As the educational landscape continues to evolve, effective leadership in education is more crucial than ever. UCAM University's Integrated Doctorate in Education (IEd.D) is designed for educators who aspire to enhance their leadership capabilities and drive meaningful change within schools, institutions, and educational organisations. The program offers an accelerated pathway to a doctoral qualification, seamlessly combining master’s-level coursework, applied research, and dissertation components.
This unique program offers an extraordinary opportunity to earn three prestigious qualifications in just 40 months, equipping you with the advanced knowledge and skills needed to lead with impact in an ever-changing educational environment.
Additionally, you will earn a prestigious recognition from:
The Integrated Doctorate in Education blends hands-on leadership training with research-focused learning, empowering you to tackle the challenges of modern education. This flexible, fully online program allows you to progress professionally while maintaining a work-life balance. It prepares you to lead educational change, driving innovation and improvement in educational systems.
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Modules
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Credit
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Transformative Learning
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10
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Instructional Leadership
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10
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Critical Reflection in Educational Practice
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10
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Introduction to Educational Research
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8
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Curriculum Design and Technology
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7
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Research Methods
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15
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Modules
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Credit
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Introduction to Educational Research Method
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10
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Critical Thinking: Reflective and Reflexive Practice
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10
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Leading Change and Innovation
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10
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Introduction to Educational Research
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10
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Educational Technology and Organisational Development
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10
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Doctoral Research Proposal (Master’s Thesis)
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20
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Year 3
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Dissertation Registration
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120
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Confirmation of Supervision
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Year 4
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Dissertation
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Defense
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Module Description
The module aims to provide a critical perspective of the current state of education – transitioning from traditional architecture and practices to new ecologies of teaching and learning. The students will critically analyze various pedagogical paradigms didactic, authentic, and transformative learning in context to their own teaching philosophy and professional practice. The students will critically examine the sources and use of power within educational settings and investigate pedagogies for empowerment and transformation.
Learning Outcomes
LO1. Critically analyze the impact of contemporary social transformations on teaching and learning including in the areas of technology, media, globalization, diversity, changing learner needs, and sensibilities.
LO2. Critically evaluate and develop rapport-building techniques to enhance a positive, supportive, and inclusive learning environment.
LO3. Critically review principles and processes involved in developing a teaching philosophy and create a digital teaching portfolio.
LO4. Investigate backward design framework, and traditional and non-traditional teaching strategies to plan transformative learning experiences by incorporating active learning methods in lesson planning.
Module Description
In this module, students are introduced to the teacher leadership concept and the value it holds in the educational field. In the wake of current educational challenges students will learn the critical importance of expanding their knowledge of educational research
and theory to guide leadership decisions. They will explore and critically evaluate significant research and best practices in the fields of instructional leadership (e.g., learning theory, school climate and culture, effective teaching methods, professional development, and the relationship of instruction, curriculum, and assessment). To make a positive change in their learning community and cultivate the attributes and attitudes of a teacher leader, students will also engage in personal assessment and analysis.
Learning Outcomes
LO1 Critically analyzes research and theories on instructional leadership.
LO2 Critically evaluates principles and strategies for content evaluation, instructional approaches, and assessments within instructional leadership.
LO3 Conduct a critical self-analysis informed by the theories and best practices of instructional leadership.
Module Description
This module will help the students to understand the process and effective way of critical reflection as a tool that they will use in their present and future practices. The students will be introduced to different theories, philosophies, and practices of critical reflection. Through discussions on different theories and philosophies, students will be encouraged to critically evaluate the existing frameworks of critical reflective practice. They will question all their beliefs, principles, and practices to align it to the current challenges of the educational system.
Learning Outcomes
After completing this module, you should be able to:
LO1. Critically understand the process and ways of critical reflective practice.
LO2. Evaluate the different theories and philosophies of critical reflection.
LO3 Synthesize different frameworks of critically reflective practice and analyze their application in your practice with a view to improving it
Module Description
The aim of this module is to introduce learners to the concept and process of educational research and methodology. In this module, learners will find and read research material (primary and secondary sources) at the forefront of their field of study or discipline area by conducting a systematic and critical literature review. Learners will also critically analyze, evaluate, and effectively communicate findings, theories, and methods after conducting the research. They will follow academic convention when presenting findings and ideas, citing the sources using Harvard referencing system.
Learning Outcomes
LO1. Understand and define the main characteristics and principles of educational research.
LO2. Source, appraise and critically evaluate academic literature at the forefront of the field of study.
LO3. Understand, apply, and criticize the main research methods applied in educational research.
LO4. Synthesize theory and research associated with the discipline area.
Module Description
This module will introduce students to the concepts, theories and philosophies of curriculum design and technology. The students will critically discuss and analyze philosophical bases and types of curriculum relating them to their own practice as educators. The module will also emphasize upon stages and models of curriculum design from a theoretical perspective followed by their application in educational practice. The students will critically evaluate the contextual factors affecting curriculum design and technology. As part of curriculum development, the module will equip students with knowledge and skills in the development of instructional strategies and assessment methods.
Learning Outcomes
At the end of the module, the students should be able to:
LO1. Define and critically discuss the concepts, theories, and philosophies of curriculum design.
LO2. Identify and critically analyze stages, models, and frameworks of curriculum design and technology.
LO3. Critically evaluate the application of innovative instructional strategies in curriculum planning in your professional educational practice.
LO4. Evidence planning and delivery of curriculum and assessment, integrating technological tools, and synthesizing relevant theories, models, and policies.
Module Description
This module is intended to enhance learners’ knowledge and understanding of research approaches in education to develop an empirical evidence base for the analysis of theory and practice and the application of research methodologies appropriate to the nature of the identified area. Learners will be guided on specific aspects of conducting research. Learners will build competence in assessing and appraising evidence in published literature, determine gaps in the evidence and develop a feasible and valid study design to plan and construct a research proposal.
Learning Outcomes
At the end of the module, the students should be able to:
LO1. Identify a relevant and researchable knowledge gap in educational practice and develop structured research questions, aim and objectives.
LO2. Write a critical literature review to appraise the existing evidence and knowledge gap associated with the research problem of interest.
LO3. Critically explore the relevance of existing theory and evidence base to research design.
LO4. Undertake a well-structured research with clear timelines and relevant study methods that comply with the universal principles of research ethics.
Module Description
The course will enhance participants’ understanding of the research process. Participants will critically explore research approaches, language, and ethics. The course will take a step-by-step approach to develop students’ knowledge, skills and understanding on design and implementation of quantitative and qualitative research designs including Cross-sectional surveys, cohort studies, Randomized Controlled Trials, operational study designs which include quasi experiments and Cluster Randomized Controlled Trials. The course will equip students with the skills necessary to conduct secondary research designs including scoping and systematic reviews. The course will also help students to develop the skills to recognize and reflect on the strengths and limitations of different research methodologies and address ethical and practical issues in research. Furthermore, the student will be equipped with the ability to methodologically review and derive meaning from published research work for application in professional practice and growth.
Learning Outcomes
LO1: To identify and describe different quantitative study designs, describe the key elements and weaknesses and strengths associated with each approach, and application of quantitative research in Educational Professional Practice.
LO2: To understand Qualitative, Quantitative and Mixed Method Research approaches and their application including data collection, analysis, and reporting methods.
LO3: To understand secondary research design and application methods including Scoping and Systematic reviews approaches, and how different research designs can be combined in a mixed method study approach.
LO4: To understand the concept of research quality assurance and its application in research and ethical principles and application of validity and reliability principles in research.
Module Description
The course will lead and guide students to the in-depth understanding of the essence and purpose of critical thinking, reflective and reflexive practices, ethical issues and the current theories affecting the educational system. The students will critically analyze the Contemporary Issues in the 21st century, that will help them understand the present situation and condition of Education. This course will also consider the factors that greatly influence the entire educational system; historical, languages, organizational, political, demographic, and contemporary ideologies. They will introduce to the theory and practices of Transformative Learning and critically reflect its connection to their life as educators. The students will critically scrutinize the path of the future of education and understand the theories that greatly influence the different organizations and institutions of education.
Learning Outcomes
LO1: To illustrate critical thinking as the foundation of reflective and reflexive practices in education.
LO2: To critically analyze and evaluate the different theories of education relating it to their personal and professional life as educators.
LO3: To analyze and critically reflect on the implications of Transformative Learning to the Contemporary Issues in the 21st Century and the Future of Education.
Course Description:
The course will equip students with essential skills, strategies, and tools they need to unleash their fullest potential in leading instructional change and innovation within the organization effectively. Students will also be involved in a comparative analysis of effective instructional approaches and models in implementing innovation and leading organizational development. Students will build their knowledge and skills which will enable them to enhance their capacities in integrative thinking, personal strategies, and style of instructional leadership that they will apply to their current and future practices essential in leading organization.
Learning Outcomes:
LO1: To critically analyze different characteristics, frameworks, and styles of innovation in classroom instruction.
LO2: To evaluate effective approaches, strategies and techniques for innovation and change in instruction, assessment, and evaluation.
LO3: To synthesize theories, research and practice associated with innovation in instruction.
LO4: To create a personal instructional framework to inform future practices within educational setting.
Course Description:
Changes in educational technology are dramatically affecting the way students learn. This module is designed for educational practitioners who want to use theory and research to improve educational environments in order to initiate and implement change by integrating the latest technologies and instructional design principles. Students will also be involved in a comparative analysis of strategic approaches and models of implementing change and leading organizational development. With a focus on e-Learning the module will further enhance students’ understanding in the K-12/higher education, by enabling them to design and develop instruction (e-learning). This module allows students to acquire knowledge and skills in the areas of instructional systems design, learning and instructional theories, and development of e-learning and interactive multimedia learning environments using various state-of-art technology-based systems/platforms. The students will develop and lead technology-supported solutions to learning challenges in the K–12/higher education.
Learning Outcomes:
LO1 To critically analyze the pedagogical implications of current and emerging technology tools for enhancing learning communities.
LO2 To evaluate existing issues, trends and policies in educational technology using principles of digital and information literacy.
LO3 To evaluate various models of system change management and create innovative technological solutions to learning challenges.
LO4 To critically analyze the educational technology needs and design an intervention plan informed by ethical practices.
Course description:
The students on this course will develop a 3000-word research proposal in Leadership and Education management. The students will be guided to identify a researchable knowledge gap of their interest and analyze and synthesize the knowledge gap into a problem statement. Students will receive guidance on specific aspects of doing research including literature searching and conducting critical appraisal; referencing and application of relevant computer soft wares in reference to education; framing research questions and research objectives; and application of ethical issues in Research.
Students will be capacity built to develop competence in assessing and appraising evidence in published literature, determining the gaps in the evidence and developing a feasible and valid study design that they can apply in their research. Participants will further be guided to develop a full research proposal.
Learning Outcomes:
LO1. Identifying a relevant and suitable knowledge gap in Leadership and Education Management and develop structured research questions to address the knowledge gap.
LO2. Write a literature review to identify existing evidence and knowledge gaps associated with the research problem of interest.
LO3. Critically explore the relevance of existing theory and evidence base to research design.
LO4. Develop a well-structured research protocol/proposal with clear timelines and relevant study methods that comply with the universal principles research ethics.
Documents Required
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