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
Meet a Representative
PhD Funding OpportunitiesDate: Wednesday, 31 August 2022
Time: 10:00 to 11:00
Join Dr Julian Dierkes, Associate Dean, Funding and Shane Moore as they talk about funding opportunities for PhD's at UBC. Dr Dierkes will provide an overview of the different awards and scholarships available to incoming PhD students.
This session will cover:
- Overview of PhD funding at UBC
- PhD minimum funding guarantee
- UBC Awards database
- Advice on writing funding proposals and applications
Who is this webinar for?
This webinar is for those who are applying to PhD programs at UBC and are interested in learning more about internal and external funding opportunities.
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 2023 Intake
Application Open Date01 August 2022
July 2024 Intake
Application Open Date01 August 2023
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.
|2014||Dr. Goedbloed examined skills policy and its relationship to apprenticeship education in Canada and B.C. between 1980 and 2010. She found that government and industry focussed on skilled labour shortages and overlooked post-secondary skill development. The study contributes to skills policy debates, particularly on unemployment and adult training.|
|2014||Dr. Aucoin investigated learners' views about the use of Web 2.0 applications in online and face-to-face post-secondary learning environments. The results of this study will inform instructional design and policy decisions with respect to the use of Web 2.0 applications in post-secondary education.|
|2014||Dr. Fukuyama explored how nursing faculty members experienced the gap between the good practice taught in nursing curricula and poor practice witnessed by nursing students, often due to health care restructuring. Faculty navigated the politics of clinical placements and used them to teach good nursing care and the need for systems change.|
|2014||Dr. Berger explored leadership in early childhood education. She argues that leadership was enacted when educators shared powerful narratives about children's educational experiences with their communities. These narratives ignited dialogue about the values and purposes of early education and positioned early childhood educators as community leaders.|
|2014||Dr. Windsor-Liscombe investigated parents' perceptions of one elementary arts-integrated school. The study confirms that social class influences the decision to place children in the school, and reveals a diversity of views about the value of arts-based education. Future research includes re-consideration of policy at both district and school level.|
|2013||Dr. Weegar studied Appreciative Leadership in BC colleges. Appreciative Leadership is a strength-based approach to leadership which focuses on seeing possibilities and opportunities. Appreciative Leadership in education can help address the leadership "skills shortages" and the challenges facing BC colleges in the twenty-first century.|
|2013||Dr. Jones examined teachers' perceptions of the influence of technology integration on their relationships with students. The study revealed that open access to technology has the potential to alter the traditional roles of teachers and students in the learning process, mitigate power imbalances, and strengthen relational bonds.|
|2013||Dr. McGillivray's study focussed on the five new teaching-intensive universities that were established in British Columbia in 2008. She studied the challenges of internal governance at those universities. Her conclusions highlighted the connection between democracy and university governance and will contribute to the literature on Higher Education.|
|2012||Dr.Kozey examined historical,colonialist, and professional practices that have contributed to a high rate of Aboriginal children being placed in the protective custody of the state in Canada. His research demonstrates that the inclusion of local Indigenous knowledges and cultural practices can transform child welfare services to Aboriginal children and families.|
|2012||Dr. MacIvor studied BC Aboriginal post-secondary education policies. She examined ways in which policies were influenced by changing political, economic and social circumstances from 1986 to 2011. Her work highlights the influence of Aboriginal Affairs, the privileging of First Nations and the importance of relationships, leadership and ownership.|
Sample Thesis Submissions
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.