Doctor of Education in Organizational Leadership (Ed.D.)

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Program Objectives:

Upon successful completion of the program, students will be able to:

  • Develop knowledge of learning theory, philosophical, historical, and legal foundations, and public policy toward providing effective educational leadership.
  • Develop a comprehensive understanding of a variety of educational leadership strategies to enhance institutional adaptation to change in a wide range of learning environments.
  • Apply the skill of interpreting, gathering, and conducting educational research coupled with the skills needed to lead educational organizations.
  • Analyze educational environments so that decision making and leadership can be developed to manage change and conflict in educational organizations, including those that are domestic global, and diverse.
  • Synthesize both knowledge and application of educational leadership strategies to facilitate positive change within educational organizations.
  • Evaluate the larger political, social, economic, legal and cultural influences of education through research supported by theoretical foundations to lead, change, alter, and expand educational initiatives in school systems.
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California Coast University - Doctor of Education in Organizational Leadership (Ed.D.) - Online Degree Program

The Doctor of Education online degree program in Organizational Leadership is designed to challenge educational professionals to develop an understanding of organizations and the elements required to lead them.

The Doctor of Education degree in Organizational Leadership is:

  • a self-paced learning program;
  • completed off-campus;
  • online learning format;
  • not structured in semesters, quarters or terms; and
  • designed to allow students to begin their online Organizational Leadership studies at any time of the year.

**Military students and some employers require students to complete courses on a per term basis.  Please contact our Admissions Department for additional information.  

The Doctor of Education degree in Organizational Leadership requires students to complete a total of 66 semester units comprised of the following:

  • 3 qualifying courses (12 semester units)
  • 4 core courses (14 semester units)
  • 4 specialization courses (16 semester units)
  • 2 research courses (8 semester units)
  • A comprehensive examination (2 semester units)
  • A proposal, dissertation and oral defense (14 semester units)

**Requirements are fulfilled through coursework completed at California Coast University and coursework completed at other recognized educational institutions.  Previously completed coursework will be evaluated to determine all applicable transfer credit.  

Prerequisites to Admission:

An applicant must have earned a Master's Degree in Education; or, a Master’s Degree in another field may be accepted if the Admissions Committee evaluation indicates the applicant has the necessary foundation to succeed in the program. The applicant must then complete the following 5 prerequisite courses: EDU 510 Models of Teaching, EDU 532 School and Community Relations, EDU 545 Leadership and Technology, EDU 546 Public Policy and EDU 547 Legal Aspects of Education.

Online Library Resources:

To assist students with the Doctor of Education program, doctoral candidates will have 24 hour complimentary access to online library resources.  The Library and Information Resources Network, Inc. (LIRN) provides students with access to multiple research databases. These resources will be essential to students at the Dissertation stage and will also provide information to reference throughout their program. 

    Ed.D. - Doctor of Education in Organizational Leadership Program Requirements

    Courses required are listed below. Please click on the course to read a description.

    plus-sign EDU 602 Philosophical Foundations of Education

    4 Semester Units

    Philosophical Foundations of Education provides an overview of the dominant philosophical perspectives which have framed the evolution of education, from the time of Plato to the present day. The major philosophers throughout history have included the nature and purpose of education in their writings. This course illustrates the historical, social, cultural, and educational contexts of the most prominent of those writings, and discusses their implications for the evolution of education.

    Course Objectives

    Upon successful completion of this course, students will be able to:

    • Examine the major educational philosophies which have framed the development of American education.
    • Trace the emergence and development of educational philosophies through the various historical periods of the American experience.
    • Compare and contrast the educational philosophies which have shaped American education up to the present day.
    • Evaluate major educational philosophies in light of the needs of the 21st century information society.

     

    plus-sign EDU 610 Learning Theory

    4 Semester Units

    Learning Theory examines theories of learning and the functions of the human brain which have evolved over the past century.  Information processing, memory, conditioning, motivation, developmental characteristics, transfer, problem-solving, social aspects of learning, and classroom applications are covered comprehensively.

    Course Objectives

    Upon successful completion of this course, students will be able to:

    • Distinguish between the roles of observation and experimentation in psychological research.
    • Compare and contrast the major differences between behaviorism and cognitivism.
    • Analyze the overall structure of the brain, including the roles of synapses, neurons, and glial cells in mental development.
    • Analyze how individuals are both teachers to, and learners from, one another.
    • Examine the key effects of motivation as factors that affect the engagement of students in the learning process.

     

    plus-sign EDU 614 History of Education

    4 Semester Units

    History of Education provides an overview of the history of American education, including the most important persons, dates, events, and movements that shaped the nation’s system of education. Students are introduced to historical research through engaging historical studies. The basic concepts and theories that underlie current educational practice are presented in comprehensive form. Also included is treatment of new educational delivery systems such as distance learning, online resources, computer based research and emerging educational technologies as well as international and global influences and trends in education.

    Course Objectives

    Upon successful completion of this course, students will be able to:

    • Develop a strong understanding of the historical philosophical, psychological and social foundations of education.
    • Survey a chronological examination of American education from colonial beginnings to the modern era.
    • Develop an understanding of some of the laws, court cases, issues, political changes and conflicts that influence the field of education, with an eye toward globalization and other future trends.

     

    plus-sign EDU 615 Qualifying Examination

    Pass/No Pass

    Upon completion of the three qualifying courses, candidates will complete a written Qualifying Examination based on materials covered in the three qualifying courses.

    Objective

    The examination is intended to test students’ knowledge related to the Qualifying Courses. The Qualifying Exam will be based on the material presented in the required Qualifying Courses and will require the student to respond to questions that elicit higher level cognitive skills. Students are expected to demonstrate comprehensive knowledge related to the three areas of study while demonstrating advanced academic skills,  including (but not limited to) the ability to develop and sustain a line of argument that is coherent and supported with viable, text-based evidence, while writing clear scholarly prose.

     

    plus-sign EDU 618 Analysis of Current Issues in Education

    4 Semester Units

    Analysis of Current Issues in Education provides the student with an opportunity to examine controversial topics in education such as finance, zero tolerance school discipline, and school reform. Emphasis is placed on uncovering the underlying social and ideological philosophies that lie below the surface of each issue.

    Course Objectives

    Upon successful completion of this course, students will be able to:

    • Analyze the major issues facing contemporary American schools.
    • Evaluate the competing philosophical and sociological issues facing American schools.
    • Distinguish among the issues facing American education with respect to their economic and political contexts.
    • Assess the issues facing education in the United States in terms of their global context.

     

    plus-sign EDU 621 Organizational Behavior and Adaptive Leadership

    4 Semester Units

    Organizational Behavior and Adaptive Leadership relates the study of organizational behavior and how it impacts educational leadership and how leaders can embrace the challenge of effective school reform. The course encompasses the paradigms of the evolution of educational thought, organizational theory, human capital and decision-making that educational leaders face in a hypercompetitive global educational environment.

    Course Objectives

    Upon successful completion of this course, students will be able to:

    • Compare the relationship between leadership and school reform.
    • Determine the best knowledge and understanding of organizational behavior in initiating school reform.
    • Propose how adaptive leaders can be effective in times of rapid change, uncertainty and ambiguity.
    • Explore the vast knowledge of the mainstreams of organizational behavior and the human dimension in organizations.
    • Determine how to create an effective climate and culture, effective change and motivation, leadership and teamwork.

     

    plus-sign EDU 591 Public Policy

    3 Semester Units

    This public policy course reviews educational policy from a micro and macro perspective.  It reviews the general concepts of public policy, and looks at the socioeconomic context of the school, as it relates to economics, demographics, politics, culture and values.  It also analyzes the policy process, the key players, and the typical issues involved, as well as a historical perspective to aid in understanding the current education reform climate.

    Course Objectives

    Upon successful completion of this course, students will be able to:

    • Examine the dimensions of educational policy in the United States.
    • Analyze the politics of policy as it plays out at the local, state, and federal levels.
    • Trace the progress of educational conditions and issues as they become translated into policy proposals, enacted, implemented and evaluated.
    • Track the evolution of educational policy through the major periods of American educational history.

     

    plus-sign EDU 592 Legal Aspects of Education

    3 Semester Units

    Legal Aspects of Education covers the historical and contemporary legal issues affecting the organization and administration of schools in America. School safety, cyberbullying, copyright law and use of media are covered extensively. Additionally, isolation and restraining laws involving students with disabilities, landmark cases involving equal pay, strip searches, and freedom of expression, truancy and school vouchers—virtually every topic of concern to today’s educators—is covered with integrated cases.

    Course Objectives

    Upon successful completion of this course, you will be able to:

    • Describe the legal framework in which school districts operate.
    • Identify school law issues currently faced by school administrators.
    • Examine the functions of school board and district administrators in policy making.
    • Understand the legal implications recognizing diversity in a multi-cultural society.
    • Demonstrate knowledge of the California Education Code and other related legal documents.
    • Make ethically grounded administrative decisions.

     

    plus-sign EDU 625 Foundations in Leadership

    4 Semester Units

    Foundations in Leadership is designed to provide a foundational overview of the leadership and administrative issues with which educational leaders are confronted. In a context of strategic planning, data-based decision-making and successful practice, the student is guided toward the criteria for a successful strategic leader who must deal with challenges in such areas as organization, finance, law, operations, curriculum and multiple constituencies.

    Course Objectives

    Upon successful completion of this course, students will be able to:

    • Examine the characteristics and dimensions of educational leadership.
    • Analyze the various domains in which leadership operates.
    • Summarize the leadership and administrative issues that face today’s leaders in a global educational environment.
    • Construct a framework for one’s own leadership style.

     

    plus-sign EDU 629 Diversity in Global and Multicultural Organizations

    4 Semester Units

    Diversity in Global and Multicultural Organizations aims to expand and deepen awareness for the educational leader of the global and multicultural society in which we live. Educational leaders must be prepared to deal with issues of cultural diversity, racism, global consciousness and the challenges raised by individuals and groups whose roots lie in countries, cultures and belief systems which increasingly define the American experience. Understanding these areas will enhance the effectiveness of an educational leader.

    Course Objectives

    Upon successful completion of this course, students will be able to:

    • Demonstrate the ability to address diversity issues.
    • Differentiate among the various diversity-related concepts.
    • Facilitate diversity consciousness among colleagues.
    • Operate successfully in a diversity-rich environment.

     

    plus-sign EDU 642 Managing Conflict in Organizations

    4 Semester Units

    Managing Conflict in Organizations deals with the dynamics of conflict as a phenomenon. The management of conflict has developed into an interdisciplinary synthesis of human relations skills and strategies, which can be used to more effectively deal with dysfunctional interactions in the workplace, and in society itself. Using a variety of models which have been developed to explore the causes and resolution of discord among individuals and groups, this course explores the specific dimensions of managing conflict.

    Course Objectives

    Upon successful completion of this course, students will be able to:

    • Interpret the roles relationships and context play in conflict interaction.
    • Evaluate how psychodynamic processes, emotion, and social cognition interact in conflicts.
    • Analyze the role culture plays in infl uencing conflict styles.
    • Distinguish the differences between men and women in conflict styles.
    • Examine how the coordinated management of meaning theory contributes to our understanding of the context of conflicts.

     

    plus-sign EDU 650 Leading Through and By Change

    4 Semester Units

    Leading Through and By Change is concerned with understanding and facilitating the change process in organizational and educational settings. While change occurs naturally in the world, through economic, demographic, political, and technological shifts, over which there is little control, this course deals with those elements of anticipating and adapting to those external changes, which organizations can design and implement internally.

    Course Objectives

    Upon successful completion of this course, students will be able to:

    • Classify some appropriate interventions to reduce resistance to change.
    • Examine the ways organizational culture influences the process of change in schools.
    • Recognize the importance of Organization Development (OD).
    • Analyze if the stages of concern always move forward, stay arrested or move backwards.
    • Assess how fast implementers can move through the stages of concern.
    • Distinguish the differences between concept of style and behavior.
    • Categorize the key differences between the Initiator, Manager, and Responder Change Facilitator Styles.
    • Interpret the key units of change and how these relate to units of interventions.

     

    plus-sign EDU 652 Educational Research

    4 Semester Units

    Educational Research is a required course completed by all Doctoral students to prepare them for the development and writing of a Proposal and Dissertation. The course presents a balanced presentation of quantitative and qualitative research. It examines the fundamental issues of research so that students learn how to begin to conduct research as well as to read and evaluate research studies. By using the concepts and research techniques presented in this course, students and faculty will work together to develop the student’s knowledge of the Dissertation process.

    Course Objectives

    Upon successful completion of this course, students will be able to:

    • Examine the steps in the research process for a variety of quantitative and qualitative research designs.
    • Construct a realistic perspective on the process of research and the selection of specific research designs by following fictional researchers in their work.
    • Develop skills in interpreting and evaluating research.
    • Demonstrate an understanding of the research process by introducing many of the research methods, research design and process requirements of the dissertation process.

     

    plus-sign EDU 653 Quantitative Methods in Educational Research

    4 Semester Units

    Quantitative Methods in Educational Research is designed to prepare students to understand the elements of research from the standpoint of both design and data analysis. To do this, the course presents information enabling students to judge the research of others and to design their own high-quality investigations. This course will also enable students to read, interpret, and critically evaluate quantitative results. From this, students will be able to solve problems and make knowledge-based decisions.

    Course Objectives:

    Upon successful completion of this course, students will be able to:

        • Examine the different kinds of quantitative analyses in educational research.
        • Demonstrate an understanding of descriptive, associational and inferential statistics.
        • Analyze aspects of research design including surveys, sampling, experimental design, reliability and validity, regression and factor analysis.
        • Develop skills in program evaluation to investigate the efficiency, effectiveness, and/or impact of organized interventions meant to bring about change.

     

    plus-sign EDU 688 Comprehensive Examination

    2 Semester Units

    Doctor of Education in Organizational Leadership candidates will complete a written Comprehensive Examination.  This final requirement will be in the form of an essay examination, based upon major areas of education.  Students are asked to integrate course information, professional experience and outside source materials into a comprehensive framework, reflecting their accumulated knowledge in the field of education.

    Objective

    The exam is intended to test students’ knowledge related to the qualifying and core courses and area of specialization courses. Learners are expected to demonstrate comprehensive knowledge: facility with a wide range of texts and the ability to draw on main ideas of important thinkers and writers in their fields of study, linking them together in interesting and relevant ways to other scholars working in the field. In addition, students are expected to demonstrate depth of knowledge: the ability to engage, critically and substantively, with texts that both respect and interrogate the students’ claims, positions, and arguments. Finally, students are expected to demonstrate advanced academic skills, including (but not limited to) the ability to develop and sustain a line of argument that is coherent and supported with viable, text-based evidence, while writing clear scholarly prose.

     

    plus-sign GRM 712 Proposal

    2 Semester Units

    This course focuses on the preparation of research for the Doctor of Education degree programs. This includes conceptual tools, techniques for conducting scientific research, evaluation of the value of research proposals and planning and executing research projects. The student will learn how to organize knowledge within his/her field for presentation in a standardized, scholarly fashion. This course requires that the student present an acceptable proposal for review and analysis in lieu of a final course examination.

    plus-sign GRM 715 Dissertation and Oral Defense

    12 Semester Units

    The Proposal (GRM 712) must be successfully completed and approved before a student is permitted to begin work on the Dissertation. The candidate will develop and compile an original work, demonstrating ability to add to the body of knowledge in his or her field for presentation to and acceptance by the University. After the student’s Dissertation is approved and bound, the candidate is responsible for appearing before their Dissertation Committee in person for the purpose of orally responding to committee member questions as they pertain to the candidate’s Dissertation.

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