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 (with or without Pennsylvania Letter of Eligibility), Higher Education, Educational Policy, Human Resource Development, Special Education Leadership, Athletic Administration, Learning Technology, Global and International Education 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 in two formats: Hybrid and Online. The hybrid program format is offered through a blended delivery system combining both on-campus classes and online education. Students meet once a month in an executive weekend format, in addition to an online component. The other option is a fully online program format.

For additional information about this program, visit the School of Education's EdD in Educational Leadership and Management 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

Submission Part 1: (300 word maximum)

  • Discuss your professional goals and aspirations, including how your current skills, along with your study of educational leadership will support your attainment of these goals.

Submission Part 2: A problem of practice (750 words maximum)

  • In the Drexel Ed.D program, our students identify a problem of practice that becomes central to their dissertation research. While the final dissertation topic and the dissertation document evolve over time, generally, our students arrive with one or more ideas for a problem of practice they have an interest in studying.
  • In this essay, you are asked to identify and describe a problem of practice relevant to your current (or a former) context of professional practice.
  • Describe the significance of this problem to this organization.
  • Based on your present understanding of the problem, discuss the potential underlying causes and contributing factors that have created the current challenges.
  • What questions could be explored to learn more about the problem that may help to create potential solutions.

Submission Part 3: Writing Sample (5-30 page)

  • Submit a 5 to 30-page writing sample that demonstrates your academic writing abilities. It is suggested that academic papers from prior coursework or journal articles (both that cite from peer reviewed articles) will represent you best in the admissions process. If a prior academic paper is not available, you are requested to create an academic paper 5 to 8 pages in length on a topic of your choice. Alternatively you may provide a writing sample where you are the solo author; this may be a work-based report that evidences your critical thinking and writing skills.

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

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 845Transformative Leadership: Finding One's Source3.0
Concentration Course Options (See listing of possible concentrations listed 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 837Advanced Qualitative Methods and Data Analysis3.0
EDUC 880Doctoral Seminar1.0-1.5
EdD Candidacy Courses
EDUC 997Doctoral Dissertation6.0
Total Credits60.0-61.5
Higher Education Concentration A *
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
EDGI 506Comparative Higher Education Systems3.0
Total Credits15.0
Higher Education Concentration B (alternative) **
EDHE 640Foundations of Institutional Research3.0
EDHE 662Critical Issues in Student Affairs3.0
EDHE 664Strategies for Educational Success3.0
EDHE 669Diversity in Higher Education3.0
EDGI 506Comparative Higher Education Systems3.0
Total Credits15.0
Educational Administration Concentration (Pennsylvania Superintendent Certification)
EDAM 817Curriculum Models3.0
EDAM 820School Superintendency3.0
EDAM 824Parents and Schools3.0
EDAM 827School Superintendent's Internship: Curriculum Models1.0
EDAM 828School Superintendent's Internship: Parents and Schools 1.0
EDAM 829School Superintendent's Internship: Budget and Finance1.0
EDAM 830School Superintendent's Internship: Human Resource Development1.0
EDEX 712Instructional & Curriculum Leadership in Special Education3.0
Total Credits16.0
Educational Administration Concentration (Non-certification Track)
EDAM 817Curriculum Models3.0
EDAM 820School Superintendency3.0
EDAM 824Parents and Schools3.0
EDEX 712Instructional & Curriculum Leadership in Special Education3.0
Education Policy course (EDPO) ***3.0
Total Credits15.0
Athletic Administration Concentration
SMT 615Introduction to the College Sport Industry3.0
SMT 618NCAA Compliance3.0
SMT 648Gender Equity in High School & College Sports3.0
Pick two of the following courses:6.0
Development & Fundraising Strategies in Sport
Sports Industry Practicum
Sport Facilities & Event Management
Administration of Interscholastic Sports
Total Credits15.0
Creativity and Innovation
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
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
Human Resource Development Concentration ††
EHRD 500Foundations of Human Resources Development3.0
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
Learning Technologies
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
Special Education Leadership Concentration ****
EDEX 710School Law & Policy in Special Education3.0
EDEX 712Instructional & Curriculum Leadership in Special Education3.0
EDEX 714Development, Supervision, & Support: Special Education Leadership3.0
EDEX 716Organization & Administration of Special Education3.0
Supervisor of Special Education Internship Courses
EDEX 721Supervisor of Special Education Internship: Special Education Leadership1.0
EDEX 722Supervisor of Special Education Internship: Instructional Leadership1.0
EDEX 723Supervisor of Special Education Internship: Collaboration & Personnel1.0
EDEX 724Supervisor of Special Education Internship: Finance & Management1.0
Total Credits16.0
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

Sample Plan of Study

Term 1Credits
EDUC 800Educational Leadership & Change3.0
EDUC 802Using and Integrating Learning Technologies3.0
 Term Credits6.0
Term 2
EDUC 801Creative Strategies For Educational Leaders3.0
EDUC 804Program Evaluation in Organizations3.0
 Term Credits6.0
Term 3
EDUC 803Educational Research Design I3.0
EDUC 845Transformative Leadership: Finding One's Source3.0
 Term Credits6.0
Term 4
EDUC 810Educational Research Design II3.0
Concentration Course 13.0
 Term Credits6.0
Term 5
EDUC 835Quantitative Research Methods and Data Analysis4.0
Concentration Course 23.0
 Term Credits7.0
Term 6
EDUC 836Qualitative Research Methods and Data Analysis4.0
Concentration Course 33.0
 Term Credits7.0
Term 7
EDUC 837Advanced Qualitative Methods and Data Analysis3.0
Concentration Course 43.0
 Term Credits6.0
Term 8
EDUC 815Writing for Research, Publication and Funding in Education3.0
Concentration Course 53.0
 Term Credits6.0
Term 9
EDUC 818Applied Research Study3.0
EDUC 880Doctoral Seminar1.0-1.5
 Term Credits4.0-4.5
Term 10
EDUC 997Doctoral Dissertation2.0
 Term Credits2.0
Term 11
EDUC 997Doctoral Dissertation2.0
 Term Credits2.0
Term 12
EDUC 997Doctoral Dissertation2.0
 Term Credits2.0
Total Credit: 60.0-60.5

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.
José Luis Chávez, EdD (University of Southern California). Clinical Professor. Higher education leadership and administration.
Rebecca Clothey, PhD (University of Pittsburgh). Associate 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.
Kareem Edouard, PhD (Stanford University). Assistant Professor. Educational technology; internet-based STEM learning; equity and inclusion in STEM education
Salvatore V. Falletta, EdD (North Carolina State University). 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). Associate 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.
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). 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) Dean. Distinguished University 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.
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.
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) Senior Vice Provost for Faculty 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 Dean of Research. 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.
Cameron Kiosoglous, PhD (Virginia Tech University). Assistant Clinical Professor. Coaching development, measuring coaching quality, self-insight and reflective practices. Coaching leadership.
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.
Amanda Lannie, PhD (Syracuse University). Assistant Clinical Professor. Applied behavior analysis and special education; School-based consultation; system-wide interventions as a mechanism for delivery supports to all students; Designing effective and efficient interventions for students with emotional/behavioral disorders.
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). 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
Joy Phillips, PhD (The University of Texas at Austin). Associate Clinical Professor. Visionary leadership in theory and practice, school reform as innovative problem-setting, thinking qualitatively about school reform. thinking about school reform by drawing, Educational Leadership Program Assessment.
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). Assistant Professor. Educational administration.
Lori Severino, EdD (Neumann University). Assistant Professor. Special education, differentiated instruction, reading, Wilson language, multi-sensory instruction, reading comprehension, assessment, adolescent literacy.
Jason Silverman, PhD (Vanderbilt University). 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) Senior Associate Dean of Academic Affairs. Professor. Design of computer-based learning environments, computer science education, human-computer interaction, creativity and innovation; design sciences; informal/everyday learning.
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). Distinguished Professor. STEM education, urban education, educational assistance
Bridget Sweeney Blakely, PhD (Temple University). Assistant Clinical Professor. Consultation; Positive Behavior Interventions and Supports (PBIS); Response to Intervention (Rtl); Systems-level change; performance feedback
Mary Jean Tecce DeCarlo, EdD (University of Pennsylvania). Associate Clinical Professor. Early literacy development, learning differences, knowledge construction, urban education.
Sarah P. Ulrich, EdD (Saint Joseph’s University) Associate Dean of Teacher Education and Undergraduate Affairs. Associate Clinical Professor. Cross-cultural, language and academic development, school reform, teacher preparation, teacher retention, teacher residencies in urban contexts.
Sheila Vaidya, PhD (Temple University). Professor. Educational psychology, school psychology, research design.
Christina Vorndran, PhD (Louisiana State University) Program Director, Applied Behavior Analysis and Special Education. Associate Clinical Professor. Behavior analysis, single subject research methods, functional analysis
Christopher G. Wright, PhD (Tufts University). Assistant Professor. Engineering and science education, Urban education, elementary teacher education.

Emeritus Faculty

Fredricka K. Reisman, PhD (Syracuse University) Director of the Torrance Center for Creativity and Innovation. Professor Emeritus. Mathematics education, learning mathematics, mathematics pedagogy, teacher education, heuristic diagnostic learning and teaching, theory and research in creativity and applied creativity.
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