Leadership, Higher and Adult Education

LHAE: Introduction

​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​Faculty Affiliation

Ontario Institute for Studies in ​Educ​ation (OISE)

Degree Programs​

​Adult Education and Community Development

​​M​A, MEd, and PhD
Field:​
Adult Education and Community Development

Educational Leadership and Policy

​​MA, MEd, EdD, and PhD
Field:
Educational Leadership and Policy

Higher Education

MA​
Field:​
Higher Education
MEd​
Fields:
Health Professional Education
Higher ​Education
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:

  1. Aboriginal Health
    • Adult Education and Community Deve​lopment, MA, MEd, PhD
  2. Aging, Palliative and Supportive Care Across the Life Course
    • Adult Education and Community Development, MA, MEd, PhD
  3. Community Development
    • Adult Education and Community Development, MA, MEd
  4. Comparative, International and Development Education
    • Adult Education and Community Development, MA, MEd, PhD
    • Educational Leadership and Policy, MA, MEd, EdD, PhD
    • Higher Education, MA, MEd, EdD, PhD
  5. Educational Policy
    • Adult Education and Community Development, MA, MEd, PhD
    • Educational Leadership and Policy, MA, MEd, EdD, PhD
    • Higher Education, MA, MEd, EdD, PhD
  6. Environmental Studies
    • Adult Education and Community Development, MA, MEd, PhD
  7. Environment and Health
    • Adult Education and Community Development, MA, MEd, PhD
  8. Ethnic and Pluralism Studies
    • Educational Leadership and Policy, MA, MEd, EdD, PhD
  9. Sexual Diversity Studies
    • Adult Education and Community Development, MA, MEd, PhD
    • Educational Leadership ​and Policy, MA, MEd, EdD, PhD
    • Higher Education, MA, MEd, EdD, PhD
  10. Women and Gender Studies
    • Adult Education and Community Development, MA, MEd, PhD
    • Educational Leadership and Policy, MA, MEd, EdD, PhD
    • Higher Education, MA, MEd, EdD, PhD
  11. Workplace Learning and Social Change
    • Adult Education and Community Development, MA, MEd, PhD

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

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

LHAE: Graduate Faculty

Full Members

Anderson, Stephen - BA, MA, PhD
Bascia, Nina - PhD (Chair and Graduate Chair)
Burstow, Bonnie - BA, MEd, MA, PhD
Campbell, Carol - BA, PhD
Chambers, Anthony - BS, MS, EdD
Childs, Ruth - BS, MA, PhD
Davies, Robert Scott - BA, MA, PhD
Deibert, Ronald - BA, MA, PhD
Dietsche, Peter - BA, MA, PhD, PhD
Esmonde, Indigo - BSc, MSc, MA, PhD
Flessa, Joseph - BA, MA, PhD
Gallagher, Kathleen Marie - PhD
Gaskell, Jane - BA, EdD
Hayhoe, Ruth - BA, MA, PhD
Hildyard, Angela - BSc, MA, PhD
Hodges, Brian - BA, MEd, MD
Jones, Glen - BA, BEd, MEd, PhD
Joshee, Reva - BLitt, MA, PhD
Kerekes, Julie - BA, MA, PhD
Kerr, Gretchen - BPHE, MA, PhD
Kontos, Pia - BA, MA, PhD
Kuper, Ayelet - AB, MEd, MD, PhD
Magnusson, Jamie-Lynn - BA, MA, PhD
Martimianakis, Maria Athina - MA, MEd, PhD
Mascall, Blair - BA, MSc, PhD
McCready, Lance - BA, MA, PhD
Miles, Angela - BA, MA, PhD
Mirchandani, Kiran - BA, MPH, PhD
Mojab, Shahrzad - BA, MEd, EdD
Mundy, Karen - BA, MA, PhD
Muzzin, Linda - BA, MA, MPsy, PhD
Mylopoulos, Maria - BS, MA, PhD
Portelli, John - MEd, PhD
Quarter, Jack - PhD
Reithmeier, Reinhart - BSc, PhD
Restoule, Jean-Paul - BA, MA, DPhil
Ryan, James - BEd, MEd, PhD
Sa, Creso - BA, MA, DPhil
Sawchuk, Peter - BSc, BEd, PhD
Seifert, Tricia - BA, MS, PhD
Stein, Janice - BA, MA, PhD, OC, FRSC
Vieta, Marcelo A - BA, MA, PhD
Waterman, Stephanie - BA, MA, PhD
Wheelahan, Elizabeth Leesa - BA, MA, PhD

Members Emeriti

Berry, R Albert - BA, PhD
Lang, Daniel - BA, MAT, PhD
Leithwood, Kenneth - BA, BPHE, MPE, PhD
Stiegelbauer, Suzanne - BS, MA, MA, PhD
Sullivan, Edmund - MA, PhD

Associate Members

Albert, Mathieu - PhD
Armstrong, Ann - MBA, PhD
Belanger, Stephanie - PhD
Bickmore, Kathy - MA, PhD
Broad, Kathy - BEd, BA, MEd, PhD
Colgan, Lynda - BSc, BEd, MEd, PhD
Desbiens, Brian - AB, MA, PhD
Drea, Catherine - AB, MA, EdD
Farahmandpur, Ramin - PhD
Gagne, Antoinette - BEd, MEd, PhD
Goldstein, Tara - BA, PhD
Gorman, Rachel - BA, MA, PhD
Halai, Anjum - PhD
Hedley, Patricia - MEd, BMR(PT), PhD
Knight, Jane - PhD
Kohl-Arenas, Erica - BA, MS, PhD
Lopez, Ann - BA, BE, MEd, PhD
McColm, Marjorie - BSc, MA, MA
Menashy, Francine - BA, BEd, MEd, PhD
Moodie, Gavin - PhD
Pan, Julia - BA, MEd, PhD
Pinto, Laura Elizabeth - BEd, BCom, MEd, PhD
Pollock, Katina - PhD
Rosenkrantz, Otte - PhD
Shepard, Alan - PhD
Stewart, Suzanne - BA, MA, PhD
Sumner, George - PhD
Vargo, John - PhD
Walton, Fiona - BE, BA, MEd, EdD
Weinstein Cayuela, Jose - PhD
Wright, Sarah Robin - PhD
Young, Lynne - PhD
Zha, Qiang - BA, MA, 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), including:

    • Either LHA 1100H Introduction to Adult Education (0.5 FCE) or LHA 1102H Community Development: Innovative Models (0.5 FCE). 

    • LHA 1183H Master’s Thesis Seminar (0.5 FCE). 

    • Research methods course (0.5 FCE).

    • Coursework taken is mainly at the 1000 level or 5000 Special Topics level, 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. 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), including:

    • Either LHA 1100H Introduction to Adult Education (0.5 FCE) or LHA 1102H Community Development: Innovative Models (0.5 FCE).

    • Coursework is mainly taken at the 1000 level or 5000 Special Topics level, and at least 2.5 FCEs must be in Adult Education and Community Development.

    • 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), including:

    • LHA 3102H+​ 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.

    • Normally, at least 0.5 FCE in research methods.

  • Comprehensive requirement. Normally, a major paper between 5,000 and 7,000 words in length (including tables, figures, and references). It 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 annually 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 normally 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.

Program Requirements

  • Coursework. Students must complete 3.0 full-course equivalents (FCEs), including:

    • LHA 3102H+​ 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. 

    • Normally, at least 0.5 FCE in research methods.

  • Comprehensive requirement. Normally, a major paper between 5,000 and 7,000 words in length (including tables, figures, and references). It 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 annually 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 normally 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.

​LHA ​110​0H
​Introduction to Adult ​Education​
​LHA 1101H
​Program Planning in Adult Education
​LHA 1102H
Community Development: Innovative Models​
​LHA 1103H
Introduction to Research Methods in Adult Education​ (RM)
​LHA 1104H
Social Action Education: Community Development, Social Services, and Social Movements
​LHA 1105H
Introduction to Qualitative Research: Part I​ (RM)
​LHA 1106H
​Introduction to Qualitative Research: Part II (RM)
​LHA 1107H
Developing and Leading High Performing Teams: Theory and Practice​
​​LHA 1108H
​Adult Learning
​LHA 1109H
​Creative Empowerment Work​ with the Disenfranchised
​LHA 1110H
Approaches to Teaching Adults​
​LHA 1111H
​Working with Survivors of Trauma
​LHA 1113H
​Gender and Race at Work
​LHA 1114H
​Commons, Community and Social Justice
LHA 1115H Learning for the Global Economy
​LHA 1119H
​Creating a Learning Organization
​LHA 1122H
​Practicum in Adult Education and Community Development (Credit/No Credit)
​LHA 1141H
​Organizations and the Adult Educator: Historical and Theoretical Perspectives on Organization Development
​LHA 1142H
​Young Adulthood in Crisis: Learning, Transitions, and Activism
​LHA 1143H
​Introduction to Feminist Perspectives on Society and Education
​LHA 1144H
​Queer Interventions: Tools for Community Organizing
​LHA 1145H
​Participatory Research in the Community and the Workplace (RM)
​LHA 1146H
​Women, War, and Learning
​LHA 1147H
Women, Migration, and Work
​LHA 1148H
​Introduction to Workplace, Organizational, and Economic Democracy
​LHA 1149H
​​Precarity and Dispossession: Urban Poverty and Rebel Cities
​LHA 1150H
​Critical Perspectives on Organizational Change
​LHA 1152H
​Individual Reading and Research in Adult Education: Master’s Level
​LHA 1160H
​Introduction to Transformative Learning Studies
​LHA 1171H
​Foundations of Indigenous Education in Canada
​LHA 1180H
​Indigenous Worldviews: Implications for Education
​LHA 1181H
​Embodied Learning and Alternative Approaches to Community Wellness
​LHA 1182H
​Nonprofits, Co-operatives, and the Social Economy: An Overview
​LHA 1183H+
​Master’s Research Seminar (Credit/No Credit)
​LHA 1184H
​Indigenous Knowledge: Implications for Education
​LHA 1185H
​Leadership in Organizations: Changing Perspectives
​LHA 1186H
​Organizational Change in the Nonprofit and Public Sectors
​LHA 1190H
​Community Healing and Peacebuilding
​LHA 1192H
​Adult Literacies in Social Justice Perspective
​LHA 1193H
​Adult Education for Sustainability
​LHA 1194H
​Cyberliteracy, Workplace, and Adult Education
​LHA 1195H
​Technology @Work: The Internet in Workplace Learning and Change
​LHA 1196H
​Walking Together, Talking Together: The Praxis of Reconciliation
​LHA 1197H
​The Pedagogy of Food
​LHA 3102H+
​Doctoral Thesis Seminar (Credit/No Credit)
​LHA 3103H
​Teaching about Global and Social Issues
​LHA 3104H
​Adult Education, Marxism, and Feminism
​LHA 3119H
​Global Perspectives on Feminist Education, Community Development, and Community Transformation
​LHA 3152H
​Individual Reading and Research in Adult Education: Doctoral Level
​LHA 3153H
​Individual Reading and Research in Women in Development and Community Transformation: Doctoral Level
​LHA 3180H
​Global Governance and Educational Change: the Politics of International Cooperation in Education
​LHA 3181H
​Feminist Standpoints
​LHA 3182H
​Citizenship Learning and Participatory Democracy
​LHA 3183H
​​Introduction to Institutional Ethnography (RM)
​LHA 3184H
​Indigenous Research Methodologies (RM)
LHA 5100H Special Topics in Adult Education and Community Development: Master’s Level
​LHA 6100H Special Topics in Adult Education and Community Development: Doctoral Level
​CIE 1001H
​Introduction to Comparative, International, and Development Education
​CIE 1002H
​Practicum in Comparative, International, and Development Education
CIE 1006H Transnational Perspectives on Democracy, Human Rights, and Democratic Education in an Era of Globalization
​CIE 6000H Special Topics in Comparative, International, and Development Education
​WPL 1131H
​Introduction to Workplace Learning and Social Change
WPL 2944H Sociology of Learning and Social Movements
​WPL 3931H
​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 courses are accepted for credit in the Adult Education and Community Development program and will satisfy the program’s specialty requirement. For descriptions, see the relevant programs.

SJE 1​925H​
Indigenous Knowledge and Decolonization: Pedagogical Implications
​​SJE 2942H
​Education and Work​​

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:

    • LHA 1003H Conducting Research in Educational Leadership and Policy (0.5 FCE).

    • LHA 1004H Research Literacy in Educational Leadership and Policy (RM) (0.5 FCE).

    • LHA 1040H Policy, Leadership, and Change (0.5 FCE).

    • At least 2.0 FCEs must be in Educational Leadership and Policy, 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. Additional courses may be required of some applicants.

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 three MEd options available: Option II, Option III, and Option IV. Students initially apply to and register in the MEd Option IV. For registration in Options II and III, department permission is required.

Option IV is available in two delivery models:

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

  • Online/Hybrid Cohort-based stream: available in select years. Students move through the program as a cohort and register part-time. Applicants to the MEd Option IV who are interested in the Online/Hybrid Cohort must specify their interest in the Online/Hybrid Cohort in their Statement of Intent. However, due to limited space, admission to the MEd degree program does not guarantee membership in the Cohort.

 

MEd Program (Option II—Coursework Plus Major Research Paper)

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:

    • LHA 1003H Conducting Research in Educational Leadership and Policy (RM) (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.

    • LHA 1040H Policy, Leadership, and Change (0.5 FCE), to be taken at the beginning of the program.

    • LHA 1041H Social and Policy Contexts of Schooling (0.5 FCE), to be taken at the beginning of the program.

    • 2.5 other FCEs, of which at least 1.0 FCE must be in Educational Leadership and Policy. Students may choose to focus on one of the four program strands: Policy, Leadership, Change, or Social Diversity. LHA 1004H Research Literacy in Educational ​Leadership and Policy is strongly recommended. 

  • Major Research Paper (MRP): LHA 2001YMajor Research Paper to be carried out under the guidanc​e of a faculty member.

Program Length

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

Time Limit

3 years full-time;
6 years part-time

 

MEd Program (Option III—Coursework Plus Thesis)

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 3.0 full-course equivalents (FCEs) as follows:

    • LHA 1003H Conducting Research in Educational Leadership and Policy (RM) (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.

    • LHA 1040H Policy, Leadership, and Change (0.5 FCE), to be taken at the beginning of the program.

    • LHA 1041H Social and Policy Contexts of Schooling (0.5 FCE), to be taken at the beginning of the program.

    • 1.5 other FCEs, of which at least 0.5 FCE must be in Educational Leadership and Policy. LHA 1004H Research Literacy in Educational ​Leadership and Policy is strongly recommended. 

  • A thesis, to be carried out under the guidanc​e 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

 

MEd Program (Option IV—Coursework [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:

    • LHA 1004H Research Literacy in Educational ​Leadership and Policy (0.5 FCE), to be taken at the beginning of the program.

    • LHA 1040H Policy, Leadership, and Change (0.5 FCE), to be taken at the beginning of the program.

    • LHA 1041H Social and Policy Contexts of Schooling (0.5 FCE), to be taken at the beginning of the program.

    • LHA 1050H Themes and Issues in Policy, Leadership, Change, and Social Diversity (0.5 FCE), to be taken towards the end of the program.

    • 3.0 other FCEs, of which at least 1.0 FCE must be in Educational Leadership and Policy. 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 (Option IV—Coursework [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:

    • LHA 1004H Research Literacy in Educational Leadership and Policy (0.5 FCE), to be taken at the beginning of the program.

    • LHA 1040H Policy, Leadership, and Change (0.5 FCE), to be taken at the beginning of the program.

    • LHA 1041H Social and Policy Contexts of Schooling (0.5 FCE), to be taken at the beginning of the program.

    • LHA 1050H Themes and Issues in Policy, Leadership, Change, and Social Diversity (0.5 FCE), to be taken towards the end of the program, often as the final course.

    • 3.0 other FCEs, of which at least 1.0 FCE must be in Educational Leadership and Policy. Students may choose to focus on one of the four research areas: Policy, Leadership, Change, or Social Diversity. Online versions of LHA 1018H Political Skill in the Education Arena and LHA 1029H Special Applications of Educational Leadership and Policy are available.​​

Program Length

10 sessions part-time

Time Limit

6 years part-time

LHAE: Educational Leadership and Policy EdD

Doctor of Education​

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

There are two EdD streams:

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

  • Cohort-based stream: accepted every three years. Students move through the program as a cohort.

 

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.

  • 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.

  • 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

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

    • LHA 3040H People and Power in Organizations (0.5 FCE).

    • LHA 3041H Doctoral Seminar on Policy Issues in Education (0.5 FCE).

    • 0.5 FCE in research methods at the 3000 level, to be chosen in consultation with the faculty advisor.

    • LHA 3044H Internship/Practicum in Educational Leadership and Policy is strongly recommended, but another 0.5 FCE in research methods at the 3000 level may be substituted in consultation with the faculty advisor. Students who choose to take more than one research methods course are expected to study a breadth of methods.

    • 2.0 additional FCEs, 0.5 of which must be at the 3000 level or 6000 Special Topics level.

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

  • Thesis proposal hearing.

  • Thesis, one component of which may be a document of the kind used in the area of Educational Leadership and Policy, such as a policy document or policy handbook, white paper, or restructuring plan or another approved undertaking.

  • Students cannot normally transfer between the EdD and PhD programs.

  • Students may begin their EdD degree on a full-time or 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.

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

    • LHA 3025H Personal and Professional Values of Educational Leadership (0.5 FCE).

    • LHA 3040H People and Power in Organizations (0.5 FCE).

    • LHA 3041H Doctoral Seminar on Policy Issues in Education (0.5 FCE).

    • LHA 3042H Field Research in Educational Leadership and Policy (0.5 FCE).

    • LHA 3044H Internship/Practicum in Educational Leadership and Policy (0.5 FCE).

    • LHA 3047H Research Seminar on Leadership and Educational Change (0.5 FCE).

    • 1.0 additional FCE, of which 0.5 FCE which must be at the 3000 level or 6000 Special Topics level.

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

  • Thesis proposal hearing.

  • Thesis.

  • Students cannot normally transfer between the EdD and PhD programs.

  • Students may begin their EdD degree on a full-time or 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: 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-.

  • 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 a minimum of 3.0 full-course equivalents (FCEs) as follows:

    • LHA 3040H People and Power in Organizations (0.5 FCE).

    • 1.0 FCE in research methods at the 3000 level, to be chosen in consultation with the faculty advisor. 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 in Educational Leadership and Policy at the 3000 level or the 6000 Special Topics level.

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

  • Thesis proposal hearing.

  • Thesis.

  • Students must register annually 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 normally 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-.

  • 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 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.

Program Requirements

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

    • LHA 3040H People and Power in Organizations (0.5 FCE).

    • 1.0 FCE in research methods at the 3000 level, to be chosen in consultation with the faculty advisor. 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 in Educational Leadership and Policy at the 3000 level or the 6000 Special Topics level.

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

  • Thesis proposal hearing.

  • Thesis.

  • Students must register annually 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 normally 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.

EDP 3045H Educational Policy and Program Evaluation
EDP 3145H Advanced Issues in Educational Policy Analysis and Program Evaluation
JOI 3048H Intermediate Statistics in Educational Research: Multiple Regression Analysis (RM)
​LHA 1003H​
​Conducting Researc​h in Educational Leadership and Policy (RM)
​LHA 1004H
Research Literacy in Educational Leadership and Polic​y (RM)​
​LHA 1012H
​Organizational Culture and Decision Making​
​LHA 1016H
​School Program Development and Implementation
​LHA 1018H
​Political Skill in the Education Arena​
​LHA 1019H
​Diversity and the Ethics of Educational Leadership and Policy​
​LHA 1020H
Teachers and Educational Change​
​LHA 1024H
Critical Conversations: Philosophy, Educational Leadership, and Educational Policy Studies​
​LHA 1025H
​School Effectiveness and School Improvement
​LHA 1026H
​Evaluation of Professional Personnel in Education
​LHA 1030H
​The Legal Context of Education
LHA 1035H Sociology of Education
​LHA 1040H
​Policy, Leadership, and Ch​ange
​LHA 1041H
​Social and Policy Contexts of Schooling
​LHA 1042H
​Educational Leadership and Diversity
​LHA 1047H
​Managing Changes in Classroom Practice
​LHA 1048H
​Educational Leadership and School Improvement
​LHA 1050H
​Themes and Issues in Policy, Leadership, Change, and Social Diversity
​LHA 1052H
​Individual Reading and Research in Educational Leadership and Policy: Master’s Level
​LHA 1060H
​School Leadership Seminar 1
​LHA 1061H
​School Leadership Seminar 2
​LHA 1065H
​Educational Equity and Excellence in International Comparison
LHA 2001Y0
Major Research Paper
​LHA 3022H
​The Investigation of School Culture: An Examination of t​he Daily Life of Schools
​LHA 3025H
​Personal and Professional Values of Educational Leadership
​LHA 3030H
​Advanced Legal Issues in Education
​LHA 3037H
​Strategic Planning in Educational Organizations
​LHA 3040H
​People and Power in Organizations
​LHA 3041H
​Doctoral Seminar on Policy Issues in Education
​LHA 3042H
​Field Research in Educational Leadership and Policy (RM)
​LHA 3043H
​Survey Research in Educational Leadership and Policy (RM)
​LHA 3044H
​Internship/Practicum in Educational Leadership and Policy
​LHA 3046H
​Gender Issues in Educational Leadership
​LHA 3047H
​Research Seminar on Leadership and Educational Change
​LHA 3052H
​Individual Reading and Research in Educational Leadership and Policy: Doctoral Level
LHA 5000H Special Topics in Educational Leadership and Policy: Master's Level
LHA 6000H 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.

LHA 2006H Educational Finance and Economics (exclusion: students who have taken LHA 1017H or LHA 1841H are not eligible to take LHA 2006H)

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:

    • LHA 1803H Recurring Issues in Postsecondary Education (0.5 FCE).

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

    • 3.0 other FCEs, of which 1.5 FCEs must be in 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.
 
The Master of Education is offered in three fields:

  • Health Professional Education

  • Higher Education

  • Student Development and Student Services in Higher Education

 The Higher Education field is offered in two delivery models:

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

  • Leadership Cohort stream: available in select years. The focus of the cohort is on leadership in higher education, and the expectation is that students have experience in, or are aspiring to, work in that professional capacity in colleges or universities. Students move through the program as a cohort and register part-time. Classes are generally offered in a compressed format to suit working professionals. Applicants must specify interest in the cohort in their Statement of Intent. However, due to limited space, admission to the program does not guarantee membership in the Leadership Cohort.

The Heath Professional field is offered in two options: Option II and Option IV. Students initially apply to and register in the MEd Option IV. For registration in Option II, department permission is required. Designed for health professionals planning a career in educational administration, research or teaching, the program introduces the broader field of higher education as well as current issues and research methods in a health professional’s 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.

 

MEd Program (Field: Health Professional Education)

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​ (Option IV)

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

    • LHA 1803H Recurring Issues in Postsecondary Education (0.5 FCE).

    • 1.0 FCE in the Health Professional Education 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.

    • Of the above elective or required courses, 0.5 FCE must have an equity focus. Equity-focused courses must be approved by the faculty advisor; see the course listing for samples.

Program Length

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

Time Limit

3 years full-time;
6 years part-time

 

Program Requirements (Option II)

Students initially apply to and register in the MEd Option IV. For registration in Option II, department permission is required.

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

    • LHA 1803H Recurring Issues in Postsecondary Education (0.5 FCE).

    • 1.0 FCE in the Health Professional Education field.

    • 1.0 FCE in the general Higher Education.

    • 0.5 FCE in research methods.

    • 1.0 FCE in electives.

    • Of the above elective or required courses, 0.5 FCE must have an equity focus. Equity-focused courses must be approved by the faculty advisor; see the course listing for samples.

  • Major Research Paper (MRP): LHA 2001Y0 Major Research Paper, to be carried out under the guidance of a faculty member.

Program Length

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

Time Limit

3 years full-time;
6 years part-time

 

MEd Program (Field: Higher Education)

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 pursue the MEd Option IV degree program and must complete 5.0 full-course equivalents (FCEs) as follows:

    • LHA 1803H Recurring Issues in Postsecondary Education (0.5 FCE).

    • 0.5 FCE in research methods.

    • 4.0 FCEs, of which 1.5 FCEs must be in the Higher Education program.

Program Length

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

Time Limit

3 years full-time;
6 years part-time

 

MEd Program (Field: Student Development and Student Services in Higher Education)

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 pursue the MEd Option IV degree program and must complete 5.0 full-course equivalents (FCEs) as follows:

    • LHA 1803H Recurring Issues in Postsecondary Education (0.5 FCE).

    • 1.5 FCEs in Student Development and Student Services.

      • LHA 1844H The Student Experience in Postsecondary Education (0.5 FCE).

      • LHA 1854H Student Development Theory (0.5 FCE).

      • LHA 1856H Advanced Student Development Theories in Higher Education (0.5 FCE).

    • 3.0 FCEs including

      • 0.5 FCE from the Higher Education program.

      • 0.5 FCE in research methods.

      • 0.5 FCE with an equity focus. Equity-focused courses must be approved by the faculty advisor; see the course listing for samples.​

    • Depending on an individual student's professional experience, students may be advised to take LHA 1853H Introduction to Student Services (0.5 FCE).

Program Length

4 sessions full-time (typical registration seque​nce: 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.

 

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.

  • 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:

    • LHA 1803H 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.

  • Students cannot normally transfer between the EdD and PhD programs.

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 Community College Leadership (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.

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:

    • LHA 1803H 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.

  • ​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 annually 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 normally 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 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. 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:

    • LHA 1803H 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.

  • ​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 annually 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 normally 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.

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

​LHA 1802​Y
​Theory in Higher Education
​LHA 1803H
​Recurring Issues in Postsecondary Education
​LHA 1804H
Issues in Medical/Health Professional Education​
​LHA 1805H
The Community College​
​LHA 1806H
​Systems of Higher Education
​LHA 1807H
​System-Wide Planning and Policy for Higher Education
​LHA 1808H
​Research in Health Professional Education
​LHA 1809H
​Administration of Colleges and Universities
​LHA 1810H
Evaluation of Knowledge, Clinical Competence, and Professional Behaviour in the Health Professions​
​LHA 1811H
​Institutional Research and Planning
​LHA 1812H
​Education and the Professions
​LHA 1813H
​Issues in Cognitive and Educational Psychology: Implications for Health Professional Education
​LHA 1815H
​Teaching in Institutions of Higher Education
​LHA 1817H
​Nurturing Professional Education
​LHA 1819H
​Governance in Higher Education
​LHA 1821H
​Institutional Differentiation in Postsecondary Education
​LHA 1825H
​Comparative Education: Theory and Methodology
​LHA 1826H
​Comparative Higher Education
​LHA 1828H
​Evaluation in Higher Education
​LHA 1832H
​East Asian Higher Education
​LHA 1833H
​Academic Capitalism: Higher Education with a Corporate Agenda
​LHA 1834H
​Qualitative Research in Higher Education
LHA 1835H Logics and Strategies of Case Study Research
​LHA 1836H
​Critical Analysis of Research in Higher Education
​LHA 1837H
​Environmental Health, Transformative Higher Education, and Policy Change: Education Toward Social and ​Ecosystem Healing
​LHA 1843H
​Higher Education and the Law
​LHA 1844H
​The Student Experience in Postsecondary Education
​LHA 1845H
​Applications in the Student Experience
​LHA 1846H
​Internationalization of Higher Education in a Comparative Perspective
​LHA 1848H
​Innovative Curricula in Higher Education and the Professions
LHA 1849H​​
​Faculty in Colleges and Universities
​LHA 1850H
​Quantitative Research Process and Design
​LHA 1851H
​Survey Methodology
​LHA 1852H
​Individual Reading and Research in Higher Education: Master’s Level
​LHA 1853H
​Introduction to Student Services
​LHA 1854H
​Student Development Theory
​LHA 1855H
​Capstone in Student Development and Student Services
​​LHA 1856H
​Advanced Student Development Theori​es in Higher Education
LHA 1857H Leadership in Student Affairs and Services
​LHA 2006H
​Educational Finance and Economics (exclusion: students who have taken LHA 1017H or LHA​ 1841H are not eligible to take LHA 2006H)
​LHA 3810H
​International Academic Relations
​LHA 3852H
​Individual Reading and Research in Higher Education: Doctoral Level
LHA 5800H Special Topics in Higher Education: Master's Level
LHA 6800H Special Topics in Higher Education: Doctoral Level

​Higher Education Courses With Equity Focus

For a complete listing, check with the department.

​LHA 1029H
Special Applications of Educational Leadership and Policy: Master's Level​
​LHA 1042H
Educ​ational Leadership and Diversity​
​LHA 1150H
Critical Perspectives on Organizational Change​​
​LHA 1833H
Academic Capitalism: Higher Education with a Corporate Agenda​
​LHA 1843H
​Higher Education and the Law
​LHA 3810H
​International Academic Relations
LHA 5800H Special Topics in Higher Education: Master's Level
​SJE 1922H
​Socio​logy of Race and Ethnicity
​WPL 1131H
Introduction to Workplace Learning and Social Change​