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.
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
In order to apply to this program, the following components may be required.
All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.
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. Meeting the minimum requirements does not guarantee admission as it is a competitve 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:
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:
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)
Letter of Intent; Writing Sample; Professional resume or CV
Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.
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.
Deadline to submit online application. No changes can be made to the application after submission.Transcript Deadline
Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.Referee Deadline
Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.
July 2021 Intake
Application Open Date01 August 2020
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 and Research Assistantships
Student service appointments are intended to help qualified graduate students meet the cost of their studies at the University. Student appointments may involve part-time duties in teaching, research, or other academic activities.
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
|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. 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. 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. 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||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.|
|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.|
|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. Bepple studied the strategies used by international post-secondary students to obtain work in Canada after graduation. In addition to academic knowledge, those students want to acquire work-based skills, relationships, cultural understanding and credentials. She concludes that the students benefit from experiential learning opportunities.|
|2015||Dr. Suderman showed that the National Survey of Student Engagement is not currently designed to meet the diverse perspectives of international undergraduate students. Her study used extensive focus group analysis and the findings will influence international student development in higher education and research on student engagement theory.|
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.