educational leadership doctoral programs virginia

• Skip to Content
• Bulletin Home

Virginia Commonwealth University

Make it real..

• Academic Calendars
• Financial aid
• Maps and directions
• Technology Services
• Tuition and fees
• VCU Libraries
• Regulations
• Undergraduate
• Professional
• Leadership, Doctor of Education (Ed.D.)
• Graduate Bulletin /
• School of Education /
• Department of Educational Leadership /
• Graduate study
• Dual degree opportunities
• Dual degree and certificate opportunities
• College of Engineering
• College of Health Professions
• College of Humanities and Sciences
• School of the Arts
• School of Business
• School of Dentistry
• Administration
• Accreditation
• Organization
• Support/​resource offices
• Licensure and reciprocity
• Extended Teacher Preparation Program
• Education, Doctor of Philosophy (Ph.D.) with a concentration in art education
• Education, Doctor of Philosophy (Ph.D.) with a concentration in counselor education and supervision
• Education, Doctor of Philosophy (Ph.D.) with a concentration in curriculum, culture and change
• Education, Doctor of Philosophy (Ph.D.) with a concentration in educational leadership, policy and justice
• Education, Doctor of Philosophy (Ph.D.) with a concentration in educational psychology
• Education, Doctor of Philosophy (Ph.D.) with a concentration in research, assessment and evaluation
• Education, Doctor of Philosophy (Ph.D.) with a concentration in special education and disability leadership
• Education, Doctor of Philosophy (Ph.D.) with a concentration in urban services leadership
• Department of Counseling and Special Education
• Adult Learning, Master of Education (M.Ed.) with a concentration in human resource development
• Adult Learning, Master of Education (M.Ed.) with a concentration in instructional design and technology
• Educational Leadership, Master of Education (M.Ed.) with a concentration in administration and supervision
• Educational Leadership, Master of Education (M.Ed.) with a concentration in culturally responsive leadership
• Educational Leadership, Master of Education (M.Ed.) with a concentration in higher education administration
• Educational Leadership, Master of Education (M.Ed.) with a concentration in leadership studies
• Culturally Responsive Leadership, Certificate in (Graduate certificate)
• Educational Leadership, Certificate in (Post-​master’s certificate)
• Medical Education, Certificate in (Graduate certificate)
• Department of Foundations of Education
• Department of Teaching and Learning
• L. Douglas Wilder School of Government and Public Affairs
• School of Medicine
• School of Nursing
• School of Pharmacy
• School of Population Health
• School of Social Work
• VCU Life Sciences
• da Vinci Center for Innovation
• Office of Research and Innovation
• VCU Health Sciences
• Graduate School
• Division of Strategic Enrollment Management and Student Success
• Division of Student Affairs
• Global Education Office
• VCU Continuing and Professional Education
• Office of Institutional Equity, Effectiveness and Success

This is the preliminary (or launch) version of the 2024-2025 VCU Bulletin. Courses that expose students to cutting-edge content and transformative learning may be added and notification of additional program approvals may be received prior to finalization. General education program content is also subject to change. The final edition and full PDF version will include these updates and will be available in August prior to the beginning of the fall semester.

Program goal

The purpose of the Ed.D. in Leadership program is to engage leaders in a variety of learning organizations with practitioner-oriented  knowledge and skills, authentic leadership and research experiences, and opportunities for reflection that will enable them to succeed in a variety of organizational leadership positions. Three analytic lenses (equity, accountability and learning theory) guide course work and enable students from diverse backgrounds to consider learning through common perspectives.

Students will examine cases centered on enduring questions in learning and leadership. Questions will be explored through contrasting evidence from a variety of perspectives and contexts.

Program features

The Ed.D. in Leadership is a 48-credit hour, 36-month program. Based upon principles of adult learning, the program has the following features:

• Competitive admissions
• Midcareer entry
• Practitioner-oriented
• Learning-community based
• Problem-oriented andragogy and curriculum
• Two learning communities in K12 and general leadership (appropriate for leaders of schools and districts, nonprofits and other service organizations) and higher education leadership are offered in face-to-face and online delivery modalities, depending on the number of admissions each year. Face-to-face students typically meet one evening each week and five Saturdays each semester. Online students receive a blend of synchronous and asynchronous learning and have three required face-to-face Saturday sessions in the summer of year one and two Saturday face-to-face sessions in the summer of year two.
• Program culminates in a three-semester applied group dissertation (the capstone)

Student learning outcomes

• Confident and clear communication and presentation skills through formal benchmark presentations
• Understanding and application of effective leadership, team-building and learning behaviors through team projects
• Appropriate data-gathering, management and analysis techniques through program evaluation and capstone projects
• Making of decisions and recommendations based upon data analysis and scholarly research through formal benchmark presentations and capstone projects
• Scholarly writing skills through technical report writing
• Academic achievement necessary to be considered for doctoral candidate status, as required by the university by meeting candidacy requirements

VCU Graduate Bulletin, VCU Graduate School and general academic policies and regulations for all graduate students in all graduate programs

The VCU Graduate Bulletin website documents the official admission and academic rules and regulations that govern graduate education for all graduate programs at the university. These policies are established by the graduate faculty of the university through their elected representatives to the University Graduate Council.

It is the responsibility of all graduate students, both on- and off-campus, to be familiar with the VCU Graduate Bulletin as well as the Graduate School website and academic regulations in individual school and department publications and on program websites. However, in all cases, the official policies and procedures of the University Graduate Council, as published on the VCU Graduate Bulletin and Graduate School websites, take precedence over individual program policies and guidelines.

Visit the academic regulations section for additional information on academic regulations for graduate students.

Degree candidacy requirements

A graduate student admitted to a program or concentration requiring a final research project, work of art, thesis or dissertation, must qualify for continuing master’s or doctoral status according to the degree candidacy requirements of the student’s graduate program. Admission to degree candidacy, if applicable, is a formal statement by the graduate student’s faculty regarding the student’s academic achievements and the student’s readiness to proceed to the final research phase of the degree program.

Graduate students and program directors should refer to the following degree candidacy policy as published in the VCU Graduate Bulletin for complete information and instructions.

Visit the academic regulations section for additional information on degree candidacy requirements.

Graduation requirements

As graduate students approach the end of their academic programs and the final semester of matriculation, they must make formal application to graduate. No degrees will be conferred until the application to graduate has been finalized.

Graduate students and program directors should refer to the following graduation requirements as published in the Graduate Bulletin for a complete list of instructions and a graduation checklist.

Visit the academic regulations section for additional information on graduation requirements.

Apply online today.

Admission requirements

In addition to the  general admission requirements of the VCU Graduate School , the following requirements represent the minimum acceptable standards for admission:

• Master’s degree
• Three letters of recommendation addressing the student’s potential for graduate study in education
• Statements of intent and leadership
• Transcripts of all previous college work
• A personal interview (may be requested)
• Professional vitae/resume

Please visit the School of Education website for further information.

Degree requirements

In addition to general VCU Graduate School graduation requirements , students are required to complete course work in core and elective courses.

• Credit hour requirements: Students are required to complete a minimum of 48 credit hours.
• Grade requirements: Receipt of a grade of C or below in three courses constitutes automatic dismissal from the program: Courses with a grade below C cannot be used to satisfy degree requirements.
• Capstone requirements: Students must complete and defend a team-based capstone research project.

Curriculum requirements

The minimum total of graduate credit hours required for this degree is 48.

Contact Enrollment Management [email protected] (804) 828-3382

Additional contacts Beth E. Bukoski, Ph.D. Associate professor and graduate program director [email protected] (804) 828-8736

Program website:  soe.vcu.edu/academics/doctoral-programs/edd-leadership

Virginia Commonwealth University Richmond, Virginia 23284 Phone: (804) 828-0100 [email protected]

All Bulletins © 2024-2025 Virginia Commonwealth University Sun Dec 31 2023 07:19:35 GMT-0600 (CST)

Print Options

Print this page.

The PDF will include all information unique to this page.

• Virginia Tech

Educational Leadership and Policy Studies

About the program.

This Educational Leadership doctorate (Ed.D.) program is designed for practicing school administrators and supervisors who are seeking advanced preparation for positions in public or private schools.

Cost & Financial Aid

Current VT Tuition Costs

Requests for financial assistance should be directed to the Office of Scholarships and Financial Aid in Blacksburg, 540-231-5179.

The Virginia Tech Roanoke Center programs are primarily for part-time students and financial assistance is unavailable. Virginia K-12 teachers under contract usually have reduced tuition at state universities. Contact the School of Education at (540) 231-1802 for more information.

Student Support

We know the path to higher education can be daunting, which is why we’re here to help.

As a student of the Roanoke Higher Education Center , you will have access to:

• Library collections and services
• Student Success Center
• Career Center
• Computer lab and student lounge
• Cafe serving breakfast and lunch
• Free parking with a student parking pass
• Computer lab
• Exam proctoring
• Video conferencing
• Continuing and professional education programs
• Virginia Tech Roanoke Center website

Contact David Alexander

Email 540-231-9723

More Information

• Undergraduate Programs
• Master's Programs
• Ed.D., Leadership
• Ph.D., Education
• Ph.D., Special Education
• Online Programs
• Certificates
• Endorsements & Certifications
• 4+1 & Graduate Pathways
• Teacher Pathway Initiatives
• Career Switchers
• School of Education

Doctoral Programs

Leading. Finding solutions.

Be part of the conversation around solutions to unprecedented challenges in educational settings across the country and globe. Blend your past professional and academic experiences into a rewarding specialized doctoral program.

Through our doctoral programs, our students have access to our School of Education research , labs , cross-disciplinary collaboration , affiliate centers , and faculty and staff practitioner knowledge to develop relevant research to improve the field of study and wider local and global community. Here is a full list of our doctoral program options across three programs :

• Ed.D. in Leadership
• Art Education concentration
• Counselor Education and Supervision concentration
• Curriculum, Culture and Change concentration
• Educational Leadership, Policy and Justice concentration
• Educational Psychology concentration
• Research, Assessment and Evaluation concentration
• Ph.D. in Special Education

The VCU Holmes Scholars Program  is a selective program that provides accepted doctoral students from  historically underrepresented groups  with resources and professional development to best position them for  tenure track faculty positions in high (R2) and very high (R1) research universities . Our cross-disciplinary scholars create a network that leverages the collective and individual strengths of each member to maximize their VCU School of Education program. Learn more about how we live our values  through the Holmes program!

Our Three Doctoral Programs

Our is a great resource to review what research is currently being conducted at the school. This may help you identify a specific content area of interest, or a few, to help narrow your track options.

After identifying a few research areas of interest, review the key faculty who are researching in those areas and their research interests in our directory .

As you are debating tracks, contact [email protected] to schedule a meeting with our recruitment specialist to talk through your research interests, past academic and professional experiences, and where you hope to go in your future career.

The Ed.D. in leadership engages leaders of learning organizations with practitioner-oriented knowledge and skills, authentic leadership and research experiences, and opportunities for reflection that will enable them to succeed in a variety of organizational leadership positions. Three analytic lenses (equity, accountability and learning theory) guide coursework and enable students from diverse backgrounds to consider learning through common perspectives. The Ed.D. is a 48-hour, 36-month program which centers on action-oriented andragogy and curriculum, includes the application of theory and research, and focuses on addressing practitioners’ problems of practice, culminating in the Capstone study the final year in the program.

The Ph.D. in education prepares individuals for leadership in a variety of educational arenas, including school administration, curriculum and instruction, research and evaluation, special education and disabilities, as well as private and public organizations and agencies. Students are provided opportunities to build on one’s life experiences and interests through the advanced study of important ideas and practices, through the conduct and application of research, and through interactions with Ph.D. students and professors from departments across the university.

Ready To Get Started?

• Jenna Lenhardt, Ph.D.
• Director, Strat Recrt & Outrch
• (804) 827-6847
• [email protected]
• Recruitment specialist
• (804) 827-2479
• Email: [email protected]

VCU Education @VCUSOE - May 14

Congratulations to June Jones, recipient of the Patricia Pleasant Award of Excellence at #VCUSOE’s 2018 Faculty & Staff Appreciation Luncheon.

Right Now at VCU School of Education

• Request Info
• Attend Event

Privacy Policy / © 2022 Virginia Commonwealth University. All rights reserved / Updated: 04/04/2024

Search VCU's School Of Education

Expanding Perspectives, Leading Positive Change

• Posted May 15, 2024
• By Maya Wesby

The Intellectual Contribution Award recognizes graduating Ed.M. students (two from each master’s degree program) whose dedication to scholarship enhanced HGSE’s academic community and positively affected fellow students. All recipients were nominated by their classmates based on who inspired them, helped them gain a different perspective on education's challenges, and contributed to shared learning and intellectual growth, both inside and outside of the classroom. Each program's faculty directors, in consultation with other faculty and staff, selected the final honorees for their program based on the nominations and on demonstrated academic success.

Rosa Maria Martinez and Shani Shay will be honored with the Intellectual Contribution Award for the Education Leadership, Organizations, and Entrepreneurship (ELOE) Program during HGSE Convocation exercises on May 22. Below, our faculty members comment on the selections, and we asked the winners about their time at HGSE, their future goals, and their approach to impacting the field of education.

Rosa Maria Martinez, Ed.M.'24

"Rosa has shown herself to be an impactful, compassionate, and inclusive leader. Her peers have lifted up her asset-based approach, her ability to create open and safe spaces for learning, and her purposeful work on improving outcomes for youth with disabilities in Massachusetts. Additionally, her peers have proudly praised Rosa’s experience and perspective as a first-gen student and the ways she has successfully used her lived experience to lead HGSE’s First Generation Student Organization as their president. We are grateful for her authenticity and the ways in which this allowed others to feel seen and heard. We can’t wait to watch the ways she continues to positively impact the field of education." — The ELOE Faculty Team

What brought you to HGSE, and what was your goal in coming here?   I am a Chicana, first-generation, low-income woman of color from a mixed-status family and the eldest daughter of immigrant farm workers equipped with the knowledge, lived experience, and determination to make transformative change in my community and the education sector. ... My primary interests center on expanding and reaffirming student success pipelines at the cross-section of public policy and public health through a focus on students' access to basic needs, support services, and critical policy analysis. Fundamentally I want to equip students with the tools and language to affirm and contextualize their lived experiences while institutionalizing best practices and systems that address gaps within student belonging, support, and academic success.

What surprised you about your time at HGSE?   I was surprised by the amazing community and the deep friendships I was able to form during my time here at HGSE. As a first-generation student moving to the East Coast for the first time, I feared not being able to find safe spaces and people where I could express myself authentically. Not only have I found lifelong friends but a strong, brilliant, and inspiring network of peers and mentors. 

Is there any professor or class that significantly shaped your experience? Lecturer Alexis Redding , who taught College Student Development, and Lecturer Jaein Lee , who taught a course on Equitable Practices for First-Generation Students of Color, incredibly impacted my experience at HGSE. These two instructors embody compassionate leadership while spearheading equity and belonging work through their research and intentional course content and facilitation construction. I could not imagine my experience here without them.  

What are your post-HGSE plans? Where are you hoping to make the most impact? This summer, I have the pleasure of being a teaching fellow for the Foundations course How People Learn. I am seeking to continue doing student success and diversity, equity, and inclusion work in higher education institutions and eventually pursue an Ed.L.D. My long-term goal is to be a dean of student affairs while continuing to embody the philosophy that students deserve spaces for authentic expression, compassionate leadership, and holistic, comprehensive care. I feel confident this master's program has equipped me with the wisdom, knowledge, and know-how to get where I need to be. My hope is to impact the support programs and degree attainment rates for first-generation, low-income, Black Indigenous People of Color in higher education through community and research-informed practices and policies centering basic needs and civic engagement.

Shani Shay, Ed.M.'24

"With a focus on deepening our understanding and expanding our perspectives on incarcerated youth, Shani has brought truth and vulnerability to the classroom that has created space for dialogue, especially across differences. Her peers describe her as brilliant, resilient, and courageous and commend her for her commitment to education, abolition, and justice. One of her peers said, 'Shani is unapologetically herself, grounded in her experience and expertise and is not afraid to share out and make you think differently about the world.' We agree and we look forward to the many ways that Shani will use education to positively change the world." — The ELOE Faculty Team

What is something that you learned this year that you will take with you throughout your career in education? I learned that many of us have great intentions and powerful ideas, but we don’t know just how powerful we are.  I am going to take that with me as I move through my work and the world — that we need to be empowered when we are trying to do the right thing.

How did your HGSE experience shape your work or your goals? It allowed me access to a spectrum of students and faculty who were well practiced. HGSE motivated me to dream really big and use the Harvard name to break down barriers!  

Is there any professor or class that significantly shaped your experience? All my classes shaped my experience. So I am honestly grateful to every teacher professor I had access to. But since I must choose Dr. Shawn Ginwright was the most impactful because I know his work from Oakland, California, and because he’s like a “me” in the future — everything he has done I want to do.  

What are your post-HGSE plans? Where are you hoping to make the most impact? I want to be the secretary of education for the United States. I really want to overhaul the education system so that people believe in education and the power it has to create positive change. Education literally changed my life, so I want to see an education system where youth are not pushed out, teachers are not burned out, and we actually use it for liberation and the building of civilization. 

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

Related Articles

The Impact We Hope to Have

Kamal James and Inella Ray will be honored with the Intellectual Contribution Award for the Online Master's in Education Program

HGSE Honors Master's Students with Intellectual Contribution Award

Teaching Toward Change

Clari Heredia and Bryant Odega will be honored with the Intellectual Contribution Award for the Teaching and Teacher Leadership Program 

QUICK LINKS

Degrees and programs powered by experience

Undergraduate

NEWS, DISCOVERY, AND ANALYSIS FROM AROUND THE WORLD

Explore our global campuses

Find unique opportunities for experience-powered learning and discovery.

Our hub for research and graduate education at the intersection of technology, security, and policy

Explore Arlington

Massachusetts

Established in 1898, our first campus is a comprehensive hub for learning, discovery, and urban engagement

Explore Boston

Home to world-class national security and defense research and a magnet for science-based startups

Explore Burlington

North Carolina

An engine for professional education in the life and health sciences

Explore Charlotte

Our hub in Europe, with undergraduate and postgraduate degrees—including a U.S./U.K. double degree—and world-leading network science research

Explore London

Graduate education and entrepreneurship programming to support the rapidly transforming finance and tech economies

Explore Miami

A vibrant center for coastal sustainability research and innovation

Explore Nahant

Our West Coast undergraduate campus offering unique entrepreneurship and social impact programming, and home to the Mills Institute

Explore Oakland

An engine for economic development with graduate degrees and research in technology, and home to the Roux Institute

Explore Portland

Graduate degrees and research focused on the region’s booming tech industry, and undergraduate summer programs

Explore Seattle

Graduate education for high-tech fields in the heart of California’s Big Tech region

Explore Silicon Valley

Preparing professionals to thrive in high-demand fields in North America’s third-largest tech market

Explore Toronto

Professional education aligned with British Columbia’s rising startup and high-tech ecosystem

Explore Vancouver

#LikeAHusky

Plenty of room to do your own thing. Many ways to feel like a Husky.

17 Division I teams, including varsity esports. 55 intramural sports, and 64 club teams. And a packed DogHouse on game nights. Go, Huskies! 

Take Action

Quick Links

Campus Locations

Today, a vanguard of donors is driving Northeastern’s historic $1.3 billion fundraising campaign. With initiatives that span the globe, accelerating outcomes, we’re creating a better world right now. Learn more about our mission

Copyright 2024 Northeastern University

spcs.richmond.edu web results only

Web Results

Directory results.

• Bachelor's Degrees
• Undergrad Certificates
• Graduate Programs
• Professional Education
• Osher Membership
• Exchange email
• UR Talent Web

Info for...

www.richmond.edu web results only

Nonprofit Leadership

The Nonprofit Leadership Institute is an immersive, comprehensive development experience designed to elevate the art and science of leadership within the nonprofit sector. Our curriculum transcends traditional leadership training by diving deep into the nuances of interpersonal dynamics, strategic relationship cultivation, and the mastery of navigating complex organizational landscapes. Participants are equipped with transformative strategies to foster an environment of collaborative innovation, stakeholder engagement, and adaptive leadership.

Institute Overview

This program is tailored not only for those who lead, but also for those who inspire. It is for leaders who understand the power of relationships in driving change, and who are committed to cultivating an environment where strategic partnerships thrive, stakeholder engagement is paramount, and team empowerment is the norm.

Our participants are change-makers, ready to dive deep into the complexities of leadership, eager to challenge the status quo, and passionate about leading their organizations towards sustained impact. The Nonprofit Leadership Institute is an intensive certification program. At the conclusion of the program, you’ll earn a certificate in Nonprofit Leadership from the University of Richmond.

Program Highlights

The Nonprofit Leadership Institute focuses directly on the leadership challenges facing nonprofit leaders and strategies to overcome those challenge.

• Relational Dynamics : Embrace the intricate web of relationships that define the nonprofit ecosystem. From nuanced stakeholder engagement to advanced board interaction techniques, we’ll address the full spectrum of relationship building.
• Strategic Leadership : Delve into strategic planning, aligning organizational objectives with community impact. Learn to leverage situational awareness for decision-making that anticipates rather than reacts.
• Interactive and Applied : The Institute offers a blend of theoretical learning, practical application, and peer exchange. Concepts are both understood and applied, with real-world challenges serving as the backdrop for experiential learning.
• Growth and Networking : Beyond skill development, the Institute serves as a platform for building a lasting professional network. Engage with a community of like-minded leaders, fostering connections that support mutual growth, collaboration, and innovation beyond the program’s duration.
• Differentiate expectations of subordinates, peers, superiors, and partners in the work environment.
• Identify strengths and challenges that their leadership style may present in each relational context. 
• Articulate expectations and meet role expectations as a nonprofit leader.
• Manage difficult conversations within the work environment.
• Manage time and attention as a nonprofit leader.

Who Should Attend?

This institute is ideally suited to nonprofit executive leaders, like CEOs, EDs, and others on the leadership or management teams who supervise skill-level employees. Additional audiences might include the following:

• Aspiring Nonprofit Leaders : Individuals aiming to step into leadership roles within nonprofits, such as program directors, department heads, or senior managers, can develop essential leadership competencies.
• Startup Nonprofit Leaders : Entrepreneurs can learn new skills and gain confidence as they take on the challenges of developing and operating a nonprofit startup.
• Consultants and Advisors : Professionals who provide strategic, management, or technical advice to nonprofit organizations can gain a deeper understanding of leadership challenges specific to the nonprofit sector.
• Academics and Researchers : Educators and scholars who teach or research nonprofit management can deepen their practical knowledge of leadership in the sector.

Institute Modules

Managing the Staff

Supervision is one of the most impactful ways to shape a staff’s professional trajectory and affinity with the organization. Nonprofit leaders must continually balance the need to hold their staff accountable for delivering agreed-upon services with supporting their supervisee’s personal and professional growth. Impactful leaders cultivate a range of tools in their toolkit to navigate the varied aspects of supervision; coaching and empowering staff while holding them accountable, modeling the behavior that supports the organization’s values and mission while ensuring compliance with programmatic and HR best practices.

Managing the Board

As an executive director, the board is your boss and is responsible for directing and evaluating your performance. Other senior-level positions have routine involvement with the board, often in the role of staffing board subcommittees and working on projects with them. Learning to harness the capacity of a volunteer board with varying levels of knowledge and skills is a key nonprofit leadership responsibility. This module focuses on understanding the appropriate role of a board of directors, how to establish productive boundaries with the board, and ways to shape them into effective ambassadors for your agency.

Managing Stakeholders

Leading a nonprofit requires managing relationships with a variety of external groups. Service partners, donors, funding agencies, constituents, and local, state, and federal decision-makers have specific demands and expectations to which a leader must be responsive. Learning how to be consistently responsive to these external groups is a distinct skill that requires a clear sense of both personal and agency capacity. These complicated relationships demand the nonprofit leader be aware of community dynamics and establish clear goals for each constituent.

Managing Equitably

Articulating and aligning core values is one of the most important tasks of a leader. The more self-aware and authentic a nonprofit leader becomes, the better equipped they will be to build and achieve better results, especially during moments of conflict, tension, and frustration. One way to do this is through perspective-taking. When managers instill shared purpose, build strong relationships, and cultivate belonging, teams work more effectively and strategically to advance their mission. This kind of management can deliver results that promote justice and build power.

Managing Yourself

Working as a nonprofit leader can be incredibly rewarding, knowing that your efforts are making a positive impact on the community and those in need. However, the demands and responsibilities of the role can be overwhelming and emotionally taxing. As a nonprofit leader, it is crucial to recognize the importance of self-care to maintain personal well-being and lead effectively. There is a connection between burnout, staff turnover, and poor performance. Reframing self-care as self-defense can help to prioritize maintaining a healthy work/life balance, establish strong boundaries, and protect your organization.

CFRE Approved Program

The University of Richmond Institute on Philanthropy is a CFRE-approved provider for continuing education. Full participation in IOP courses is applicable for points in Category 1.B - Education of the CFRE International application for initial certification and/or recertification based on the number of contact hours listed for the class.

Earn the Nonprofit Leadership Badge

In addition to earning a Certificate from the University of Richmond, students who complete this Institute successfully will earn the Nonprofit Leadership badge . Once earned, you can share this badge on your website, digital resume and social media profiles to demonstrate to employers and colleagues that you’ve completed the program’s outcomes.

PhD in Christian Leadership – Educational Ministries Educate and Lead Fellow Christians

Credit Hours

View Courses

100% online, 8-week courses

Transfer in up to 50% of the degree total

Pursue a Program Designed to Empower and Inspire Tomorrow’s Christian Educators

Do you wish to lead educational programs in local churches or parachurch ministries? Are you interested in furthering your understanding of the theological foundations for Christian educational ministries? If so, this program may be right for you!

Liberty University’s online Doctor of Philosophy (PhD) in Christian Leadership with a concentration in educational ministries is designed to equip leaders with advanced academic training, focusing on both leadership and the specific challenges and opportunities in educational ministries. This rigorous program is tailored for professionals who aim to influence Christian education through enhanced leadership and teaching capabilities.

The PhD program stresses the importance of leadership and education from a theoretical standpoint and encourages practical application. It aims to equip you with knowledge and help you become a practitioner who can apply what you’ve learned in real-world settings. The integration of leadership theories with the practice of educational ministries allows you to develop innovative solutions to contemporary challenges in Christian education.

Liberty University’s program is also deeply committed to fostering a research-oriented approach in its students. As part of your PhD studies, you will engage in original research that contributes to the body of knowledge in Christian leadership and educational ministries. This research component is designed to refine your analytical and critical thinking skills, preparing you to contribute scholarly work that can influence educational practices and policies within Christian organizations.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s Doctorate in Christian Leadership Degree?

Liberty University stands out as a premier institution for those seeking to merge their faith with their educational and professional aspirations. The online PhD in Christian Leadership with a concentration in educational ministries allows you to engage with a community of like-minded professionals and scholars in a flexible online format. Liberty’s commitment to providing a high-quality, accessible education rooted in Christian values ensures that you can pursue your academic and spiritual growth simultaneously, regardless of your geographical location.

Liberty University supports its online students extensively, ensuring you have access to the same high-quality resources as on-campus students. This includes access to digital library resources, online journals, and professional networking opportunities through Liberty’s extensive alumni network. Additionally, you can interact with faculty who are leaders in their fields, bringing firsthand experience and cutting-edge knowledge directly into the classroom.

Another compelling reason to choose Liberty is its global perspective. The university attracts students from around the world, providing a diverse online learning environment that enriches discussion and broadens perspectives on Christian leadership. This global network not only enhances learning but also provides invaluable connections that span continents, aiding graduates in their future endeavors, whether in academia, church leadership, or beyond.

What Will You Study in Our Educational Ministries Doctoral Degree?

The coursework for the PhD in Christian Leadership – Educational Ministries at Liberty University covers a broad range of topics essential for Christian leadership and educational roles. The program begins with a deep dive into biblical and theological foundations of leadership, establishing a solid scriptural base for all subsequent learning and practice. You will also explore biblical and theological foundations of education, which are crucial for anyone involved in Christian educational settings.

Further into the program, you will engage with complex concepts in theological anthropology in leadership and education, providing insights into the human condition from a Christian perspective and its implications for education and leadership. Our course on character and ethics in leadership and education emphasizes the moral and ethical responsibilities of leaders.

On the practical side of leadership, the program offers courses in Leadership and Management Theory, Organizational Theory and Development, and Group and Team Dynamics. These courses are designed to enhance your skills in managing and motivating teams, as well as organizing and leading effective educational institutions.

Additionally, courses like Teaching and Learning: Theory and Practice in Leadership, Theological Foundations for Christian Educational Ministries, History and Philosophy of Christian Education, and Teaching Across the Lifespan offer specialized knowledge and skills tailored for educators in Christian contexts. These courses are designed to help prepare you to design, implement, and evaluate educational programs that are both academically sound and spiritually enriching.

Potential Career Opportunities

• Academic teaching and leadership
• Faith-based organizational leadership
• Ministry or missions leadership

Featured Courses

• CLED 700 – Biblical and Theological Foundations of Leadership
• CLED 720 – Biblical and Theological Foundations of Education
• EDMN 525 – Theological Foundations for Christian Educational Ministries*
• EDMN 530 – History and Philosophy of Christian Education

*Course guide coming soon

Degree Information

• This PhD degree program falls under the  John W. Rawlings School of Divinity .
• View the  Graduate Divinity Course Guides   (login required) .
• Contribute to the body of knowledge in your field through this program’s integrated dissertation process. 

Degree Completion Plan (DCP) ( coming soon )

Not sure what to choose?

Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Electronic textbooks are provided for many divinity courses* all for one convenient fee. To continue our mission of providing affordable education, this fee is waived for students who enroll by Summer 2024 D-term.

*Electronic textbooks are not provided for courses that fall under departments outside the School of Divinity.

* Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( l earn more ) .

All Tuition & Fees

Financial Aid & Scholarships

Financial Aid Forms & Eligibility

Scholarship Opportunities

Admission Information for the PhD in Christian Leadership

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree with at least a 3.0 GPA is required for admission in good standing. Previous education should show at least 15 hours of graduate-level Bible, Theology, or Leadership courses.
• Submit the School of Divinity Questionnaire ( login required ).
• Writing Sample – Submit 10 pages from prior academic coursework.
• Departmental approval is required.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

1971 University Blvd.

Lynchburg, VA 24515

Ready to Apply?

Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees
• Current Department of Defense Employees

Available Benefits:

• Discounted divinity block rate – $2,700 per semester *
• Additional discount for veterans who service in a civilian capacity as a First Responder
• 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)

*Credits taken below 7 and above 15 credit hours per semester are charged at the part-time rate of $395/credit hour.

Eligible current and former service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ), but the $300/credit hour doctoral military rate cannot be combined with the First Responder Discount .

Inner Navigation

• Why Choose Liberty?
• What Will You Study?
• Admission Information

Have questions?

Are you ready to change your future?

Apply FREE This Week*

Request Information

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, non-degree-seeking, DGIA, Continuing Education, WSB, and certificate students.

Request Information About a Program

Request info about liberty university online, what program are you interested in, choose a program level.

Choose a program level

Bachelor’s

Master’s

Certificate

Select a Field of Study

Select a field of study

Select a Program

Select a program

Next: Contact Info

Legal full name.

Enter legal full name

Legal Last Name

Enter legal last name

Enter an email address

Enter a phone number

Full Address

Enter an address

Apt., P.O. Box, or can’t find your address? Enter it manually instead .

Select a Country

Street Address

Enter Street Address

Enter State

ZIP/Postal Code

Enter Zip Code

Back to automated address search

Start my application now for FREE

About the Educational Leadership Doctoral Program

Principal Preparation Program (M.A.Ed.  ∕  Ed.S.) ▼

Educational leadership and policy studies doctoral program (ed.d.  ∕  ph.d.) ▼, soe offices and resources ▼, program overview.

The  Educational Leadership and Policy Studies  doctoral program is available at multiple Virginia Tech campuses across Virginia. Designed for working professionals, the program is conducted on a part- or full-time basis, with coursework that balances modern  theory with real-life practice. The vast majority of our doctoral students pursue the Ed.D., though a Ph.D. option is available.

For over forty years, the Virginia Tech Educational Leadership Doctoral Program has prepared aspiring educational administrators throughout the Commonwealth.  Ed.D. graduates leave with the skills they need to lead ethically; advance equity and social justice in educational settings; consider and implement educational policy; lead innovative practices; communicate with diverse constituents; and improve the learning and well-being of all PK-12 students. 

Approximately one-third of all School Superintendents in Virginia are graduates of our program.

Alumni of our educational leadership and policy studies program serve as school principals, central office administrators, state department of education officials, members of state boards of education, researchers, university faculty, and administrators of various colleges and universities including Virginia Tech itself.

Our  Nationally Recognized Program Faculty  include widely published, nationally recognized authors and researchers  with an average of over 20 years of experience working with PK-12 educators .

Ed.D. students complete approximately 69 hours of coursework on a part- or full-time basis.  Typically, students attend two classes – totaling 6 credit hours – per semester. Students may attend fewer credit hours in Summer I or II, or more credit hours while working on their dissertation research. Students must be enrolled in at least 3-credits and one class for continuous enrollment.  Courses are conducted in the evening or asynchronously to fit the schedules of full-time educators.

LOCATIONS AND COHORTS

Virginia Tech offers the  Educational Leadership and Policy Studies Ed.D.  program  online and frequently in person at the five Virginia Tech extension sites: the Hampton Roads Center (Virginia Beach/Newport News), the Northern Virginia Center (in Falls Church), the Richmond Center , the Roanoke Higher Education Center , and the Southwest VA Higher Education Center (in Abingdon).

THE COHORT MODEL

The Ed.D. program operates on a cohort model. In other words, each site admits a new, approximately fifteen-person group – or cohort –of doctoral students every three years. The members of a given cohort all attend the same classes in the same sequence and pursue common plans of study. 

The benefits of a cohort model are many!   The cohort model is designed to facilitate social interaction, collaboration, and the formation of a supportive learning community.

Students in cohorts learn from and help each other with the successful completion of coursework and professional networking. Students who participate in cohort models generally report a strong sense of belonging and are more likely to complete their programs of study in a timely manner. 

WHAT YOU'LL STUDY

All Ed.D. students graduate with a minimum of 69 doctoral course credits, 30 transfer credits (from previous graduate coursework), totalling at least 99 credits in total. The degree may be completed in three years, though some students take additional semesters to complete their dissertations. 

Course topics include:

• Advanced School Law
• Advanced School Finance
• Instructional Leadership
• Governance and Policy
• Facilities Planning
• Theories of Administration
• Quantitative Research Methods.

Each course will address relevant, contemporary issues in PK-12 education, such as standardized testing, school safety, special education, school accreditation, diversity and equity, educational policy and politics, and school improvement. 

Courses are offered face-to-face, blended/hybrid, and online for most cohorts. For the online-only cohort, all courses are delivered virtually with synchronous and asynchronous classes. 

DISSERTATION

The Ed.D. in Educational Leadership and Policy Studies is not awarded solely on the basis of coursework completion. To graduate, each student must also conduct a research study culminating in the presentation and defense of a dissertation. The Ed.D. dissertation demonstrates the student’s ability to investigate a practical issue in educational administration – in program evaluation, program implementation, curriculum development, or another topic agreed upon by the student’s dissertation chair and advisory committee. The majority of students write their dissertations in the traditional five-chapter format (i.e., as a research paper with an introduction, literature review, methodology section, results, and conclusion). 

Course Descriptions

Edel 6004 - theories of educational administration.

A general course for students of administration in public and private schools, community colleges, four-year colleges, and universities. Content includes purposes and nature of theory in educational administration and the application of organizational theory to education. Theories of decision making, communication, leadership, climate, power, conflict, change, morale, and motivation are covered.

Credit Hour(s): 3

Lecture Hour(s): 3

Level: Graduate

Instruction Type(s): Lecture

EDEL 6014- Administration of Instructional Programs and Support Services

The roles and responsibilities of central office (system) and building level (school) personnel in the administration of instructional programs and services. Students engage in a variety of activities designed to improve their skills in planning, organizing, delivering, and monitoring instructional programs and services within this dynamic environment. Must have administrative or supervisor certification and experience.

EDEL 6024 - Public School Budgeting

Policies, principles, and practices involved in the practice of public school budgeting.

EDEL 6034 - Planning Educational Facilities

Basic information needed by administrators to mount an effective planning effort within an organization; to plan, develop, and maintain satisfactory buildings to house modern educational programs; to supervise the work of other professionals and technicians in designing and constructing facilities; and to evaluate such efforts. Meets Virginia requirements for placement on the Eligible List of Division Superintendents.

EDEL 6044 - Governance and Policy in Education

Antecedents of public policy affecting education in the United States, and the relationships between policy making and implementation and educational administration.

EDEL 6104 - Literature Reviews in K-12 Educational Leadership

Literature reviews in educational leadership and related fields; analysis, critique and synthesis of literature representing research, theory, applicability, and commentary in current topic of interest; preparation of initial literature review; evaluative skills used to identify well-constructed research. Pre: Graduate standing.

EDEL 6124 - Advanced K-21 School Law

Influence of school law on PK-12 education; legal issues that pertain to the public schools, including in-depth analysis of accountability, employee relations, and parental and student rights, with emphasis on issues at central office level; rationale for a legally sound environment for students, faculty, and staff; Virginia and national education codes; school system policies and administrative regulations; legal research development. Pre: 5024 or equivalent.

Prerequisite(s): EDEL 5024

EDEL 6134 - Advanced Topics in Public School Finance

Education policy and practice pertaining to public school finance for educational leaders and policy makers. Equitable distribution of educational monies and resources to achieve desired student outcomes. Linking of availability of sufficient resources with a school division's ability to educate all students to the highest standards. Pre: EDEL 5034 or equivalent.

Prerequisite(s): EDEL 5034

EDEL 6254 - Legal Aspects of Special Education

Review and analysis of current case law and litigation related to special education. Focus on the legal system that assures children with disabilities free appropriate public education, with emphasis on due process procedures and other procedural safeguards, discipline, program accessibility, and application of the least restrictive alternative principle in special education programming.

EDEL 6914 - Problems in Education

Study of contemporary problems in various education settings such as administration, counseling, community college education, and adult and continuing education. (Maximum 3C per course).

Credit Hour(s): 1 TO 3

Lecture Hour(s): 1 TO 3

EDEL 6924 - Professional Seminar

Critical review, presentation, and discussion of current data-based and issues-related literature, either published or presented at recent national meetings. Provides students an opportunity to amalgamate their prior course experiences to produce a draft dissertation prospectus. (Maximum 6C credit allowed toward program of study).

Credit Hour(s): 1 TO 6

Lecture Hour(s): 1 TO 6

EDEL 7704 - Field Studies in Education

Advanced applied research and/or evaluation study in one or more educational institutions or agencies. The student is graded on the basis of the design of the study and ability to conduct the study and report the results. (Maximum 12C).

Credit Hour(s): 1 TO 12

Lecture Hour(s): 1 TO 12

EDEL 7714 - Internship in Education

Planned program of advanced clinical practice in education through assignment under direct supervision of outstanding practitioner for periods of up to two semesters. (Maximum 24C).

Credit Hour(s): 1 TO 24

Lecture Hour(s): 1 TO 24

EDEL 7994 - Research and Dissertation

Edre 6605 - quantitative research methods in education i & ii.

This two-course sequence is designed to provide an overview of basic research design, measurement and statistical concepts in social and behavioral research. Emphasis will be placed on understanding the process of social and educational research in field settings, hands on experience of designing and conducting research and analysis of data. I,II.

Prerequisite(s): EDRE 5404 (UG) OR EDRE 5404

EDRE 6606 - Quantitative Research Methods in Education I & II