This program is under licensing progress
Master in Education Management
A Doctor of Education (Ed.D.) in Educational Leadership is a graduate-level degree program designed to prepare educators for leadership roles in various educational settings. The program is typically tailored to those who aspire to become educational administrators, superintendents, or higher education executives.
The coursework for a Doctor of Education in Educational Leadership program focuses on the development of advanced skills and knowledge related to education, leadership, and management. Students may explore topics such as organizational behavior, educational policy analysis, strategic planning, instructional leadership, finance, and governance.
Graduates of an Ed.D. in Educational Leadership program are equipped with the skills necessary to lead and manage complex educational organizations. They are often employed in public and private schools, colleges, universities, and other educational institutions, where they oversee curriculum development, manage budgets, evaluate staff performance, and develop policies and programs to enhance student learning.
In addition to traditional coursework, students in Ed.D. in Educational Leadership programs may be required to complete a capstone project, which may involve original research, a case study analysis, or an action research project. This culminating project is designed to demonstrate the student’s ability to apply the knowledge and skills acquired throughout the program to real-world problems in educational leadership.
Overall, a Doctor of Education in Educational Leadership is an advanced degree program that prepares educators for leadership roles in education. Graduates are equipped with the skills and knowledge necessary to address the complex challenges facing educational institutions today and to develop innovative solutions to enhance student learning and success.
Admission Requirments :
- Copy of University Transcripts and certificate.
- A resume or Curriculum Vitae (cv).
- A recommendation letters from professional colleagues.
- Statement of your professional goals related to the education field.
Program Duration :
The is typically completed in 3 years of full-time study.
| Summer | Fall | Spring | |
|---|---|---|---|
| Year 1 | 6 credits (2 courses) | 6 credits (2 courses) | 6 credits (2 courses) |
| Year 2 | 9 credits (3 courses) | 6 credits (2 courses) | 6 credits (2 courses) |
| Year 3 | 9 credits (3 courses) | 6 credits (2 courses) | 6 credits (2 courses) |
Credit Hours:
To earn the degree, students must complete a minimum of 60 credit hours.
Tuition Fees :
- Will be announced on September 2023
Biweekly Classes
Week 1 – Live
Week 2 – Assignments
Curriculum :
| Course | Description | Required/Elective |
|---|---|---|
| EDU – Intro to Doctoral Studies, Phi and Ethic | The introductory course will present important information and concepts regarding doctoral studies in education for the first year candidate, as well as dialogue around topics of philosophy and ethics. Candidates will develop analytical understanding regarding educational philosophy and ethics standards for educational leaders | R |
| EDU Theories of organizational Development and reform | Study of major theories of organizational development and change that provide foundations for educational administration and leadership. Connections are made among theory, research and practice. | R |
| EDU 6300 – Scholar practitioner writing | Scholars will produce solid writing artifacts and articulate the appropriate style for writing academic and professional works. Critically examine scholarly articles and other written works in the field of education Evaluate written sources of evidence for levels of legitimacy Conduct oneself with academic integrity in the profession | R |
| EDU Professional Learning Community Research and Practice | Use of current research and practice to investigate the characteristics of professional learning community (PLC) theory and application in EC–20 school settings. Students examine current learning community literature and analyze available practical application strategies in schools. Also addresses adult learning theory and applies that to collaborative real world education context for the purpose of school improvement and student achievement. | R |
| Foundations of Educational Leadership. | Basic functions of K-12 administration and supervision and how contemporary views have evolved; models of leadership style and practice compared; responsibilities and relationships of school boards and chief school officers. | R |
| EDU Leadership Theories and Application in Education | This course is a survey of major theories in educational leadership. The educational leader as scholar- practitioner will serve as a focus for examining the relevant dimensions of leadership theory. The candidate’s professional and/or personal place of practice will serve as a context in which connections between theory and practice will be explored. The relationship of theory and practice will be examined in relation to inquiry and learning. | R |
| Methods in Educational Research | It focuses on the relationship between research problem, questions and design and introduces students to techniques for collecting and analyzing research data. The course emphasis is on writing an analysis and synthesis of research methodology and findings in empirical articles. | R |
| Analysis of Education Data | Explanation and practice in measurement and statistical analysis of educational data. Preparation in measurement and statistical analysis for educational research. | R |
| Foundations of Educational Leadership | Basic functions of K-12 administration and supervision and how contemporary views have evolved; models of leadership style and practice compared; responsibilities and relationships of school boards and chief school officers. | R |
| Strategic Planning For Technology. | Leadership and strategic planning processes for technology integration within schools. | E |
| Internship | Extended classroom experience which provides practical application of classroom learning during placements off campus | R |
| Scholar- Practitioner Leader | Educational leaders explore applicable theories and conceptualize traits, skills, and styles of effective, innovative, and influential educational leadership, while reflecting on personal practice, to guide the growth and development of their own approaches to leadership. | R |
| Research Design | Research design fundamentals for the scholar-practitioner including the similarities and differences in action research and scholarly research, the IRB process, literature review, and introduction to descriptive statistics. Research may be conducted in international or domestic settings | R |
| Leading Change in Education | Learn to lead change in your institution, within your community, and nationally. The Leading Change Course covers how to assess the need for change, develop a plan for change, and provide successful change leadership. | E |
| Education Law and Policy | The course will introduce students to various legal issues and identify those issues inherent in schools; explore various legal principles and their application; and analyze current school practices from the standpoint of potential legal controversies, including the ability to recognize preventative law situations. In addition to identifying pragmatic approaches to the law, this course also aims to involve students in academic discourse involving issues of social justice and the democratic underpinnings of education. | R |
| Doctoral Dissertation (9 hours) | The initial dissertation process phase should result in successful completion of the first three dissertation chapters. Each student, under the guidance of his or her major professor, will select a research topic, review relevant literature, and design a research proposal. Dissertation proposal format and other requirements will be addressed. Successful presentation of the dissertation proposal is required by established deadline dates | R |
| Data Analysis and methods | Sampling techniques, univariate analysis, analysis of variance and other basic statistical methods. Introduction to historical, descriptive, experimental and survey research as they relate to seeking solutions to problems within the field of education | E |
| Race, Equity and leadership | By exploring the leadership dynamics of self, team, and systems, candidates will gain a deeper capacity for creating equitable environments. Leaders who can replace inequitable structures while confronting racism and other forms of exclusion are in critical demand. Candidates will develop cultural competency, effective communication, authentic family engagement, and more. | E |
| Critical Issues in Higher Education | This course is a study of the nature and function of American higher education through an examination of the history of colleges and universities, as well as contemporary issues facing the sector. We will examine higher education policies from college and university admissions, | E |
| Critical Issues in Public/Private Education k-16 | Wide array of topics and case studies that elaborate on the embeddedness of classrooms and schools in social environments across the United States. This course will span a variety of school processes such as curricular differentiation, social and economic reproduction, voluntary associations (extra-curricular clubs, parent organizations), social groupings and peer influence. | E |
| Qualitative & Quantitative Research Design | This course is designed as a basic introduction to the complex world of research methods and provides both theoretical and practical information for students to give them a foundation for carrying out research in a wide range of disciplines using quantitative, qualitative, and mixed methods | E |
Admission :
Admission Will open at September.
For more information contact: [email protected]