DOCTORATE IN EDUCATIONAL LEADERSHIP – EdD
The Doctorate in Educational Leadership is a terminal professional doctorate designed to prepare advanced practitioners for executive leadership, scholarly inquiry, and systemic change within nonprofit and civil society organizations including school districts and higher education institutions. The program is intended for experienced professionals who seek to deepen their theoretical understanding of leadership while engaging in rigorous, applied research that addresses complex organizational and societal challenges.
The curriculum is grounded in interdisciplinary leadership theory, organizational studies, and the social sciences, with an emphasis on ethical leadership, governance, organizational effectiveness, equity, and sustainability in nonprofit contexts. Students critically analyze contemporary issues affecting the nonprofit sector, including resource development, public policy, community and stakeholder engagement, cross-sector collaboration, and accountability frameworks. The program emphasizes systems thinking and evidence-based decision-making to support effective leadership in diverse organizational and cultural environments.
The program integrates scholarly research and professional practice through a structured sequence of coursework, doctoral seminars, and applied research experiences. Students develop advanced competencies in qualitative and quantitative research methodologies, program evaluation, and organizational inquiry. The culminating dissertation requires candidates to identify a significant problem of practice within their sector and produce original, practice-relevant scholarship that contributes to the body of knowledge related to leading an organization.
MISSION STATEMENT
Southwestern College’s Doctorate in Educational Leadership is committed to building ethical leaders who can engage with their stakeholders through effective communication. Graduates’ abilities to navigate diverse environments will help guide them as they lead organizational change. The EdD leadership program is designed to be innovative using modern research and inquiry methods.
THE SC DIFFERENCE
Recently ranked by U.S. News and World Report for its online degree programs, Southwestern College offers quality online degrees to adult learners. With courses taught by expert faculty and access to a variety of student resources, SC learners are provided with the tools and flexibility needed to succeed in their education while preparing for professional advancement.
- Flexible scheduling
- Tailored and module online instruction
- Potential to complete in eight semesters
- Nonprofit
- Kansas Department of Education (KSDE) accredited
- Council for the Accreditation of Educator Preparation (CAEP) accredited
APPLICATION PROCESS
View the steps to apply to the Doctorate in Educational Leadership program:
COURSES
Doctorate in Educational Leadership (Ed.D.)
The Doctor of Leadership at Southwestern College is founded on the belief that the future of education requires exceptional leaders who can lead for change, be effective communicators, transformative in organizational leadership, and navigate the complexities across educational domains. The leadership program offers the option of Kansas licensure in district administration for K-12 licensed educators.
The program is designed for practitioners in higher education, PK-12 environments and other non-profits. The flexible program design offers online asynchronous module-based leadership courses, a hybrid format that combines synchronous learning sessions and asynchronous modules for research and dissertation courses. Courses are offered in 6-week sessions per semester. This flexible format presents the potential for an applicant to complete the 48-credit hour program in eight semesters.
Course Progression Chart
EdD Course Progression Chart 2026-2027 PDF
Course Descriptions
EDUC 866 Research Perspectives and Applied Inquiry for Educational Leaders 1
The course introduces students to the foundational theories, methods, and practices of research-based inquiry. It prepares students to be both critical consumers and ethical practitioners of educational research to drive continuous improvement in P-12 schools, higher education, or other educational settings. A central focus is on applying research methodologies to solve authentic, meaningful problems of practice. Students begin exploring research for dissertation topics, use of EndNote, databases, and APA 7. Credit 3 hours.
EDUC 867 Research Perspectives and Applied Inquiry for Educational Leaders 2
Students will continue to explore and develop a deeper understanding of diverse research methodologies, formulate a researchable problem or question based on real-world educational issues, and design and execute an applied inquiry or research protocol relevant to their own educational setting. Students will engage in ongoing reflective practice as scholarly practitioners and leaders. Students will develop research libraries for dissertation topics, extensive use of EndNote, databases, and APA 7. Credit 3 hours.
EDUC 876 Research Design 1
The course provides students with the foundational knowledge and practical skills needed to develop and execute high-level research. The course emphasizes an in-depth understanding of both quantitative and qualitative methods as they apply to problems in educational administration and policy. Course material and activities address philosophical foundations, design, various methods, analysis, interpretation, and presentation of qualitative data and findings. Credit 3 hours.
EDUC 877 Research Design 2
The course further develops the foundational knowledge from EDUC876 by completing literature review activities. Data collecting, coding and analysis activities will be used on students’ selected research methods. Students will practice analyzing and interpreting data using coding phases. Students continue the development of potential research design on selected topics. Credit 3 hours.
EDUC 891 Leading for Change through Educational Leadership
This course focuses on equipping educators with knowledge, skills, and frameworks to effectively initiate and manage transformative change within educational organizations, emphasizing aspects like fostering a culture of innovation, building stakeholder buy-in, developing a strong vision for change, and addressing systemic barriers to equity for diverse student populations. These courses typically explore various theoretical models for change, analyze case studies, and involve practical application of strategies through individual and group projects to help leaders drive sustainable improvements in educational practices and outcomes. Credit 3 hours.
EDUC 892 Leadership through Effective Communication
This course focuses on developing the essential verbal, non-verbal, and written communication skills needed by leaders to build trust, inspire action, manage conflict, and articulate a clear vision. Coursework often blends communication theory with practical applications, emphasizing skills like active listening, persuasive speaking, storytelling, and navigating diverse communication channels to achieve organizational goals and foster positive relationships. Credit 3 hours.
EDUC 893 Organizational Development for Educational Leaders
This course helps leaders foster adaptability and growth within educational institutions by applying structured, evidence-based strategies to improve systems, processes, and cultures. Coursework typically covers organizational theories like systems thinking, strategic planning for change and innovation, data-driven decision-making, and the development of effective leadership practices to enhance team performance, align organizational goals, and create a culture of continuous learning and improvement. Credit 3 hours.
EDUC 894 Policy, Ethics, and Finance for Educational Leadership
This course examines how administrators apply ethical principles and legal frameworks to manage educational organizations, focusing on resource allocation, sound financial practices, and the creation of equitable environments that support all students and staff. The course likely covers legal mandates, financial management strategies, and ethical decision-making to promote social justice and responsible leadership within schools and districts. Credit 3 hours.
EDUC 911 Dissertation Development 1
This course is an introduction to the dissertation process. Students will develop an understanding of the philosophical foundations of research as they relate to the selection of a dissertation topic. Students will generate a dissertation topic, conduct an extensive review of the literature surrounding that topic, and develop an understanding of the role of theory as an integral part of the dissertation process. Students must pass the course with a grade of B or higher to enroll in EDUC912. Credit 6 hours.
EDUC 912 Dissertation Development 2
This course is a continuation of EDUC911 with further depth into the research topic. Prerequisite: EDUC911 with a grade of B or higher to enroll in EDUC921. Credit 6 hours.
EDUC 921 Dissertation Development for Proposal Defense and 922
This course expands the dissertation writing process begun in EDUC911 and EDUC912. Using their comprehensive literature review, background, problem and purpose statements, and potential research questions, students will establish a context that frames the research problem, purpose statement, and research questions for a research design. Students will develop a source-supported research design (philosophy, methodology, strategy of inquiry, and methods) in a draft of the methodology chapter. A cumulative draft of the proposal will be presented for dissertation advisor and committee review for the proposal defense. Candidates must pass the course with a grade of B or higher to enroll in EDUC922. Prerequisite: EDUC912 with a grade of B or higher. Credit 6 hours.
EDUC 922 Dissertation Development for Proposal Defense
Students will continue the course requirements of EDUC921 for the proposal defense, Human and Animal Subjects Research Committee review, and conduct and analyze the study. The dissertation advisor and committee will review drafts of written work as the student moves towards final defense. Prerequisite: EDUC921 with a grade of B or higher Credit 6 hours.
EDUC 931 Dissertation for Final Defense
This course is for students who completed the requirements of EDUC866, EDUC867, EDUC876, EDUC877, EDUC891, EDUC892, EDUC893, EDUC894, EDUC911, EDUC912, EDUC921, and EDUC922 completing the 48 credit hours but have not presented their final defense. Students must have passed the proposal defense and submitted their documents to the Human and Animal Subjects Research Committee. Students will continue their study by communicating with their dissertation advisor and committee preparing for final defense. Credit 1 hour. May be repeated for credit.
Course Objectives
Course Objectives
EDUC 866: Graduates will demonstrate the ability to identify and critically analyze existing research in the field of educational leadership and policy by applying the connections between research questions, theoretical frameworks, and research design. Graduates will formulate a researchable problem or question based on real-world educational issues and design and execute an applied inquiry or research protocol relevant to their own educational setting. Due to the depth and breadth of EDUC 866, the objectives are completed in EDUC 867.
EDUC 867: Graduates will apply objectives from EDUC 866 delving deeper into foundational theories, methods and research-based inquiry.
EDUC 876: Graduates will critically evaluate research designs, methodologies, and findings. They will formulate compelling research problems in educational settings and develop clear research questions and hypotheses. Methodologies will be mastered for graduates to design a formal, rigorous, and valid research design. Ethical practices and standards will be applied. Due to the depth and breadth of EDUC 876, the objectives are completed in EDUC 877.
EDUC 877: Graduates will apply objectives from EDUC 876 delving deeper into existing research studies and executing high-level research, including data collection and analysis.
EDUC 891: Graduates will be able to assess and effectively initiate and manage transformative changes within educational organizations through strategic planning. Graduates will clearly articulate a vision for change and communicate effectively with diverse stakeholders, cultivating a flexible mindset through critical reflection and collaborating with peers to share experiences, challenge perspectives, and build a momentum for change.
EDUC 892: Graduates will develop essential verbal, non-verbal, and written communication skills applying communication theory with practical applications. Active listening, persuasive speaking, storytelling, and navigating diverse communication channels will be emphasized. Graduates will cultivate a leadership presence, master active listening, foster positive work environments, communicate vision and strategy, and adapt to diverse channels.
EDUC 893: Graduates will foster an understanding of organizational dynamics, design strategic planning and change management, cultivate leadership strengths, analyze organizational data and design and implement opportunities for professional growth and development. Graduates will apply organizational development through case studies and collaborative problem solving.
EDUC 894: Graduates will apply ethical frameworks to analyze leadership dilemmas, explain the legal responsibilities of educational leaders, manage and allocate financial resources effectively and ethically, implement policies that advance social justice and equity, and foster a positive culture based on ethical principles.
EDUC 911 and 912: Graduates will develop a database of scholarly research to support writing the dissertation. The dissertation topic, background, problem, purpose, significance of the study is constructed. Graduates delineate the conceptual, theoretical framework bound by their chosen topic and construct the literature review outline synthesizing the scholarly research relative to the dissertation topic. Competence in scholarly research writing is adhered to the expectations of the Southwestern College Dissertation Proposal Rubric.
EDUC 921 and 922: The objectives expand the dissertation writing process begun in EDUC 911. Using their comprehensive literature review and potential research questions, graduates will establish a context that frames the research problem by drafting the introductory chapter of the proposal. Graduates will also develop a source-supported research design (philosophy, methodology, strategy of inquiry, and methods) in a draft of the methodology chapter of the proposal. A cumulative draft of the introductory, literature review, and methodology chapters will be presented for faculty review and proposal defense.
EDUC 931: Graduates continue the writing of the dissertation until final defense and have met the dissertation requirements.
Questions?
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