phd in educational leadership and management

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Doctor of Philosophy in Educational Management (PhD)​

Learn to navigate the intricacies of educational institutions with an accelerated online Ph.D. in Education Management from Hampton University. As education becomes increasingly complex, leaders must be flexible, while utilizing the most innovative educational strategies. This advanced degree provides you the skills and experiences to adapt in the dynamic educational environment while leading organizations to the forefront of the field.

The accelerated 60 credit-hour Educational Management Ph.D. program is designed to provide specialized instruction, and is focused on giving students the experience they need. The degree offers specializations in:

• Higher Education
• Pre-K-12 Education

These concentrations, in combination with leadership training, provide graduates with a comprehensive set of skills that allow them to facilitate positive change in the educational landscape. Take your career to the next level – apply today.

This unique program in executive Educational Management provides an attractive and viable alternative to “traditional” doctoral programs in educational leadership. As an alternative doctoral model, the program is designed to:

• Provide candidates with an advanced curriculum that focuses on relevant and current topics and issues in executive educational leadership;
• Focus on the core leadership competencies, dispositions, and applied research that executive educational leaders need to be effective in educational settings;
• Provide opportunities for candidates to focus their dissertation on actual problems in educational organizations, making the dissertation relevant and practical, and thereby encouraging organizational support;
• Provide candidates with access to a network of successful educational leaders and organizations to support their intellectual, professional, and career development.

Curriculums

Complete Curriculum Overview

Course Details

• Cost Per Credit – $695
• Course Length – 8 weeks
• Degree Credits – 60
• Degree Length – 2 years

Financial Aid

• Available to those who qualify
• Apply for financial aid at US Office of Student Aid .
• FAFSA School Code: 003714

Application Deadlines

This program now offers rolling admissions. Application deadlines are for each cohort. If the cohort is full, or if the cohort does not meet the minimum student requirement, you will be considered for the next cohort. 

Fall  – June 15th (Starts August) Summer – April 1st (Starts end of May)

Admissions Requirements

• Students interested in applying to the Ph.D. program in Education Management must have an education background such as a bachelors or master’s in the field of education. 
• Master’s degree must have at least 3.0 GPA
• Students with a Master’s Degree in Education are not required to take the GRE
• GRE score of 150, score below 150 will be considered for provisional admission after submitting writing sample. If student is selected for provisional admission, they must achieve a 3.0 in the first 6 hours.
• Application for admission
• Written statement of Career/Professional Plans
• A writing sample of at least 1500 words, with APA citations and format. Respond to one of the following topics using documents, reference data, and sources of information: 
• 1. How will educators bridge the achievement gap for K-12 students who are below grade level, and mitigating time lost due to the COVID-19 pandemic?  
• 2. Why is it critical for educators to address the barriers and obstacles students face to achieving success in school? How do educators promote equity in schools to assist students in overcoming these obstacles and barriers so each student can reach their potential?
• 3. How will institutions of higher learning adjust their strategies to the ever-changing circumstances stemming from the global COVID-19 pandemic and the virtual learning platform that has gained prominence in colleges and universities?  
• Two letters of recommendation that address academic ability, interpersonal skills, integrity, and written/oral communication effectiveness.
• Personal Interview as needed
• One official, sealed transcript from each institution attended
• A copy of your State or Federal ID
• Transfer Credit Policy

Please forward all admissions packages and supplemental documentation to:

Hampton U Online Attn: HUO Graduate Admissions PO Box 6227 Hampton, Virginia  23668

Official Transcripts sent through a transcript network may be sent to [email protected] Unofficial/Opened/Scanned transcripts will not be accepted for graduate programs

Hampton University Online is recognized as one of Virginia’s Top Affordable Online Colleges by Affordable Colleges Online .

Hampton U Online P.O. Box 6227 Hampton, VA 23668

Hampton Virginia 23668 : 757-727-5000

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Doctorate in Educational Leadership and Administration

Become a change agent for education.

Strong leadership, coupled with a deep understanding of how research, policy, and practice inform and disrupt educational systems, is necessary to transform our nation's multifaceted learning environments.

The doctoral program in Educational Leadership and Administration (ELA) prepares and develops scholar-leaders to become catalysts for change in diverse educational settings and contexts .

The ELA doctoral curriculum captures the program’s underlying values: leadership for equity, social justice, and school improvement. Tackling the pressing matters that school leaders face, our doctoral students apply theoretical, conceptual, and empirical knowledge to real-world problems of practice. They critique research, employ critical thinking and reflective practices, collaborate with peers, problem-solve, and analyze multi-source data.

Under the tutelage of professors who are staunchly invested in their growth, ELA doctoral students produce valuable research that positively impacts PreK-12 education. Graduates from ELA’s doctoral program move into leadership positions across local, state, and federal settings, where they advocate for and facilitate necessary educational change.

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Work Together to Solve K-12 Challenges Our rigorous cohort-based course content combined with research methods will engage you in critical problem solving, with four critical goals: Leadership for Equity and Social Justice, Leadership for School Improvement, Leadership for Change, and Research-based Practice and Practice-informed Research.

Convenient Schedule Whether your cohort is fully online or meets in our off-campus classrooms, the EdD is designed to accommodate the schedule of working educators. Online cohorts attend both weekly synchronous meetings and engage in asynchronous connections. Off-campus classroom cohorts attend weekend classes on select Friday evenings/Saturdays.

Develop Your Skills Develop your leadership skills through coursework, seminars, research associations with faculty and self-directed activities.

Faculty Lead the Way Engage with faculty who not only excel at teaching and research, but also challenge students to ‘go beyond,' provide mentorship throughout the program, and provide support to maximize your learning.

The GW Advantage

Whether attending off-campus or online, a GW education is unlike any other. GSEHD students benefit from our unique location in the heart of our nation’s capital and the University’s extraordinary access to diverse school settings, leading national archives and libraries, research opportunities, international organizations, and faculty who are published researchers and hold extensive practitioner experience.

Our diverse student body comes together from across the country and around the globe, bringing a wide range of professional experience, skills, and enriching knowledge.

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

 Program at a Glance

Doctor of Education (EdD) in the Field of Educational Leadership and Administration

Department:

Course delivery:.

-Online -Alexandria Center -VSTC Campus (Ashburn)

Program Entry:

Cohorts are recruited for admission in Fall and Spring

The Educational Leadership and Administration program in K-12 Education develops educational leaders to thoughtfully lead schools and educational organizations in an ethically grounded manner and with a focus on equity. Our program develops graduates who understand how research and practice mutually inform each other and who apply those understandings in educational settings, in the context of an increasingly globalized system of schooling. Doctoral students will be challenged to think critically, collaborate, use reflective practice and communicate effectively in preparation to transform educational settings. By preparing our graduates to be scholar-leaders and school and system leaders, our graduates are ready to apply findings from educational research and to utilize local evidence to improve learning for students directly in K-12 settings.

• Guide to Applying
• Admission Requirements
• Application Deadlines

GSEHD’s Office of Admissions invites you to apply for a spot in our program. Please review the following admission and financial information.

Ready to take the next step in your career? Review our step-by-step guide to applying to GSEHD >

To learn more about the program, admission process, and upcoming events, please connect with the GSEHD Admissions Team at [email protected] or 202-994-9283.

To be considered for admission, applicants must submit the online application form as well as the following required supporting documents. There is no application fee.

Prerequisite: Master's Degree

• Transcripts from all previously attended colleges or universities
• Your rationale for seeking further qualification in the field of Educational Administration at GW.
• What knowledge, skills, dispositions, or experiences in leadership will you bring to the program? What has prepared you to assume an administrative role?
• Evidence of equity-focused teaching or leadership experiences in your own professional setting.
• Areas for growth you will seek to acquire during the program to prepare to be an effective educational leader.
• Scholarly writing sample , which includes (a) references and citations to peer-reviewed work or legal documents; (b) analysis of a problem related to educational leadership, administration, law, or policy; and (c) academic formatting and style, which includes but is not limited to APA
• Two Letters of Recommendation (one that speaks to the applicant’s writing and analysis capacity and another that speaks to the candidate’s contributions to teams)

Interview may be required

*Additional application requirements may exist for international applicants .

View more details about requirements  

Applications are now being accepted for  Fall 2024. We encourage you to apply as early as possible.

For more information or to inquire about the next admissions cycle, contact the GSEHD Admissions Team at [email protected] or 202-994-9283.

 Tuition & Financial Aid

• Tuition Overview

We know embarking upon graduate school is a big decision - due in part to the costs of attending. At GW, we understand the time and thought behind making graduate school work for you. Please take a moment to learn more about the options and opportunities available to help fund your graduate education.

Learn more about scholarships, grants & financial aid     

Graduate tuition is charged per credit hour, unless otherwise noted. This program requires a minimum of 48 credits.

Rates vary by program and designated location of admission. Current tuition rates may be updated during the year.

  The tuition rate* for the off-campus EdD in ELA program is $1,230 per credit hour .

  The tuition rate* for the online EdD in ELA program is $1,230 per credit hour .

Please note: Additional fees may apply for international students, late fees, etc. Current tuition rates may be updated during the year.

*Summer 2024, Fall 2024, Spring 2025

Scholarships are available to eligible admitted students. Review eligibility requirements and learn more about funding your education >

Being part of the program has been a life-changing opportunity. I have grown and continue to develop professionally and socially due to the meaningful learning I experienced. I entered the program with limited clarity and focus on my professional goals. However, as a result of the time devoted to deeper learning, I now see where I can make a difference in my educational community. 

DR. NATASHA SAUNDERS (EdD '23) Coordinator for Secondary English Language Arts, Fairfax County Public Schools

 Career Outlook

According to the U.S. Bureau of Labor Services, top K-12 elementary leaders earned a median $98,980 annual salary in 2021, with jobs in the field expected to grow 6% by 2031. 1

1 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook , Top Executives, at bls.gov/ooh/management/top-executives.htm (visited May 25, 2023 ).

Our graduates are leading in schools and districts across the nation. They serve as:

• District Coordinators for Special Education
• Assistant Superintendents
• Superintendents
• University Professors
• Principals and Assistant Principals
• Senior Literacy Specialists
• Chief Human Resources
• Development Officers

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

As a student in this program, my knowledge and skills as a school leader grew tremendously and assisted me in ensuring the school communities I served positively moved the needle for student achievement. The faculty and staff were experienced and knowledgeable and helped prepare me for my prospective role as a K-12 school leader. I established meaningful relationships with peers and faculty who served as accountability partners and offered a wealth of feedback and support. 

DR. SHANTE ONIYIDE (EdD '22) Principal, Hampton City Schools

Educational Leadership and Administration (EdD) Faculty

Interim Director of Accreditation; Professor, Educational Administration

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

Associate Professor, Educational Administration

Assistant Professor, Educational Administration

Associate Professor, Educational Leadership and Administration

Professor, Educational Administration

Assistant Professor of Practice, Educational Administration

Upcoming Events

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Search NYU Steinhardt

Doctor of Philosophy Educational Leadership and Policy Studies

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

Degree Details

Official degree title.

PhD in Educational Leadership and Policy Studies

What You'll Learn

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

Alternate-Year Admissions

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

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

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

Funding for Full-Time PhD Students

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

Upcoming Information Session

Take the next step.

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

School : California School of Education

Modality(ies) : Online

Calendar(s) : 8-week term

CIP Code : 13.0406

Program Description/Overview

This degree prepares the candidate for leadership in a comprehensive consideration of educational settings inclusive of public and private schools, lower and higher educational settings, and government entities, as well as other private and public organizations.

Emphasis/Concentration/Tracks

This program offers two tracks:

TK-12 Leadership

Higher education leadership, program learning outcomes/goals.

This program prepares competent, confident, and conscientious educational leaders, committed to service and social justice for all in a global society, with the knowledge, skills and abilities to exemplify the following outcomes:

• Lead change in educational organizations in a diverse and global society.
• Understand the philosophical and social underpinnings of world educational systems, multiculturalism and futuristic educational trends and developments.
• Evaluate the political, societal, economic, legal and cultural influence on learning organizations.
• Demonstrate and articulate effective theories and principles of teaching and leading adult learners.
• Model personal and professional ethics, integrity, justice and fairness.
• Evaluate and design research that addresses educational issues.
• Apply educational leadership theory and leadership practice skills to address challenges in Higher Education. 

Internship, Practicum, and/or Dissertation Information

The dissertation phase begins after the student has successfully completed all required courses and has passed the Comprehensive Exam. If a student fails the Comprehensive Exam, the student will be referred to the Student Evaluation and Review Committee (SERC), which may lead to dismissal. Students may conduct research or an applied dissertation, and consider either quantitative or qualitative research methods, after consultation with the course instructor for Dissertation Plan. Students who follow the dissertation guided process should be able to complete their dissertation at the end of the Dissertation Preparation course.

Credit Units

Total Credit Units: 46

Total Core Credit Units: 37

Total Elective Credit Units: N/A

Total Concentration Credit Units: 9

Credit for Previous Work

Transfer of credit may be awarded on the following basis:

• Coursework beyond the master’s degree may be transferred from a regionally accredited institution. All such coursework must have been earned in addition to the master’s degree required coursework.
• Credit that has been used to complete a second master’s degree may be considered for transfer up to 9 units.

Emphasis/Concentration/Track Requirements

• ELM88590 - Current Leadership Trends & Issues in TK12 (3 units)
• ELM88580 - Governance of Educational Systems (3 units)
• ELM88740 - Leadership for the Digital Educator (3 units)
• ELM88110 - Leadership and Change Management (3 units)
• ELM88650 - Higher Education Leadership (3 units)
• ELM88790 - Academic Support Services (3 units)

Curriculum Plan

8-week calendar.

The following curriculum plan is a sample and serves only as a general guide. Curriculum plans and course sequence are subject to variation depending on a student’s start term. Students must complete all coursework required for their program as set forth in their individual master plan of study.

Term 1 (6 units)

• ELM88110 - Leadership and Change Management (3 units) -Higher Education Leadership Track
• ELM88590 - Current Leadership Trends & Issues in TK12 (3 units)   - TK-12 Leadership Track
• GSE80300 - Research Design (3 units)

Term 2 (6 units)

• ELM88300 - Leadership and Learning Organizations (3 units)
• ELM88650 - Higher Education Leadership (3 units) -Higher Education Leadership Track
• ELM88580 - Governance of Educational Systems (3 units)   - TK-12 Leadership Track

Term 3 (6 units)

• GSE80330 - Quantitative Research Methods (3 units)
• ELM88320 - Law, Ethics and Equity (3 units)

Term 4 (6 units)

• ELM88790 - Academic Support Services (3 units) -Higher Education Leadership Track
• ELM88740 - Leadership for the Digital Educator (3 units)   - TK-12 Leadership Track
• ELM88720 - Financial and Business Management (3 units)

Term 5 (6 units)

• ELM81750 - Integrative Technology Systems (3 units)
• GSE80360 - Qualitative Research Methods (3 units)

Term 6 (7 units)

• ELM82100 - Foundations in Multicultural and Global Educational Systems (3 units)
• CCS82100 - Foundations in Multicultural and Global Educational Systems (3 units)    
• ELM89980 - Special Topics Field Project (4 units)

Term 7 (1.5 units)

• GSE99010a - Dissertation Plan (1.5 units)

Term 8 (1.5 units)

• GSE99010b - Dissertation Plan (1.5 units)

Term 9 (1.5 units)

• GSE99020a - Dissertation Proposal (1.5 units)

Term 10 (1.5 units)

• GSE99020b - Dissertation Proposal (1.5 units)

Term 11 (1.5 units)

• GSE99200a - Dissertation Preparation (1.5 units)

Term 12 (1.5 units)

• GSE99200b - Dissertation Preparation (1.5 units)

Doctor of Philosophy

Educational Policy and Leadership

Spearhead educational policy reform.

Develop advanced educational research skills that support your career goals in academia or educational administration and policy analysis.

The PhD in educational policy and leadership is a 69-credit plus dissertation program that can be completed either full or part time.  You may receive credit for courses taken as part of a related master’s degree.

With quick access to the nearby cities of Boston, Montreal, and New York City, you can easily get involved with research projects at K-12 schools, higher education institutions, government agencies, nonprofits, and businesses both within and beyond the Capital Region.

• Program of Study
• Research Opportunities
• Areas of Concentration

Admissions Requirements

Pre-Core Requirement: An approved statistics course and either Introduction to Organizational Leadership or Introduction to Social Analysis.

Core Courses

• Organizational Management and Leadership in Education
• Advanced Social Analysis  

Research Sequence

• Intro to Research Methods in Educational Administration
• Research Practicum in Educational Administration and Policy Studies  

Concentration Courses

Five or more classes in your primary area of interest.  

Support Discipline Courses

Four or more classes in subjects such as philosophy, economics, sociology, psychology, and political science.  

Seven or more courses in subjects related to your interests and doctoral research goals.  

Additional Information

See the Graduate Bulletin for details .

For more information, contact Graduate Advisor Gina Giuliano at [email protected] .

Educational policy faculty in the School of Education have been active and prominent members of the Comparative and International Education Society (CIES) for more than 30 years. Their global education research initiatives include:

• The International Curriculum and Textbook Archive
• The Institute for Global Education Policy Studies
• The Cross-Border Education Research Team (collaboration with Penn State University)

In addition, UAlbany faculty have held senior positions at the Organisation for Economic Co-operation and Development (OECD); the United Nations Educational, Scientific, and Cultural Organization (UNESCO); the UNESCO Latin American Laboratory for Assessment of the Quality of Education (LLECE); and the European Training Network on Outcomes and Causal Inference in International Comparative Assessments (ETN/OCCAM).

Obtain a working knowledge of different philosophical approaches to policy adoption and implementation, and learn how to lead policy initiatives in government agencies, analyze policy for research and advocacy organizations, and succeed in faculty positions.

Dive into the global education policy-making process. From early proposals to implementation, learn how policy adoption, monitoring, and evaluation happens in international contexts. Alumni work with foreign ministries of education, NGOs, the World Bank, the Asian Development Bank, and UNESCO.

Learn how to be a strategic leader in post-secondary education organizations, such as departments of academic affairs, student success, advancement, enrollment management, and institutional research. Graduates work at colleges, universities, and corporate, government, and nonprofit training departments.

Prepare to step into leadership positions in preschools, elementary schools, secondary schools, and university appointments in the area of school leadership. Note: This program does not lead to NYS certification as a School Building Leader. If you are seeking this credential, see UAlbany's Advanced Graduate Certificate .

Departmental Assistantship Consideration

Fall: February 15 Spring: October 1 Summer: Not Available  

No Departmental Assistantship Consideration

Fall: Rolling Spring: Rolling Summer: Rolling

• Transcripts from all schools attended

Three letters of recommendation Applicants may submit up to 5 letters. Wherever possible, at least two of the letters of recommendation should be from faculty members, at least one of those from a full-time faculty member. 

Supplemental Documents

Personal Statement of Goals The statement is generally one to two pages discussing what you have to offer the program and what you wish to get out of the program.  It should include a brief description of the applicant's field of interest, related background, desired area of study and research emphasis or career goals. 

Educational Leadership Essay Please submit an educational leadership essay responding to the following question. The response should not exceed 800 words. 

Identify a current state, national, or international problem, dilemma, or controversial situation affecting educational leaders in either the k-12 or higher education fields.  Describe the nature of the issue, effective strategies for addressing the issue, and the role of an effective leader in implementing those strategies.    

Academic Writing Sample Wherever possible, applicants should submit an English-language sample of their academic work (e.g., course term paper).

Available information for  International Applicants .

Candidates should not use letters, personal statement of goals or resume submitted for a prior application. Wherever possible, at least two of the letters of recommendation should be from faculty members, at least one of those from a full-time faculty member. Wherever possible, applicants should submit an English-language sample of their academic work (e.g., course term paper).

This program offers an internship, field experience, study abroad component, or clinical experience in the course listing as an option to fulfill course requirements. Students who have previously been convicted of a felony are advised that their prior criminal history may impede their ability to complete the requirements of certain academic programs and/or to meet licensure requirements for certain professions. If applicants have concerns about this matter please contact the Dean’s Office of the intended academic program.

Learning objectives that UAlbany students are expected to attain through their course of study within their academic program.

• Graduates are prepared to enter high level teaching, research or leadership posts in the field of educational policy and leadership.
• Graduates are prepared to draw from, and critically apply, information from the relevant knowledge and skill base.

Careers and Advisement

The Pathways Into Education (PIE) Center is the central office on campus serving undergraduate, graduate, and prospective students interested in pursuing careers in education and programs leading to teacher certification.

Please call or email to schedule an appointment.

Graduate Advisement: Email Graduate Advisement 518-442-3529

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Supplemental degree programs.

Graduate students can typically request a supplemental degree in one or more subordinate degrees without needing to go through the full admissions process again.

Visit the Supplemental Degree Programs page to learn how to apply for these programs.

Supplemental programs available with this degree:

Supplemental Program Africana Studies CGS Community College Leadership CGS Demography CGS Educational Administration CAS Educational Policy and Leadership MS Higher Education MS International Education Management and Leadership MA International Education Management CGS Teacher Leadership CGS

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PhD in Education (Educational Leadership and Management)

Faculty Website:    Faculty of Education Department:  Department of Education Leadership and Management Programme Level: Postgraduate Programme Name:  PhD in Education (Educational Leadership and Management) Programme Code: P5DELQ

Medium of Facilitation: part-time, Full-Time NQF Level:  10 NQF Credits:  350 SAQA:  96969

Application Start Date : 1 April 2024 Application End Date: 31 October 2024

Campus:  Soweto

Contacts: UJ Call Centre 011 559-4555 Email: [email protected]

Duration of Study:  2 Years

Programme Fees

The PhD (Education) requires a candidate to undertake research at an advanced academic level culminating in the production, defence and acceptance of a thesis. The candidate is required to demonstrate high-level research capability and make a significant and original academic contribution to the field of Education.

Admission Requirements

Prospective candidates will have obtained a MEd. OR Prospective candidates will have obtained a teacher’s diploma/teaching qualification, plus an appropriate master’s degree as well as work experience in the field of study. The Education knowledge of such candidates will be assessed by the Head of Department and prospective supervisor and a reading programme may be prescribed prior to allowing registration. Students without an education qualification may be allowed to register for a PhD, should those students have appropriate education related experience (e.g. work experience) in relation to the proposed topic of the PhD. Such a prospective student must be involved in pre-registration and a prescribed reading programme. Full registration will be allowed based on satisfactory progress with a Chapter 1 during the pre-registration period. The chapter, approved by the supervisor, must be submitted to the Faculty Office to allow full registration.

Selection Process

Academic performance: students need to have attained a minimum of 65% in their previous degree. If 65% was not attained, prior learning and experience in the field may be taken into consideration and students could be allowed to register based on a pre-registration research proposal which is accepted by the Department in which the student will be registering.

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Education Leadership (online)

Graduate Program

The Master’s in Education (Ed.M.) prepares students with the skills needed to change the world through education. The online Master’s in Education Leadership is a part-time, two-year Ed.M. program from the Harvard Graduate School of Education with Higher Education and PreK-12 pathways. The program is specifically designed for working education professionals who bring at least seven years of relevant or transferrable work experience. Through this program, students will strengthen the invaluable skills they’ve already developed and develop the tools to propel themselves to new leadership opportunities and to even greater impact.

• PhD in Education, major in Educational Leadership and Management  (Executive Program)
• Br. Andrew Gonzalez FSC College of Education
• BAGCED Graduate Degree Programs

PhD in Education, major in Educational Leadership and Management

(executive program, phdelmx ).

The Executive Program in Educational Leadership and Management is designed for experienced educational leaders and managers. Through the adoption of an innovative teaching-learning system that combines traditional classroom work with technology-enabled learning strategies, independent study and one-on-one faculty student consultation, the program enables the participants to complement their extant knowledge, competencies and skills with up-to-date theories, concepts and skills in the various areas of educational leadership and management.

This program prepares students to have a strong foundation in educational leadership and management. They are exposed to theories, concepts, and principles in educational leadership and management. 

The enabling or major courses are grounded in professional practice to enable the students to develop competence and skills as an educational leader and manager in the area of research, strategic planning and management, curriculum and instruction, and other related areas. 

The integrating courses enable the students to meaningfully connect and integrate theory with practice. These are also focused on understanding one’s self as a leader responsible for transforming educational organizations in a diverse and global society.

PROGRAM LEARNING OUTCOMES

Graduates of PhD in Educational Leadership and Management are expected to possess the following Lasallian attributes, namely:

ELGA 1: Critical Thinker and Creative Thinker

• Analyze educational leadership and management concepts, theories, model, best practices, fiscal forecasting and funds development, issues, trends and developments, innovative approaches, and policy formation, and their implications and/or applications in transforming educational systems and institutions to promote meaningful learning and contribute to social and international development
• Promote creative, strategic, and transformational thinking, as well as an international, entrepreneurial, and innovative orientation in the workplace.
• Reflect on and recognize the relationships between personal wellness and leadership, spirituality, and organizational effectiveness.

ELGA2: Effective Communicator

• Communicate expectations and goals and provide directions that will enable people in the organization to work collaboratively in the attainment of the educational institution’s stakeholders and potential investors.
• Foster professional ethos and build authentic relationships among school leaders, teachers, students, parents, and employees.

ELGA3: Reflective Life-long Learner

• Engage in a systematic reflection about one’s professional practice with the aim of acquiring better understanding of oneself in order to lead effectively and responsibly in the renewal and transformation of educational organizations, and in the attainment of the educational institution’s shared vision- mission amidst the changing educational demands of a diverse and globalized society.
• Openness to continual learning, advancement of knowledge, and enhancement of competence and skills as educational leaders and managers.

ELGA4: Service-driven Citizen

• Exercise leadership in community development programs and projects grounded in sound research, theory, and practice.
• Contribute to nation-building by engaging in research for policy development and implementation, innovations in educational leadership and management, teaching and learning, and the optimal contribution of education in personal and societal development. .

ELGA 5: Innovator and Constant seeker of improvement

• Design and implement strategies that value and recognize the achievements and accomplishments of teachers and students, inspire them to engage with each other in learning, as well as support professional growth of teachers.

ADMISSION REQUIREMENTS

Admission to programs offered by the Department of Educational Leadership and Management is on a selective basis. In general, only those students who can profit from graduate work and are able to successfully comply with prescribed requirements for graduation shall be considered.

The following factors are considered in the admission process:

• Possession of a Master’s degree in educational management with an average of at least 90%.
• At least 5 years of senior managerial experience in education or related fields (Principal, Dean, Director and up). In exceptional cases, the Admissions Committee may waive this requirement for applicants with advanced degrees, track record in research and publications, consultancy, and other relevant qualifications/experiences.
• Interview results
• Potential for graduate work and educational leadership based on results of interview
• Clarity of proposed research area

PROGRAM REQUIREMENTS

Prerequisite Courses Students who intend to pursue the Educational Leadership and Management track whose MA degrees are not in Educational Leadership and Management are required to take a total of 13 units of courses offered in the master’s program in Educational Leadership and Management. The following courses are:

• Educational Leadership and Management in the New Economy
• Curriculum Engineering or Instructional Leadership
• Legal Aspects of Education
• Fiscal Planning and Management
• Lasallian Philosophy of Education

Graduates of non-thesis Master’s programs are required to write and complete a thesis prior to enrollment in PhD courses. The adviser and the department chair shall review and approve the thesis paper.

COURSE REQUIREMENTS

Additional six (6) units of Advanced Technical Reading and Writing 1 and 2 will be required for applicants with a low score in the essay part of the entrance examination.

* The student must have at least one publication in an internationally/nationally indexed journal. The publication date must be within the student’s residency in the program. The published article should bear the name of De La Salle University as the student’s affiliation.

BASIC COURSES (9 units)

EDM504D   ADVANCED STATISTICS (3 units) This course exposes the student to statistical principles and methods useful in research and managerial responsibilities. Computer facilities shall be employed extensively in the solution of statistical problems.

EDM536D   PHILOSOPHIES, THEORIES, AND MODELS OF RESEARCH IN EDUCATIONAL MANAGEMENT (3 units) The course is an extension of the Methods of Research class at the master’s level. It is designed to develop knowledgeable producers and consumers of research on educational management. For a holistic perspective of the research process, the course integrates statistics with research whenever called for. 

E DM540D   EDUCATIONAL LEADERSHIP AND MANAGEMENT IN EDUCATIONAL INTERNATIONAL INSTITUTIONS (3 units) The course attempts to provide educational leaders with a strong foundation consisting of research, theory-oriented, and inter-disciplinary approaches such that they develop their own principles and theories that may provide consistent guidelines for their management actions. The course focuses on the concepts of strategic planning and management and their applications to the internationalization of education. Students are expected to have acquired knowledge and skills vital to designing strategic plans for educational international institutions.

MAJOR COURSES (15 units)

EDM930D   TECHNOLOGY IN EDUCATIONAL FISCAL HEALTH AND FORECASTING (3 units) The course focuses on the fiscal health and forecasting of higher international educational institutions and the technological tools to aid in the field. It familiarizes the students with the fiscal standards and procedures in maintaining financially healthy institutions. It also focuses on the process of planning, directing and controlling financial resources for the strategic growth of higher educational institutions within a restrictive and limited market.

EDM691D   STRATEGIC PLANNING AND MANAGEMENT AND EDUCATIONAL POLICY FORMATION (3 units) The course focuses on the concepts of strategic planning and management and their applications to education. It also focuses on strategically responding to and planning the formulation of regional or national Educational policy. Students are expected to have acquired knowledge and skills vital to designing strategic plans for educational institutions and educational policy formation.

The course focuses on the concepts and principles of strategic planning and management and their applications to educational management. Topics for research and discussion will include the context of strategic planning and their implications on educational planning, and planning approaches, process, and methodologies. 

At the end of the course, students are expected to: a) acquire knowledge and understanding of these concepts and principles of strategic planning and management; b) develop expertise in the use of various methodologies, tools and methodologies for strategic planning; and c) apply knowledge and skills learned and acquired by designing a proposed “plan for planning” for an educational institution.

EDM920D   HUMAN BEHAVIOR, ORGANIZATIONAL CULTURE, AND INSTITUTIONAL DEVELOPMENT (3 units) This course will focus on employee behavior, organizational structures and culture, and organizational learning. The course will also examine the relationship between employee behavior, culture and institutional effectiveness and development.

EDM927D    MANAGEMENT OF CURRICULUM AND INSTRUCTION (3 units) The course focuses on the study of curriculum and instruction at the institutional and system levels. The course focuses on the study of curriculum and instruction at the institutional and system levels. Innovative approaches in curriculum management and supervision of instructional programs will be the major focus of this course.

EDM931D   MANAGEMENT OF ENTREPRENEURIAL & ADAPTIVE INSTITUTIONS IN THE   INTERNATIONALIZATION OF EDUCATION (3 units) The course serves as a forum for students to discuss concepts and principles of entrepreneurial management and their applications to educational leadership and management of International Higher Educational Institutions. The course also applies the concepts, theories, approaches, models, practices, issues, concerns and consequences of internationalization of higher education managing adaptive Higher Educational Institutions. It provides students with the opportunity to design a program integrating the concepts of internationalization of education for institutions of higher learning in the Philippines.

COGNATES/ELECTIVES (6 units)

EDM593D     DESIGN AND DEVELOPMENT OF ALTERNATIVE DELIVERY SYSTEMS (3 units) The course focuses on the design and development of educational delivery systems appropriate in a technology-enabled society. Topics for discussion will include e-learning, distance education, technology-enabled educational platforms among others.

EDM624D    ADVANCED EDUCATIONAL RESEARCH (3 units) This course will specifically deal with different models of qualitative research. This course will introduce students to different kinds of research using the qualitative method at the same time to guide them in the experience of designing and implementing a qualitative study. This course will also give students a clear description of the difference of qualitative research from other forms of researches.

EDM680D    SERVICE OPERATIONS MANAGEMENT IN EDUCATION (3 units) The course introduces to students the basic principles of delivering services to various users in schools, managing the processes that deliver these services and, and how service performance can be improved. The course will primarily deal with academic and administrative services.

EDM905D    SEMINAR IN DISSERTATION WRITING (3 units) This seminar-workshop is intended to improve the quality of students’ proposed research topics, either for a project paper or a dissertation. This course is therefore designed to introduce students to the critical aspects of their proposed topic by openly sharing and soliciting from co-participants specialized and technical types of research techniques.

EDM914D    MANAGEMENT OF TECHNOLOGY IN EDUCATIONAL LEARNING ENVIRONMENTS (3 units) The course will provide educational leaders the full understanding of the various issues and concerns relative to the organization, management and administration of educational technology in a learning environment. The students will be exposed to the various types of information communication technologies and their instructional application.

INTEGRATING COURSES (6 units)

EDM926D     SPIRITUALITY, PERSONAL LEADERSHIP, SOCIAL RESPONSIBILITY (3 units) This integrating course will focus on spiritually in the workplace, and will provide opportunities for students to understand concepts, skills and strategies of personal transformation vital in leading organizations in a rapidly changing society. Topics will include personal vision, the context for innovation, and personal well-being. Ethical and responsible organizations and society will also be analyzed.

EDM929D    ORGANIZATIONAL TRANSFORMATION IN EDUCATIONAL INSTITUTIONS IN A GLOBAL SOCIETY (3 units) This integrating course provides a forum for students to analyze global trends and their impact on educational development. Students are expected to develop a plan aimed at bringing about organizational transformation of an educational institution or an educational system.

DISSERTATION WRITING (12 units)

EDM951P    DISSERTATION WRITING 1 (6 units) It involves the development of a research topic, presenting the dissertation proposal, conducting the study, and presenting the results and oral defense.

EDM952P DISSERTATION WRITING 2 (6 units)

EDM953P DISSERTATION WRITING 3  (0 unit)

RESEARCH PUBLICATION

EDM908D   RESEARCH PUBLICATION IN AN INTERNATIONAL OR NATIONAL INDEXED JOURNAL

Institute for Educational Management

Additional Resources

• Request More Information

Upcoming Sessions

• Jul 11, 2024 - Jul 18, 2024 Application Deadline: May 30, 2024 Tuition: $8,950.00

For more than 50 years, the Institute for Educational Management (IEM) has helped experienced higher education professionals further refine their leadership skills while developing tangible strategies for near- and long-term institutional success.

This highly immersive, intensive learning experience will prepare leaders like you to address higher education’s most pressing issues, including setting strategic direction, competing successfully in a dynamic marketplace, optimizing financial and human resources, creating an inclusive community on campus, embracing emerging technologies, and more.

"The personal development and professional insight that I gained from IEM were well worth the time and effort. IEM was an investment — both in myself and my institution — that I'm confident will pay off greatly in the future." Vennie Gore, Vice President of Auxiliary Enterprises, Michigan State University

Program Details

This eight-day, on-campus institute is designed to help you articulate a compelling institutional vision, foster meaningful and enduring institutional growth, and address the issues that drive positive organizational change and innovation. IEM offers you the time and space to step back from your day-to-day responsibilities to consider the following questions:

• What gets in the way of putting your ideas into action at the individual and institutional level?
• How can planning and strategy implementation help drive opportunities for positive institutional change and improvement?
• How can you function as an agent of change and champion of improvement within your institution?
• How can you put your plans into action when you leave the program -- ensuring there are results directly attributable to your learning?

While the program will be conducted on-campus, it may also include virtual components, such as orientation, pre-program preparation, select in-program content, and a post-program follow-up session.  

Learning Goals

• Articulate your individual leadership challenges and explore how to advance your institution’s mission.
• Gain insight into working more effectively as a member of the senior leadership team while balancing internal and external leadership roles.
• Generate the leadership skills needed to create a community and culture of diversity, equity, and inclusion.
• Learn to drive innovation, improvement, and change for lasting impact at your institution.
• Deepen your understanding of what constitutes institutional success and learn strategies to generate it within your higher education environment.
• Develop a sustained professional network by engaging with your cohort through peer coaching and learning.

Faculty Chairs

James P. Honan

James Honan's research and teaching interests include financial management of nonprofit organizations, organizational performance measurement and management, and higher-education administration.

Richard Jason Reddick

Richard J. Reddick is the senior vice provost and dean for the College of Education at The University of Texas at Austin. He is also a professor for the Program in Higher Education Leadership and professor of the African and African Diaspora Studies Department in the College of Liberal Arts.

Who Should Attend

IEM is designed for higher education leaders at the most senior level of their institution and is part of the president's cabinet, which could include:

• Vice President
• Direct reports to the president
• Deans and senior-level administrators with decision-making responsibilities that impact the institution

Previous IEM sessions included people with the following titles: Chancellor, Vice Chancellor, Assistant Vice Chancellor, Executive Vice President, Chief Diversity Officer, Chief Financial Officer, Chief Budget Officer, and University Attorney.

How to Apply

This program only accepts individual applications. First-time applicants need to create a Professional Education account to apply.

Click the "Apply" button at the top of this page to log into your Professional Education account and access the application page. Proceed with the application form until submission. Please note that applicants should be prepared to submit their most recent CV with the application.

Invoices will only be available upon your acceptance.  

The tuition covers all instructional materials, a daily continental breakfast and lunch, and beverages and light refreshments during our scheduled breaks between sessions.

Travel, lodging expenses, and most dinners are not included in this fee. We have blocked a limited number of rooms in select hotels in the Cambridge/Boston area. The daily rates for these hotels typically range from $250 to $375 per room, plus applicable taxes. Once your applicants are accepted into the program, they will receive detailed information about these hotel options.

Tuition Assistance

Tuition assi s tance is available for this program on a need and application basis. Tuition assistance is granted based on participant and institutional needs. Requests for tuition assistance do not affect an applicant's prospects for admission. You may access the tuition assistance application after you have submitted your program application. Tuition assistance applications should be submitted at least one month prior to the final application deadline.

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The enduring impact of iem.

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Ph.D Educational Leadership

Programme Duration

Degree type.

Doctor of Philosophy

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

The specific objectives for the PhD programme are to:

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

Admission Requirements

Applicants for direct entry into the PhD programme:

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

Target Group

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

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

Progression

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

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

Programme Structure

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

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

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Educational and Organizational Leadership MEd

Master of education in educational and organizational leadership.

Explore education in the broader community and the policies that impact schools and teaching in urban centers with the Master of Education in Educational and Organizational Leadership in Temple’s College of Education and Human Development. This 30- to 36-credit master’s degree program is designed so students can prepare to identify and apply effective practices for ethical and equitable leadership in schools, school districts and community systems. 

Through the program’s   curriculum, students form advanced knowledge in the

• development and implementation of educational policies and reforms; 
• historical, economic and sociocultural community contexts that shape and influence local education and schooling;
• influence of race, ethnicity and social class on education policy and opportunities for individuals; and
• landscape of contemporary education reform, and identify skills used by advocates seeking change.

Core courses are designed to provide you with a deep understanding of schools, school leadership and the urban environment, as well as research practices and education policy. As an Educational and Organizational Leadership master’s student, you’ll review, select, synthesize and apply research and practitioner literature to examine issues in education. You’ll be prepared to identify the complexity of the urban environment, and the unique challenges and opportunities inherent to urban communities.

Program Format & Curriculum

The Educational and Organizational Leadership MEd consists of ten, three-credit core courses to complete the 30-credit master’s degree. Students who wish to pursue the state Principal Certification or Certification for Supervisor of Curriculum and Instruction are required to complete an additional six credits of clinical experience for a total of 36 credits. 

Core courses you will take as part of the Educational and Organizational Leadership MEd include the following.

• Context for School Reform
• Critical Understanding of Social Science Research
• Leadership in Diverse Contexts
• Policy and Practice in Urban Education
• Reforming City Schools
• Research for Change

Learn more about courses within the Educational and Organizational Leadership MEd curriculum .

Certification

Students have the option to complete a 36-credit curriculum that partially fulfills the state’s Principal Certification or Certification for Supervisor of Curriculum and Instruction . Students seeking state certification will need to complete two clinical experience classes in order to qualify. Find out more about the clinical experience courses .

Pathway to Leadership Principal Preparation Program

The Pathway to Leadership Principal Preparation Program combines traditional principal certification preparation classwork, coaching and mentorship, as well as tailored and specific training to prepare strong leaders within the School District of Philadelphia .

Related Graduate Degrees

• Educational Leadership EdD
• Higher Education EdD
• Policy and Organizational Studies PhD
• School Psychology PhD

Tuition & Fees

In keeping with Temple’s commitment to access and affordability, this Master of Education offers a competitive level of tuition with multiple opportunities for financial support.

Tuition rates are set annually by the university and are affected by multiple factors, including program degree level (undergraduate or graduate), course load (full- or part-time), in-state or out-of-state residency, and more. These tuition costs apply to the 2023–2024 academic year.

Pennsylvania resident : $1,053.00 per credit Out-of-state : $1,449.00 per credit

View the full cost of attendance breakdown on the Student Financial Services website .

Individual faculty advisors will guide you in navigating the curriculum and selecting the appropriate coursework to achieve your academic and professional goals. A graduate academic advisor will also be available to help you with scheduling, policies and procedures to ensure your smooth passage through the program.

For questions regarding the Educational and Organizational Leadership MEd, contact the following staff member.

ShaVon Savag e is an associate professor of practice and the program contact. Email :  [email protected]

Find peer support and leadership opportunities while tackling the challenges of your program. You’ll also find opportunities to give back to the community, either locally or globally.

• Graduate Student Organization of the College of Education runs community-based events like school supply drives as well as professional development workshops and activities. The organization upholds a strong commitment to social justice, regularly organizing political events and engaging in projects with community partners.
• Temple University Graduate Students Association is a student employee union that maintains positive working lives and conditions for graduate student assistants.
• Temple Student Pennsylvania State Education Association hosts events to share effective classroom techniques and other resources for developing teachers.​

For more information about this program, the College of Education and Human Development, how to apply for admission and your application status, contact Enrollment Management.

Enrollment Management Ritter Annex 150 1301 Cecil B. Moore Ave. Philadelphia, PA 19122 Phone : 215-204-8011 Email : [email protected]

Additional Program Information

Go back to academics more in educational and organizational leadership med.

PhD in Christian Leadership – Educational Ministries Educate and Lead Fellow Christians

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 50% of the degree total

Pursue a Program Designed to Empower and Inspire Tomorrow’s Christian Educators

Do you wish to lead educational programs in local churches or parachurch ministries? Are you interested in furthering your understanding of the theological foundations for Christian educational ministries? If so, this program may be right for you!

Liberty University’s online Doctor of Philosophy (PhD) in Christian Leadership with a concentration in educational ministries is designed to equip leaders with advanced academic training, focusing on both leadership and the specific challenges and opportunities in educational ministries. This rigorous program is tailored for professionals who aim to influence Christian education through enhanced leadership and teaching capabilities.

The PhD program stresses the importance of leadership and education from a theoretical standpoint and encourages practical application. It aims to equip you with knowledge and help you become a practitioner who can apply what you’ve learned in real-world settings. The integration of leadership theories with the practice of educational ministries allows you to develop innovative solutions to contemporary challenges in Christian education.

Liberty University’s program is also deeply committed to fostering a research-oriented approach in its students. As part of your PhD studies, you will engage in original research that contributes to the body of knowledge in Christian leadership and educational ministries. This research component is designed to refine your analytical and critical thinking skills, preparing you to contribute scholarly work that can influence educational practices and policies within Christian organizations.

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

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

Why Choose Liberty’s Doctorate in Christian Leadership Degree?

Liberty University stands out as a premier institution for those seeking to merge their faith with their educational and professional aspirations. The online PhD in Christian Leadership with a concentration in educational ministries allows you to engage with a community of like-minded professionals and scholars in a flexible online format. Liberty’s commitment to providing a high-quality, accessible education rooted in Christian values ensures that you can pursue your academic and spiritual growth simultaneously, regardless of your geographical location.

Liberty University supports its online students extensively, ensuring you have access to the same high-quality resources as on-campus students. This includes access to digital library resources, online journals, and professional networking opportunities through Liberty’s extensive alumni network. Additionally, you can interact with faculty who are leaders in their fields, bringing firsthand experience and cutting-edge knowledge directly into the classroom.

Another compelling reason to choose Liberty is its global perspective. The university attracts students from around the world, providing a diverse online learning environment that enriches discussion and broadens perspectives on Christian leadership. This global network not only enhances learning but also provides invaluable connections that span continents, aiding graduates in their future endeavors, whether in academia, church leadership, or beyond.

What Will You Study in Our Educational Ministries Doctoral Degree?

The coursework for the PhD in Christian Leadership – Educational Ministries at Liberty University covers a broad range of topics essential for Christian leadership and educational roles. The program begins with a deep dive into biblical and theological foundations of leadership, establishing a solid scriptural base for all subsequent learning and practice. You will also explore biblical and theological foundations of education, which are crucial for anyone involved in Christian educational settings.

Further into the program, you will engage with complex concepts in theological anthropology in leadership and education, providing insights into the human condition from a Christian perspective and its implications for education and leadership. Our course on character and ethics in leadership and education emphasizes the moral and ethical responsibilities of leaders.

On the practical side of leadership, the program offers courses in Leadership and Management Theory, Organizational Theory and Development, and Group and Team Dynamics. These courses are designed to enhance your skills in managing and motivating teams, as well as organizing and leading effective educational institutions.

Additionally, courses like Teaching and Learning: Theory and Practice in Leadership, Theological Foundations for Christian Educational Ministries, History and Philosophy of Christian Education, and Teaching Across the Lifespan offer specialized knowledge and skills tailored for educators in Christian contexts. These courses are designed to help prepare you to design, implement, and evaluate educational programs that are both academically sound and spiritually enriching.

Potential Career Opportunities

• Academic teaching and leadership
• Faith-based organizational leadership
• Ministry or missions leadership

Featured Courses

• CLED 700 – Biblical and Theological Foundations of Leadership
• CLED 720 – Biblical and Theological Foundations of Education
• EDMN 525 – Theological Foundations for Christian Educational Ministries*
• EDMN 530 – History and Philosophy of Christian Education

*Course guide coming soon

Degree Information

• This PhD degree program falls under the  John W. Rawlings School of Divinity .
• View the  Graduate Divinity Course Guides   (login required) .
• Contribute to the body of knowledge in your field through this program’s integrated dissertation process. 

Degree Completion Plan (DCP) ( coming soon )

Not sure what to choose?

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

• Tuition & Aid

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

Electronic textbooks are provided for many divinity courses* all for one convenient fee. To continue our mission of providing affordable education, this fee is waived for students who enroll by Summer 2024 D-term.

*Electronic textbooks are not provided for courses that fall under departments outside the School of Divinity.

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

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Admission Information for the PhD in Christian Leadership

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing. Previous education should show at least 15 hours of graduate-level Bible, Theology, or Leadership courses.
• Submit the School of Divinity Questionnaire ( login required ).
• Writing Sample – Submit 10 pages from prior academic coursework.
• Departmental approval is required.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

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

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

Transcript Policies

Official college transcript policy.

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

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

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Lynchburg, VA 24515

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Submit your application online or over the phone.

Apply by phone: (800) 424-9595

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

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees
• Current Department of Defense Employees

Available Benefits:

• Discounted divinity block rate – $2,700 per semester *
• Additional discount for veterans who service in a civilian capacity as a First Responder
• 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)

*Credits taken below 7 and above 15 credit hours per semester are charged at the part-time rate of $395/credit hour.

Eligible current and former service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ), but the $300/credit hour doctoral military rate cannot be combined with the First Responder Discount .

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Certificate in School Management and Leadership (CSML)

A joint program of the Harvard Graduate School of Education (HGSE) and Harvard Business School (HBS), powered by HBS Online.

Associated Schools

Harvard Business School

Harvard Graduate School of Education

HGSE Professional Education

What you'll learn.

Engage in case-based learning with HGSE and HBS faculty on topics that include education, business, and policy

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The Certificate in School Management and Leadership (CSML) , a multi-course certificate program for PreK-12 school leaders, is an innovative collaboration between the Harvard Graduate School of Education (HGSE) and Harvard Business School (HBS). Bridging the fields of business and education, CSML integrates expertise in managing teams and organizations with best practices in school and instructional leadership, to provide school leaders with frameworks, skills, and knowledge to effectively lead and drive change improvement in schools.

Hosted on the highly interactive HBS Online platform, CSML offers participants the opportunity to reflect on and apply the course learnings to their unique context, while interacting with and learning from a global network of school leaders.

The CSML certificate will be comprised of the following four courses, which can be taken independently or completed together in any order to earn a comprehensive certificate:

- Leading Change  (Running July 20 - August 17, 2022) 

- Leading School Strategy and Innovation  (Running July 20 - August 17, 2022) 

- Leading People  (Running July 20 - August 17, 2022) 

- Leading Learning ( Running July 20 - August 17, 2022) 

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Mary Grassa O’Neill (HGSE)

Monique Thompson

Allen Grossman (HBS)

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• Curriculum mapping to audit and grow longitudinal graduate medical education leadership training
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• http://orcid.org/0000-0002-6543-9458 Andrew Goodwin 1 ,
• Kathryn Hughes 2 ,
• Joshua Hartzell 1 ,
• William Rainey Johnson 1
• 1 Walter Reed National Military Medical Center , Bethesda , Maryland , USA
• 2 Naval Medical Center San Diego , San Diego , California , USA
• Correspondence to Dr Andrew Goodwin, Walter Reed National Military Medical Center, Bethesda, Maryland, USA; akgoodw{at}gmail.com

Background Residents need and want practical leadership training, yet leadership curricula are lacking in graduate medical education (GME). We describe our process of curriculum mapping, a method for auditing a curriculum, and its role in iterative leadership curriculum development.

Aims To show how to create a curriculum map for auditing a curriculum using examples from our leadership curriculum and to demonstrate its value through case examples of leadership education integration into existing resident experiences.

Methods We selected our recent systematic review on current leadership curricula to prioritise leadership content given it was the basis for our initial curriculum. We identified existing resident experiences where training can occur. We use the selected content and training environments, layered with a modified Miller’s pyramid, to construct a curriculum map.

Results Our curriculum map provides an example of curriculum auditing that reveals opportunities for leadership training that could be integrated into current residency experiences. We provide case examples of application.

Discussion Effective leadership training should address critical topics and capitalise on experiential learning opportunities that exist within residency training programmes. The training must be seamlessly integrated into the demanding obligations of GME trainees, a process that can be achieved using curriculum mapping. Curriculum mapping can provide insight into a residency programme’s leadership curriculum and create a direction for future leadership curriculum development.

• clinical leadership
• leadership assessment
• medical leadership

https://doi.org/10.1136/leader-2023-000854

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Introduction

Physician training programmes must foster leadership skills in preparation of an ever-evolving healthcare system. 1–3 Effective leadership in healthcare systems is associated with improved patient safety, higher patient and provider satisfaction ratings, and decreased rates of physician burnout. 4–6 As the purpose of graduate medical education (GME) is to prepare residents for a career in medicine, it is paramount to include leadership training. Unfortunately, standardised leadership training is lacking in GME and is mostly part of the unintentional, informal and even hidden curricula. 7–9 Even in the military, where leadership development is considered a critical component of military medical officer preparation, leadership training is insufficient. 10

The importance of effective leadership training is understood on the individual and organisational levels. Surveys demonstrate that residents report formal GME leadership training to be important for the development of early career physicians. 11 Common programme requirements and internal medicine milestones developed by Accreditation Council for Graduate Medical Education promote leadership skill development. 12–14 Specifically, the descriptions necessitate leadership, evidenced by verbiage such as: coaches, models, teaches, creates, leads and systems-level change. The common programme requirements support training programmes in placing an emphasis on leadership development as it aligns with their mission. 12 Accrediting bodies in other countries such as Canada, Australia and the Netherlands have explicitly prioritised medical leadership. 15–17 Moreover, the call for increased leadership training in GME is present in the literature, 18 19 and, indirectly, by the increased rates of physicians pursuing master’s level degrees focused on leadership. 20

The concept of leadership is complex 21 22 and the optimal method for developing a leadership curriculum is unclear. Effective leadership training should address critical topics and leverage experiential learning opportunities that exist within residency training programmes. Leveraging these existing opportunities allows programmes to capitalise on learning without significant new investments in time. We seek to promote curriculum mapping as a method to guide practical leadership curriculum development. A curriculum map is a visual and dynamic tool for representing curriculum goals and identifying where and how each goal is met or will be met. 23 24 A curriculum map creates a benchmark for evaluating the fidelity of curriculum implementation, facilitating communication among curriculum stakeholders and developing a curriculum with intentionality. 23 In other words, a curriculum map can be used to audit the current state of a curriculum and to plan future priorities for curriculum development. The purpose of this paper is to describe our process of developing a leadership-focused curriculum map that can simultaneously serve as a guide for programme leaders to use to develop their leadership curriculum. We provide practical examples of how our curriculum map has supported and continues to support the development of our leadership training in GME. Our curriculum map has assisted in differentiating formal and informal leadership training and helps pave the way for ongoing development of a more integrated leadership curriculum that leverages existing resident training experiences, in accordance with situational learning theory. 25

We created our curriculum map using the following six steps:

(1) Create curriculum goals and objectives : goals specify the curriculum content—the broad or general aims of the curriculum. Each goal often has multiple objectives, which each state a specific and measurable outcome. The combined objectives state the intended outcome of the curriculum, which drives the purpose of the curriculum.

In this case, our curriculum goals are focused on critical leadership topics for novice physicians. Methods for selecting goals include using a programme’s existing curriculum goals and objectives or performing an institution-specific needs assessment, as our institution had previously performed. 10 A gold standard curriculum could also be used to develop a programme’s goals. For example, a programme could use the indicative undergraduate medical leadership curriculum developed by the Faculty of Medical Leadership and Management in 2018, which was endorsed by multiple organisations including the General Medical Council and the Academy of Medical Royal Colleges, and is based on competencies described in the Medical Leadership Competency Framework, 3rd edition. 26 Another method is to capture the experience of the larger GME community to justify curriculum focus. There are numerous examples in the literature of common or proposed leadership curricula and learning topics.

We selected our curriculum goals using common leadership topics as identified by our previous 2018 systematic review of leadership curricula, 25 which guided our initial curriculum development. This review found the following as the most taught leadership content, in descending order of occurrence: teamwork, models of leadership, quality improvement, conflict resolution, feedback, communication, negotiation, emotional intelligence, delegation, business of medicine, time management, developing others, ethics/professionalism, and running a meeting.

We found it helpful to group the selected goals into categories to ensure alignment with our programme’s mission. Accordingly, we created three overarching categories that encompassed the leadership goals we wanted to prioritise: (a) communication, (b) emotional intelligence and (c) teamwork and performance. With our curriculum goals in mind, we created specific objectives that help us envision the practical leadership skills we want each trainee to learn. For example, the goal ‘teamwork’ may have the objective ‘residents will practice effective management and leadership strategies’. Each goal may have multiple objectives.

(2) Identify relevant training experiences : in this step, we brainstormed the training experiences that could be used to meet the specified curriculum goals and objectives. We identified the environments or experiences where leadership training could occur. We attempted to leverage existing physician trainee experiences that had an element of leadership or leadership opportunity.

(3) Map goals to training experiences : we combined the goals in step 1 with the experiences from step 2. In other words, the curriculum goals are mapped or aligned to the existing, relevant trainee experiences. Each goal must map to a minimum of one training experience. A single training experience may achieve more than one goal. We found the simplest way to represent the curriculum mapping was to create a table with the goals listed in rows and the relevant training experiences listed in columns. Wherever there is alignment, where a goal could be met (or partially met) during a training experience, that cell was marked with an ‘x’. The curriculum map may also include individual objectives listed in the rows with their corresponding goals, but for simplicity’s sake, we excluded representing objectives in our curriculum map.

(4) Audit curriculum : for every place in the table where a goal and training experience aligned (ie, where there is an ‘x’), we labelled what role our current curriculum plays in achieving that goal. In other words, to what extent were we measuring trainees’ achievement of that objective. In our case, we applied Miller’s pyramid to aid in this assessment. Miller’s pyramid helps to characterise the expected level of competence of residents, with progression delineated by the terms ‘knows’, ‘knows how’, ‘shows how’ and ‘does’ as different levels of measurement. We modified Miller’s pyramid by layering it with how our current curriculum compares to the goal level of competence. For example, in our curriculum map, one of our objectives is ‘residents will practice effective management and leadership strategies’ under the goal of ‘teamwork’. We identify that this aligns with the experience of ‘clinical simulation’. We then label if our current curriculum achieves this objective and goal in this training experience, and if so, does this curriculum exist at the right expected competency level of ‘shows how’. We found that our current curriculum does not purposefully address this objective in this training experience, so we labelled this as ‘doesn’t exist’.

(5) Develop curriculum : auditing the current curriculum exposes opportunities for future curriculum development and allows us to prioritise our curriculum’s growth and direction. For example, we chose to prioritise curriculum development in training experiences that develop resident leadership skills at the ‘shows how’ and ‘does’ competency levels. In our same scenario above, we want all residents to demonstrate the ‘show how’ competency level in the objective ‘residents will practice effective management and leadership strategies’ during the training experience ‘clinical simulation’. Yet, we found our current curriculum does not purposefully address this. Accordingly, we work to implement a system to provide intentional feedback on their ability to practice effective management and leadership strategies during clinical simulations.

(6) Share the curriculum map : the curriculum map must be shared with the stakeholders of the curriculum, which includes the faculty that are part of the relevant training experiences. This allows for faculty that have historically been siloed to collaborate. This encourages common language and themes to move informal training to intentional and formal training. For example, we identified that the objective ‘residents will practice effective management and leadership strategies’ applied to multiple experiences, such as ‘clinical simulation’ and ‘leading an inpatient medicine team during rounds’. During these experiences, faculty may observe and provide feedback to the resident leading the team. However, we realised that the faculty on the wards and those participating in the simulations were almost completely different. We recognised the need to find opportunities to increase collaboration and to develop shared language to provide more consistent leadership feedback on ‘residents will practice effective management and leadership strategies’.

Curriculum mapping is iterative. Once a curriculum map has been created, it must be continually revised to remain relevant. This requires repetition of steps four through six but may sometimes require revisiting of each of the steps.

As an illustration, we created a table of resident training experiences ( table 1 ) and a curriculum map using the above steps to find the intersection of our selected leadership goals and existing resident experiences, layered with a modified Miller’s pyramid ( figure 1 ). Our curriculum map depicts the opportunities our leadership curriculum features and highlights prospects for future experiential leadership curriculum development. The following are case examples of how purposeful leadership training can be integrated into resident experiences, based on the results of our curriculum map.

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Resident experiences with related leadership opportunities and examples for integrating leadership training

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This curriculum map shows rows of curriculum goals grouped into categories. Each column represents a residency training experience. The curriculum map shows where each objective is or could be met within existing resident experiences, and the level of competence expected within each experience based on Miller’s pyramid. The modified Miller’s pyramid shows goal level of resident performance using numbers 1 through 4, and different shading to represent whether the current curriculum does not exist, exists at the wrong level of competence or exists at the right level of competence. Taken together, this curriculum map shows the current leadership curriculum and opportunities for development.

A resident is running a mock code in the simulation laboratory. An observer specifically evaluates leadership skills, such as communication, delegating tasks and running an effective after-action report.

A resident and faculty member of an inpatient medicine ward team are attending a family meeting to discuss goals of care. The faculty member instructs the resident to lead the meeting while specifically observing leadership skills, such as conflict resolution, communication, emotional intelligence, ethics/professionalism and negotiation.

A resident attends a hospital committee meeting. Following the meeting, the faculty debriefs with the resident to discuss leadership principles observed during the meeting including setting goals, accountability of the team, conflict resolution, and emotional intelligence.

We propose curriculum mapping as a valuable tool for identifying experiences in which one could integrate purposeful, practical and formal leadership training within the busy physician trainee schedule. Our curriculum mapping process described in this article identified resident experiences where our current leadership curriculum is not explicitly teaching or evaluating vital leadership skills. Recognising these untapped settings creates training opportunities where we could develop tools to provide formative feedback to residents in different situations.

Like other skills in medicine, developing leadership skills requires dedicated practice through iterative feedback or coaching. 27 28 Several examples of these opportunities revealed by our curriculum map include observing residents on inpatient medicine wards, participating in a quality improvement project or serving on hospital committees. Each of these situations could be paired with observation forms, surveys, readings, videos, debriefings, coaching or other tools to help the learner maximise their effectiveness in the setting and their leadership skill development.

There are several potential benefits of incorporating leadership development into existing clinical and academic settings. These settings, aside from proposed simulations, allow for experiential learning which has real meaning for the trainees. Rather than a theoretical situation in a didactic session, learners can reflect on and be given feedback on actual performance. For programmes with an existing leadership curriculum, leveraging these opportunities allows for the practice and implementation of skills learnt during didactic sessions. This time-spaced learning allows for practice and repetition of leadership development.

The curriculum map provides an opportunity to increase faculty collaboration and training in different environments. For example, normally our inpatient faculty play a small role in the simulation centre. However, with a curriculum map, faculty can be purposefully integrated into different environments to assist with resident leadership training in those settings. With the integration of leadership training into existing activities, we recognise the need for faculty development to better prepare them to observe and provide feedback on the leadership skills they witness. Currently, many faculty may feel underprepared to teach leadership, and this void can be filled with faculty development. 29 This faculty development is beneficial for trainees, but also allows faculty to sharpen their leadership skills.

Given the recognised importance of physician leadership skill development, it is essential for GME training programmes to find a way to audit and improve their leadership curriculum. Our proposed approach for iterative, practical leadership curriculum development is to use curriculum mapping.

Curriculum mapping can identify areas where leadership training could be integrated into the demanding obligations of GME trainees, though these strategies may require further faculty development and creation of new observation tools.

Ethics statements

Patient consent for publication.

Not applicable.

Ethics approval

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Contributors AG: primary/corresponding author of manuscript and figures/table. KH, JH, WRJ: coauthors significant edits in manuscript.

Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

Disclaimer The views expressed in this article are those of the authors and do not reflect the official policy of the Department of Defense or the US Government.

Competing interests None declared.

Provenance and peer review Not commissioned; internally peer reviewed.

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