the one-year maximum period of suspension of candidature provided for in Rule 23, the Board on written application, permit during the course of candidature either—

(a) up to 12 months' leave for pregnancy and childbirth, for each pregnancy;

(b) up to 12 months' parental leave for the primary carer of a child or children.

19. The Board in recognition of exceptional circumstances, may approve an extension not exceeding one year to the maximum period of candidature for the Doctor of Education as set out in these Rules.

Research proposal

20. A student must prepare and defend a research proposal to the satisfaction of the Board of the Graduate Research School—

(a) within nine months of first enrolling in EDUC9930 Doctoral Thesis in the case of a full-time student;

(b) within twelve months of first enrolling in EDUC9940 Doctoral Thesis in the case of a part-time student.

Annual progress report

21.(1) A student enrolled in the Doctoral Thesis unit must provide an annual progress report to their supervisor.

(2) The supervisor must forward the annual progress report with their comments to the Graduate Research Coordinator (or Dean, where the Graduate Research Coordinator is also a supervisor) for approval.

Progression

22. To progress to the Doctoral thesis unit a student must pass all coursework units

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Educational Leadership, Doctor of Education (0010)

Gary W. Houchens, [email protected] , (270) 745-4999

The  Ed.D. in Educational Leadership  provides knowledge and skills for its graduates to become effective change agents within educational and education-related environments. The program is designed to prepare scholarly practitioners whose program content and experiences emphasize application to the real world.

The primary purpose of the program is to develop the ability of education and education-related organizational practitioners to obtain and synthesize knowledge for the solution of institutional problems and practices.  The program provides value-added opportunities for candidates to develop breadth and depth in understanding leadership, policy, and applied research methodologies. In addition, program experiences contribute to the development of future leaders who will creatively generate new knowledge, critically conserve valuable and useful ideas, and responsibly transform those understandings through writing, teaching and application. The dissertation for all areas of emphasis is expected to contribute knowledge and understanding of a critical issue drawn from the candidate's field of practice and be applicable for improving educational organizations.

The Ed.D. in Educational Leadership:

• encourages participants to become practitioner scholars by promoting skills and knowledge in practice-based settings and to gain scholarship and experience in applied behaviors;
• provides opportunities to explore a range of career specialties in various settings so that participants can make sound career choices;
• models interdisciplinary and inter-institutional collaboration through the program's management and accountability structures;
• provides participants with leadership capacity to bring about changes that enhance organizational success; and
• provides interdisciplinary research preparation focused on contextually based problems central to future global competitiveness.

This program is part of the Educational Administration, Leadership and Research department and is an interdisciplinary program involving faculty and courses from other departments throughout the university. More information may be found at  https://www.wku.edu/edd/ .

Program Design

The EdD program was designed for working professionals and follows an executive format which allows students to enroll in courses year round. Students who register for six credit hours each semester for three semesters per year should be able to complete all coursework excluding dissertation hours within three calendar years.

Program Admission

Intended candidates for the degree are individuals who have completed at least a master’s degree (or other appropriate graduate degree), have demonstrated leadership capacity within their organizational settings, and/or are committed to enhancing their abilities to learn and to enhance the educational missions of their organizations and communities. Each student's academic background and professional experiences will be assessed at the time of admission.

Program admission is based on a holistic evaluation of the candidate's application file, which must include:

• Submission of GRE scores.  Those students who cannot provide scores or have never taken the GRE may be considered for admission through an alternative process. Contact the program director for more information.
• Transcripts of all undergraduate and graduate course work;
• Documentation of a master's degree (or other graduate degree) from an institution accredited by a nationally recognized accreditation organization;
• Completed application;
• Current (within 1 year of application deadline) resume or vita;
• An in-depth personal statement including qualifications, rationale, and goals related to pursuing the WKU Ed.D. program;
• Three current (within 1 year of application deadline) letters of recommendation from persons in a position to evaluate the applicant's potential for success in a doctoral program; and
• Submission of a writing sample (requested during the admission review process) if applicants cannot provide GRE scores, took the GRE without the Analytical Writing portion, or if Analytic Writing score falls below preferred minimum.

International students who apply must submit the following additional documents for admission consideration:

• Evidence of ability to communicate in English (as evidenced by a minimum of 570 on the paper based TOEFL; a minimum of 88 on the iBT TOEFL; a minimum of 7.0 on the IELTS; or a degree from an institution with English as the language of instruction.)

Program Requirements (60 hours)

The program consists of 60 hours of graduate coursework. The program includes the following core coursework:

 Taken during the first semester after admission to the program.

Students choosing to complete a qualitative dissertation must have EDFN 603 or course equivalent on their Program of Study.  Other research course options allow for in-depth statistical preparation aligned with students' dissertation methodology.

Program Completion

To complete the program, students must propose, complete, and successfully defend a dissertation.

Experiential Credit Recommendation

Students admitted to the Ed.D. in Educational Leadership program may apply to receive graduate credit for successful completion of the National Board Certified Teacher process. Those approved will receive up to six (6) hours of credit for  EDU 695 . To be eligible to receive credit, students must document that they:

have been admitted to the Ed.D. program; and

hold current National Board Certification status.

In both cases, the student must submit an application form to the Ed.D. Director, who will consider whether to approve the application and then determine the number of  EDU 695   hours to credit to the student's program. The hours may not be substituted for required courses in the program, and no more than 12 credit hours of  EDU 695   may be listed on the student’s program.

For NBCT-related applicants, once a recommendation for the awarding of hours for NBCT completion is approved by the EdD Program Director, the student must arrange for the American Council on Education (ACE) to send an official transcript documenting the student’s NBCT status to the WKU Graduate School so that the credit may be entered on the student’s transcript.  No charge will be assessed by WKU for posting these credits

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2024-2025 Graduate Catalog

A PDF of the entire 2024-2025 Graduate catalog.

Doctor of Education (Ed.D.)

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Use  OneSearch  to locate Western Libraries' books, articles (popular and scholarly), videos, and more! This is a great place to begin your search.

• Graduate Research and Writing Studio
• Citation Guides & Style Manuals Quick guides to the most commonly used citation styles with links to examples of subject specific styles.
• OWL at Purdue APA guide
• Zotero citation manager Free application that runs off of Firefox and helps you manage your research.
• ILLiad more... less... To request an item through Interlibrary Loan(ILL), you must begin by registering. ILL supports the research needs of the current WWU faculty, students, and staff by copying or borrowing materials from other libraries and Document Delivery services.

Google Scholar

Search Google Scholar for scholarly articles and books. You can see what item are in Western Libraries by setting Scholar Preference Library Links to Western Washington University.

Three flavors of ERIC

• ERIC [EBSCO] The world's largest database of education research. Includes bibliographic entries, full-text articles, and a thesaurus of education-related terminology that is used to tag entries in the database.
• ERIC [U.S. Department of Education] The world's largest database of education research. Includes bibliographic entries, full-text articles, and a thesaurus of education-related terminology that is used to tag entries in the database.
• ERIC (Proquest) The Proquest version tends to be good at giving relevant results, but has less direct access to the full text of articles than Ebsco.

ERIC is the best education database for most education research topics. As a Western student, there are a few  ways to access ERIC. Each one has slightly different features, but indexes the same sources.

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The University of British Columbia provides links to Open Collections in the UBC Library and Digital Collections available in Canada, United States, and New Zealand.  https://guides.library.ubc.ca/Indiglibrarianship/digitalcollections

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The Differences Between PhD and EdD

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Many students who are pursuing a master’s degree may wonder what the next step is. Some students have big goals that involve the highest level of education possible—a doctorate degree. WGU provides bachelor’s and master’s degrees that are vital in helping students be prepared for doctorate degree programs. Doctorate degrees will almost always require students to be a graduate with a bachelor’s and master’s degree before pursuing their doctorate, and WGU can be affordable and straightforward way to get those degrees so you are ready to pursue additional education coursework. If you're attending graduate school or have finished your master's degree, perhaps a doctorate is the next step you should take.

Doctorate degree programs are highly specialized programs that allow students to pursue research or other specializations. Doctorate programs include PhD, EdD, MD, DO, JD, and more. 

Many students who want to pursue a doctorate degree immediately think of a PhD, but could an EdD be another good option for you if you're interested in an education degree? It’s important to understand the differences between these specialization programs to determine which is the best fit for you and your career goals.

PhD or Doctorate of Philosophy is ideal for those wanting to pursue an academic career. These degree programs are more focused on research and give you the opportunity to do exploration in a field of study.

EdD or Doctorate in Education is more catered to those wanting a hands-on leadership role. If you’re hoping to become a leader in education, government, or nonprofits, this degree program could be a great option for you. Ed.D. students find there is a focus in their coursework on educational leadership.

The type of degree you should pursue will largely depend on what you hope to do with your career. It’s extremely important to learn about all of your options so you can make an informed decision, and pursue a degree that will ultimately be the best for your future. 

What is an EdD degree?

A Doctorate in Education or EdD degree focuses on applying research and knowledge to real world situations. EdD programs prepare students for a wide variety of positions in all kinds of industries. Rather than developing new research, EdD candidates use existing research to inform their decisions, leading to improved practices within their area of study. Educational leadership in K-12 or college settings are important for this specialization.

Interpreting research is a key part of EdD study—critical theory and leadership are important elements of these programs. EdD is practice-based because those pursuing this degree are leveraging their research in real ways everyday. EdD students will collect data and conduct interviews and focus groups to develop strategies and make observations about a specific problem or practice. 

EdD degrees are popular with experienced educators, teaching faculty, or mid-level or senior-level working professionals who are hoping to implement change in their organization. EdD programs will prepare students for academic, administrative, clinical, professional, leadership, and research positions in K-12 and higher education, government, private organizations, and more. 

Typical Ed.D. programs will be around 60-66 credit hours, and will have a final price tag of between $20,000 and $60,000. There may be additional fees for attending, costs conferences and certification programs, etc.

Career opportunities for EdD graduates.

There are many job opportunities that open up when you have an Ed.D. including:

Dean. A dean is responsible for coordinating the activities for a school or a college within a school. A school may have a dean for their business, law, or medical school as well as one for the entire school. They may help develop academic policies, manage budgets, participate in faculty decisions, and more. The average annual salary for deans is about $95,000 , with the lowest 10% earning $55,000 per year and the highest 10% earning more than $194,000 per year. The need for deans is expected to grow 7% by 2028, meaning there will be roughly 206,100 jobs for deans. With colleges expanding and growing more deans will be needed to meet demand. 

Education administrators. Educational administrators are needed for all age students, from kindergarten to college level. Education administrators may have different roles based on what they are specifically in charge of. Some may be in charge of admissions and make decisions on which students are admitted. Others are in charge of budgets, schedules, hiring and firing educators, and more. The average annual salary for education administrators is $85,000 , with the bottom 10% earning around $46,000 per year and the top 10% earning more than $146,000 per year. There are 44,000 education administration jobs currently in the United States, and the profession is expected to grow over the next several years.

Elementary, middle, and high school principal. Principals are the center of a school, running all of the elements of their school to help faculty and students succeed. They manage school activities and staff, oversee class schedules, implement curriculum standards, discipline students, meet with parents and teachers to discuss student needs, assess and prepare reports on test scores and progress, manage budgets, and more. The average annual salary for principals is around $96,000 per year. The bottom 10% earn a yearly salary of $63,000, with the top 10% earning more than $148,000 per year. Employment of principals is expected to grow 4%, meaning there will be more than 286,000 principal jobs for those interested in this career. 

Instructional coordinators. Instructional coordinators are in charge of the curriculum for students. They develop and implement curriculum in a school, organize and conduct teacher trainings and conferences, analyze test data, review curriculum standards with school staff, recommend and teach educational techniques, develop procedures for teachers, train new teachers, and mentor school staff. Instructional coordinators earn an average annual salary of $66,000 per year, with the bottom 10% earning around $38,000 per year and the top 10% earning more than $103,000 per year. Instructional coordinator jobs are expected to grow 6% by 2028, with more than 193,000 jobs. This is largely due to new technology making changes in instruction and curriculum crucial for student success. 

Superintendent. A school superintendent oversees the daily operations and long distance planning for a school district. They supervise school principals, work with the school board, and manage financial responsibilities for the district. They are often involved in hiring staff, solving problems, and working to get additional resources for a school or a district. The average annual salary for a superintendent is $94,000 per year. This position is expected to grow 8% by 2026, as schools continue to expand and grow. 

With an Ed.D. degree, there are many career possibilities you can pursue. If a hands-on position in education sounds like a great option for you, consider an Ed.D. degree.

What is a PhD in education?

PhD programs are more study-based roles, and are often a better fit for those who want to research instead of manage others. A PhD graduate may write papers and conduct research about learning technology rather than implement it in a school. A PhD is technically a doctorate in philosophy, and was the first degree offered to students in the field of education, making it very well known. A PhD program helps students interpret existing theories, identify opportunities for more research, and use critical analysis to advance theories. Ph.D. programs help students become an authority on a particular topic and will be able to make recommendations or write papers on that subject. 

A PhD program is a popular choice for those who want to become professors and gain tenured positions in a school. They focus on getting published in journals, presenting at conferences, and more. 

A Ph.D. program takes 3-6 years and over 90 credit hours to complete, and will cost anywhere from $40,000 to $90,00. There are likely additional fees for conferences, presentations, and other expenses. However, many PhD students are able to get research funding to help defray their costs. 

Career opportunities for PhD in education graduates.

There are many career options for those who have earned a PhD including: 

Academic researcher. Academic researchers are in charge of running studies to get more in-depth knowledge about the subject. They utilize new research techniques to develop studies in areas that haven’t been carefully looked at, to get a better understanding of the world we live in. Their research is often published in books or journals to help create better knowledge. Academic researchers earn an average of $64,000 per year, but this will greatly vary based on where they work and how much of their work is published. The field of academic research is growing, especially as more colleges and universities set aside funds to develop more studies.

Education director. Education directors direct and shape the teaching processes of a school or district. They may work directly with instructional coordinators to help guide the curriculum that will be taught. They may run educational programs in non-school settings like museums or non-profits. They work with educational committees and groups to serve communities and meet the needs of students.  

Policy researcher. Policy researchers are responsible for understanding current policies and their impact on communities. This can involve teacher salaries, adult education, job training, graduation rates, class and school sizes, and more. These professionals analyze test scores, safety, and many other areas to help schools and districts understand why certain things are happening in their community. They may then work with politicians to help create new laws that help more students be successful in an area. Policy researchers earn an average of $58,000 per year. This field is growing slowly, but is gaining traction as more communities see the value in analysts to help with their community situation. 

Professor. Professors are the most popular career choice for those who pursue a PhD. Professors teach classes, large and small, to college students. They may head up clubs or organizations in their field, help students with projects and field work, conduct research and write papers, and be involved with their college or university goals. Professors earn an average yearly salary of $79,000, with the bottom 10% earning around $40,000 per year, and the top 10% earning more than $174,000. The career outlook for professors is good, expected to grow 11% by 2028, due to many schools needing to meet high demand from more student enrollment. 

Which degree is right for you?

At the end of the day, both a Ph.D. and Ed.D. are great degree options. It really comes down to what kind of work you want to do with your degree. Similar costs and time commitment mean that either degree could be the right fit. You have to determine if you are more interested in hands-on, management and leadership learning, or if you’d rather delve into research and focus on that aspect of your knowledge. Whichever degree option is best for you, it will be important to start with the right educational background in order to succeed. A bachelor’s or master’s degree from WGU can help you get the background you need to be prepared to pursue a doctorate degree.

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Doctor of Education in Educational Leadership

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

Why Choose VU EdD?

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

PK - 12 Leadership

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

Higher Education Leadership

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

PK-12 Leadership Concentration

Total Credit Hours = 60

Higher Education Leadership Concentration

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

* Tuition does not include additional fees.

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

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• Enhanced Credentials: Earn a prestigious degree that enhances your professional credibility.
• Advanced Knowledge: Gain comprehensive insights and skills relevant to educational leadership.
• Career Advancement: Prepare for leadership roles in both public and private sectors.
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