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UNC Online / Online Doctoral Programs / The Online Ed.D. in Organizational Learning and Leadership

The Online Ed.D. in Organizational Learning and Leadership

From the university of north carolina at chapel hill, achieve organizational goals through human-centered leadership.

The online Ed.D. in Organizational Learning and Leadership program from the UNC School of Education empowers working professionals with the knowledge, skills, and experiences needed to achieve organizational goals through a human-centered approach to leadership. 

Through flexible and collaborative online classes, aspiring leaders learn to implement and foster high-quality practices and cultures to achieve organizational goals and exceed expectations for professional growth.

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The online unc ed.d. at a glance.

No master’s or GRE required

54 credit hours

36 months to complete

Ed.D. in Organizational Learning and Leadership Curriculum

The curriculum is designed to equip students with the tools they need to empower the people around them to deliver on their organization’s goals and mission.

The 54-credit hour program consists of 17 courses, including a capstone project that asks students to explore a relevant organizational challenge based on their experiences.

An optional in-person immersion experience is available each spring semester to enrich the academic journey for students.

Learning Outcomes

The online Ed.D. in Organizational Learning and Leadership prepares students to create organizational cultures that welcome diverse perspectives, lead organizations toward equitable practice, and empower people within their organization to succeed. Students will learn to:

• Apply a wide array of styles, strategies, and theories to effectively lead organizations to learn, improve, and change.
• Create an organizational culture where diverse voices and perspectives are invited, considered, and empowered to contribute to learning and improvement. 
• Recognize and attend to organizational context through its stakeholder groups and organizational networks to effectively manage organizations within complex systems and improve those systems for the better.
• Assess organizational structure and context including key organizational resources, internal and external stakeholders and the relationships among them, and the sources of organizational power to change systems for the better.
• Collect, analyze, and use data and evidence to evaluate and reflect on the process of organizational learning and make ethical and effective choices for organizational advancement.

Admissions — Online Ed.D. in Organizational Learning and Leadership

The online Ed.D. in Organizational Learning and Leadership program offers three start dates per year: January, May, and August. The UNC School of Education seeks applicants with a genuine interest in leadership and who are passionate about empowering people in their organization. A master’s degree and GRE/GMAT scores are not required.

Admissions Requirements: 

• Minimum of three years of management or leadership experience in a professional work setting
• Bachelor’s degree from an accredited institution
• A minimum undergraduate GPA of 3.0; less than 3.0 will require an explanation to accompany your application

See admissions criteria and application requirements.

The Online Experience

A complex world calls for flexible learning designed to meet the needs of a global workplace. In the online Ed.D. in Organizational Learning and Leadership program, students will find an intuitive platform, comprehensive support, and top-notch education designed for real people with real lives.

• Attend weekly face-to-face classes , held on Zoom, that allow for rich discussion and debate with peers and faculty.
• Complete interactive assignments , using a customizable platform that follows best practices for online learning. 
• Meet faculty and peers at optional in-person immersions , where you’ll network and apply what you’ve learned. 
• Access full-spectrum career services , including interview prep, one-on-one coaching, self-assessments, and salary resources.
• Connect with a student success advisor , who will serve as your dedicated partner throughout the program.

UNC School of Education Faculty

UNC School of Education faculty members in the Ed.D. in Organizational Learning and Leadership program are committed to empowering the next generation of responsible and passionate organizational leaders. Our exceptional faculty members have expertise in organizational change and implementation science, evaluation, and leadership, making the Ed.D. in Organizational Learning and Leadership a unique program where faculty provide students with the tools needed to be successful in the pursuit of a doctorate degree and in accessing professional opportunities. This program was designed and launched to help students acquire the skills needed in leadership within organizations and directly apply them in the field, making a difference across multiple industries in organizations.

Optional In-Person Immersion 

Each spring, an optional in-person immersion in the Ed.D. in Organizational Learning and Leadership program provides a dynamic learning opportunity that fosters community building, connects students with program faculty, and offers a platform for exploration, exposure to real-world leadership practices, and networking with peers from other programs within the UNC School of Education. 

Key aspects of the immersion experience include:

Community building

Development of a strong and supportive community among students through team-building exercises, group discussions, and campus events — enhancing academic and professional networks for lifelong benefit.

Familiarity with program faculty

Build rapport with program faculty in an informal setting, gaining insights into teaching philosophies and research expertise, fostering a supportive learning environment and encouraging open communication.

Exploration of opportunities

Explore various academic and professional opportunities within the program, UNC School of Education, and the University, aiding in the alignment of the academic journey with professional goals.

Mentoring connections with leaders in practice

Connect with industry leaders in organizational learning and leadership through guest speakers, interactive discussions, and insights-sharing sessions, enriching understanding and networking in the field.

Capstone Project

The capstone experience in the Ed.D. in Organizational Learning and Leadership program is the culmination of the academic rigor and practical learning acquired throughout the program. The capstone is designed to showcase the student’s ability to apply theoretical knowledge, empirical research, and innovative thinking to address complex challenges within organizational learning and leadership. While the capstone project comes later in the program, the curriculum has been designed carefully to scaffold student work toward the capstone throughout the program. It provides an opportunity for students to demonstrate their expertise to make lasting improvements and impact in an organization. The capstone includes a three-semester course sequence in which students identify a problem of practice — a complex and/or pervasive problem within the organization in which they work or within another organization’s practice — and, using lessons from past coursework, explore ways to solve it. Their research results in a written capstone report that details the organizational challenge, their process and findings, and their decision-making — all of which their capstone committee will review. During capstone seminars, students explore best practices for working on large analytic projects, receive personalized guidance and feedback on their efforts from instructors, and learn from their peers as they both give and receive feedback on projects.

Key aspects of the capstone experience include:

Problem identification

The journey begins with the identification of a significant problem or challenge within an organizational context. This problem should be real and impactful, reflecting the complexities and nuances that leaders often face.

Literature review

Students will conduct an in-depth review of relevant literature and theoretical frameworks. This phase helps them establish a solid theoretical foundation for addressing the identified problem and provides insight into existing research and best practices.

Research methodology

Choosing appropriate research methods and data collection techniques is a crucial component of the program and is offered through a series of research methods courses. Whether the capstone involves qualitative or quantitative research, surveys, interviews, case studies, or a combination of methods, the methodology should align with the challenge being studied.

Data collection and analysis

Students will gather and analyze data to gain insights into the problem. This phase involves rigorously analyzing data to draw meaningful conclusions and patterns that will inform potential solutions.

Human-centered approach

One of the distinguishing features of this capstone is the emphasis on a human-centered approach. Students will focus on understanding the needs, perspectives, and experiences of individuals within the organization, recognizing that the success of any intervention or solution depends on the engagement and well-being of its members.

Solution generation

Based on research findings, students will generate innovative solutions and strategies that address the identified problem. These solutions are designed to be practical, actionable, and tailored to the specific organizational context.

Implementation Plan

A well-thought-out implementation plan is crucial for translating ideas into action. Students will develop a detailed roadmap for executing their proposed solutions, considering factors such as change management, resource allocation, and timelines.

Evaluation and impact

After implementing the solutions, students will evaluate the effectiveness and measure the impact on the organization. This stage often involves revisiting the research data to assess whether the problem has been successfully mitigated and whether new challenges have arisen.

As a final step, students will reflect on their journey, lessons learned, and the combination of their academic and practical experiences. The reflection process contributes to the development of critical self-awareness and a deeper understanding of their role as organizational leaders.

Organizational Leadership Careers

This program prepares graduates to pursue a variety of organizational roles across multiple industries. Whether working alongside HR to develop talent and support employees in healthcare settings, working directly with members of leadership in higher education to drive positive change, or implementing new systems and practices to achieve greater efficiency in a nonprofit, graduates will be expert leaders, ready to achieve goals to fulfill their organization’s mission and make a difference. Examples of roles this program prepares graduates for include, but are not limited to, high-level leadership as a: 

• Business and management consultant
• Human resources manager
• Project manager or coordinator
• Medical and health service manager
• Sales and marketing manager
• Leadership coaching or development
• Business or organization executive
• Nonprofit administrator

Become a Changemaker in Your Organization

Gain the skills to positively change lives with the online Ed.D. in Organizational Learning and Leadership from the University of North Carolina at Chapel Hill.

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Doctor of Education in Organizational Change and Leadership (online)

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

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

Program Overview

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

Through this program you will:

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

Program Tracks

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

43-Unit Track 

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

60-Unit Track

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

The OCL online curriculum is structured around three themes:

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

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

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

Dissertation in Practice

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

Online Learning Experience

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

On-Campus Immersion 

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

Scholarships

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

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

Financial Aid

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

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

Career Outcomes

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

Potential roles include:

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

Human Resources Director Finance Director Healthcare Administrator CEO

Nonprofit Organizations Manager/Executive Director Planning Director Chief Operating Officer

Government Organizations Police Chief Museum Director Educational Coordinator  

Program Details

Degree awarded, estimated length, program cost.

$2,354 per unit (estimated)

Estimated cost of attendance

Next Deadline

April 30, 2024

See all deadlines

January, May or August

Class Times

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

More in this program

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

Stephen J. Aguilar

• 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

Melanie Brady

• Part-Time Master Lecturer
• • Educational psychology • Instrumentation design and development • Metacognition, health, and education • Organizational leadership and change

Patricia Burch

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

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

Paula M. Carbone

• Professor (Teaching) of Education
• Teacher Education

Margaret A. Chidester

• Adjunct Professor

Monique Claire Datta

• Teaching Professor of Education

Omar Ezzeldine

Kimberly Ferrario

Robert A. Filback

• Master of Arts in Teaching English to Speakers of Other Languages (MAT—TESOL)
• International and Comparative Higher Education; Curriculum and Program Development; Online and Digital Learning; English Language Education and Policy; Fostering Creativity and Innovation

Susanne M. Foulk

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

Kim Hirabayashi

Corinne Hyde

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

Esther Chihye Kim

• Research Methodology • Higher Education • Inequalities

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

• Senior Fellow
• Corporate Learning • Online Learning • Education Entrepreneurship

Nicole M.G. Maccalla, PhD

• Part-Time Senior Lecturer
• Research • Evaluation

Courtney L. Malloy

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

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

Eugenia Mora-Flores

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

Alison Keller Muraszewski

• Adjunct Associate Professor

Lawrence O. Picus

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

Kalim T'neal Rayburn

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

Christopher Riddick

Marsha Boveja Riggio, Ph.D.

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

Julie Slayton

• Schools • School District Systems

Themistocles Sparangis

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

Tracy Poon Tambascia

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

Kenneth A. Yates

• Learning • Instruction • Motivation • Cognitive Sciences

News and Insights

April 4, 2024

Annual conference challenges presenters to dismantle racial injustice and construct educational possibilities

The 2024 American Educational Research Association Conference to feature over five-dozen USC Rossier scholars.

Yasemin Copur-Gencturk named Katzman/Ernst Chair for Educational Entrepreneurship, Technology and Innovation

As chair, Copur-Gencturk will work to address the underlying causes of inequity in the K–12 education system and create an environment that produces stronger educational outcomes for all.

Featured Faculty

• Yasemin Copur-Gencturk

March 28, 2024

Center for Education, Identity and Social Justice hosts USC Hybrid High students for visit and releases report on study of the school

The final report finds students’ sense of belonging to their high school and college declines after graduation and provides recommendations to improve student support.

• Darnell Cole

March 20, 2024

Higher education DEI myths demystified

In a rebuke to a congressional hearing attacking DEI efforts on university campuses, 12 scholars debunk the politicized misinformation with evidence-based responses.

• Shaun Harper

March 16, 2024

Video Included

Julie Marsh’s tribute to John Brooks Slaughter

USC Rossier professor Julie Marsh pays tribute to John Brooks Slaughter on what would have been his 90th birthday.

• John Brooks Slaughter
• Julie Marsh

Program Contact

Casey Burford

Admission Manager, Online Admission

• [email protected]
• (213) 805-7710

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• Doctor of Education in Educational and Organizational Leadership

Online Doctor of Education in Educational and Organizational Leadership (EdD)

The fully online Doctor of Education (EdD) degree program at York College of Pennsylvania transforms educators, school leaders, and organization leaders into scholar-practitioners who advance their careers with specialized skill sets, research capabilities, and leadership experience.

Completed in three to five years , this doctorate in educational leadership allows students to apply what they learn and improve upon the challenges they face in their schools and organizations in real time. In the Applied Research Capstone, students complete elements through scaffolded coursework, leading up to a final research project and presentation that addresses a real workplace issue and analyzes the proposed solution's success.

The program's fully online coursework gives professionals enrolled in the EdD in Educational and Organizational Leadership the freedom to pursue their careers, classes, and other commitments simultaneously. With guidance from our expert faculty, students learn to create lasting change in curriculum, training and development, higher education, literacy, and other areas supported by flexible course options and program requirements.

About the EdD in Educational and Organizational Leadership

Online edd format and delivery.

• 3-5 year completion
• 15-week semesters in fall and spring
• 7-week summer courses offered
• Online asynchronous courses
• Occasional live Zoom meetings (4-7 per course)

EdD in Educational and Organizational Leadership Program Requirements

The focused and practical curriculum of the online EdD in Educational and Organizational Leadership spans four "strands," or pillars: Organizational Transformations, Professional Leadership and Learning Enterprise, Professional Specialization, and Evidence-Based Decision Making.

In fulfillment of the Professional Specialization Strand, students choose one specialization as a secondary or tertiary area of expertise within a sub-discipline sourced from graduate-level courses at the College. Current course areas include business administration, public policy, school leadership, teacher leadership, and youth resilience. 

Practical applications underpin each course. You may take courses such as:

• EOL 701: Engaging Adult Learners
• EOL 711: Grant-Writing Essentials
• EOL 714: Organizational Improvement and Change

Explore our other graduate education program subfields .

EdD Program Admissions

Applications for the Educational and Organizational Leadership doctoral program are accepted year-round, following a cohort model with new cohorts starting each fall term. Priority entry into the program will be awarded to strong candidates who submit materials by the early admissions deadline of April 1st . Applications are accepted until August 1st or until the cohort is filled.

Applicants to the Doctor of Education degree program must have a master’s degree and will be required to apply with the following materials: 

• Current résumé
• Contact information for two references for electronic reference letters
• Academic goal statement
• Writing sample

Review complete graduate admissions and financial aid information .

Earn an EdD in Educational and Organizational Leadership at York College of Pennsylvania

Graduates of York College’s online doctorate in educational leadership develop themselves as lifelong learners, improve the communities in which they live and work, and promote the constant betterment of the institutions and organizations on which our society depends.

To start your journey to the EdD program, request more information today . Or, begin your application .

Careers with an EdD in Educational Leadership

Graduates of the online EdD in Educational and Organizational Leadership degree program prepare for the next stage in their careers with support and resources provided along the way.

With opportunities to develop specializations through tailored coursework and research, graduates build individualized skill sets to succeed in school or district administration, higher education, government agencies, or corporate or nonprofit environments. Graduates are suited to lead others and push for progress in roles such as:

• Curriculum Designer
• Curriculum Manager
• Non-Profit Leader
• Public Administrator
• Reading and Literacy Specialist
• Research Associate
• School Administrator
• Training and Development Manager

The Career Development Center and Graduate and Professional Studies at York support doctoral students and candidates as they progress through the program and look ahead to new roles or advancement in their current positions and organizations.

EdD Salary Outcomes

The expertise of a doctoral degree allows graduates to elevate their salary expectations in current or lateral roles. They also gain the credentials and skills to pursue a wide range of advanced positions in educational administration, academia, government, and business with rewarding salaries that vary based on location, years of experience, specialization or certification area, and other factors.

Salary.com and the Bureau of Labor Statistics report on recent average yearly salaries for roles you can pursue as an EdD in Educational and Organizational Leadership:

• Postsecondary teachers —$80,840
• Education administrators —$99,820
• Postsecondary administrators —$99,940
• Educational consultants —$109,001
• Training and development managers —$120,000

Applied Research Capstone

The final research component of the online Doctor of Education in Educational and Organizational Leadership degree program is a piece of unique scholarship developed through the application of theory and skills students have engaged with throughout the program.

In a written report and presentation, created over three courses in the program's final year, students present rigorous research and analysis that applies a solution to a real-world problem faced by their school, organization, or company.

Finding and solving a real-world problem in an educational institution or organization creates the confidence to accelerate career development and provides hands-on experience connecting research, theory, and practice — resulting in a tangible outcome that furthers graduates' career opportunities.

Project-Based Learning

Apart from the Applied Research Capstone, each course and specialization within the online doctorate of educational leadership program takes research and theory and transforms them into projects with real-world benefits. Students may:

• Develop a grant project and participate in grant review processes
• Receive, respond to, and give professional editorial feedback
• Explore venues to present scholarly work, including publishing research and conference presentations
• Create editorial manuscripts for peer review

Full-time professors and adjunct faculty members in the School of Behavioral Sciences and Education teach engaging courses through online learning anchored by a select number of group cohort meetings. Faculty members are senior leaders in schools across South Central Pennsylvania, at York College, and beyond. 

Graduate Professional Engagement Board

Both an opportunity for leadership experience and a personal connection to an expanded professional network, the Graduate Professional Engagement Board (GPEB) advocates for support and resources for graduate and professional students and aspires to strengthen graduate programs at York College of Pennsylvania.

Working through the Graduate Leadership Council, Student Senate, and ambassadorships during graduate-sponsored events, EdD students who are members of the GPEB improve the graduate learning experience through real opportunities to implement structures and foster cultures in these environments.

Skills for Advanced Careers in Education Leadership, Policy, and Consulting

Whether you work with adult learners in an organization or students of varying ages and needs, it's crucial to acquire the hard skills in organizational development and leadership needed to impact the success of any school or business.

In York College’s online Doctor of Education program, you can enhance your comprehension and practical application of pedagogical skills and soft strategies for learning and effective communication. Graduates can:

• Manage educational organizations or related enterprises through strategic planning and financial and personnel considerations
• Explore funding opportunities, including grants
• Write conference proposals and scholarly research publications
• Apply theoretical knowledge and data-backed research in educational leadership to create solutions for real-world problems in schools, government agencies, or business settings
• Effectively develop and implement policies that support organizational goals and promote causes within educational law and policy
• Improve curriculum, teaching strategies, and instructional practices

Frequently Asked Questions

Yes, an EdD in Educational and Organizational Leadership is worth it for professionals aiming to enhance their leadership skills and impact in educational settings. It prepares graduates for advanced roles in administration, policy development, and organizational improvement, offering opportunities for higher salaries, greater influence, and the ability to drive meaningful change in education systems and other organizations.

With a doctorate in educational leadership, graduates can pursue high-level careers as senior school leaders, educational policymakers, university administrators, curriculum developers, and consultants. This degree opens doors to leadership positions in K-12 schools, higher education institutions, educational non-profits, and government agencies focused on education.

The online EdD program typically ranges from 3 to 5 years, depending on the student's pace, program structure, and whether the student is enrolled part-time or full-time.

Program Requirements

2023-2024 graduate catalog.

• View the 2023-2024 Catalog

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• Applied Behavior Analysis
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• Early Elementary Education Post-Baccalaureate (PreK-4) Certificate
• Educational Leadership (PK-12)
• Educational Leadership (PK-12) Certificate
• Educational Technology (PK-12) Certificate
• Master Teacher Certificate
• Middle Level Education Post-Baccalaureate (4-8) Certificate
• Effective Teaching
• Reading Specialist (PK-12)
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• Reading Specialist (PK-12) Certificate
• Secondary Education Post-Baccalaureate Certificate
• Special Education Post-Baccalaureate (PreK-12) Certificate
• Youth Resilience Certificate

Dawn Keiser, Administrative Assistant Appell Life Sciences Building, Room 355 Phone: 717.815.1551 [email protected]

EdD in Organizational Leadership

The Doctor of Education in Organizational Leadership (EDOL) program prepares students to work in a wide variety of leadership roles and to transform organizations for optimal success and growth. This program is ideal for current leaders looking to expand their career path and rising executives who would like to advance their academic and professional goals.

This cohort-based doctorate program employs the practitioner-scholar model of doctoral training in which academics, clinical training, and research are conjoined. Through rigorous coursework and experiential learning, students gain advanced knowledge in the theory and practice of leadership, learning, and policy. Required national and international trips are woven into the program, providing students with a global perspective on leadership and policy. This program culminates in a doctoral dissertation.

Program Benefits

Reputable program.

The EdD in Organizational Leadership program is among the highest-ranked in the United States.

Values Centered

Students are empowered to make a lasting impact through GSEP's core values of academic excellence, social purpose, & meaningful service.

Quick Facts

Top choice .

One of the top choices for EDOL programs in the United States based on data from the National Center for Education Statistics comparing similar programs.

Highly-Ranked 

Ranked as one of the best doctorates by the Leadership Excellence and Development Awards in 2018.

Two Convenient Format Options

Evening In-Person or Global Access (70% in-person/30% online) options are ideal for working professionals and full-time students.

Comprehensive Curriculum

Incorporates core courses shared between all doctoral offerings, program-specific classes, elective options, and an international immersion experience.

Master's-to-Doctorate Pathway

• Options for students without a master's degree to earn both a master's and a doctorate.

EdD-to-PhD Pathway

Pathway available for EdD students interested in applying for a PhD.

Nationally Recognized Faculty

Faculty are scholar-practitioners with exemplary academic achievements, professional expertise, educational experience, and scholarly credentials.

No GRE or Standardized Tests

We offer an equitable admission process that considers your ability and commitment to succeed rather than test scores.

Facts by Numbers

EDOL Program

International Trip

Policy Trip

Scholarships Available

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Program deadlines.

Fall 2024: Priority Application Submit - Submit the application form . You may be eligible to receive an additional $3,000 scholarship.

Information Sessions

Apr 22 Education EdD and PhD programs Info Session (Virtual Meeting) May 13 Education EdD and PhD programs Info Session (Virtual Meeting) Jun 25 Education EdD and PhD programs Info Session (Virtual Meeting)

Curriculum Overview

This doctoral program includes 51 units plus 2 units per term until completion of the dissertation. You will experience a curriculum focused on preparing professionals in educational and learning technology with well-rounded and unparalleled leadership theory and practice courses, cutting-edge technology, learning theory and design, and much more.

There is an additional emphasis on hands-on instruction through domestic and international travel experiences. Research design and analysis methods and applications are accomplished through both coursework and a final dissertation.

Pathway Opportunities

• Pathway for EdD students interested in applying for a PhD.
• Graduates need only 29 units to complete the PhD in Global Leadership.

Contact your enrollment officer for details and eligibility.

Program Details

• Ideal for full-time students or working professionals with 70% of coursework completed in-person and 30% online. The online portion provides flexibility, while the classroom component offers an enhanced experience, a personalized/hands-on approach, relational interaction with peers, and increased quality of learning.
• In-person classes are conveniently located on our West Los Angeles Graduate Campus just off the 405 freeway.
• Cohort model emphasizes leadership skills, peer support, and lifelong relationships with colleagues.
• The small class sizes and low faculty:student ratio provide a collaborative learning environment, meaningful student-faculty interactions, and long-term relationships.

Scholarships & Financial Aid

Pepperdine GSEP generously offers over $6,000,000 in scholarships every year, with the majority of students receiving financial assistance . There are numerous scholarship opportunities that are both merit and need-based in addition to discounts for meeting application deadlines .

GSEP welcomes federal and state aid eligibility and veteran benefits which may further reduce tuition cost.

The Financial Aid Office is available to answer questions and help you navigate funding your education at GSEP through numerous scholarship, grant, loan, and other opportunities. 

To help determine your total cost of tuition and living expenses for this specific program, please refer to our GSEP tuition calculator . 

International Student Opportunities

• This program is approved for international students pursuing an F-1 or any other type of visa.
• A dedicated enrollment services officer will make your admissions process easy and comfortable with experience in supporting both international and domestic students.
• Domestic and international students are integrated across campuses. Dedicated support for international students is provided through the Office of International Student Services (OISS) .
• We offer opportunities to participate in University social, sporting, cultural, and spiritual events.
• Our cohort model is designed to build upon leadership skills, peer support, and lifelong relationships with colleagues.
• A robust alumni network is available to all students.
• We provide career advancement opportunities through our partnerships with professional networks and conferences.

Expand Your Career Possibilities

The EdD in Organizational Leadership from Pepperdine provides a strong opportunity for employment growth and earning potential. As a graduate, you will be prepared to increase your earning potential and help make a lasting difference in a variety of business and organizational roles.

A doctorate in organizational leadership from Pepperdine is valuable in many professional settings, including public and higher education institutions, businesses, and non-profit and governmental organizations.

Alumni and Faculty Spotlight

"What led me to Pepperdine was initially the face-to-face. I really enjoyed being able to start off by coming in every week to class and meeting with my peers and my professors, and building a camaraderie. Being able to connect with everybody, knowing that there's such a huge diversity, I think that really exceeded my expectations." – Asia Ghazi (EdD '21), Alumna

What Our Alumni Are Saying

"i am now equipped with all of the knowledge, skills, and abilities needed to help others and work on my passion for making a difference.".

—Sunny Im, EdD in Organizational Leadership '16

"GSEP allows for a lot more critical thinking, depth of thinking, and purposeful thinking regarding having an impact in life."

—Vernita Lynn Adkins-Barlow, EdD in Organizational Leadership '17

Why Pepperdine

Passion and purpose driven, reputable university, distinguished faculty, alumni network, student and career support, veteran and military support.

Since our founding in 1937, Pepperdine University has had one mission: to strengthen students for lives of purpose, service, and leadership in a learning environment where academic excellence is rooted in a Christian faith and values.

Our graduate programs empower students to transform into the best possible expression of themselves for meaningful work and purposeful lives. That legacy is alive today more than ever, as we help students all over the world gain the skills they need to achieve personal fulfillment, lead with purpose, and make a lasting impact in the lives and communities they serve.

GSEP offers prestigious programs at one of the top universities in the US, committed to the highest standards of academic excellence. Consistently ranked as one of the most beautiful places to study, Pepperdine is where you're inspired to learn as you learn to inspire.

Best-Value Schools

U.S. News & Report

Best College Value in the West/SW

Most Entrepreneurial Universities

• GSEP faculty are nationally-recognized scholar-practitioners with exemplary academic achievements, industry expertise, educational experience, and scholarly credentials.
• Professors are accomplished professionals who balance theory and real-world application in a practitioner-based curriculum informed by their desire to prepare students to make a difference.
• 12:1 faculty-student ratio provides a supportive educational setting, meaningful interactions, and long-term professional and personal connections.
• Extensive Pepperdine alumni network creates influential business connections with more than 110,000 professionals. Our alumni network has 32 chapters and affinity programs in the U.S. and abroad.
• Pepperdine alumni, faculty, staff, and parents make themselves available to offer the resources you need and help graduates build professional, personal, and purposeful relationships with Pepperdine people all over the world.
• As a Pepperdine alumnus, you have exclusive access to the PeppConnect Mentoring Program, a global network of alumni who are willing to mentor and offer career or industry advice.
• GSEP Student Services supports our rigorous curricula through academic advising, records, writing support, library, student groups, and much more.
• Students are further supported through our Office of Student Accessibility, world-class facilities, and highly competitive programs, all of which contribute to our exceptional programs and rankings.
• GSEP Career Services operates from an innovative model of career education and holistic career counseling for today's rapidly changing job market helping students and alumni construct their career narrative, build lifelong employability skills, and connect with alumni and industry leaders.
• The Office of International Students Services (OISS) values our international students for what they bring to our campus—diversity, global perspective, cultural respect, determination, and a wonderful sense of adventure. We welcome students from all nationalities, faiths, and education systems, as they provide a diverse perspective in our classrooms.

Pepperdine has served veterans and their family members for over 75 years and is proud to support nearly 500 enrolled veterans, service members, and dependents. 

As an active participant in the Yellow Ribbon G.I. Education Enhancement Program, we proudly offer tuition support to Yellow Ribbon-eligible students. Pepperdine invests almost $3M annually to help cover 100% of tuition costs for eligible students.

Under the Yellow Ribbon program, Pepperdine in the VA matches all remaining tuition costs. Pepperdine also does not limit the number of eligible students who can utilize the Yellow Ribbon program. 

Accreditations and Recognitions

Inva Lumi Enrollment Officer Pepperdine GSEP

310.568.5532 Email   Schedule an Appointment

Take The Next Step

Learn more about Pepperdine's EdD in Organizational Leadership program.

Related Programs

• EdD in Educational Leadership Pre-K to 12
• PhD in Global Leadership and Change

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Doctor of Education Leadership

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

America needs transformative leaders in preK–12 education whose passion for education quality and equity is matched by a knowledge of learning and development, the organizational management skills to translate visionary ideas into practical success, and a firm grasp of the role of context and politics in shaping leadership. Graduates of the three-year, multidisciplinary Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education will be prepared to become those leaders.

The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level leadership positions in school systems, state and federal departments of education, and national nonprofit organizations. Ed.L.D. is a full-time, three-year program built on a cohort learning model. Cohorts consist of up to 25 students from diverse professional backgrounds (including district/charter management leaders, nonprofit directors, principals, teachers, and policy researchers) who progress through the program together.  

All Ed.L.D. students receive a full tuition funding package plus stipends, work opportunities, and a paid third-year residency at a partner organization. 

The Ed.L.D. program prepares graduates to do work for the public good in the American public education sector, whether that be at the system or state level. Specifically, the program is designed to accelerate the progress graduates make toward achieving meaningful impact in influential roles and/or crossing boundaries in the following spaces in the public education sector: 

• PreK-12 district or CMO leadership roles : Superintendent of Schools, Chief Academic Officer and/or Deputy Superintendent.
• Foundation/Philanthropy roles:  Director, President and CEO, Senior Fellow
• Education nonprofit roles : President or Executive Director of backbone or collective impact organizations which support preK–12 schools. Ed.L.D. graduates will lead education nonprofits that explicitly focus on improving outcomes and opportunities for children, families, and communities.
• State or federal education leadership roles : Commissioner or Deputy Commissioner roles. Could also include public education advocacy or education policy advisors to senior government officials.
• Social Entrepreneurship and Innovation roles:  Founder, CEO, President

Curriculum Information

The Ed.L.D. curriculum is a balance of multidisciplinary coursework and practice-based learning. Core courses and electives are taught by recognized leaders from across Harvard’s graduate programs in fields like data-based education reform, organizational change and innovation, and effective leadership strategies for urban schools. You will develop and test your leadership skills through team projects and an immersive third-year residency.

All students in the cohort take the same classes in four foundational content areas: learning and teaching, leadership and organizational change, politics and policy, adult development, and leadership inside and out (including one-on-one executive coaching). Courses taken during the first-year focus on practice-based learning and serve as the framework of your first-year experience.

Sample HGSE Courses

• Leading Change
• How People Learn
• Ed.L.D. Proseminar
• Leadership, Entrepreneurship, and Learning
• Race, Equity, and Leadership
• Practicing Leadership Inside and Out
• Sector Change
• The Workplace Lab for System-Level Leaders

View  all courses  in the Academic Catalog.

Each cohort member works with program advisers to choose an individualized sequence of electives from any of the Harvard graduate schools. You will work closely with the program faculty and staff during your second year to determine the best match with a partner organization for your third-year residency. Matches are driven by mutual interest between the resident and the partner organization, and each student's career and learning goals and geographic preferences.

• Second Year Practicing Leadership Inside and Out
• Driving Change 
• Education Sector Nonprofits
• Negotiation Workshop
• Coaching with Equity in Mind
• Ethnic Studies and Education
• Deeper Learning for All:  Designing a 21st Century School System
• Institutional Change in School Organizations, Systems, and Sectors

You will take part in a 10-month paid residency at one of our partner organizations. There, you will work on a strategic project which synthesizes your experience and learning into a written Capstone project. You will stay connected to your Ed.L.D. cohort and HGSE through technology and by returning to Harvard periodically for intensive workshops.

Paid Residency 

Our partner organizations include school systems and departments of education, as well as some of the nation's most influential and dynamic nonprofit, mission-based for-profit, and philanthropic organizations.

You will be intentionally pushed out of your comfort zones and asked to work systemically and make a significant contribution to the partner organization. In addition, the residency will provide you with the professional mentoring, practical experiences, and network of connections they need to position themselves as future leaders in the education sector. 

Strategic Project 

You will define (with supervisors from your partner organization) a strategic project on which to focus. You will have the opportunity to lead one or two major efforts on behalf of the organization, such as the creation or implementation of current initiatives. The project allows you to practice and improve leadership skills, add important value to the mission and strategy of the partner organization, work systemically, and hold high-level accountability.

During the residency period, you will produce a written Capstone. The Capstone is a descriptive, analytic, and reflective account of your third-year leadership contributions to a strategic project within an Ed.L.D. partner organization. It is a demonstration of your ability to engage others, develop strategy to successfully address and diagnose challenges, work toward a vision and goals, and learn from the results.

Sample Topics

• Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District
• Leadership Development for Entrepreneurial Education Leaders Working to Build Public & Private Sector Support
• Disrupting Teacher Preparation: Lessons in Collaboration and Innovation Across the Learning to Teach Community of Practice
• Pursuing Educational Equality for English Language Learners

Sample Summaries 

• Breaking Down Silos in a School District: Findings from an Ed.L.D. Project in Montgomery County
• Expanding Students' Access to Meaningful STEM Learning Opportunities Through Strategic Community Partnerships
• Developing a New Teacher Leadership and Compensation System in Iowa: A Consensus-Based Process
• Finding Great Teachers for Blended-Learning Schools

GSE Theses and Dissertations from Digital Access to Scholarship at Harvard (DASH)

Program Faculty

Ed.L.D. students learn with renowned faculty from the Harvard Graduate School of Education, Harvard Business School, and Harvard Kennedy School. Faculty from the three schools share their individual expertise in the Ed.L.D. Program and work collaboratively to provide a challenging and coherent experience for students. Faculty who teach in the Ed.L.D. core curriculum and advise Ed.L.D. students include:

Faculty Director

Frank D. Barnes

Frank Barnes is faculty director of the Doctor of Education Leadership Program. He has over 30 years experience as an educator, researcher, and organizer. As a chief accountability officer, he led turnaround efforts for large public school districts, including Boston Public Schools and Charlotte-Mecklenburg Schools.

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

How is the third third-year residency determined? Will I get to choose where I go and for whom I work?

You will work closely with Ed.L.D. Program faculty during your second year to determine the best partner organization match for your third-year residency. In ascertaining a match, faculty take a number of factors into account, including a students' career goals and geographic preferences. The program expects that the current list of partners will continue to grow based on organizational and student interest.

The Ed.L.D. Program has partnered with organizations that are pushing the boundaries of what is possible in American preK–12 education. The partners are school systems, nonprofit organizations, mission-based for-profit organizations, and government agencies, all pursuing a common goal of ensuring that every child has the opportunity to achieve their full potential. You will work directly with partner organizations in the third-year residency and have some exposure to partner representatives in the first two years of the program. Your work with our partner organizations will be encapsulated in a Capstone, which is descriptive, analytic, and reflective account of the your leadership and contributions to a strategic project. Summaries of Capstones by several members of the first cohort of Ed.L.D. graduates are available in the curriculum section.

Partner Organizations

Below is a sample list of current and/or previous Ed.L.D. partner organizations:

• Bellingham Public Schools
• Big Picture Learning
• Boston Public Schools
• Denver Public Schools
• Education First
• Harlem Children's Zone
• Jobs for the Future
• John D. and Catherine T. MacArthur Foundation
• Madison Metropolitan School District
• New Haven Mayor’s Office 
• New Schools for Baton Rouge
• New Schools Venture Fund
• New York City Department of Education
• The Leadership Academy
• Phi Delta Kappa/Educators Rising
• Providence Public Schools
• Rhode Island Department of Education
• South Carolina Public Charter School District
• Virginia Department of Education

Student Directory

An opt-in listing of current Ed.L.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Education Leadership Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Education Leadership experience and the impact its community is making on the field:

She Sets the Pace

Alum works to dismantle what it means to be a runner and a scientist

Community Building

With Camp Harvard, Ed.L.D. student is all in for K–12

Doctor of Education in Organizational Change and Leadership online

In the Doctor of Education in Organizational Change and Leadership (OCL) online program , students are prepared to facilitate conditions that create effective, adaptable and competitive organizations across industries, including colleges and universities, private firms, nonprofits, and government organizations.

In this program, students will:

• Explore how learning occurs in workplace settings.
• Examine effective strategies for facilitating organizational learning.
• Learn to create systems that produce effective organizations.

Earn your USC Doctor of Education online. Request information.

OCL Online Curriculum

The OCL online curriculum is structured around three themes:

Leadership: Mastering key skills such as creating environments of inclusion and transparency, and establishing and communicating widely shared visions and goals

Problem-Solving: Strengthening evidence-based decision-making, the effective use of data, and program evaluation and assessment

Reflection: Contemplating the mission, process and outcomes of specific learning initiatives

On-Campus Immersion

While coursework for this online doctorate in education program is completed through a blend of online assignments and real-world experiences, students are required to attend annual immersion weekends held on the USC Los Angeles campus.

These immersion experiences give students the opportunity to meet their classmates and professors face-to-face and complete collaborative learning exercises designed to build essential leadership skills.

This online EdD program culminates in a dissertation and longitudinal reflective self-assessment in which students demonstrate effective application of the program’s theories and concepts.

Request more information regarding our curriculum .

Program Paths

43-unit Track Students who have a master’s degree are required to complete 43 units of coursework over three years.

60-unit Track Students who do not have a master’s degree but have substantial work and leadership experience will be required to complete 60 units of coursework over four years.

Career Outcomes

The Doctor of Education in Organizational Change and Leadership online prepares students for a variety of roles in different sectors. They include:

• President/Vice President
• Chief Learning Officer
• Higher Education Administrator
• Training/Professional Development Manager
• Non-Profit Manager/Executive Director
• Strategic Planning Director
• Healthcare Administrator
• Human Resources Manager

Earn your Doctor of Education in Organizational Change and Leadership online. Request information now .

Related Online Graduate Programs

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► Graduate Catalog Addendum      

Program description

The goal of the professional doctorate (Ed.D.) in organizational leadership is to develop effective leaders in organizational contexts cutting across many different paradigms to build greater professional coordination between different service organizations and varied global perspectives. Through rigorous scholarship and application of interdisciplinary content knowledge, graduates with an Ed.D. in Organizational Leadership will excel in (a) strategic leadership, (b) human organizational development, (c) social justice knowledge, (d) interdisciplinary collaboration, and (e) development and change in different organizational contexts.

This professional doctorate in organizational leadership is designed to connect classroom and professional practice through internships, collaborative projects and field based research. Students will work with practitioners in the field using research to identify needs and assess existing programs and applying theory to develop and implement innovative programs. All classes are based on current and critical issues and include opportunities for application in the field. Because the issues facing organizations in the next century will not be faced or resolved in isolation, the more traditional compartmentalization of knowledge and skills has been replaced by embedding the learning into the context of professional practice.  Issues will be studied within this context to address the interrelationships and dynamics that must be addressed to resolve problems in an increasingly complex world. The Ed.D. in Organizational Leadership is designed to be field-based to meet the needs of leaders across different organizational contexts, and to draw on the strengths of practitioner training that has been identified in the Carnegie Project on the Education Doctorate, integrating internship experience with classroom learning.  Graduates of this program will be prepared in leadership in the areas of education, health care, legal institutions, and other non-profit organizations, along with collaborative programs across different professional schools at Oakland University.

Admission terms and application deadlines

Before an applicant’s file can be reviewed for full program admission, all application documents must be received in Graduate Admissions by the semester deadlines listed below.

• International applicants     

Students are admitted in the fall semester only. Applications will be accepted until July 15 for the following fall semester.

Application requirements

To be considered for graduate admission, applicants must submit all Graduate Application Requirements and additional department requirements by the published application deadlines:

• Graduate Application Requirements      
• Additional department application requirements
• a master’s degree or equivalent from an accredited college or university with a cumulative grade point average of at least 3.0 on a 4 point scale (or equivalent);
• a minimum of two years of professional experience; 
• a current professional resume/vita;
• 2 letters of recommendation speaking to applicant’s leadership capacity; and
• a written narrative of goals for obtaining the Ed.D. in Organizational Leadership

Admission review and assessment

Admission to graduate school at Oakland University is selective. In making admission recommendations to Oakland University Graduate School, each department assesses the potential of applicants for success in the program by examining their undergraduate records, goal statement, letters of recommendation, prerequisite courses and any other admission requirements established by the academic department.

Finalists will be selected based upon a review of the criteria below, as well as the personal statement:

• Graduate grade point average (minimum of 3.0)
• Undergraduate grade point average
• Quality of writing in goal statement
• Appropriateness of goals to the degree
• Evaluation scores of letters of recommendation

Degree requirements

The Professional Doctorate in Organizational Leadership degree is awarded upon satisfactory completion of a minimum of 60 credits beyond the master’s degree in an approved program of study: 16 credits in the doctoral common core, 12 credits in field experience, 20 credits in the cognate, and a 12 credits in research training for the capstone project.

Post-masters credits that are not part of an awarded post-masters degree or graduate certificate may be reviewed individually according to Oakland University’s graduate transfer credit policy.

Course requirements

A. doctoral common core (16 credits) selected from the following.

• ED 8410 - Philosophical and Ethical Issues of Organizational Leadership (4 credits)
• ED 8420 - Advanced Politics and Policy in Organizational Leadership (4 credits)
• ED 8430 - Promoting Diversity and Social Justice in Organizations (4 credits)
• ED 8440 - Organizational and Adult Learning Theories and Building Professional Capital (4 credits)
• ED 8450 - Motivation, Change and Innovation for Organizational Leadership (4 credits)
• ED 8460 - Principles of Organizational Leadership (4 credits)

b. Field Experience (12 credits)

• ED 8953 - Organizational Leadership Internship I (4 credits)
• ED 8954 - Organizational Leadership Internship II (4 credits)
• ED 8955 - Organizational Leadership Internship III (4 credits)

c. Capstone Research (12 minimum credits)

• ED 8610 - Program Evaluation in Organizational Leadership (4 credits)
• ED 8620 - Gathering, Reading, Assessing and Communicating Evidence for Program Evaluation (4 credits)
• ED 8630 - Capstone Project Completion (4 credits)

d. Cognate (20 minimum credits)

Students who have been awarded a post-masters Graduate Certificate from Oakland University or another accredited university may reduce the cognate credit requirement up to16 credits for the EdD degree.  Graduate credits that are not part of an awarded post-masters degree or graduate certificate will be reviewed individually according to Oakland University’s transfer credit policy. Cognate plans are available in the areas of K-12 School Leadership, Leadership in Higher Education, Non-Profit Administration, Health Care Administration, Human Diversity and Social Justice, Lean Leadership, Central Office Administration, and Human Resources Development.  More information on the courses in these plans can be obtained by contacting the program coordinators.

Satisfactory academic progress

Satisfactory Academic Progress (SAP) is the term used to denote a student’s successful completion of coursework toward a certificate or degree. Federal regulations require the Office of Financial Aid to monitor Satisfactory Academic Progress for all financial aid recipients each semester.

Students who fall behind in their coursework, or fail to achieve minimum standards for grade point average and completion of classes, may lose their eligibility for all types of federal, state and university aid. Contact the Office of Financial Aid for additional details.

Good academic standing

All graduate students are expected to remain in good academic standing  throughout the entire course of their graduate program. To be in good academic standing, a graduate student must make satisfactory progress toward fulfilling degree requirements, including the completion of critical degree milestones as set forth by the academic program. The student must also maintain a minimum semester and overall GPA of 3.0.

Good academic standing is a requirement for:

• Holding a Graduate Assistantship
• Receiving a fellowship or scholarship
• Advancing to candidacy for a graduate degree
• Going on a leave of absence
• Obtaining a graduate certificate or degree from Oakland University.

Additionally, graduate students must meet all department academic standards which may be more stringent than the minimum set forth by the University.

Graduate students who are not in good academic standing for any reason are subject to probation and/or dismissal from further graduate study.

Related program information

Academic advising.

Student advising will be the responsibility of the Program Coordinator in the Department of Organizational Leadership.  Students who select a cognate outside of the department will also be advised by a faculty member from the appropriate department.  The role of the advisor will be to assist the student in selecting the appropriate courses and provide guidance for the appropriate cognate area of study with support from individual departments.  Students will also benefit from the career advising that they will receive from professionals during their internship experiences throughout the program.

A yearly departmental review of student progress will take place with a focus on coursework, internship experiences, progress toward Capstone Project, and satisfaction with the program.  The review will include a review of transcripts as well as reports from the internship advisor.  Progress will be evaluated and each student will be informed of their status in the program. 

Capstone Project

The completion of quality capstone research is a requirement for the professional Ed.D. in Organizational Leadership degree from the Oakland University. In addition to the research courses embedded in the curriculum, students register for Capstone Project (ED 8630). Students will undertake original capstone research that will be conducted usually starting at the end of their first year and continue throughout the  time in the program, culminating with an original formal written and oral presentation to the client and to a juried review committee. The Juried Review Committee will be responsible for providing oversight, guidance, and final approval of the Capstone Project. Juried Review Committees are comprised of three faculty, consisting of (1) the Capstone Faculty Advisor, (2) a faculty member from the student’s cognate area, and (3) the student’s Internship Advisor.

The evaluation research, established and monitored by program staff, involves research and analysis of an issue currently being experienced by a local educational, governmental or non-profit entity. The evaluation research will be designed and implemented in coordination with the client and will include the following:

1) the executive summary,

2) statement of the problem(s),

3) description of methodology used to analyze the problem,

4) results of strategies or products developed to address the problem(s),

5) conclusions, actions, and implications, and

6) formal presentation of the research and recommendations to the client and a juried review committee.

The final manuscript for the capstone research should be a minimum of 35 double-spaced pages of text (APA Style) plus preliminary and supplementary pages.

Continuous enrollment

The continuous enrollment policy for doctoral students requires continuous registration of graduate students for at least 1 credit each semester in the academic year to maintain an active graduate student status. This includes semesters in which the comprehensive qualifying examination and the preliminary dissertation proposal oral defense are completed, and for each subsequent term (fall and winter) until all the degree requirements are met and the dissertation is submitted to Oakland University Graduate School.

Some agency and graduate assistantship eligibility may have course-load requirements that exceed the minimum registration requirements of the Continuous Enrollment Policy (e.g., Veterans Affairs, Immigration and Naturalization for international students, and federal financial aid programs). Therefore, it is the student’s responsibility to register for the appropriate number of credits that are required for funding eligibility and/or compliance as outlined by specific agency regulations under which they are governed.

Time limits

The maximum time limit for completing an Ed.D. degree is no more than ten years from the term of the first course enrollment in the doctoral program.

Earn an Online Doctorate in Education from NYU

Innovative change in your organization starts here. expand your leadership skills and create new solutions to persistent challenges with your edd in leadership and innovation..

NYU Steinhardt’s EdD in Leadership and Innovation is more than an educational leadership degree program. It’s a cohort of professionals, faculty, and distinguished cross-sectoral leaders interested in education and learning. Collectively, they understand that by working together, they can effect sustainable and scalable change through education leadership jobs in their organizations.

This Doctorate in Education serves a diverse range of experienced professionals. Rooted in a rigorous academic experience and shared passion, the advanced degree is designed for cross-sector leaders who are motivated to create change in education and learning.

Students accepted into the program bring with them real-world challenges. They are encouraged to question and explore, to take risks and succeed, to push and innovate.

This is a unique educational leadership degree that addresses the needs of working professionals with a rigorous online doctorate in education program that can be completed in as few as 24 months.

We [leaders] need to know how to speak to each other in a common language. Our EdD in Leadership and Innovation creates the space where we can find a common language as we work across sectors to solve problems. Dr. Noel S. Anderson Founding Faculty

Solving problems means challenging preconceptions.

Transformative change can result when you allow your point of view to be questioned. So, one of the best ways to develop knowledge, skills, new approaches, and solutions is to work with others — people across all sectors who will challenge you with differing perspectives.

We bring together students and instructors from inside and outside the scope of traditional education to push you to think differently and to ask tough questions.

When you intentionally gather people from different personal and professional backgrounds to collaborate, something powerful occurs: change happens. It’s how to build new processes, solutions, policies, and powerful new tools — and how to create visionary leaders.

We believe leaders are learners, and that education is essential to great leadership.

The NYU EdD is a rigorous online doctorate degree program that combines the discipline of a top-tier university with an innovative approach to education and leadership. We offer accessibility through enhanced technology and the personal connection of face-to-face instruction.

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

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

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Program Expectations & Advising Resources for the Ph.D. in Education: Organizational Leadership

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Non-Licensure

The  Ph.D. in Education: Organizational Leadership  available through  Liberty University Online  is a sixty-hour program designed to provide advanced training to leaders in academic institutions who want to enter executive leadership in education systems, whether at the county, state, or national level. If your goal is to work as an educator or in a leadership capacity in a school or university, you can start on the path to success through this leadership degree program.

This is a non-licensure program.

Requirements

• Degree Completion Plan
• Course Guides
• All non-dissertation coursework must be completed before starting EDUC 980.
• Starting with EDUC 980, candidates must continuously enroll in dissertation coursework until the final defense. Candidates who break enrollment will be required to re-apply.
• EDUC 987, EDUC 988, and EDUC 989 may each be attempted one time.

Framework and Dispositions

The mission of the School of Education at Liberty University is to develop competent professionals with a biblical worldview for Christian, public, and private schools. The faculty of the School of Education has delineated the dispositions that must be observable in each candidate of our programs at all levels:

• Displays a sense of social responsibility
• Demonstrates commitment/work ethic
• Demonstrates reflective practice
• Displays personal integrity
• Displays professionalism

Framework and Disposition Page

Transfer Credit

View the doctoral transfer policies . Dissertation courses are not eligible to be transferred.

Licensure Information

This program  does not  lead to state licensure or certification. Candidates in this program are not eligible to pursue a student teaching or internship semester.

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Educational and Organizational Leadership, EdD

The Mid-Career Doctorate in Educational Leadership (Mid-Career) prepares school leaders to be strategic decision makers at their institutions and guiding voices in education policy and practice. The Mid-Career program curriculum fosters a deep understanding of educational organizations, instruction, and learning as it intersects with the rapidly changing demands of education leadership. A typical student brings 10 to15 years of experience to the seminar table, drawn from experiences in public, private, and parochial schools. This mix is vital to the cohort and is the backbone of the curriculum. Taking an inquiry-based leadership perspective toward the ongoing transformation of public and private education, students become experts in:

• Instructional Leadership
• Organizational Leadership
• Public Leadership
• Evidence-based Leadership

Support for students does not stop at graduation. The program is deeply committed to continuing to help alumni promote their ideas in the world, connect them with others who can solve practical problems, and advance their careers.

For more information: https://www.gse.upenn.edu/exec-ed/midcareer

A total of 27 course units are required to graduate.

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2023 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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Course Catalog

Education policy, organization & leadership, phd.

for the Doctor of Philosophy in Education Policy, Organization & Leadership (on campus)

Degree programs in the Department of Education Policy, Organization and Leadership are designed to meet the academic and professional interests of individuals preparing for careers as academic professionals, adult educators, college professors, corporate trainers, educational policy analysts, governmental administrators, instructional designers/technologists, non-profit representatives, organizational development specialists, and university administration leaders. 

Admission The Department of Education Policy, Organization and Leadership carefully considers all applicants for graduate study. Interested applicants should start at the College of Education Graduate Programs website . The quality of the applicant's undergraduate and graduate training and grade point average are primary considerations. Other important factors evaluated include the three letters of recommendation and statement of purpose. International applicants are required to submit proof of English proficiency. Specific requirements and waiver options are listed on the Graduate College website .

Off-Campus Programs

The Ed.M., Ed.D., and C.A.S. degree options within the Education Administration and Leadership graduate concentration with Principal Endorsement option are offered in the Chicago region. An Ed.D. degree cohort also is available with a Superintendent Endorsement option.  The Ed.M. and Ed.D. degree options are offered in an Online programs for students in the following graduate concentration areas: Diversity & Equity in Education, Global Studies in Education, Human Resource Development, and Learning Design and Leadership.   Requirements for the off-campus and online programs are identical to the on-campus degrees.

Facilities and Resources The College of Education also has many resources to assist graduate students through their academic career. The Bureau of Educational Research works with students to secure research funding. The Council on Teacher Education entitles candidates seeking a Professional Educator License and provides accreditation of professional education programs. Each student completing a degree program is assigned a graduate adviser, who is available to assist the student with planning the program of study and determining degree requirements, courses and timelines for degree completion.

Information on University resources can be found at the GradMAP pages website .

Financial Aid Financial aid in the form of assistantships, scholarships, fellowships, and tuition waivers can be found throughout the college and campus. Campus opportunities can be found at the Graduate College and the Office of Student Financial Aid . The College of Education follows all University of Illinois policies regarding graduate student Fellowship, Scholarship and awards.

The Department of Education Policy, Organization & Leadership offers many programs leading to the degree of Doctor of Philosophy (Ph.D.). A list of programs and additional requirements can be found on the program's website,  the College of Education Graduate Programs Handbook , and the Graduate College Handbook .

Students may select a concentration in:

African American Studies , Digital Learning , Diversity & Equity in Education , Educational Administration & Leadership , Global Studies in Education , Higher Education , History of Education , Human Resource Development , Learning Design & Leadership , Philosophy of Education , Social Sciences & Education Policy , Writing Studies

Other requirements

Upon the conclusion of the Ph.D. program in EPOL, students will be able to:

• Demonstrate advanced levels of knowledge and skills in developing, implementing, and evaluating evidence-based scholarly research.
• Demonstrate scholarly leadership on how to improve equity, diversity, and social justice across a wide range of educational, organizational, and policy contexts.
• Disseminate information about the result of scholarly research and reflective practices to inform scholarly and practitioner communities.

for the Doctor of Philosophy in Education Policy, Organization & Leadership  (on campus)

Department of Education Policy, Organization & Leadership   Head of the Department: Yoon Pak Directors of Graduate Studies: Liv T. Davila and Lorenzo Baber Graduate Admissions Information: Linda Stimson (on campus) and Jena Pfoff (online/off-campus) Education Policy, Organization & Leadership website Education Policy, Organization & Leadership faculty   142 Education Building, 1310 South Sixth Street, Champaign, IL 61820 (217) 244-3542 Graduate Student Services Office email

College of Education College of Education website College of Education programs

Admissions College of Education Admissions & Requirements  Graduate College Admissions & Requirements

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Ph.D. in Educational Leadership and Organizational Development

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The Doctor of Philosophy in Educational Leadership and Organizational Development encompasses five specialties: Evaluation, Human Resource Development, P-12 Educational Administration, Postsecondary Educational Administration, and Sport Administration. Each prepares graduates to understand and perform basic and applied research in their specialty area. To learn more, just click on the area of specialization.

• Human Resources and Organizational Development
• P-12 Administration
• Post-Secondary Education
• Sport Administration

Alumni Profiles

I chose to study at U of L because of the faculty, many of whom are renowned researchers in human resource development. I was constantly impressed with the level of dedication and time that faculty invest in their students; not only to guide them towards to degree completion, but to prepare them for careers afterwards. I came into this program looking to learn more about human resource development and continue working as a practitioner, but fell in love with research and teaching, and now am a faculty member myself. My experiences in the doctoral program were positive and truly rewarding and I highly recommend it to anyone interested in human resource development. Dr. E. Kobena Osam, Assistant Professor, Northern Kentucky University Ph.D., Educational Leadership & Organizational Development (Human Resource Development), 2018

I thoroughly enjoyed my doctoral journey at the University of Louisville. From start to finish, there was a consistent message of unlocking new truths through innovative research practices. I am especially thankful for the collaborative spirit and the critical feedback given by my dissertation committee. I am proud to be a U of L alumnus and draw regularly upon the skills that were honed in my doctoral studies to inform my work as an educational leader. Dr. Robb Smith, Superintendent, Bellevue Independent School District Ph.D., Educational Leadership & Organizational Development (P-12 Administration), 2019

The ELEOD doctoral experience was transformative. I was taught how to look deeply at data relevant to my interests and given the opportunity for challenging ideas and debate. The experience has guided me as a professional and contributed significantly to who I am today. Dr. Cara DiMattina-Ryan, Chief Strategy Officer, Workforce Solutions Rural Capital Area, Austin, Texas Ph.D., Educational Leadership & Organizational Development (Higher Education Administration), 2018

My experience in U of L’s Educational Leadership and Organizational Development Ph.D. program was outstanding, particularly working with the faculty members in the Sport Administration track. They took a very hands-on approach to teaching me what it takes to be an effective faculty member. Not only did I learn to be an effective researcher, writer, and teacher, but I also experienced first-hand what great mentorship is. To this day, I still remain close to the faculty at Louisville, collaborating with them on research, connecting with them at academic conferences, and even guest speaking to current doctoral students in the program. Great people make great academic programs and Louisville has some of the best in our field. Dr. Nels Popp, Assistant Professor of Sport Administration, Co-Director, Center of Research and Intercollegiate Athletics, University of North Carolina, Chapel Hill. Ph.D., Educational Leadership & Organizational Development (Sports Administration), 2007

My time in the Educational Leadership and Organizational Development Ph.D. program at the University of Louisville prepared me to be a strong leader in higher education. Specifically, the lessons I gained through the program’s coursework were practical, enhanced my knowledge and skillsets exponentially, and provided me with necessary application tools to be a successful practitioner. What I am most appreciative of is the support of the faculty in the ELOD program, my dissertation committee, and the many transformative conversations I engaged in with faculty and other students throughout my journey. The ELOD program is certainly a community of excellence of which I am proud to have been a part. Dr. Nadine Petty, Executive Director of the Center for Diversity & Enrichment, University of Iowa Ph.D., Educational Leadership & Organizational Development (Higher Education Administration), 2017

I am really grateful for my time at Louisville. I learned so much about different methodologies, practices, and critical thinking. The program forces you to analyze what information is important and how to discern a scope of study, which in my case, has applied to both research and work settings. There are so many faculty at U of L that are content experts in different areas, so for anyone interested in those, finding a U of L faculty member that can oversee your research and help support your personal and professional goals is key. As a graduate, I’m happy to talk with anyone thinking of joining the Louisville family to discuss how it might work for you. Dr. Amanda Bowers, Director of Institutional Effectiveness & Assessment, Motlow State Community College Ph.D., Educational Leadership & Organizational Development (Higher Education Administration), 2018

I am so glad that I chose to pursue my doctoral education at the University of Louisville. I really believe that the training and rigor I received stacks up against any other program in the country. The rigor throughout the classwork and dissertation process gave me the skills to be a productive researcher, but it was the expertise and commitment of the faculty that set me up to use those skills to make an impact in my field. As challenged as I felt in the program I felt even more supported and that is why I continue to work with so many of the colleagues, mentors, and friends I gained while at U of L. I can’t recommend the program strongly enough. It has been a big part of my success and I am confident it always will be. Dr. Matt Berry, Scholarship and Policy Director, Evolve502, Louisville, Kentucky Ph.D., Educational Leadership & Organizational Development (Higher Education Administration), 2014

The Educational Leadership and Organizational Development doctoral program at the University of Louisville served an instrumental role in helping me develop the foundational skills to succeed as a faculty member at a research-intensive institution. I continue to draw upon the theoretical and practical knowledge I gained during my doctoral studies at U of L to help organizational leaders find better ways for achieving their respective goals, while also advancing scholarly knowledge through my research. Dr. Per Svensson, Assistant Professor, Louisiana State University Ph.D., Educational Leadership & Organizational Development (Sports Administration), 2015

Adam Stieglitz is the Director of Operations and co-founder of the Andean Alliance for Sustainable Development. He received his bachelor’s degree in Business Management from the University of Miami and a master’s degree in Public Administration from the Middlebury Institute of International Studies in Monterey, California. His research interests include exploring effective ways of bridging academia with community development in order to promote social change. Adam is currently pursuing his Ph.D. in Educational Leadership and Organization Development with an emphasis in Evaluation at the University of Louisville. Dr. Adam Stieglitz Ph.D., Educational Leadership & Organizational Development 2022

• Department of Educational Leadership, Evaluation and Organizational Development
• UofL Course Catalog
• Doctoral Student Handbook
• Comp Exam Declaration Form
• ELOD Comprehensive Examination Guidelines & Rubric
• Degree Requirements (Graduate Catalog)
• Program Sheet, 60 hours [PDF]

Planning of Program

The advisor and members of the Program Committee help the individual design a program of study. Normally this should be done almost immediately after admission. The student has no "official contract" until the program is signed by the three members of Program Committee.

The program requires a minimum of 90 semester hours beyond the baccalaureate degree. Courses from previous graduate work may be counted toward the 90 hours. At least 45 of the 90 hours must be earned at UofL. These 45 hours will include the 18 hours fulfilling residency and the 12 hours required for dissertation credit.

Professional Specialization (42 hours). Each student will choose one of five specializations. The particular coursework in any student's program will vary according to specific specialization requirements, program Committee decisions, and individual background and interests.

Specialization

• P-12 Administration, view curriculum information
• Post-Secondary Administration, view curriculum information
• Sport Administration, view curriculum information
• Human Resource Development, view curriculum information
• Evaluation, view curriculum information

Knowledge Development and Utilization (27 hours). Each student will carry out a substantial, creative project of scholarly quality. In developing dissertation topics, students are required to select topics that enable them to demonstrate the ability to conduct inquiry into processes and problems of educational institutions or community organizations. This component includes:

• Development of research competencies (15 hours). These courses develop basic understanding of research design and methodology and demonstrate competence in the critical analysis of research. All student must take ELFH 601 Applied Statistics (3) and it is a prerequisite for most research and statistics courses. Other courses may include:
• ELFH 602 Survey Research & Attitude Measurement
• ELFH 606 Evaluation of Educational Processes
• ELFH 701 Intermediate Statistics
• ELFH 703 Multivariate Analysis
• ELFH 704 Qualitative Field Research Methods
• ELFH 705 Qualitative Data Analysis and Representation
• Dissertation research (ELFH 795 Dissertation Research-12 hours). The student completes an independent study with the dissertation chair.

Electives (21 hours). This component allows considerable flexibility in planning a program.

Meeting Course and Program Requirements and Residency. Students should meet with their advisor to plan the scheduling of courses for several semesters at a time. Students must be enrolled (= registered) at the University of Louisville for a minimum of 18 hours within a 12-month period to meet the residency requirement. These hours must be completed during or after formal admission to the doctoral program.

There are two time limits for completion of the doctoral program: (1) Within five years after admission into the doctoral program students must complete all coursework and pass the comprehensive exams; and (2) the student must complete all other requirements for the degree within four years after passing the comprehensive examination and being admitted to candidacy. A doctoral degree student must have been admitted to candidacy not later than the end of the ninth month prior to the awarding of the degree, that is:

• August graduation: November 30 of preceding year
• December graduation: March 31 of the same year
• May graduation: August 31 of preceding year

The PhD in Educational Leadership and Organizational Development has five specialties as described under Specialties.

The LEAD Department PhD Admissions Committee evaluates an applicant’s potential to succeed in the doctoral program, including academic writing and analysis, theory and conceptual processing, and overall program readiness. This evaluation of an applicant is conducted through a holistic review of an applicant’s fully submitted application materials. These materials include the following:

• Graduate Application
• Résumé or Curriculum Vitae
• Letters of Recommendation: 2 required letters of recommendation (academic references preferred, but required for all applicants whose undergraduate work was completed within the last five years)
• English Language Exam: TOEFL, IELTS, or Duolingo English Test required* for applicants for whom English is not their primary language
• Transcripts: all official transcripts from any courses or degree programs taken at previous postsecondary institutions (other than dual credit)
• Personal Statement
• Analysis Essay

In addition, an applicant may also submit or participate in any of the following additional opportunities that are optional but not required for admission:

• Personal interview at the discretion of the committee
• Any academic or published works/ creative artifacts you have been a part of or produced

Additional information on each required and optional application materials can be found in the following sections:

Application Deadline

The ELOD PhD program admits students once each year for an August start date. The priority admission deadline for fellowships and scholarships is October 1st. The final deadline for admission consideration is February 1st. Students typically are notified of final admission decisions by early April.

Required Application Materials

University of Louisville Graduate School 2211 S Brook St, Houchens Bldg, Rm 105 Louisville, Kentucky 40292 The United States of America Email Address: [email protected] Phone Number: (502) 852-6495

• Resume or Curriculum Vitae. It is expected that applicants have prior academic and professional experience in their field of interest. The PhD program is intended for experienced professionals, holding relevant academic degrees and who are qualified to undertake advanced study at the doctoral level. It is important that the academic and professional experience of applicants match the educational focus of the program curriculum and the educational and professional orientation of the program faculty.
• Letters of Recommendation. Using the Graduate School on-line application choose two individuals familiar with your background to provide a Letter of Recommendation . Academic references preferred but required for all applicants whose undergraduate work was completed within the last five years.
• International English Language Testing System (IELTS) examination – minimum score: 6.5.
• Test of English as a Foreign Language (TOEFL) examination – minimum scores: 550 on the paper-based TOEFL, 213 on the computer-based TOEFL or 80 or higher on the internet-based TOEFL.
• Duolingo English Test with Subscores – minimum score of 105 and exam must have been taken after January 1, 2020. Note: Students who have earned a degree from an accredited college or university in the U.S. are not required to complete the TOEFL, IELTS, or Duolingo.
• Send official transcripts for all previous undergraduate and graduate coursework from any courses or degree programs taken at previous postsecondary institutions (other than dual credit) to the address indicated below.
• Do not provide UofL transcripts previously submitted to the College of Education and Human Development.
• If you have records at UofL, but outside the CEHD, attach a note so indicating and we will secure them.
• It is expected that applicants would have GPAs of at least 3.5 for prior undergraduate and graduate degrees. Applicants submitting foreign transcripts must submit such transcript to analysis by either of the following two agencies and have the agency submit their report to the address below for inclusion in the application packet: World Education Evaluation Service or Education Credentials Evaluators .
• The applicant must send the official transcript to the transcript evaluation agency. The agency will do an evaluation according to US guidelines and mail an official copy of the evaluation to UofL. We do not need the transcript if we have the official evaluation from ECE or WES. The agency also validates that the transcript is official and legitimate. In some cases, the applicant may only have one official copy of the transcript. In that situation, WES or ECE will mail the official transcript back to the student after the evaluation has been completed.
• If you have a graduate degree from the U.S., this requirement is waived.
• As you author your Personal Statement, consider how your background and life experiences – including educational, cultural, financial, geographical, and/or other opportunities or barriers – motivated your decision to pursue a doctoral degree at the University of Louisville.
• In your statement, share your research interests and career goals, as well as how you see this doctoral program helping you achieve those future goals as well as why you have chosen to pursue doctoral study at this time.
• Tell us about what you have done, what is unique about you, what you have learned and achieved (including evidence of progress) to support and recognize your accomplishments to date and how that has prepared you for doctoral study in this program.

Your essay should intertwine several messages that: (a) provide a background to your chosen topic; (b) inform your reader why your chosen topic is important and what is known about the topic; (c) articulate at least two approaches you could address your topic using research articles; (d) recommend an avenue or perspective in which to take along with supported rationale; and, (e) provide a summary with concluding remarks that bring your essay to a logical conclusion.

• Your essay should demonstrate a level of analysis and be between 2,500 and 3,000 words (approximately 8- 10 double-spaced pages) not including a title page, references or citations, tables, figures, or graphs.
• Include any references to literature and empirical research sources that you use to help shape your analytic essay. As applicable, please use the latest American Psychological Association (APA) citation style for citations and references in your essay.
• Your analysis essay does not need to be on a topic related to your doctoral studies, but it can be. Ultimately, we are interested in learning more about how you present a topic, offer competing perspectives, and your analysis associated with that discussion.

Optional Application Materials

• Personal Interview . Using a holistic process, the LEAD PhD Admissions Committee will evaluate your application packet. They may, at their discretion, invite you for a brief interview with faculty in your chosen area of concentration to learn more about your interests. The interview is optional, but often can be helpful in finding fit within an academic program of study.
• Applicants who do not submit GRE scores will be given full consideration to the program.
• If you have taken the GRE, and wish to submit your scores as an option, have the Education Testing Service forward scores to UofL (UofL's code for sending GRE scores is 1838).
• If you are a former UofL student and believe you scores are already at the University Graduate School, attach a note indicating so with your Graduate Application.
• Scores, whether a new applicant or a former UofL student, should be no more than 5-years old
• Academic Published Works/ Creative Artifacts . If you have published any academic research or been a part of some form of creative artifact that adds to your application packet, please feel free to include those works as a .pdf within your packet as optional material. All academic published works/ creative artifacts can be included in your graduate application packet. For any questions, please contact the Graduate Student Success Office at [email protected] .

Originality Statement

By applying for admission to the LEAD doctoral program, a prospective student affirms that the contents of the application, including the research proposal, analysis essay, and accompanying documents, etc. are the product of their own intellectual efforts. It is perfectly acceptable to use outside resources and materials as a part of the application. However, throughout the application materials, where appropriate, we expect that an applicant acknowledges those sources of inspiration, whether they be from published works, collaborations, or AI-based programs, through appropriate citations and references using the latest APA-style guidelines.

By submitting application materials, applicants acknowledge they understand that plagiarism, fabrication, or any form of academic misconduct is unacceptable and undermines the values of intellectual rigor and integrity. At the University of Louisville, we are committed to upholding the highest standards of academic honesty and ethical conduct throughout our Ph.D. application process, and we expect students who join our academic community to value and uphold the same standards and rigor.

Any intentional misrepresentation or breach of academic integrity could have serious consequences, including the potential denial or revocation of admission, or dismissal from the program.

Department of Educational Leadership, Evaluation and Organizational Development College of Education and Human Development University of Louisville Louisville, KY 40292 502-852-6475

Those interested in general information about the ELEOD PhD program should contact Dr. Mary Brydon-Miller at [email protected] . For specific program track information, please contact the following faculty for detailed information:

Evaluation - Dr. Jason Immekus

P-12 Educational Leadership - Dr. Kyle Ingle

Sports Administration - Dr. Chris Greenwell

Human Resources and Organizational Development - Dr. Brad Shuck

Higher Education Administration - Dr. Jessica B Buckley

Opportunities for Graduates

Advanced positions in the fields of education, training and development. Positions as a university professor in the field of education and human resource education. Positions in the fields of educational research and policy.

Scholarships, Fellowships and Financial Aid

• UofL Student Financial Aid Office
• Graduate Assistantships
• CEHD Scholarships and Financial Aid

College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Higher education PhD

This program prepares you with a solid foundation in the history, philosophy, sociology, and organizational theory of higher education. As part of a community of diverse and accomplished learners, you will dive deep into empirical research and policy analysis to understand higher education’s field-specific systems, issues, and practices. You will produce your own original research, advancing the field and contributing to the growth, vitality, and sustainability of our institutions.

A doctoral degree opens opportunities not only in traditional academic settings but also in research institutions, policy organizations, and consulting firms. Networking, staying engaged in professional associations, and contributing to scholarly publications can enhance your career prospects in this field.

• Advanced Expertise: A Ph.D. program provides an opportunity to delve deeply into a specific area of interest within higher education and student affairs. This level of specialization can make you an expert in a particular aspect of the field, allowing you to contribute valuable insights and research.
• Leadership and Administration Roles: A Ph.D. can open doors to leadership and administrative positions within higher education institutions. It equips you with the knowledge, research skills, and strategic thinking necessary for roles such as department chair, dean, vice president, or president someday.
• Research Opportunities: Ph.D. programs typically involve extensive research, allowing you to contribute to the academic literature and advance the field's knowledge. This research experience can be particularly valuable if you are interested in shaping policies, practices, and theories within higher education.
• Faculty Positions: A Ph.D. is often a requirement for securing faculty positions at colleges and universities. If you have a passion for teaching and want to shape the next generation of higher education professionals, a Ph.D. can be a steppingstone to a career in academia.
• Contribution to Practice and Policy: With a Ph.D., you can play a role in shaping the practices and policies that guide higher education institutions. This may involve working with governmental agencies, accreditation bodies, or institutions themselves to influence the direction of higher education.
• Networking and Collaboration: Ph.D. programs provide opportunities to network with other scholars, researchers, and professionals in the field. Collaborating with colleagues on research projects, attending conferences, and participating in academic communities can enrich your professional network.
• Development of Critical Thinking Skills: Doctoral programs are designed to cultivate advanced critical thinking and analytical skills. These skills are valuable not only in academia but also in various leadership and decision-making roles within higher education.
• Personal Fulfillment: For individuals passionate about higher education and student affairs, earning a Ph.D. can be personally fulfilling. It allows you to pursue your intellectual interests, contribute to the betterment of higher education, and make a lasting impact on the field.
• Global Perspectives: Our Ph.D. programs offer opportunities for international experience and exposure, providing a broader perspective on higher education challenges and solutions. This global outlook can be valuable in an increasingly interconnected world.
• Problem-Solving and Innovation: Through the process of completing a Ph.D., individuals develop problem-solving skills and the ability to think innovatively. These qualities can be applied to address complex issues facing higher education institutions.

Here are some positions held by alumni of our higher education PhD program:

• University Professor: Teach courses in higher education administration, student affairs, or related fields at the undergraduate and graduate levels. Conduct research, publish scholarly articles, and contribute to the academic community.
• Senior Administrator/Executive Leadership: Pursue high-level administrative roles within universities, such as Dean of Students, Vice President for Student Affairs, Provost, Chief Diversity Officer, President, or other executive leadership positions. In these roles, you would be responsible for shaping the overall vision and strategy on campus.
• Researcher/Policy Analyst: Conduct research on higher education issues, student development, and institutional effectiveness. Work for research institutions, think tanks, or government agencies, contributing to the development of policies that impact higher education.
• Consultant: Provide expertise to colleges and universities as an external consultant or work for consulting firms specializing in higher education. Assist institutions in areas such as strategic planning, accreditation, and program assessment.
• Director of Assessment and Institutional Research: Lead efforts to assess and improve institutional effectiveness, student outcomes, and program evaluation within a university setting.
• Diversity and Inclusion Officer: Take a leadership role in promoting diversity and inclusion on campus. Develop and implement initiatives to create a more inclusive and equitable campus environment.
• International Programs Director: Oversee international education programs, exchange programs, and services for international students. Ensure compliance with immigration regulations and promote global engagement on campus.
• Director of Academic Advising: Lead and coordinate academic advising services, ensuring that students receive effective guidance in their academic and career paths.
• Policy Advocate/Analyst: Work for advocacy organizations or government agencies to shape policies related to higher education, student affairs, and academic success.
• Higher Education Program Developer: Design and implement new academic and co-curricular programs to enhance the student experience and meet the evolving needs of students and institutions.
• Director of Residence Life: Oversee housing and residence life programs, creating a positive and supportive living and learning environment for students on campus.
• Educational Leadership Consultant: Collaborate with educational institutions, organizations, and government agencies to provide guidance on leadership development, organizational change, and educational improvement.

Quote from Daniel Greenberg

I was drawn to OLPD because it allowed me to pursue coursework and projects using both qualitative and quantitative methodologies, and I continue to love being part of this department because of the faculty and colleagues who were incredibly welcoming from the beginning and have been very supportive and genuinely invested in my work. Daniel Greenberg PhD 2020

72 credits (48 credits of coursework + 24 thesis credits) completed in 3-5 years for full time students.

OLPD departmental core

• OLPD 8011—Doctoral Research Seminar I (1 cr) [Fall term of first year]
• OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
• Quantitative research course (3 cr) selected with approval of advisor
• Qualitative research course (3 cr) selected with approval of advisor
• Additional methods courses (6 cr) selected with approval of advisor

Higher education program core

• OLPD 5701—U.S. Higher Education (3 cr)
• OLPD 5704—College Students Today (3 cr)
• OLPD 8702—Administration and Leadership in Higher Education (3 cr)
• OLPD 8703—Public Policy in Higher Education (3 cr)

9 credits focused on issues relevant to the Higher Education, selected with advisor approval.

Additional coursework

Minimum of 11 credits required. These credits can be used to meet the requirement that a minimum of 12 credits be taken outside the HE track or for a minor. Courses not specifically listed should have advisor approval.

Thesis credits

All Ph.D. students are required to register for 24 semester thesis credits (OLPD 8888) after completing the preliminary oral exam. These must be taken over two or more terms.

How to apply

Admission deadline.

Application deadline: December 1 for a Fall semester start.

Fall semester start only.

Applicants may only apply to one OLPD track.

Applications are not complete until ALL required materials and fees have been received. If anything is missing, your application may not be considered. It is strongly recommended to apply at least two weeks before any submission deadlines.

Applications are processed by the Graduate School. A decision for admission notice will be emailed to you once your application is carefully reviewed by the department's admission committee and your transcripts and any credentials (test reports, diploma copies, etc.) are authenticated by Graduate School officials.

Admission Requirements

Degree: Master's degree or equivalent

GPA: Undergraduate 3.0; Graduate 3.5

Note: Applicants should not submit GRE scores, as they will not be considered in the review process.

TOEFL/IELTS Scores (Not required for U.S. students):

• TOEFL: Internet based = 79 or above (21 writing/19 reading)
• IELTS = 6.5

File PhD Application Instructions.pdf

Tuition and funding

Tuition information: CEHD | OneStop

Financial aid: CEHD | OneStop

Readmission

If a graduate student in an OLPD program has become inactive they must follow the readmission procedures .

Whether you seek reactivation after accidentally being discontinued this term or want to return after a long absence these are the steps needed to re-apply.

• Complete the proper online readmission application . If you have been away from the program less than five years use the Express Readmission Application and email it to [email protected] . All others must submit the Online Application for Readmission  
• Once received, the department will forward your application to the appropriate admissions committee. Readmission decisions are normally determined by the program’s admissions committee, not any one individual faculty member. Readmission is never guaranteed. Decisions for readmission are based on a review of previous progress toward degree completion, the proposed timeline for completion, the availability of faculty resources, and/or any additional application materials they may request from you. Individual programs/tracks reserve the right to readmit students under the current graduate program requirements, rules, and guidelines. They may also request an applicant to provide additional information prior to making a decision.  
• Once the committee makes their recommendation, the department’s DGS will sign off on the decision and forward the result to the central Graduate Admissions Office for processing. Once processed, you will be notified of the decision.

Individual department programs and tracks reserve the right to require readmitted students to retake coursework if they deem it appropriate. Readmitted students are also required to abide by current time-to-degree policies as determined by the University, which may differ from the policy in place when they first started the degree program.

Individuals seeking readmission to the Ph.D., Ed.D., and M.A. program tracks in the former EDPA, WHRE, and WCFE majors can only reapply to the appropriate program track under the Organizational Leadership, Policy, and Development (OLPD) major name.

We’re here to help. Simply complete this form and a member of our department will be in touch.

Doctor of Education in Educational Leadership

Description of program.

The Doctor of Education (EdD) degree in Educational Leadership (EdL) is a practitioner-researcher degree designed to prepare educational leaders who desire to improve educational practice across private and public sectors of PK-12, higher education, military, and corporate learning organizations. You will acquire skills to ethically address the complex problems within educational practice using data-driven decision-making and other conceptual frames linking systematic inquiry with innovative solutions. The degree culminates in the completion of empirical research with direct implications for educational practice.

Please be advised that this program is NOT accredited in Kentucky by the Education Professional Standards Board and is NOT recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for P-12 educators in Kentucky. For more information, please visit the Education Professional Standards Board’s website at  http://www.epsb.ky.gov/mod/page/view.php?id=12 .

Click here for potential career opportunities within the EdD-EdL.

Learning Outcomes

• Illustrate effective educational leadership vision and integrity through strategic planning involving data-driven decision-making and evidence-based practice
• Determine the aspects of professional capacity and resource needs for a quality professional learning community within a sector-specific learning organization
• Develop effective leadership traits to improve educational practice across diverse learning organizations within public and private sectors
• Devise informed evidence-based solutions to address a complex problem from educational practice
• Conduct empirical research to address a complex problem within educational practice

Basis for Admissions

Admission requires a conferred post-baccalaureate master’s degree and/or doctoral degree from a regionally or nationally accredited academic institution or an international institution determined to be equivalent through an approved evaluation service.

Degree Requirements

The Doctor of Education (EdD) in Educational Leadership (EdL) requires 54 credit hours for degree completion. Coursework includes foundations, educational leadership, research methods, the pre-candidacy prospectus, and the dissertation. Additional credit hours may be allowed as needed to complete dissertation research in alignment with the Satisfactory Academic Progress (SAP) and Academic Maximum Time Frame policies. Students who do not complete their program within these requirements may be dismissed.

The EdD-EdL degree program has the following graduation requirements:

• A minimum of 42 credit hours of graduate instruction must be completed through the University
• Official transcripts on file for all transfer credits accepted by the University
• Grade Point Average of 3.0 (letter grade of “B”) or higher
• University Approval of Dissertation Manuscript and Oral Presentation completed
• Submission of the approved final dissertation manuscript to the University Registrar, including the original unbound dissertation manuscript and an electronic copy
• Official documents on file for basis of admission: a conferred master’s degree from an accredited academic institution
• Official transcripts on file for all transfer credit hours accepted by the University
• All financial obligations must be met before the student will be issued their complimentary diploma

The University may accept up to 12 semester credit hours earned with a grade of “B” or better for graduate coursework completed at an accredited college or university and evaluated to be substantially equivalent in content with the required course work for the EdD-EdL program.

Note:  Students who complete the University’s EdS program may be eligible to apply up to 30 credits from the EdS program to the Sanford College of Education’s Doctoral programs. School Dean (or their designee) approval is required to determine number of applicable credit hours from EdS to the selected doctoral program.

Dissertation Completion Pathway

The University’s mission is dedicated to assisting students in achieving their academic aspirations and helping them become valuable contributors to their community and profession. To support our mission, the University now offers a dissertation completion pathway for students who have successfully completed their doctoral coursework and achieved doctoral candidacy at a previous institution but were unable to complete their dissertation. The University’s Dissertation Completion Pathway (DCP) offers a unique opportunity for students to complete their doctorate in one of the doctoral programs offered at the University (excluding the PhD in MFT, DMFT, and DNP). Students successfully meeting the entrance and application requirements will complete a minimum of 23 credit hours to earn their doctorate.

Click below for more information on the Dissertation Completion Pathway   .

Time to Completion

The University allows 7 years to complete all doctoral programs of 60 credits or less.

The median time to completion for this program is 41 months.

Time to completion varies depending upon the pace in which a student completes courses and the number of transfer credits accepted. As most students are working adults, balancing educational, professional, and personal commitments, our academic and finance advisors will work with you to develop a program schedule that works best for your needs.

Students following the preferred schedule designed by the Dean for this program, and applying no transfer credits, can expect to finish in as little as 35 months.

Certification and Licensing

The Sanford College of Education serves educational leaders by providing online graduate studies in education to reach worldwide populations. The EdD-EdL program is designed to reach national and international markets and does not purport to provide licensure or certification in any particular state or country.

Dissertation Process

Faculty assists each Doctoral student to reach this high goal through a systematic process leading to a high-quality completed dissertation. This process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of the dissertation.

A doctoral candidate must be continuously enrolled throughout the series of dissertation courses. Dissertation courses are automatically scheduled and accepted without a break in scheduling to ensure that students remain in continuous enrollment throughout the dissertation course sequence. If additional time is required to complete any of the dissertation courses, students must re-enroll and pay the tuition for that course. Continuous enrollment will only be permitted when students demonstrate progress toward completing dissertation requirements. The Dissertation Committee determines progress.

Course Sequence

This program can be completed with a minimum of 54 credit hours, but may require additional credit hours, depending on the time required to complete the dissertation research. If needed, additional courses will be added to the student degree program in alignment with the SAP and Academic Maximum Time to Completion policies. Students who do not complete their program in accordance with these policies may be dismissed. The EdD-EDL has two specializations (PK-12 and Higher Education). All EdD-EDL students will take the first two introductory courses and will then take their remaining specialization courses (four required and two electives courses) within the PK-12 specialization, and EdD-EDL students in Higher Education will then take their remaining specialization courses (four required and two electives courses) within the Higher Education specialization.  All EdD-EDL students, regardless of specialization, will then take a series of research courses, a comprehensive examination course, and a series of dissertation courses.

• EDU-8050 - Foundations of Advanced Graduate Study and Research
• EDU-8060 - Foundations of Academic Writing, Conceptual & Theoretical Frameworks

Required Specialization Courses: 

• Specialization Course 1
• Specialization Course 2
• Specialization Course 3
• Specialization Course 4
• Specialization Course 5
• Specialization Course 6
• EDR-8200 - Scholarly Literature Review
• EDR-8300 - The Research Process
• EDR-8201 - Statistics I
• EDR-8400 - Advanced Qualitative Methodology and Designs      - or -  EDR-8500 - Advanced Quantitative Methodology and Designs      
• EDR-8206 - Applied Qualitative Analysis     - or -  EDR-8202 - Statistics II     
• CMP-9602E - Doctoral Comprehensive Assessment: Pre-Candidacy Prospectus
• DIS-9911A - Applied Doctoral Introduction
• DIS-9912A - Applied Doctoral Proposal
• DIS-9913A - Institutional Review Board (IRB) and Data Collection
• DIS-9914A - Applied Doctoral Manuscript

Higher Education Specialization

Specialization courses - 18 credit hours.

Required Specialization Courses: 

• EDL-9000 - Educational Leadership Theories
• EDL-9100 - Leadership for Diversity, Equity, Inclusion, and Social Justice
• LHE-7300 - Legal Issues in Higher Education
• LHE-7600 - Strategic Planning and Operations in Higher Education

Select Two of the Following:

• LHE-7200 - Student Services in Higher Education
• LHE-7400 - Academic Program and Curriculum Development in Higher Education
• LHE-7500 - Financial Considerations in Higher Education
• OL-7100 - Conflict Resolution and Mediation
• OL-7102 - Leadership Ethics to Attain Organizational Excellence
• EDL-9500 - Innovation for Change in Educational Organizations

PK-12 Specialization

Required Specialization Courses:

• EDL-9200 - Leadership, Supervision, and Personnel in PK-12 Education
• EDL-9300 - Legal Issues in PK-12 Education
• EDL-9400 - PK-12 Curriculum, Instruction, and Assessment
• EDL-9600 - Policy Development & Implementation in PK-12 Education
• EDL-9700 - Finance & Budgeting in PK-12 Education
• SEM-7300 - Leadership Paradigms in Safety, Security, and Emergency Management
• TRA-7100 - Trauma-Informed Educational Practices within Community Contexts and Conditions
• SEL-7600 - Comprehensive Planning for SEL Initiatives
• SE-7300 - Leadership, Law, and Finance in Special Education

Eastern University’s Doctorate in Organizational Leadership Earns High Praise from Forbes

Forbes has ranked Eastern University’s  Ph.D. in Organizational Leadership  third on its list of the Best Online Doctorate in Organizational Leadership Programs for 2024 . The list ranked 60 accredited, nonprofit universities offering the degree program at a doctoral level.

Eastern University’s Ph.D. in Organizational Leadership equips students to serve as transformational change agents in business and beyond, offering three specialization tracks so that students can customize the curriculum to their interest and expertise. The program offers a unique, faith-centered, scholarly development experience through rigorous online coursework, in-person residencies, and individualized research coaching leading to professional presentations and publications.

Eastern’s program is flexible for working professionals. It helps students expand their professional network with global peers from diverse industries and develop advanced qualitative and quantitative research skills. The cohort model allows for individualized mentoring from dedicated faculty as students progress through the program together, often developing life-long relationships.   

Dr. Heewon Chang , Professor and Chair for the Ph.D. in Organizational Leadership program, emphasized the caring nature of this community.

“This program has created a community dedicated to shaping leaders to reach their full potential,” said Dr. Chang. “The faculty are deeply invested in the rich network of students and alumni who have also returned their support to the program since the beginning.”

Forbes’s methodology  examines 15 data points from reliable, third-party data sources in the categories of credibility, affordability, student outcomes, and student experience. Data points such as graduation rate, median earnings 10 years after graduation, tuition, student-to-faculty ratio, and more inform the ranking. Among the top 10 schools, Eastern ranked No. 1 in graduation rate, showcasing a commitment to ensuring its students cross the finish line with value-added theoretical and practical education of excellence.

“We are honored to be recognized for the excellence of our online doctoral program,” said Dr. Christa Lee-Chuvala , Dean of The College of Business & Leadership. “We are committed to supporting working professional leaders for entry into the world of research and scholarly contribution, equipping them to develop research insights that advance leadership practices in their current workplace or future careers.”

Learn more about how Eastern University’s Ph.D. in Organizational Leadership prepares organizational leaders from various public and private contexts to effectively engage in the transformation of their organizations.