Programme academic plan

  • The normal duration is 3.
  • EdD will adopt an intensive teaching mode.
  • Students are required to complete 47 credits to graduate, which are comprised of the following programme components: a) 21 from courses; b) 4 from special topic seminars; c) 4 from practicum; d) 18 from Thesis
  • The primary medium of instruction is Chinese; occasionally, teaching material will be mixed with English.
  • EdD students are required to find supervisor(s) in their 2nd year.
Level Type Total Lecture Hours Credits
Courses
Educational Leadership and Policy Analysis 800-level Compulsory 45 3
Organization and Leadership: From Theories to Practices 800-level Compulsory 45 3
Research Methods in Education 800-level Compulsory 45 3
Organizing for Learning 800-level Compulsory 45 3
Data and Decision 800-level Compulsory 45 3
Comparative and International Education 800-level Compulsory 45 3
Research Writing and Ethics 800-level Compulsory 45 3

Total

 21
Special Topics Seminar
Special Topics Seminar 800-level Compulsory 60 4

Total

 4
Practicum
Practice in Action 800-level Compulsory 30 2
Independent Study 800-level Compulsory 30 2

Total

 4
Doctoral Thesis 800-level Compulsory — 18

Total

Grand Total

 47

Course Description

  1. Educational Leadership and Policy Analysis The making and analysis of education policy has become more complex in the 21st Century as a result of political, economic and cultural changes to education. Thus, the goals of this course are to provide participants a critical awareness of issues, challenges and global/transnational policies facing leaders in education in the regional and internationally during times of fervent change. The course design is structured to respond to the needs of future/potential/current leaders from all sectors and across all levels of education. This course will enable participants to examine concerned education issues and policy through the lens of educational leadership. Additionally, this course also examines the theoretical and methodological approaches to be considered in studying policy in a regional as well as a global context. Topics will include social justice and equity issues, for instance, gender; standards and accountability; models of governance, and the legal and the institutional framework of governance across the three educational levels.
  2. Organization and Leadership: From Theories to Practices This course is designed to promote reflective skills of educational professionals in the application of theoretical knowledge to address complex problems and make informed decisions. By familiarizing current and aspiring educational leaders with theoretical assumptions, limitations, and practical implications of different organization and leadership models, learners should be able to apply their knowledge to develop creative strategic approaches to problem-solving and decision-making in applied settings. It is the objective of this course to help contemporary school leaders develop as effective and reflective leaders.
  3. Research Methods in Education The purpose of this course is to provide an introduction to a variety of research approaches and procedures common in the field of education. Conceptual, procedural and analytical issues from a wide variety of areas will be covered. Students will develop a good awareness of the range of methods that may be applied to different types of research and the guidelines to be used in selecting a set of appropriate research methods. This course will become a primary mechanism by which students develop a broad sense of the field of education and the use such knowledge to identify possible research topics.
  4. Research Writing and Ethics This course has been designed to suit the needs of doctoral students conducting educational research. The course aims to develop and sharpen doctoral students’ academic and professional writing skills and strategies in Chinese and English, and build their proficiency and confidence as academic writers. Students will be equipped with the genre structure of research writing (e.g., introduction, literature review and discussion) and learn how to report empirical research in research articles and theses/dissertations.
  5. Organizing for Learning Changes in educational technology and neuroscience are dramatically affecting the way students learn and the way schools are organized. The first part of this course is designed for K–12 educational leaders who want to initiate and implement technological change at the district and regional levels. The second part of this course will integrate research from neuroscience to transform the school into a learning organization. By integrating the latest technologies and instructional design principles, students can prepare to develop and lead technology-supported solutions to learning issues in the K–12 classroom, and leadership challenges in K-12 school settings.
  6. Data and Decision Decision-making in schools involves the systematic collection and analysis of data of different forms on the design, implementation, and the effectiveness of programmes or projects. This course will provide an overview of various perspectives and approaches to educational evaluation. Major theories and analytical tools will be discussed. Students will be given the opportunity to critically examine these different approaches to answer questions about classroom projects, educational policy and programmes. Students have the chance to apply the theories covered in the course through case study analyses. Students gain an understanding of theories, applications, and approaches within the context of formal programme evaluation.
  7. Comparative and International Education The comparative perspective has been an important lens through which educators understand our own education practices. This course aims to analyze different education systems around the world and introduce students to new education reforms and innovation in different countries. Students will be introduced to the new thinking of school organization and reflect upon existing practices. In the course, students will discuss diverse issues such as equity, achievement, marketization, cultural influence with cross-country comparisons of regulatory frameworks, and the role of culture.
  8. Special Topics Seminar This seminar is a mixture of various topics that are relevant to school leaders. Each topic will be made up of a two-day workshop with experts from different fields inside and outside UM. Students will be divided into groups to discuss, evaluate, and present their group work as the assessment. Example topics include, but are not limited to: resource management in K-12, school case study, crisis management and law in education, change and development for educational institutions, values and ethics for school leaders, school governance and inter-systems relations, etc. Each student will attend at least four such seminars and produce a group report.
  9. Practice in Action This course is the first of practicum series that aims to provide field experience to students to understand the world of educational practitioners. Students will inquire and discover issues by interviewing, observing, engaging in field research, or other appropriate means. Students will meet with and eventually embed themselves into organizations with key educational leaders from and throughout China. Alternatively, for students who already work in a leadership position, FED faculty members will follow and observe their work during the field experience. Each student will produce a report as an assessment.
  10. Independent Study This course is the second of practicum series that aims to provide field experience to students with an aim to understand the world of educational practitioners. The aim of the course is to guide students to disseminate their research and observation results through presentation, policy briefs, and/or practitioner journal publications to making a meaningful contribution to practice and/or policy issues. Student will work with a supervisor on a research topic of choice. This course provides meaningful pre-thesis research experience that would prepare the student for more sophisticated research.
  11. Doctoral Thesis This is the most significant learning experience of the programme. It is designed for EdD students to apply theories and experience learned in the courses and to independently conduct an applied research project examining an educational Students will demonstrate their expertise in on a chosen topic and provides an intellectual contribution to the practice and educational leadership and management.