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)
Doctoral Citations
| Year | Citation |
|---|---|
| 2018 | In Saudi Arabia, the country's Early Childhood Education (or ECE) workforce is composed almost exclusively of women. However, Dr. Alrasheed noticed that female voices were often missing from macro-level studies. In her doctoral work, Dr. Alrasheed interviewed six women in Saudi Arabian ECE to identify commonalities in their lives and journeys. |
| 2017 | As educators we are asked to know ourselves in order to teach. Dr. Rego used a narrative approach to write her story of being a student and a teacher with mental illness. Her research is an invitation and a pedagogical tool for new teachers to look at their own stories and histories as they develop their educational practice. |
| 2016 | Dr. Elser examined Aboriginal parental engagement in the Calgary Catholic School District from a multiple of perspectives. Her findings revealed parental engagement as a process of reciprocal relationship building that considers Aboriginal social context as well as culture, language and values. These results will be useful for K-12 education. |
| 2016 | Dr. Riedel explored how international practicums in Teacher Education impacted the understanding of good teaching practices for beginning teachers. She found these settings challenged assumptions in ways that rarely happen in home-country settings. Her findings emphasize the value of internationalizing Teacher Education in substantive ways. |
| 2016 | Dr. Hobenshield explored the Indigenous practice of gift giving. Her research identified specific Indigenous principles embedded within this tradition that inform a particular way of knowing. This information can be used to support the work of Indigenization in post-secondary education. |
| 2016 | Dr. Skipper studied how teachers develop insights and knowledge about their practice. He examined personal, professional and social influences that contribute to individual understandings of teaching. His research addresses the complex considerations that drive teacher professional identities. |
| 2016 | Dr. Daniels compared the personal memories from Aboriginal students of public schools and of Indian residential schools. By examining these intergenerational memories, she gained insights into Indigenous peoples' education in Canada. This research opens up possibilities for decolonizing present-day educational research, policies and practices. |
| 2016 | What roles should digital technologies have in universities? Dr. Gratham's research found that answers were related to place in the system. He found that policy treats technologies as means to a more efficient and competitive system. In contrast, many professors experience technologies as distracting to their aims of building relationships with students. |
| 2015 | Dr. Wilbur explored the understandings that teachers of English as an Additional Language bring to teaching students whom they believe have experienced trauma. Her project described the ways instructors create inclusive classrooms. She concluded that for programs to be responsive to the whole student there needs to be a shift in policy and practice. |
| 2015 | Dr. Robinson wrote a memoir about caring for her daughter who had an eating disorder, the impact on her family, and her encounters with health-care professionals. The findings of an online focus group with pediatric nurses, who read her memoir, pointed to the lack of knowledge of the disorder and the need for education and changes in care protocols. |
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.
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