PhD in Educational and Organizational Leadership (PhD-EdL)

100% online doctorate

Complete your studies on your own time

39 months to your doctorate

Finish your PhD-EdL in as few as 20 courses

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Doctor of Philosophy in Educational and Organizational Leadership, PhD

Degree:

Doctor of Philosophy in Educational and Organizational Leadership (PhD-EdL)

Application:

$0 application fee. No essays/exams.

Lead organizations to success with the 100% online Doctor of Philosophy in Educational and Organizational Leadership (PhD-EdL) degree program at National University. This theoretical research degree is designed to help you learn how to ethically address the complex problems facing education today.

NU’s PhD-EdL program explores leadership theories and models, and practices so you can become a more effective leader. You’ll learn about evidence-based decision-making, educational policy, and the relationship between policy and overall school performance. You’ll also cover essential topics like qualitative data collection and quantitative research principles. You will acquire skills to ethically address the complex problems within educational practice using data-driven decision-making and other theoretical frames linking systematic inquiry with innovative, research-based solutions. The degree culminates in the completion of empirical dissertation research with direct implications for educational theory and policy.

Inspire and Influence Change from the Top

You’ll be paired with a professor in each course who will give you the personal guidance you deserve. You’ll also have support with online learning tools and through our innovative one-to-one learning model. If your goal is to improve educational practices across private and public sectors, such as PK-12, higher education, military, and corporate learning environments, this program is for you!

Please be advised that this program is NOT accredited in Kentucky by the Education Professional Standards Board and is NOT recognized for initial, additional, or renewal of certification or salary enhancement (rank change) for P-12 educators in Kentucky. For more information, please visit the Education Professional Standards Board’s website at http://www.epsb.ky.gov/mod/page/view.php?id=12.

Educational and Organizational Leadership PhD Requirements

The Doctor of Philosophy in Educational and Organizational Leadership requires 60 credit hours for degree completion. Coursework includes foundations, educational leadership, research methods, the pre-candidacy prospectus, and the dissertation. Additional credit hours may be allowed as needed to complete dissertation research in alignment with the Satisfactory Academic Progress (SAP) and Academic Maximum Time Frame policies. Students who do not complete their program within these requirements may be dismissed

The PhD-EdL degree program has the following graduation requirements:

  • A minimum of 48 credit hours of graduate instruction must be completed through NU
  • Successful completion of all courses with a “B” or better
  • Official transcripts on file for all transfer credits accepted by the University

The University may accept up to 12 semester credit hours earned with a grade of “B” or better for graduate coursework completed at an accredited college or university and evaluated to be substantially equivalent in content with the required coursework for the PhD-EdL program. See the Transfer Credit Policy in the Course Catalog for additional information.

  • Credit Hours: 60
  • Courses: 20
  • Estimated Time to Complete: 39 months

The Doctor of Philosophy in Educational and Organizational Leadership (PhD-EdL) program can be completed in 60 credits. Each foundational course runs 8 weeks, and some dissertation courses run 12 weeks. 

This online program can be completed with a minimum of 60 credit hours, but may require additional credit hours, depending on the time required to complete the dissertation research. If needed, additional courses will be added to the student degree program in alignment with the SAP and Academic Maximum Time to Completion policies. Students who do not complete their program in accordance with these policies may be dismissed.

Course Sequence

20 Courses

3.0 Credit Hours

This foundational course will introduce you to the concepts and practices of advanced graduate study. You will examine concepts and expectations of advanced graduate study and academic integrity as well as investigate best practices of scholarship and research. You will explore university resources and supports associated with student success, including technologies for learning and research. You will also evaluate the program process and requirements for success. Finally, you will advocate for self-care and reflection during your studies.

3.0 Credit Hours

Academic writing is at the heart of scholarly writing. How you explore and navigate your topic of interest is both a personal and professional matter. In this course, you will integrate effective research and writing skills, and evaluate standards of academic writing, honesty, and integrity. Literature and writing are closely related, so this course also offers you a first chance to examine the elements of conceptual and theoretical frameworks and critique the role of supporting literature and inquiry with conceptual and theoretical frameworks. Finally, you will synthesize the frameworks commonly used in educational research.

3.0 Credit Hours

In this foundational course, you will examine major theories and practices of organizational development and improvement in educational settings. You will also critique educational leadership competencies related to ethical behavior in educational organizations and synthesize various leadership theories using an educational approach to leadership. Finally, you will utilize educational leadership theories as they apply to real-world leadership situations in education and explore self-evaluation and personal reflection techniques supportive of leadership improvement within educational organizations.

3.0 Credit Hours

Conflict is a normal part of living and working together. Conflict can give you opportunities to learn and grow both personally and professionally. Of course, the positive potential of conflict does not eliminate the discomfort we can feel around conflict. In this course, you will examine conflict and mediation within a variety of educational organizations. You will evaluate conflict management skills and practices, including discerning the implications of diversity, equity, inclusion, and cultural responsiveness in the process of conflict interpretation and management within educational organizations.

3.0 Credit Hours

In this course, you will explore the role of ethical leadership in attaining organizational excellence. Given the many types of educational organizations, you will examine leadership competencies that relate specifically to ethical behavior in your choice of educational organizations. Organizational leaders create a culture of ethical behavior. You will critique the techniques leaders use to communicate decisions, manage conflict, and address ethical dilemmas within the educational organization. You will also use case studies as a method of analyzing and responding to ethical dilemmas.

Select 4 of the following courses:

3.0 Credit Hours

In this course, you will review current literature and theories related to diversity, equity, inclusion, and social justice. You will also relate knowledge and personal experiences, and examine the educator dispositions necessary for effective diversity, equity, inclusion, and social justice practices. Finally, you will justify the role of and recommend practices for diversity, equity, inclusion, and social justice in the context of educational leadership.

3.0 Credit Hours

In this course, you will explore models of supervision and evaluation of personnel and analyze policies and practices supporting diversity and inclusion in PK-12 settings. Additionally, you will determine the effects of culture on interpersonal and group communication and evaluate policies and programs for effectiveness. Finally, you will evaluate the role of leadership in managing change and conflict and examine strategies for talent development of instructional and organizational leadership.

3.0 Credit Hours

In this course about legal issues in education, you will explore legislation and regulation in PK-12 education and evaluate institutional liability and risk management policies. You will investigate procedural due process and administrative remedies policies and explain the implications of different status such as PK-12 public, private, charter, for-profit, non-profit schools, and homeschooling. Finally, you will synthesize education case law supporting diversity in the workplace.

3.0 Credit Hours

In this course, you will learn to evaluate leadership skills for effective instructional planning and critique professional learning strategies for curriculum, instruction, and assessment in PK-12 environments. You will examine trends in instructional leadership and curriculum development as well as how to analyze data-driven decision-making processes for continuous improvement. Finally, you will recommend assessment practices for and of learning and review multi-tiered systems of support in PK-12 environments.

3.0 Credit Hours

In this course, you will determine the conditions necessary for innovation as well as recommend change theories to promote innovation in educational organizations. You will assess major barriers to and opportunities for change. You will also critique organizational resources to promote innovation and change. Finally, you will evaluate the effects of culture and climate and advocate for ethical decision-making practices in organizational innovation and change.

3.0 Credit Hours

In this course, you will examine the relationships among policy, leadership, accreditation and research and critique the processes related to operations and policy development in PK-12 education. You will evaluate the impact of educational policies on school operations and practices and synthesize how the policies and practices facilitate effective school performance. Finally, you will evaluate methods for strategic planning and policy implementation in PK-12 education.

3.0 Credit Hours

In this course, you will assess components of funding formulas and critique budgeting and auditing processes in PK-12 education. You will review categorical funding policies and explain fiscal accountability in PK-12 education. Finally, you evaluate funding challenges and recommend sources of grant funding for initiatives in PK-12 education.

3.0 Credit Hours

This course allows for a deep dive into the leadership paradigms in school safety, security, and emergency management. As you develop leadership support strategies for staff and students before, during, and after a crisis incident and advocate for team approaches in planning for prevention-mitigation, preparedness, response, and recovery of crisis incidents in K-12 schools, you will also assess current legal and political issues in K-12 school safety, security, and emergency management. Further, you will evaluate leadership responses to ethical issues in school safety, security, and emergency management and create risk assessment plans for evaluating physical risks within K-12 schools. Finally, you will determine school emergency manager responsibilities in the planning of systems to prevent and mitigate crisis incidents at K-12 schools across diverse settings.

3.0 Credit Hours

This is an introductory course in which you will analyze community resources and educational organizations related to trauma-informed educational practices. You will explore how historical contexts and practices have influenced current conditions and pedagogy. Additionally, you will examine cultural and economic contexts with respect to local trauma-informed educational practices. Finally, you will create artifacts of learning as a researcher and develop assignments to aid you in a cumulative signature presentation to address professional development for Trauma-Informed Educational Practices.

3.0 Credit Hours

This course supports your efforts to propose or support social emotional learning (SEL) initiatives. You will synthesize your work in the previous courses for the purpose of planning, implementing, and assessing social emotional learning at the school level or beyond. In this course, you will develop comprehensive proposals and plans for implementing and assessing SEL initiatives based on needs analyses, organizational climate and culture, and other relevant factors. By the end of the course, you will be ready to propose new SEL initiatives or revise existing SEL initiatives.

3.0 Credit Hours

The areas of finance, law, and leadership are deep topics in special education. This course will touch on each of these topics at a higher level. You will explore the various funding models for special education programs and services. This exploration will include the legal considerations related to special education programs with specific references to service delivery models. Related examinations include specific leadership scenarios and reporting obligations. Throughout the course, you will consider the role of leadership in cultivating culturally responsive relationships with all stakeholders to ensure equity and fairness.

3.0 Credit Hours

The operational complexity of higher education institutions grows exponentially with the size of the institution. In this course, you will investigate the typical departments and processes before examining more specific operational aspects of higher education institutions, such as human resources, data-based decision making, institutional effectiveness, environmental scanning, strategic planning, and continuous improvement. Your exploration will consider your specific interests in these topics and types of institutions.

3.0 Credit Hours

There are many functions within the area of higher education student services. You will explore these functions across the student lifecycle in a variety of delivery modalities. Some of the functions you will explore in this course include enrollment, advising, academic support, accommodations and modifications, as well as persistence and retention through to graduation. You will have the opportunity to examine these functions generally within higher education as well as specifically related to the context of your individual interests.

3.0 Credit Hours

Higher education institutions in the United States are bound by different legislation and regulation. There are also different types of institutional and programmatic accreditation that leaders must consider. In this course, you will explore the implications of these different accreditations, regulations, and legislation with specific attention to institutional self-studies and issues of copyright and fair use across different types of institutions.

3.0 Credit Hours

The facilitation of learning is the core function of all institutions of higher education. As a leader in higher education, you need to know how this core function is designed and maintained. In this course, you will explore academic program planning and evaluation, theories and principles of curriculum development, assessment of student learning, and the value of open educational resources and co-curricular activities. You will be able to tailor your work in this course to your current or future institutional contexts.

3.0 Credit Hours

Financial considerations in higher education can be complex. While accounting departments may be responsible for most of the details, higher education leaders need to understand the scope of the financial considerations across the institution. In this course, you will examine budget cycles and specific budgets of higher education institutions. You will explore sources of revenue, including financial aid, grants, and fundraising, and the regulations that govern these activities within higher education institutions in the United States. Throughout your examination, you will consider the role of fiscal accountability and related challenges.

3.0 Credit Hours

This course builds on your foundational knowledge of instructional design with advanced practice. You will recommend instructional and training solutions based on existing assessment and evaluation data, formulate procedures for collaborative design projects with diverse stakeholders, and categorize legal, ethical, and political influences on the design of contemporary instructional and training solutions. You will develop instructional materials, including multimedia learning assets that comply with professional practice of instructional design and development.

3.0 Credit Hours

In this introductory research course, you will explore the underpinnings of the research process, examine research paradigms, and investigate theoretical and practical foundations of qualitative and quantitative research methodologies used within educational research. You will identify criteria for the development of a quality research study that is ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics will involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, generalizability or transferability, and rigor. This course is intended to familiarize you with concepts and skills associated with conducting theoretical and applied research.

3.0 Credit Hours

This course offers foundational knowledge to become a critical consumer of statistical- based research literature as well as develop the necessary skillset for non-inferential quantitative analyses. The emphasis will be on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, interpretation and critical inferences from statistical results. Statistical computations will be completed using statistical software applications for quantitative data analysis. The course culminates in a synthesis project to demonstrate statistical skills and aligned with APA guidelines for presentation of statistical results.

3.0 Credit Hours

This course focuses on qualitative research methodology and designs and the methods used to collect and analyze data in educational research. You will examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness pertaining to qualitative research, and the role and responsibilities of the qualitative researcher will also be explored.

3.0 Credit Hours

This course explores the quantitative research methodology and associated designs and methods. You will examine paradigmatic perspectives along with the tenets and conventions of quantitative research. This examination of designs and methods will include topics such as feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You will also explore the components of aligned and coherent quantitative research designs that support meaningful research within the field of education.

One of the following:

3.0 Credit Hours

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. The course takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods to present the analyses and findings.

3.0 Credit Hours

You will learn advanced statistical principles and how to apply them to quantitative research. You will be provided an overview of advanced statistical concepts used in empirical research, including inferential analyses. Advanced computations will be performed using SPSS. The focus involves helping you build independent scholarly skills with an emphasis on understanding multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and presentation of statistical results.

3.0 Credit Hours

Prerequisite: Completed all foundational, research, and specialization courses as required by program.

The doctoral comprehensive assessment for the Ph.D.-EDL is your opportunity to demonstrate your preparation for entering the dissertation phase as a doctoral candidate. Throughout this course, you will synthesize discipline-specific content with scholarly literature as you create a prospectus for a theoretically based research study focused on furthering knowledge in the field of education. Ph.D.-EDL research has a focus on contribution to theory, whereas Ed.D.-EDL research focuses on addressing a researchable problem that has practical applications. The two are similar in that they both apply the scientific method to collect data, analyze data, and present results. However, the results are given greater emphasis in terms of theory for the Ph.D.-EDL. In the Ph.D.-EDL degree, you will therefore conduct research that contributes to the broader discipline rather than a specific problem rooted in an applied, professional practice. This prospectus will likely become the foundation of your Ph.D.-EDL dissertation. Note that you will take this course only after all foundation, specialization, and research courses have been completed.

3.0 Credit Hours

3.0 Credit Hours

3.0 Credit Hours

3.0 Credit Hours

Career Outlook

Data Source: The career outcomes data presented is sourced from Lightcast, which provides insights based on real-time job postings, public datasets, and analytics. Lightcast derives its data from sources such as the Bureau of Labor Statistics (BLS), the Quarterly Census of Employment and Wages (QCEW), and the Occupational Employment Statistics (OES). While accurate and reliable, this data reflects general labor market trends and may not represent individual outcomes or specific local conditions. For more details on Lightcast’s methodology, visit their Data Overview.

Here are some careers this degree could prepare you for:

Please select the state you will work in to view job data in your area

  • Top Jobs in this field
  • Median Salary
  • Job Openings
  • Education Administrators for Preschool and Childcare Programs
  • $52,049

    avg. salary (USA)
  • 6,974

    job openings (past yr.) past year
Plan, direct, or coordinate academic or nonacademic activities of preschools or childcare centers and programs, including before- and after-school care.
Median Salary:
$52,049 annual +8% above US average
Job Openings:
6,974 past year
Salary Range:
  • Low
    $34,291
  • Medium
    $52,049
  • High
    $95,409

ALl of USAMost Desired Skills

  1. Preschool Education
  2. Child Development
  3. Early Childhood Education
  4. Curriculum Development
  5. Developmental Psychology
  6. Marketing
  7. Lesson Planning

ALl of USATop Companies Hiring

  • KinderCare Education
  • Valvoline
  • Learning Care Group
  • Learning Experience
  • YMCA
  • La Petite Academy
  • Childcare Network
Data Source: The career outcomes data presented is sourced from Lightcast, which provides insights based on real-time job postings, public datasets, and analytics. Lightcast derives its data from sources such as the Bureau of Labor Statistics (BLS), the Quarterly Census of Employment and Wages (QCEW), and the Occupational Employment Statistics (OES). While accurate and reliable, this data reflects general labor market trends and may not represent individual outcomes or specific local conditions. For more details on Lightcast’s methodology, visit their Data Overview.
  • Education Administrators for Elementary and Secondary Schools
  • $102,866

    avg. salary (USA)
  • 25,291

    job openings (past yr.) past year
Plan, direct, or coordinate the academic, administrative, or auxiliary activities of kindergarten, elementary, or secondary schools.
Median Salary:
$102,866 annual +114% above US average
Job Openings:
25,291 past year
Salary Range:
  • Low
    $69,465
  • Medium
    $102,866
  • High
    $163,222

ALl of USAMost Desired Skills

  1. Student Services
  2. Special Education
  3. Curriculum Development
  4. Academic Advising
  5. Student Information Systems
  6. Office Equipment
  7. Data Analysis

ALl of USATop Companies Hiring

  • Clark County School District
  • Lone Star College System
  • Uncommon Schools
  • Maricopa Community Colleges
  • Broward County Public Schools
  • Ulster Boces
  • Sodexo
Data Source: The career outcomes data presented is sourced from Lightcast, which provides insights based on real-time job postings, public datasets, and analytics. Lightcast derives its data from sources such as the Bureau of Labor Statistics (BLS), the Quarterly Census of Employment and Wages (QCEW), and the Occupational Employment Statistics (OES). While accurate and reliable, this data reflects general labor market trends and may not represent individual outcomes or specific local conditions. For more details on Lightcast’s methodology, visit their Data Overview.
  • Postsecondary Education Administrators
  • $103,544

    avg. salary (USA)
  • 18,954

    job openings (past yr.) past year
Plan, direct, or coordinate student instruction, administration, and services, as well as other research and educational activities, at postsecondary institutions, including universities, colleges, and junior and community colleges.
Median Salary:
$103,544 annual +115% above US average
Job Openings:
18,954 past year
Salary Range:
  • Low
    $63,432
  • Medium
    $103,544
  • High
    $212,342

ALl of USAMost Desired Skills

  1. Student Services
  2. Marketing
  3. Fundraising
  4. Higher Education
  5. Academic Affairs
  6. Project Management
  7. Enrollment Management

ALl of USATop Companies Hiring

  • University of Chicago
  • Pennsylvania State University
  • Indiana University-Bloomington
  • New York University
  • Georgetown University
  • University of California
  • Coast Community College District Office
Data Source: The career outcomes data presented is sourced from Lightcast, which provides insights based on real-time job postings, public datasets, and analytics. Lightcast derives its data from sources such as the Bureau of Labor Statistics (BLS), the Quarterly Census of Employment and Wages (QCEW), and the Occupational Employment Statistics (OES). While accurate and reliable, this data reflects general labor market trends and may not represent individual outcomes or specific local conditions. For more details on Lightcast’s methodology, visit their Data Overview.

Program Credit Transfer Eligibility

Students who complete the Master of Science in Applied Behavior Analysis program and enroll in the Doctor of Philosophy in Education in Educational and Organizational Leadership can transfer up to 6 semester credit hours toward the degree requirements. The following equivalences would be applied to satisfy these degree requirements. 

(1:1 modality)

  • ABA-6901 Foundations for Graduate Study in ABA will transfer as EDL-9100 Leadership for Diversity, Equity, Inclusion, and Social Justice
  • ABA-6905 Assessment and Measurement in ABA will transfer as EL-9400 PK-12 Curriculum, Instruction, and Assessment

(Class-based modality)

  • ABA634 Supervision and Management will transfer as EDL-9100 Leadership for Diversity, Equity, Inclusion, and Social Justice
  • ABA626 Functional Behavioral Assessment will transfer as EL-9400 PK-12 Curriculum, Instruction, and Assessment

Students must pass the courses with a B or better grade to receive transfer credit.

Program Learning Outcomes

As a graduate of National University’s Doctor of Philosophy in Educational and Organizational Leadership (PhD-EdL) program, you’ll be able to:

  • Examine educational leadership, research, and policy from practice-based, evidence-based, and research-based perspectives
  • Determine the aspects of professional capacity and resource needs for a quality professional learning community within sector-specific learning organizations
  • Develop effective leadership traits to improve educational practice for diverse learning organizations within public and private sectors
  • Devise a research- and theoretically-based examination of a complex problem within educational leadership
  • Conduct theoretically based empirical research to address a complex problem within educational leadership, research, or policy
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Admissions

Next start date: Every Monday

Year-round enrollment

Transfer Students Welcome

More about transferring to NU.

Our dedicated admissions team is here to guide you through the admissions process and help you find the right program for you and your career goals.

To apply to the Doctor of Philosophy in Educational Leadership and Organizational (PhD-EdL) you must have a conferred post-baccalaureate master’s degree and/or doctoral degree from a regionally accredited academic institution or a qualifying international institution.

To speak with our admissions team, call (855) 355-6288 or request information and an advisor will contact you shortly. If you’re ready to apply, simply start your application today.

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Pricing

The cost shown is the estimated price for this degree. Many National University students are eligible for scholarships or financial aid, which may substantially lower a degree program’s cost.

You can visit our Tuition Estimator to see what scholarships and discounts are available and get more information about expected costs. You can also start the application process and receive counseling from our Enrollment team on the costs of your degree

Scholarships and Financial Aid

National University is dedicated to making higher education affordable, as well as accessible. Through NU scholarship offerings, eligible students are able to reduce the financial burden of college, start classes sooner, and finish their programs faster while focusing on achieving their goals.

Accreditations

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The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.

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Why National University?

We’re proud to be a Veteran-founded, San Diego-based nonprofit. Since 1971, our mission has been to provide accessible, achievable higher education to adult learners.

Today, we educate students from across the U.S. and around the globe, with over 245,000 alumni worldwide.

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Francisco R.,

Class of 2016

What makes a degree
with National University unique?

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Individual student and alumni career guidance, professional development opportunities, and customized career support.

Transfer Students Welcome

NU makes it easy to get your degree, even if you started it with another university. Learn more about transferring to NU.

Accelerate Your Career With NU

At National University, you’re part of a family. As a student, you’ll have the support of staff, faculty members, students, and alumni who will be there with you every step of the way, cheering you on as you pursue your goals.

Our network of 245,000 alumni is a large global community that provides our graduates with the professional connections to get a leg up in your new career.

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Frequently Asked Questions

This degree takes approximately 39 months to finish. Some doctoral candidates take more time to complete their dissertation than others.

A PhD in Educational and Organizational Leadership equips graduates for various high-level roles in education, ranging from K–12 administration to higher education leadership and policy analysis. Job Titles include

  • Academic Dean (Higher Education)
  • University Provost
  • Chief of Staff to University President
  • College Vice President or President
  • PreK-12 through Higher Education Educational Administrators
  • Education Public Policy Analyst
  • District Superintendent
  • School Principal (PreK–12)
  • Education Researcher


Important Considerations

  • Licensure Requirements: Some positions, particularly in K–12 settings, may require state-specific licensure or certifications.
  • Experience: Higher-level roles often necessitate substantial experience in educational settings.
  • Geographic Variations: Salaries and job availability can vary significantly based on location and institution size.

While a PhD in Educational and Organizational Leadership opens doors to numerous high-impact roles, it’s essential to consider additional qualifications, experience, and regional requirements that may influence career progression.

Positions may require additional experience, training, and other factors beyond successfully completing this degree program. Depending on where you reside, many positions may also require state licensure, and it is the responsibility of the student to ensure that all licensure requirements are met. We encourage you to also review program specific requirements with an NU advisor. Any data provided on this page is for informational purposes only and does not guarantee that completion of any degree program will achieve the underlying occupation or commensurate salary.

Research: The PhD-EdL doctoral research courses, the PhD-EdL comprehensive course, and the PhD-EdL dissertation courses are specifically designed as a guide through the process in an orderly and meaningful fashion and lead to the oral defense

The PhD-EdL research is aimed at contributing to the body of research knowledge, either new research or adding to research already studied in the field. PhD-EdL students take EDR-8201 – Statistics I and EDR-8202 – Statistics II as part of their program of study. There is also an oral defense.

Dissertation: Faculty assists each NU Doctoral student to reach this high goal through a systematic process leading to a high-quality completed dissertation. A PhD-EdL dissertation is a scholarly documentation of research that makes an original contribution to the field of study.

This process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of the dissertation.

A doctoral candidate must be continuously enrolled throughout the series of dissertation courses. Dissertation courses are automatically scheduled and accepted without a break in scheduling to ensure that students remain in continuous enrollment throughout the dissertation course sequence. The Dissertation Committee determines progress.

Program Disclosure

Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual’s criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.

NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.

All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.

National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.

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