Georgia Southern University

What you'll study

The programme combines advanced coursework in leadership and organisational theory with rigorous preparation in research methodology and a sustained, original dissertation. Core areas typically include leadership and supervision, school law and finance, curriculum and instruction leadership, educational policy analysis, and ethics. Research training covers advanced quantitative methods, qualitative inquiry, mixed-methods designs and programme evaluation, giving students the skills needed to design and conduct independent empirical research.

• Core topics: leadership theory, organisational behaviour in educational settings, supervision and instructional leadership, educational policy and governance.
• Research sequence: advanced statistics, multivariate analysis, qualitative methods, mixed-methods research, measurement and assessment, research design.
• Administration topics: school finance and budgeting, school law and policy, human resources, strategic planning and change management.
• Dissertation: an original research project developed with faculty supervision that contributes to theory or practice in educational administration and supervision.
• Practical components: opportunities for applied research with partner school districts, internships or administrative practica depending on prior experience and programme planning.

Structure

Students progress through a sequence of coursework, comprehensive or qualifying examinations, and dissertation research. The exact sequence and credit requirements are determined in consultation with a faculty advisor and a doctoral committee. Many students engage in assistantships, research projects and collaborative work with regional school systems while completing the programme.

Entry requirements

• A master's degree in education or a related field from an accredited institution; applicants with substantial relevant professional experience and a closely related graduate degree may also be considered.
• A strong academic record in prior graduate study. Specific GPA expectations are set by the university and programme and are reviewed during application.
• Evidence of leadership or professional experience in education is highly valued, such as roles in schools, districts, educational organisations or government.
• Application materials typically include a statement of purpose outlining research interests and career goals, a current CV or résumé, official transcripts, letters of recommendation (usually academic and professional), and a writing sample.
• Some applicants may be invited to an interview. Standardised test requirements (for example GRE) vary and applicants should consult the programme for current guidance.

Career prospects

Graduates pursue leadership and research careers across K–12 and higher education, public policy, non-profit organisations and consulting. Typical roles include district-level administrators (such as assistant superintendent or superintendent preparation), school principals, curriculum and instruction directors, special programme coordinators, policy analysts, researchers, and post-secondary faculty positions in education departments. The emphasis on research methods also prepares graduates for roles in educational research centres, think tanks and evaluation units that require rigorous programme evaluation and data analysis skills.

Why study at Georgia Southern University

• College of Education environment: the programme is housed within a research-active college that focuses on preparing educational leaders and scholars, with faculty whose work spans leadership, policy, supervision and applied research.
• Regional partnerships: Georgia Southern maintains partnerships with local and regional school districts, offering students practical research opportunities and collaborative projects that address real-world educational challenges.
• Research support: doctoral candidates have access to faculty mentoring, research seminars, statistical and methodological support, and opportunities to present and publish their work.
• Flexible learning pathways: the programme accommodates practicing professionals through a mix of coursework, hybrid delivery options where available, and scheduling designed to balance professional responsibilities and doctoral study.
• Career development: emphasis on leadership practice and rigorous research training prepares graduates for leadership roles in schools, districts, policy organisations and higher education.