Doctor of Education in Educational Leadership and Policy (EdD)
Quick Facts
Application
| Deadlines for | ||
|---|---|---|
| Start date | Students with Canadian or US credentials | Students with international credentials |
| September | Check with program | Check with program |
Program contact details
- Christine Adams, grad.edst@ubc.ca
Department of Educational Studies
2125 Main Mall
Vancouver
British Columbia, V6T 1Z4
Canada
General Information
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.
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 thesis. 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.
Students are admitted to the Ed.D. in cohorts of 10 to 15 and proceed through the program as a group. It is possible to complete program requirements in three years but most students take somewhat longer. Each cohort attends classes on campus for two consecutive Summer Sessions (July to mid-August) and two consecutive Winter Sessions (on weekends from September to early April).
Recent Doctoral Citations
- Dr. Shelly Lee Johnson: "Dr. Johnson explored the educational supports and barriers experienced by urban Indigenous children in BC's provincial child protection system. She developed an Indigenous educational model to wrap around their Western and Indigenous educational needs. This research illuminates transformative Indigenous education and Indigenous self determination." (November 2011)
- Dr. John Wright Vellacott: "Dr. Vellacott explored how the language used to describe disability is utlized in national disability policy documents. He found that such language was used tactically to enhance the legitimacy of the policies presented, and to support certain ideological approaches. This is important for stakeholders wishing to analyze or challenge written policy." (November 2011)
- Dr. Bobby Nijjar: "Dr. Nijjar examined workplace alienation experienced by healthcare support service workers and himself during the privatization of services at a care home. He demonstrated that educational initiatives designed to increase support workers' involvement in the care planning process significantly reduced workplace alienation and created new positive workplace identities for those involved." (November 2010)
- Dr. Monica Pamer: "Dr. Pamer has written a conceptual study of educational leadership using the work of Hannah Arendt as a basis for analysis. Key concepts used include the distinction between public and private and Arendt's ideas of labour, work and action." (May 2010)
- Dr. Jeanette Robertson: "Dr. Robertson examined how university field education coordinators address the challenge of assessing the professional suitability of social work students. Her research highlights the critical role field education coordinators play and generated recommendations for improving collaboration between university administrators, social work faculty and field educators." (May 2010)
