We're currently offering up to $6,000 in scholarships for EdD students.

See if You Qualify

EdD in Administrative Leadership

When you know something well, you’re one of many. When you know something inside and out, like the back of your hand — you’re the one people think of first. But that only matters if the guidance you provide comes from a place of confidence, compassion, and conviction. For a principal, a superintendent, or even a leader in non-educational settings, one of the most esteemed and effective ways to strengthen the skills you already have and be a leader who can genuinely connect with others is to earn an EdD in Administrative Leadership.

Concordia’s EdD concentration in Administrative Leadership is designed to provide current administrators with additional knowledge and expertise to positively impact the school, district, or organization in which they work. In addition to developing their executive leadership traits in critical thinking, informed decision-making, and more, candidates are charged with applying innovation to sustained critical issues and completing dissertations that directly relate to their careers.

Through intensive curricula, scholarly discussions, and a nurturing faculty of highly regarded instructors, our EdD program produces leaders who inspire ethical change. Each of our five fully online, leadership-focused concentrations incorporates a unique Virtual Residency component, is comprised of eight-week classes and is limited in class size to support quality and collaboration. Accredited, nonprofit, and private, Concordia has been developing leaders since 1905.

Step 1 of 3: What type of student are you?

Step 2 of 3: What would you like to study?

Step 3 of 3: Get info about this program

Yes! By submitting this form I ask to receive email, texts and calls about degree programs on behalf of Concordia University-Portland, and agree automated technology may be used to dial the number(s) I provided. I understand this consent is not required to enroll.

Step 1 of 3: What type of student are you?

Step 2 of 3: What would you like to study?

Step 3 of 3: Get info about this program

Yes! By submitting this form I ask to receive email, texts and calls about degree programs on behalf of Concordia University-Portland, and agree automated technology may be used to dial the number(s) I provided. I understand this consent is not required to enroll.
NEXT START DATE
January 6th
MODALITIES
Online
Program Length 3 Years
Credits 59 Credit Hours
Cost Per Credit $880
Accreditation NWCCU
SCHOLARSHIPS* Up to $6,000
100% online
100% online with a Virtual Residency
Updated curriculum
Current and relevant curriculum
NWCCU
Accredited by the Northwest Commission on Colleges and Universities (NWCCU)
Respected
Concordia is one of the most respected names in learning today
Time to completion
Complete in 3 years
20,000 alumni
Over 20,000 College of Education alumni
Faith-based university
Nonprofit, private, and faith-based university

OBJECTIVES

EdD in Administrative Leadership Concentration Objectives

In addition to meeting the goals and objectives set forth for Concordia’s doctoral program, the Administrative Leadership concentration develops transformative leaders who:

  • Exhibit executive leadership traits like critical thinking, creative problem-solving, and informed decision-making
  • Understand the principles of effectively leading a learning community across diverse racial, ethnic, religious, and linguistic barriers
  • Demonstrate an ability to embrace the often chaotic nature of education management and discover solutions “in the whitewater”
  • Engage in democratic participation to reframe the discourse and forces that influence the policies and practices of the American education
  • Translate scholarly research and analysis into meaningful action
  • Foster an organizational culture of accountability and transparency that encourages curiosity, creativity, and entrepreneurship at every level

The Administrative Leadership concentration is ideal for:

Chief executives, superintendents, high-level non-school managers, supervisors, owners of NGOs, leaders of organizations formed to administer school functions, program administrators, organizational officers, department heads, law enforcement administrators, health care administrators, and certainly experienced and licensed principals with at least 3 years administrative experience.

3TOPHD®

The 3toPhD® campus is home to our College of Education as well as Faubion School — and its 800+ pre-Kindergarten through 8th-grade students. This means that as an MAT student, your classrooms are just down the hall from their classrooms — creating a highly contextualized learning experience.

The 3toPhD® educational model powerfully demonstrates not only innovation in practice but also compassion in action — a collaborative effort to strengthen the community from the ground up.

READ MORE ABOUT 3toPhD

Earn your EdD in Administrative Leadership in three years

CORE & CONCENTRATION COURSES

Administrative Leadership Year 1
21 credits

The first-year writing journey begins with a focus on the scholar as a writer: the writer’s identity. Candidates explore their current and past writing practices and processes, and then articulate who they currently are as writers. The course also focuses on issues such as writer’s block, writing anxieties, and APA style citation practices.

This course is grounded in the belief that it is the responsibility of educators to employ ethical practice in the daily activities of their personal and professional lives. Candidates examine the underlying assumptions and implicit or explicit theories that can support or erode ethical practice, as well as human subjects research issues of harm and deception. As a result of activities and discussions, candidates transform their personal and professional ethical lives and priorities.

This course moves the candidate journey from an examination of their identity as a writer to examining the elements of style in their current writing practices. Candidates improve their own writing through a detailed examination of style. Candidates become more proficient in making stylistic choices for their academic writing, including choosing appropriate words, constructing and punctuating sentences, and weaving paragraphs into elegant compositions.

Based on the view that an individual’s beliefs influence his or her actions in powerful ways, this course encourages candidates to reframe their worldview to move away from knowledge transmission towards transformational learning. Candidates deconstruct conformity to social and cultural canons which have permeated U.S. public schools. They examine theories that are meant to catalyze social transformation and individual change, and develop their own theory and practice of transformative learning for social change.

This course emphasizes the key role that the research literature plays in knowledge use and creation at the doctoral level. Candidates strengthen their skills in locating literatures relevant to their research areas and in reading the literatures critically and efficiently. Through analyzing articles to identify the techniques scholarly writers use, candidates pinpoint the choices writers make to effectively communicate ideas as well as to create and support knowledge claims.

This course emphasizes fostering environments where creativity, inventiveness, and entrepreneurship are expectations in the culture. Topics are investigated through popular literature and case studies of individuals who have made significant breakthrough contributions in science, music, art, and business. The course addresses questions like, can creativity be learned? How critical is it for organizations to innovate? Candidates tap into their creative potential and discover its value for personal growth and the health of the organization.

This course moves beyond the analysis of literature to the practice of developing synthesized arguments that are grounded in the literature. Candidates explore ways of engaging with other scholars’ voices to develop their own argument about a research topic.

This course focuses on helping candidates internalize the knowledge, attitudes, skills, and values necessary for facilitating organizational improvement in schools and colleges. In particular, it zeros in on the theory and technology of Organizational Development (OD), and the what, why, and how of planned change in diverse educational settings. The course content is undergirded by person-centered values, democratic leadership skills, the ideology of service-management, and is aimed at facilitating excellence in student-centered teaching and learning.

In this course, candidates explore several possible dissertation topics to identify the potential viability of them. The candidate then selects one topic to explore in more depth in preparation for the initial literature review in EDDC 706. Candidates leave this course with an essay that explores the topic along with a list of possible questions to ask about the topic.

This course focuses on learning and its connections to the organizations, institutions, and policy settings in which it occurs. It focuses on the role leaders play in constructing, guiding, and improving learning in educational organizations through planning and policy decisions. The intent is to develop researchers and practitioners whose main interest is the development of knowledge useful to the improvement of learning in educational organizations through the systematic application of research and theory to practice.

In this course, candidates develop a Comprehensive Connection Paper that applies the core curriculum and literature to a dissertation topic that was explored in EDDC 704. Candidates demonstrate the ability to analyze and synthesize core learning, and apply theoretical and practical knowledge to a viable research topic. Candidates write and submit a first year critical assessment for review by the program in order to demonstrate readiness for advanced dissertation research and writing.

Permanent whitewater consists of organizational events that are surprising, messy, costly, and often unpreventable. Leaders must help members navigate objective and subjective events within complex, problematic, and contingent settings. Leadership becomes exploration and discovery with members who find themselves on process frontiers, where they must do what has never been done before, with few precedents to guide. When white water thoroughly pervades organizational life, navigation requires that people be extremely effective learners.

CONCENTRATION & RESEARCH COURSES

Administrative Leadership Year 2
17 credits

This course focuses on library research in support of a literature review along with continuing development of candidates’ academic writing. The course emphasizes the interrelatedness of critical reading, writing, and thinking in the pursuit of identifying and understanding the research literature on a topic. Candidates locate and closely examine peer-reviewed, published research articles on their chosen dissertation topic. Candidates leave this course with a substantial annotated bibliography of literatures completed literature matrix.

Leading across cultures and communities involves increasingly complex issues—shifts in cultural practices and racial, ethnic, and linguistic diversity, and implications for fostering learning in educational communities. Factors that disadvantage children, as well as family, community, and cultural assets that support academic, social, and moral development in effective schools are examined. The course prepares candidates to investigate these issues from the individual, school, and community levels, as well as national and international levels.

Candidates use the annotated bibliography and matrix to write an initial Literature Review that presents an argument about the state of research on their topic. Substantial time is devoted to critiquing previously written Literature Reviews to help the candidate understand the differences between a well-written and a poorly-written literature review. The completed literature review provides a foundation for developing a quantitative and qualitative research question and prospectus in EDDR 708 and EDDR 709.

Great leaders leave a legacy that transcends them and cements their contribution to the growth and transformation of their organization. Legacy is built through decisions and actions, and revealed in how others feel and think about us, having been in our presence. Leaders create performance systems that: drive clarity, connectivity, and consistency; that inspire engagement, production, and satisfaction; and that foster growth, development, and excellence in others. Cultivate qualities that live on because legacy matters.

 

This course develops scholarship and understanding in social science quantitative research. Candidates write an initial quantitative research prospectus based on the quantitative research question developed in EDDR 707. Candidates identify their research niche (find a gap, weak connection, or alternate connection in literature), establish their niche (situate the research question in context, purpose, and conceptual framework), and occupy their niche (state the proposed study’s significance and nature, operationalize variables/attributes, and determine assumptions, delimitations, and limitations).

This course prepares candidates to conduct sound quantitative research. Emphasis is placed on understanding quantitative research designs, identifying target populations, sampling, identifying comparisons, selecting appropriate measures and analyses, including descriptive and inferential statistics, and incorporating previous research and pilot studies to support a research study. Survey, correlation, causal-comparative, and comparative designs are examined. Candidates determine the appropriate quantitative research design, data collection tools, and analysis measures to answer their social science research question.

This course develops scholarship and understanding in social science qualitative research. Candidates write an initial qualitative research prospectus based on the qualitative research question developed in EDDR 707. Candidates identify their research niche (find a gap, weak connection, or alternate connection in literature), establish their niche (situate the research question in context, purpose, and conceptual framework), and occupy their niche (state the proposed study’s significance and nature, operationalize variables/attributes, and determine assumptions, delimitations, and limitations).

This course prepares candidates to examine research problems in a relativistic, yet systematic manner. Candidates are trained to conduct qualitative research through the coherent study of methodological designs of narrative, phenomenology, ethnography, action research, and case study. Emphasis is placed on recognizing the issues of alternative knowledge claims, validity or trustworthiness, and in-depth fieldwork. Candidates determine the appropriate qualitative research design, data collection tools, and analysis measures to answer their social science research question.

The candidate develops and executes a feasible, ethical, and scientifically valid research study and completes a dissertation to report the development, execution, and completion of the study. The dissertation includes: a logical, organized introduction; synthesized literature review; well-articulated and sound methodology; scientifically valid presentation of data analyses and results; and, well-developed discussion and conclusion. The dissertation is defended before the committee and revised for conformity with program and university publication standards.

 

NOTE: Must take a minimum of eight times. May be repeated for up to 78 credits within the seven-year time limit to earn the degree.

DISSERTATION

Year 3
3 credits

The candidate develops and executes a feasible, ethical, and scientifically valid research study and completes a dissertation to report the development, execution, and completion of the study. The dissertation includes: a logical, organized introduction; synthesized literature review; well-articulated and sound methodology; scientifically valid presentation of data analyses and results; and, well-developed discussion and conclusion. The dissertation is defended before the committee and revised for conformity with program and university publication standards.

 

NOTE: Must take a minimum of eight times. May be repeated for up to 78 credits within the seven-year time limit to earn the degree.

As the culmination of their doctoral program, the dissertations of our EdD candidates are a showcase of their scholarly skills, diligence, and intellect. Click here to browse and read their impressive dissertations.

As I embarked on my first year of the EdD program at Concordia Portland, I can honestly say I was feeling the value of it just in how I was growing as a student, as an educator, as a person, as a thinker.
DR. CAMILLE SCHULER, EdD in Teacher Leadership '18

Concordia University's Virtual Residency Advantage

With our EdD program’s innovative Virtual Residency feature, you’re able to earn your EdD in Administrative Leadership completely online — without having to sacrifice time away from your family, work, and other obligations.

MORE INFO

What’s a Virtual Residency?

The focal point of any doctoral program is the residency. Since Concordia Portland’s online EdD is aimed at the practitioner-scholar who already balances career, family, and other responsibilities, we designed a doctoral residency that can be completed anywhere, anytime, and completely online.

HOW IT WORKS

How does the Virtual Residency work?

  • It utilizes an orientation module to introduce new doctoral candidates to a rigorous course of study and identifies resources needed to engage fully in the doctoral experience
  • It employs the cohort model to generate a source of sustained collaboration and support among peers
  • It provides interactive group projects designed to build community, cooperation, and creativity
  • It provides networking opportunities embedded in proposal and dissertation development, which creates pride, fellowship, and esprit de corps with faculty, dissertation chairs, and fellow students in a cohort
WHY IT WORKS

“It appears clear that one of the main reasons almost 50 percent of students don’t finish their doctoral work is that they don’t have adequate support,” says Dr. Jerry McGuire, Emeritus Professor and former Director of Doctoral Studies at Concordia University-Portland.

As part of our Virtual Residency, students have a rich and expansive support system; they’re linked to mentors who can guide them throughout the program and the doctoral dissertation process.

CHAT
(888) 986-8148
APPLY
GET INFO