Oct 20, 2021  
Graduate Catalog | 2020-2021 
    
Graduate Catalog | 2020-2021 Previous Edition

Educational Leadership, Ed.D


The Ed.D. in Educational Leadership is designed to prepare educational administrators who can assume mid-level and senior-level leadership positions in public school and post-secondary settings.  The program includes three concentrations:  (1) Higher Education, (2) Learning, Design, and Technology, and (3) P-12 Superintendency.

Graduates of the program are prepared to:

  1. Exhibit a broad understanding of their roles as educational leaders in the organizations they serve
  2. Demonstrate leadership competencies and skills necessary to accomplish the goals of complex organizations
  3. Interact successfully with the numerous institutions and interests that influence their organizations
  4. Understand theoretical concepts that undergird organizational theory and behavior, leadership,  social psychology, policy, educational administration, and research
  5. Address issues that face educational leaders, including resource acquisition and management; policy development and analysis; program management; community relations; curriculum development; and personnel selection, development, and evaluation

Degree Requirements


The Ed.D. program consists of a minimum of 48 credit hours beyond the master’s degree.  Students select one of three concentrations.

Higher Education Concentration


The Concentration in Higher Education is designed for those interested in careers as senior-level leaders in post-secondary settings, including higher education, adult education, and research.  To ensure the effectiveness and competence of individuals in such positions, coursework within the program is comprised of foundational work in educational leadership, research, and higher education with further specialization available in adult education or educational research.  Prospective students should already have a Master’s degree in an appropriate and related field.  They are neither required to hold North Carolina P-12 licensure nor will any license or certificate be recommended upon graduation.

Elective Courses (3 credit hours)


Select from 8000-level courses geared toward the doctoral dissertation and/or professional pathway.  Elective courses include: higher education; adult education; educational research; learning, design, and technology; and related courses.

Select from the following:

Proposal Design Course (3 credit hours)


Students may take ADMN 8699  only after all coursework is completed or during the final semester of coursework.

Dissertation Course (6 credit hours)


Students must take a minimum of six credit hours of ADMN 8999  only after all other coursework in the program is completed, beginning with the semester following ADMN 8699 .   Students must maintain continuous enrollment in ADMN 8999  until degree completion and must be enrolled during the semester in which they graduate.  Failure to maintain continuous enrollment in ADMN 8999  will result in dismissal from the program. 

Students must complete and defend an applied dissertation focused on a specific problem or question relevant to their specialization.  Defense of their dissertation is conducted in a final oral examination that is open to members of the University community.

Learning, Design, and Technology Concentration


The Concentration in Learning, Design, and Technology is designed for those interested in careers as senior-level leaders in Learning, Design, and Technology positions in higher education, K-12, corporate, government or military settings.  To ensure the effectiveness and competence of individuals in such positions, coursework within the program is comprised of foundational work in educational leadership, research, and learning, design, and technology specialization courses.  Prospective students should already have a Master’s degree in an appropriate and related field.  They are not required to hold North Carolina P-12 licensure.

Concentration Courses (15 credit hours)


Proposal Design Course (3 credit hours)


Students may take the following course only after all coursework is completed or during the final semester of coursework:

Dissertation Course (6 credit hours)


Students must take a minimum of six credit hours of ADMN 8999  only after all other coursework in the program is completed, beginning with the semester following ADMN 8699 . Students must maintain continuous enrollment in ADMN 8999  until degree completion and must be enrolled during the semester in which they graduate. Failure to maintain continuous enrollment in ADMN 8999  will result in dismissal from the program.

Students must complete and defend an applied dissertation focused on a specific problem or question relevant to their specialization. Defense of their dissertation is conducted in a final oral examination that is open to members of the University community.

P-12 Superintendency Concentration


The Concentration in P-12 Superintendency is designed to serve the needs of those interested in the study of issues regarding the administration of P-12 public and private educational institutions.  These students pursue careers as superintendents and senior-level administrators.  In addition to the program requirements regarding leadership experiences, prospective students must hold a Master of School Administration, Master of Education in Curriculum Supervision, Master of Education in Instructional Technology, or a comparable degree.  These students must already have a valid “M” level certificate in an appropriate field.  Students in the Concentration in P-12 Superintendency are eligible to be recommended for a School Administrator-Superintendent license at the doctoral level upon successful completion of the program.  A Concentration in P-12 Superintendency may be chosen by working with the advisor and selecting the appropriate courses and experiences.

Proposal Design Course (3 credit hours)


Dissertation Course (6 credit hours)


Students must take a minimum of six credit hours of ADMN 8999  only after all other coursework in the program is completed, beginning with the semester following ADMN 8699 .   Students must maintain continuous enrollment in ADMN 8999  until degree completion and must be enrolled during the semester in which they graduate.  Failure to maintain continuous enrollment in ADMN 8999  will result in dismissal from the program. 

Students must complete and defend an applied dissertation focused on a specific problem or question relevant to their specialization.  Defense of their dissertation is conducted in a final oral examination that is open to members of the University community.

Internship


All P-12 Superintendency concentration students seeking licensure are required to complete an internship in a P-12 school district.  The internship is based upon identified objectives and organizational areas within the school system of the internship assignment.  Students are also required to complete electronic key evidences related to vision, staffing, resources, instruction/learning, and governance.

Degree Total = 48 Credit Hours


Advising


Doctoral students have the benefit of three phases of advising as they pursue their degree.

Phase I


Higher Education Concentration

The doctoral coordinator or an assigned faculty member serves as the advisor when students enter the program.  During this phase, the advisor plans a course of study with students during the initial stages of the program.  A Program Planning Sheet is used to document tentative plans for projected coursework.  The planning sheet should be kept by the student and a copy should be provided to the advisor.

Learning, Design, and Technology Concentration

Doctoral students have the benefit of two phases of advising as they pursue their degree. The doctoral coordinator or an assigned faculty member serves as the advisor when students enter the program. During this phase, the advisor plans a course of study with students during the initial stages of the program. Degree works is used to guide the advising process. A program planning sheet is used to document tentative plans for projected coursework. This advisor serves as a guide through the completion of the coursework. This advisor also serves as the coordinator of the process to complete the Portfolio Requirements. This advisor, in consultation of the student, has the responsibility for creating a “portfolio committee” that is made up of the faculty who prepares and evaluates the written and oral comprehensive portfolio requirements. (See Portfolio requirements.) This advisor also helps the student identify faculty whose research interests and expertise are congruent with the student’s probable area of inquiry for the dissertation.

P-12 Superintendency Concentration

Students follow the cohort model.  All coursework, electronic evidences, formation of dissertation committee, proposal defenses, internships, and dissertation defense are scheduled.  The Graduate Program Director advises all students.

Phase II


Higher Education Concentration

By the end of the first year of the program, students select a “program advisor” to serve as a guide through the completion of the coursework.  This person also serves as the coordinator of the process to complete the Qualifying Examination.  This advisor also helps the student identify faculty whose research interests and expertise are congruent with the student’s probable area of inquiry for the dissertation.  This advisor, in consultation of the student, has the responsibility for creating a “doctoral committee” that is made up of the faculty who prepares and evaluates the written and oral comprehensive qualifying exam.  (See Qualifying Examination section.)

The responsibility of the doctoral committee members includes:

  1. Approval of the student’s course of study
  2. Approval of the dissertation proposal
  3. Evaluation of the final dissertation and oral defense

Learning, Design, and Technology Concentration

Upon successful completion of the portfolio requirements, students are recommended for admission to candidacy. They may then select a dissertation advisor and a dissertation committee and complete a “Change of Advisor Form,” if needed. These committee members are appointed to serve on the committee with mutual consent between the student and each faculty member. The committee consists of four members of the Graduate Faculty: the Department of Educational Leadership Chairperson, two other members from the department, and one member appointed by the Graduate School from outside the Department of Educational Leadership.

The purpose of this process is to provide students with an opportunity to develop a direct working relationship with several faculty members. At the same time, it provides an individualized and personalized approach to the advising process. For example, some students may choose to keep the same faculty member to serve as both the program advisor and the dissertation advisor. Likewise, the doctoral committee and the dissertation committee could include some or all of the same faculty.

P-12 Superintendency Concentration

Students follow the cohort model course offering.  They select a research topic and dissertation chair within the first year of the program.

Phase III


Higher Education Concentration

Upon successful completion of the Qualifying Examinations, students are recommended for admission to candidacy.  They may then select a dissertation advisor and a dissertation committee and complete a “Change of Advisor Form,” if needed.  These committee members are appointed to serve on the committee with mutual consent between the student and each faculty member.  The committee consists of four members of the Graduate Faculty: the Department of Educational Leadership Chairperson, two other members from the department, and one member appointed by the Graduate School from outside the Department of Educational Leadership.

The purpose of this process is to provide students with an opportunity to develop a direct working relationship with several faculty members.  At the same time, it provides an individualized and personalized approach to the advising process.  For example, some students may choose to keep the same faculty member to serve as both the program advisor and the dissertation advisor.  Likewise, the doctoral committee and the dissertation committee could include some or all of the same faculty.

Qualifying Examination/Portfolio Requirement/Key Electronic Evidences


Higher Education Concentration

Students are required to successfully pass a written and oral examination.  The examination is based upon the core areas of the respective specializations.

Learning, Design and Technology Concentration

In addition to coursework and the dissertation, students must complete a portfolio of achievements related to the focus areas of learning, design, and technology. This portfolio must receive satisfactory ratings from the Portfolio Review Committee and serves as the qualifying examination. Example products in this portfolio include: 1) an applied instructional design project, 2) research based paper, and 3) a research project proposal. Students present this portfolio in an oral presentation to the Portfolio Review Committee. Students have to successfully submit and present the portfolio before they can enroll in the dissertation proposal seminar course.

P-12 Superintendency Concentration

Students must score proficient on five electronic key evidences (Vision, Staffing, Resources, Instruction/Learning, and Governance) required for the School Administrator - Superintendent license.

Application for Degree and Application for Candidacy


Students may submit an Application for Degree and an Application for Candidacy during the semester in which they successfully defend their dissertation proposal. Adherence to Graduate School deadlines is expected. Degree requirements are completed when a student successfully defends the dissertation and files the final copy of the dissertation in the Graduate School.

Program Certification/Accreditations


  • National Council for the Accreditation of Teacher Education (NCATE)
  • North Carolina Department of Public Instruction (NCDPI)

Note:  The Department of Educational Leadership follows the North Carolina Standards for Superintendents as approved by the State Board of Education, September 6, 2007.  A complete copy of the standards and guidelines is available online at http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/superintendent-standards.pdf.