California State University - Long Beach

Name of CPED-Influenced Program:  The CSULB UCI Joint Doctorate In Educational Leadership
Program Description: 

The program is intended for working professionals who seek to further influence educational policy and decision making. It is a 60 unit, 3 year program (includes summer terms). that utilizes a cohort model. 

Key Contact Person:
Heidi Gilligan, Program Coordinator 562-985-4998

Dissertation and final oral dissertation defense completed in the final semester of the program.  

In Spring 2012, the program conducted it’s first employer survey.  Emails with the electronic link to the on-line survey were sent to 66 employers of EdD students and graduates, 31 employers responded, giving a response rate of 46%. Findings indicate that students and graduates are the strongest in analysis and problem solving and collection, analysis and use of data.  Employers were also asked to identify reforms led by students and graduates. The top three responses were that our graduates lead reforms in student services, reforms to organizational or systems, and reforms to instruction or curriculum.
Core Courses:

EDLD 722: History and Systems of U.S. Education (3): Critical analysis of major schools of US historical thought and their connection to social developments and examination of history as an interpretive, subjective process in which historians engage in dialogue with larger intellectual communities. 

EDLD 723: Legal and Ethical Leadership: Implications for Policy and Practice in P-16 Educational Settings (3): Examinations of legal and ethical issues, implications, and applications.  Exploration of leadership in complex educational environments, multiple perspectives applying legal and ethical principles and policies, technological legal research.  Examination of broad national and state theoretical and practical contexts using an ethical, legal leadership framework.

EDLD 724: U.S. Education and Diversity (3): Examination of cultural identity in relation to socio-cultural disenfranchisement in educational institutions, multiple forms of cultural hegemony, policy and practices that foster inequality in schooling.

EDLD 725: Organizational Leadership in Educational Settings (3): Examination of dynamic organizations from a leader's perspective.  Analysis of organizational theory, structure, culture and interrelationships from multiple perspectives as well as the leader's role in managing critical factors that can undermine a high performance organization.

EDLD 726: Policy, Politics, Power in Educational Settings (3): In-depth analysis of topics relevant to politics and power in educational policy and reform.  Exploration of issues related to governance, structure, programs, leadership, strategic planning and assessment.

Research Courses:

EDLD 730: Educational Research Epistemologies and Methodologies (3): In-depth exploration of epistemological underpinnings of educational research, qualitative and quantitative studies, and emergent research methodologies pertinent to educational practice and policy.

EDLD 731: Qualitative Research Methods for Educational Leadership (3): Advanced study of qualitative research traditions and methods for both understanding and application.  Methods and research design elements include ethnographic and focus group interviews, participant and naturalistic observation, case study and document analysis.

EDLD 732: Inferential Data Analysis in Education (3): Univariate and multivariate statistical analyses: hypothesis testing using analysis of variance, analysis of covariance, multiple regression, path analysis, and introduction to Structural Equation Modeling.

EDLD 733: Program and Student Assessment (1): Assessment of student learning and development and program assessment.  Focus on design of a holistic program evaluation incorporating assessment and measurement of student outcomes.

EDLD 734: Survey Methods in Educational Research (1): Focus on application and practical methodological tools in designing survey research in educational settings.

EDLD 735: Applied Field Research (2): Faculty-led field research.  Focus on the development of the dissertation chapter three and piloting of the dissertation study methods.

Specialization Courses:

Community College/Higher Education Specialization Courses


EDLD 740: Policy and Finance Issues in Community Colleges (3): In-depth analysis of the community college system, function and purpose.  Exploration of issues related to governance, structure, program, leadership and strategic planning and assessment.

EDLD 741: Teaching and Learning in Post Secondary Settings (3): Focus on student development and learning theories based on cognitive, psychosocial, typology, and person-environment perspectives.  Exploration of the role of faculty and others in the collaborative development and implementation of responsive curricula at 2 and 4 year institutions.

EDLD 742: Exploration of Campus Cultures: Impact and Influence (3): Examination of faculty , administrative, and student cultures in terms of values, behavioral norms impact and influences.  Application of research methods for the study of campus cultures.  Dialogue concerning the implications of these finding for higher education policies and practices.

EDLD 743: Leadership in Higher Education (3): Analysis of current research and theories on leadership and organizational change in higher education: multicultural organizational development theories, planning, change, and the effective strategies for change.  Exploration of case studies of organizational leadership.

Pre K - 12 Specialization Courses

EDLD 751: Organizational Culture and Community Engagement in Education (3): Examination of school organizational culture, leadership and the local community in a global context: organizational strategies and development of teams to promote systemic change, cultural transformation and social justice.

EDLD 752: Financial and Human Resource Development (3): Examination of the acquisition, distribution, cultivation and management of human, fiscal, and time resources in public education.  Identification and application of skills necessary for harnessing human and financial resources that further the goals of a school and district.

EDLD 754: Leadership in P-12 Education (3): P-12 leadership paradigms, models, theories, organizational/structural configurations; internal/external local, state, national influences on leadership; change theory/agency; relationship, communication, and professional disposition-building strategies; research/practice integration.

EDLD 755: Curriculum Theory, Instructional Leadership, and Accountability (3): Advanced research and analysis of the relationship among theory, curriculum, teaching, learning, assessment, and professional development in diverse settings. Role of the instructional leader.


Program Milestones:

Qualifying exam (4th semester): The written qualifying paper is the official examination of the student's abilitv to conceptualize an issue or concern in educational leadership and examine it using existing empirical, theoretical, or other scholarly literature. A successful qualifying exam paper demonstrates that the student has a command of the literature in a given area of educational leadership and can use that literature to better understand the concern and address it in both theoretical and practical ways. The qualifuing exam is also the benchmark assignment that signals that students have the analytic ability and writing skills to perform at the levels expected for dissertation work and at the level expected for a professional who holds the academy's highest degree. This paper must demonstrate an ability to analyze, critique, synthesize, and apply knowledge relevant to a meaningful and urgent educational issue.

Oral Proposal Defense (8th semester): The dissertation proposal examination and oral defense will evaluate the candidate’s readiness to proceed with the dissertation research.  The dissertation proposal examination will consist of the first three chapters of the dissertation.  It will typically focus on an examination of (a) an educational issue, (b) a practice or program, (c) an educational policy or reform or improvement, (d) implementation studies within as educational organization or community setting.  The dissertation committee will evaluate the proposal.  A determination of passing must be made by consensus of the committee.  Passing this examination will constitute formal approval for the candidate to proceed with the proposed dissertation research, subject to Institutional Review Board approval.

Final Oral Defense of the Dissertation (9th semester): The Dissertation Committee will conduct a final oral examination during which the doctoral student defends the dissertation. By unanimous vote the Committee may approve the dissertation and recommend conferral of the degree or may request minor and/or substantive changes. In the event that the Dissertation Committee requires substantive changes, the final vote of the Committee will be postponed until the changes are completed.

Admission Requirements: 

Minimum admission requirements: Masters in education or a related field, experience in, or potential for educational leadership.  Cumulative GPA of 3.0 in upper division undergraduate coursework and graduate coursework. Program application requires official transcripts, GRE scores, statement of purpose, current resume, writing sample, three letters of recommendation, and face-to-face interview.

General Information:
  • Program Delivery:   On Campus
  • Average number of students admitted into the EdD program each year:   33
  • Types of employoment students hold upon entering the program:   Our PK12 specialization students hold positions as teachers, lead teachers, teachers on special assignment, school psychologists, school counselors, assistant principals, or principals.Our Community College/Higher Education specialization students hold positions as program coordinators/directors, program advisors, directors of college student service centers, deans, associate professors, assistant professors, vice presidents, or presidents.
  • Student:Faculty Ratio (Courses):   15:1
  • Student:Faculty Ratio (Advising):   1:4
  • Typical bachelors degrees held by students upon entering the program: Our students hold bachelors degrees from a wide variety of disciplines, many have degrees in Liberal Studies (Elementary Education), English, Political Science, Sociology, Psychology, Child Development/Human Development, or History.
  • Typical masters degrees held by students upon entering the program: Many of our entering students hold degrees in Education, Education Administration, or Curriculum and Instruction.  Our students also hold degrees in Public Administration, Social Work, Counseling, or Student Affairs/Higher Education.
  • Number of credits in the program (beyond the Masters): 60
  • Length of Program: Less than 4 years
  • Percentage of students that graduate on time: 78%
  • Are most students part time or full time?: full time
  • Application Deadline: February 15  
    Interviews: March 15  
    Admission Decision: April 15
    Orientation: May 15
    Classes begin first week of June.
  • Financial aid available to students: Students are eligible to recieve federal financial aid.
  • Average number of students enrolled in each cohort: 30
  • Total number of faculty: 10 full time faculty
  • Graduation Rate: 96%
  • Attrition Rate: 16%
  • Former PK-20 Practitioner, Current University Faculty: 5
  • Current University Faculty: 5
About the Program Design Process
How did practitioners advise on the program design process?

The EdD Advisory Board, consisting of faculty members from the College of Education; school district, community college and university administrators; and program faculty and students has overseen the development and implementation of the EdD Program. The Board meets annually with reports on student progress, faculty achievement, program evaluation data, etc. Some external members of the board have also served as part-time instructors or dissertation committee members.

What strategies were used to develop your program design?

The development of the EdD Program at CSU Long Beach, and all CSU’s was guided by Senate Bill 724 Section 66040.3 (b) which states:  “The Doctor of Education degree offered by the California State University shall be focused on preparing administrative leaders for California public elementary and secondary schools and community colleges and on the knowledge and skills needed by administrators to be effective leaders in California public schools and community colleges.”

The systemwide EdD program framework was developed around core educational leadership concepts derived from major sources of expertise in the field that are responsive to the provisions of Senate Bill 724. The core concepts were drawn from the Report of the CSU Presidents Task Force on Education Leadership Programs, the California Professional Standards for Educational Leaders, designs of community college leadership programs from across the nation that reflect the American Association of Community Colleges Competences for Community College Leaders, and exemplary current doctoral programs in educational leadership.

How long was the design process? 1.5 years

Was there anything unique about your program design process?

The CSU systemwide framework creates an innovative EdD model that connects program philosophy, pedagogy, and target populations through a design that:

  • Is focused on practice and applies research tools to the challenges administrators face in real-world contexts in advancing important reforms and improving student achievement.
  • Prepares Pre-K-12 and community college leaders within a framework of both (a) common and (b) distinctive issues affecting education in the two different sectors.
  • Involves faculty with varied disciplinary perspectives in coursework examining theory, research, and significant field-based problems.
  • Includes outstanding professional leaders in instructional and mentoring roles, and in curricular and programmatic dialogue and decision-making.
  • Applies a range of research methods to major problems of educational practice relevant to diverse educational settings, using a framework of data-driven decision-making.
Description of each year of the Program: 

The first two years of the program is focused on completion of coursework (23 units of core, 13 units of research, 12 units of specialization in either Pre-K-l2 or Community College and Higher Education). The third year is focused on completion of the dissertation (12 units).

Description of each year of the Program: 

The first two years of the program is focused on completion of coursework (23 units of core, 13 units of research, 12 units of specialization in either Pre-K-l2 or Community College and Higher Education). The third year is focused on completion of the dissertation (12 units).

Carnegie Project on the Education Doctorate (CPED)
Headquartered @ The University of Pittsburgh School of Education
5522 Posvar Hall - 230 S. Bouquet Street - Pittsburgh, PA 15260   +1 (412) 648-7428