Offering Campuses
Argosy University, Atlanta; Argosy University, Chicago; Argosy University, Dallas; Argosy University, Denver; Argosy University, Hawai’i; Argosy University, Inland Empire; Argosy University, Los Angeles; Argosy University, Nashville; Argosy University, Orange County; Argosy University, Phoenix; Argosy University, Salt Lake City; Argosy University, San Diego; Argosy University, San Francisco Bay Area; Argosy University, Sarasota; Argosy University, Schaumburg; Argosy University, Seattle; Argosy University, Tampa; Argosy University, Twin Cities; Argosy University, Washington DC
Program Overview
The Doctor of Education (EdD) in Educational Leadership non-certification degree program is designed for those students preparing for or advancing their careers as educational leaders in professional positions as school district, regional, state, or national administrators. The EdD in Educational Leadership Non-Certification degree program requires concentrations in Higher Education Administration or K–12 Education.
Argosy University, Seattle Students
This program is not intended to lead to teacher certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.
Program Outcome One: Research and Theory -
Educational Leaders make decisions based on research and supported theory. They apply their knowledge and skills to:
1.1 Performing - Analyze, design, conduct, and defend research in an educational context using action research and other appropriate designs.
1.2 Analyzing - Critically analyze current research in education and related fields to inform curricular and instructional decisions.
1.3 Applying - Evaluate and apply theory to design research to select, integrate, implement and assess educational practices and materials.
1.4 Decision-making - Use primary research from best practice, and other contextual data to make recommendations and decisions about organization and operations, curriculum, assessment and professional development.
Program Outcome Two Communication and Informational Literacy -
Educational Leaders effectively communicate a vision of educational excellence to the learning community. They apply their oral and written language skills and their knowledge of informational literacy and organizational communication to:
2.1 Oral and written Communication - Orally or in writing, present educational documents (including recommendations, critiques or justifications) that are clear, concise, organized and well supported in a professional manner using media appropriate to the education context and audience, using appropriate media and technology.
2.2 Organizational Communication - Exhibit skills in building trust, gauging organizational climate, assessing perception, facilitating systemic processes associated with organizational communication and promoting a positive learning culture.
2.3 Information and other literacies - Demonstrate multiple literacies (including information technology, knowledge of media, conflict resolution, etc.) to effectively support improved achievement, communicate educational messages and promote harmony.
2.4 Using Technologies - Use a broad range of software applications or Web-based tools to facilitate systematic investigation into institutional effectiveness and accountability.
Program Outcome Three: Critical Thinking/Problem Solving -
Educational Leaders develop systems to check their own thinking, to reflect on present and past practices in considering the future and to analyze complex issues and to evaluate potential solutions. They apply their knowledge and skills to:
3.1 Critical Thinking - Analyze complex contemporary problems at the institutional, state and national levels by gathering and assessing relevant information, considering open-minded alternatives, and presenting well-reasoned solutions and conclusions.
3.2 Evaluate - Evaluate relevance of established theory to current education practice and identify gaps in current literature.
Program Outcome Four: Collaboration -
Educational Leaders promote democratic values by respecting the ideas and gifts of those with whose care they are charged. They continuously seek improvement and apply their knowledge and skills to:
4.1 Teambuilding - Build teams to guide research activities of various constituencies.
4.2 Families and Community - Work with various stakeholders and constituencies of the educational community to address, select and implement optimal courses of action to deal with the issues of, resource acquisition and management, policy development and analysis, program development and evaluation, staff selection and development, school-community relations, and curriculum development.
Program Outcome Five: Leadership -
Educational Leaders have an evolved leadership style that supports the development of others, is harmonious with democratic principles and best educational practices and focuses on student achievement as the ultimate goal of the learning community. They apply their knowledge and skills to:
5.1 Leading - Provide leadership at the institutional, state and national levels in various roles and responsibilities.
5.2 Motivating, Coaching and Delegating - Train, coach, delegate, and motivate staff and other members of the educational community to improve student academic achievement.
5.3 Supervision - Evaluate teaching and staff performance at the district or institutional level using a variety of supervisory models.
5.4 Professionalism - Lead and manage within a personal work ethic and the educational dispositions that reflect national leadership standards.
5.5 Change Management - Develop clear initiatives and use research-based change strategies to study and assist an educational institution or district reach its vision, mission, and goals in a changing environment.
5.6 Contemporary Issues - Assess the larger political, social, economic, legal and cultural influences on education at the local, state and national levels.
5.7 Curriculum, Instruction and Assessment - Evaluate the impact of best practices and sound educational research to improve instructional programs.
5.8 Data-driven Decision-making - Collect and analyze data and information to solve educational problems.
5.9 Managing Resources - Analyze organization, operations and resources management to provide a safe, efficient and effective learning organization.
Program Outcome Six: Ethics/Principles -
Educational Leaders are bold in exhibiting and expecting accountability in integrity, fairness and ethical behavior. Their actions in research:
6.1 Integrity - Demonstrate a respect for the rights of others with regard to confidentiality and honesty.
6.2 Fairness - Demonstrate ability to combine impartiality, sensitivity to diversity and a concern for others in dealing with all constituencies.
6.3 Ethical behavior - Demonstrate personal and professional values of their organizations and the ideals of our democratic society.
Program Outcome Seven: Diversity -
Educational Leaders appreciate the value of every individual and are committed to their success. They apply their knowledge and skills to:
7.1 Leading - Design and implement educational policies, instruction and curricular reform that reflect culture and diversity.
7.2 Theory and Research - Assess the implementation of plans and programs designed to promote diversity and develop a welcoming community.
Program Outcome Eight: Internship -
Through a program of field study, Educational Leaders have had the opportunity to demonstrate their knowledge and skills situations that contribute to their professional development. They apply their knowledge and skills in:
8.1 Internship - A sustained and extensive internship activity in a real world setting to further develop the knowledge, skills and dispositions of national leadership standards.
8.2 Course embedded field experiences - Course-embedded field experiences that use best practices and sound educational research to improve the knowledge, skills and dispositions of national leadership standards.
Program Outcome Nine: Interpersonal Effectiveness -
Students will develop positive relationship skills that promote personal and ethical professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and other-awareness.
9.1 Demonstrate effective speaking and empathic listening skills to promote the growth of self and others and to effect change.
9.2 Solicit and utilize feedback to build and maintain interpersonal and organizational relationships.
9.3 Facilitate consensus building among key stakeholders in interpersonal and organizational relationships.
9.4 Use effective communication skills to reduce conflict.
9.5 Analyze the impact of technological advances on interpersonal and organizational relationships.
9.6 Utilize effective communication and relationship skills in order to promote the growth of others and effect change.
9.7 Assess nonverbal communication in interpersonal and organizational relationships.
Admission Requirements
- A master’s degree from a regionally accredited institution, a nationally accredited institution approved and documented by the faculty and dean of the College of Education, or an appropriately certified foreign institution.
- A grade point average of at least 3.0 (on a scale of 4.0) in work leading to the master’s degree and in any subsequent graduate study.
- A minimum score of 550 on the written TOEFL® or 79 on the TOEFL® Internet (iBT) is also required for all applicants whose native language is not English or who have not graduated from an institution at which English is the language of instruction.
All applications for admission must be submitted to the Admissions Department. An admissions representative is available to help interested applicants complete the following required documentation:
- Completed Application for Admission Form.
- Application fee (Non-refundable, except in California and Arizona. In the state of Arizona, the application fee is refundable if the application is canceled within three business days of the applicant signing the Enrollment Agreement.)
- Documentation of applicant employment with or access to a professional or educational organization.
- Official transcripts from the institution that conferred the master’s degree and any institutions where graduate coursework was subsequently taken. Bachelor’s level transcripts are not required.
- Prior to matriculation applicants will be required to submit a personal/professional goal statement (the statement is used for advisement purposes and does not become part of the academic file).
Applications to Multiple Campuses
Applicants who are undecided with respect to the location they wish to attend should submit an application and full set of application materials to their location of first choice. Applicants who are accepted into their location of first choice and who, prior to beginning the program, determine they want to complete the same program at a different location, should notify the initial location of record of that intent. Provided that the same program is available, all previous approvals and credits accepted will remain in force. If an individual requests to change programs, he or she will need to meet all admission requirements of the new program.
Graduation Requirements
- Satisfactory completion of all requirements in the program of study developed in consultation with the advisor.
- Satisfactory completion of 60 credit hours beyond the master’s degree, including 48 credit hours of coursework and 12 credit hours of dissertation.
- A minimum grade point average of at least 3.0 (on a scale of 4.0), and a grade of “B-” or better in all required courses.
- Satisfactory performance on the Comprehensive Examination.
- Successful completion and defense of the dissertation.
- Completion of these requirements within seven years of matriculation into the program.
- A completed Petition to Graduate submitted to campus administration.
Dissertation Requirements
Upon successful completion of required coursework and comprehensive examinations, students enroll in dissertation courses. To progress through each dissertation course, students must complete specified course objectives. If progress is made and all objectives met, students enroll in the next dissertation block. If progress is made and objectives are substantively but not fully met by the end of each course (as determined by the dissertation chair in discussion with the dissertation committee) students must enroll in a zero credit extension course (tuition based on a credit hour equivalent as defined in the Appendix IV: Schedule of Tuition and Fees ). If it is determined that no progress has been made, students will be required to retake the block in which no progress was made. If the student is required to retake a block due to no progress, the dissertation chair will assign a grade of No Credit (NC). A student may only receive two NC grades during the dissertation sequence. Upon receiving the third NC within the dissertation sequence, the student will be dismissed from the program. Students are required to enroll in a Dissertation course or Dissertation Extension course every session from the beginning of the dissertation until passing the final defense earning 12 semester credit hours for dissertation. Published course objectives for each dissertation course apply unless the student and dissertation committee/chair agree to and confirm in writing alternative specified objectives more appropriate for a particular dissertation topic.
Program Requirements
The EdD in Educational Leadership non-certification degree program with a concentration in Higher Education Administration or in K–12 Education requires the satisfactory completion of 60 semester credit hours distributed as follows: cognate core requirements, 21 credit hours; concentration requirements, 12 credit hours; research requirements, 12 credit hours; elective requirement, 3 credit hours; and dissertation requirements, 12 credit hours.
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