The Doctor of Education degree in Interprofessional Leadership engages students in the study of leadership from an interprofessional perspective. Given the complexity of 21st-century education and society, educators and leaders in all fields must be prepared to address problems across organizational boundaries.
Interprofessional Leadership - Ed.D.
Contact Us
- David Dees | ddees@kent.edu | 330-337-4205
- Tricia Niesz | tniesz@kent.edu | 330-672-0591
- Connect with an Admissions Counselor: U.S. Student | International Student
This content is specific to programs that are online
About This Program
Offered 100% online, the Ed.D. in Interprofessional Leadership is cohort-based and structured with the working professional in mind.
Program Information for Interprofessional Leadership - Ed.D.
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Program Description
Full Description
The Doctor of Education degree in Interprofessional Leadership engages students in the study of leadership from an interprofessional perspective. Given the complexity of 21st-century education and society, educators and leaders in all fields must be prepared to address problems across organizational boundaries. The objective of the degree is to develop leaders who are scholarly practitioners. The program is framed around questions of equity, ethics and social justice to foster leadership to address to complex problems of practice. The goal is to prepare leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organization and communities.
The Ed.D. degree is cohort-based and starts in the summer term. The program can be completed in three to four years.
The Interprofessional Leadership major comprises the following concentrations:
- The Athletic Training Education concentration provides the opportunity for students to prepare for the rigors of academic positions in a college or university by blending discipline specific theory and practice strategies related to athletic training education. Students gain extensive knowledge in higher education as a whole while developing critical skills necessary to establish a strong foundation in athletic training educational leadership. Students complete a comprehensive project directly related to athletic training education that addresses a contemporary issue in the profession through purposeful research strategies to generate educational change within the discipline.
- The Cultural Foundations of Education concentration prepares students for leadership roles in educational settings seeking to address problems of practice that reflect broad societal problems and thus defy simple solutions. Immersion in the literature of the field of social foundations of education exposes students to historical, sociological anthropological and philosophical understandings, enabling them to contextualize problems of practice within and beyond their particular institutional setting. Students develop facility with conceptual, critical and normative modes of analysis needed to unpack contemporary problems of practice and propose approaches to addressing them in ways that do justice to their complexity. This concentration will appeal to students who are already grappling with these problems in institutional settings and to those who wish to prepare themselves for such roles.
- The Curriculum and Instruction concentration prepares students to be curriculum leaders and lead positive curricular change in their classrooms, schools and communities. Students attain the knowledge and skills necessary to identify, conceptualize and research important problems related to the practice of curriculum development, curriculum leadership and curriculum evaluation. Additionally, students learn to develop, implement and evaluate solutions that are informed by currently available theory and research in curriculum and instruction.
- The Educational Technology concentration prepare leaders who are conversant in critical research, theories and methods in educational technology to facilitate positive change in their professional settings. The concentration is designed to help students advance their knowledge in educational technology research to implement educational technology initiatives in educational and business environments using research-informed and data-driven decisions.
- The Leadership in Educational Contexts concentration provides education in multidisciplinary perspectives on leadership throughout the range of educational contexts. The concentration prepares students to lead positive change through their work as ethical- and social justice-oriented scholarly practitioners. Concentration coursework focuses on advanced leadership theories and skills, as well as on sociocultural contexts of education organizations and systems. This concentration is appropriate for leaders and emerging leaders in PK-12 schooling, higher education and other organizations in which non-formal, informal and formal education takes place.
- The Special Education concentration prepares students for leadership roles in improving the practice of special education, from birth to adulthood. Students attain the knowledge and skills necessary to identify and conceptualize important problems related to the practice of special education, and to develop, implement and evaluate solutions that are informed by the best available research and theory in special education and related disciplines. This concentration provides doctoral level training to anyone seeking to lead positive change in how special education and related services are provided to learners with disabilities.
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Admissions
for Interprofessional Leadership - Ed.D.
For more information about graduate admissions, visit the graduate admission website. For more information on international admissions, visit the international admission website.
Admission Requirements
- Master's degree from an accredited college or university
- Minimum 2.750 graduate GPA on a 4.000-point scale
- Official transcript(s)
- Résumé
- Goal statement (1-2 pages) explaining how applicant’s career intentions relate to and will be supported by the program, what they bring to the program and how they intend to use the degree to affect their practice
- Three letters of recommendation from organizational supervisors evidencing the applicant’s leadership capacity and experience in the organization and/or from former professors attesting to the applicant’s capacity for doctoral work
- Interview with designated program faculty (face-to-face or by video conference)
- English language proficiency - all international students must provide proof of English language proficiency (unless they meet specific exceptions to waive) by earning one of the following:1
- Minimum 79 TOEFL iBT score
- Minimum 6.5 IELTS score
- Minimum 58 PTE score
- Minimum 110 DET score
Applicants are reviewed holistically based their professional experience and the requirements listed above.
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International applicants who do not meet the above test scores will not be considered for admission.
Application Deadlines
- Summer Term
- Priority deadline: February 15
Applications submitted by this deadline will receive the strongest consideration for admission.
- Priority deadline: February 15
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Learning Outcomes
Program Learning Outcomes
Graduates of this program will be able to:
- Frame questions of organizational leadership, educational change and social justice to bring about solutions to complex problems of practice
- Develop and demonstrate a professional knowledge base that integrates both practical and research knowledge, and that links theory with systemic and systematic inquiry
- Construct and apply knowledge interprofessionally to make a positive difference in the lives of individuals, families, organizations and communities
- Develop and demonstrate interprofessional collaboration and communication skills to work with diverse communities and to build partnerships
- Analyze problems of practice and use multiple interprofessional frames to develop meaningful solutions
- Generate, transform and use professional knowledge in practice
- Integrate technology as a tool for teaching, learning, assessment, management, planning and communication
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Coursework
On This Page
Program Requirements
Major Requirements
Course List Code Title Credit Hours Major Requirements CULT 85535 INTERPROFESSIONAL STUDIES 3 EDLE 76529 LEADING FOR SOCIAL JUSTICE 3 EHHS 75001 SYSTEMS THINKING IN PERSONAL AND PROFESSIONAL LEADERSHIP 3 EHHS 75501 THEORY AND PRACTICE OF LEADERSHIP 3 EHHS 75502 ETHICAL LEADERSHIP IN EDUCATION 3 RMS 75550 INTRODUCTION TO QUANTITATIVE RESEARCH IN EDUCATION 3 RMS 78807 PROGRAM EVALUATION 3 RMS 85516 QUALITATIVE RESEARCH DESIGN 3 RMS 85530 PRACTITIONER INQUIRY 3 Capstone or Individual Investigation Elective, choose from the following: 3 CI 77096INDIVIDUAL INVESTIGATION IN CURRICULUM AND INSTRUCTION CULT 89596INDIVIDUAL INVESTIGATION IN CULTURAL FOUNDATIONS EHHS 81099CAPSTONE I ETEC 77496INDIVIDUAL INVESTIGATION IN EDUCATIONAL TECHNOLOGY SPED 73996INDIVIDUAL INVESTIGATION IN SPECIAL EDUCATION or other individual investigation course with advisor approvalCulminating Requirement EHHS 80199 DISSERTATION I 1 30 Concentrations Choose from the following: 12 Minimum Total Credit Hours: 72 - 1
Upon admission to candidacy, each doctoral candidate must register for EHHS 80199. It is expected that a doctoral candidate will continuously register for Dissertation I for a total of 30 credit hours, and thereafter EHHS 80299, each semester until all requirements for the degree have been met. Student dissertation research will be aligned with the needs of their organizations, useful to their organizations and intended to effect positive change in their organizations.
Athletic Training Education Concentration Requirements
Course List Code Title Credit Hours Concentration Requirements ATTR 75001 EVIDENCE BASED INTERVENTIONS IN ATHLETIC TRAINING 3 ATTR 75002 ACADEMIC AND ADMINISTRATIVE LEADERSHIP IN ATHLETIC TRAINING 3 ATTR 75003 CONTINUOUS QUALITY IMPROVEMENT AND ASSESSMENT IN ATHLETIC TRAINING 3 ATTR 75004 TEACHING AND CLINICAL EDUCATION LEADERSHIP IN ATHLETIC TRAINING 3 Minimum Total Credit Hours: 12 Cultural Foundations of Education Concentration Requirements
Course List Code Title Credit Hours Concentration Requirements CULT 79575 ANTHROPOLOGY AND EDUCATION 3 CULT 80030 SOCIAL CONTEXTS OF EDUCATION: CONTEMPORARY ISSUES AND THEORY 3 CULT 89521 MULTICULTURAL EDUCATIONAL PRACTICE AND POLICY 3 CULT 89691 VARIABLE CONTENT SEMINAR: GREAT IDEAS IN EDUCATION 3 Minimum Total Credit Hours: 12 Curriculum and Instruction Concentration Requirements
Course List Code Title Credit Hours Concentration Requirements CI 71130 MULTICULTURAL EDUCATION: STRATEGIES 3 CI 77001 FUNDAMENTALS OF CURRICULUM 3 CI 77002 CURRICULUM LEADERSHIP 3 CI 77010 CURRICULUM EVALUATION 3 Minimum Total Credit Hours: 12 Educational Technology Concentration Requirements
Course List Code Title Credit Hours Concentration Requirements ETEC 77434 EMERGING TECHNOLOGIES FOR EDUCATION 3 ETEC 77445 DESIGNING INSTRUCTIONAL AND PERFORMANCE SOLUTIONS 3 ETEC 77491 SEMINAR: EDUCATIONAL TECHNOLOGY 3 ETEC 87450 LEARNING WITH EDUCATIONAL TECHNOLOGIES 3 Minimum Total Credit Hours: 12 Leadership in Educational Contexts Concentration Requirements
Course List Code Title Credit Hours Concentration Requirements CULT 80030 SOCIAL CONTEXTS OF EDUCATION: CONTEMPORARY ISSUES AND THEORY 3 EHHS 75515 CONTEMPORARY ISSUES IN EDUCATIONAL LEADERSHIP DEVELOPMENT 3 EHHS 75516 GROUP DYNAMICS IN EDUCATIONAL LEADERSHIP 3 EHHS 75517 DEMOCRACY AND LEADERSHIP: PHILOSOPHIES AND PRACTICES FOR DEMOCRATIC EDUCATION. 3 Minimum Total Credit Hours: 12 Special Education Concentration Requirements
Course List Code Title Credit Hours Concentration Requirements SPED 73204 LEGAL AND POLICY FOUNDATIONS OF SPECIAL EDUCATION 3 SPED 80002 ANALYSIS OF THE LITERATURE IN SPECIAL EDUCATION 3 SPED 80005 EMPIRICAL INVESTIGATIONS IN SPECIAL EDUCATION 3 SPED 83201 CONTEMPORARY ISSUES IN SPECIAL EDUCATION 3 Minimum Total Credit Hours: 12 Graduation Requirements
Graduation Requirements Summary Minimum Major GPA Minimum Overall GPA - 3.000 Professional Portfolio
Students present a professional portfolio upon the completion of coursework. The portfolio will include elements of selected coursework that best represents the student’s learning prior to moving onto the dissertation in practice. Students prepare the portfolio in an online format and defend to a committee of two faculty members from within the concentration. Once the portfolio has been successfully defended, the students move on to the final requirement: the dissertation in practice. Students propose a dissertation in practice that addresses a complex problem of practice. Students conduct an inquiry project to make a positive impact on the problem of practice.
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Roadmap
Roadmap
This roadmap is a recommended semester-by-semester plan of study for this major. However, courses designated as critical (!) must be completed in the semester listed to ensure a timely graduation.
Plan of Study Grid First Year Summer Credits CULT 85535 INTERPROFESSIONAL STUDIES 3 EHHS 75501 THEORY AND PRACTICE OF LEADERSHIP 3 Credit Hours 6 Fall Semester RMS 85530 PRACTITIONER INQUIRY 3 Concentration Course 1 3 Credit Hours 6 Spring Semester RMS 85516 QUALITATIVE RESEARCH DESIGN 3 Concentration Course 2 3 Credit Hours 6 Second Year Summer EHHS 75502 ETHICAL LEADERSHIP IN EDUCATION 3 RMS 75550 INTRODUCTION TO QUANTITATIVE RESEARCH IN EDUCATION 3 Credit Hours 6 Fall Semester RMS 78807 PROGRAM EVALUATION 3 Concentration Course 3 3 Credit Hours 6 Spring Semester EDLE 76529 LEADING FOR SOCIAL JUSTICE 3 Concentration Course 4 3 Credit Hours 6 Third Year Summer EHHS 75001 SYSTEMS THINKING IN PERSONAL AND PROFESSIONAL LEADERSHIP 3 Capstone or Individual Investigation Elective 3 Credit Hours 6 Fall Semester EHHS 80199 DISSERTATION I 15 Credit Hours 15 Spring Semester EHHS 80199 DISSERTATION I 15 Credit Hours 15 Minimum Total Credit Hours: 72 -
Program Delivery
- Delivery:
- Fully online
- Delivery:
Concentration Areas
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Athletic Training
This concentration area provides graduate students the opportunity to prepare for the rigors of academic positions in a college or university by blending discipline specific theory and practice strategies related to athletic training education. This degree program will provide the student an opportunity to gain extensive knowledge in higher education as a whole while developing critical skills necessary to establish a strong foundation in athletic training educational leadership. A comprehensive project directly related to athletic training education will allow the student to address a contemporary issue in the profession through purposeful research strategies to generate educational change within the discipline.
-
Cultural Foundations
This concentration area prepares students for leadership roles in educational settings seeking to address problems of practice that reflect broad societal problems and thus defy simple solutions. Immersion in the literature of the field of social foundations of education will expose students to historical, sociological, anthropological and philosophical understandings that will enable them to contextualize problems of practice within and beyond their particular institutional setting. Students will develop facility with conceptual, critical and normative modes of analysis needed to unpack contemporary problems of practice and propose approaches to addressing them in ways that do justice to their complexity. This terminal degree program will appeal to students who are already grappling with these problems in institutional settings and to those who wish to prepare themselves for such roles.
-
Curriculum & Instruction
This concentration area prepares students to be curriculum leaders in their classrooms, schools and communities. Students will attain the knowledge and skills necessary to identify, conceptualize and research important problems related to the practice of curriculum development, curriculum leadership and curriculum evaluation. Additionally, students will learn to develop, implement, and evaluate solutions that are informed by currently available theory and research in curriculum and instruction. The Curriculum and Instruction cognate provides doctoral level training to anyone seeking to lead positive curricular change in classrooms, schools and communities.
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Educational Technology
This concentration area aims to prepare leaders who are conversant in critical research, theories, and methods in educational technology to facilitate positive change in their professional settings. It is designed to help you advance your knowledge in educational technology research to implement educational technology initiatives in educational and business environments using research-informed and data-driven decisions.
-
Leadership in Educational Contexts
The Leadership in Educational Contexts concentration provides education in multidisciplinary perspectives on leadership throughout the range of educational contexts. The concentration prepares students to lead positive change through their work as ethical and social justice oriented scholarly practitioners. Concentration coursework focuses on advanced leadership theories and skills, as well as on sociocultural contexts of education organizations and systems. This concentration is appropriate for leaders and emerging leaders in higher education, PK-12 schooling, and other organizations in which non-formal, informal, and formal education takes place.
-
Special Education
This concentration area prepares students for leadership roles in improving the practice of special education (birth to adulthood). Students will attain the knowledge and skills necessary to identify and conceptualize important problems related to the practice of special education, and to develop, implement, and evaluate solutions that are informed by the best available research and theory in special education and related disciplines. The Special Education concentration provides doctoral level training to anyone seeking to lead positive change in how special education and related services are provided to learners with disabilities.
Scholarship Opportunities
There are various scholarship opportunities associated with the Ed.D. program in Interprofessional Leadership. New students are eligible for the Bowman Fellowship, which provides some funding toward tuition through the coursework phase of the program. Advanced students may apply for the Wilson Scholarship, which provides some funding toward the final year (dissertation phase) of the program.
Questions about scholarships? Please contact Dr. David Dees (ddees@kent.edu), program coordinator, for more information.
Examples of Possible Careers and Salaries for Interprofessional Leadership - Ed.D.
Those who complete the Ed.D. in Interprofessional Leadership at Â鶹ÊÓƵ can benefit from specialized career opportunities.
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Adult basic education, adult secondary education, and English as a Second Language instructors
-10.4%
decline
59,300
number of jobs
$55,350
potential earnings
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Education administrators, all other
8.1%
much faster than the average
52,100
number of jobs
$87,580
potential earnings
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Education administrators, kindergarten through secondary
3.9%
about as fast as the average
283,200
number of jobs
$98,490
potential earnings
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Education administrators, postsecondary
3.7%
about as fast as the average
190,500
number of jobs
$97,500
potential earnings
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Education and childcare administrators, preschool and daycare
1.0%
slower than the average
69,200
number of jobs
$49,160
potential earnings
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Educational instruction and library workers, all other
4.4%
about as fast as the average
141,400
number of jobs
$41,570
potential earnings
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Notice: Career Information Source
* Source of occupation titles and labor data comes from the U.S. Bureau of Labor Statistics' . Data comprises projected percent change in employment over the next 10 years; nation-wide employment numbers; and the yearly median wage at which half of the workers in the occupation earned more than that amount and half earned less.
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Ed.D or Ph.D.?
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