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Doctorate in Education (EdD)
What is a Doctorate in Education?
A Doctorate in Education (Ed.D.) focuses on leadership, research, and practical application in the field of education. It is designed for individuals aiming to make a significant impact on educational policy, administration, or teaching practices. It combines theoretical knowledge with practical strategies to address complex issues within the education system, such as curriculum development, educational leadership, and learning technologies. The Ed.D. emphasizes research and equips graduates with the skills to drive innovative solutions and improve educational outcomes at various levels. Graduates pursue leadership positions in educational institutions, policy-making bodies, or consultancy roles, where they can shape educational reform and guide organizational strategies.
Benefits
– An Ed.D. prepares individuals for leadership roles in education, such as school administrators, education consultants, and policymakers.
– Graduates are equipped to make meaningful contributions to curriculum development, teaching strategies, and learning outcomes.
– It emphasizes research and data analysis, enabling students to conduct original research that addresses real-world issues in education.
– Pursuing an Ed.D. fosters connections with experts in the field, including professors, fellow doctoral candidates, and industry leaders.
Learning Outcomes
Advanced Leadership Skills
Graduates will develop strong leadership abilities, enabling them to manage educational institutions, guide teams, and drive innovative initiatives in teaching, curriculum, and policy.
In-Depth Research Competence
Students will master research methodologies, enabling them to conduct original research that addresses critical issues in education, from teaching effectiveness to educational equity.
Problem-Solving and Decision-Making
Ability to analyze complex problems, make evidence-based decisions, and implement solutions that improve learning environments and educational practices.
Critical Thinking and Analytical Skills
Ed.D. graduates will be skilled in critical thinking, allowing them to evaluate educational theories, policies, and practices while considering diverse perspectives and data.
Educational Policy and Reform Expertise
Graduates will gain an understanding of how policy shapes educational outcomes and will be able to develop, analyze, and advocate for effective educational policies and reforms at local, national, and global levels.
Curriculum and Instructional Design
Students are prepared to design and implement curricula and teaching strategies that foster student engagement, success, and lifelong learning in diverse educational settings.
Academic Writing and Communication
Ed.D. graduates will be proficient in scholarly writing, allowing them to publish research, present at conferences, and contribute to the broader education community.
Ethical Leadership and Social Responsibility
Students will cultivate an understanding of the ethical considerations in educational leadership and research, preparing them to be responsible leaders committed to improving educational systems for all learners.
Who Can Apply?
Here are a few things to keep in mind before you apply.
Diplomas are beneficial for individuals looking to enter the workforce quickly, acquire specific skills, or gain qualifications in a new field.
Education: Many diploma programs, require applicants to have a high school diploma or its equivalent. Many vocational diplomas are designed to accommodate adults balancing work or family responsibilities.
Undergraduate degree holders: Some diploma programs are designed for individuals who already have a bachelor’s degree. These diplomas provide advanced knowledge in a specific field.
Professionals: Many diploma programs are focused on practical, industry-specific skills, which makes them attractive to professionals who are interested in upgrading their skills, staying competitive in their field, or meeting specific job requirements.
English language proficiency: For non-native English speakers, proof of English language proficiency may be required if they are applying to programs in English-speaking countries.
Relevant Experience (if applicable): Some advanced or specialized diplomas, may require prior experience or knowledge in the field, especially for career-focused programs.
- Comprehensive Instructor-Led Interactive Sessions
Engage with experts through lectures, seminars, and workshops. - In-Depth Case Studies
Examine real-world scenarios to apply theoretical knowledge. - Research Assignments and Projects
Participate in hands-on projects that reinforce learning. - Flexible Learning Options
Access resources and complete coursework according to your schedule. - Guided Practical Experiences
Receive mentorship and guidance throughout your research journey. - Continuous Assessments
Benefit from regular feedback to improve your skills and knowledge. - Access to Exclusive Academic and Professional Networks
Join a community of scholars and industry leaders. - Globally Recognized Doctoral Degree
Earn a qualification respected by institutions and employers worldwide.
Educational Leadership & Administration
Curriculum and Instruction
Higher Education Administration
Education Policy and Reform
Special Education
STEM Education
And many more…
Curriculum
Module 1: Thesis Management
- Research
a. Scope and Significance
b. Types of Research
c. Research Process
d. Characteristics of Good Research
e. Identifying Research problem
f. Meaning of Sampling Design
g. Steps in sampling
h. Criteria for good sample design
i. Types of Sample Design
j. Probability and non-probability sampling methods
k. Meaning of Measurement
l. Types of scales
- Review of Literature
a. Data Collection
b. Types of Data
c. Sources of Data Collection
d. Methods of Data collection
e. Constructing questionnaire
f. Establishing, reliability and validity
g. Data processing
h. Coding, Editing and tabulation of data
i. Meaning of Report writing
j. Types of Report
k. Steps of report writing
i. Precautions for writing report
m. Norms for using Tables
n. Charts and diagram
o. Appendix: – Index, Bibliography.
Module 2: General Research Methodology
- Meaning and importance of Research
- Types of Research
- Selection and formulation of Research Problem
- Meaning of Research Design
- Need of Research Design
- Features of Research Design
- Inductive, Deductive and Development of models
- Developing a Research Plan
- Exploration, Description, Diagnosis, Experimentation
- Determining Experimental and Sample Designs
- Analysis of Literature Review
- Primary and Secondary Sources
- Web sources
- Critical Literature Review
- Hypothesis
- Different Types of Hypothesis
- Significance
- Development of Working Hypothesis
- Null hypothesis
- Research Methods: Scientific method vs Arbitrary Method
- Logical Scientific Methods: Deductive, Inductive, Deductive-Inductive
- Pattern of Deductive
- Inductive logical process
- Different types of inductive logical methods.
Module 3: Quantitative Research Methods
- Introduction to Quantitative Research Part 1:
a. Session Overview
b. RQ Hypothesis Course Context Video
c. What is Quantitative Research?
d. Ethics of Quantitative Research
e. Session Summary
Part 2:
f. Session Overview
g. Introduction to the Scientific Method of Research
h. Comparing Descriptive, Predictive and Prescriptive Research
i. Inductive and Deductive Approaches to Quantitative Research
j. Constructing Models
K. Session Summary
- Exploring Quantitative Research Design Part 1:
a. Session Overview
b. Fundamentals of Research Design
c. Components of a Research Design
d. Characteristics of a Research Design
e. Session Summary
Part 2:
f. Session Overview
g. Research Design for Experimental Research Studies
h. Research Design for Quasi Experimental Studies
i. Research Design for Non-Experimental Research Studies
j. Evaluating Quantitative Research Design
k. Session Summary
- Data Collection for Quantitative Research Part 1:
a. Session Overview
b. Defining Surveys
c. Exploring Survey Methods
d. Session Summary
Part 2:
e. Session Overview
f. The Process of Questionnaire Development
g. Designing a Questionnaire
h. Designing Rating Scales
i. The Art of Asking Questions
j. Session Summary
Part 3:
k. Session Overview
l. Tips to Conduct Effective Surveys
m. Ethics of Using Technology in Surveys
n. Session Summary
- Measurement and Sampling Part 1:
a. Session Overview
b. What is Measurement?
c. True Score Theory, Estimating Measurement Errors
d. Evaluating Validity of Measures
e. Evaluating Reliability of Measures
f. Session Summary
Part 2:
g. Session Overview
i. Basic Concepts of Sampling
j. Problems and Blases in Sampling
k. Probability Sampling
l. Non-Probability Sampling
m. Session Summary
Part 3:
n. Session Overview
o. Determining the Sample Size
p. Sampling Distribution and Statistical inference
q. Demonstrations on Sampling
r. Session Summary
- Constructing Statistical Models Part 1:
a. Session Overview
b. Significance of Comparing Means for Analysis
c. What is ANOVA?
d. Types of ANOVA
e. Calculating and Interpreting One-Way ANOVA
f. Session Summary
Part 2:
g. Session Overview
h. Building a Statistical Model
i. Effect of Moderating and Mediating Variables
j. Demonstration on Mediation and Moderation
k. Session Summary
- Enhancing Statistical Models Part 1:
a. Session Overview
b. What is Factor Analysis?
c. Conducting Factor Analysis
d. Demonstration on R: Factor Analysis
e. Interpreting Factor Scores
f. Session Summary
Part 2:
g. Session Overview
h. What is Factorial ANOVA?
i. Dealing with Interaction Effects in Factorial ANOVA
j. Calculating and Interpreting Factorial ANOVA
k. Session Summary
- Multivariate Analyses Part 1:
a. Session Overview
b. Multivariate regression
c. MANOVA
d. Logistic Regression
e. Structural Equation Modeling
f. Tree Structured Methods
g. Conjoint Analysis
h. Session Summary
Part 2:
i. Session Overview
j. Time Series
k. Cluster Analysis
l. Session Summary
- Writing a Quantitative Research Paper Part 1:
a. Session Overview
b. Introduction to Formatting the Research Project for Quantitative Research
c. Components of a Quantitative Research Paper
d. Writing the Summary, Background and Purpose of Quantitative Research
e. Writing the Literature Review
f. Detailing your Research Design/Methodology
g. Curating your Results, Analysis and Supplimentary Findings
h. Outlining your Conclusions and Reccomendations
i. Making Appendices
j. Session Summary
Part 2:
k. Session Overview
l. Writing Different Types of Quant Papers
m. Guidelines for Fine Tuning your Research Presentation
n. Session Summary
Module 4: Qualitative Research Methods
- Introduction to Qualitative Research
a .Key Elements of Qualitative Research
b. Writing Qualitative Research Question
c. Qualitative Research: Framework
d. Steps to Write a Qualitative Research Paper
e. Ethics for Qualitative Research and IRB
f. Introduction to Design Strategies
g. Data-Collection and Analysis Strategies
h. Introduction to research design
i. Major aspects of research design
- Data Collection in Qualitative Research
a. Sources of Evidence: A Comparative
b. Assessment (Forms-Strengths-Weaknesses)
c. Principles of Data Collection
d. Sampling
e. Reliability and Validity
- Interviews and Focus Groups
- Introduction to Data Analysis
a. An Introduction to Data Analysis
b. First Cycle Coding (Description +Demo)
c. Second Cycle Coding (Description +Demo)
d. Jottings and Analytic Memoing (Description +Demo)
e. Assertions and Propositions (Description +Demo)
f. Within Case and Cross-Case Analysis (Description +Demo)
- Data Display and Exploration
a. Matrix and Networks
b. Timing, formatting
c. Extracting Inferences and Conclusions
d. Exploring Fieldwork in Progress
e. Exploring Variables
f. Exploring Reports in Progress
- Data Analysis Process – Next Steps
a. Describing Participants
b. Describing Variability
c. Describing Action
d. Ordering by time
e. Ordering by process
f. Explaining Interrelationship-Change
g. Explaining Causation
h. Making Predictions
- Verifying Conclusions
a. Tactics to achieve integration among diverse pieces of data
b. Tactics to sharpen understanding by differentiation
c. Tactics of seeing relationships in data abstractly
d. Tactics to assemble a coherent understanding of data
e. Tactics for testing or confirming findings
f. Standards for quality of conclusions
- Writing Report and New Technologies
a. Other methods in Qualitative Research
b. Audiences and Effects
c. Different aspects / apa
d. An Introduction to Mixed Methods Research
Certification
Frequently Asked Questions
What is the Doctorate in Education (Ed.D.) at Dunster Business School?
The Doctorate in Education (Ed.D.) at Dunster Business School is research-driven and practice-oriented and designed for educators, administrators, policymakers, and leaders who aim to influence educational reform and policy. It equips students with advanced research, leadership, and decision-making skills to drive innovation in education.
What are the key learning outcomes of the Doctorate in Education (Ed.D.) from Dunster Business School?
Graduates of Doctorate in Education will develop:
Leadership and management skills for educational institutions.
Expertise in educational research methodologies and policy development.
The ability to analyze and solve complex challenges in education.
Advanced knowledge of curriculum design, teaching methodologies, and assessment.
Strong academic writing and publishing skills.
Is a Doctorate in Education research-based?
Yes, Doctorate in Education is research-oriented, with a focus on conducting original research in the field of commerce. Students can choose to work on a dissertation or a practice-based project that aligns with their interests and career goals.
Can I study Doctorate in Education online at Dunster Business School?
Yes, Dunster Business School offers flexible study options, including online learning and part-time formats, to accommodate the schedules of working professionals.