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).

 

Program Enquiries

Still have questions after reviewing this page thoroughly?
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

Application open dates and deadlines for an upcoming intake have not yet been configured in the admissions system. Please check back later.

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 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)
The program will review research interests of applicants and recommend/match faculty members during the application/evaluation process. Applicants should not reach out to faculty members directly.

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.

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.

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 Calculator

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.

Enrolment Data

 20202019201820172016
Applications35 2920 
Offers12 1412 
New registrations11 138 
Total enrolment4946504644

Completion Rates & Times

This program has a graduation rate of 40% based on 15 students admitted between 2007 - 2009. Based on 17 graduations between 2016 - 2019 the minimum time to completion is 3.83 years and the maximum time is 8.83 years with an average of 7.00 years of study. All calculations exclude leave times.
Disclaimer
Admissions data refer to all UBC Vancouver applications, offers, new registrants for each year, May to April [data updated: 22 April 2021]. Enrolment data are based on March 1 snapshots. Program completion data are only provided for datasets comprised of more than 4 individuals. Rates and times of completion depend on a number of variables (e.g. curriculum requirements, student funding), some of which may have changed in recent years for some programs [data updated: 29 October 2020].

Doctoral Citations

A doctoral citation summarizes the nature of the independent research, provides a high-level overview of the study, states the significance of the work and says who will benefit from the findings in clear, non-specialized language, so that members of a lay audience will understand it.
Year Citation
2011 Dr. Johnson explored the educational supports and barriers experienced by urban Indigenous children in BC's provincial child protection system. She developed an Indigenous educational model to wrap around their Western and Indigenous educational needs. This research illuminates transformative Indigenous education and Indigenous self determination.
2010 Dr. Nijjar examined workplace alienation experienced by healthcare support service workers and himself during the privatization of services at a care home. He demonstrated that educational initiatives designed to increase support workers' involvement in the care planning process significantly reduced workplace alienation and created new positive workplace identities for those involved.
2010 Dr. Pamer has written a conceptual study of educational leadership using the work of Hannah Arendt as a basis for analysis. Key concepts used include the distinction between public and private and Arendt's ideas of labour, work and action.
2010 Dr. Robertson examined how university field education coordinators address the challenge of assessing the professional suitability of social work students. Her research highlights the critical role field education coordinators play and generated recommendations for improving collaboration between university administrators, social work faculty and field educators.
2009 Dr. Reed studied educational partnerships between public and private post-secondary institutions offering health programs in British Columbia. She developed a framework for understanding these partnerships, for use by educators, administrators, and policy-makers, based on ideas about institutional compatibility and boundaries between the two types of institutions.
2009 Dr. Waithman researched three topics which influence student learning in the public education system: social justice principles, school-choice policies and year-round schooling. She explored strategies which supported student learning and developed several recommendations for policy, practice and future research relevant to public education.
2009 Dr. Ryan's research was a case study focused on the analysis of a Networked Learning Community of teachers within a geographically and culturally diverse school district in BC. His findings focused on policies as well as factors in the local context that create an enabling environment for district wide networks as a vehicle for teacher development. In addition, his research provides insight on the role a network can play in teacher engagement, teacher empowerment, and teacher connections.
2009 Dr. Twynam's developed and refined a decision-making framework for use by student judicial-affairs personnel in colleges and universities. Dr Twynam's framework provides a much-needed tool for making consistent and fair decisions in increasingly complex moral and legal institutional contexts.
2009 Dr. Johnson conducted a case study of a group of students who organized a campaign to prevent their high school from being reconfigured into a middle school. Students became involved because they valued their school and relationships with teachers and peers. The study demonstrates that for students to understand democratic citizenship they must practice it.
2008 Dr. Hinbest studied the implications of devolving the evaluation of social programs and services to nonprofit and grassroots organizations. He examined capacity challenges experienced by communities and organizations flowing from increased accountability expectations, and the role of evaluators in coping with such effects.

Pages

Further 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.

Faculty Overview

Program Identifier

VGDEDD-G1
 
 
 
Supervisor Search
 

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update the application inquiries contact details please use this form.

Curious about life in Vancouver?

From the land on which it is situated and the languages spoken here to the thriving arts and culture scene, there are many facets that contribute to this city’s diversity.