Educational Leadership and Management

Major: Educational Leadership and Management
Degree Awarded: Doctor of Education (EdD)
Calendar Type: Quarter
Total Credit Hours: 60.0
Classification of Instructional Programs (CIP) code: 13-0401
Standard Occupational Classification (SOC) code:

About the Program

The Doctor of Education degree in Educational Leadership and Management program is designed to prepare future leaders with the necessary skills and experience for senior administration and management positions.

Students can specialize in Educational Administration (Superintendent Certification), Higher Education, Educational Policy, Human Resource Development, Special Education Leadership, Athletic Administration or Creativity & Innovation. Regardless of chosen concentration, the program focuses equally on the understanding and critical analysis of both practice and theory.


The mission of the EdD program in Educational Leadership and Management is to prepare graduates with the foremost education and business skills related to administration, management, finance, and strategic planning to successfully lead public school districts, universities and colleges, national foundations and organizations, corporations, and government agencies. The EdD program will prepare graduates for leadership roles in improving educational practice and applying management skills to the field of education.

About the Curriculum

The EdD program incorporates an interdisciplinary approach into the curriculum through the collaborative partnerships. The EdD program integrates education and business practices, skills, knowledge and theory into the curriculum, courses and instructional strategies. Students engaged in best practices, current research, and innovations in technology for enhanced instruction.

Recognizing that all practice has a theoretical dimension and all theory springs from questions identified through practice, the students in the EdD program will critically examine their own practices and the practices of their colleagues from a variety of theoretical perspectives.

The program is offered through a blended delivery system combining both on-campus classes and online education. All on-campus courses have an online component. The other option is a fully online program.

For additional information about this program, visit the School of Education's Graduate web site.

Admission Requirements

Application Requirements for New Applicants

For details regarding the items below please review the Admission Application Checklist.

  • Transcripts from all colleges and universities attended verifying completion of a master's degree (with 3.5 GPA or better) in education or an appropriate field and undergraduate degree in an appropriate major
  • Résumé indicating at least 3 years of work experience relevant to applicant's professional goals
  • Three letters of recommendation: Use the Electronic Letter of Recommendation form to submit recommendation letters
  • Essay: Discuss professional goals and aspirations, including how current skills, along with advanced study of educational leadership, will be of support in the attainment of those goals.
  • Writing sample: Submit a 5- to 30-page writing sample that demonstrates writing abilities and potential success in the program. Examples include, but are not limited to, a journal article, a paper written for a class, or a manual or technical report.
  • Interview: at the discretion of the application review team.

Supplemental Application Materials for New Applicants
To make your application more competitive, applicants are encouraged to submit two (2) or more of the following items:

  • Detailed statement describing sustained Leadership Activities
  • Detailed statement describing significant Creative Activities/Products
  • Detailed statement describing significant Research Activities/Publications
  • GRE or MAT scores

Additional information about how to apply is available on the Graduate Admissions at Drexel University website.

Degree Requirements

Students in the EdD program are required to complete core courses including education courses and MBA courses. Students complete courses within their areas of specialization prior to completing required research courses. At that point, students begin the dissertation phase of the EdD program.

EdD Candidacy Requirements

In summary, the sequence of events leading to the EdD candidacy include the following:

  • All courses must be passed with a grade of B or better.
  • In the fifth quarter, the comprehensive exam must be passed.
  • In the ninth quarter, the dissertation proposal must be approved by committee (proposal hearings; filing of the D4 and 4A forms upon approval. At this point students have completed 54.0 of the 60.0 credits required in the program.)
  • In terms 10-12, students register for Dissertation. As per the current policy, students pay one credit of tuition but register for multiple credits. A minimum of two credits are needed in the twelfth quarter to accrue the needed 60.0 credits.

Required Courses

Core Courses
EDUC 800Educational Leadership & Change3.0
EDUC 801Creative Strategies For Educational Leaders3.0
EDUC 802Using and Integrating Learning Technologies3.0
EDUC 804Program Evaluation in Organizations3.0
EDUC 837Advanced Qualitative Methods and Data Analysis3.0
EDUC 845Transformative Leadership: Finding One's Source3.0
Concentration Course Options (See Below)15.0-16.0
Research Courses
EDUC 803Educational Research Design I3.0
EDUC 810Educational Research Design II3.0
EDUC 815Writing for Research, Publication and Funding in Education3.0
EDUC 818Applied Research Study3.0
EDUC 835Quantitative Research Methods and Data Analysis4.0
EDUC 836Qualitative Research Methods and Data Analysis4.0
EDUC 881Doctoral Seminar (EdD)1.5
EdD Candidacy Courses
EDUC 998PhD Dissertation6.0
Total Credits60.5-61.5

Concentration Course Options

Students and their advisors craft a program concentration that is most appropriate for their needs and background. Concentration availability may depend on campus location as well as other factors. Students should work closely with their advisors at the School of Education.

There are two sets of concentration courses for Higher Education depending on whether or not students are already entering the program with a background in higher education.

Higher Education *
EDGI 506Comparative Higher Education Systems3.0
EDHE 500Foundations of Higher Education3.0
EDHE 510Governance, Management & Administration in Higher Education3.0
EDHE 530Higher Education Law3.0
EDHE 669Diversity in Higher Education3.0
Total Credits15.0

For students entering the program without previous formal study in Higher Education.

Higher Education Concentration (alternative) **
EDAE 601Foundations of Adult Education3.0
EDHE 634Proposal Writing & Sponsored Project Management3.0
EDHE 640Foundations of Institutional Research3.0
EDHE 646Survey Tools, Statistical Software & Effective Reporting3.0
EDHE 664Strategies for Educational Success3.0
Total Credits15.0

For students entering the program with a strong background in Higher Education who are looking for an extension of their previous studies.

Educational Administration (Pennsylvania Superintendent Certification)
EDEX 712Instructional & Curriculum Leadership in Special Education3.0
EDUC 817Curriculum Models3.0
EDUC 820School Superintendency3.0
EDUC 824Parents and Schools3.0
EDUC 827School Superintendent's Internship: Curriculum Models1.0
EDUC 828School Superintendent's Internship: Parents and Schools1.0
EDUC 829School Superintendent's Internship III1.0
EDUC 830School Superintendent's Internship IV1.0
Total Credits16.0

For students with the background and interest in seeking PA School Superintendent Certification

Athletic Administration Concentration
SMT 601Sports Industry Management3.0
SMT 602Sport Law & Risk Management3.0
SMT 606Contemporary Issues in Sport3.0
SMT 612Development & Fundraising Strategies in Sport3.0
SMT 635Sport Facilities & Event Management3.0
Total Credits15.0
Human Resource Development Concentration
EHRD 500Foundations of Human Resources Development ††3.0
EHRD 601Leading and Evaluating Change3.0
EHRD 602Coaching and Mentoring for Sustainable Learning3.0
EHRD 604Development of Human Resources3.0
EHRD 606Human and Organizational Performance3.0
Total Credits15.0

A 3.0 credit substitute course will be identified to replace EHRD 500 for students who have already earned a master's degree in Human Resource Development.

Educational Policy Concentration
EDPO 620Education Policy: Concepts, Issues, and Applications3.0
EDPO 624The Shaping of American Education Policy: Global Forces, Interest Groups, and Politics3.0
EDPO 628American Educational Policy and U.S. Competitiveness3.0
EDPO 632Ethics in Educational Policy Making3.0
EDPO 636Access & Equity in Educational Policy Making3.0
Total Credits15.0
Global and International Education Concentration
EDGI 500Introduction to Global, International & Comparative Education3.0
EDGI 504History and Theory of Comparative Education3.0
EDGI 510Culture, Society & Education in Comparative Perspective3.0
EDGI 512Globalization and Educational Change3.0
EDGI 514Education and National Development3.0
Total Credits15.0
Learning Technologies Concentration
EDLT 532Designing Virtual Communities for Staff Development - Non-Field Experience3.0
EDLT 537Technologies for Performance Support3.0
EDLT 543Play & Learning in a Participatory Culture3.0
EDLT 550Introduction to Instructional Design3.0
ELL 501The Purpose and Business of E-Learning3.0
Total Credits15.0
Creativity & Innovation Concentration
CRTV 501Foundations in Creativity3.0
CRTV 502Tools and Techniques in Creativity3.0
CRTV 503Creativity in the Workplace3.0
CRTV 620Research Methods and Assessment of Creative and Innovative Thinking3.0
CRTV 630Global Perspectives on Creativity3.0
Total Credits15.0

Education Faculty

Jennifer Adams, EdD (Harvard University). Associate Professor. Comparative and international education; Poverty and education; Child welfare; Educational policy.
Ayana Allen, PhD (Texas A&M University ). Assistant Professor. Urban education; Identity construction in school contexts; Urban school transformation.
Kristen Betts, EdD (George Washington University). Clinical Professor. Higher education administration and governance, online blended education, instructional design and educational technology, program assessment and evaluation.
W. Edward Bureau, PhD (University of Pennsylvania). Associate Clinical Professor. Leadership, supervision, and capacity development.
Jamie Callahan, EdD (George Washington University). Clinical Professor. Leadership; Sociological explorations of emotions occurring in organizational contexts; Organizational development; Contextual issues confronting organizations, such as organizational leadership, organizational culture, and communities of practice.
Holly Carpenter, PhD (Arizona State University). Assistant Clinical Professor. Higher education policy development and implementation, community college/university articulation, and online education.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh). Assistant Professor. Comparative and international education, education of ethnic and linguistic minorities, sociology of education.
James Connell, PhD (Louisiana State University) Clinical Director and Research Fellow, A.J. Drexel Autism Institute. Associate Professor. Identifying the variables that influence adult behavior change in community settings; autism intervention; widespread dissemination of evidence-based interventions in school and community settings.
D. Brent Edwards, PhD (University of Maryland). Assistant Clinical Professor. Global and international education
Salvatore V. Falletta, EdD (North Carolina State University). Associate Clinical Professor. Human Resource intelligence (i.e., HR research and analytics practices); HRD assessment, measurement, and evaluation models and taxonomies; organizational diagnostic models; web-based employee and organizational survey methods, and computational modeling.
Aroutis N. Foster, PhD (Michigan State University). Associate Professor. Educational psychology and educational technology, especially the following: Motivation; Technological Pedagogical Content Knowledge (TPACK); Immersive Interactive Digital Environments (simulation, games, virtual realities.
Kathy Geller, PhD (Fielding Graduate University). Assistant Clinical Professor. Educational leadership and management.
Rajashi Ghosh, PhD (University of Louisville, Kentucky). Associate Professor. Mentoring and leader development, workplace Incivility, workplace learning and development.
Roger Geertz Gonzalez, PhD (Pennsylvania State University). Associate Clinical Professor. Civic engagement, college student identity development, indigenous higher education, comparative higher education access policies.
John M. Gould, PhD (University of Pittsburgh) Harrisburg EdD Educational Leadership & Change Program. Associate Clinical Professor. Change leadership, curriculum re-design, the impact of technology on learning.
Mary Jo Grdina, PhD (Case Western Reserve University). Associate Clinical Professor. Undergraduate studies, science education, curriculum design.
Dominic F. Gullo, PhD (Indiana University) Associate Dean of Research. Professor. Studying the relative and long-range effects of early schooling experiences in prekindergarten and kindergarten on children's achievement and social adaptation to school routine.
Penny Hammrich, PhD (University of Minnesota) Associate Dean for Graduate Studies. Professor. Urban education; science education; genetics; gender equity; science knowledge for conceptual teaching; sport science.
Paul Harrington, PhD (University of Massachusetts, Boston) Director, Center for Labor Markets and Policy. Professor. Teen and young adult job access; economic outlook, college labor market; workforce development, planning, and development; vocational rehabilitation and job market transition.
Elizabeth Haslam, PhD (University of Pennsylvania). Associate Clinical Professor. Educational field coordinator, instructional design, qualitative evaluation, writing across the curriculum.
Michael J. Haslip, PhD (Old Dominion University). Assistant Professor. Early childhood education, social and emotional learning, child guidance strategies, effects of public pre-school attendance.
Marlene Hilkowitz, M.Ed (Temple University). Assistant Clinical Professor. Science education; Curriculum development; Student engagement
Deanna Hill, JD, PhD (University of Pittsburgh). Assistant Clinical Professor. Higher education, international education, education law, education policy
Erin Horvat, PhD (University of California, Los Angeles) Associate Dean for Academic Affairs. Professor. Urban education, access and equity, high school dropout, parent involvement/family involvement, community engagement in research.
Jennifer Katz-Buonincontro, PhD (University of Oregon). Associate Professor. Educational administration, leadership development, survey & instrument design.
Kristine Kelly, PhD (University of Wisconsin, Madison). Assistant Clinical Professor. Sociology of gender and development; anthropology of policy; comparative and international education; qualitative research methods; Vietnam and Southeast Asia.
Valerie Klein, PhD (Amherst College). Assistant Clinical Professor. Mathematics learning and teaching; teacher's use of formative assessment in mathematics; creating opportunities for rich problem solving in the classroom; examining teachers growth and change; qualitative research methods.
Vera Lee, EdD (University of Pennsylvania). Assistant Clinical Professor. Practitioner Research in online courses to explore inservice/preservice teachers’ emerging understandings about issues of diversity; the development of information/digital literacies of urban youth; English language learners.
Bruce Levine, JD (New York University). Assistant Clinical Professor. Educational policy, school law, public-private partnerships, intersection of business and education.
Kristine Lewis-Grant, PhD (Temple University). Associate Clinical Professor. Experiences of students of African descent at predominantly white colleges and universities, college access and college student development, youth civic engagement in urban school reform, qualitative research and evaluation.
William Lynch, PhD (University of Maryland). Professor. Curriculum and educational leadership, educational technology, distance learning policy development, higher and adult education.
Constance Lyttle, PhD, JD (University of Pittsburgh, Duquesne University). Associate Clinical Professor. Legal rights of gifted and talented children and children with disabilities; inclusive education of exceptional children; special education mediation; special education IEP/IFSP facilitation; resolution session facilitation
Kenneth Mawritz, PhD (University of Pittsburgh). Assistant Clinical Professor. Educational administration
Joyce Pittman, PhD (Iowa State University of Science and Technology). Associate Clinical Professor. Curriculum and instruction K-16; teaching English as a foreign language (TEFL); instructional design business education and administration; industrial and career technology; oral and written communication; research methodology; instructional and assistive technology assessment; online learning pedagogy
Kathleen Provinzano, PhD (Marywood University). Associate Clinical Professor. Educational administration.
Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
Lori Severino, EdD (Neumann University). Assistant Clinical Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). Associate Professor. Teaching and learning of advanced mathematical ideas (algebra and calculus); improving teachers' ability to orchestrate and sustain inquiry-based and discussion-based instruction; technology in mathematics education.
Brian Smith, PhD (Northwestern University). Professor. Design of computer-based learning environments; Human-computer interaction; Design sciences.
Toni A. Sondergeld, PhD (University of Toledo). Associate Professor. Cognitive and affective assessment development; program/grant evaluation; high stakes testing measurement; STEM education; urban education
Nancy Butler Songer, PhD (University of California, Davis) Dean, School of Education. Distinguished Professor. STEM education, urban education, educational assistance
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Assistant Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University). Associate Clinical Professor. Emphasis in cross-cultural, language and academic development.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University). Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
  • Schedule of Classes
  • All Course Descriptions
  • Co-op
  • Academic Advising
  • Admissions
  • Tuition & Fees