phd in educational leadership and management canada

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Doctor of Education in Educational Leadership and Policy (EdD)

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The Ed.D. in Educational Leadership and Policy provides advanced preparation for education practitioners with leadership and policy responsibilities in both formal and nonformal settings. These settings include, among many others, the post-secondary sector, business and health organizations, unions, and community groups, as well as the K-12 school system.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

The program is grounded in the belief that it is important for participants to engage in scholarly discourse about understanding, critiquing, and improving practice in educational settings. It consists of six required seminars, two elective courses, a comprehensive examination, and a dissertation. While the program addresses Canadian educational issues and perspectives in a global context, it is the particular settings and leadership or policy responsibilities of the participants that are the starting points of seminars. The expertise of qualified adjunct faculty from related professional fields supplements that of the regular faculty members.

Graduate school at UBC helped me to see things more broadly, to take more chances, not to be afraid to fail and to believe that I had things worth sharing with others.

Suzanne Windsor-Liscombe

Program Structure

Students are admitted to the Ed.D. in cohorts of 10 to 15 and proceed as a group through required courses and the comprehensive examination which occurs at the end of Year 2. Students then propose and execute their dissertation research projects. Students must complete all program requirements within six years of initial enrolment. Required courses are offered on campus for two consecutive Summer Sessions (July to mid-August) and two consecutive Winter Sessions (on weekends from September to early April).

Quick Facts

Program enquiries, admission information & requirements, program instructions.

Please ensure you follow the instructions in the online application system. After submitting your application, it is the applicant’s responsibility to ensure that all supporting materials are submitted properly and by the application deadline. The Admissions Committee will only review complete applications. You can check the status of your application and supporting materials through the online application system.

1) Check Eligibility

Minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 92

IELTS: International English Language Testing System

Overall score requirement : 6.5

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is not required.

Prior degree, course and other requirements

Document requirements.

Letter of Intent; Writing Sample; Professional resume or CV

2) Meet Deadlines

3) prepare application, transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Education in Educational Leadership and Policy (EdD)

Citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Tuition & Financial Support

Financial support.

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Education in Educational Leadership and Policy (EdD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion rates & times, upcoming doctoral exams, friday, 17 may 2024 - 10:00am - 2012, ponderosa commons oak house, 6445 university blvd.

• Research Supervisors

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Abdi, Ali (Comparative and cross-cultural education; Decolonizing philosophies of education, Development education, Critical research methodologies,; Human rights education)
• Ahenakew, Cash (Cultural studies, Higher Education, Indigenous Studies, Leadership and Organizations, Post-colonial studies, Race/ethnicity, Research methodologies, Social justice, Sociology of Education)
• Andres, Lesley (Higher education; life course research; international comparative higher education; sociology of higher education)
• De Oliveira Andreotti, Vanessa (Education for/about international development, Social accountability in local and global engagements, Global Citizenship Education)
• Ellis, Jason (Canadian history; Specialized studies in education; Educational policy; Education policy; history of education)
• Fallon, Gerald (Indigenous Studies, International and Comparative Education, Leadership and Organizations, Policy, Research methodologies)
• Gill, Hartej (Cultural studies, Leadership and Organizations, Post-colonial studies, Teaching and Practice)
• Gleason, Mona (History, archaeology and related studies)
• Kelly, Deirdre (Children and youth, Gender studies, Media and democracy, Social justice, Sociology of Education)
• Kovach, Margaret
• Mazawi, Andre (Citizenship and democracy, Higher education, International and Comparative Education, Leadership and organizations, Research methodologies, Sociology of Education)
• Metcalfe, Amy (Educational policy; Higher education; Specialized studies in education; Higher Education Studies; Internationalization; Migration Studies; Academic Labour and Mobility; Higher Education Policy; Visual Research Methods; Campus Environments; Science and Knowledge)
• Rocha Perkerwicz, Samuel (Educational policy; Specialized studies in education; Philosophical Traditions in Education; philosophy of education)
• Roman, Leslie (Ethnography, Cultural studies, Disability studies, Sociology of Education)
• Ruitenberg, Claudia (History and philosophy of education; Political science and policy administration; Environmental education and extension; Environmental philosophy and education; philosophy of education; Political education)
• Shan, Hongxia (Other education, n.e.c.; Immigration and adult education and learning; Lifelong learning; Gender and work; Prof. learning)
• Sork, Tom (Adult education, Lifelong learning, Teaching and Practice)
• Stack, Michelle (Adult and continuing education, and community education; Educational policy; Media studies (except social media and digital media); Community Engaged Research; Knowledge translation; Cooperatives and Social Solidarity Economies; University Rankings and Equity; Disability studies; anti-racism; media education)
• Stein, Sharon Rebekah (Higher education; Educational policy; Specialized studies in education; Educational theory; Global education; Higher Education; International and comparative education; International education; Pedagogy and education; Post-colonial studies; Race/ethnicity; Social and Cultural Foundations of Education; Social justice; sustainability; climate change)
• Taylor, Alison (Adult and continuing education, and community education; Educational administration, management and leadership; Educational policy; Higher education; Specialized studies in education; Education, Knowledge and Skills; Educational Context; Political Contexts; Social Contexts; Social Policies)
• Vanwynsberghe, Robert (Citizenship and democracy, Social justice, Sustainability; Sustainability; Environmental Education; Theory and Method)
• Walker, Judith (Adult and continuing education, and community education; Sociology of education; Educational policy; Adult education; Higher Education; policy studies; Health Professions Education)
• Wang, Fei (Educational administration, management and leadership; Educational policy; Specialized studies in education; Educational administration and leadership; Leadership; the role of the school principals; social justice and diversity; comparative policy studies; Education and Training Management; Ideology and Social Policy; Social Contract and Social Justice; Offshore school and its leadership)
• Webb, P. Taylor (Education systems; Philosophy; Education governance, policy, and politics; Michel Foucault; Gilles Deleuze; Neoliberalism; Governmentality; Micropolitics; Biopolitics; Subjectivity; Artificial Intelligence)
• Wright, Handel (Educational policy; Specialized studies in education; (post)multiculturalism and multicultural education; Africana studies; Critical Race Theory; Cultural Studies; Educational Approaches; identity, citizenship and belonging; postcolonialism and decolonization; Transcultural Studies; Youth Studies; anti-racism)

Doctoral Citations

Sample thesis submissions.

• Transformative learning through collaboration : experiences of education beyond borders’ members from Canada and Kenya
• A humanities-based pedagogy of death : apocalyptic prose as public reimbursement collapse competency
• What's at stake and what's at play : a case study of government and non-profit stakeholders and their experiences of power in the early stages of collaboration
• The meaning of home : untold stories of people from Dadaab Refugee Camp studying at Canadian postsecondary institutions
• Quality assurance in British Columbia higher education : a policy analysis
• The third mission of UBC’s health faculties, departments and schools : a role in society beyond education and research

Related Programs

Same academic unit.

• Doctor of Philosophy in Educational Studies (PhD)
• Graduate Certificate in Adult Learning and Education (GCALE)
• Graduate Certificate in Higher Education (GCHIED)
• Master of Arts in Educational Studies (MA)
• Master of Education in Adult Learning and Education (MEd)
• Master of Education in Adult Learning and Global Change (MEd)
• Master of Education in Curriculum and Leadership (MEd)
• Master of Education in Educational Administration and Leadership (MEd)
• Master of Education in Educational Studies (MEd)
• Master of Education in Higher Education (MEd)
• Master of Education in Society, Culture and Politics in Education (MEd)

Further Information

Specialization.

Educational Leadership and Policy provides advanced preparation for education practitioners with leadership and policy responsibilities in both formal and nonformal settings. These settings include, among many others, the post-secondary sector, business and health organizations, unions, and community groups, as well as the K-12 school system.

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Educational Leadership

Professional doctor of education (ed.d.), research supervisors and cohort-learning model, tuition and funding, admission requirements, application process.

Applications for the next intake for Spring (May) 2024 open Dec. 15, 2023. The application deadline is March 31, 2024.

The Doctor of Education (EdD) in Educational Leadership is intended for professionals seeking to solve problems of practice within their profession. The program is intended to equip graduates for improved educational leadership and applied educational research in their current and future organizations with educational mandates.

The program is facilitated over three years with a blend of online and in-person courses to allow working professionals to enroll and to maintain work commitments. Upon completing this program, graduates will be well positioned for advancement in a variety of K-12, postsecondary and social sector settings where evidence-based and solution-oriented educational leadership is valued.

Please be advised that a graduate degree from the Department of Educational Administration at the University of Saskatchewan does not lead to a qualification for licensure for teaching in Saskatchewan or Canada.

Please note: the program courses are offered sequentially and attendance is mandatory for the initial in-person training. As well, this program is offered online with the exception of the first 2 week course in Summer, and students are responsible to ensure that have the correct immigration permits to attend for that portion of the program.

By completion of the program, graduates will demonstrate that they have the capacities to:

• Provide value-rich and competent leadership in their organizations to make positive differences in the lives of individuals, communities, and across the human service professions
• Recognize leadership as collaboratively co-constructed, as practical and respectful engagement with specific contexts and circumstances
• Model positive relationships and responsive communication strategies to authentically engage others in reciprocal learning and mission attainment
• Use practice-based research and theory to examine and activate change, blending practical wisdom with professional skills and knowledge
• Contribute to the development of a knowledge base focused on research-informed leadership practice
• Ethical leadership
• Social justice and equity
• Indigenous ways of knowing and contexts
• Comparative and international contexts and challenges

Program structure

Over the course of three years, students will join a cohort of peers through 10 courses while designing and conducting research into a problem of practice.

In the first year, students will develop a disciplinary breadth and depth in the field of Educational Leadership. The summer courses will take place in person over two weeks.

In the second year, students will identify a problem of practice and design a study to investigate the problem. The coursework will focus on developing the research skills necessary for the final year of the program. The summer courses will take place in person over two weeks.

In the final year of the program, students will carry out their research project and defend their disseration. The summer courses will take place in person over two weeks.

Throughout the program, the EADM 990 Seminars will be used to develop a portfolio demonstrating evidence of learning and development. Students will be assessed through comprehensive exams at the beginning of years two and three to demonstrate mastery of the field of educational leadership and readiness for evidence-based inquiry.

You will not need to identify a potential supervisor to apply to this program. These assignments will take place as the program unfolds. However, you are encouraged to review faculty research and writing areas to better understand the research interests and expertise of our department. In this unique applied program, you will participate in a cohort model of learning with others who have demonstrated direct educational leadership experiences. Cohorts are estimated to range from 16 to 32 students in any given year. Within your EdD cohort, you will form a Doctoral Learning Team with six to eight others and be supervised by two faculty members and an adjunct faculty member or professional affiliate.

Due to the cohort model and the subject matter of courses in the EdD program, students from other programs will not be permitted to enrol in the EdD courses.

David Burgess

Associate professor, department head, director of saskatchewan educational leadership unit (selu).

[email protected] Faculty website

Areas of specialization

Organizational Theory, Modelling and Analysis, Educational and Administrative Law

Michael Cottrell

Associate professor (ba, ma, phd).

[email protected] Faculty website

Native-newcomer Relations, Indigenous Education, International and Comparative Education, Educational Leadership

Gordon Martell

[email protected]

Indigenous Education, Leadership and Organizational Development, Network Leadership and Learning Improvement

Paul Newton

Professor and department head (bmus[mused], med, phd).

[email protected] Faculty website

School Improvement, The Principalship, Leadership, Staff Development

Janet Okoko

Assistant professor (bed, med, phd).

[email protected] Faculty website

School leadership development, immigrant & minority education, socially empowered learning, monitoring and evaluation of education initiatives

Vicki Squires

[email protected] Faculty website

Post-secondary education, leadership, assessment and evaluation, organizational theory, scholarship of teaching and learning

Keith Walker

Full professor, cross-appointment with johnson-shoyama graduate school of public policy.

[email protected] Faculty website

Leadership & followership systems, development of flourishing learning organizations, fostering well-being, good governance & ethical decision making

Dawn Wallin

[email protected] Faculty website

Educational administration and leadership, rural education and governance, equity issues in education

Assistant Professor (BA, MA, PhD Candidate)

[email protected] Faculty website

Comparative and international education, governance and administration in post-secondary education

In your application, you should identify your financial status, and state if attendance is contingent on receiving financial aid. Students are supported in applying for university funding after acceptance through a limited number of scholarships and assistantships. You are encouraged to investigate all options for funding.

Graduate students at USask can receive funding from a variety of sources to support their graduate education.

• Scholarships

Tuition will be assessed at a rate of $3,500 CAD per term.

Student fees

In addition to tuition above, students also pay fees for programs like health and dental insurance, a bus pass, and other campus services. The amount you need to pay depends on if you are taking classes full time or part time, and if you are on campus or not. The table below assumes you are on campus full-time.

Tuition information is accurate for the current academic year and does not include student fees. For detailed tuition and fees information, visit the official tuition website .

Doctor of Education

• A master's degree from a recognized college or university
• A cumulative weighted average of at least a 70% (USask grade system equivalent) in the last two years of study (i.e. 60 credit units)
• Proof of English language proficiency will be required for international applicants and for applicants whose first language is not English
• A minimum of five years direct educational leadership experience in organizational and educational contexts
• Statement of educational leadership development goals
• Statement of problem of practice interests
• Writing samples
• A curriculum vitae or resume that includes detailed evidence of leadership experience
• Letters of recommendation

Submit an online application

Before beginning your online application, be sure that you have carefully reviewed all program information and admission requirements on this page.

During the application, you'll be asked for:

• Personal information such as your name, address, etc.
• For your letters of recommendation, two of your referees must be academic contacts, and the third may be academic or professional
• Your complete academic history from all previous post-secondary institutions

The application takes about 30 minutes to complete. You may save your application and return to it later.

At the end of the application, you will need to pay a non-refundable $120 application fee. Your application will not be processed until payment is received .

• Begin an application
• Detailed application instructions

Submit required documents

Once you've submitted your online application, you will have access to upload your required documents, and provide the contact information for your references. To do this, go to the "Supplemental Items & Documents" tab in your application, and upload the documents outlined below.

Transcripts

Preliminary Statement of Marks

• Once you have submitted your application for admission and paid the application fee, you will be required to upload unofficial PDF copies of your academic transcript(s) from each post-secondary institution attended. This requirement will appear as Preliminary Statement of Marks or Additional Prelim. Statement under admission requirements on your Application Summary when you  check your application status .
• The uploaded transcript can be an unofficial copy of the transcript issued by the university or college, and must include a grading key/legend.
• All pages of a transcript must be uploaded as a single PDF document.
• Uploaded transcripts will be considered unofficial or preliminary. Official copies of your transcripts will be required only for applicants offered admission. This requirement will appear as Post-secondary Transcript under admission requirements on your Application Summary when you  check your application status .

Uploading documents

Post-secondary Transcripts

If you receive an offer of admission, you will then be required to have your official post-secondary transcripts sent (by mail in a sealed envelope directly from the institution) to the address below. Please do not send official documents until we request them.

College of Graduate and Postdoctoral Studies Room 116 Thorvaldson Building, 110 Science Place  Saskatoon, SK CANADA S7N 5C9

• Transcripts usually indicate the institution’s name, grading scheme (typically on back of transcript), your name, course names, numbers, credits, and the grades you have received. Depending on the country or institution, some features may not be available.
• Transcripts in languages other than English must be accompanied by a certified translation.
• If you are a current University of Saskatchewan student completing your undergraduate program then a letter of completion of degree requirements will be required from your college.

Proof of English language proficiency (if required)

Proof of English language proficiency  may be required for international applicants and for applicants whose first language is not English.

For students who are required to provide proof of English proficiency:

• It is your responsibility to have completed an official and approved test with the appropriate score before the application deadline.
• Tests are valid for 24 months after the testing date and must be valid at the beginning of the student's first term of registration in the graduate program.
• Applicants will be required to upload a PDF copy of any required language test score. Uploaded test scores will be considered unofficial or preliminary.

If you receive an Offer of Admission you may be required to have your official language test scores sent to the address below. Please do not send official documents until we request them.

College of Graduate and Postdoctoral Studies Room 116 Thorvaldson Building - 110 Science Place Saskatoon, SK CANADA S7N 5C9

Required documents

• A curriculum vitae or resume that includes detailed evidence of leadership experience
• A statement/letter of intent: Statement of educational leadership development goals that includes reasons for applying to the EdD program (500 word maximum)
• A research statement: In fewer than 500 words, a statement describing your academic interests in the study of the administration or leadership of schools, educational programming, or educational systems.
• Writing samples: Samples of professional and scholarly work (minimum of two, maximum of five) that demonstrate professional and scholarly capabilities

The application will receive a holistic review by the Department of Educational Administration Graduate Programs Committees. Reviewers will comment on the evidence presented. Comment will be sought on the following:

• Five or more years of professional experience in educational leadership roles
• Competence for professional communication suited to mid-level managers and beyond
• Commitment to education leadership development
• Academic standing
• Relevance of disciplinary backgrounds
• Demonstrated writing ability
• Demonstrated ability for independent though, advanced study, and independent research
• Experiences related to topic threads of Indigenous ways of knowing and contexts, comparative and international contexts and challenges for education, social justice and equity, and ethical leadership
• Special talents, skills or aptitudes for cohort-based learning

Following the first review of applications, successful candidates will be asked to participate in an interview and portfolio review.

• After you've applied

Department of Educational Administration University of Saskatchewan 28 Campus Drive, Room 3079 University of Saskatchewan Saskatoon, SK S7N 0X1

Graduate Chair Dr. Michael Cottrell Email: [email protected]

Graduate Administrator Katrina Hutchence Email: [email protected] Telephone: 306-966-2509

• Educational Administration Learn more about the academic unit offering this program
• Program and Course Catalogue To view official admission and program requirements

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School of Graduate Studies

Educational leadership and policy, program overview.

The Educational Leadership & Policy (ELP) program is devoted to the study and development of policy, leadership, change, and social diversity in elementary and secondary schools and other educational settings for children and youth. A combination of theory and real-world practice will enable students to tackle the complex challenges of current education policy, leadership and reform. Program strengths include:

• A focus on equity, anti-oppression and educational justice;
• Deep expertise in both the Ontario educational context and in comparative, international and global contexts; and
• Training in advanced qualitative and quantitative research methods.

The ELP program is designed to develop critical and highly skilled educational leaders, policy analysts, and researchers who will make positive change in schools, school boards (districts), government ministries, foundations, nongovernmental agencies and international organizations in Canada and around the world. Within the program, students are able to explore the field more broadly or focus on one of four thematic areas: Policy, Leadership, Change and Social Diversity. Students have four degree program options within ELP: MEd, MA, EdD and PhD.

Quick Facts

Master of arts, program description.

The MA program in Educational Leadership and Policy fosters the study of problems in leadership and policy with respect to educational programs, with an emphasis on elementary and secondary schools. It will best serve students who have a commitment to scholarship and research as a means of deepening their understanding of leadership action in schools or in other educational and service institutions.

The MA is available through both full-time and part-time studies. While experience in teaching and administration is not an essential prerequisite for admission, such experience provides a desirable background. The department welcomes applicants with diverse but relevant backgrounds.

Minimum Admission Requirements

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education’s additional admission requirements stated below.

An appropriate bachelor’s degree from a recognized university in a relevant discipline or professional program, with a grade equivalent to a University of Toronto B+ or better in the final year.

Two letters of reference: one academic, the other either academic or professional.

Program Requirements

Coursework. Students must complete 4.0 full-course equivalents (FCEs) as follows:

LHA1003H Designing Master's Research Proposals (0.5 FCE).

LHA1004H Research Literacy in Educational Leadership and Policy (0.5 FCE).

LHA1040H Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity (0.5 FCE).

0.5 FCE in research methods, to be selected in consultation with the thesis supervisor.

2.0 elective FCEs, of which 0.5 must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Additional courses may be required of some students.

Thesis , to be developed under the guidance of a faculty member.

Program Length

6 sessions full-time (typical registration sequence: F/W/S/F/W/S); 10 sessions part-time

3 years full-time; 6 years part-time

Master of Education

The MEd program in Educational Leadership and Policy is designed primarily for students who are interested in learning the nature and practice of leadership and policy, especially with respect to social diversity and change in elementary and secondary schools. The MEd degree can be pursued on a part-time or full-time basis. The department welcomes applicants with diverse but relevant backgrounds.

There are two MEd options available:

Coursework Only Option and

Coursework Plus Major Research Paper Option.

Students initially apply to and register in the Coursework Only Option. For registration in the Coursework Plus Major Research Paper Option, department permission is required.

The Coursework Only Option is available in two delivery models:

Regular MEd stream: students are accepted every year and can register on a full-time or part-time basis.

Online/Hybrid (part-time) Cohort-based stream: available in select years. Students move through the program as a cohort and register part-time. Applicants who are interested in the Online/Hybrid Cohort must specify their interest in this cohort in their responses to the Faculty questions in the online admissions application. However, due to limited space, admission to the MEd degree program does not guarantee membership in this cohort.

MEd Program (Coursework Only Option [Regular Delivery])

An appropriate bachelor’s degree from a recognized university in a relevant discipline with a grade equivalent to a University of Toronto mid-B or better in the final year.

Two letters of reference. Whenever possible, one should be written by an educational professional for whom the applicant has worked. The second should be by a referee who can attest to the applicant's academic ability.

Applicants must have the equivalent of 12 months of successful, relevant, professional experience.

Coursework. Students must complete 5.0 full-course equivalents (FCEs) as follows:

LHA1004H Research Literacy in Educational Leadership and Policy (0.5 FCE), to be taken at the beginning of the program.

LHA1040H Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity (0.5 FCE), to be taken at the beginning of the program.

4.0 other FCEs, of which at least 2.0 FCEs must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Students may choose to focus on one of the four research areas: Policy, Leadership, Change, or Social Diversity.

4 sessions full-time (typical registration sequence: F/W/S/F); 10 sessions part-time

MEd Program (Coursework Only Option [Online/Hybrid Delivery, Part-Time Only])

10 sessions part-time

6 years part-time

MEd Program (Coursework Plus Major Research Paper Option)

LHA1003H Designing Master's Research Proposals (0.5 FCE). Part-time students are recommended to take this course towards the end of their program; full-time students are recommended to take it in Year 1.

3.0 other FCEs, of which at least 1.5 FCEs must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Students may choose to focus on one of the four program strands: Policy, Leadership, Change, or Social Diversity. LHA1004H Research Literacy in Educational Leadership and Policy is strongly recommended, as is an appropriate research methods (RM) course selected in consultation with the Faculty MRP supervisor.

Major Research Paper (MRP) : LHA2001Y 0 Major Research Paper to be carried out under the guidance of a faculty member.

5 sessions full-time (typical registration sequence: F/W/S/F/W); 10 sessions part-time

Doctor of Education

Admissions have been administratively suspended. (See amendment made on September 19, 2023.) The next intake for this program will be Fall 2025. Applications for the EdD in Educational Leadership and Policy for the 2025-26 admissions cycle are set to open in early October 2024.

The EdD program in Educational Leadership and Policy is intended to shape highly competent leadership positions in school systems and other educational institutions. The program is specifically designed for working professional educators who want to develop the intellectual and research skills that will help them refine their practice as leaders in educational systems.

The EdD program is offered full-time in a cohort format. The department welcomes applicants with diverse but relevant backgrounds.

EdD Program

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

Master's degree in the area of Educational Leadership and Policy or an equivalent degree with high academic standing from a recognized university.

• In addition to responses to the Faculty questions in the online admissions application, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the EdD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. Examples include a master’s-level course paper, a policy document, and a professional publication.
• The applicant must be in a leadership position in education, or must have held a leadership position, or must demonstrate potential for leadership.
• LHA3003H Designing Research Proposals in Educational Leadership and Policy (Credit/No Credit; 0.5 FCE).
• LHA3004H Research and Literacy for the EdD Program (0.5 FCE).
• LHA3005H Introduction to Research Methods for the EdD (RM) (0.5 FCE) or another research methods course.
• LHA3006H Data Analysis for the Education Doctorate (RM) (0.5 FCE) or another research methods course.
• LHA3007H Literature Reviews for the EdD Program (0.5 FCE).

LHA3040H People and Power in Organizations (0.5 FCE).

• LHA3041H Doctoral Seminar on Policy Issues in Education (0.5 FCE).
• 0.5 elective FCE.
• Comprehensive examination. Successful oral defence of a written paper that critically reviews and synthesizes the literature related to the problem of practice to be addressed in the student’s dissertation in practice, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

Thesis (dissertation in practice) proposal hearing.

• Thesis (dissertation in practice) : The thesis (dissertation in practice) is the culminating component of the Doctor of Education degree in Educational Leadership and Policy that shall include an identification and investigation of a problem of practice, the application of theory and research to the problem of practice, and a design for action to address the problem of practice. Specifically, the thesis (dissertation in practice) consists of original research in the form of a written proposal or plan for innovative and impactful educational policy, guideline, advocacy, development project, or activism within or beyond a traditional educational setting, aimed at improving practice at local, regional, national, or international levels.

Students are full-time and must maintain continuous registration full-time and pay full-time fees until all degree requirements, including the thesis (dissertation in practice), are completed.

Students cannot transfer between the EdD and PhD programs.

Doctor of Education (Field: International Education Leadership and Policy)

Within the Educational Leadership and Policy EdD program, the field in International Education Leadership and Policy offers a robust, world-class program of study structured for professionals working within international settings in positions of leadership and policymaking who want to create impact in their field and mobilize new solutions to real-world problems.

The EdD program is offered full-time in a cohort format and will be delivered in a hybrid modality with short on-campus Institutes. The majority of courses will be offered online. The department welcomes applicants with diverse but relevant backgrounds.

Responses to the Faculty questions in the online admissions application: applicants will demonstrate experience and interest in studying international issues in education policy and leadership. In addition, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the EdD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. Examples include a master’s-level course paper, a policy document, and a professional publication.

The applicant must be in a leadership position in education in an international setting, or must have held a leadership position, or must demonstrate the relevance of the program to their position or professional development in international education policy.

Coursework. Students must complete 4.0 core full-course equivalents (FCEs) as follows:

LHA3003H Designing Research Proposals in Educational Leadership and Policy (0.5 FCE; Credit/No Credit)

LHA3005H Introduction to Research Methods for the EdD (RM) (0.5 FCE)

LHA3006H Data Analysis for the Education Doctorate-RM (0.5 FCE)

LHA3007H Literature Reviews for the EdD Program (0.5 FCE)

LHA3040H People and Power in Organizations (0.5 FCE)

LHA3041H Doctoral Seminar on Policy Issues in Education (0.5 FCE)

0.5 elective FCE chosen from 1000, 3000, or 6000-level courses as available online or

individual reading course (LHA3052H) or

practicum course (CIE1002H) (0.5 FCE)

LHA3008H + Professional Seminar and Dissertation Workshop in International Educational Leadership and Policy (0.5 FCE)

Courses will be offered in specialized sections for the International Educational Leadership and Policy field cohort with course syllabi adapted to reflect the international educational policy focus.

Attendance in an on-campus Institute will be required to allow face-to-face delivery of one course in each of Years 1, 2, and 3. The Institute will foster cohort engagement and exchange; orientation to the OISE professors, the University of Toronto, and the program.

All other courses will be offered online using synchronous and asynchronous modalities.

Comprehensive examination. Successful oral (using video conferencing) defence of a written paper that critically reviews and synthesizes the literature related to the problem of practice to be addressed in the student’s dissertation in practice, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

Thesis (dissertation in practice): The thesis (dissertation in practice) is the culminating component of the Doctor of Education degree in International Educational Leadership and Policy that shall include an identification and investigation of a problem of practice, the application of theory and research to the problem of practice, and a design for action to address the problem of practice. Specifically, the thesis (dissertation in practice) consists of original research in the form of a written proposal or plan for innovative and impactful educational policy, guideline, advocacy, development project, or activism within or beyond a traditional educational setting, aimed at improving practice at local, regional, national, or international levels.

+ Extended course. For academic reasons, coursework is extended into session following academic session in which course is offered.

Doctor of Philosophy

The PhD program in Educational Leadership and Policy fosters the study of problems in the administration and leadership of educational programs. It best serves students who are committed to scholarship and research as a means for deepening their understanding of leadership in schools or in other educational and service institutions.

The program offers both full-time and flexible-time options. While experience in teaching and leadership is not an essential prerequisite for admission, such experience provides a desirable background. The department welcomes applicants with diverse but relevant backgrounds.

PhD Program

An appropriate master's degree, from a recognized university in a relevant discipline or professional program, with a minimum standing equivalent to a University of Toronto A–.

In addition to responses to the Faculty questions in the online admissions application, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the PhD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. The admissions committee will look for evidence that applicants understand how to, or have the potential to, craft an academic document, display an ability to define a research problem, devise an appropriate focus for an inquiry, assemble and analyze evidence, and develop conclusions in a rigorous manner. Examples include a master’s-level course paper, a policy document, and a professional publication.

Coursework. Students must complete a minimum of 3.0 full-course equivalents (FCEs) as follows:

1.0 FCE in research methods, to be chosen in consultation with the faculty advisor (excluding LHA1003H and LHA1004H, which may not be counted towards this requirement). Students who have already attained an acceptable level of competence in research methodology may be authorized to choose a course in a different area of study.

At least 0.5 FCE at the 3000 level or the 6000 Special Topics level from the Educational Leadership and Policy program. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA30XX" and "LHA60XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H.

Comprehensive examination. Successful oral defence of a written paper that critically reviews and synthesizes the literature in the student’s proposed thesis area, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

Thesis proposal hearing.

Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

Students cannot transfer between the full-time and flexible-time PhD options.

PhD Program (Flexible-Time)

Two letters of reference: one academic, one professional.

Applicants must demonstrate that they are active professionals engaged in activities related to their proposed program of study. Capacity to secure blocks of time to enable concentrated study is required.

Students must register continuously until all degree requirements have been fulfilled. They register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

Doctorate (PhD)

Research profile.

As of May 1, 2021, interested candidates will be able to choose one of the following two options to complete their program leading to the Doctorate in Philosophy in Education :

• Doctorate in Philosophy Education
• Doctorate in  Health Professions Education

Specialization

Specializations in the Faculty of Education are available in the Master’s of Art (M.A.) or Doctor of Philosophy (PhD) research programs. Specializations involve collaborations with other faculties, providing the study and research of a topic from multidisciplinary and interdisciplinary perspectives.

• The Collaborative program in Feminist and Gender Studies at the master's level is designed for students from selected disciplines in arts, education, health sciences, law, social sciences, and counselling and spirituality (Saint Paul University), who have an interest in feminist and gender studies. The degree awarded is a master's degree in the primary program with a " specialization in Feminist and Gender Studies ".

Testimonial

Career paths.

Some of our doctorate graduates continue to become  professors  in universities, while others pursue their career in  industries or in a government setting , based on research and innovation. Other employment opportunities are:

• Researcher in national and international institutions
• Educational policy developer
• Program or Curriculum developer

A recent report from CIBC World Markets says  a graduate degree in education is one of the highest paying degrees in Canada.

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Doctor of Philosophy in Education (PhD)

Join our inclusive research community of education experts. Our PhD program works on a mentorship model where new scholars work closely with established experts and collaborative research groups. Coursework is completed under the supervision of leading experts across the education spectrum. Our PhD graduates contribute innovative work transforming theory, policy and practice. We offer competitive funding packages and opportunities for our PhD students to be teaching or research fellows, as well as research or teaching assistants.

Research Expertise

Our faculty brings together diverse perspectives on education and foster multidisciplinary expertise in the following areas:

• Arts Education
• Assessment and Evaluation
• Curriculum Studies
• Early Childhood Education
• Exceptionalities
• History and Philosophy of Education
• Indigenous Education and Land-Based Learning 
• International Education
• Language and Literacy
• Leadership and Policy Studies
• Math, Science and Technology in Education
• Outdoor Education
• Social Justice and Inclusion
• Our program structure:  Our full-time, four-year, on-campus program has three terms per year. You will take courses for the first year, then complete two comprehensive examinations before beginning your dissertation.
• Funding: All of our PhD students are provided with a minimum funding package of $20,000 per year, with average funding of $25,000 per year including teaching opportunities and research assistantships.
• Quality supervision and support: Before you apply, you will contact a supervisor who supports your studies and research throughout the program.
• Small classes: Our courses are seminar style, small, and consist of 36 instructional hours. To view our courses, visit the School of Graduate Studies and Postdoctoral Affairs calendar .
• Gain teaching and research experience: Many of our graduate students have the opportunity to teach within our Bachelor of Education programs and gain experience and funding in the process.
• Join an active research community: As part of your PhD, you will be immersed in an active research community with opportunities to work in research groups and attend academic conferences. 

Learn about our current students and recent alum

Join us for a Webinar

Want to learn more about our programs? 

• Monday, May 13, noon - 1 pm 
• Wednesday, June 19, 3 - 4 pm 

Webinar Registration

Applications to all graduate programs are made through the  School of Graduate Studies and Postdoctoral Affairs website  starting in September for admission the following year. 

In addition to the online application and application fee, PhD applicants are required to submit the following documentation via email to  [email protected] :

• Fill out the PhD in Education Research Proposal form.
• an electronic PDF copy of resumé/curriculum vitae 

If you have questions, please contact the  Graduate Studies & Research Office .

Admission Requirements

• Successful completion of a Master's degree in Education or equivalent advanced-level credential with first-class standing (A- or 80% or higher) at a recognized university
• Professional experience in education or a related field is an asset
• Applicants are required to submit a brief research proposal (one to two pages maximum)
• Applicants must identify and contact a potential supervisor who has expressed a willingness to supervise their work if they apply for admission and receive an offer of admission. 

Application Deadline and Start Dates

Completed applications (including submission of transcripts, references, CV and research proposal form) are due by January 15 . Late applications are not considered.  Our program begins in September of each year.

Prospective PhD Students: Need Help Finding a Supervisor?

Use the checklist below to assist you in your search for a supervisor in our graduate studies program.

• Get to know our Research Faculty – Review our researcher profiles. Understanding who might be a good fit for you is a key first step in the process!
• Once you have identified potential fits from our researcher profiles page, examine some of their recent research to identify their areas of interest and expertise. This will help you to determine how they might support your own program of growth. Read through prospective supervisors’ research and professional publications before deciding if they would be a good fit for your research. You may be expected to explain to your potential supervisor how they are best suited to supervise your project with specific reference to the research faculty’s scholarly work.
• Express your interest in our program and in having them supervise you for a specific program start date.
• Briefly summarize your aims and research purpose.
• Identify links between their research and your own, particularly using some of the published work.
• An invitation to connect for a conversation.
• A 1–2-page proposal that provides more detail than your description in your email. Your proposal should articulate your research questions, your reasons for pursuing these questions, the purpose and aims of your prospective project, your research methodology, and the significance/impact of this research.
• An up-to-date curriculum vitae (CV) to provide the potential supervisor with some of your background information, including past studies and professional experience.
• Review your email to ensure you have said everything you need, and attached everything you want, and send it out! Ensure you have adequate time to order transcripts, complete your IELTS examination (for international applicants), request 2 academic references, etc.
• Be patient – Given that the potential supervisor is reviewing your work, understand that it may take at least ten business days to hear back.

Financing your studies

Funding packages.

Funding packages are awarded to students based on academic merit and they may consist of any or a combination of the following: scholarships, fellowships, external awards the student may bring with them, internal awards, research assistantships, teaching assistantships or graduate teaching fellowships.

The minimum guaranteed funding package for eligible full-time PhD students is $20,000 per year  (first 12 terms), with most students receiving additional funded opportunities.

It is important to note that you must apply for all major external and internal scholarships (where appropriate) for which you are eligible in order to qualify for the minimum guarantee. Any external awards received will be applied to funding offers (i.e., the external award is not on top of the original $20,000 minimum guarantee); however, funding offers overall for students with external awards are likely to be higher than those who do not receive them.

Normally, if students apply for and successfully obtain a Graduate Teaching Fellowship, Teaching and/or Research Assistantship the average funding for eligible PhD students is approximately $25,000 per year.

Exact funding package details are communicated to students normally in early summer.

For more information on sources of funding, please see the Funding, Awards, Scholarships, and Bursaries page . 

Tuition, Fees and Costs

Information on tuition, fees and costs as well as the financial support offered to graduate students from the University and external agencies is provided by the School of Graduate Studies and Postdoctoral Affairs:

• Tuition, Fees and Cost of Living
• Funding for Queen's Graduate Students  

There are a number of internal awards available to our PhD students including travel fellowships and awards. 

Teaching Assistant or Graduate Teaching Fellow

Graduate students who want to be considered for a teaching assistant or graduate teaching fellow position as part of their funding package are required to apply for one or more of the postings listed under  Work at Queen's .

Graduate Studies and Research Office  

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Ph.D. Program

Online applications for the 2025 Academic year will open in mid-May 2024. 

Note that the Joint Ph.D. in Educational Studies Office of the Secretariat will be housed at the University of Windsor for the next five years. All applications (home university choice of Brock University, Lakehead University, or the University of Windsor) will be initially processed through the University of Windsor online application system. >  Apply Here .

The application deadline for the 2025 Academic Year will be October 1, 2024.

The Joint Ph.D. in Educational Studies is offered by Brock University, Lakehead University, and the University of Windsor. The Faculty of Education, University of Windsor, invites students to complete the Joint Ph.D. in Educational Studies degree in one of three Areas of Specialization:

• Policy and Leadership
• Social/Cultural/Political Contexts of Education
• Cognition and Learning

We are committed to methodological advances in educational research and the integration of theory and practice. We nurture our students as developing scholars and leaders in faculties of education, school systems, and other institutional settings, thereby contributing to the growth of research and scholarship in Canada and internationally. We promote professional development through collaboration among scholars, practitioners, educational institutions, and faculties of education, thus fostering links between schools and universities, and promoting partnerships locally, nationally, and internationally. We are committed to excellence in our students and faculty and to producing graduates who are life long learners.

Program Highlights

• Individualized plan of study
• Multiple approaches to course delivery
• Site-based, rotation across home universities
• Distance Education (computer literacy required)
• Inter-university teams of instructors and supervisory committees
• Comprehensive portfolio - an innovative personalized approach to comprehensive examinations
• Unique opportunities for collaboration and networking

For information about tution and funding, please reference the Faculty of Graduate Studies funding page .  For example, the link below provides information regarding the Vanier Scholarship to which both Domestic and International students can apply for if eligible.

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PhD in leadership studies by special arrangement

PhDs are offered by special arrangement only, dependent upon faculty availability. The special arrangement or SPARR PhD program requires department approval before you can apply to Graduate Admissions. Please contact individual faculty members to inquire. 

Please note that we are not taking on any PhD students at this time. 

Application

Applicants must have written agreement from a faculty member willing to supervise the applicant prior to starting the application process.

You will need to submit the following items for the faculty member's consideration:

• A formal letter of application
• Your curriculum vitae
• A sample of your writing
• A proposal of your research area/topic
• Three letters of reference
• Transcripts with a grade point average of 7.0 or A-

Applicants whose first language is not English, and who have not resided in a designated English-speaking country for three years immediately prior to the entry-point applied for, must provide proof of English language proficiency . If a faculty member is interested in your research and available to supervise you as a new PhD student, then you will be contacted by our department.

Your supervisor would then work jointly with you to develop a formal research proposal. This Special Arrangement Program proposal is then submitted for the approval of the Faculty of Graduate Studies. Once your program proposal is approved, then you would be instructed to apply to online for admission to the doctoral program.

Application deadline

Please contact the department before you apply . As each PhD is done by Special Arrangement (SPARR) there is no deadline. However, interested applicants must receive permission to apply from their intended supervisor (please see above). It is recommended that you contact the graduate secretary at [email protected]  should you have any questions.

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PhD in Higher Education

This program provides the knowledge and research skills for you to pursue a career as a researcher in the field of higher education, or a career in colleges, universities, government agencies, professional associations and international organizations as a higher education expert in policy, leadership and administration.

Are you a current or emerging community college leader? The Community College Leadership (CCL) Cohort is offered in select years and is designed to meet your needs. Topics include system organization, policy, governance, mission, college functions, equity and social justice, educational philosophy and research methods.

Designed for practicing professionals, the flexible-time PhD option enables students to continue working while pursuing their studies. Flexible-time students are self-funded. Learn more .

OISE offers a OISE Graduate Funding Package to students in their first four years of a PhD program, excluding the flexible-time PhD.

OISE's Graduate Funding Package covers the cost of tuition, and helps offset other living expenses. Last year, awards averaged around $25,000 per eligible student.

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• How to apply
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The majority of graduate programs are NOT impacted by recent government announcements about tuition increases. PhD students from the rest of Canada will continue to pay Quebec fees. International PhD fees will see the same 3% increase as Quebec fees.

Educational Leadership (M.A.)

Program description.

The Master of Arts (M.A.) in Educational Leadership (Thesis) offered by the Department of Integrated Studies in Education in the Faculty of Education is a research-intensive program that emphasizes advanced and stimulating learning opportunities. The program's objective is to equip students with skills in literature review, out-of-the-box thinking, and academic writing to either continue their studies or pursue professional opportunities.

The program may also be taken as an option in Gender and Women's Studies where students focus their coursework and research on gender and women's studies, and issues in feminist research and methods.

Unique Program Features

• The program is designed to prepare leaders in the field of education who are committed to personal and institutional improvement in schools and other sites of formal or informal learning. A central theme of the program is the impact of policy on educational practice at local, national, and international levels;
• The thesis option is recommended for students interested in undertaking a more in-depth independent study or in moving on to a PhD upon completion of their Master's degree.

University-Level Admission Requirements

• An eligible Bachelor's degree with a minimum 3.0 GPA out of a possible 4.0 GPA
• English-language proficiency

Each program has specific admission requirements including required application documents. Please visit the program website for more details.

Visit our Educational credentials and grade equivalencies and English language proficiency webpages for additional information.

Program Website

MA in Educational Leadership website

Department Contact

Graduate Program grad.dise [at] mcgill.ca (subject: MA%20in%20Educational%20Leadership%20(Thesis)) (email)

Available Intakes

Application deadlines.

Note : Application deadlines are subject to change without notice. Please check the application portal for the most up-to-date information.

Application Resources

• Application Steps webpage
• Submit Your Application webpage
• Connecting with a supervisor webpage
• Graduate Funding webpage

Application Workshops

Consult our full list of our virtual application-focused workshops on the Events webpage.

Department and University Information

Graduate and postdoctoral studies.

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• 17 April 2024

Canadian science gets biggest boost to PhD and postdoc pay in 20 years

• Brian Owens

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Canada’s prime minister Justin Trudeau and finance minister Chrystia Freeland hold copies of the 2024 federal budget. Credit: David Kawai/Bloomberg via Getty

Researchers in Canada got most of what they were hoping for in the country’s 2024 federal budget, with a big boost in postgraduate pay and more funding for research and scientific infrastructure.

“We are investing over Can$5 billion in Canadian brainpower,” said finance minister Chrystia Freeland in her budget speech on 16 April. “More funding for research and scholarships will help Canada attract the next generation of game-changing thinkers.”

Canadian PhD students and postgrads plan mass walkout over low pay

Postgraduate students and postdoctoral researchers have been advocating for higher pay for the past two years through a campaign called Support Our Science. They requested an increase in the value, and number, of federal government scholarships, and got more than they asked for. Stipends for master’s students will rise from Can$17,500 (US$12,700) to Can$27,000 per year, PhDs stipends that ranged from Can$20,000 to Can$35,000 will be set to a uniform annual Can$40,000 and most postdoctoral-fellowship salaries will increase from Can$45,000 to Can$70,000 per annum. The number of scholarships and fellowships provided will also rise over time, building to around 1,720 more per year after five years.

“We’re very thrilled with this significant new investment, the largest investment in graduate students and postdocs in over 21 years,” says Kaitlin Kharas, a PhD student at the University of Toronto, Canada, and executive director of Support Our Science . “It will directly support the next generation of researchers.”

Although only a small proportion of students and postdoctoral fellows receive these federal scholarships, other funders tend to use them as a guide for their own stipends.

Many postgraduates said that low pay was forcing them to consider leaving Canada to pursue their scientific career, says Kharas, so this funding should help to retain talent in the country.

“This is going to move us from a searing brain drain to a brain gain, and position us to compete on the world stage,” says Chad Gaffield, chief executive of the U15 Group of Canadian Research Universities, based in Ontario, which supported the campaign.

‘Determined to thrive’

The budget also includes marked boosts for basic research. There is an extra Can$1.8 billion over five years in core funding for the three federal grant-awarding research councils, as well as Can$400 million for upgrades to the TRIUMF particle accelerator in Vancouver, and more cash for several other large facilities and institutes across the country. There will also be more than Can$2 billion for the artificial-intelligence sector in Canada.

“[This budget] really emphasizes that Canada is determined to thrive in the twenty-first century based on science and research,” says Gaffield.

Canada announces new innovation agency — and it’s not modelled on DARPA

Others have pointed out that the vast majority of the money in the budget for the research councils is backloaded, with just Can$228 million coming in the next two years. This means that the gains will be slow, and could be vulnerable to changes in the political climate, says Alex Usher, president of Higher Education Strategy Associates, a consultancy in Toronto. “Do not count on this money being there after an election,” he posted on X (formerly Twitter). Canada’s next federal election is due in October 2025, and the opposition Conservative Party is campaigning on reigning in spending.

The budget also makes some changes to how science funding is organized. Instead of ten different programmes for scholarships and fellowships, with differing levels of support, there will now be a single programme with just three levels — master’s degrees, PhDs and postdoctoral fellowships. Kharas says that this should simplify the system.

The government will also create a new “capstone” research-funding organization to better coordinate the work of the three granting councils and “help to advance internationally collaborative, multi-disciplinary and mission-driven research”, the budget says. It will also create an advisory Council on Science and Innovation, comprised of leaders from academia, industry and the non-profit sector, which will develop a national science-and-innovation strategy to guide priority setting and increase the impact of federal investments. “This should help move us towards a more efficient, well-coordinated and nimble way of supporting research in Canada,” says Gaffield. “I look forward to working with the government to optimize it.”

Nature 629 , 19-20 (2024)

doi: https://doi.org/10.1038/d41586-024-01124-2

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