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The Doctor of Education (EdD) in Leadership and Adult Learning in Organizations program is designed to equip adult learners from various professional fields with the essential theories, concepts, and instructional strategies necessary to educate and train adults. Doctoral students will acquire knowledge in adult learning theory, learn to develop programs for working adults, and master leadership and managerial skills that address the dynamic changes impacting the current adult workforce.
100% Online
5-Week Terms Designed for Working Professionals
GMAT/GRE
Not Required for Program Acceptance
Live Interactions
Interact with instructors in real-time (optional)
Admission Requirements
Completed application + official transcripts showing a minimum 3.0 GPA from an accredited university or college
As one of our doctoral students, you will participate in a real-world graduate program that explores effective methods to train, educate, and lead adults to maximize their potential in their professional lives. A signature feature of the doctoral program is the opportunity to learn and engage with scholar-practitioners in the adult learning field and collaborate with peers concerning the pressing issues facing adult learners. Keeping pace with evolving student needs, our program features a 16-week Applied Dissertation Project rather than a traditional dissertation.
Completed application + official transcripts showing a minimum 3.0 GPA from an accredited university or college.
This degree is comprised of 49 credit-hours.
The following must be submitted before consideration for admission:
William Woods online graduate education programs are available to students across the country. In Missouri, our students come from Fulton, Columbia, Jefferson City, St. Louis, Kansas City, Moberly, Springfield, Ozark, Cape Girardeau, Rolla and many more locations. Beyond Missouri, our online graduates hail from California, Illinois, Kansas, Washington, Arkansas and other states.
Our graduate education programs are available online and are ranked among the best online programs in Missouri by US News and World Report.
Learn more about online admissions requirements, deadlines, tuition and financial aid available to you.
Minimum 48 hours
The Online EdD in Adult Learning Program responds to the needs of higher education administrators, K-12 educators, adult education instructors, adult education curriculum developers, corporate trainers, and instructional designers by offering a real-world program of study. The online program is designed to equip professionals with the essential instructional and training strategies necessary for adults working in industry, education, healthcare, and non-profit organizations. Based on a rigorous and meaningful program of study that culminates in a research-based dissertation, doctoral students will acquire knowledge in adult learning theory and practice; learn to develop programs that specifically respond to the learning needs of adults; and master leadership and management skills that address the dynamic changes in organizations and the global challenges impacting the current adult workforce. Note: The EdD does not provide the necessary coursework for students to obtain advanced certification. The EdD program is not an avenue for principal or superintendent certification.
| Understanding adult learning begins with considering its historical and theoretical roots, and current and past methods. This course focuses on the theoretical and philosophical foundations, approaches, assumptions, lived experiences, theories, and applications that has given voice to adult learning as a vibrant field of study and its efficacy in diverse adult educational and professional settings. Learners will apply the vast literature on adult learning theory and practice to real-world scenarios in various workforce and educational settings. credits: | Adult Learning: Theory and Practice | 3 |
| Adults learn best from leaders, managers, educators, and trainers who possess a clear understanding of the learning needs and professional objectives of adult learners. In this course, learners will explore the theoretical underpinnings, real-world approaches, modalities, instructional design, learning environments, assessment, and evaluation necessary in adult learning situations. Learners will also examine their philosophical orientations and teaching/learning styles to better understand the role they have as instructors of adults. credits: | Adult Learning Methods | 3 |
| Leaders and managers in education, industry, military, business, health and social sectors, and non-profit organizations improve organizations by implementing training that consists of critical elements in adult education: learner needs, learner readiness, educational setting, modality, capacity for self-direction, real-world application, and human resource development. In this course, learners will explore how to incorporate these elements when planning programs in disparate professional settings. Prerequisite: ALE710 and ALE730 credits: | Developing Adult Learning Programs | 3 |
| Effective leadership skills are crucial for 21st century organizations. Today’s leaders and managers must possess leadership competencies that address the unique learning needs of adult learners and inspire them toward further self-direction in their own leadership and professional development. In this course, learners explore the specific leadership skills necessary to lead and inspire adult learners to advance organizational change, promote diversity, implement collaborative thinking, and explore ethical considerations. credits: | Leadership for Adult Learning | 3 |
| Effective adult trainers and educators promote and embrace the essential adult education concept and practice of lifelong learning. The pursuit of excellence in adult instruction and training should be a personal and professional goal. In this course, learners will use self-directed learning approaches to explore how they look to their own continual learning and development through emerging adult learning methods and practices. Prerequisite: ALE760 & ALE770 credits: | Improvement of Adult Instruction and Training | 3 |
| Critical thinking has rightly emerged as a crucial skill and disposition for the adult professional. The lateral coordination of organizations and teams, the realities of the global economy, and the need for ethical leadership, has reinforced the call for adults to become expert critical thinkers. In this course, learners will explore the theories, definitions, and skills of critical thinking. Learners will explore the effective ways critical thinking promotes positive adult learning situations and enhances adults’ listening, problem-solving, dialogic, and question-asking skills. Prerequisite: ALE760 & ALE770 credits: | Adults as Critical Thinkers | 3 |
| An essential component of any adult education program is its assessment and evaluation. The evaluative process of an adult educational or training program includes the content, instruction, setting, and agreed upon outcomes. Moreover, educators and trainers of adults must be able to assess and evaluate the preparation, execution, and results of the programs, professional development, or training sessions. With adult learning theory and practice as the source and guide, learners will attain knowledge of the key elements that are involved in effective and authentic adult program evaluation. Prerequisite: ALE760 & ALE770 credits: | Adult Program Evaluation | 3 |
| Both adult educators and learners must recognize the ubiquitous nature of technology and its importance in adult learning. This course focuses on the ways adult educators and learners leverage current and emerging technologies in educational and working environments. Learners will explore how information and communication technologies (ICTs) enhance key adult learning concepts, to include self-directed learning, learner autonomy, and motivation. Prerequisite: ALE760 & ALE770 credits: | Adult Learning and the Digital Age | 3 |
| In this course, learners will work with their professor on the capstone research project for the EdD in Leadership and Adult Learning in Organizations. Learners will identify a problem or challenge in their organization or other organization, describe the research methodology, propose their study to their committee (ALE 795 professor, Chair, and third WWU professor) then submit to the IRB. Upon acceptance from the IRB, students will conduct their research study, collect data, and begin writing their manuscript. Prerequisite:RSH720, RSH740, and ALE790 credits: | Research in Adult Learning | 6 |
| At this stage of the Applied Dissertation Project (ADP) for the EdD, learners will finish their research study. During this process, learners become scholar-practitioners committed to discovering solutions and recommendations to challenges in work environments. The ADP consists of three parts: a dissertation to be submitted, personal reflection, and presentation. Learners will defend their ADP in an oral defense to the School of Education teaching staff. The ADP would be completed by the end of ALE 798 or ALE 799. credits: | Applied Dissertation Project | 6 |
| As the world constantly changes, the expectations of leaders continue to increase. The effectiveness of a leader requires a high level of ability to work with others and respond to change. With the number of issues leaders continually face, the ability to create a vision of leadership and organize others into collective efforts to respond to the changing needs of society is a must. This course assumes that each individual has leadership potential and that leadership qualities can be developed through a series of experiences and reflections. Class activities will create opportunities to evaluate and assess leadership roles and practices along with documenting leadership experiences. Success in this course requires demonstrated mastery of theoretical concepts, capacity for collaborative work and the thoughtful integration of theory and practice. credits: | Aspects of Leadership | 3 |
| This course focuses on systems thinking, personal and organizational behaviors, and leadership approaches to the change process. Students will demonstrate ethical thinking and action in organizational settings by re-conceptualizing leadership roles and organizational structures. Students will learn concepts and theories and be able to apply them to their educational organizations. The design is to use case studies, experiential exercises, dialogue and group activities to interact with the pedagogy and concepts learned during the course. credits: | Organizational Learning & System Change | 3 |
| This course will provide doctoral students support and further training to the quantitative skills needed for applied research and data analyses. The course will include a review of basic statistical concepts as well as an introduction to the following statistical methodologies: Correlation, Regression, t-Test, ANOVA, Repeated Measures, Non-parametric test, Factor Analysis, and Categorical Data (Chi-Square). credits: | Quantitative Analysis | 3 |
| This course will introduce doctoral students to the concepts and strategies in qualitative research in preparation for conducting independent research. Students will discuss future trends, issues, and problems in academic educational systems, industry, the service sector, and for-profit and not-for-profit organizations. Students will critically understand and develop a qualitative research design as it relates to an applied issue. Course topics will include the framing of research questions, identifying data and data sources, and using theory in the design process. credits: | Exploration of Qualitative Research | 3 |
credits: | Students must remain continuously enrolled in ALE799 until program requirements are complete. | 0 |
| A continuation of ALE 798. ALE 799 is a repeatable course. Waived if student has met program requirements by the end of ALE 798 Prerequisite:ALE798 credits: | Applied Dissertation Project Continuation | 1 |