Leadership, Higher and Adult Education

LHAE: Introduction

Faculty Affiliation

Ontario Institute for Studies in Education (OISE)

Degree Programs

Adult Education and Community Development

MA, MEd, and PhD

Educational Leadership and Policy

MA, MEd, EdD, and PhD

  • Fields:
    • Educational Leadership and Policy;
    • International Educational Leadership and Policy (EdD only)

Higher Education

MA

  • Field:
    • Higher Education
 

MEd

  • Fields:
    • Education in the Professions;
    • Higher Education;
    • Higher Education Leadership;
    • Student Development and Student Services in Higher Education
 

EdD

  • Field:
    • Higher Education
 

PhD

  • Field:
    • Higher Education

Collaborative Specializations

The following collaborative specializations are available to students in participating degree programs as listed below:

Overview

Scholars in the Department of Leadership, Higher and Adult Education (LHAE) are engaged in a range of theoretical and practical areas: primary, secondary, and higher education leadership and administration; adult education; policy and change; social diversity; and community engagement. LHAE develops and organizes collaborative specializations in support of particular research areas of interest including those in policy, international development education, and workplace learning. These collaborative specializations can be taken in conjunction with most OISE graduate programs.

Contact and Address

Admissions

Initial inquiries regarding admission to graduate studies in the Department of Leadership, Higher and Adult Education should be made directly to:

Web: www.oise.utoronto.ca/orss
Email: admissions.oise@utoronto.ca
Tel: (416) 978-4300
Fax: (416) 323-9964

Office of the Registrar and Student Services
Ontario Institute for Studies in Education (OISE)
University of Toronto
252 Bloor Street West, Rm. 8-225
Toronto, Ontario M5S 1V6
Canada

Programs

Web: www.oise.utoronto.ca/lhae
Email: lhae.pa@utoronto.ca
Tel: (Admissions and Programs): (416) 978-0729

Department of Leadership, Higher and Adult Education
Ontario Institute for Studies in Education
University of Toronto
252 Bloor Street West, 6th and 7th Floors
Toronto, Ontario M5S 1V6
Canada

Leadership, Higher and Adult Education: Graduate Faculty

Full Members

Bascia, Nina - PhD (Chair and Graduate Chair)
Bialystok, Lauren - PhD
Buckner, Elizabeth - PhD
Campbell, Carol - BA, PhD
Childs, Ruth - BS, MA, PhD
Chmielewski, Anna Katyn - BA, MA, PhD
Davies, Scott - BA, MA, PhD
Flessa, Joseph - BA, MA, PhD
Goldstein, Tara - BA, PhD
Hayhoe, Ruth - BA, MA, PhD
Hildyard, Angela - BSc, MA, PhD
Janzen, Katharine - BS, BN, Med, EdD
Jones, Glen - BA, BEd, MEd, PhD
Lopez, Ann - BA, BE, MEd, PhD
Magnusson, Jamie-Lynn - BA, MA, PhD
McCready, Lance - BA, MA, PhD
Mirchandani, Kiran - BA, MPH, PhD
Mojab, Shahrzad - BA, MEd, EdD
Mundy, Karen - BA, MA, PhD
Niyozov, Sarfaroz - MEd, MA, PhD
Portelli, John - MEd, PhD
Restoule, Jean-Paul - BA, MA, DPhil
Sa, Creso - BA, MA, DPhil
Sawchuk, Peter - BSc, BEd, PhD
Vieta, Marcelo A. - BA, MA, PhD
Walcott, Rinaldo - BA, MA, PhD
Waterman, Stephanie - BA, MA, PhD
Wheelahan, Leesa - BA, MA, PhD
Zuker, Marvin - BA, LLB, MEd

Members Emeriti

Anderson, Stephen - BA, MA, PhD
Antone, Eileen - AB, BE, MEd, EdD
Chambers, Anthony - BS, MS, EdD
Gaskell, Jane - BA, EdD
Joshee, Reva - BLitt, MA, PhD
Lang, Daniel - BA, MAT, PhD
Leithwood, Kenneth - BA, BPHE, MPE, PhD
Miles, Angela - BA, MA, PhD
Muzzin, Linda - BA, MA, MPsy, PhD
Ryan, James - BEd, MEd, PhD
Skolnik, Michael - BPhil, BA, MA
Stiegelbauer, Suzanne - BS, MA, MA, PhD

Associate Members

Acton, Karen - DPhil
Belanger, Stephanie - PhD
Corral, Daniel - MS
Desai, Chandni - PhD
Desbiens, Brian - AB, MA, PhD
Diaz Rios, Claudia Milena - PhD
Drea, Catherine - AB, MA, EdD
Evans-Tokaryk, Tyler - PhD
Knight, Jane - PhD
Manion, Caroline - PhD
Mayes-Tang, Sarah - BSc, MS, PhD
Moodie, Gavin - PhD
Mosher, Janet - BMusA, LLB
Pan, Julia - BA, MEd, PhD
Ryan, Sherida - BOTh, MA, PhD
Scully-Stewart, Colleen Mary - BA, MEd, PhD
Sharratt, Lyn - BA, MEd, EdD
Stickel, Micah - BASc, MASc, PhD
Sumner, Jennifer - PhD
Tuters, Stephanie Diane - PhD
Wemigwans, Jennifer - DPhil
Wright, Sarah Robin - PhD

LHAE: Adult Education and Community Development MA

Master of Arts

Program Description

The MA is a research-based thesis degree program which can be taken on a full-time or part-time basis. The MA program focuses on learning that happens individually and collectively among adults in communities, workplaces, social movements, the street, and the virtual world — any place where people come together to create social change. The program serves individuals seeking to develop skills for education, community, and organizational roles in a wide range of settings in public, private, and voluntary sectors. Graduates work with newcomers, youth, women’s groups, LGBTQ agencies, organized labour, racialized people, and disenfranchised communities in positions that involve community engagement and education, policy development, leadership, mentorship, and organizational development. 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 in a relevant discipline or professional program from a recognized university, with a grade equivalent to a University of Toronto mid-B or better in the final year.

Program Requirements

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

    • Either LHA1100H Introduction to Adult Education (0.5 FCE) or LHA1102H Community Development: Innovative Models (0.5 FCE).

    • LHA1183H Master’s Thesis Seminar (0.5 FCE).

    • At least one research methods course (0.5 FCE).

    • Elective coursework, of which at least 2.0 FCEs must be from the Adult Education and Community Development program. Additional courses may be required of some students.

  • A thesis based on original research, which may lay the groundwork for doctoral research.

Program Length

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

Time Limit

3 years full-time;
6 years part-time

LHAE: Adult Education and Community Development MEd

Master of Education

Program Description

The MEd is a non-thesis, course-based professional degree program which can be taken on a full-time or part-time basis. The MEd program focuses on learning that happens individually and collectively among adults in communities, workplaces, social movements, the street, and the virtual world — any place where people come together to create social change. It serves individuals seeking to develop skills for education, community, and organizational development roles in a wide range of settings in public, private, and voluntary sectors. Graduates work with newcomers, youth, women’s groups, LGBTQ agencies, organized labour, racialized people, and disenfranchised communities in positions that involve community engagement and education, policy development, leadership, mentorship, and organizational development. 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 in a relevant discipline or professional program from a recognized university, with a grade equivalent to a University of Toronto mid-B or better in the final year.

Program Requirements

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

    • Either LHA1100H Introduction to Adult Education (0.5 FCE) or LHA1102H Community Development: Innovative Models (0.5 FCE).

    • Elective coursework, of which at least 2.5 FCEs must be from the Adult Education and Community Development program.

    • One research methods course is recommended (0.5 FCE).

Program Length

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

Time Limit

3 years full-time;
6 years part-time

LHAE: Adult Education and Community Development PhD

Doctor of Philosophy

Program Description

The PhD is a research-based thesis degree program which can be taken on a full-time or flexible-time basis. Designed to provide opportunities for advanced study in the theoretical foundations of adult education and community development and in the application of such knowledge to practice, the PhD focuses on learning that happens individually and collectively among adults in communities, workplaces, social movements, the street, and the virtual world — any place where people come together to create social change.

Except for the time to completion, requirements for both the full-time and flexible-time programs are the same. The department welcomes applicants with diverse but relevant backgrounds.

 

PhD Program (Full-Time Option)

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

  • Applicants who have completed an appropriate master's degree that did not include a thesis or research project are required to complete a Qualifying Research Paper (QRP) to a standard satisfactory to the admissions committee.

Program Requirements

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

    • LHA3102H+ Doctoral Thesis Seminar (0.5 FCE), recommended to be taken in the first session of the program.

    • At least 1.5 FCEs must be from the Adult Education and Community Development program. Students with little background in the area of Adult Education and Community Development may be required to complete an additional 0.5 FCE providing such background.

    • At least one research methods course (0.5 FCE).

  • Comprehensive requirement. Normally, a major paper between 5,000 and 7,000 words in length (including tables, figures, and references), which consists of a comprehensive discussion of one or more literatures and/or debates of significance to Adult Education and Community Development.

  • Thesis.

  • 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.

  • Students cannot transfer between the EdD and PhD programs.

Program Length

4 years

Time Limit

6 years

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

 

PhD Program (Flexible-Time Option)

Applicants to the flexible-time option should be active professionals who demonstrate connections between their professional work and their proposed course program, and/or between their professional work and their proposed research. Capacity to secure blocks of time to enable concentrated study is required.

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

  • Applicants who have completed an appropriate master's degree that did not include a thesis or research project are required to complete a Qualifying Research Paper (QRP) to a standard satisfactory to the admissions committee.

  • Applicants must demonstrate that they are currently employed and are active professionals engaged in activities related to their proposed program of study.

Program Requirements

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

    • LHA3102H+ Doctoral Thesis Seminar (0.5 FCE), recommended to be taken in the first session of the program.

    • At least 1.5 FCEs must be from the Adult Education and Community Development program. Students with little background in the area of Adult Education and Community Development may be required to complete an additional 0.5 FCE providing such background.

    • At least one research methods course (0.5 FCE).

  • Comprehensive requirement. Normally, a major paper between 5,000 and 7,000 words in length (including tables, figures, and references), which consists of a comprehensive discussion of one or more literatures and/or debates of significance to Adult Education and Community Development.

  • Thesis.

  • 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 students thereafter, with their department's approval.

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

  • Students cannot transfer between the EdD and PhD programs.

Program Length

6 years

Time Limit

8 years

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

LHAE: Adult Education and Community Development MA, MEd, PhD Courses

Not all courses are offered every year. Please consult the course schedule posted on OISE's Office of the Registrar and Student Services' website.

LHA1100H
Introduction to Adult Education
LHA1101H
Program Planning in Adult Education
LHA1102H
Community Development: Innovative Models
LHA1103H
Introduction to Research Methods in Adult Education (RM)
LHA1104H Social Action Education — Community Development, Social Services, and Social Movements
LHA1105H
Introduction to Qualitative Research: Part I (RM)
LHA1106H
Introduction to Qualitative Research: Part II (RM)
LHA1107H Developing and Leading High Performing Teams: Theory and Practice
LHA1108H
Adult Learning
LHA1109H
Creative Empowerment Work with the Disenfranchised
LHA1110H
Approaches to Teaching Adults
LHA1111H
Working with Survivors of Trauma
LHA1113H
Gender and Race at Work
LHA1114H
Commons, Community and Social Justice
LHA1115H Learning for the Global Economy
LHA1119H
Creating a Learning Organization
LHA1122H
Practicum in Adult Education and Community Development (Credit/No Credit)
LHA1142H
Young Adulthood in Crisis: Learning, Transitions, and Activism
LHA1143H
Introduction to Feminist Perspectives on Society and Education
LHA1144H
Queer Interventions: Tools for Community Organizing
LHA1145H
Participatory Research in the Community and the Workplace (RM)
LHA1146H
Women, War, and Learning
LHA1147H
Women, Migration, and Work
LHA1148H
Introduction to Workplace, Organizational, and Economic Democracy
LHA1149H
Precarity and Dispossession: Urban Poverty and Rebel Cities
LHA1150H
Critical Perspectives on Organizational Change
LHA1152H
Individual Reading and Research in Adult Education: Master’s Level
LHA1160H Introduction to Transformative Learning Studies
LHA1171H
Foundations of Indigenous Education in Canada
LHA1180H
Indigenous Worldviews: Implications for Education
LHA1181H
Embodied Learning and Alternative Approaches to Community Wellness
LHA1182H
Nonprofits, Co-operatives, and the Social Economy: An Overview
LHA1183H+
Master’s Research Seminar (Credit/No Credit)
LHA1184H
Indigenous Knowledge: Implications for Education
LHA1185H
Leadership in Organizations: Changing Perspectives
LHA1186H
Organizational Change in the Nonprofit and Public Sectors
LHA1190H
Community Healing and Peacebuilding
LHA1193H
Adult Education for Sustainability
LHA1194H
Cyberliteracy and Adult Education
LHA1195H
Technology @Work: The Internet in Workplace Learning and Change
LHA1196H
Walking Together, Talking Together: The Praxis of Reconciliation
LHA1197H
The Pedagogy of Food
LHA3102H+
Doctoral Thesis Seminar (Credit/No Credit)
LHA3104H
Adult Education, Marxism, and Feminism
LHA3133H Special Topics in Indigenous Community Learning
LHA3152H
Individual Reading and Research in Adult Education: Doctoral Level
LHA3183H
Introduction to Institutional Ethnography (RM)
LHA3184H
Indigenous Research Methodologies (RM)
LHA5100H Special Topics in Adult Education and Community Development: Master’s Level
LHA6100H Special Topics in Adult Education and Community Development: Doctoral Level
CIE1001H
Introduction to Comparative, International, and Development Education
CIE1002H
Practicum in Comparative, International, and Development Education
CIE1006H Transnational Perspectives on Democracy, Human Rights, and Democratic Education in an Era of Globalization
CIE6000H Special Topics in Comparative, International, and Development Education
WPL1131H
Introduction to Workplace Learning and Social Change
WPL2944H Sociology of Learning and Social Movements
WPL3931H
Advanced Studies in Workplace Learning and Social Change

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

Interprogram Courses

The following course is accepted for credit in the Adult Education and Community Development program and will satisfy the program’s requirement. For descriptions, see the relevant programs.

SJE1925H
Indigenous Knowledge and Decolonization: Pedagogical Implications

LHAE: Educational Leadership and Policy MA

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.

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 in Educational Leadership and Policy courses, normally at the 1000 level or 5000 special topics level. 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

Time Limit

3 years full-time;
6 years part-time

LHAE: Educational Leadership and Policy MEd

Master of Education

Program Description

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. 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.

There are two MEd options available:

  1. Coursework Only Option and

  2. 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:

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

  2. 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 Statement of Intent. 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])

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 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.

Program Requirements

  • 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. Students may choose to focus on one of the four research areas: Policy, Leadership, Change, or Social Diversity.

Program Length

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

Time Limit

3 years full-time;
6 years part-time

 

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

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 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.

Program Requirements

  • 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. Students may choose to focus on one of the four research areas: Policy, Leadership, Change, or Social Diversity.

Program Length

10 sessions part-time

Time Limit

6 years part-time

 

MEd Program (Coursework Plus Major Research Paper Option)

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 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.

Program Requirements

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

    • 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.

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

    • 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. 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): LHA2001Y0 Major Research Paper to be carried out under the guidance of a faculty member.

Program Length

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

Time Limit

3 years full-time;
6 years part-time

LHAE: Educational Leadership and Policy EdD

Doctor of Education

Program Description

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

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.

  • 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 the Statement of Intent, 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.

Program Requirements

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

    • 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).

    • Additional 0.5 FCE at the 3000 level or 6000 special topics level.

  • Comprehensive examination. Successful oral defence of a written portfolio that emphasizes reflective practice.

  • 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.

Program Length

4 years

Time Limit

6 years

LHAE: Educational Leadership and Policy EdD; Field: International Educational Leadership and Policy

Doctor of Education (Field: International Education Leadership and Policy

Program Description

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.

 

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.

  • 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 the Statement of Intent, in which applicants will demonstrate experience and interest in studying international issues in education policy and leadership, 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.

Program Requirements

  • 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 defence of a portfolio that emphasizes reflective practice will be held using video-conferencing.

  • 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 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.

  • 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.

Program Length

4 years

Time Limit

6 years

LHAE: Educational Leadership and Policy PhD

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

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 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 the Statement of Intent, 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.

Program Requirements

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

    • LHA3040H People and Power in Organizations (0.5 FCE).

    • 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.

  • Comprehensive examination. Successful oral defence of a written portfolio that emphasizes reflective practice.

  • Thesis proposal hearing.

  • Thesis.

  • 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.

  • Students cannot transfer between the EdD and PhD programs.

Program Length

4 years

Time Limit

6 years

 

PhD Program (Flexible-Time)

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 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 the Statement of Intent, 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.

  • Applicants must demonstrate that they are currently employed and 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.

Program Requirements

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

    • LHA3040H People and Power in Organizations (0.5 FCE).

    • 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.

  • Comprehensive examination. Successful oral defence of a written portfolio that emphasizes reflective practice.

  • Thesis proposal hearing.

  • Thesis.

  • 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.

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

  • Students cannot transfer between the EdD and PhD programs.

Program Length

6 years

Time Limit

6 years

LHAE: Educational Leadership and Policy MA, MEd, EdD, PhD Courses

Not all courses are offered every year. Please consult the course schedule posted on OISE's Office of the Registrar and Student Services' website.

Some sections of existing courses are offered off campus and online in order to make them available to students in localities far from Toronto.

EDP3045H Educational Policy and Program Evaluation
EDP3145H Advanced Issues in Educational Policy Analysis and Program Evaluation
JOI3043H Development and Use of Surveys in Education Research (RM)
JOI3048H Intermediate Statistics in Educational Research: Multiple Regression Analysis (RM)
LHA1003H
Designing Master's Research Proposals
LHA1004H
Research Literacy in Educational Leadership and Policy
LHA1012H
Organizational Culture and Decision Making
LHA1016H
School Program Development and Implementation
LHA1018H
Political Skill in the Education Arena
LHA1019H
Diversity and the Ethics of Educational Leadership and Policy
LHA1020H
Teachers and Educational Change
LHA1029H Special Applications of the Administrative Process
LHA1030H
The Legal Context of Education
LHA1035H Sociology of Education
LHA1040H
Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity
LHA1041H
Educational Administration II: Social and Policy Contexts of Schooling
LHA1042H
Educational Leadership and Diversity
LHA1047H
Managing Changes in Classroom Practice
LHA1048H
Educational Leadership and School Improvement
LHA1050H
Themes and Issues in Policy, Leadership, Change, and Social Diversity
LHA1052H
Individual Reading and Research in Educational Leadership and Policy: Master’s Level
LHA1060H
School Leadership Seminar 1
LHA1061H
School Leadership Seminar 2
LHA1065H
Educational Equity and Excellence in International Comparison
LHA1066H Comparative and International Perspectives on Gender and Education Policy and Practice
(exclusion: CIE6000H)
LHA2001Y0
Major Research Paper
LHA3003H Designing Research Proposals in Educational Leadership and Policy (Credit/No Credit)
LHA3004H Research Literacy for the EdD Program
LHA3005H Introduction to Research Methods for the EdD (RM)
(prerequisite: LHA3004H; applies to regular ELP EdD students only)
LHA3006H Data Analysis for the Education Doctorate-RM
(prerequisite: LHA3005H)
LHA3007H Literature Reviews for the EdD Program
(prerequisite: LHA3004H)
LHA3008H Professional Seminar and Dissertation Workshop in International Educational Leadership and Policy
LHA3030H
Advanced Legal Issues in Education
LHA3040H
People and Power in Organizations
LHA3041H
Administrative Theory and Educational Problems ll: Doctoral Seminar on Policy Issues in Education
LHA3042H
Field Research in Educational Leadership and Policy (RM)
LHA3044H
Internship/Practicum in Educational Leadership and Policy
LHA3047H
Research Seminar on Leadership and Educational Change
LHA3052H
Individual Reading and Research in Educational Leadership and Policy: Doctoral Level
LHA3055H Democratic Values, Student Engagement, and Democratic Leadership
LHA3064H Global Governance and Educational Change: the Politics of International Cooperation in Education
(Prerequisite: CIE1001H. Exclusion: LHA3180H.)
LHA5000H Special Topics in Educational Leadership and Policy: Master's Level
LHA6000H Special Topics in Educational Leadership and Policy: Doctoral Level

0 Course that may continue over a program. The course is graded when completed.

Interprogram Courses

The following course is accepted for credit in the Educational Leadership and Policy program and will satisfy that program’s requirement. For a description, see the relevant program.

LHA1815H Economics and Finance of Higher Education
(Exclusion: LHA2006H.)

LHAE: Higher Education MA

Master of Arts

Program Description

The MA in Higher Education is a research-stream program that focuses on higher education as a field of study. It best serves students seeking the knowledge and research skills needed to pursue administrative and policy careers related to higher education. The MA program also prepares students to pursue doctoral studies in higher education and related fields.

The MA is available through both full-time and part-time studies. 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 with a grade equivalent to a University of Toronto mid-B or better in the final year.

Program Requirements

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

    • LHA3803H Doctoral Seminar: Recurring Issues in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

    • 0.5 FCE in research methods approved by the faculty advisor.

    • 3.0 other FCEs, of which 1.5 FCEs must be from the Higher Education program.

  • Thesis.

Program Length

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

Time Limit

3 years full-time;
6 years part-time

LHAE: Higher Education MEd

Master of Education

Program Description

The Master of Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education.

The program can be pursued on a full-time or part-time basis. Note that the field in Higher Education Leadership is offered part-time only.

The Master of Education is offered in four fields: 1) Education in the Professions; 2) Higher Education; 3) Higher Education Leadership and 4) Student Development and Student Services in Higher Education.

Field: Education in the Professions

The Education in the Professions field is a course-based professional master’s designed for individuals working in areas such as the health professions, law and law enforcement, engineering, and public services, who are planning a career in educational administration, teaching, and leadership. This field introduces the broader area of higher education as well as current issues and research methods in education research in the professions.

Two options are offered: 1) Coursework Only Option; and 2) 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, departmental permission is required.

Field: Higher Education

The Higher Education field is focused on the issues confronting higher education institutions and the postsecondary education system. It is intended for students seeking research-informed knowledge on how colleges and universities work in order to pursue and advance their administrative and policy careers in higher education. Students are accepted every year and can register on a full-time or part-time basis.

Field: Higher Education Leadership

The Higher Education Leadership field is specifically designed for professionals working in higher education at entry to mid-levels, who seek to build their careers in higher education. With a focus on leadership skills for both the college and university contexts, the field is aimed to bridge the understanding and collaboration of leaders across both sectors. Students move through the Higher Education field as a cohort and register part-time. Classes are generally offered in a compressed format to suit working professionals. Applicants are accepted to the field every other year.

Field: Student Development and Student Services in Higher Education

The Student Development and Student Services in Higher Education field is designed for student development and student services professionals who are seeking to acquire the knowledge and skills that are evidence- and experientially based to provide leadership in various types of postsecondary institutions.

LHAE: Higher Education MEd; Field: Education in the Professions

Master of Education (Field: Education in the Professions)

Program Description

The Master of Education in Higher Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education. The program can be pursued on a full-time or part-time basis.

Within the MEd program, the field in Education in the Professions is a course-based professional master’s designed for individuals working in areas such as the health professions, law and law enforcement, engineering, and public services, who are planning a career in educational administration, teaching, and leadership. This field introduces the broader area of higher education as well as current issues and research methods in education research in the professions.

Two options are offered: 1) Coursework Only Option; and 2) 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, departmental permission is required.

Application Requirements

  • Current resumé.

  • Transcript(s) from each postsecondary institution attended.

  • One academic and one professional reference letter.

  • Statement of Intent describing the applicant’s motivation for wishing to take the program, as well as how previous qualifications and professional work experience support their interest in the program and the field.

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 with a grade equivalent to a University of Toronto mid-B or better in the final year.

Program Requirements (Coursework Only Option)

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • LHA1803H Recurring Issues in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

    • 1.0 FCE in the Education in the Professions field.

    • 1.0 FCE in the general Higher Education program.

    • 0.5 FCE in research methods approved by the faculty advisor.

    • 2.0 FCEs in electives.

Program Length

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

Time Limit

3 years full-time;
6 years part-time

Program Requirements (Coursework Plus Major Research Paper Option)

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

  • Coursework. Students must successfully complete a total of 4.0 full-course equivalents (FCEs) as follows:

    • LHA1803H Recurring Issues in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

    • 1.0 FCE in the Education in the Professions field.

    • 1.0 FCE in the general Higher Education.

    • 0.5 FCE in research methods.

    • 1.0 FCE in electives.

  • Major Research Paper (MRP): LHA2001Y0 Major Research Paper, to be carried out under the guidance of a faculty member.

Program Length

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

Time Limit

3 years full-time;
6 years part-time

LHAE: Higher Education MEd; Field: Higher Education

Master of Education (Field: Higher Education)

Program Description

The Master of Education in Higher Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education. The program can be pursued on a full-time or part-time basis.

Within the MEd program, the field in Higher Education focuses on the issues confronting higher education institutions and the postsecondary education system. It is intended for students seeking research-informed knowledge on how colleges and universities work in order to pursue and advance their administrative and policy careers in higher education. Students are accepted every year and can register on a full-time or part-time basis.

Application Requirements

  • Current resumé.

  • Transcript(s) from each postsecondary institution attended.

  • One academic and one professional reference letter.

  • Statement of Intent describing the applicant’s motivation for wishing to take the program, as well as how previous qualifications and professional work experience support their interest in the program and the field.

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 with a grade equivalent to a University of Toronto mid-B or better in the final year.

Program Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • LHA1803H Recurring Issues in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

    • 0.5 FCE in research methods.

    • 4.0 FCEs in electives, of which 1.5 FCEs must be from the Higher Education field.

Program Length

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

Time Limit

3 years full-time;
6 years part-time

LHAE: Higher Education MEd; Field: Higher Education Leadership

Master of Education (Field: Higher Education Leadership)

Program Description

The Master of Education in Higher Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education.

Within the MEd program, the field in Higher Education Leadership is specifically designed for professionals working in higher education at entry to mid-levels, who seek to build their careers in higher education. With a focus on leadership skills for both the college and university contexts, the field is aimed to bridge the understanding and collaboration of leaders across both sectors. Students move through the Higher Education field as a cohort and register part-time. Classes are generally offered in a compressed format to suit working professionals.

Applicants are accepted every other year. This field is offered part-time only.

Application Requirements

  • Current resumé.

  • Transcript(s) from each postsecondary institution attended.

  • One academic and one professional reference letter.

  • Statement of Intent describing the applicant’s motivation for wishing to take the program, as well as how previous qualifications and professional work experience support their interest in the program and the field.

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 with a grade equivalent to a University of Toronto mid-B or better in the final year.

Program Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • LHA1803H Recurring Issues in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

    • LHA1811H Organizational Change in Higher Education.

    • LHA1815H Economics and Finance of Higher Education.

    • LHA1836H Critical Analysis of Research in Higher Education.

    • LHA1847H Human Resource and Diversity Issues in Higher Education.

    • LHA1854H Student Development Theory.

    • LHA1860H Capstone Project for Higher Education Leadership Cohort Option.

    • 1.5 FCEs in elective courses.

Program Length

10 sessions part-time

Time Limit

6 years part-time

LHAE: Higher Education MEd; Field: Student Development and Student Services in Higher Education

Master of Education (Field: Student Development and Student Services in Higher Education)

Program Description

The Master of Education in Higher Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education. The program can be pursued on a full-time or part-time basis.

Within the MEd program, the field in Student Development and Student Services in Higher Education is designed for student development and student services professionals who are seeking to acquire the knowledge and skills that are evidence- and experientially based to provide leadership in various types of postsecondary institutions.

Application Requirements

  • Current resumé.

  • Transcript(s) from each postsecondary institution attended.

  • One academic and one professional reference letter.

  • Statement of Intent describing the applicant’s motivation for wishing to take the program, as well as how previous qualifications and professional work experience support their interest in the program and the field.

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 with a grade equivalent to a University of Toronto mid-B or better in the final year.

Program Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • LHA1803H Recurring Issues in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

    • 1.5 FCEs in Student Development and Student Services:

      • LHA1844H The Student Experience in Postsecondary Education (0.5 FCE).

      • LHA1854H Student Development Theory (0.5 FCE).

      • LHA1856H Advanced Student Development Theories in Higher Education (0.5 FCE).

    • 3.0 FCEs including:

      • 0.5 FCE from the Higher Education field.

      • 0.5 FCE in research methods.

    • Depending on an individual student's professional experience, students may be advised to take LHA1853H Introduction to Student Services (0.5 FCE).

Program Length

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

Time Limit

3 years full-time;
6 years part-time

LHAE: Higher Education EdD

Doctor of Education

Program Description

The EdD Program in Higher Education is intended to shape highly competent professionals in leadership positions in higher education administration or policy. It best serves students seeking the knowledge and research skills needed to pursue research-grounded professional careers in colleges, universities, government agencies, professional associations, and international organizations.

The EdD program can be pursued either on a part-time or full-time basis. The department welcomes applicants with diverse but relevant backgrounds.

Students cannot transfer between the EdD and PhD programs.

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.

  • Relevant and acceptable MEd or MA. In individual cases, students with a highly relevant master’s degree or other equivalent graduate degree may be admitted, but additional courses in Higher Education will be required.

Program Requirements

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

    • LHA1803H Recurring Issues in Postsecondary Education (0.5 FCE).

    • At least 1.0 other FCE in Higher Education.

    • 0.5 FCE in research methods approved by the faculty advisor.

    • 1.0 FCE selected either in Higher Education or in another graduate program at OISE or, with the approval of the faculty advisor, in another graduate department at the University of Toronto.

    • Supervised applied research practicum (0.5 FCE).

    • Collaborative proseminar (0.5 FCE).

  • Comprehensive examination. The objective of the doctoral comprehensive examination is to ensure that all students master at least one substantive research area in Higher Education and have the capacity to develop their own written analysis of selected issues within this area. The examination is designed to ensure that students are familiar with the literature and concepts associated with their special area of study within the field of Higher Education.

  • Thesis reporting the results of original research on an applied topic in postsecondary education.

  • Students may begin their EdD degree on a full-time or a part-time basis but must maintain continuous registration. They must register full-time for a minimum of two consecutive sessions, not including Summer, of on-campus study. Once enrolled full-time, students must maintain continuous registration full-time and pay full-time fees until all degree requirements, including the thesis, are completed.

Program Length

4 years full-time; 6 years part-time

Time Limit

6 years full-time; 6 years part-time

LHAE: Higher Education PhD

Doctor of Philosophy

Program Description

The PhD Program in Higher Education fosters research-grounded study of higher education administration and policy. It best serves students seeking the knowledge and research skills needed to pursue careers in colleges, universities, government agencies, professional associations, and international organizations as a higher education expert. The program offers both full-time and flexible-time options.

The Doctor of Philosophy is available in two delivery models:

  • Regular PhD stream: students are accepted every year into the full-time or flexible-time program.

  • The Community College Leadership (CCL) Cohort: available in select years. The CCL Cohort is designed for emerging college leaders and focuses specifically on the college system. The CCL is mostly offered in compressed mode, mainly on weekends, to suit working professionals pursuing a flexible-time program. Applicants must specify their interest in the CCL Cohort in their Statement of Intent.

The department welcomes applicants with diverse but relevant backgrounds.

 

PhD Program (Full-Time Option)

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.

  • Relevant and acceptable MEd or MA. In individual cases, students with a highly relevant master’s degree or other equivalent graduate degree may be admitted, but additional courses in Higher Education may be required.

Program Requirements

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

    • LHA3803H Doctoral Seminar: Recurring Issues in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

    • LHA3804H Doctoral Research Seminar in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

    • At least 1.0 other FCE in Higher Education.

    • 0.5 FCE in research methods approved by the faculty advisor.

    • 0.5 FCE selected either in Higher Education or in another graduate program at OISE, or, with the approval of the faculty advisor, in another graduate department at the University of Toronto.

  • Comprehensive examination. The objective of the doctoral comprehensive examination is to ensure that all students master at least one substantive research area in Higher Education and have the capacity to develop their own written analysis of selected issues within this area. The examination is designed to ensure that students are familiar with the literature and concepts associated with their special area of study within the field of Higher Education.

  • Thesis reporting the results of original research in postsecondary education.

  • 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.

  • Students cannot transfer between the EdD and PhD programs.

Program Length

4 years

Time Limit

6 years

 

PhD Program (Flexible-Time Option)

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.

  • Relevant and acceptable MEd or MA. In individual cases, students with a highly relevant master’s degree or other equivalent graduate degree may be admitted, but additional courses in Higher Education may be required.

  • Applicants must demonstrate that they are currently employed and are active professionals engaged in activities related to their proposed program of study. Applicants should have capacity to secure blocks of time to enable concentrated study.

Program Requirements

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

    • LHA3803H Doctoral Seminar: Recurring Issues in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

    • LHA3804H Doctoral Research Seminar in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

    • At least 1.0 other FCE in Higher Education.

    • 0.5 FCE in research methods approved by the faculty advisor.

    • 0.5 FCE selected either in Higher Education or in another graduate program at OISE, or, with the approval of the faculty advisor, in another graduate department at the University of Toronto.

  • Comprehensive examination. The objective of the doctoral comprehensive examination is to ensure that all students master at least one substantive research area in Higher Education and have the capacity to develop their own written analysis of selected issues within this area. The examination is designed to ensure that students are familiar with the literature and concepts associated with their special area of study within the field of Higher Education.

  • Thesis reporting the results of original research in postsecondary education.

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

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

  • Students cannot transfer between the EdD and PhD programs.

Program Length

6 years

Time Limit

6 years

LHAE: Higher Education MA, MEd, EdD, PhD Courses

Not all courses are offered every year. Please consult the course schedule posted on OISE's Office of the Registrar and Student Services' website.

LHA1802Y Theory in Higher Education
LHA1803H
Recurring Issues in Postsecondary Education
LHA1804H Issues in Medical/Health Professional Education
LHA1805H
The College Sector
LHA1806H
Systems of Higher Education
LHA1807H
System-Wide Planning and Policy for Higher Education
LHA1808H Research in Health Professional Education (RM)
LHA1809H
Administration of Colleges and Universities
LHA1810H Evaluation of Knowledge, Clinical Competence, and Professional Behaviour in the Health Professions
LHA1811H Organizational Change in Higher Education
LHA1812H
Education and the Professions
LHA1813H Issues in Cognitive and Educational Psychology: Implications for Health Professional Education
LHA1814H Lifelong Learning and Professional and Vocational Education
(Exclusion: LHA5807H Special Topics in Higher Education: Master's Level.)
LHA1815H
Economics and Finance of Higher Education
(Exclusion: LHA2006H.)
LHA1816H Sociology of Higher Education
(Exclusion: LHA5807H Special Topics in Higher Education: Master's Level.)
LHA1818H Politics of Higher Education
(Exclusion: LHA5806H Special Topics in Higher Education: Master's Level.)
LHA1822H Teaching and Learning in Higher Education
(Exclusion: LHA5809H Special Topics in Higher Education: Master's Level.)
LHA1823H Scholarship of Teaching and Learning in the Professions
(Exclusion: LHA5814H Special Topics in Higher Education: Master's Level.)
LHA1825H
Comparative Education Theory and Methodology (RM)
LHA1826H
Comparative Higher Education
LHA1828H
Evaluation in Higher Education (RM)
LHA1834H
Qualitative Research in Higher Education (RM)
LHA1835H Logics and Strategies of Case Study Research (RM)
LHA1836H
Critical Analysis of Research in Higher Education (RM)
LHA1837H Environmental Health, Transformative Higher Education, and Policy Change: Education Toward Social and Ecosystem Healing
LHA1843H
Higher Education and the Law
LHA1844H
The Student Experience in Postsecondary Education
LHA1846H
Internationalization of Higher Education in a Comparative Perspective
LHA1847H Human Resource and Diversity Issues in Higher Education
LHA1848H
Innovative Curricula in Higher Education and the Professions
LHA1849H Faculty in Colleges and Universities
LHA1852H
Individual Reading and Research in Higher Education: Master’s Level
LHA1853H
Introduction to Student Services
LHA1854H
Student Development Theory
LHA1855H
Capstone in Student Development and Student Services
LHA1856H
Advanced Student Development Theories in Higher Education
LHA1857H Leadership in Student Affairs and Services
LHA1860H Capstone Project for Higher Education Leadership Cohort Option
(Exclusion: LHA5805H Special Topics in Higher Education: Master's Level.)
LHA3803H Doctoral Seminar: Recurring Issues in Postsecondary Education
LHA3804H Doctoral Research Seminar in Higher Education
LHA3810H
International Academic Relations
LHA3852H
Individual Reading and Research in Higher Education: Doctoral Level
LHA5800H Special Topics in Higher Education: Master's Level
LHA6800H Special Topics in Higher Education: Doctoral Level

Interprogram Course

The following course is accepted for credit in the Higher Education program and will satisfy that program’s requirement. For a description, see the relevant program.

SJE2941H Bourdieu: Theory of Practice in Social Sciences