Doctor of Education in Educational Leadership and Policy (EdD)
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.
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).
Contact the program
Admission Information & Requirements
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
IELTS: International English Language Testing System
Overall score requirement: 6.5
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
Letter of Intent; Writing Sample; Professional resume or CV
2) Meet Deadlines
July 2021 Intake
Application Open Date01 August 2020
3) Prepare Application
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.
Students in research-based programs usually require a faculty member to function as their supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.
Instructions regarding supervisor contact for Doctor of Education in Educational Leadership and Policy (EdD)
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
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.
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.
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 direction. The duties usually constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is a form of financial support for a period of graduate study and is, therefore, not covered by a collective agreement. Unlike other forms of fellowship support for graduate students, the amount of a GRA is neither fixed nor subject to a university-wide formula. The stipend amounts vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded. Some research projects also require targeted research assistance and thus hire graduate students on an hourly basis.
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.
Tax credits and RRSP withdrawals
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.
Applicants have access to the cost calculator 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.
Completion Rates & Times
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.
Abdi, Ali (Citizenship and human rights education, International Development Education, Multi-centric Philosophies and Methodologies of Education, postcolonial studies in education, Social and Cultural Foundations of Education)
Ahenakew, Cash (Cultural studies, Higher Education, Indigenous Studies, Leadership and Organizations, Post-colonial studies, Race/ethnicity, Research methodologies, Social justice, Sociology of Education)
Andres, Lesley (Equity, Higher education, International and Comparative Education, International comparative higher education, Life Course research, Lifelong learning, Policy, Research methodologies, Social justice, Sociology of Education, Sociology of Higher Education)
Chan, Jennifer (transnational social movements, international and comparative education, Japanese civil society, Islam in multicultural societies, Adult education, Citizenship and democracy, Gender studies, International and Comparative Education, Multiculturalism, Post-colonial studies)
De Oliveira Andreotti, Vanessa (Education for/about international development, Social accountability in local and global engagements, Global Citizenship Education)
Ellis, Jason (history of education; Education policy; Politics of education)
Fallon, Gerald (Indigenous Studies, International and Comparative Education, Leadership and Organizations, Policy, Research methodologies)
Gill, Hartej (Cultural studies, Leadership and Organizations, Post-colonial studies, Teaching and Practice)
Gleason, Mona (History, archaeology and related studies; history of education; history of children and youth; critical youth studies; gender and sexuality)
Kelly, Deirdre (Children and youth, Gender studies, Media and democracy, Social justice, Sociology of Education)
Marker, Michael (First Nations’ education, First nations education)
Mazawi, Andre (Citizenship and democracy, Higher education, International and Comparative Education, Leadership and organizations, Research methodologies, Sociology of Education)
Metcalfe, Amy (Science and Knowledge; Power and Organization; Imagery; Higher Education; Faculty; Internationalization; Campus Environments)
Poole, Wendy (Educational leadership and administration; Organizational change in education (reform of schooling); Teachers’ work; Teacher unions and teacher unionism; role of teacher unions in education, Leadership and organizations, Social justice, Teaching and Practice)
Rocha Perkerwicz, Samuel (Philosophical Traditions in Education; philosophy of education)
Roman, Leslie (Ethnography, Cultural studies, Disability studies, Sociology of Education)
Ruitenberg, Claudia (Philosophical Traditions in Education; Educational Approaches; Social Impact of Artistic Education; Professional Ethics; Political Contexts; Political education; discourse and translation; Environmental philosophy and education)
Shan, Hongxia (Other education, n.e.c.; Immigration and adult education and learning; Lifelong learning; Gender and work; Prof. learning)
Sork, Tom (Adult education, Lifelong learning, Teaching and Practice)
Stack, Michelle (Adult Education and Continuing Education; Media and Society; Educational Context; university rankings; media education; Knowledge translation; student engagement; social justice and equity)
Stein, Sharon Rebekah (Higher Education; Indigenous studies; International and comparative education; Political economy of Higher Education; Post-colonial studies; Race/ethnicity; Social and Cultural Foundations of Education; Social justice; sustainability; Pedagogy and education; Educational theory; International education; Global education)
Taylor, Alison (Social Contexts; Political Contexts; Educational Context; Social Policies; Education, Knowledge and Skills)
|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.|
|2020||Dr. Soth examined the impact of a quality assurance program on dental hygiene care in BC. She found that the new program had little or no impact on practice and that the business culture of the workplace negatively impacted participants' ability to implement patient-centered care. The findings have implications for practitioners and regulators.|
|2019||Dr. LaPierre's community-based research with grade 12 Indigenous students examined their experiences and definitions of success. The study sheds light on Indigenous students' perceptions of success and how to create more suitable learning environments. The results of this study will inform practices in a range of public and Indigenous-led education systems.|
|2019||Dr. Maltesen engaged in a discourse analysis of how policies, perceptions and contexts create conditions for participation in Adult Basic Education at Vancouver Island University. She reveals that power and governmentality, located in welfare regimes and policy structures, bind thought and constrain action. Her findings will impact local practice.|
|2019||Dr. Younk examined the process by which a group of educational leaders from BC co-constructed their understandings of competencies in K-12 education. This study provides insight into how two current learning theories, activity theory and expansive learning theory, help us understand the complexities of systemic change.|
|2019||Dr. Vered explored how the management and professional staff at UBC make sense of their occupational and organizational identities. This research examines the positioning and challenges experienced by these employees and how more inclusive policies and practices can be developed and implemented within higher education.|
|2019||Dr. Sikkes studied Yukon's public school system during Yukon's transition to having provincial-type powers. He found that Yukon's constitutional and democratic development had direct effects on educational policy, especially school governance. His research will help inform the decision making of Yukon's present day educators and school leaders.|
|2018||Dr. Wilson examined the accessibility, availability, and acceptability of health-related services for urban Indigenous people offered by an urban Aboriginal agency. Her research offers much to culturally responsive health services, Indigenous health policy, and professional health education regarding urban Indigenous people.|
|2018||Based on Nuu-chah-nulth principles and personal experiences of teaching Indigenous and non-Indigenous students in higher education, Dr. Smith explored the collisions that occur between different knowledge systems. She notes that while progress is being made, decolonization and reconciliation require more attention and action from educational leaders.|
Sample Thesis Submissions
Further Program Information
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.