Argosy University designed its EdD in Educational Leadership to meet the demanding requirements of educational professionals looking to become leaders of educational institutions, while obtaining balance between their career, family and education. Argosy University developed a program that offers students the chance to enhance their personal and professional expertise in the areas of change management, problem-solving, financial management, planning, and program evaluation, among others – all taught within the context of leading within an educational institution. The curriculum also explores the historical, philosophical, psychological, technical, theoretical and practical aspects of education and institutional administration.

As a student at Argosy University, you will join one of the largest graduate student communities in the nation and enjoy a collegial, supportive academic environment. You will take classes online in our interactive, user-friendly classroom and learn from seasoned faculty members who provide personalized attention in a small class setting. Throughout your matriculation, we will support you with a student advisor, faculty mentor, career services, and an online campus community enabling you to connect with your global peers.

As a doctoral student you must also attend a minimum of two residency programs. These interactive sessions are designed to enhance student success, provide the opportunity to network, meet faculty, and acquire knowledge and skills that will assist throughout their program. The residency programs will be offered at various campus locations throughout the academic year.

Please note while the courses and curriculum in the EdD in Education Leadership program are designed to satisfy prevailing state licensure and certification requirements in many states, students are responsible for checking with the educational administrator certification agency in the state in which they plan to work or teach to confirm the applicability and eligibility of program courses and degrees to meet local requirements prior to enrollment.

All doctoral students attend a minimum of two residency programs designed to enhance student success, provide the opportunity to network, meet faculty, and acquire knowledge and skills that will assist throughout their program. The residency programs will be offered at various locations throughout the academic year.

The first residency program is four days in duration, earns each student three semester credit hours, and must be completed within the first 15 semester credit hours of the doctoral program. The first residency program is required. It focuses on topics pertinent to beginning doctoral students, including: success for learning online, conducting research, critical thinking skills, an overview of Argosy University policies, procedures, and support systems, an overview of the comprehensive examination process and guide, an understanding of Argosy University library databases and resources, and successful navigation of the online course management system. Students do not pay an incremental fee for the residency; they pay for the three semester credit hours, their room, travel, and lodging.

The second residency program is three days in duration and coincides with registration for the first three semester credit hours of the dissertation. The second residency program is required, follows the successful completion of the comprehensive examinations, and earns each student three semester credit hours. This program focuses on the successful completion of the dissertation, including: the completion of the plan of studies, more in depth library research, dissertation formatting and style, mind maps, committee meetings, and an overview of the Institution Research Board and Dissertation Guides. Students will also have an opportunity to observe dissertation defenses and hear presentations from advanced doctoral students. Students do not pay an incremental fee for the residency; they pay for the three semester credit hours, their room, travel, and lodging.

The third residency program (one day in duration) is the dissertation defense itself and is not required. Students have the opportunity to make their dissertation defense in person during the Residency I-II. For those students unable to make their defense in person, they will make their defense via teleconference.

The fourth residency program is entitled the Pinnacle Seminar and is delivered as a three semester credit hour, blended delivery course. Each student attends a 7.5-week online course that culminates with an in-person weekend of workshops led by a distinguished national leader in a topic related to their doctoral studies. In addition to working with the visiting professor, students interact with professors and peers in course activities. Students do not pay an incremental fee for the residency; they pay for the three semester credit hours, their room, travel, and lodging.

The Doctor of Education (EdD) in Educational Leadership Program requires the satisfactory completion of 60 semester credit hours distributed as follows:

All courses are 3 semester credit hours in length.

There are 24 credit hours in core courses needed for the Doctor of Education (EdD) in Educational Leadership Program.

This seminar focuses on concepts and strategies for managing change in educational, human services, and business settings. Special consideration is given to the recognition of human diversity and strategies that empower both individuals and the organization. Processes, procedures, and skills for change are presented in terms of situational considerations and implications.

Problems and issues that relate to the present and the future of public and private education are the core of the course. They are identified in a forum that brings experience and current methodology together to address problems that relate to the specific roles of the course participants. Long-range and short-range problem-solving strategies, directed toward increasing the scope of curriculum options and expanding the broad applicability of instructional resources, are addressed in terms of current situational models.

This course demystifies the doctoral level research process and provides a solid foundation for academic writing by analyzing and evaluating current research articles, literature reviews, and dissertations. Emphasis will be placed on APA style guidelines, preparation for the doctoral comprehensive examination, and university publication requirements. It also includes a self-inventory based on state and national standards and develops a self improvement plan that is the basis for activities during internship.

This course focuses on concepts and strategies associated with effective planning in educational and human services organizations. A decision-oriented evaluation model is also considered. Examples demonstrate how data can be used as input for a comprehensive plan. Strategies for the coordination of curriculum and instruction delivery systems into an overall management plan are presented. Specific administrative levels of responsibility are defined. An evaluation component of comprehensive planning is outlined in both objective and subjective terminology.

This course examines the trends in educational leadership in the public and private sectors. The focus is on effective leadership practices as they relate to educational organizations. This includes leadership and ethical behavior, inter- and intraorganizational leadership strategies, management theory and practice, and organizational culture.

This course presents concepts and strategies that guide the effective management of human and fiscal resources in education. It provides an in-depth analysis of personnel administration and the knowledge and skills necessary to take a strategic approach to resource management in organizations of higher learning. The course examines the processes of human resource and fiscal planning, job analyses and description, recruitment, selection, compensation and rewards, evaluation and relevant employment laws. Students participate in discussion strands based on human and fiscal resource management issues, and submit assignments that demonstrate understanding of human resource management theories and practices—including a course project which requires the creation of a comprehensive human resources development plan for an educational institution.

This course builds on the introduction to the dissertation process provided in E7111 and leads students through the university research proposal, formation of a dissertation committee, application for human subject review, and revision of dissertation research for journal publication. Students will develop their research questions or hypotheses and submit a finished research proposal or prospectus that is required prior to beginning the dissertation sequence.

This seminar emphasizes the acquisition of knowledge and skills in program evaluation methodology. Six alternative evaluation approaches are surveyed, with a focus on developing a management/decision-oriented evaluation plan. This seminar also serves as a practicum for the conceptualization and development of a doctoral research study that employs a program evaluation model.

There are 3 credit hours in an elective course needed for the Doctor of Education (EdD) in Educational Leadership Program. Students may substitute the following with any approved elective.

This seminar focuses on a contemporary topic of scholarship through selected writings of a current nationally recognized author. The weekend residence portion of the blended online seminar will provide students the opportunity to personally interact with the nationally recognized author, serving as a visiting professor, in a structured but relaxed conference type setting. Throughout the seminar, students will examine an area of study through the writings and experiences of this expert, and explore the thoughts and leading edge ideas of the visiting professor's specialty.

There are 9 credit hours in research courses needed for the Doctor of Education (EdD) in Educational Leadership Program.

This seminar focuses on the structure and process of descriptive research across the disciplines of business, education, and behavioral science. It presents the concepts of relationships, correlations, and descriptive paradigms. Upon completion of the seminar, the student will be able to design a descriptive research study. The student will be able to utilize correct descriptive sampling techniques, collect and organize data systematically, adhere to acceptable reliability and validity standards in measurement, apply appropriate descriptive methodology, perform descriptive statistical analysis including mean, mode, median, correlations, chi square and t-tests with matched groups, and fully present findings. The student will also master the language of descriptive research, distinguish between various methodologies, conduct literature surveys that provide the foundation of investigation, critique descriptive research, review the dissertation research process, and construct effective descriptive research proposals. Computer applications, logistical issues, and ethical considerations are examined.

This course introduces the assumptions, theories, and processes of qualitative inquiry. The purpose of this course is to provide advanced graduate students with the theoretical foundations necessary to understand qualitative inquiry, and to enhance their abilities to conduct qualitative research and evaluation.

The course advances the proposition that the action research approach is a useful paradigm in the field and worthwhile model for dissertation work. Historical, philosophical and theoretical foundations will be discussed, but practical application will be the primary focus simultaneously with learning. This is consistent with an action research approach. Collaboration and group work is also a hallmark of action research so students will demonstrate their abilities to design, diagnose, plan, implement, observe, and reflect in cooperation with classmates. The various roles and skills necessary to be an effective action researcher will be discussed, as well as important issues related to empowerment, contextualization, ethical considerations, and validity.

There are 12 credit hours in Higher Education Administration Concentration courses needed for the Doctor of Education (EdD) in Educational Leadership Program.

Theories and models of institutional arrangement, as well as governance and management processes, are considered in this course. Planning and assessment methods are also examined.

This course focuses on effective communication in organizations. This course will include relevant theories, technologies, leadership, teamwork, diversity, global organizations, and ethics. In addition to learning about issues embedded in organizational communication systems, students will complete a 7-week internship.

NOTE: All internship projects, activities, and assignments may be completed through the student’s current place of employment, or an equivalent accessible workplace environment.

This course addresses the basic legal principles and role implications for higher education administration. Upon completion, the student will demonstrate a rudimentary background in the parameters of postsecondary education laws as they relate to trustees, administrators, staff, faculty, students and governmental/community constituencies.

Students may select any course E7000 or R7000 level

There are 12 credit hours in Dissertation Courses needed for the Doctor of Education (EdD) in Educational Leadership Program. Students may substitute the following with any approved elective.

The dissertation is offered in four, 3-semester-credit blocks, each lasting one semester.

NOTE: Students who do not complete in four semesters must apply for a dissertation extension