Educational Administration, PhD
Join a community of transformative scholars and leaders dedicated to driving change in education and society. Gain the knowledge and skills needed to address pressing issues in policy and leadership.
Transforming Education
The Educational Administration doctoral program prepares scholars to address complex educational challenges through rigorous research, critical policy analysis and leadership in diverse educational settings. Students explore global and local issues, engage in interdisciplinary study and develop specialized expertise. With a focus on equity and inclusion, this program empowers graduates to make transformative impacts in academia, public policy and community-based organizations.
Points of Distinction
Learn from faculty with deep expertise in critically-oriented educational policy, leadership theories and methodologies, offering a unique blend of global and localized perspectives on education. Their interdisciplinary and transdisciplinary approaches prepare students to engage with diverse educational challenges across various contexts.
Our program features personalized coursework that aligns with your specific research interests while connecting theory to practice. Frequent guest speakers and real-world insights enrich the curriculum, bridging academic concepts with the practical challenges facing today’s educational leaders.
Engage in deep, critical dialogues that explore the intersection of researcher identity, research methodologies and structural inequities. Through a foundation in educational policy and leadership, along with support to develop specialized expertise, students gain a comprehensive understanding of the societal impacts on education.
Program Overview
| Academic credential granted | Doctor of Philosophy (PhD) |
|---|---|
| Credits required for completion | 72 |
| Time to completion | 4 to 5+ years |
| Course delivery | On campus |
| Application deadline | Fall: Jan. 1 |
Educational Administration (minimum 24 credits)
Your courses will provide a breadth of understanding across the field of educational administration (e.g., instructional, managerial and political areas) and a depth of understanding within a particular area that interests you (e.g., business administration, curriculum and instructional leadership, economics and finance, organizations, personnel, school reform, staff development, urban education).
Recommended (6 credits)
ELP 624 Research Paradigms and Problems in Educational Research
ELP 626 Educational Policy Formation and Analysis
Cognates (minimum 18 credits)
You are expected to choose two cognates (with a minimum of 9 credits in each).
- A cognate in at least two areas of educational foundations such as sociology of education, philosophy of education, educational psychology, and history of education.
- A cognate in a discipline or field outside of educational administration (e.g., any of the educational foundations areas listed in (1), comparative education, counseling, English as a second language, economics, cognitive psychology, law, political science, management, sociology).
Research (minimum 15 credits)
At least one quantitative methods course and at least one qualitative methods course with at least one advanced course in either quantitative or qualitative methods. No more than one introductory course can be taken in any particular research method.
Dissertation (9 credits)
Standardized Testing No Longer Required
In an effort to make the application process more equitable, the GRE/MAT is no longer required for admissions consideration. If you still plan to take the GRE/MAT exam, you can send your scores through the testing agency, and they will automatically be added to your application; however, they are not required for admission consideration to this program.
You must hold a master's degree.
Submit your completed online application, which includes:
- Application fee: A $50 non-refundable application fee, submitted electronically through UB's ePayment system;
- Unofficial transcripts from all colleges attended. (UB transcripts are automatically submitted for current UB students and alumni);
- Contact information for at least three individuals who will each be asked to provide an electronic recommendation letter;
- Curriculum vitae
- Sample of academic writing: A sample of your academic writing of at least 15 pages (double spaced). This sample should utilize current empirical research evidence and be in current APA format;
- Statement of interest: A statement of interest of no more than 1500 words (double spaced; current APA format), that discusses your research goals, faculty with whom you would like to partner and why, and how you respond to educational issues pertaining to diversity, equity, and inclusion (DEI). To help ensure those applying to the EDA PhD program fit within the program goals, the following DEI definitions were developed:
Diversity implies that faculty and students will aim to understand the experiences of individuals from a wide range of identity backgrounds (e.g. age, gender identity, language, nationality, race, religion, sex, sexual orientation, socioeconomic status), with a particular focus on groups that have faced historic oppression and marginalization, and which can be visible, invisible, and shift relative to context, politics, and historical moment.
Equity implies that students, and the faculty who guide them, are committed to identifying the actual needs of the individuals/group being researched, ensuring equal access to research opportunities and resources, and in particular, exercising heightened attention to the history of deficit-oriented and exploitative practices where unserved and underserved communities are concerned.
Inclusion implies that students, and the faculty who guide them, are committed to the establishment of research protocols and practices that ensure individuals/groups are treated ethically, fairly, respectfully, and in manner that acknowledges researcher/participant power dynamics in a way that permits full participation of all individuals in research endeavors.
Admission Decision: The admission decision will be communicated to you as soon as review is complete. The decision is based on a number of factors and is the result of a thorough and deliberate process. All decisions are final and cannot be appealed.
In-State Residency Tuition
In order to qualify for the in-state residency tuition rate, you must provide residency documentation indicating you have lived in New York State (NYS) 12 months before your semester start date.
If accepted, you will need to upload three documents to qualify for the in-state tuition rate. See Required Documents for Residency Application for more information.
International Applicant Additional Requirements
- Official original proof of your degree
- A copy of your passport biographical page
- Official test scores—dated within two years of submitting your application—for either the TOEFL (Test of English as a Foreign Language), the IELTS (International English Language Testing System) Academic Test, the PTE (Pearson Test of English) Academic, or DET (Duolingo English Test).
- TOEFL minimum score is 250 for computer-based test, 600 for paper-based test and 79 for internet-based test
- IELTS Academic Test minimum score is 6.5 overall
- PTE minimum score is 55 overall
- DET minimum score is 120 overall
- Financial documentation: International graduate applicants must document their ability to pay for all costs incurred while studying in the U.S.
- An official bank statement
All financial forms and supporting documentation with required signatures must be uploaded with your application and dated within one year of your intended enrollment date.
Graduates go on to assume:
- Administrative positions in local school administration and state and federal government
- Teaching, researching and policymaking positions in higher education across New York State and worldwide
Assistant Professor
Educational Leadership And Policy
Research Areas: Race, Inequality, and Education; Racism and AntiBlackness; School and Community Partnerships
Assistant Professor
Educational Leadership And Policy
Research Areas: Critical Policy Analysis; Educational Administration; Educational Change; Educational Leadership; Educational Policy; Equity and Poverty; Organizational Change; Politics of Education; Qualitative Research Methods; School and Community Partnerships; School and District Reform; School Leadership; Social Justice
Associate Professor
Educational Leadership And Policy
University at Buffalo, SUNY Graduate School of Education Buffalo, NY 14260-1000
Buffalo, NY 14260
Email: malemke@buffalo.edu
Research Areas: Critical Policy Analysis; Educational Policy; Gender Studies; Global Issues; Legal Issues; Politics of Education; Qualitative Research Methods; Wellness
Professor
Educational Leadership And Policy
Research Areas: Administration/Management; Curriculum and Instruction; Educator Preparation; Global Issues; Leadership; Leadership Training; Organizational Change; School and District Reform; Urban Education
Assistantships are available in a variety of areas that change from year to year. Compensation for positions ranges from hourly pay only to a stipend to tuition remission plus a stipend. Generally, assistantships require 20 hours of work per week.
The application process for assistantships is separate from the program admission process. Assistantship opportunities are posted for the following academic year in mid-January, from offices on campus such as Campus Living, Career Services, Student Engagement, Intercultural and Diversity Center, among others.
While assistantships are limited, new opportunities become available throughout summer and into the fall semester.
Faculty Expertise
Professor of Educational Leadership and Policy Corrie Stone-Johnson is a visionary in educational leadership and reform, uncovering how relationships and organizational culture drive or hinder meaningful change in schools. Her research sheds light on the powerful dynamics between teachers, leaders and communities, offering a nuanced perspective on responsible leadership and collaboration. In her book, Generational Identity, Educational Change, and School Leadership, Stone-Johnson reveals how generational identities shape teachers' views on reform, providing fresh insights to inspire progress and unity in educational environments.