The audiences for this program are higher education professionals and faculty who are looking to advance into upper leadership positions in the higher education ecosystem. Applications for admission are reviewed using a holistic approach that takes into account the totality of an applicant’s educational and professional accomplishments and potential for successful completion of the program and leadership in higher education. Applicants to the Ed.D. in ELC program are required to have an earned master’s degree in a related area. At minimum, applicants should have coursework or significant related experience in History and Philosophy of Higher Education, and Economics and Finance of Higher Education. Following program admission, students have up to one academic year to complete any outstanding prerequisite courses (a maximum of two courses).
Please review full admission requirements and procedures found on the Admissions page of this catalog.
The Ed.D. in Educational Leadership and Change requires a total of 54 credit hours beyond the master's degree. The required prerequisite master's coursework in the areas recommended by the Council for the Advancement of Higher Education Programs, provide the foundation on which the Ed.D. builds to prepare mid-career professionals to be successful leaders in higher education.
The program begins with 12 credits of core coursework in the fundamental areas of leadership and change, 9 credits of research coursework, and 12 credits of advanced core coursework. Students then complete 6 credits of electives and the capstone sequence, which includes both a comprehensive portfolio assessment and a dissertation.
|Foundational Seminar: Critical Analysis and Communication|
|Principles of Higher Education Leadership|
|Organizational Change Theory and Practice|
|Ethical Leadership in the Academy|
|Research Methods in Education|
|Qualitative Research Analysis through Applied Research|
|Quantitative Research Methods|
|ADVANCED CORE COURSES||12|
|Models of Organizational Administration and Finance|
|Leading Change in Social Justice and Diversity|
|Perspectives on Higher Education Administration, Management and Leadership|
|Institutional Culture and Strategic Change Management in Higher Education|
|ELECTIVES (Choose Two)||6|
|Understanding Adult Education Practice|
|The Changing Contexts of Adult Learning|
|Student Development & Administration in Higher Education|
|Leadership & Contemporary Issues in Learning & Teaching|
|Assessment and Accreditation in Higher Education|
|Professional Portfolio Seminar|
|Advanced Research Methods|
Cross Registration and Transfer Credits
Students may transfer in or cross-register for no more than 6 credits toward the core, advanced core, research, or elective coursework. Students may not cross-register or transfer in credit toward capstone courses (i.e. EDLC 8000-8004). To be eligible for consideration, transfer credits must be:
- 7000-level or above
- from a regionally accredited college or university
- a final grade of B or better
- no more than seven years old at the time of the student's admission to the graduate program
Approval occurs in consultation with advisor after admission.
Suggested Enrollment Sequence
The table below outlines the typical half-time schedule sequencing. Supplementing this online coursework will be close mentorship, four short required residencies; one virtual and three face-to-face, and access to an online community space.
First Cohort Virtual Residency and Orientation
|EDLC 6000||Foundational Seminar: Critical Analysis and Communication||3|
|EDLC 6001||Principles of Higher Education Leadership||3|
|EDLC 6002||Organizational Change Theory and Practice||3|
|EDLC 6003||Research Methods in Education||3|
|EDLC 7003||Models of Organizational Administration and Finance||3|
|EDLC 6006||Ethical Leadership in the Academy||3|
Second Residency (2-day Face-to-Face)
|EDLC 6005||Quantitative Research Methods||3|
|EDLC 7021||Institutional Culture and Strategic Change Management in Higher Education||3|
|EDLC 7020||Perspectives on Higher Education Administration, Management and Leadership||3|
|EDLC 6004||Qualitative Research Analysis through Applied Research||3|
|EDLC 7005||Leading Change in Social Justice and Diversity||3|
Third Residency (2-day Face-to-Face)
|EDLC 8000||Professional Portfolio Seminar||3|
|EDLC 8001||Advanced Research Methods||3|
|EDLC 8002||Dissertation I||3|
Fourth Residency (2-day Face-to-Face)
|EDLC 8003||Dissertation II||3|
|EDLC 8004||Dissertation III||3|
The Final Project of this Doctoral program is an applied dissertation which is:
- Research embedded in the student’s professional context;
- Requires implementation process of an intervention or an action plan after conducting an extensive study of the topic using appropriate research designs;
- Designed to demonstrate the student’s ability to use data/research to solve practical problems;
- Provides the opportunity to design new curricula, new policies, and/or new ways of introducing reform in their college or university; and
- Is an exercise whereby doctoral students demonstrate their ability to frame change as leaders and implement it using data to drive their professional efforts.
Students should be mindful of the six, non-course critical points of the program as described below and must successfully address the requirements at each point to progress.
Non-course Ed.D. Critical Points
Critical Point 1 - Year 1 Residencies
- First residency is held shortly after the start of the fall term and is a virtual meeting.
- Second residency is held shortly after the start of the summer term and is an in-person meeting.
- Attendance is required at both residencies.
Critical Point 2 - Year 2 Residency
- Third residency is held a few weeks after the start of the summer term.
- This is an in-person meeting and attendance is required.
Critical Point 3 - Professional Portfolio and IRB
- Need successful completion of EDLC 8000 and approval of Dissertation Prospectus & Portfolio form before enrolling in EDLC 8002
- FORM 1 = Dissertation Prospectus & Portfolio form - to be submitted after EDLC 8000.
- FORM 2 = Dissertation IRB Approval form - to be approved (if applicable) after EDLC 8000 with supervision of the Dissertation Chair.
Critical Point 4 - Dissertation Committee and Candidacy
- FORM 3 = Dissertation Committee form - to be approved at the beginning of EDLC 8001 as part of the course.
- FORM 4 = Dissertation Candidacy form - to be approved before enrolling in EDLC 8002.
Critical Point 5 - Final Residency
- Fourth residency is held a few weeks after the start of the summer term.
- This is an in-person meeting and attendance is required.
Critical Point 6 - Completion of Dissertation
- During last term of enrollment, student completes online application for graduation from the Ed.D. program.
- At the completion of EDLC 8004, student defends dissertation. Defense is an open event, typically two hours in length and may be held virtually or in-person.
- FORM 5 = Dissertation Completion form - to be approved if student passes defense.
- When all requirements are met as discussed with the doctoral committee, and any necessary revisions are addressed, student submits final dissertation for publication in library repository.1
Students should be in regular contact with their academic advisor and refer to the Ed.D. Student Handbook for guidance regarding the dissertation's specific policies and procedures. The handbook and all required forms can be found on MySUNYEmpire under the Graduate Student Center link.
Graduation clearance also involves verification that the dissertation was submitted to and approved for publication in UMI/ProQuest.
Upon completion of this program, students will be able to:
- Effectively communicate in oral and written form to a variety of stakeholders (e.g. students, employees, accreditors, and scholars) in both professional and scholarly settings;
- Apply research and data analysis to make leadership decisions that guide an institution of higher education through the process of innovation and change;
- Translate theories and principles of higher education leadership, change management, and innovation to practice as a scholar-practitioner to make leadership decisions that guide an institution of higher education through the process of innovation and change;
- Overcome barriers to the implementation of strategic change in higher education institutions;
- Make ethical leadership and management decisions to complex problems, in ambiguous situations, with multiple stakeholders; and
- Lead an institution of higher education to become more socially just through policies and strategies.