Program goal
The purpose of the Ed.D. in Leadership program is to engage leaders in a variety of learning organizations with practitioner-oriented knowledge and skills, authentic leadership and research experiences, and opportunities for reflection that will enable them to succeed in a variety of organizational leadership positions. Three analytic lenses (equity, accountability and learning theory) guide course work and enable students from diverse backgrounds to consider learning through common perspectives.
Students will examine cases centered on enduring questions in learning and leadership. Questions will be explored through contrasting evidence from a variety of perspectives and contexts.
Program features
The Ed.D. in Leadership is a 48-credit hour, 36-month program. Based upon principles of adult learning, the program has the following features:
- Competitive admissions
- Midcareer entry
- Practitioner-oriented
- Learning-community based
- Problem-oriented andragogy and curriculum
- Two learning communities: general leadership (appropriate for leaders of schools and districts, nonprofits and other learning enterprises) and higher education leadership. Both learning communities are offered in face-to-face and online delivery modalities, depending on the number of admissions each year. Face-to-face learning communities typically meet one evening each week and five Saturdays each semester. Online learning communities meet online with the exception of an initial two-day face-to-face orientation and one face-to-face course each summer (five full Saturdays).
- Program culminates in a three-semester applied group dissertation (the capstone)
Student learning outcomes
- Confident and clear communication and presentation skills through formal benchmark presentations
- Understanding and application of effective leadership, team-building and learning behaviors through team projects
- Appropriate data-gathering, management and analysis techniques through program evaluation and capstone projects
- Making of decisions and recommendations based upon data analysis and scholarly research through formal benchmark presentations and capstone projects
- Scholarly writing skills through technical report writing
- Academic achievement necessary to be considered for doctoral candidate status, as required by the university by meeting candidacy requirements
VCU Graduate Bulletin, VCU Graduate School and general academic policies and regulations for all graduate students in all graduate programs
The VCU Graduate Bulletin website documents the official admission and academic rules and regulations that govern graduate education for all graduate programs at the university. These policies are established by the graduate faculty of the university through their elected representatives to the University Graduate Council.
It is the responsibility of all graduate students, both on- and off-campus, to be familiar with the VCU Graduate Bulletin as well as the Graduate School website and academic regulations in individual school and department publications and on program websites. However, in all cases, the official policies and procedures of the University Graduate Council, as published on the VCU Graduate Bulletin and Graduate School websites, take precedence over individual program policies and guidelines.
Visit the academic regulations section for additional information on academic regulations for graduate students.
Degree candidacy requirements
A graduate student admitted to a program or concentration requiring a final research project, work of art, thesis or dissertation, must qualify for continuing master’s or doctoral status according to the degree candidacy requirements of the student’s graduate program. Admission to degree candidacy, if applicable, is a formal statement by the graduate student’s faculty regarding the student’s academic achievements and the student’s readiness to proceed to the final research phase of the degree program.
Graduate students and program directors should refer to the following degree candidacy policy as published in the VCU Graduate Bulletin for complete information and instructions.
Visit the academic regulations section for additional information on degree candidacy requirements.
Graduation requirements
As graduate students approach the end of their academic programs and the final semester of matriculation, they must make formal application to graduate. No degrees will be conferred until the application to graduate has been finalized.
Graduate students and program directors should refer to the following graduation requirements as published in the Graduate Bulletin for a complete list of instructions and a graduation checklist.
Visit the academic regulations section for additional information on graduation requirements.
Admission requirements
| Degree: | Semester(s) of entry: | Deadline dates: | Test requirements: |
|---|---|---|---|
| Ed.D. | Summer | Feb 1 | GRE or MAT |
In addition to the general admission requirements of the VCU Graduate School, the following requirements represent the minimum acceptable standards for admission:
- Master’s degree
- Three letters of recommendation addressing the student’s potential for graduate study in education
- Statement of intent
- Transcripts of all previous college work
- A personal interview (may be requested)
- Professional vitae/resume
- Satisfactory scores on the GRE or MAT
Please visit the School of Education website for further information.
Degree requirements
In addition to general VCU Graduate School graduation requirements, students are required to complete course work in core and elective courses.
- Credit hour requirements: Students are required to complete a minimum of 48 credit hours.
- Grade requirements: Receipt of a grade of C or below in three courses constitutes automatic dismissal from the program: Courses with a grade below C cannot be used to satisfy degree requirements.
- Capstone requirements: Students must complete and defend a team-based capstone research project.
Curriculum requirements
| Course | Title | Hours |
|---|---|---|
| EDLP 700 | Effective Learning Networks | 3 |
| EDLP 702 | Understanding Self as Leader: Theory and Data Analysis | 3 |
| EDLP 704 | Frameworks for Decision-making: Legal Perspectives | 3 |
| EDLP 705 | Frameworks for Decision-making: Ethical Perspectives | 3 |
| EDLP 708 | Leadership Presence | 3 |
| EDLP 709 | Equity and Leadership | 3 |
| EDLP 711 | Evidence-informed Perspectives on Practice I | 3 |
| EDLP 712 | Planning for Sustainable Change I | 3 |
| EDLP 713 | Evidence-informed Perspectives on Practice II | 3 |
| EDLP 714 | Planning for Sustainable Change II | 3 |
| EDLP 715 | Principles for Professional Writing I | 3 |
| EDLP 716 | Principles for Professional Writing II | 3 |
| EDLP 717 | Communicating Research Findings | 3 |
| EDLP 790 | Capstone Development | 3 |
| EDLP 798 | Capstone Plan Implementation | 3 |
| EDLP 799 | Capstone Completion | 3 |
| Total Hours | 48 | |
The minimum total of graduate credit hours required for this degree is 48.
Contact
Communications and Enrollment Management
soeinfo@vcu.edu
(804) 827-2670
Additional contacts
Tomika L. Ferguson, Ph.D.
Assistant professor and graduate program director
tlferguson2@vcu.edu
(804) 828-8736
Contact Dr. Ferguson with higher education leadership inquiries.
Kimberly M. Bridges, Ed.L.D.
Assistant professor and graduate program director
bridgeskm@vcu.edu
(804) 828-8736
Contact Dr. Bridges with K-12 leadership inquiries.
Program website: soe.vcu.edu/academics/doctoral-programs/edd-leadership