College of Education, Nursing and Health Professions
EdD in Educational Leadership
The Doctor of Education in Educational Leadership (EdD) program reflects the latest thinking and research on higher education leadership, organizational dynamics, and institutional change. It offers advanced training to mid-career adult leaders interested in shaping their postsecondary education work environments into dynamic learning communities.
Students who successfully complete this program are awarded a Doctor of Education (EdD) with a specialization in educational leadership in higher education.
The EdD program is designed for working adults taking two evening courses each academic session (summer, fall, spring). Many of the courses are offered online or in a hybrid format.
Students complete a minimum of 63 credit hours beyond an earned master’s degree in order to be eligible to receive the Doctor of Education (Ed.D.) degree in Educational Leadership.
For more information, and to see a complete list of degree requirements, visit the Course Catalog.
The program is organized into the following areas:
These courses represent the core learning in the program. They address the major understandings and skills needed by educational leaders in the areas of educational policy, curriculum and instruction, organizational performance and change, and professional and ethical practice. Collectively, these areas represent the domains within which educational leaders practice.
EDD 821: Educational Policy Studies
EDD 822: Organizational Theory and Change in Educational Organizations
EDD 825: Seminar in Instructional Development
EDD 826: Professional and Ethical Issues in Educational Leadership
EDD 827: Seminar in Educational Leadership
EDD 837: Diversity in Higher Education
EDD 843: The Professoriate
Courses in this program area address the major challenges confronting educational leaders charged with the responsibility of sustaining institutions through the promotion of innovative practices. Such leaders engage in systems thinking, understand both practical and policy issues associated with resource management, and develop and sustain professional learning communities. These leaders explore the viability of coordinated service delivery approaches for persons with complex service. They encourage new paradigms for engagement with the community. Gender equity and diversity issues also guide their practice.
EDD 834: Higher Education Foundations
EDD 835: Higher Education Law
EDD 836: Student Affairs Administration
EDD 839: Special Topics in Educational Leadership
Students acquire the quantitative and qualitative research skills and methodologies needed to engage in their doctoral research.
EDD 839: Special Topics: Reading Research in Higher Education
EDD 840: Research Skills for Educational Leaders
EDD 842: Qualitative Research Methods
EDD 844: Quantitative Research Methods
Students take EDD 850 Academic Publishing that produces a presentation or publication. The research synthesis component entails a comprehensive review of the literature and development of the first chapter of a research prospectus in preparation for advancement to candidacy to the program’s dissertation phase. Students may also take an optional higher education administration internship.
EDD 850: Academic Publishing
EDD 851: Administrative/Teaching Internship (Optional)
EDD 852: Synthesis Seminar
EDD 860: Doctoral Proposal Seminar
Upon formal advancement to candidacy, students engage in their dissertation research. The University of Hartford has a deep commitment to sponsoring research designed to enhance the practice of educational leadership. Students participate in seminars and work individually with faculty research advisors in the design and completion of their dissertation research.
EDD 861: Doctoral Dissertation
View the EdD Policy Manual for additional information on the program requirements.
View the University Graduate Catalog for additional information.
Special features of the program
- We deliberately seek to maintain a diverse student body, drawn from universities, colleges, schools, health-related professions, government, and human service organizations. These individuals are typically fully employed, bringing with them significant work experience and dedication to improving their respective constituencies.
- Students are admitted in cohort groups each summer. The groups serve as a support network as students advance through the program. To the extent possible, courses are scheduled to enable students to complete the program together with colleagues.
- The diversity of each cohort lends itself to vibrant student-faculty interactions in and out of the classroom. This, in turn, leads to a sense of shared commitment to acquiring knowledge, developing and practicing leadership skills, and conducting research in the context of “a private University with a public purpose.”
- Active enrollment in summer courses allows students to move through courses rapidly and replaces the residency requirement in more traditional doctoral programs.
Hear from our graduates
“The University of Hartford really understands adults who are working and who want to continue their education. The environment and the support played an important part in my decision to continue my education here.”
Stephanie Knutson D’19
Connecticut Department of Education
“You’ll have a wide range of courses that will give you a foundation in higher education and in research that you can use in any aspect of working in higher ed.”
Glenn Knight D’20
Assistant Director, Continuing Studies, Wesleyan University
Many graduates of our EdD program have advanced to senior leadership positions in education and health care. They include:
Mark Benigni, EdD, Superintendent - Meriden Public Schools; Mayor - City of Meriden, 2001-2008
Steven Minkler, BA, MA, EdD, Chief Executive Officer, Middlesex Community College
Lisa O’Connor, BS, MSN, EdD - Dean of the School of Nursing, Quinnipiac University
Marisol Aponte Ostrov, EdD, Director - Health Services, Central Connecticut State University
William Perez, EdD, Chief - Fire Department, University of Connecticut
Maria Tackett, EdD, Nursing Director, Professional Practice, Hartford Hospital
Danielle Wilken, EdD, President, University of Bridgeport
Program Completion Plan
The EdD program begins the final week of June each year. Students complete the curriculum over the next three years as a cohort, taking two classes each session.
Classes are offered in face-to-face, online and hybrid formats and are generally scheduled from 4:30 p.m. to 10 p.m. to accommodate professional working schedules. Summer classes meet two evenings per week from late June through July; fall and spring classes meet back-to-back one evening per week.
Approximately 20 students begin each year and remain together through their coursework. They complete the dissertation phase individually, typically finishing the dissertation in one to two years.
Click below for the full program completion plan:
- EDD 839 Special Topics: Reading Research in Higher Education
- EDD 827 Seminar in Educational Leadership
- EDD 834 Higher Education Foundations
- EDD 840 Research Skills for Educational Leaders
- EDD 825 Seminar in Instructional Development
- EDD 844 Quantitative Research Methods
- EDD 821 Educational Policy Studies
- EDD 835 Higher Education Law
- EDD 828 Organizational Theory & Change in Education
- EDD 842 Qualitative Research Methods
- EDD 836 Student Affairs Administration
- EDD 837 Diversity in Higher Education
- EDD 843 The Professoriate
- EDD 826 Professional and Ethical Issues in Educational Leadership
- EDD 850 Academic Publishing
- EDD 852 Synthesis Seminar
- EDD 860 Dissertation Proposal Seminar
- EDD 851 Doctoral Internship (optional)
REMAINDER OF PROGRAM• EDD 861 Doctoral Dissertation
You must hold a completed master's degree in a related field by the start of your program. We prefer that you have professional experience (minimum of 3 years).
Applying to the Doctor of Education in Educational Leadership is a two-phase process.
Application Phase 1
- Application for Admission: You will need to create an account in order to submit an application. You can continue to log in and out as you complete the forms, and your application will be saved for editing until all required items are complete.
- Writing sample. This may include a publication, research paper written in a master’s program, master’s thesis, or other scholarly paper.
- Personal statement
- Supplemental essay (maximum 750 words): Describe an issue higher and secondary education institutions are facing, or a problem of practice related to higher education, that is important and timely. What is the significance of this issue and what aspect(s) of it need further attention from researchers, practitioners, and/or policymakers?
- Current resume/curriculum vitae
- Official transcripts (from all issuing college-level institutions)
- Two professional references
- Application fee
A description of what and how to submit these materials can be found at Application for Admission.
Additional application requirements for international students are here.
Faculty members in the program review applications on a rolling basis, typically once a month.
Interview - Phase 2
Once the faculty has reviewed an application, you may receive notification requesting an interview with a member of the Doctor of Education in Educational Leadership faculty. The admission interview is the last phase in the application process.
Upon acceptance into the program, students are required to pay a $300 non-refundable deposit which will be applied to their tuition.
Deadlines and Dates
Admission into the EdD program can occur only for the summer semester. Applications are accepted year-round on a rolling basis until the cohort is filled. Prospective students should submit completed materials as soon as possible. The admission committee will review complete applications in the order in which they are received.
Successful Completion Of Program
Complete all courses in the program, demonstrating a high level of proficiency.
Develop and implement a substantial, original educational leadership research project that builds on, and contributes to, the literature in the field.
Present written and oral results of a substantive research project to multiple groups.
Based on a prior extensive review of the related literature, write the introductory chapter to a doctoral dissertation proposal.
Read and critically analyze a set of journal articles addressing educational leadership implications of multiple cultural diversity issues.
|Per Credit Rate|
|Educational Leadership, EdD