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The purpose of the doctoral program in Educational Leadership is to prepare individuals to be leaders in a variety of educational settings. Graduates? roles as educational practitioners and faculty involve encouraging and implementing theoretically grounded and innovative educational practice. To accomplish this goal, graduates must possess a body of knowledge and skills that will allow them to meet their ethical and intellectual responsibilities to the individuals with whom they are working. These core domains of learning include (1) leadership, (2) educational research, (3) communication, (4) educational evaluation, and (5) educational foundations. In addition, students will each engage in study related to the setting in which they are interested in working: educational administration or higher education. The proposed area of emphasis will allow students to pursue a coherent set of structured learning experiences including seminars, laboratories, field experiences, and independent research, as well as traditional coursework, to achieve learning outcomes in each of these areas. Learner Outcomes Graduates specializing in Educational Leadership will be able to work effectively with individuals and groups, engage in ethical decision-making and management of resources to accomplish goals. They will comprehend the basic elements of research and inquiry and engage in scholarly inquiry. Graduates will express ideas clearly both orally and in writing, understand themselves well and relate sensitively to individuals from diverse backgrounds. They will understand and be able to use intelligently the principles of program evaluation and assessment. Graduates will have a clear understanding of the foundations of education; their work will be well grounded in theory and philosophy. Graduates will be knowledgeable about the concepts, theories, and practices related to the educational content area that they have emphasized in their studies. There are two sets of outcomes germane to the doctoral program in educational leadership. The first set of common outcomes pertains to the interdisciplinary learning?s embodied in the integrated doctoral seminars and capstone experience. These experiences are a careful blend of important knowledge, skills, and applications that stress the generic and universal challenges of leadership in a variety of educational settings. These learning are result from the interaction of both faculty and students from the two areas of emphasis in classroom and site experiences that show students that their knowledge and skills are indeed applicable in a wide array of situational contexts. This "lived curriculum" is an important and key experience in the integrated doctoral program.
Programme overview
Main Subject
Education and Training
Degree
MDiv
Study Level
PHD
The purpose of the doctoral program in Educational Leadership is to prepare individuals to be leaders in a variety of educational settings. Graduates? roles as educational practitioners and faculty involve encouraging and implementing theoretically grounded and innovative educational practice. To accomplish this goal, graduates must possess a body of knowledge and skills that will allow them to meet their ethical and intellectual responsibilities to the individuals with whom they are working. These core domains of learning include (1) leadership, (2) educational research, (3) communication, (4) educational evaluation, and (5) educational foundations. In addition, students will each engage in study related to the setting in which they are interested in working: educational administration or higher education. The proposed area of emphasis will allow students to pursue a coherent set of structured learning experiences including seminars, laboratories, field experiences, and independent research, as well as traditional coursework, to achieve learning outcomes in each of these areas. Learner Outcomes Graduates specializing in Educational Leadership will be able to work effectively with individuals and groups, engage in ethical decision-making and management of resources to accomplish goals. They will comprehend the basic elements of research and inquiry and engage in scholarly inquiry. Graduates will express ideas clearly both orally and in writing, understand themselves well and relate sensitively to individuals from diverse backgrounds. They will understand and be able to use intelligently the principles of program evaluation and assessment. Graduates will have a clear understanding of the foundations of education; their work will be well grounded in theory and philosophy. Graduates will be knowledgeable about the concepts, theories, and practices related to the educational content area that they have emphasized in their studies. There are two sets of outcomes germane to the doctoral program in educational leadership. The first set of common outcomes pertains to the interdisciplinary learning?s embodied in the integrated doctoral seminars and capstone experience. These experiences are a careful blend of important knowledge, skills, and applications that stress the generic and universal challenges of leadership in a variety of educational settings. These learning are result from the interaction of both faculty and students from the two areas of emphasis in classroom and site experiences that show students that their knowledge and skills are indeed applicable in a wide array of situational contexts. This "lived curriculum" is an important and key experience in the integrated doctoral program.
Admission Requirements
6+
Scholarships
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Doctor of Philosophy (PhD) in Education - Higher Education Administration
# 151-200QS Subject Rankings
Education and TrainingMain Subject Area
Programme overview
Main Subject
Education and Training
Degree
MDiv
Study Level
PHD
Programme overview
Main Subject
Education and Training
Degree
MDiv
Study Level
PHD
Admission Requirements
Scholarships
Selecting the right scholarship can be a daunting process. With countless options available, students often find themselves overwhelmed and confused. The decision can be especially stressful for those facing financial constraints or pursuing specific academic or career goals.
To help students navigate this challenging process, we recommend the following articles:
How to get a full scholarship
Looking for a fully-funded scholarship to see you into university? Find out how to boost your chances of getting one.
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