Doctor of Education in Educational Leadership and Policy (EdD)
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 24 hours a week during academic sessions.
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 Enrolment | 8 | 0 | 10 | 11 | 0 |
| Total Enrolment | 53 | 53 | 54 | 49 | 44 |
Completion Rates & Times
Disclaimer
Upcoming Doctoral Exams
Thursday, 26 June 2025 - 12:30pm - 311, Brimacombe Bldg, 2355 East Mall
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 (Higher education; Educational policy; History and philosophy of education; Visual theory, visual culture and visual literacy; Higher Education Studies; Higher Education Policy; Artificial Intelligence (AI) and Higher Education; Science and Knowledge; Internationalization; Migration Studies; Academic Labour and Mobility; Visual Research Methods; Campus Environments)
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Rocha Perkerwicz, Samuel (Educational policy; Specialized studies in education; Philosophical Traditions in Education; philosophy 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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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; Environmental education and extension; Comparative and cross-cultural 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; Climate education; Transdisciplinarity)
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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 in K-12 setting; 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; educators' health and wellbeing)
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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 |
|---|---|
| 2025 | Dr. Desjarlais-Smith’s research explored wholistic leadership perspectives of Indigenous women in the K-12 education system. Her research shows that Indigenous women leaders struggle to maintain their Indigeneity while navigating decolonizing education systems. The research calls for systematic changes to educational organizations. |
| 2025 | Dr. Gagnon examined the impact of the COVID-19 pandemic on teaching practices, uncovering a heterogeneous acceleration in digital adoption, a redefinition of pedagogical beliefs, lasting changes in teaching modalities, and shifts in power dynamics over their adoption. His work advances understanding of educational transformation in times of crisis. |
| 2025 | Post-secondary student mental health has been well studied, but not much is known about the faculty side. Dr. Westcott’s study helps address this by mapping instructor experiences responding to students in distress. She recommends ways to support instructors in enacting care, while acknowledging instructor wellbeing is important in its own right. |
| 2025 | Dr. Warkentin’s research examines how characteristics of place inform curriculum in higher education. Focused on Stó:lō Téméxw, the land commonly known as the Fraser Valley, this project combines historical analysis and conversations with Indigenous leaders and educators to inform unlearning and relationality in specific areas of curriculum. |
| 2024 | Dr. Johnson’s research analyzed the caring practices of women in higher education leadership in Canada and the U.S. through phenomenological analysis, highlighting the political nature of caring and the challenges women, especially from marginalized groups, face. Findings benefit institutions fostering authentic and inclusive leadership. |
| 2024 | Dr. Gledhill used timeline life history methodology to examine the concept of trust for women principals in secondary schools in Canada. She developed a visual metaphor based on mycorrhizal threads to explain how trust builds or declines within a gendered substructure. Her research provides insight into ways principals can build trust and recognize low-trust situations. |
| 2024 | Dr. Poirier examines the role of university practitioners responsible for engaging with local communities. His study is one of the first to look at the roles, tensions, and perspectives that mark the life of such practitioners within Canadian universities. His research adds to dialogue around how public universities can best fulfill their mission. |
| 2024 | Dr. Cho explored the transformative learning process among the 'Education Beyond Borders' members in Canada and Kenya in their collaboration. Her research helps to understand how the educators from the Global North and South navigated the issues of power and privilege in the postcolonial setting and adds to the conversation of decolonizing pedagogy. |
| 2024 | Dr. McCabe's research explored ableism in higher education, examining collective agreements and institutional policies governing academic responsibilities showing that ableism is strongly entrenched and condoned in university policies and governance. |
| 2024 | Dr. Baker's work focuses on the impact that Indigenous Knowledge and Indigenous Ways of Knowing had on settler educators in the North Vancouver School District and found that educators have the responsibility to infuse Indigenous Knowledge and Indigenous Ways of Knowing into practice. All learners will benefit as Indigenous Education is for all. |
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
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