Doctor of Education in Educational Leadership and Policy (EdD)
Canadian Immigration Updates
Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details
Overview
The Ed.D. in Educational Leadership and Policy provides advanced preparation for education practitioners with leadership and policy responsibilities in both formal and nonformal settings. These settings include, among many others, the post-secondary sector, business and health organizations, unions, and community groups, as well as the K-12 school system.
What makes the program unique?
The program is grounded in the belief that it is important for participants to engage in scholarly discourse about understanding, critiquing, and improving practice in educational settings. It consists of six required seminars, two elective courses, a comprehensive examination, and a dissertation. While the program addresses Canadian educational issues and perspectives in a global context, it is the particular settings and leadership or policy responsibilities of the participants that are the starting points of seminars. The expertise of qualified adjunct faculty from related professional fields supplements that of the regular faculty members.
Program Structure
Students are admitted to the Ed.D. in cohorts of 10 to 15 and proceed as a group through required courses and the comprehensive examination which occurs at the end of Year 2. Students then propose and execute their dissertation research projects. Students must complete all program requirements within six years of initial enrolment. Required courses are offered on campus for two consecutive Summer Sessions (July to mid-August) and two consecutive Winter Sessions (on weekends from September to early April).
Quick Facts
Program Enquiries
Contact the program
Admission Information & Requirements
Program Instructions
Please ensure you follow the instructions in the online application system. After submitting your application, it is the applicant’s responsibility to ensure that all supporting materials are submitted properly and by the application deadline. The Admissions Committee will only review complete applications. You can check the status of your application and supporting materials through the online application system.
1) Check Eligibility
Minimum Academic Requirements
The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:
Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.
English Language Test
Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.
Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:
TOEFL: Test of English as a Foreign Language - internet-based
Overall score requirement: 92
Reading
22
Writing
22
Speaking
22
Listening
22
IELTS: International English Language Testing System
Overall score requirement: 6.5
Reading
6.0
Writing
6.0
Speaking
6.0
Listening
6.0
Other Test Scores
Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:
The GRE is not required.
Prior degree, course and other requirements
Document Requirements
Letter of Intent; Writing Sample; Professional resume or CV
2) Meet Deadlines
3) Prepare Application
Transcripts
All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.
Letters of Reference
A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.
Statement of Interest
Many programs require a statement of interest, sometimes called a "statement of intent", "description of research interests" or something similar.
Supervision
Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.
Instructions regarding thesis supervisor contact for Doctor of Education in Educational Leadership and Policy (EdD)
Citizenship Verification
Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.
4) Apply Online
All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.
Tuition & Financial Support
Financial Support
Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.
Scholarships & awards (merit-based funding)
All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.
Graduate Research Assistantships (GRA)
Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.
Graduate Teaching Assistantships (GTA)
Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union.
Graduate Academic Assistantships (GAA)
Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.
Financial aid (need-based funding)
Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans.
All students may be able to access private sector or bank loans.
Foreign government scholarships
Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.
Working while studying
The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.
International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.
A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement.
Tax credits and RRSP withdrawals
Students with taxable income in Canada may be able to claim federal or provincial tax credits.
Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.
Please review Filing taxes in Canada on the student services website for more information.
Cost Estimator
Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.
Enrolment, Duration & Other Stats
These statistics show data for the Doctor of Education in Educational Leadership and Policy (EdD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.
ENROLMENT DATA
| 2023 | 2022 | 2021 | 2020 | 2019 | |
|---|---|---|---|---|---|
| Applications | 38 | 0 | 41 | 35 | 0 |
| Offers | 8 | 0 | 11 | 12 | 0 |
| New Registrations | 8 | 0 | 10 | 11 | 0 |
| Total Enrolment | 53 | 53 | 54 | 49 | 44 |
Completion Rates & Times
Disclaimer
Upcoming Doctoral Exams
Friday, 17 May 2024 - 10:00am - 2012, Ponderosa Commons Oak House, 6445 University Blvd
Research Supervisors
Supervision
Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.
Instructions regarding thesis supervisor contact for Doctor of Education in Educational Leadership and Policy (EdD)
This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.
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Abdi, Ali (Comparative and cross-cultural education; Decolonizing philosophies of education, Development education, Critical research methodologies,; Human rights education)
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Ahenakew, Cash (Cultural studies, Higher Education, Indigenous Studies, Leadership and Organizations, Post-colonial studies, Race/ethnicity, Research methodologies, Social justice, Sociology of Education)
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Andres, Lesley (Higher education; life course research; international comparative higher education; sociology of higher education)
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De Oliveira Andreotti, Vanessa (Education for/about international development, Social accountability in local and global engagements, Global Citizenship Education)
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Ellis, Jason (Canadian history; Specialized studies in education; Educational policy; Education policy; history of education)
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Fallon, Gerald (Indigenous Studies, International and Comparative Education, Leadership and Organizations, Policy, Research methodologies)
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Gill, Hartej (Cultural studies, Leadership and Organizations, Post-colonial studies, Teaching and Practice)
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Gleason, Mona (History, archaeology and related studies)
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Kelly, Deirdre (Children and youth, Gender studies, Media and democracy, Social justice, Sociology of Education)
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Mazawi, Andre (Citizenship and democracy, Higher education, International and Comparative Education, Leadership and organizations, Research methodologies, Sociology of Education)
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Metcalfe, Amy (Educational policy; Higher education; Specialized studies in education; Higher Education Studies; Internationalization; Migration Studies; Academic Labour and Mobility; Higher Education Policy; Visual Research Methods; Campus Environments; Science and Knowledge)
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Rocha Perkerwicz, Samuel (Educational policy; Specialized studies in education; Philosophical Traditions in Education; philosophy of education)
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Roman, Leslie (Ethnography, Cultural studies, Disability studies, Sociology of Education)
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Ruitenberg, Claudia (History and philosophy of education; Political science and policy administration; Environmental education and extension; Environmental philosophy and education; philosophy of education; Political education)
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Shan, Hongxia (Other education, n.e.c.; Immigration and adult education and learning; Lifelong learning; Gender and work; Prof. learning)
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Sork, Tom (Adult education, Lifelong learning, Teaching and Practice)
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Stack, Michelle (Adult and continuing education, and community education; Educational policy; Media studies (except social media and digital media); Community Engaged Research; Knowledge translation; Cooperatives and Social Solidarity Economies; University Rankings and Equity; Disability studies; anti-racism; media education)
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Stein, Sharon Rebekah (Higher education; Educational policy; Specialized studies in education; Educational theory; Global education; Higher Education; International and comparative education; International education; Pedagogy and education; Post-colonial studies; Race/ethnicity; Social and Cultural Foundations of Education; Social justice; sustainability; climate change)
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Taylor, Alison (Adult and continuing education, and community education; Educational administration, management and leadership; Educational policy; Higher education; Specialized studies in education; Education, Knowledge and Skills; Educational Context; Political Contexts; Social Contexts; Social Policies)
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Vanwynsberghe, Robert (Citizenship and democracy, Social justice, Sustainability; Sustainability; Environmental Education; Theory and Method)
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Walker, Judith (Adult and continuing education, and community education; Sociology of education; Educational policy; Adult education; Higher Education; policy studies; Health Professions Education)
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Wang, Fei (Educational administration, management and leadership; Educational policy; Specialized studies in education; Educational administration and leadership; Leadership; the role of the school principals; social justice and diversity; comparative policy studies; Education and Training Management; Ideology and Social Policy; Social Contract and Social Justice; Offshore school and its leadership)
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Webb, P. Taylor (Education systems; Philosophy; Education governance, policy, and politics; Michel Foucault; Gilles Deleuze; Neoliberalism; Governmentality; Micropolitics; Biopolitics; Subjectivity; Artificial Intelligence)
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Wright, Handel (Educational policy; Specialized studies in education; (post)multiculturalism and multicultural education; Africana studies; Critical Race Theory; Cultural Studies; Educational Approaches; identity, citizenship and belonging; postcolonialism and decolonization; Transcultural Studies; Youth Studies; anti-racism)
Doctoral Citations
| Year | Citation |
|---|---|
| 2023 | Dr. Jones explores the ways apocalyptic poetry can be used to deepen understandings of living within dying systems. Drawing from the hypothetical example of drug coverage in a stage of systems collapse and the effects on persons living with disease, her work provides insight into mourning and relationality as key competencies in death pedagogy. |
| 2023 | Dr. Siedlaczek studied the influences leading to a new quality assurance policy in BC higher education. Her analysis demonstrates the impact of global discourses on local policymaking and the increasing focus on quality assurance as a policy issue. The research provides insight on institutionalizing quality assurance practices in higher education. |
| 2023 | Collaboration is a complex and relational practice, compounded by varying forms of power dynamics between government and non-profit stakeholders. Dr. Gill-Badesha presents insights informing practitioners and funders about the role of engaging processes and emotions to mitigate issues of power and politics in the early stages of collaboration. |
| 2023 | Dr. Khan examined the meaning of home for people who experienced turbulence and unexpected dislocation in refugee situations, and how their understanding of home may shift once they leave refugee camps and resettle in new places. The study reflected on the concept of home as associated with a sense of belonging, security, and hope. |
| 2022 | What role do universities play in society beyond education and research? Dr. Wood critically examined the relationship between society and UBC's health faculties, departments and schools. Her research highlights the social contract between the university and society and its potential to play an advocacy role toward its improvement. |
| 2021 | Dr. Fleming's research explored the challenges and strategic opportunities of leadership in post-secondary education under growing neoliberal conditions. He concludes that neoliberal conditions redefine education as a commodified resource in a global marketplace, shifting educational practice away from principles of participatory democracy. |
| 2021 | Dr. Allen explored the experience of precarious faculty members in British Columbian higher education institutions. Using auto ethnographic methods and an organizational culture theoretical framework, Dr. Allen made recommendations for senior leadership to foster more inclusivity with precarious faculty within higher education organizations. |
| 2020 | Dr. Mennigke wrote a philosophical inquiry on leadership in the age of liquid modernity. His dissertation critically analyses key themes in broad theoretical literature through a dramatic personification of each theme as a character. Using these themes as forms of conceptual analysis contributes a critical understanding of the nature of leadership. |
| 2020 | Educators make numerous judgments that affect vulnerable people every day, a responsibility for which there is little institutional training or support. Dr. Jensen explores Hannah Arendt's ideas about thinking, willing, and judging, and how these resources inform educational practice, helping educators to make ethical-political judgments. |
| 2020 | Dr. Bolderston studied the experiences of gay and lesbian radiation therapists coming out at work. Using an authoethnographic narrative inquiry approach, her findings showed that sexual orientation disclosure is dependent on context and can affect relationships with patients and co-workers in positive and negative ways. |
Pages
Sample Thesis Submissions
Further Information
Specialization
Educational Leadership and Policy provides advanced preparation for education practitioners with leadership and policy responsibilities in both formal and nonformal settings. These settings include, among many others, the post-secondary sector, business and health organizations, unions, and community groups, as well as the K-12 school system.
Faculty Overview
Academic Unit
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