# Organizational Leadership Doctor of Education (EdD) 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. For this, students will examine history, theory, research, best practices, and factors impacting the field. The program includes courses in the areas of public policy, legal aspects of education, educational research, analysis of current issues in education, organizational behavior and adaptive leadership, foundations in leadership, diversity in global and multicultural organizations, managing conflict in organizations, leading by change, philosophical foundations of education, and learning theory.

## Designed For You

The California Coast University online Doctor of Education in Organizational Leadership program was designed for complete flexibility for the student. All courses are self-paced and completed 100% online.

- Affordable Tuition with Interest-Free Payment Plans

  Low tuition with interest-free payment plans as low as $150/month.
- Self-Paced, Online Courses

  Flexible programs designed to fit into your busy schedule. Self-paced study with no group projects, set meeting times, or exam dates.
- Start Anytime

  The program is not structured in semesters, quarters or terms. It is designed to allow students to begin their online studies at any time of the year.
- 10% Tuition Discount\*

  CCU offers a tuition discount for **Active Duty Military, Veterans, Law Enforcement, Firefighters, Government Employees, and CCU Graduates**.  
  We also offer a 10% discount for **[Corporate Partner employees](https://www.calcoast.edu/corporate-partners-list/)**. For more information on how to become a Corporate Partner, see our [Corporate Partnership Information Page.](https://www.calcoast.edu/corporate-partnership/)  
  \*Employment verification is required. Offer good for students who enrolled after January 2024 and were offered discount at time of enrollment. Offer is not retroactive for students already enrolled. Discount and/or prices subject to change and/or cancellation at any time without notice. This offer cannot be combined with any other discount(s).

![Graduate in a cap and gown holding a sign that says: You CAN do it! Interest-free payment plans as low as $150 per month.](https://www.calcoast.edu/assets/client_files/images/newsite/programdetails/$150%20(2).png)

View Program Outcomes:

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

\[READ MORE\]

- Develop knowledge of historical and philosophical foundations, learning theories, public policy, and legal aspects of the field of education.
- Examine theories and processes related to organizational leadership in educational organizations.
- Analyze factors, developments, and trends impacting organizational leadership in educational organizations.
- Examine and apply various leadership strategies and best practices currently utilized in educational organizations.

- Analyze, integrate, and synthesize key concepts and theories related to program content - utilizing critical thinking, academic writing, and research skills.
- Examine program content in relation to ethical reasoning, social responsibility, global citizenship, and civic engagement.
- Demonstrate an understanding and apply skills for interpreting, gathering, and conducting educational research.
- Design and conduct original dissertation research in the field of education specific to organizational leadership.

> Awesome! Good program that allowed for flexibility.
>
> Sandra Horton, Ed.D. in Educational Administration, Class of 2022

## Ed.D. Program Requirements:

California Coast University understands that applicants have a wide variety of educational backgrounds and skill levels and that the program may not be a good fit for everyone. With this, the University wants each applicant to be fully informed and aware of the program requirements prior to enrollment.

[For additional information on Ed.D. Program Requirements, click here](https://www.calcoast.edu/edd-program-requirements.html)

**For the application process, candidates must:**

- Have professional experience working in a position related to education – a minimum of three to five years of professional experience.
- Submit a resume for review prior to acceptance.
- Have earned a master’s degree in education, or another field may be considered.
- Submit a writing sample introducing yourself, explaining your interest in the Ed.D. program and chosen specialization, describing how your professional experience has prepared you for doctoral study, discussing your career goals, and identifying the contributions you hope to make to the field of education. The writing sample consists of a 500-750 word personal essay. See the link above for additional details.

**For the Ed.D. program, students must:**

- Have internet access to complete research requirements for the program.
- Complete a Qualifying Examination and Comprehensive Examination.
- Complete four writing assignments - 3 - 4 pages for each of four units (16 writing assignments total per course).
- Complete a doctoral dissertation and oral defense based on original research in the field of education.
- Students complete a total of 66 semester units for the Ed.D. degree program.

## Explore The Program

The **Doctor of Education in Organizational Leadership** consists of the following requirements:

2 Foundation Courses

For the online Doctor of Education in Organizational Leadership degree program, the following 2 courses must be fulfilled. **Click on course title to expand and read more.**

\[CLOSE\]

| ID | Course Name | Units |  |
| --- | --- | --- | --- |
|  | EDU 591 | Public Policy | 3 |
| *Public Policy* addresses the broader public policy environment in which educational policy functions. The course examines the larger governmental context in order to provide a holistic approach to understanding not just the policy process, but also the use of policy analysis. The course offers a concise review of institutions, policy actors, and major theoretical models, and explains the nature of policy analysis and its practice through evaluative criteria in key policy areas. **Course Objectives** Upon successful completion of this course, students will be able to: - Define public policy and examine the importance of understanding public policy. - Examine the process for analyzing public policy and assessing policy alternatives at various levels. - Discuss major areas, issues, and controversies in public policy. - Evaluate best practices for policy analysis, citizen participation, and policy change. - Demonstrate proficiency with academic writing related to public policy. |  |  |  |
|  | EDU 592 | Legal Aspects of Education | 3 |
| *Legal Aspects of Education* details the principles underlying school law and provides essential guidelines for school personnel to follow in their everyday work. Descriptive scenarios of landmark cases and concepts aid in understanding the context of legal principles as they apply to a range of school issues. This course explores how basic legal principles apply to educational questions and emerging legal issues, policies, and judicial decisions that affect classroom teachers, leaders, and students. **Course Objectives** Upon successful completion of this course, you will be able to: - Examine aspects of school law related to the federal, state, and local governments, religious freedom, and legal generalizations related to the field. - Describe instructional and student issues related to the law (i.e., curriculum, copyright compliance, proficiency testing, privacy rights, freedom of speech, clubs, and student appearance). - Discuss legal issues related to student classifications, rights of students with disabilities, and student discipline. - Evaluate employee rights regarding collective bargaining, termination, and discrimination. - Discuss alternative educational choices. - Demonstrate proficiency with academic writing related to legal aspects of education. |  |  |  |

3 Qualifying Courses

For the online Doctor of Education in Organizational Leadership degree program, the following 3 courses must be fulfilled, followed by a Qualifying Examination. **Click on course title to expand and read more.**

\[View Course List\]

| ID | Course Name | Units |  |
| --- | --- | --- | --- |
|  | EDU 602 | Philosophical Foundations of Education | 4 |
| *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: - Trace the historical foundations of educational philosophy, examining key figures and theories. - Examine the importance of understanding the value of logic, critical thinking, and epistemology to the field of education. - Discuss how philosophical aspects of research, ethical and moral education, and social and political influences impact and influence the field of education. - Examine the major philosophical aspects of school reform, multiculturalism, cosmopolitanism, and feminism and how these areas are impacting the field of education today. - Demonstrate proficiency with academic writing related to philosophical foundations of education. |  |  |  |
|  | EDU 610 | Learning Theory | 4 |
| *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: - Define learning, discuss its importance, and examine the various perspectives on learning. - Demonstrate an understanding of the key theories of learning, identify the major assumptions that underlie them, and note the key figures which contributed to these schools of thought. - Examine the process of complex learning and cognition and evaluate the relationship between fostering critical thinking in the classroom and students becoming lifelong learners. - Discuss the nature of human motivation and analyze how it affects the engagement of students in the learning process. - Demonstrate proficiency with academic writing related to learning theory. |  |  |  |
|  | EDU 614 | History of Education | 4 |
| *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. The course traces the trend away from federal involvement in public education to a greater emphasis on state involvement. This course also takes a look at school choice and current issues surrounding charter schools, nonclassroom-based charters, online public education, and neovouchers. **Course Objectives** Upon successful completion of this course, students will be able to: - Describe the history of American education from precolonial times to the present and examine the philosophical, theoretical, and cultural foundations which effected the development of education. - Analyze the key factors which contributed to the organization and development of the modern school system. - Examine the emergence of the common man and the common school movement on the development of an educational system. - Demonstrate an understanding of the major social, economic, and political events which affected the field of education globally and nationally. - Evaluate the legal and political issues that influenced school reform, the pursuit of equality, and future trends in education. - Demonstrate proficiency with academic writing related to the history of education. |  |  |  |
|  | EDU 615 | Qualifying Examination | 0 |
| **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. The Qualifying Courses are common to all three degree programs and provide a solid foundation for continued study. The three courses include EDU 602, Philosophical Foundations of Education, EDU 610, Learning Theory, and EDU 614, History of Education. **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. |  |  |  |

6 Core Courses

For the online Doctor of Education in Organizational Leadership degree program, the following 6 courses must be fulfilled. **Click on course title to expand and read more.**

\[View Course List\]

| ID | Course Name | Units |  |
| --- | --- | --- | --- |
|  | EDU 618 | Analysis of Current Issues in Education | 4 |
| *Analysis of Current Issues in Education* explores a wide range of topics in education such as governance, teaching and learning, student life, faculty, finances, public policy, fundraising, and innovations. 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 important factors impacting higher education including facilities, campus life, decision-making processes, diversity, and accessibility. - Demonstrate an understanding of the relevant stakeholders and processes related to the development and delivery of educational content and programming, student life, and faculty. - Demonstrate an understanding of key issues affecting education in regard to governance and organization, finances, public policies, and privatization. - Evaluate the current issues facing education today including technology, funding, and the value of a college education. - Examine the role of innovation, research and development, internationalization, and future issues related to American higher education. - Demonstrate proficiency with academic writing related to current issues in education. |  |  |  |
|  | EDU 621 | Organizational Behavior and Adaptive Leadership | 4 |
| *Organizational Behavior and Adaptive Leadership* is the study of organizational behavior, how it impacts educational leadership, and how leaders can embrace the challenges of school reform. The course highlights 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: - Examine factors, perspectives, and standards inherent in organizational leadership. - Evaluate the various historical and contemporary theories of leadership. - Examine best practices for motivating people to accomplish organizational goals and for leading organizational change. - Analyze issues involving communication, managing conflict, and ethical decision making in organizations. - Demonstrate proficiency with academic writing related to organizational behavior and adaptive leadership. |  |  |  |
|  | EDU 625 | Foundations in Leadership | 4 |
| *Foundations in Leadership* is designed to provide a foundational overview of the leadership and administrative issues with which educational leaders are confronted. This course treats leadership as a complex process having multiple dimensions. It provides in-depth descriptions and applications of many different approaches to leadership. **Course Objectives** Upon successful completion of this course, students will be able to: - Define leadership and describe the various components of leadership. - Demonstrate an understanding of the different approaches and theories pertaining to leadership. - Evaluate the types of leadership styles and administrative issues that face today’s leaders in a global educational environment. - Examine the role of gender and culture in leadership. - Demonstrate proficiency with academic writing related to foundations in leadership. |  |  |  |
|  | EDU 629 | Diversity in Global and Multicultural Organizations | 4 |
| *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, and the challenges raised by individuals and groups whose roots lie in countries, cultures, and belief systems which increasingly define the American experience and necessitate informed cross-cultural interactions in the workplace. Understanding these areas will enhance the effectiveness of an educational leader. **Course Objectives** Upon successful completion of this course, students will be able to: - Define globalization and discuss the role and various factors impacting the global manager. - Explain the concept of culture and outline the major theories that have been used to describe the variation in cultures. - Examine cross-cultural issues and how they influence multicultural work groups, teams, and decision making. - Demonstrate an understanding of communicating, negotiating, motivation, and leadership across cultures. - Describe the cultural and structural components of international assignments and organizations, and examine future challenges and trends faced by cross-cultural managers. - Demonstrate proficiency with academic writing related to diversity in global and multicultural organizations. |  |  |  |
|  | EDU 642 | Managing Conflict in Organizations | 4 |
| *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. This course explores the specific dimensions of managing conflict, using a variety of models which have been developed to explore the causes and resolution of discord among individuals and groups. **Course Objectives** Upon successful completion of this course, students will be able to: - Define conflict and examine the roles relationships and context play in conflict interaction. - Evaluate how psychodynamic processes, emotion, and social cognition interact in conflicts. - Demonstrate an understanding of conflict interaction and the various conflict styles. - Evaluate conflict issues in interpersonal relationships, groups, intergroup settings, and the organization. - Examine the models for managing conflict and intervention. - Demonstrate proficiency with academic writing related to managing conflict in organizations. |  |  |  |
|  | EDU 650 | Leading Through and By Change | 4 |
| *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 we have 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: - Examine how assumptions and interventions are the two basic elements of implementing change. - Evaluate the diagnostic dimensions for assessing change. - Demonstrate an understanding of the various perspectives for understanding change and implementing change. - Discuss different perspectives for managing organizational change and for understanding change as a systems process. - Evaluate research methods to assess the implementation of change processes. - Demonstrate proficiency with academic writing related to leadership and change. |  |  |  |

2 Research Courses

For the online Doctor of Education in Organizational Leadership degree program, the following 2 courses must be fulfilled. **Click on course title to expand and read more.**

\[View Course List\]

| ID | Course Name | Units |  |
| --- | --- | --- | --- |
|  | EDU 652 | Educational Research | 4 |
| *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: - Define and assess the qualitative and quantitative research, the research process, and the skills needed to conduct research. - Identify and discuss the different steps in the process of research. - Examine the key characteristics, processes, purposes, and evaluation methods of the various research designs. - Evaluate the important ethical issues in conducting research. - Demonstrate proficiency with academic writing related to educational research. |  |  |  |
|  | EDU 653 | Quantitative Methods in Educational Research | 4 |
| *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: - Discuss the scientific approach and best practices in the research process. - Explain the importance of reliability and validity in research and the basic components of research design. - Examine factors such as inference, relationships, correlations, and causality. - Demonstrate an understanding of factorial, independent-groups, and dependent-groups designs. - Examine best practices for choosing a research design and statistical analysis to be used in education, educational testing, and educational research. - Demonstrate proficiency with academic writing related to quantitative methods in educational research. |  |  |  |

1 Comprehensive Examination

After completing all of the above courses for the online Doctor of Education in Organizational Leadership degree program, a Comprehensive Examination is taken. **Click on exam title to expand and read more.**

\[View Exam Information\]

| ID | Course Name | Units |  |
| --- | --- | --- | --- |
|  | EDU 688 | Comprehensive Examination | 2 |
| 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. |  |  |  |

Research and Dissertation Phase

After completing the Comprehensive Exam for the online Doctor of Education in Organizational Leadership degree program, the Research and Dissertation Phase begins. It is comprised of the following items. **Click on title to expand and read more.**

\[View More Information\]

| ID | Course Name | Units |  |
| --- | --- | --- | --- |
|  | GRM 710 | Dissertation Planning (Pass/No pass) | 0 |
| *Dissertation Planning* focuses on successfully choosing a topic that is both academic and researchable, and one that will meet dissertation requirements as outlined by the University. Under the direction of the Graduate Review Committee, students are provided guidance and support to help them explore the types of dissertations that meet university guidelines, to consider topics of interest to the student in relation to the types, and to think about those topics in a scholarly manner while developing all the components required for an approved topic. Once the topic has been approved, the student is able to move on to GRM 712 - Dissertation Proposal. |  |  |  |
|  | GRM 712 | Dissertation Proposal | 2 |
| The *Dissertation Proposal* focuses on the preparation of research. 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. The student will develop the formal proposal based on established doctoral guidelines and under the supervision of the graduate review committee. This course requires that the student present an acceptable proposal for review and analysis in lieu of a final course examination. |  |  |  |
|  | GRM 715 | Dissertation and Oral Defense | 12 |
| The *Dissertation and Oral Defense* can begin after GRM 712 has been successfully completed and approved. 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, as a final requirement, doctoral students must appear before their Dissertation Committee for an oral defense of the dissertation through videoconferencing or in person. |  |  |  |

### 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 4 prerequisite courses: EDU 510 Models of Teaching, EDU 523 Strategic Issues Management, EDU 524 Curriculum Design and Evaluation, EDU 536 Ethics in 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.

### FAQ About Coursework

**Required units may be satisfied in the following ways:**

- **CCU Course with Study Guide**

  California Coast University has developed comprehensive Study Guides, for each course, that are designed to coordinate and sequence the learning materials within the required textbook(s). The following points will help to illustrate how the Study Guides are designed:

  - Study Guides are based on specific textbooks, available through local bookstores, the publisher, or the University's Rental Library.
  - Each Study Guide is organized with a complete syllabus, along with instructional materials to guide the student chapter by chapter through the corresponding text.
  - Each Study Guide contains an overview and summary of all textbook chapters, a listing of important keywords (with definitions), self-tests (with answers) on key points, and critical thinking activities.
  - Study Guides include 4 unit exams equally spaced throughout the instructional materials, four writing assignments per unit, and the final multiple choice examination.
  - Examinations are designed to test the student on the information contained within the preceding chapters.
  - All tests have no time limit and may be completed as open book tests.
- **Transfer of Credit**

  Transcripts of previously completed master's or doctoral level academic work are evaluated and credit may be transferred to meet existing coursework requirements. The following guidelines are utilized when accepting transfer credit for a doctoral level degree program:

  - Doctor of Education students may receive transfer credit for up to two courses (up to 8 semester units) of previously completed coursework.
  - Courses must have been completed at a college or university accredited by an agency recognized by the United States Department of Education or its foreign equivalent.
  - Transfer grades earned must be equivalent to a letter grade of B (3.0 GPA) or higher.
  - No specialized training or experiential learning credit can be awarded at the graduate level.

320

##### **Per Unit**

#### Total Courses:

**13**

Foundation Courses:

2

Qualifying Courses:

3

Qualifying Examination

Core Courses:

6

Research Courses:

2

Comprehensive Examination

Dissertation Planning

Dissertation Proposal

Dissertation & Oral Defense

#### Total Units:

**66**

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