Learning Experience and Courses
The Global Executive Doctor of Education (Global EdD) program can be completed in approximately 25 months and allows you to remain employed while pursuing your doctorate. The program’s learning experience combines assignments completed online at your own pace, live online class sessions and one- to two-week intensive class sessions each term.
During the uncertainty of travel during the COVID-19 pandemic, we recently introduced a HyFlex model for the incoming class of June 2022 that provides you with the flexibility to choose how to participate in the intensive class session each term.
Next program start date: June 11, 2022 |
Self-Paced Assignments and Online Sessions
Throughout the year, you will complete assigned coursework at your own pace. Occasionally (approximately 1–3 times per month), faculty facilitate lectures and highly collaborative small group discussions in a live online format. These online class sessions provide you the opportunity to interact virtually with faculty with other student colleagues.
Intensive Class Sessions
Throughout the program, nine intensive class sessions (one each term) are offered in various international locations around the world. These one- to two-week sessions require all-day participation in class discussions, lectures and learning activities, student work groups and more. While locations change each year, past sessions have been held in destinations throughout Asia, Europe, South America and Africa.
Participate In Person (Hybrid Track)
If you attend the intensive class session in person, you will travel to that location for one to two weeks. You will participate in class discussions, lectures and learning activities, student work groups, readings and site visits to schools, universities and other educational organizations. Lodging and most meals during instructional sessions are included. In-person class sessions are contingent on favorable public health conditions and a minimum number of participants.
Participate Online
If you attend the intensive class session online, you will join class discussions and lectures virtually. You will also participate in learning activities, student work groups and readings.
Choose how to participate each term
Before the beginning of each term, you will have the opportunity to choose whether to enroll in the hybrid or online learning format for the intensive class session that term. For each term that you select the hybrid learning format, you will pay an additional $2,500–$5,000 above the $115,000 base tuition and programming cost.
Whether you select the hybrid or online option each term, you should expect to devote your full attention to learning for the entire one- totwo weeks of the intensive class session.
HyFlex Model
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| Hybrid in some or all terms | Online in all terms | |
|---|---|---|
| Intensive class session | Attend intensive sessions of your choice in person at international destinations. Pay between $2,500–$5,000 for each session you attend in person. | Participate in all intensive sessions online. No travel required. |
| Cost | $117,500–$148,000 | $115,000 |
Sample Course Schedule
Year 1
Term 1 – June-August
Framing Educational Leadership in a Global Context
Introduces fundamental skills related to problem solving and communication.
The Fundamentals of Creativity, Innovation, and Entrepreneurship
Provides an overview of the creativity sequence, and explores the genesis of creative ideas – within an individual and within an organization.
Term 2 – August-December
Educational Organizations: Governance and Finance I
This two-course sequence explores the impact of global transformations on educational systems’ governance and finance.
Educational Organizations: Governance and Finance II
This two-course sequence explores the impact of global transformations on educational systems’ governance and finance.
Research
Provides foundation and structure for writing literature reviews.
Term 3 – December-March
Understanding Research that Informs Educational Leadership
Provides a framework for understanding, interpreting and applying education research. Specific topics include: publication venues; basic research designs (experiments, modeling); reading research studies critically; understanding validity, reliability and other related constructs, and an introduction to evaluation research.
Dissertation of Practice: Context Analysis
During this course, students will become a member of a dissertation team, which will be guided by a faculty member. Each student will study an education-related problem and its organizational and historical context. The problem may be one the student brings from his or her region, or may be one provided by one of the program’s partner organizations. The determination of the suitability of a problem and the assignment of the student to a dissertation team is done at the discretion of the Program.
Term 4 – March-May
Education Performance Problems: Role of Learning
Provides an overview of contemporary perspectives on learning and motivation. This foundation will be used to provide an extension of the problem-solving model called gap analysis.
Evaluating and Assessing Educational System Outcomes
Addresses the often-overlooked step in creating educational reform: evaluating impact. It introduces basic assessment concepts and strategies, and instructs students in the planning, design, implementation and application of an evaluation approach for a “real time” initiative.
Year 2
Term 5 –May-August
Locating Educational Performance Problems
Focuses attention on developing and implementing strategies for locating, solving and evaluating the solutions to performance problems in educational organizations.
Creating Policy Alternatives for Educational Settings
Students identify a policy problem and explore its context. Using that information as a base, students define a policy objective(s) and develop ideas for policy alternatives. This course also includes the first case study in which students work through an education policy challenge at the institutional level.
Research
Term 6 – August-December
Making Choices: Deciding Among Policy Alternatives
Building on the policy objective defined in the previous course, students choose the policy alternative most likely to attain their specified goals. Students explore models of decision-making including cost-benefit analysis, risk-benefit analysis, and decision analysis, as well as the impact of political environment. Students will choose a policy to address their selected policy challenge, assess the soundness of the decision, and communicate their choice to an identified group of stakeholders. This course will also introduce the second case study in which students will work through an education policy challenge at the system level.
Complexity of Educational Systems: Emerging Ideas, Emerging Markets
Examines a range of emerging markets in education, and efforts of institutions around the world to access new markets through collaborations and offshore endeavors. New ways of thinking about education will also be addressed, such as conceptualizing education as a global trade issue.
Dissertation of Practice
Students will diagnose, research potential solutions, and develop recommendations to a field-based educational problem. Each student is responsible for generating an individual dissertation, but they do this within a group working on closely related topics. The dissertation must be original and demonstrate the student’s ability to gather and analyze evidence for use in prescribing solutions to the problems and interventions identified.
Term 7 – December-March
Implementing Policy in Educational Systems
Using the policy alternative developed in the previous course, students examine the implementation stage of the policy process, focusing on the effort, knowledge, and resources devoted to translating a policy decision into action. This course will also introduce the third case study in which students will work through an education policy challenge at the national level.
Dissertation of Practice
Students will diagnose, research potential solutions, and develop recommendations to a field-based educational problem. Each student is responsible for generating an individual dissertation, but they do this within a group working on closely related topics. The dissertation must be original and demonstrate the student’s ability to gather and analyze evidence for use in prescribing solutions to the problems and interventions identified.
Data Analysis and Presentation of Findings I
The course spans over two terms—Terms 7 and 8. The course will equip students with the skills needed to generate chapter 4 on “findings” and the first part of chapter 5 on “solutions.” The course sequence will correspond to these two chapters beginning with Chapter 4, including the practical work of handling and analyzing data, determining findings, reporting them in narrative form and figuring out the most effective way to visually display key findings. The course will also address Chapter 5 and the task of developing a rationale for which findings are intended to address, identifying solutions and organizing them into a coherent set or approach.
Term 8 – March-May
Assessing Policy Impact in Educational Settings
Examines the assessment stage of the policy process, which explores how a policy has fared in action, including both its intended and unintended consequences. Assessment provides an important evaluative function that can inform whether a policy or policy dimensions should be continued, expanded, cut back, changed, or abandoned. This course will also introduce the final case study in which students will work through an education policy challenge at the multi-national level.
Dissertation of Practice
Students will diagnose, research potential solutions, and develop recommendations to a field-based educational problem. Each student is responsible for generating an individual dissertation, but they do this within a group working on closely related topics. The dissertation must be original and demonstrate the student’s ability to gather and analyze evidence for use in prescribing solutions to the problems and interventions identified.
Term 9 – May-August
Dissertation of Practice
Problem Solving: Equipping leaders to use theory and evidence to ask the right questions, identify underlying causes and solve systemic problems.