Leadership, Higher and Adult Education

Scholars in the Department of Leadership, Higher and Adult Education (LHAE) are engaged in a range of theoretical and practical areas: primary, secondary, and higher education leadership and administration; adult education; policy and change; social diversity; and community engagement. LHAE develops and organizes collaborative specializations in support of particular research areas of interest including those in policy, international development education, and workplace learning. These collaborative specializations can be taken in conjunction with most OISE graduate programs.

Overview of Programs

Adult Education and Community Development Program - MA, MEd, PhD

  • Collaborative specializations:
    • Aging, Palliative and Supportive Care Across the Life Course - MA, MEd, PhD
    • Community Development - MA, MEd (admissions have been administratively suspended)
    • Comparative, International and Development Education - MA, MEd, PhD
    • Educational Policy - MA, MEd, PhD (admissions have been administratively suspended)
    • Environment and Health - MA, MEd, PhD
    • Environmental Studies - MA, MEd, PhD
    • Indigenous Health - MA, MEd, PhD (admissions have been administratively suspended)
    • Sexual Diversity Studies - MA, MEd, PhD
    • Women and Gender Studies - MA, MEd, PhD
    • Workplace Learning and Social Change - MA, MEd, PhD

Educational Leadership and Policy Program - MA, MEd, EdD, PhD

> Field: Educational Leadership and Policy - MA, MEd, EdD, PhD 

  • Collaborative specializations:
    • Comparative, International and Development Education - MA, MEd, EdD, PhD
    • Educational Policy - MA, MEd, EdD, PhD (admissions have been administratively suspended)
    • Ethnic and Pluralism Studies - MA, MEd, EdD, PhD
    • Sexual Diversity Studies - MA, MEd, EdD, PhD
    • Women and Gender Studies - MA, MEd, EdD, PhD


> Field: International Educational Leadership and Policy - EdD only

  • Collaborative specializations:
    • Comparative, International and Development Education - EdD
    • Educational Policy - EdD (admissions have been administratively suspended)
    • Ethnic and Pluralism Studies - EdD
    • Sexual Diversity Studies - EdD
    • Women and Gender Studies - EdD

Higher Education Program - MA, MEd, EdD, PhD

> Field: Education in the Professions - MEd only

  • Collaborative specializations:
    • Comparative, International and Development Education - MEd
    • Educational Policy - MEd (admissions have been administratively suspended)
    • Sexual Diversity Studies - MEd
    • Women and Gender Studies - MEd

> Field: Higher Education - MA, MEd, EdD, PhD

  • Collaborative specializations:
    • Comparative, International and Development Education - MA, MEd, EdD, PhD
    • Educational Policy - MA, MEd, EdD, PhD (admissions have been administratively suspended)
    • Engineering Education - MA, MEd, PhD
    • Sexual Diversity Studies - MA, MEd, EdD, PhD
    • Women and Gender Studies - MA, MEd, EdD, PhD

> Field: Higher Education Leadership - MEd only

  • Collaborative specializations:
    • Comparative, International and Development Education - MEd
    • Educational Policy - MEd (admissions have been administratively suspended)
    • Sexual Diversity Studies - MEd
    • Women and Gender Studies - MEd

> Field: Student Development and Student Services in Higher Education - MEd only

  • Collaborative specializations:
    • Comparative, International and Development Education - MEd
    • Educational Policy - MEd (admissions have been administratively suspended)
    • Sexual Diversity Studies - MEd
    • Women and Gender Studies - MEd

Collaborative Specializations

LHAE is also home to three collaborative specializations which provide students with exposure to cross-field and cross-disciplinary approaches to educational problem framing and problem solving to broaden possibilities for innovative and effective interdisciplinary analysis. In order to participate in collaborative specialization, students must first be admitted to and registered in a regular degree program.

Comparative, International and Developmental Education (CIDE)
CIDE is one of the world's largest, most diverse, and dynamic collaborative specializations in the field of comparative education. Faculty interests span an exciting range of theoretical and practical issues—from the study of ethnicity and identity to the issues of globalization and global governance; from non-formal learning and citizenship education to concrete problems of educational reform, social equality, language education, conflict resolution and community development.

Educational Policy (EP)
(Note: Admissions have been administratively suspended to this Collaborative Specialization.)
EP serves students interested in educational policy development and implementation, with particular emphasis on improving educational process. EP provides students with exposure to cross-field and cross-disciplinary approaches to educational problem framing and problem solving to broaden the possibilities for innovative and effective policy analysis.

Workplace Learning and Social Change (WLSC)
WLSC is designed for students interested in developing their understandings of work and learning trends in Canada and internationally, with a focus on social change. This specialization situates workplace learning within broader social trends such as globalization, neo-liberalism and organizational restructuring. It aims to highlight the learning strategies that seek to foster social change through greater equality of power, inclusivity, participatory decision-making and economic democracy.

NOTE: Please see Bulletin sections below for more information on LHAE programs.

 


Adult Education and Community Development

Adult Education and Community Development Overview

Overview

The Adult Education and Community Development (AECD) program is one of the oldest graduate programs in adult education. This multi-disciplinary program develops community capacities and mobilizes leaders and organizations concerned with justice, equality and sustainability. The program’s primary interest is in supporting and fostering learning that occurs beyond, alongside and within formal institutionally defined curricula. This catalytic learning is often informal, creating the bedrock of vibrant, engaged communities, which in turn creates opportunities for growth and facilitates equity for all individuals and groups, including those who are marginalized or disenfranchised. The program is unique in combining adult education with community development, giving it a mandate that emphasizes enhancing ties to external communities, both locally and globally. Students have three degree program options within AECD: MEd, MA and PhD.

Adult Education and Community Development MA

Master of Arts

The MA is a research-based thesis degree program which can be taken on a full-time or part-time basis. The MA program focuses on learning that happens individually and collectively among adults in communities, workplaces, social movements, the street, and the virtual world — any place where people come together to create social change. The program serves individuals seeking to develop skills for education, community, and organizational roles in a wide range of settings in public, private, and voluntary sectors. Graduates work with newcomers, youth, women’s groups, LGBTQ agencies, organized labour, racialized people, and disenfranchised communities in positions that involve community engagement and education, policy development, leadership, mentorship, and organizational development. The department welcomes applicants with diverse but relevant backgrounds.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

Master of Arts

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate bachelor's degree in a relevant discipline or professional program from a recognized university, with a grade equivalent to a University of Toronto mid-B or better in the final year.

Completion Requirements

  • Coursework. Students must successfully complete a total of 4.0 full-course equivalents (FCEs) as follows:

    • Either LHA1100H Introduction to Adult Education or LHA1102H Introduction to Community Development, to be taken at the beginning of the program.

    • LHA1183H Master's Thesis Seminar.

    • At least one research methods course (0.5 FCE).

    • At least 2.0 FCEs must be from the Adult Education and Community Development program. Additional courses may be required of some students.

  • A thesis based on original research, which may lay the groundwork for doctoral research.

Mode of Delivery: In person
Program Length: 6 sessions full-time (typical registration sequence: FWS-FWS); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

Adult Education and Community Development MEd

Master of Education

The MEd is a non-thesis, course-based professional degree program which can be taken on a full-time or part-time basis. The MEd program focuses on learning that happens individually and collectively among adults in communities, workplaces, social movements, the street, and the virtual world — any place where people come together to create social change. It serves individuals seeking to develop skills for education, community, and organizational development roles in a wide range of settings in public, private, and voluntary sectors. Graduates work with newcomers, youth, women's groups, LGBTQ agencies, organized labour, racialized people, and disenfranchised communities in positions that involve community engagement and education, policy development, leadership, mentorship, and organizational development. The department welcomes applicants with diverse but relevant backgrounds.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

Master of Education

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate bachelor's degree in a relevant discipline or professional program from a recognized university, with a grade equivalent to a University of Toronto mid-B or better in the final year.

Completion Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • Either LHA1100H Introduction to Adult Education or LHA1102H Introduction to Community Development, to be taken at the beginning of the program.

    • At least 2.5 FCEs must be from the Adult Education and Community Development program.

    • One research methods course is recommended (0.5 FCE).

Mode of Delivery: In person
Program Length: 4 sessions full-time (typical registration sequence: FWS-F); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

Adult Education and Community Development PhD

Doctor of Philosophy

The PhD is a research-based thesis degree program which can be taken on a full-time or flexible-time basis. Designed to provide opportunities for advanced study in the theoretical foundations of adult education and community development and in the application of such knowledge to practice, the PhD focuses on learning that happens individually and collectively among adults in communities, workplaces, social movements, the street, and the virtual world — any place where people come together to create social change.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

Except for the time to completion, requirements for both the full-time and flexible-time programs are the same. The department welcomes applicants with diverse but relevant backgrounds.

Applicants to the flexible-time option should be active professionals who demonstrate connections between their professional work and their proposed course program, and/or between their professional work and their proposed research. Capacity to secure blocks of time to enable concentrated study is required.

PhD Program (Full-Time Option)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate master's degree from a recognized university in a relevant discipline or professional program, with a minimum standing equivalent to a University of Toronto B+.

  • In addition to responses to the Faculty questions in the online admissions application, a sample of written work is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the PhD. Applicants typically submit a master's-level Major Research Paper or thesis as their sample of written work. Applicants who do not have a Major Research Paper or thesis must provide a sample of written work that showcases their ability to write clearly and analytically about issues related to adult education and community development. The admissions committee will look for evidence that applicants understand how to craft an academic document, define a research problem, devise an appropriate focus for an inquiry, assemble and analyze evidence and/or academic literatures, and develop conclusions in a rigorous manner. Examples include a master's-level course paper or professional publication.

Completion Requirements

  • Coursework. Students must successfully complete a total of 3.0 full-course equivalents (FCEs) as follows:

    • LHA3102H Doctoral Thesis Seminar, recommended to be taken in the first session of the program.

    • At least 1.5 FCEs must be from the Adult Education and Community Development program. Students with little background in the area of Adult Education and Community Development may be required to complete an additional 0.5 FCE providing such background.

    • At least one research methods course (0.5 FCE).

  • Comprehensive requirement. Normally, a major paper between 7,000 and 12,000 words in length (including tables, figures, and references), which consists of a comprehensive discussion of one or more literatures and/or debates of significance to Adult Education and Community Development.

  • Thesis.

  • Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

  • Students cannot transfer between the full-time and flexible-time PhD options.

  • Students cannot transfer between the EdD and PhD programs.

Mode of Delivery: In person
Program Length: 4 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

PhD Program (Flexible-Time Option)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate master's degree from a recognized university in a relevant discipline or professional program, with a minimum standing equivalent to a University of Toronto B+.

  • In addition to responses to the Faculty questions in the online admissions application, a sample of written work is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the PhD. Applicants typically submit a master's-level Major Research Paper or thesis as their sample of written work. Applicants who do not have a Major Research Paper or thesis must provide a sample of written work that showcases their ability to write clearly and analytically about issues related to adult education and community development. The admissions committee will look for evidence that applicants understand how to craft an academic document, define a research problem, devise an appropriate focus for an inquiry, assemble and analyze evidence and/or academic literatures, and develop conclusions in a rigorous manner. Examples include a master’s-level course paper or professional publication.

  • Applicants must demonstrate that they are active professionals engaged in activities related to their proposed program of study.

Completion Requirements

  • Coursework. Students must successfully complete a total of 3.0 full-course equivalents (FCEs) as follows:

    • LHA3102H Doctoral Thesis Seminar, recommended to be taken in the first session of the program.

    • At least 1.5 FCEs must be from the Adult Education and Community Development program. Students with little background in the area of Adult Education and Community Development may be required to complete an additional 0.5 FCE providing such background.

    • At least one research methods course (0.5 FCE).

  • Comprehensive requirement. Normally, a major paper between 7,000 and 12,000 words in length (including tables, figures, and references), which consists of a comprehensive discussion of one or more literatures and/or debates of significance to Adult Education and Community Development.

  • Thesis.

  • Students must register continuously until all degree requirements have been fulfilled. They register full-time during the first four years and may continue as part-time students thereafter, with their department's approval.

  • Students cannot transfer between the full-time and flexible-time PhD options.

  • Students cannot transfer between the EdD and PhD programs.

Mode of Delivery: In person
Program Length: 6 years full-time (typical registration sequence: Continuous)
Time Limit: 8 years full-time

 

Adult Education and Community Development MA, MEd, PhD Courses

MA, MEd, PhD Courses

Not all courses are offered every year. Please review the course schedule on the Registrar’s Office and Student Experience website.

Course CodeCourse Title
Introduction to Adult Education
Program Planning in Adult Education
Introduction to Community Development
Introduction to Research Methods in Adult Education (RM)
Introduction to Qualitative Research: Part I (RM)
Introduction to Qualitative Research: Part II (RM)
LHA1107HDeveloping and Leading High Performing Teams: Theory and Practice
Adult Learning
Challenging Systems of Power and Oppression through Creative Approaches
Approaches to Teaching Adults
Working with Survivors of Trauma
Gender and Race at Work
Commons, Community and Social Justice
LHA1115HLearning for the Global Economy
Creating a Learning Organization
LHA1120HProfessions, Learning, and Work
Practicum in Adult Education and Community Development
Young Adulthood in Crisis: Learning, Transitions, and Activism
Introduction to Feminist Perspectives on Society and Education
Queer Interventions: Tools for Community Organizing
LHA1145HParticipatory Research in the Community and the Workplace (RM)
Women, War, and Learning
Migration, Resettlement, and Learning
Introduction to Workplace, Organizational, and Economic Democracy
Precarity and Dispossession: Urban Poverty and Rebel Cities
Critical Perspectives on Organizational Change
Individual Reading and Research in Adult Education: Master’s Level
Indigenous Worldviews: Implications for Education
Embodied Learning and Alternative Approaches to Community Wellness
Nonprofits, Co-operatives, and the Social Economy: An Overview
Master’s Research Seminar
Indigenous Knowledge: Implications for Education
Community Healing and Peacebuilding
Adult Education for Sustainability
Cyberliteracy and Adult Education
Technology @Work: The Internet in Workplace Learning and Change
Walking Together, Talking Together: The Praxis of Reconciliation
The Pedagogy of Food
Doctoral Thesis Seminar
Individual Reading and Research in Adult Education: Doctoral Level
LHA3182HParticipatory Democracy, Activism, and Citizenship Learning
Introduction to Institutional Ethnography (RM)
Indigenous Research Methodologies (RM)
LHA5100H to LHA5120HSpecial Topics in Adult Education and Community Development: Master’s Level
LHA6100H to LHA6110HSpecial Topics in Adult Education and Community Development: Doctoral Level
Introduction to Comparative, International, and Development Education
Practicum in Comparative, International, and Development Education
CIE1006HTransnational Perspectives on Democracy, Human Rights, and Democratic Education in an Era of Globalization
CIE6000HSpecial Topics in Comparative, International, and Development Education
WPL1131HIntroduction to Workplace Learning and Social Change
WPL3930HPractitioner Communities in Workplace Learning
Advanced Studies in Workplace Learning and Social Change

Interprogram Courses

The following course is accepted for credit in the Adult Education and Community Development program and will satisfy the program’s requirement. For descriptions, see the relevant programs.

Course CodeCourse Title
Indigenous Knowledge and Decolonization: Pedagogical Implications

Educational Leadership and Policy

Educational Leadership and Policy Overview

Overview

The Educational Leadership & Policy (ELP) program is devoted to the study and development of policy, leadership, change, and social diversity in elementary and secondary schools and other educational settings for children and youth. A combination of theory and real-world practice will enable students to tackle the complex challenges of current education policy, leadership and reform. Program strengths include:

  • A focus on equity, anti-oppression and educational justice;
  • Deep expertise in both the Ontario educational context and in comparative, international and global contexts; and
  • Training in advanced qualitative and quantitative research methods.

The ELP program is designed to develop critical and highly skilled educational leaders, policy analysts, and researchers who will make positive change in schools, school boards (districts), government ministries, foundations, nongovernmental agencies and international organizations in Canada and around the world. Within the program, students are able to explore the field more broadly or focus on one of four thematic areas: Policy, Leadership, Change and Social Diversity. Students have four degree program options within ELP: MEd, MA, EdD and PhD.

Educational Leadership and Policy MA

Master of Arts

The Master of Arts (MA) program in Educational Leadership and Policy is a thesis-based program that best serves students who are committed to scholarship and research on policy, leadership, change, and social diversity in elementary and secondary schools and other educational settings for children and youth. A combination of theory and real-world practice will enable students to tackle the complex challenges of current education policy, leadership, and reform. Program strengths include:

  • A focus on equity, anti-oppression, and educational justice;

  • Deep expertise in both the Ontario educational context and in comparative, international, and global contexts; and

  • Training in advanced qualitative and quantitative research methods.

The MA program is designed to develop critical and highly skilled researchers, educational leaders, and policy analysts who will advance knowledge in the field and make positive change in schools, school boards (districts), government ministries, foundations, nongovernmental agencies, and international organizations in Canada and around the world.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

The MA is available through both full-time and part-time studies. The department welcomes applicants with diverse but relevant backgrounds and experiences.

Master of Arts

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education’s additional admission requirements stated below.

  • An appropriate bachelor's degree from a recognized university in a relevant discipline or professional program, with a grade equivalent to a University of Toronto B+ or better in the final year.

  • Two letters of reference: one academic, the other either academic or professional.

Completion Requirements

  • Coursework. Students must successfully complete a total of 4.0 full-course equivalents (FCEs) as follows:

    • LHA1003H Designing Master's Research Proposals.

    • LHA1004H Research Literacy in Educational Leadership and Policy.

    • LHA1040H Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity.

    • 0.5 FCE in research methods, to be selected in consultation with the thesis supervisor.

    • 2.0 elective FCEs, of which 0.5 must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Additional courses may be required of some students.

  • Thesis, to be developed under the guidance of a faculty member.

Mode of Delivery: In person
Program Length: 6 sessions full-time (typical registration sequence: FWS-FWS); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

Educational Leadership and Policy MEd

Master of Education

The Master of Education (MEd) program in Educational Leadership and Policy is designed for aspiring or current education professionals who are interested in developing their practice in policy, leadership, change, and social diversity in elementary and secondary schools and other educational settings for children and youth. A combination of theory and real-world practice will enable students to tackle the complex challenges of current education policy, leadership and reform. Program strengths include:

  • A focus on equity, anti-oppression, and educational justice;

  • Deep expertise in both the Ontario educational context and in comparative, international, and global contexts; and

  • An emphasis on cutting-edge, research-informed practice.

The MEd program is designed to develop critical and highly skilled educational leaders, and policy analysts, and public servants who make positive change in schools, school boards (districts), government ministries, foundations, nongovernmental agencies, and international organizations in Canada and around the world.

The MEd degree can be pursued on a part-time or full-time basis. The department welcomes applicants with diverse but relevant backgrounds and experiences. Students may take the MEd without a field or through the field in School Leadership in Diverse Contexts.

There are two MEd options available:

  1. Coursework Only Option and

  2. Coursework Plus Major Research Paper Option.

Students initially apply to and register in the Coursework Only Option. For registration in the Coursework Plus Major Research Paper Option, department permission is required. The field in School Leadership in Diverse Contexts is online and course-based. Please see the description of the field below for more information.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

The Coursework Only Option is available in two* delivery models:

  1. Regular MEd stream: students are accepted every year and can register on a full-time or part-time basis.

  2. Online/Hybrid (part-time) cohort-based stream: *Admissions to this option have been administratively suspended, effective September 2024. The option will close in August 2027. Students interested in an online MEd program should apply to the Educational Leadership and Policy MEd; Field: School Leadership in Diverse Contexts.

MEd Program (Coursework Only Option)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate bachelor's degree from a recognized university in a relevant discipline with a grade equivalent to a University of Toronto mid-B or better in the final year.

  • Two letters of reference: one academic, the other either academic or professional.

Completion Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • LHA1004H Research Literacy in Educational Leadership and Policy, to be taken at the beginning of the program.

    • LHA1040H Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity, to be taken at the beginning of the program.

    • 4.0 other FCEs, of which at least 2.0 FCEs must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Students may choose to focus on one of the four research areas: Policy, Leadership, Change, or Social Diversity.

Mode of Delivery: In person
Program Length: 4 sessions full-time (typical registration sequence: FWS-F); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

MEd Program (Coursework Only Option [Online/Hybrid Delivery, Part-Time Only])

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate bachelor's degree from a recognized university in a relevant discipline with a grade equivalent to a University of Toronto mid-B or better in the final year.

  • Two letters of reference. Whenever possible, one should be written by an educational professional for whom the applicant has worked. The second should be by a referee who can attest to the applicant's academic ability.

  • Applicants must have the equivalent of 12 months of successful, relevant, professional experience.

Completion Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • LHA1004H Research Literacy in Educational Leadership and Policy, to be taken at the beginning of the program.

    • LHA1040H Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity, to be taken at the beginning of the program.

    • 4.0 other FCEs, of which at least 2.0 FCEs must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Students may choose to focus on one of the four research areas: Policy, Leadership, Change, or Social Diversity.

Mode of Delivery: Online, Hybrid
Program Length: 10 sessions part-time
Time Limit: 6 years part-time

 

MEd Program (Coursework Plus Major Research Paper Option)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate bachelor's degree from a recognized university in a relevant discipline with a grade equivalent to a University of Toronto mid-B or better in the final year.

  • Two letters of reference: one academic, the other either academic or professional.

Completion Requirements

  • Coursework. Students must successfully complete a total of 4.0 full-course equivalents (FCEs) as follows:

    • LHA1003H Designing Master's Research Proposals. Part-time students are recommended to take this course towards the end of their program; full-time students are recommended to take it in Year 1.

    • LHA1040H Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity, to be taken at the beginning of the program.

    • 3.0 other FCEs, of which at least 1.5 FCEs must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Students may choose to focus on one of the four program strands: Policy, Leadership, Change, or Social Diversity. LHA1004H Research Literacy in Educational Leadership and Policy is strongly recommended, as is an appropriate research methods (RM) course selected in consultation with the Faculty MRP supervisor.

  • Major Research Paper (MRP): LHA2001Y Major Research Paper to be carried out under the guidance of a faculty member.

Mode of Delivery: In person
Program Length: 5 sessions full-time (typical registration sequence: FWS-FW); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

Educational Leadership and Policy MEd; Field: School Leadership in Diverse Contexts (Effective Fall 2025)

Master of Education; Field: School Leadership in Diverse Contexts (Effective Fall 2025)

The field in School Leadership in Diverse Contexts within the MEd program in Educational Leadership and Policy is an online, course-based professional master's field designed for aspiring or current educational leaders working in elementary or secondary schools or other educational settings for children and youth. This field will engage educational professionals in opportunities to critically analyze and understand the practices and issues involved in the administration and leadership of schools with diverse student populations.

All required courses in the School Leadership in Diverse Contexts field are offered online. This field is offered part-time only.

MEd Program; Field: School Leadership in Diverse Contexts

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate bachelor's degree from a recognized university in a relevant discipline with a grade equivalent to a University of Toronto mid-B or better in the final year.

  • Two letters of reference. Whenever possible, one should be written by an educational professional for whom the applicant has worked. The second should be by a referee who can attest to the applicant's academic ability.

  • Applicants must have the equivalent of 12 months of successful, relevant, professional experience.

Completion Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • LHA1004H Research Literacy in Educational Leadership and Policy, to be taken at the beginning of the program.

    • LHA1040H Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity, to be taken at the beginning of the program.

    • LHA1042H Educational Leadership and Diversity.

    • 3.5 other FCEs, of which at least 1.5 FCEs must be from the Educational Leadership and Policy program, normally at the 1000 level or 5000 special topics level. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA10XX" and "LHA50XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H. Students are encouraged to focus in the areas of Leadership and Social Diversity; and may also choose to explore courses in the areas of Policy and Change.

Mode of Delivery: Online, Hybrid
Program Length: 10 sessions part-time
Time Limit: 6 years part-time

 

Educational Leadership and Policy EdD

Doctor of Education

The Doctor of Education (EdD) in Educational Leadership and Policy is designed for working professional educators who are interested in developing their skills as research-informed scholar-practitioners in policy, leadership, change, and social diversity in elementary and secondary schools and other educational settings for children and youth. The EdD culminates in a dissertation in practice involving the application of theory and research to a problem of practice. Program strengths include:

  • A focus on equity, anti-oppression, and educational justice;

  • Deep expertise both in the Ontario educational context and in comparative, international, and global contexts; and

  • Training in advanced qualitative and quantitative research methods.

The EdD program is designed to develop critical and highly skilled educational leaders, policy analysts, and public servants who will make positive change in schools, school boards (districts), government ministries, foundations, nongovernmental agencies, and international organizations in Canada and around the world.

The EdD degree is offered full-time in a cohort format specifically designed for working professional educators. The department welcomes applicants with diverse but relevant backgrounds and experiences.

Delivery options — although not all elective and research methods courses are offered in each modality, students may be able to complete the EdD degree program through one of two delivery modes:

  • In-person: students will mainly complete their coursework and other program requirements in-person, with up to one-third of their coursework online; and

  • Hybrid: students will experience a mix of modes of engagement, with some of their coursework and other program requirements in-person and between one-third and two-thirds of their coursework online, depending on their choice of elective and research methods courses, or an (optional) collaborative specialization.

The next intake for this program will be Fall 2025. Applications for the EdD in Educational Leadership and Policy for the 2025-26 admissions cycle are set to open early October 2024.

Doctor of Education

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • Master's degree in the area of Educational Leadership and Policy or an equivalent degree with high academic standing from a recognized university.

  • In addition to responses to the Faculty questions in the online admissions application, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the EdD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. Examples include a master's-level course paper, a policy document, and a professional publication.

  • The applicant must be in a leadership position in education, or must have held a leadership position, or must demonstrate potential for leadership.

Completion Requirements

  • Coursework. Students must successfully complete a total of 4.0 core full-course equivalents (FCEs) as follows:

    • LHA3003H Designing Research Proposals in Educational Leadership and Policy.

    • LHA3007H Reviewing the Literature.

    • LHA3009H Professional Development Seminar for the EdD.

    • LHA3040H People and Power in Organizations.

    • 1.0 FCE in research methods, to be chosen in consultation with the faculty advisor.

    • 1.0 elective FCE.

  • Comprehensive examination. Successful oral defence of a written paper that critically reviews and synthesizes the literature related to the problem of practice to be addressed in the student's dissertation in practice, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

  • Thesis (dissertation in practice) proposal hearing.

  • Thesis (dissertation in practice): The thesis (dissertation in practice) is the culminating component of the Doctor of Education degree in Educational Leadership and Policy that shall include an identification and investigation of a problem of practice, the application of theory and research to the problem of practice, and a design for action to address the problem of practice. Specifically, the thesis (dissertation in practice) consists of original research in the form of a written proposal or plan for innovative and impactful educational policy, guideline, advocacy, development project, or activism within or beyond a traditional educational setting, aimed at improving practice at local, regional, national, or international levels.

  • Students are full-time and must maintain continuous registration full-time and pay full-time fees until all degree requirements, including the thesis (dissertation in practice), are completed.

  • Students cannot transfer between the EdD and PhD programs.

Mode of Delivery: In person, Hybrid
Program Length: 4 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

Educational Leadership and Policy EdD; Field: International Educational Leadership and Policy

Doctor of Education; Field: International Educational Leadership and Policy

Within the Educational Leadership and Policy EdD program, the field in International Education Leadership and Policy offers a robust, world-class program of study structured for professionals working within international settings in positions of leadership and policymaking who want to create impact in their field and mobilize new solutions to real-world problems.

The EdD program is offered full-time in a cohort format and will be delivered in a hybrid modality with short on-campus Institutes. The majority of courses will be offered online. The department welcomes applicants with diverse but relevant backgrounds.

EdD Program; Field: International Educational Leadership and Policy

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • Master's degree in the area of Educational Leadership and Policy or an equivalent degree with high academic standing from a recognized university.

  • Responses to the Faculty questions in the online admissions application: applicants will demonstrate experience and interest in studying international issues in education policy and leadership. In addition, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the EdD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. Examples include a master's-level course paper, a policy document, and a professional publication.

  • The applicant must be in a leadership position in education in an international setting, or must have held a leadership position, or must demonstrate the relevance of the program to their position or professional development in international education policy.

Completion Requirements

  • Coursework. Students must successfully complete a total of 4.0 core full-course equivalents (FCEs) as follows:

    • LHA3003H Designing Research Proposals in Educational Leadership and Policy

    • LHA3005H Introduction to Research Methods for the EdD (RM)

    • LHA3006H Data Analysis for the Education Doctorate-RM

    • LHA3007H Reviewing the Literature

    • LHA3040H People and Power in Organizations

    • LHA3041H Doctoral Seminar on Policy Issues in Education

    • 0.5 elective FCE chosen from 1000, 3000, or 6000-level courses as available online or

      • individual reading course (LHA3052H Individual Reading and Research in Educational Leadership and Policy) or

      • practicum course (CIE1002H Practicum for Comparative, International, and Development Education)

    • LHA3008H Professional Seminar and Dissertation Workshop in International Educational Leadership and Policy

    • Courses will be offered in specialized sections for the International Educational Leadership and Policy field cohort with course syllabi adapted to reflect the international educational policy focus.

    • Attendance in an on-campus Institute will be required to allow face-to-face delivery of one course in each of Years 1, 2, and 3. The Institute will foster cohort engagement and exchange; orientation to the OISE professors, the University of Toronto, and the program.

    • All other courses will be offered online using synchronous and asynchronous modalities.

  • Comprehensive examination. Successful oral (using video conferencing) defence of a written paper that critically reviews and synthesizes the literature related to the problem of practice to be addressed in the student's dissertation in practice, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

  • Thesis (dissertation in practice) proposal hearing.

  • Thesis (dissertation in practice): The thesis (dissertation in practice) is the culminating component of the Doctor of Education degree in International Educational Leadership and Policy that shall include an identification and investigation of a problem of practice, the application of theory and research to the problem of practice, and a design for action to address the problem of practice. Specifically, the thesis (dissertation in practice) consists of original research in the form of a written proposal or plan for innovative and impactful educational policy, guideline, advocacy, development project, or activism within or beyond a traditional educational setting, aimed at improving practice at local, regional, national, or international levels.

  • Students are full-time and must maintain continuous registration full-time and pay full-time fees until all degree requirements, including the thesis (dissertation in practice), are completed.

  • Students cannot transfer between the EdD and PhD programs.

Mode of Delivery: Hybrid
Program Length: 4 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

Educational Leadership and Policy PhD

Doctor of Philosophy

The Doctor of Philosophy (PhD) program in Educational Leadership and Policy is a thesis-based program that best serves students who are committed to scholarship and research on policy, leadership, change, and social diversity in elementary and secondary schools and other educational settings for children and youth. A combination of theory and real-world practice will enable students to tackle the complex challenges of current education policy, leadership, and reform. Program strengths include:

  • A focus on equity, anti-oppression, and educational justice;

  • Deep expertise in both the Ontario educational context and in comparative, international, and global contexts; and

  • Training in advanced qualitative and quantitative research methods.

The PhD program is designed to develop critical and highly skilled researchers, educational leaders, and policy analysts who will advance knowledge in the field and make positive change in schools, school boards (districts), government ministries, foundations, nongovernmental agencies, and international organizations in Canada and around the world.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

The program offers both full-time and flexible-time options. The department welcomes applicants with diverse but relevant backgrounds and experiences.

PhD Program (Full-Time)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate master's degree, from a recognized university in a relevant discipline or professional program, with a minimum standing equivalent to a University of Toronto A–.

  • In addition to responses to the Faculty questions in the online admissions application, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the PhD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. The admissions committee will look for evidence that applicants understand how to, or have the potential to, craft an academic document, display an ability to define a research problem, devise an appropriate focus for an inquiry, assemble and analyze evidence, and develop conclusions in a rigorous manner. Examples include a master's-level course paper, a policy document, and a professional publication.

  • Two letters of reference: one academic, the other either academic or professional.

Completion Requirements

  • Coursework. Students must successfully complete a minimum of 3.0 full-course equivalents (FCEs) as follows:

    • LHA3040H People and Power in Organizations.

    • 1.0 FCE in research methods, to be chosen in consultation with the faculty advisor (excluding LHA1003H and LHA1004H, which may not be counted towards this requirement). Students who have already attained an acceptable level of competence in research methodology may be authorized to choose a course in a different area of study.

    • At least 0.5 FCE at the 3000 level or the 6000 Special Topics level from the Educational Leadership and Policy program. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA30XX" and "LHA60XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H.

  • Comprehensive examination. Successful oral defence of a written paper that critically reviews and synthesizes the literature in the student’s proposed thesis area, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

  • Thesis proposal hearing.

  • Thesis.

  • Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

  • Students cannot transfer between the full-time and flexible-time PhD options.

  • Students cannot transfer between the EdD and PhD programs.

Mode of Delivery: In person
Program Length: 4 years full-time
Time Limit: 6 years full-time

 

PhD Program (Flexible-Time)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate master's degree, from a recognized university in a relevant discipline or professional program, with a minimum standing equivalent to a University of Toronto A–.

  • In addition to responses to the Faculty questions in the online admissions application, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the PhD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. The admissions committee will look for evidence that applicants understand how to, or have the potential to, craft an academic document, display an ability to define a research problem, devise an appropriate focus for an inquiry, assemble and analyze evidence, and develop conclusions in a rigorous manner. Examples include a master's-level course paper, a policy document, and a professional publication.

  • Two letters of reference: one academic, the other either academic or professional.

  • Applicants must demonstrate that they are active professionals engaged in activities related to their proposed program of study. Capacity to secure blocks of time to enable concentrated study is required.

Completion Requirements

  • Coursework. Students must successfully complete a minimum of 3.0 full-course equivalents (FCEs) as follows:

    • LHA3040H People and Power in Organizations.

    • 1.0 FCE in research methods, to be chosen in consultation with the faculty advisor (excluding LHA1003H and LHA1004H, which may not be counted towards this requirement). Students who have already attained an acceptable level of competence in research methodology may be authorized to choose a course in a different area of study.

    • At least 0.5 FCE at the 3000 level or the 6000 Special Topics level from the Educational Leadership and Policy program. Educational Leadership and Policy program course codes typically have a "0" in the second digit, for example "LHA30XX" and "LHA60XX." The following courses also count as Educational Leadership and Policy program courses: EDP3045H, EDP3145H, JOI3043H, JOI3048H, and JOI3049H.

  • Comprehensive examination. Successful oral defence of a written paper that critically reviews and synthesizes the literature in the student’s proposed thesis area, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 3, and must be taken no later than the end of Year 4. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

  • Thesis proposal hearing.

  • Thesis.

  • Students must register continuously until all degree requirements have been fulfilled. They register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

  • Students cannot transfer between the full-time and flexible-time PhD options.

  • Students cannot transfer between the EdD and PhD programs.

Mode of Delivery: In person
Program Length: 6 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

Educational Leadership and Policy MA, MEd, EdD, PhD Courses

MA, MEd, EdD, PhD Courses

Not all courses are offered every year. Please review the course schedule on the Registrar’s Office and Student Experience website.

Some sections of existing courses are offered off campus and online in order to make them available to students in localities far from Toronto.

Course CodeCourse Title
EDP3045HEducational Policy Analysis
EDP3145HMethodological Approaches for Researching Education Policy (RM)
JOI3043HDevelopment and Use of Surveys in Education Research (RM)
JOI3048HIntermediate Statistics in Educational Research: Multiple Regression Analysis (RM)
JOI3049HMultilevel and Longitudinal Modelling in Educational Research (RM)
JOI3050HQuantitative Research Practicum (RM)
Designing Master's Research Proposals
Research Literacy in Educational Leadership and Policy
LHA1006HIntroduction to Statistics for Educational Research (RM)
Organizational Culture and Decision Making
LHA1013HDeveloping and Organizing People in Education
School Program Development and Implementation
Political Skill in the Education Arena
Diversity and the Ethics of Educational Leadership and Policy
Teachers and Educational Change
The Legal Context of Education
LHA1035HSociology of Education
Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity
Social and Policy Contexts of Schooling
Educational Leadership and Diversity
LHA1043HDecolonizing and Antiracist Approaches to Educational Leadership
Managing Changes in Classroom Practice
Educational Leadership and School Improvement
Themes and Issues in Policy, Leadership, Change, and Social Diversity
Individual Reading and Research in Educational Leadership and Policy: Master’s Level
School Leadership Seminar 1
School Leadership Seminar 2
Global Educational Equity and Quantitative Policy Research
LHA1066HComparative and International Perspectives on Gender and Education Policy and Practice
LHA1067HComparative Politics of Education Policy
LHA1070HInternship in Educational Leadership and Policy
Major Research Paper
LHA3003HDesigning Research Proposals in Educational Leadership and Policy
LHA3004HResearch Literacy for the EdD Program
LHA3005HIntroduction to Research Methods for the EdD (RM)
LHA3006HData Analysis for the Education Doctorate (RM)
LHA3007HReviewing the Literature
LHA3008HProfessional Seminar and Dissertation Workshop in International Educational Leadership and Policy
Advanced Legal Issues in Education
People and Power in Organizations
Doctoral Seminar on Policy Issues in Education
Field Research in Educational Leadership and Policy (RM)
Internship/Practicum in Educational Leadership and Policy
Research Seminar on Leadership and Educational Change
Individual Reading and Research in Educational Leadership and Policy: Doctoral Level
LHA3055HDemocratic Values, Student Engagement, and Democratic Leadership
LHA3064HGlobal Governance and Educational Change: the Politics of International Cooperation in Education
LHA5000H to LHA5020HSpecial Topics in Educational Leadership and Policy: Master's Level
LHA6000H to LHA6021HSpecial Topics in Educational Leadership and Policy: Doctoral Level

Interprogram Courses

The following course is accepted for credit in the Educational Leadership and Policy program and will satisfy that program’s requirement. For a description, see the relevant program.

Course CodeCourse Title
LHA1815HEconomics and Finance of Higher Education

Higher Education

Higher Education Overview

Overview

The Higher Education program is focused on the study of post-secondary institutions, including colleges and universities, in Canada and around the world. It includes study of: higher education systems and their historical development; governance, financing, leadership and management; teaching and learning in the professions; the student experience; and, post-secondary education policy and practice. The theme running through all areas is a commitment to social justice, equity, access and student success. All students will learn about higher education in Canada, and many will also choose to learn about higher education from an international, comparative perspective. The program offers the MEd in Higher Education, as well as research-focused MA and PhD degree programs. Four professional fields are offered: (1) Education in the Professions (MEd); (2) Higher Education (MEd); (3) Higher Education Leadership (MEd); and (4) Student Development and Student Services in Higher Education (MEd). 

Higher Education MA

Master of Arts

The MA in Higher Education is a research-stream program that focuses on higher education as a field of study. It best serves students seeking the knowledge and research skills needed to pursue administrative and policy careers related to higher education. The MA program also prepares students to pursue doctoral studies in higher education and related fields.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

The MA is available through both full-time and part-time studies. The department welcomes applicants with diverse but relevant backgrounds.

Master of Arts

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate bachelor's degree from a recognized university with a grade equivalent to a University of Toronto mid-B or better in the final year.

Completion Requirements

  • Coursework. Students must successfully complete a total of 4.0 full-course equivalents (FCEs) as follows:

    • LHA3803H Doctoral Seminar: Recurring Issues in Postsecondary Education, to be taken at the beginning of the program.

    • 0.5 FCE in research methods approved by the faculty advisor.

    • 3.0 other FCEs, of which 1.5 FCEs must be from the Higher Education program.

  • Thesis.

Mode of Delivery: In person
Program Length: 6 sessions full-time (typical registration sequence: FWS-FWS); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

Higher Education MEd

Master of Education

The Master of Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education.

The program can be pursued on a full-time or part-time basis. Note that the field in Higher Education Leadership is offered part-time only.

The Master of Education is offered in four fields: 1) Education in the Professions; 2) Higher Education; 3) Higher Education Leadership; and 4) Student Development and Student Services in Higher Education.

Field: Education in the Professions

The Education in the Professions field is a course-based professional master’s designed for individuals working in areas such as the health professions, law and law enforcement, engineering, and public services, who are planning a career in educational administration, teaching, and leadership. This field introduces the broader area of higher education as well as current issues and research methods in education research in the professions.

Two options are offered: 1) Coursework Only Option; and 2) Coursework Plus Major Research Paper Option. Students initially apply to and register in the Coursework Only Option. For registration in the Coursework Plus Major Research Paper Option, departmental permission is required.

Field: Higher Education

The Higher Education field is focused on the issues confronting higher education institutions and the postsecondary education system. It is intended for students seeking research-informed knowledge on how colleges and universities work in order to pursue and advance their administrative and policy careers in higher education. Students are accepted every year and can register on a full-time or part-time basis.

Field: Higher Education Leadership

The Higher Education Leadership field is specifically designed for professionals working in higher education at entry to mid-levels, who seek to build their careers in higher education. With a focus on leadership skills for both the college and university contexts, the field is aimed to bridge the understanding and collaboration of leaders across both sectors. Students move through the Higher Education field as a cohort and register part-time. Classes are generally offered in a compressed format to suit working professionals. Applicants are accepted to the field every other year.

Field: Student Development and Student Services in Higher Education

The Student Development and Student Services in Higher Education field is designed for student development and student services professionals who are seeking to acquire the knowledge and skills that are evidence- and experientially based to provide leadership in various types of postsecondary institutions.

Higher Education MEd; Field: Education in the Professions

Master of Education; Field: Education in the Professions

The Master of Education in Higher Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education. The program can be pursued on a full-time or part-time basis.

Within the MEd program, the field in Education in the Professions is a course-based professional master's designed for individuals working in areas such as the health professions, law and law enforcement, engineering, and public services, who are planning a career in educational administration, teaching, and leadership. This field introduces the broader area of higher education as well as current issues and research methods in education research in the professions.

The required courses in this field are offered online.

Application Requirements

  • Current resumé.

  • Transcript(s) from each postsecondary institution attended.

  • One academic and one professional reference letter.

  • Responses to Faculty questions in the online admissions application describing the applicant's motivation for wishing to take the program, as well as how previous qualifications and professional work experience support their interest in the program and the field.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate bachelor's degree from a recognized university with a grade equivalent to a University of Toronto mid-B or better in the final year.

Completion Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • LHA1803H Recurring Issues in Postsecondary Education

    • LHA1812H Education and the Professions

    • LHA1819H Governance in Higher Education

    • LHA1823H Scholarship of Teaching and Learning

    • LHA1844H The Student Experience in Postsecondary Education

    • LHA1848H Innovative Curricula in Higher Education and Professional Programs

    • 0.5 FCE in research methods (RM). Course will vary according to instructor availability.

    • 1.5 elective FCEs in the general Higher Education program.

Mode of Delivery: Online
Program Length: 4 sessions full-time (typical registration sequence: FWS-F); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

Higher Education MEd; Field: Higher Education

Master of Education; Field: Higher Education

The Master of Education in Higher Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education. The program can be pursued on a full-time or part-time basis.

Within the MEd program, the field in Higher Education focuses on the issues confronting higher education institutions and the postsecondary education system. It is intended for students seeking research-informed knowledge on how colleges and universities work in order to pursue and advance their administrative and policy careers in higher education.

This field is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

Students are accepted every year and can register on a full-time or part-time basis.

Application Requirements

  • Current resumé.

  • Transcript(s) from each postsecondary institution attended.

  • One academic and one professional reference letter.

  • Responses to Faculty questions in the online admissions application describing the applicant's motivation for wishing to take the program, as well as how previous qualifications and professional work experience support their interest in the program and the field.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate bachelor's degree from a recognized university with a grade equivalent to a University of Toronto mid-B or better in the final year.

Completion Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • LHA1803H Recurring Issues in Postsecondary Education, to be taken at the beginning of the program.

    • 0.5 FCE in research methods.

    • 4.0 FCEs in electives, of which 1.5 FCEs must be from the Higher Education field.

Mode of Delivery: In person
Program Length: 4 sessions full-time (typical registration sequence: FWS-F); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

Higher Education MEd; Field: Higher Education Leadership

Master of Education; Field: Higher Education Leadership

The Master of Education in Higher Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education.

Within the MEd program, the field in Higher Education Leadership is specifically designed for professionals working in higher education at entry to mid-levels, who seek to build their careers in higher education. With a focus on leadership skills for both the college and university contexts, the field is aimed to bridge the understanding and collaboration of leaders across both sectors. Students move through the Higher Education field as a cohort and register part-time. Classes are generally offered in a compressed format to suit working professionals.

This field is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

Applicants are accepted every other year. This field is offered part-time only.

Application Requirements

  • Current resumé.

  • Transcript(s) from each postsecondary institution attended.

  • One academic and one professional reference letter.

  • Responses to Faculty questions in the online admissions application describing the applicant's motivation for wishing to take the program, as well as how previous qualifications and professional work experience support their interest in the program and the field.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate bachelor's degree from a recognized university with a grade equivalent to a University of Toronto mid-B or better in the final year.

Completion Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • LHA1803H Recurring Issues in Postsecondary Education, to be taken at the beginning of the program.

    • LHA1809H Administration of Colleges and Universities.

    • LHA1811H Organizational Change in Higher Education.

    • LHA1815H Economics and Finance of Higher Education.

    • LHA1836H Critical Analysis of Research in Higher Education.

    • LHA1847H Human Resource and Diversity Issues in Higher Education.

    • LHA1860H Capstone Project for Higher Education Leadership Cohort Option.

    • 1.5 FCEs in elective courses.

Mode of Delivery: In person
Program Length: 10 sessions part-time
Time Limit: 6 years part-time

 

Higher Education MEd; Field: Student Development and Student Services in Higher Education

Master of Education; Field: Student Development and Student Services in Higher Education

The Master of Education in Higher Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education. The program can be pursued on a full-time or part-time basis.

Within the MEd program, the field in Student Development and Student Services in Higher Education is designed for student development and student services professionals who are seeking to acquire the knowledge and skills that are evidence- and experientially based to provide leadership in various types of postsecondary institutions.

This field is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

Application Requirements

  • Current resumé.

  • Transcript(s) from each postsecondary institution attended.

  • One academic and one professional reference letter.

  • Responses to Faculty questions in the online admissions application describing the applicant's motivation for wishing to take the program, as well as how previous qualifications and professional work experience support their interest in the program and the field.

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • An appropriate bachelor's degree from a recognized university with a grade equivalent to a University of Toronto mid-B or better in the final year.

Completion Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

    • LHA1803H Recurring Issues in Postsecondary Education, to be taken at the beginning of the program.

    • LHA1845H Indigenous Student Perspectives in Higher Education.

    • 1.5 FCEs in Student Development and Student Services:

      • LHA1844H The Student Experience in Postsecondary Education.

      • LHA1854H Student Development Theory.

      • LHA1856H Advanced Student Development Theories in Higher Education.

    • 2.5 FCEs including:

      • 0.5 FCE from the Higher Education field.

      • 0.5 FCE in research methods.

    • Depending on an individual student's professional experience, students may be advised to take LHA1853H Introduction to Student Services.

Mode of Delivery: In person
Program Length: 4 sessions full-time (typical registration sequence: FWS-F); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

Higher Education EdD

Doctor of Education

The Doctor of Education (EdD) program in Higher Education is intended to shape highly competent professionals in leadership positions in higher education administration or policy. It best serves students seeking the knowledge and research skills needed to pursue research-grounded professional careers in colleges, universities, government agencies, professional associations, and international organizations.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

The EdD program can be pursued either on a part-time or full-time basis. The department welcomes applicants with diverse but relevant backgrounds.

Students cannot transfer between the EdD and PhD programs.

Doctor of Education

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • Relevant and acceptable MEd or MA. In individual cases, students with a highly relevant master's degree or other equivalent graduate degree may be admitted, but additional courses in Higher Education will be required.

Completion Requirements

  • Coursework. Students must successfully complete a minimum of 4.0 full-course equivalents (FCEs) as follows:

    • LHA1803H Recurring Issues in Postsecondary Education.

    • At least 1.0 other FCE in Higher Education.

    • 0.5 FCE in research methods approved by the faculty advisor.

    • 1.0 FCE selected either in Higher Education or in another graduate program at OISE or, with the approval of the faculty advisor, in another graduate department at the University of Toronto.

    • Supervised applied research practicum (0.5 FCE).

    • Collaborative proseminar (0.5 FCE).

  • Comprehensive examination. The objective of the doctoral comprehensive examination is to ensure that all students master at least one substantive research area in Higher Education and have the capacity to develop their own written analysis of selected issues within this area. The examination is designed to ensure that students are familiar with the literature and concepts associated with their special area of study within the field of Higher Education.

  • Thesis reporting the results of original research on an applied topic in postsecondary education.

  • Students may begin their EdD degree on a full-time or a part-time basis but must maintain continuous registration. They must register full-time for a minimum of two consecutive sessions, not including Summer, of on-campus study. Once enrolled full-time, students must maintain continuous registration full-time and pay full-time fees until all degree requirements, including the thesis, are completed.

Mode of Delivery: In person
Program Length: 4 years full-time (typical registration sequence: Continuous); 6 years part-time
Time Limit: 6 years full-time; 6 years part-time

 

Higher Education PhD

Doctor of Philosophy

The Doctor of Philosophy (PhD) program in Higher Education fosters research-grounded study of higher education administration and policy. It best serves students seeking the knowledge and research skills needed to pursue careers in colleges, universities, government agencies, professional associations, and international organizations as a higher education expert.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

The program offers both full-time and flexible-time options.

The program is available in two delivery models:

  • Regular PhD stream: students are accepted every year into the full-time or flexible-time program.

  • The Community College Leadership (CCL) Cohort: available in select years. The CCL Cohort is designed for emerging college leaders and focuses specifically on the college system. The CCL is mostly offered in compressed mode, mainly on weekends, to suit working professionals pursuing a flexible-time program. Applicants must specify their interest in the CCL Cohort in their responses to Faculty questions in the online admissions application.

The department welcomes applicants with diverse but relevant backgrounds.

PhD Program (Full-Time Option)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • Relevant and acceptable MEd or MA. In individual cases, students with a highly relevant master's degree or other equivalent graduate degree may be admitted, but additional courses in Higher Education may be required.

Completion Requirements

  • Coursework. Students must successfully complete a minimum 3.0 full-course equivalents (FCEs) as follows:

    • LHA3803H Doctoral Seminar: Recurring Issues in Postsecondary Education, to be taken at the beginning of the program.

    • LHA3804H Doctoral Research Seminar in Postsecondary Education, to be taken at the beginning of the program.

    • At least 1.0 other FCE in Higher Education.

    • 0.5 FCE in research methods approved by the faculty advisor.

    • 0.5 FCE selected either in Higher Education or in another graduate program at OISE, or, with the approval of the faculty advisor, in another graduate department at the University of Toronto.

  • Comprehensive examination. The objective of the doctoral comprehensive examination is to ensure that all students master at least one substantive research area in Higher Education and have the capacity to develop their own written analysis of selected issues within this area. The examination is designed to ensure that students are familiar with the literature and concepts associated with their special area of study within the field of Higher Education.

  • Thesis reporting the results of original research in postsecondary education.

  • Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

  • Students cannot transfer between the full-time and flexible-time PhD options.

  • Students cannot transfer between the EdD and PhD programs.

Mode of Delivery: In person
Program Length: 4 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

PhD Program (Flexible-Time Option)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

  • Relevant and acceptable MEd or MA. In individual cases, students with a highly relevant master's degree or other equivalent graduate degree may be admitted, but additional courses in Higher Education may be required.

  • Applicants must demonstrate that they are currently employed and are active professionals engaged in activities related to their proposed program of study. Applicants should have capacity to secure blocks of time to enable concentrated study.

Completion Requirements

  • Coursework. Students must complete a minimum 3.0 full-course equivalents (FCEs) as follows:

    • LHA3803H Doctoral Seminar: Recurring Issues in Postsecondary Education, to be taken at the beginning of the program.

    • LHA3804H Doctoral Research Seminar in Postsecondary Education, to be taken at the beginning of the program.

    • At least 1.0 other FCE in Higher Education.

    • 0.5 FCE in research methods approved by the faculty advisor.

    • 0.5 FCE selected either in Higher Education or in another graduate program at OISE, or, with the approval of the faculty advisor, in another graduate department at the University of Toronto.

  • Comprehensive examination. The objective of the doctoral comprehensive examination is to ensure that all students master at least one substantive research area in Higher Education and have the capacity to develop their own written analysis of selected issues within this area. The examination is designed to ensure that students are familiar with the literature and concepts associated with their special area of study within the field of Higher Education.

  • Thesis reporting the results of original research in postsecondary education.

  • Students must register continuously until all degree requirements have been fulfilled. They must register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

  • Students cannot transfer between the full-time and flexible-time PhD options.

  • Students cannot transfer between the EdD and PhD programs.

Mode of Delivery: In person
Program Length: 6 years full-time
Time Limit: 6 years full-time

 

Higher Education MA, MEd, EdD, PhD Courses

MA, MEd, EdD, PhD Courses

Not all courses are offered every year. Please review the course schedule on the Registrar’s Office and Student Experience website.

Course CodeCourse Title
Recurring Issues in Postsecondary Education
LHA1804HIssues in Medical/Health Professional Education
The College Sector
Systems of Higher Education
System-Wide Planning and Policy for Higher Education
Administration of Colleges and Universities
LHA1811HOrganizational Change in Higher Education
Education and the Professions
LHA1814HLifelong Learning and Professional and Vocational Education
Economics and Finance of Higher Education
LHA1816HSociology of Higher Education
LHA1818HPolitics of Higher Education
LHA1819HGovernance in Higher Education
LHA1822HTeaching and Learning in Higher Education
LHA1823HScholarship of Teaching and Learning
Comparative Education Theory and Methodology (RM)
Comparative Higher Education
Evaluation in Higher Education (RM)
Qualitative Research in Higher Education (RM)
LHA1835HLogics and Strategies of Case Study Research (RM)
Critical Analysis of Research in Higher Education (RM)
The Student Experience in Postsecondary Education
LHA1845HIndigenous Students in Higher Education
Internationalization of Higher Education in a Comparative Perspective
LHA1847HHuman Resource and Diversity Issues in Higher Education
Innovative Curricula in Higher Education and Professional Programs
LHA1849HFaculty in Colleges and Universities
Individual Reading and Research in Higher Education: Master’s Level
Introduction to Student Services
Student Development Theory
LHA1855HCapstone in Student Development and Student Services
Advanced Student Development Theories in Higher Education
LHA1858HInternship in Student Services 1
LHA1859HInternship in Student Services 2
LHA1860HCapstone Project for Higher Education Leadership Cohort Option
LHA3803HDoctoral Seminar: Recurring Issues in Postsecondary Education
LHA3804HDoctoral Research Seminar in Higher Education
International Academic Relations
Individual Reading and Research in Higher Education: Doctoral Level
LHA5800H to LHA5825HSpecial Topics in Higher Education: Master's Level
LHA6800H to LHA6810HSpecial Topics in Higher Education: Doctoral Level

Interprogram Course

The following course is accepted for credit in the Higher Education program and will satisfy that program’s requirement. For a description, see the relevant program.

Course CodeCourse Title
SJE2941HBourdieu: Theory of Practice in Social Sciences

 

Leadership, Higher and Adult Education Courses

CIE1001H - Introduction to Comparative, International and Development Education

Credit Value: 0.50

This course serves as the basic core course for the Institute's graduate studies concentration in comparative, international, and development education. It focuses upon the various theoretical conceptions of the socioeconomic development process and the role of formal and non-formal educational programs within that process. The basic purposes of the course are to introduce students to the comparative literature regarding education in advanced and developing nations, to evaluate the various ways in which comparative data may be used, and to examine the relative utility of various theoretical perspectives for understanding formal and non-formal educational policy problems common to many societies. CIDE students only or by permission of instructor.

CIE1002H - Practicum for Comparative, International and Development Education

Credit Value: 0.50

Supervised experience in an organizational setting related to comparative, international, and development education, under the direction of a CIDE faculty and a professional mentor. The practicum will include not fewer than 40 hours of field placement over a period of one semester. There will be three assignments: 1) Development of a proposal that includes main learning goals, identification of a field site, and selection of a field based mentor; 2) Completion of the practicum itself (40 hours of on-sight work); 3) A final ''portfolio'' assignment that should include some combination of a short reflection paper on knowledge gained during the practicum, and evidence of any work completed during the practicum itself. The practicum is intended to provide students with practical experience and an opportunity to apply skills and knowledge gained from participation in the Comparative, International and Development Education Collaborative program. Arrangements for the practicum placement and selection of a CIDE supervisor are the responsibility of the individual student. The course will be open to students who have completed the core CIDE course, CIE1001H, and at least one other CIDE course.

CIE1006H - Transnational Perspectives on Democracy, Human Rights and Democratic Education in an Era of Globalization

Credit Value: 0.50

The course aims to: (i) explore national and Transnational Perspectives on Democracy, Human Rights and Democratic Education in an Era of Globalization drawing on experience and scholarship; (ii) provide opportunities for in depth engagement both with leading scholars acting as faculty and with students from other universities; and (iii) build global professional networks among students and faculty.

Students are expected to: (i) engage with key concepts relevant to democratic education such as: democracy, citizenship, human rights, antiracism, discrimination, equalities; (ii) interrogate transnational research and scholarship on Transnational Perspectives on Democracy, Human Rights and Democratic Education in an Era of Globalization, using a variety of perspectives including sociology, political science and pedagogy; (iii) critically evaluate and compare different national and international approaches to democratic citizenship education; (iv) apply understandings of democracy and human rights to educational contexts; and (v) develop and implement policies and programs for democratic education.

Based on a seminar mode, each school of education will suggest a number of faculty/professor as guest speakers in the area broadly defined as Transnational Perspectives on Democracy, Human Rights and Democratic Education in an Era of Globalization. From the pool of the professors, the U of T course director and collaborating faculty from of the other two institutions will select 3 to 4 guest speakers for the course on each offering. This course will be offered on-line to ensure synchronous delivery and participation of students across three different time zones: Toronto, London and Melbourne, each of the 12 sessions will take 2 hours only without break. Each guest speaker will be offering a brief lecture up to 15 minutes highlighting key issues around the topic of their scholarship. The rest of the class will be based on various forms of critical dialog and discussion (individual, group and whole class active learning activities). The speakers will also provide 2 to 3 readings (one from their publications and two from other scholars' works), which will be distributed prior to the session and will be available on the online forum. Based on the primacy of dialogue, each topic/session is expected to ensure that the participants' personal knowledge, the readings, and the instructors' knowledge are brought into synthesized and integrated learning outcomes. Instructional variety (seminars, pair/group discussions, lectures, guest speakers, Video-recordings) and intellectual challenge are the key elements in the course's pedagogy. In addition, reflection, cooperative learning, inclusive classroom ethos, critical thinking, social skills development, a culture of encouragement, and reciprocal sharing and learning are a must for each session.

Prerequisite: One page rationale submitted by MA & PhD students to instructor, justifying the course relevance to them prior to being enrolled in course.

CIE6000H - Special Topics in Comparative, International and Development Education

Credit Value: 0.50

EDP3045H - Educational Policy Analysis

Credit Value: 0.50

This course provides students interested in educational policy analysis with a working understanding of the relevant conceptual, methodological, ethical and political issues. In this course, students conduct in-depth analysis of educational policy issues that are in recent public discourse as well as those that they are personally interested in. Students are guided through relevant readings, class discussions and assignments to examine the different aspects of educational policy: historical, political, social and personal. We also examine different educational policy issues from the perspectives of different stakeholders: students, family, teachers/educators, unions, administrators, bureaucrats/civil servants, politicians, and society-at-large. Course assignments support students in learning how to frame an educational issue; critique and analyze policies through a critical and anti-colonial perspective; use existing research evidence to analyze the implications of the issue and to develop options for addressing the issue; collaborate with stakeholders; and communicate policy issues with different audiences. Visits by guest speakers will ensure that students are exposed to a range of policy topics as well as contrasting framing and communication styles. Major assignments for the class will consist of carrying out in-depth policy analysis or some of the aspects of an applied research project.

Exclusion: Students who have previously completed LHA3045H or TPS3045H are prohibited from taking this course.

EDP3145H - Methodological Approaches for Researching Education Policy [RM]

Credit Value: 0.50

This course provides doctoral studies with knowledge of a range of methodological approaches for conducting research on education policy. Using sources from international and domestic contexts, the course reviews primarily qualitative methodologies (such as case study, critical policy analysis, ethnography, among others) weighing the strengths and weaknesses of each for examining various education policy issues. Students will also explore ethical tensions involved in policy research and will have the opportunity to consider different analytical approaches for their thesis projects, including the design of a comprehensive research strategy.

Exclusion: Students who have previously completed LHA3145H or TPS3145H are prohibited from taking this course.

JOI3043H - Development and Use of Surveys in Education Research [RM]

Credit Value: 0.50

An exploration of the history and current use of survey research in educational leadership and policy. Topics will include an assessment of the strengths and limitations of the method survey, the selection of samples, questionnaire design, standard measurement instruments used in the field, methods of data analysis (with a focus on using SPSS), the drawing of causal inferences, and presentation of results in a clear and effective manner.

JOI3048H - Intermediate Statistics in Educational Research: Multiple Regression Analysis [RM]

Credit Value: 0.50

This is an intermediate applied statistics course designed for students who have already taken one course in elementary concepts (e.g., sampling and statistical inference). The course covers the use, interpretation, and presentation of bivariate and multivariate linear regression models, curvilinear regression functions, dummy and categorical variables, and interactions; as well as model selection, assumptions, and diagnostics. Examples and assignments will draw from commonly-used large-scale educational datasets. Students are encouraged to use Stata; the course will also serve as an introduction to this software package (students may instead choose to use SPSS or other software they are familiar with). The objective of the course is to equip students with the skills to use, interpret and write about regression models in their own research.

Prerequisite: An introductory statistics course such as JOI1287H or equivalent, or permission of instructor

JOI3049H - Multilevel and Longitudinal Modelling in Educational Research (RM)

Credit Value: 0.50

This is an advanced applied statistics course designed for doctoral or advanced master’s students and serving as a comprehensive introduction to multilevel modelling, also known as “hierarchical linear modelling (HLM)” or “mixed effects modelling.” These powerful models have become very common in educational research, both for the analysis of data with a multilevel structure (e.g., students nested in schools, school boards, provinces or countries) and for the study of educational change (e.g., student learning/growth, school improvement or organizational change). The course covers two-level and three-level cross-sectional and growth curve models, as well as model selection, assumptions and diagnostics. Examples and assignments will draw on data from large-scale national and international datasets; the course will also serve as an introduction to the HLM7 software package. The objective of the course is to equip students with the skills to use, interpret and write about multilevel models in their own research. Pre-requisite: An intermediate statistics course such as JOI3048H, JOI1288H or equivalent

Prerequisite: Pre-requisite: An intermediate statistics course such as JOI3048H, JOI1288H or equivalent
Exclusion: LHA6005H

JOI3050H - Quantitative Research Practicum [RM]

Credit Value: 0.50

This course will prepare students to conduct quantitative data analysis for a thesis, dissertation, journal article, or policy report. Students should enter it with 2 pre-requisites: an introductory statistics course, and an intermediate statistics course. They will require knowledge of descriptive statistics, inference and basic regression techniques. This course has 2 broad learning goals. First, it will expose students to 3 advanced statistical techniques and procedures: categorical data analysis, with a focus on logistic regression; causal inference, with a focus on propensity score matching, and missing data analysis, with a focus on multiple imputation. Please note course topics will lean towards sociologically-oriented educational research, and will not cover detailed issues in psychometrics or econometrics. Second, students will receive guidance in the management and analysis of large data sets, including administrative and survey data, and will become acquainted with STATA statistical software. The major assignments will be cumulative in nature, with the final assignment consisting of original data analysis written in the format of a journal article, dissertation/thesis chapter, or technical report that applies each of the above-mentioned statistical techniques. Students can use their own data if they wish, but can also get access to several educational data sets that will be available through the Data, Equity and Policy in Education [DEPE] Lab (www.oise.utoronto.ca/depelab/).

Prerequisite: Introductory Statistics
Exclusion: LHA6003H, JOI6003H
Recommended Preparation: N/A
Enrolment Limits: Standard limitations.

LHA1003H - Designing Master's Research Proposals

Credit Value: 0.50

A seminar examining the strategies, techniques, and problems involved in the conduct of research in educational administration. This seminar prepares the student for defining research problems, reviewing relevant literature, writing research proposals, conducting research and writing reports in educational administration. During this course the student will prepare the proposal for their Major Research Paper.

Enrolment Limits: This course is required for MA and MEd students pursuing an MRP. Part-time students are recommended to take this course toward the end of their program; full-time students are recommended to take it in their first year.

LHA1004H - Research Literacy in Educational Leadership and Policy

Credit Value: 0.50

The goals of this course are to provide students with an introduction to the purposes of research in educational leadership and policy and to assist students in learning how to obtain, evaluate, interpret, and use research in their work as educators and in their graduate studies. Possible topics include: overview of different research paradigms and research strategies used in studies of policy, leadership, and change; how to critically analyze the strengths and weakness of research; how to conduct a review of literature and build a bibliography; dissemination of research; the connections between research, policy, and practice; the role of research and evaluation departments; leadership roles in sponsoring, directing, using, and communicating research.

LHA1006H - Introduction to Statistics for Educational Research [RM]

Credit Value: 0.50

This course provides an introduction to quantitative methods of inquiry and a foundation for more advanced courses in applied statistics for students in education and social sciences. The course covers univariate and bivariate descriptive statistics; an introduction to sampling, experimental design and statistical inference; contingency tables and Chi-square; t-test, analysis of variance, and regression. Students will learn to use Excel software. At the end of the course, students should be able to define and use the descriptive and inferential statistics taught in this course to analyze real data and to interpret the analytical results. No prior knowledge of statistics is required.

Prerequisite: None
Corequisite: None
Exclusion: LHA5014H
Recommended Preparation: N/A
Enrolment Limits: Standard limits used in other ELP Courses.

LHA1012H - Organizational Culture and Decision-Making

Credit Value: 0.50

An analysis of the organizational culture of educational organizations. The implications for action resulting from research and theory relating to organizational culture are examined. Case studies and field experiences are used as bases for the analysis of decision-making within the context of specific organizational cultures.

LHA1013H - Developing and Organizing People in Education

Credit Value: 0.50

This course examines how to effectively develop the people who work in education throughout their careers. The course includes attention to different education systems’ approaches to developing and organizing people in education in Canada and internationally. Topics for investigation include induction, mentoring, coaching, effective continuing professional learning and development, leading and developing educators including performance appraisal and support, and leadership development for aspiring and current school and system leaders.

Exclusion: LHA5007H

LHA1016H - School Program Development and Implementation

Credit Value: 0.50

An analysis of issues and problems in conceptualizing, operationalizing, and evaluating a total school environment in terms of a range of divergent goals and values. Major topics include strategies for program development and change in the context of education in Ontario, Canada, and internationally; theoretical and empirical bases differentiating educational environments, the role of the program manager, and skills needed to manage program development, organization, implementation, and evaluation.

LHA1018H - Political Skill in the Education Arena

Credit Value: 0.50

Practical considerations in solving political problems in and about schools. Focus is on the five levels of local governance: family/school, micro-politics (within the school), neighbourhood, meso-politics (the school and the central office), and the board. Special attention to understanding background variables such as the environment, institutions, power, and issues. Workshop activities centre around processes such as coalition-building, advocating, believing, and co-producing. Readings include procedural, fictional, and conceptual materials.

LHA1019H - Diversity and the Ethics of Educational Administration

Credit Value: 0.50

Administrators in education and teachers are continually asked to decide on matters of equity, to adjudicate between conflicting value positions, and to accommodate different rights and human interests in their planning. Often administrative practice in these areas is less than successful. This course will study various ethical schools of thought and modern approaches to social justice. It will apply that content to administrative practice in education. Particular attention will be given to equity issues in areas of race, culture, gender, age, social class, national origin, language, ancestry, sexual orientation, citizenship, and physical or mental abilities.

LHA1020H - Teachers and Educational Change

Credit Value: 0.50

This course deals with how teachers contribute to and are affected by administrative processes. It looks at the determinants of teachers' classroom strategies, the work culture of teachers, teachers' careers, the role of teachers in school decision-making, the relationship of teachers' educational commitments to aspects of their broader lives (such as age, religious and political beliefs, and gender identity), and the role of teachers in fostering or inhibiting educational change. The course will be of interest to elementary and secondary teachers and to educational administrators.

LHA1030H - The Legal Context of Education

Credit Value: 0.50

An examination of the current context of legal discourse related to the practical exigencies of present-day school experience. A detailed study of statutory and common law sources under which educators operate. The law is not immutable. Emphasis on negligence, malpractice, human rights and the school system, teacher rights, and student discipline and the Young Offenders Act and Zero Tolerance.

LHA1035H - Sociology of Education

Credit Value: 0.50

This course offers a broad survey of contemporary research, theory and debates in Sociology of Education. The course is organized by 3 major connections between schools and society: social organization, selection, and socialization. It will examine how schooling has become a core institution in modern society, central for understanding emerging forms of culture, economy, inequality, and social organization. The course will prepare students to conduct research on many educational topics at both K-12 and post-secondary levels. It will focus on trends that have shaped education in the modern era, particularly over the past 30 years. Most readings will be by North America-based empirical sociologists, though we will also look at many international trends.

LHA1040H - Introduction to Educational Leadership and Policy: Policy, Leadership, Change, and Diversity

Credit Value: 0.50

This course provides an introduction to educational policy, leadership and change in general and to this program in particular by focusing on foundational concepts and theories significant to the understanding of education and educational administration. It offers a critical examination of a wide range of topics central to educational administration, educational policy, leadership and change, such as organization, community, power, authority, change, difference, leadership, and values. This examination will take into account major historical developments in the field as well as differing theoretical stances or paradigms, such as positivism, functionalism, interpretivism, critical pedagogy, feminism, post-structuralism and post-modernism. The course will help students understand how to use theory to make sense of educational practice in productive ways.

Prerequisite: All ELP master's candidates are strongly recommended to take either LHA1040H as one of the first courses in their program.

LHA1041H - Social and Policy Contexts of Schooling

Credit Value: 0.50

This course will focus on the social and policy contexts in which elementary and secondary educators work. Students will be exposed to a variety of issues related to schooling in a diverse and complex environment such as: differing purposes, philosophies, and values of education; multiculturalism and social justice; equity issues related to race, class, gender, and language; parental influences on schooling; the relationship of schooling to the labor market and the economy; choice of school and program; decentralization and centralization; standards and accountability; educational finance; school reform; educational and non-educational pressure groups and stakeholders. Through an exploration of these or related topics, this course will help students to continue to develop their understanding of different paradigms and methods used in research in educational administration, leadership, policy and change.

LHA1042H - Educational Leadership and Diversity

Credit Value: 0.50

This course is designed to acquaint students with the practices and issues associated with administration, organization, and leadership in educational organizations with culturally diverse student populations. Students will have the opportunity to critically analyse and appraise the practices and issues involved in the administration and leadership of such schools. They will also have the chance to probe and clarify their own conceptions of, and attitudes toward, multiethnic and anti-racist education generally and leadership in such school organizations specifically, in ways that will assist them with their own administrative practices.

LHA1043H - Decolonizing and Antiracist Approaches to Educational Leadership

Credit Value: 0.50

The course explores ways in which discourses and practices grounded in white supremacy and coloniality have been operationalized in the field of educational leadership. Education and schooling are sites of continued contestations of knowledge that impacts learners in these spaces. The course examines how issues of race, anti-Black racism, anti-Indigenous racism, whiteness and other forms of oppression are theorized and practiced in educational leadership. Examining these issues offers alternative leadership epistemologies that scholars and practitioners can explore with the aim of changing the educational outcomes for those who continue to be oppressed in educational spaces. The course offers educators, educational practitioners, administrators, researchers and others to better understand and critique approaches to leadership within different educational and organizational contexts. Students will have the opportunity to engage with multiple perspectives and approaches to leadership framed within contemporary socio-cultural and political shifts and complexities. Overall, the course provides students with an opportunity to re-imagine school leadership undergirded by critical decolonizing antiracist frameworks.

Exclusion: LHA5009H

LHA1047H - Managing Changes in Classroom Practice

Credit Value: 0.50

This course explores the meaning of educational change, addressing such issues as contemporary views on educational reform, and the challenges in implementing change. The perspective is then used to better appreciate how those in leadership roles can facilitate efforts by stakeholders (principals, teachers, staff, and others) to improve their own practice as well as meaningfully respond to pressures for change. Through the readings, course work, and assignments, students will gain a broader comprehension of the pertinent skills required to manage educational change, with an emphasis on both knowledge acquisition and practice.

LHA1048H - Educational Leadership and School Improvement

Credit Value: 0.50

A companion course to 1047. Contemporary conceptions of leadership are examined for their value in helping present schools improve and future schools serve their publics well. Understanding of expert leadership is developed through the study not only of expert leaders' behaviors, but also of their feelings, values, and problem-solving strategies. The formal and informal experiences that contribute to the development of leadership expertise will be examined.

LHA1050H - Themes and Issues in Change, Leadership, Policy, and Social Diversity

Credit Value: 0.50

This course has been designed to be the final course for students in the 10-course M.Ed. Program in Educational Administration. The course provides an opportunity for students to explore and develop a comprehensive view of the field of educational administration, through a series of seminars designed to help summarize, integrate and consolidate knowledge of the field. Students will link particular problems in practice to the theoretical bases of the field, through the lenses of the major strands of our program: change, leadership, policy and social diversity. There will be a focus on analysis, synthesis and application, building a deeper understanding, situated in the broader field. The culmination of this course will be the creation of a comprehensive portfolio reflecting the student's understanding of the breadth and depth of the field.

LHA1052H - Individual Reading and Research in Educational Leadership and Policy: Master's Level

Credit Value: 0.50

Specialized study, under the direction of a staff member, focusing upon topics of particular interest to the student that are not included in available courses. While credit is not given for a thesis investigation proper, the study may be closely related to a thesis topic.

LHA1060H - School Leadership Seminar 1

Credit Value: 0.50

This course is the first of two courses to develop people to become school principals in Ontario. A key component of the course is the critical evaluation and focus on current research in the areas related to leadership practices and their effects, instructional leadership, education change and reform efforts. The course's content includes a critical awareness of current problems associated with educational leadership practice and application to current issues and problems in education informed by cutting-edge research and professional practice. The outcome of these courses is to hone the judgment of practitioners within the educational setting. Through the assignments students must demonstrate originality in the application of new knowledge and concepts.

LHA1061H - School Leadership Seminar 2

Credit Value: 0.50

This is the second of two courses which explores the role of the principal, one of the most influential roles in our educational system. It provides a foundation for candidates assuming the role of principal or vice-principal in Ontario schools and is one component of ongoing professional learning focused on the development of the personal and professional knowledge, and the skills and practices that lead to exemplary practice in the role of principal. The program is designed to support candidates in becoming reflective educational leaders who are informed consumers of education research in their ongoing professional growth, and who can lead effectively in the dynamic, diverse contexts of Ontario, characterized by rapidly changing events and circumstances.

LHA1065H - Global Educational Equity and Quantitative Policy Research

Credit Value: 0.50

Numbers and data have a growing influence in educational policy-making at the local, national and international levels. Large-scale assessments are increasingly used for monitoring and accountability; randomized controlled trials are considered the ‘gold standard’ in assessing the effects of educational policies, with important implications for resource allocation. This course is an introduction to the uses of quantitative research in comparative, international and development education. The goal is for students to be able to read, understand, critique and synthesize quantitative evidence, and to formulate policy recommendations on key educational debates. We will read empirical research on topics such as privatization of schooling, international large-scale assessments (PISA, PIRLS, TIMSS, etc.), school segregation, vocational education, decentralization, private tutoring and gender inequality. We will compare economic versus sociological approaches to quantitative comparative research in terms of major underlying theories and assumptions and how these guide methods and analyses. Students will learn how to evaluate which evidence is credible, including what to look for in high-quality sampling, measurement, assessment, analysis and interpretation. No background in statistics or quantitative research methods is required.

LHA1066H - Comparative and International Perspectives on Gender and Education Policy and Practice

Credit Value: 0.50

Gender issues and gendered practices in education have global relevance and have received sustained scholarly and policy interest in northern and southern societies, as well as in the work of major international organizations such as the World Bank, the OECD, and various United Nations' agencies, bilateral donors, and transnational civil society organizations. This course will provide students with an opportunity to critically and comparatively explore different theoretical (e.g., feminist, womanist, Women in Development, Women and Development, Gender and Development, social change, education etc.) and discursive frameworks (e.g., human capital, human rights, human capabilities), policies and practices (e.g., Education for All, United Nations Girls' Education Initiative, affirmative action, single-sex education initiatives, feminist pedagogy etc.) that have constituted and shaped the broad and interdisciplinary field of gender and education over the last century. Given that the emphasis in this course is on "gender" as a socially constructed, performed, and contested identity(s), we will critically and comparatively investigate the educational opportunities, experiences and outcomes for girls, boys, women and men, as well as people identifying as non-binary, from early childhood to adulthood. Critical attention will also be given to the intersections of gender, race, class, age, and sexual orientation (among other categories of social difference) in relation to educational access, survival, output, and outcomes.

Exclusion: CIE6000H and CIE6001H

LHA1067H - Comparative Politics of Education Policy

Credit Value: 0.50

This course focuses on understanding the politics of education policy development and using this knowledge for political analysis. By surveying different theories from political science and public policy and exploring different examples of education policy in different contexts, students will be able to analyze education policy issues, formulate strategies to advocate, support, or prevent education policy changes, and foresee potential political problems of policies. Ultimately, the course develops two types of skills: skills to conduct strategic political analysis, and research skills for using transdisciplinary theories to address education policy problems in a comparative way.

Prerequisite: None
Corequisite: None
Exclusion: LHA5006H
Enrolment Limits: Standard enrolment controls.

LHA1070H - Internship in Educational Leadership and Policy

Credit Value: 0.50

This course offers students practical experience in educational policy at a major educational organization that might include Ontario’s Ministry of Education, or another organization as arranged by students themselves. This internship offers opportunities to apply skills and knowledge learned from the Educational Leadership and Policy program. Responsibilities will be determined on an individual basis depending on the needs, interests, and aspirations of selected students and also the needs of their host organization. The internship will normally consist of full-time employment over a period of one semester. Students will be expected to summarize their activities in a presentation at the end of the internship.

Prerequisite: None
Corequisite: None
Exclusion: None
Recommended Preparation: N/A
Enrolment Limits: Limited to students in ELP

LHA1100H - Introduction to Adult Education

Credit Value: 0.50

This course is designed to assist students to develop an understanding of and an identity with the field of adult education. Major philosophical, historical, and conceptual bases are examined; also contemporary agencies and programs, issues, and trends in the practice of adult education. It is required that all Master's students include either LHA1100H or LHA1102H in their program of study.

LHA1101H - Program Planning in Adult Education

Credit Value: 0.50

This course introduces students to basic principles and processes of program planning, and how they apply to adult educational contexts. Relevant literatures and cases will be examined to illustrate different approaches to planning with particular emphasis on non-profit, public sector and community settings.

LHA1102H - Introduction to Community Development

Credit Value: 0.50

This course attempts to come to grips with the meaning of community development in a highly networked, increasingly information-dependent society. The course looks at such issues as the relationships between community organizing and community development and the role of social capital in community economic development. Models of community development that involve government programs such as social housing and community health centres are considered as are market-based approaches involving micro-lending, co-operatives and social enterprises. It is required that all Master's students include either LHA1100H or LHA1102H in their program of study.

LHA1103H - Introduction to Research Methods in Adult Education [RM]

Credit Value: 0.50

This course introduces quantitative and qualitative research methods and theoretical perspectives. It is designed as an exploration into a range of research / inquiry methods appropriate for adult education and community development. The course examines the underlying philosophical assumptions of these methods, and the implications that these assumptions have for framing research questions, data collection, analysis, and dissemination strategies. It also provides opportunities to engage in practical, hands-on experience with developing research questions, data collection, and data analysis. The students are given an opportunity to reflect on the ethical, procedural, and political implications of research work and what it means to be "the researcher" and "the researched". The course is designed as a hybrid or blended course, which means that it is taught through face-to-face and online sessions and activities.

LHA1105H - Introduction to Qualitative Research (Part I) [RM]

Credit Value: 0.50

This course articulates various theoretic grounding for qualitative research and helps students become conversant with a wide variety of qualitative methodologies (i.e., grounded theory, feminist interviewing, ethnography, participatory research, biographic analysis, arts-informed inquiry, aboriginal research methodologies and institutional ethnography.) Gathering of information through observation, participatory observation, dialogue, and collection of documents will all be considered. Emphasis is on both understanding and practice. Learners will design or co-design a concrete piece of research and take it through the ethical review process. They will also present on at least one methodology. In line with this, they will learn about ethical conundrums, about matching methodologies with objectives and values, about methods for choosing participants. There is special emphasis on becoming critically aware as researchers - on understanding and integrating issues of power and difference.

LHA1106H - Introduction to Qualitative Research (Part II) [RM]

Credit Value: 0.50

This course begins where Part I leaves off. Learners will deepen their knowledge of a wide variety of qualitative research methodologies. They will gain skills interviewing, judging research, exploring dilemmas, and becoming critically aware as researchers. Their primary activity will be carrying out and completing the research project designed and approved in Part I. Giving and getting help from other classmates is an integral part of the process. Additional methodologies explored in this course include: action research, critical discourse analysis, and Freirian-based research.

Prerequisite: LHA1105H

LHA1107H - Developing and Leading High Performing Teams: Theory and Practice

Credit Value: 0.50

This course examines the application of small group theory and leadership models to team development within organizational settings. It addresses such issues as power and difference among members, equity in leadership, peer performance assessment, multi-rater feedback and team process consultation. It provides an opportunity to examine, both theoretically and experientially, the development of a team as it forms, confronts interpersonal and group conflict, and evolves from dependence on the team leader to interdependence and shared leadership among team members. This course is particularly relevant to current workplace designs, where matrix models, cross-functional team arrangements and ad hoc project teams dominate new organizational forms. The course is held on seven alternate weeks for a full day each session, in order to permit both conceptual exploration and the application of theory to actual team development.

LHA1108H - Adult Learning

Credit Value: 0.50

This course is focussed on theoretical research on the concept of adult learning. The course will operate on the basis of high student participation. Students are expected to incorporate aspects of their own experiences and/or research interests with course studies. From the vantage point of Adult Education, topic areas included in the course are as follows: the social importance of studying adult learning dynamics; history of conceptualizing adult learning; contemporary trends in studies of adult learning; agency, autonomy and the individual in adult learning research; socio-cultural theories of adult learning; the relationship of adult learning and social change; and, methods and methodologies in the study of adult learning.

LHA1109H - Challenging Systems of Power and Oppression through Creative Approaches

Credit Value: 0.50

This course has been designed to be of interest to people from such diverse backgrounds as activists, counsellors, crisis workers, shelter workers, harm reduction workers, advocates, literacy workers, popular educators, community theatre practitioners, political artists, and critical social workers. The context in which it is offered is a world increasingly populated by ‘disenfranchised’ or systemically excluded individuals and communities and the need for more aware, more versatile, more strategic, more creative practitioners. The course addresses a number of systemically excluded individuals and communities such as people who have been engaged in the psychiatric system; people who are unhoused; people who have been imprisoned, and people who use illicit drugs; people who are ‘undocumented’; people who are sex trade workers; and the intersection between these communities and other systemically excluded groups such as racialized communities, people who are part of the dis/ability community, and Indigenous communities (please note: this is not an exhaustive list). Special attention will be paid to the overlaps and the commonalties , along with the meaning this holds for praxis. It has two primary purposes: to support people who would like to develop a deeper understanding of the lived experiences, and to become more skilled and creative allies, accomplices and activists to systemically excluded or ‘disenfranchised’ populations; and to explore key community development and social activism principles using the realities of these populations (including their inclusion/exclusion they experience), balancing strategic and arts-based activism. This is a counter-hegemonic course. The vantage points and concerns of the groups in question are the starting point; and their rights are paramount. It is grounded in respect for groups of people who have been systemically excluded, and for the solutions engaged, the cultures created, and the communities formed. Primary theoretic frameworks include: feminism, anti-racism, Marxism, critical theory, transformative justice, labeling theory, antipsychiatry, socialist anarchism, existentialism, and the philosophies of nonviolent activism. Questions investigated include: How, who, and why does the state ‘disenfranchise’?; What modifications are needed in community organizing with populations at risk from the state?; What are some ways the arts have been effectively used by the movements in question? The primary focus is the liberation movements of the communities we are examining in this course (e.g. the prison abolition movement, the antipsychiatry movement, the harm reduction movement, the antipoverty movement). A particularly pivotal question is how to advance the goals of the movements in question. There will also be an emphasis on the creation, use and dissemination of many different forms of art including: political art, expressive art, witness art, popular education (e.g. theatre (including theatre of the oppressed), visual art, photography, puppetry, photography, creation of documentaries, and storytelling).

LHA1110H - Approaches to Teaching Adults

Credit Value: 0.50

A theoretical and experiential study of strategies for teaching adults, and of the procedures educators can use in group settings to enhance the development of learning processes. Students will explore personal institutional and societal variables that shape teaching/Learning environments, examine the factors that promote or hinder success, experience and analyze different teaching approaches, and develop a personal approach to the teaching/learning process.

LHA1111H - Working with Survivors of Trauma

Credit Value: 0.50

This course explores the nature(s) of trauma and the different ways of working with survivors. The emphasis is on difference-different types of trauma, different ways of coping, and the significance of different and multiple identities. Work with adult survivors of childhood sexual abuse is particularly highlighted. Other areas include survivors of: homophobic assault, ritual abuse, residential schools, refugee traumatization, war trauma, trauma associated with imprisonment, trauma associated with psychiatric intervention, and second generation trauma (e.g., children of Holocaust survivors). The trauma inherent in systemic oppressions, the fact that we live in an oppressive and violent society, and the implications for practitioners is emphasized throughout. While the primary emphasis is on practitioners as counsellors, other roles are also considered, including: advocates, befrienders, community workers, and literacy workers. Practitioner self-care in light of vicarious traumatization is given special consideration. Attention is divided between individual work, group work, and community work. The course is counter-hegemonic. Dominant perspectives include: critical theory, feminism, and existentialism. Permission of Instructor is required to enrol. Failure to contact the instructor for a screening interview well in advance (at bonnie.burstow@utoronto.ca) may result in not being able to take the course.

LHA1113H - Gender and Race at Work

Credit Value: 0.50

This course will focus on gender processes in work settings. We will identify patriarchal rules and expectations which run through contemporary workplaces (factories, offices, homes, hospitals, shopfloors, etc.) and propose ways in which normalizing discourses which reify gender hierarchies can be challenged. The course will focus on how ''gender,'' ''race'' and ''class'' can be conceptualized as processes rather than demographic attributes possessed by individual workers. We will trace the connections between gendered jobs and gendered workers and explore how individuals learn to ''do gender'' in organizational settings.

LHA1114H - Commons, Community and Social Justice

Credit Value: 0.50

While our economic GDP is growing today via enclosure and destruction of the Commons, our human wellbeing and sustainability increasingly depend not only upon protection of the Commons (economic, ecological, cultural and electronic) but their extension in most areas of human experience. With the participation of all faculty members of the AECD Program, the course will be based on introducing students to the following: i) a history of Commons in societies; ii) conceptualization of Commons; iii) relevance of Commons for understanding adult education in relation to a variety of learning contexts and social issues. In this context, the course will specifically seek to explore the following dynamics of change: a) the current impact of ‘counter-commons’ market measures of wealth, well-being and ‘development’; b) current commons- related education, policy and activism in economic, social, cultural and spiritual realms at the local, national and global levels; and c) theoretical and strategic debates among commoners and between commoners and corporate ‘sharing economy.’

LHA1115H - Learning for the Global Economy

Credit Value: 0.50

This course focuses on learning for the global economy. We will explore workers' learning which occurs during migration and as a result of the movements of global capital. In order to support the growing interconnectedness between workplaces located in different countries, organizations and states have developed strategies and programs which serve to "train" workers to engage in transnational interactions. Workers engage in a wide range of language, communication, and vocational training as a result of migration as well as through their involvement in global economic processes. We will explore what and how workers learn to conceptualize the "world as a single social space" (Robertson 2002) and the impact of this learning on their lives and communities.

LHA1119H - Creating a Learning Organization

Credit Value: 0.50

Peter Senge's concept of the Learning Organization has now been embedded in organizational thinking since 1990. Many organizations have struggled to create learning cultures with varying degrees of success and much has been discovered about the factors that contribute to or inhibit this success. In this course, we will look at the Learning Organization as Senge and others have conceived it through the lens of productive conversation. The course will employ a variety of learning strategies including student presentations, theory bursts and organizational simulation. As part of our process, we will examine our own ability to create a learning organization within the class and the impact that our conversations have on the quality of our own learning.

LHA1120H - Professions, Learning, and Work

Credit Value: 0.50

The content of this course focuses on work and learning dynamics within professional workplaces and seeks to place these dynamics within their broader social, political, economic and historical context. Themes concerning professionalization, de-professionalization, professionalism, the nature of professional and/or expert knowledge, ethics, identity, knowledge cultures, and the organization of professional labour processes will also be addressed. The first half of the course will review the history of approaches to the meaning and study of professions as well as address key concepts, issues and dynamics of professions and professional work. The second half of the course will focus on leading conceptual issues and research on professional learning dynamics specifically. Students will be encouraged to combine the development of course assignments with existing research projects/goals/interests. The basic elements of a typical week in this course are as follows: 1. Opening lecture video posted by the instructor on Monday evening of each week 2. Group discussion each week (Monday to Thursday) 3. Closing lecture video posted at the end of each week (based on key themes emerging from the discussion groups and related issues from the readings).

Exclusion: LHA5105H

LHA1122H - Practicum in Adult Education and Community Development (Pass/Fail)

Credit Value: 0.50

This course provides an opportunity for students to put theoretical ideas they have learned in other courses into practice. Students will identify a placement setting and develop a project in consultation with the instructor. The practicum can be situated within such settings as schools, private sector organizations, community groups, hospitals. Suitable projects may include (but are not limited to) the development of curriculum, programs or online resources, the organization and/or delivery of courses and workshops, and the evaluation of teaching materials and programs. Weekly discussions will provide for support, feedback and reflection.

LHA1142H - Young Adulthood in Crisis: Learning, Transitions and Activism

Credit Value: 0.50

This course focuses on the experiences of a generation of young adults who have come of age under the auspices of fiscal crisis, austerity and massive shifts in social policies landscapes, and recent upheavals and mobilizations against the state across North and South America, Europe, the Middle East, and Africa. Young adults today are uniquely positioned within the cultural, economic, and policy landscapes of growing conditions of social and material insecurity. Compared to adolescence, which is a much-researched area of educational scholarship, young people who are "emerging" or "young" adults are an under-researched population. Emerging adulthood includes the period between 18 and 30 years of age when young people become more independent and explore various life possibilities. It is a time of profound change, when young adults acquire the skills and education they need for jobs and careers, when they establish households and relationships, begin families, and begin to contribute to society in meaningful ways. It is also a time in which young people gain political status vis-a-vis the state and become subject to rules and regulations concerning criminal justice and financial institutions and can experience an attenuating loss of social supports. There is a growing body of research to suggest that that the forms of 'crisis' experienced by young people today will have a profound effect on their transition to adulthood, their engagement in traditional social and political institutions, and their ability to participate meaningfully in the knowledge economy. For these reasons, emerging adulthood and youth studies are important areas of study in adult education.

LHA1143H - Feminist Perspectives on Society and Education

Credit Value: 0.50

This course will provide students with little background in feminism and students wishing to renew and deepen their knowledge of feminism with an overview of: 1) the principles of feminist social analyses and social practice, and 2) feminist perspectives on current issues. It will be useful for students who are facing issues of gender in their research, their work, or their personal lives and are interested in how gender intersects with race, class and sexuality.

LHA1144H - Queer Interventions: Tools for Community Organizing

Credit Value: 0.50

This course presents a hands-on approach to community organizing on lgbtq issues, and is meant to supplement the skill base of those currently working in communities as health and social services professionals, as well as those who are grass roots community organizers. The curriculum is designed to engage lgbtq history and contemporary issues, and to integrate this knowledge with a skill-building approach to community development through organizing and participatory action.

LHA1145H - Participatory Research in the Community and the Workplace [RM]

Credit Value: 0.50

This course examines the theory and practice of conducting participatory and collaborative research that bridges the academic, workplace, and community divide, with an emphasis on research from feminist, anti-racist, and anti-colonial perspectives. In addition to readings, students will undertake a research project as part of the course requirement.

LHA1146H - Women, War, and Learning

Credit Value: 0.50

This course will focus on the impact of war on women and their rights. We will engage in critical analyses of contemporary conflicts and their impact on gender, race and learning. Specifically, we will examine the link between war, globalization, nation-states and learning and the link between non-state, non-market forces and learning. We will look at current feminist approaches to the study of war, violence and women's resistance and learning. The theoretical approach in this course is anti-racist and anti-imperialist feminism.

LHA1147H - Migration, Resettlement, and Learning

Credit Value: 0.50

This course will examine the gender, race, and class dimensions of population movement and forced migration. The focal point of our work will be understanding how these experiences intersect with questions about learning and work. Much of the world population is ‘on the move.’ According to the United Nations, as of 2020, about 281 million people were living outside their country of birth. War, environmental disasters, and massive restructuring of certain sectors of economy are forces that displace population mostly from the global south. In this context, a significant percentage of migrants move in search of financial stability. Participants in this seminar will study a range of learning experiences connected to the flow of people and jobs in various sites and scales––Canada, transnationally, globally. We will follow the adjustment and transformation of market economy and educational initiatives in response to these movements. Emphasis will be on the challenges faced by women migrants and refugees as they navigate changing labor markets in search of waged work. The course will pay attention to competing theoretical analyses of the relationship between gender, sexuality, race, and class in the context of migration, learning and work. We will discuss critical feminist and race theories, Marxist feminist analysis, transnational, diaspora, mobility and cultural studies, and adult education. The course will rely on theoretical studies and pay attention to social relations, politics, policies, and practices of migration, learning and work. Additional course materials, including policy documents, reports, novels, and other creative media will further inform our discussions and inquiries. 

LHA1148H - An Introduction to Workplace, Organizational and Economic Democracy

Credit Value: 0.50

This course explores theories and practices of democratizing work, organizations, and the economy. It looks at the ways workers and communities can take stewardship of working life, work organizations, and the economy and critically assesses management and workers' strategies of workplace and organizational participation. The course also homes in on how contemporary alternative economic arrangements (such as worker cooperatives and numerous forms of self-managed community initiatives), the social and solidarity economy, and environmental and social movements prefigure the expansion of economic democracy and social change while they, at the same time, directly contest the ongoing crisis spawned by neoliberal capitalism. The course applies theory to practice via multiple case studies from the global North and South and student' own experiences with work and participative organizations in the for-profit, not-for-profit, and public sectors. Throughout, the course interlaces explorations of workplace, organizational, and economic democracy with critical adult learning theory and practice.

LHA1149H - Precarity & Dispossession: Urban Poverty and Rebel Cities

Credit Value: 0.50

Some of the most pressing problems affecting community wellness can be traced to how stable infrastructures are eroding, resulting in underemployment, insecure housing, expulsions from prime real estate, and criminalization of the racialized and indigenous poor. This course provides some important conceptual frameworks that help us understand how these themes are interconnected through militarized finance capitalism that is also alternatively referred to as 'the new economy', 'casino economics', and 'crisis economics'. As devastating as these trends are, never have possibilities for transformation been more accessible through a myriad of inspiring social movements and innovative community activism and development. This course provides some critical literacy for organizing, and some hands-on experience in transformative community development.

LHA1150H - Critical Perspectives on Organizational Change

Credit Value: 0.50

Critical approaches to organizations focus on how organizational change and development is experienced by diverse groups of women and men who work within organizations, as well as how organizational change is influenced by broader historical, social, political, and economic forces. Through this course, students will have the opportunity to develop theoretical and analytical skills to critically assess organizational change, its socio-economic contexts, and its dimensions of sense making, language, power, inequality, and resistance in a variety of organizational settings (offices, factories, service sector firms, NGOs, non-profits, cooperatives, community groups, government units, schools, family businesses, etc.). We will explore the methods frequently used to ''restructure'' organizations (such as downsizing, outsourcing, contingent just-in-time policies); develop critiques of recent trends which emphasize ''empowerment'', ''organizational learning", and ''reengineering'' and reflect on alternative organizational models with a vision of social change. Throughout the course, we will endeavour to situate the critical perspectives, theories, and methods of organizational change we will be studying to actual cases (including your own experience with organizations) via a variety of learning formats.

LHA1152H - Individual Reading and Research in Adult Education: Master's Level

Credit Value: 0.50

Specialized exploration, under the direction of a faculty member, of topics of particular interest to the student that are not included in existing courses. While credit is not given for a thesis topic proper, the study may be closely related to such a topic. Guidelines and Form are available from the website: http://www.oise.utoronto.ca/ro/UserFiles/File/Graduate%20Registration/GradReg_ReqIndReadRsch.pdf This course can also be designed as a field-based practicum in adult education and/or community development in an agreed setting. The course will include reflection, research, and writing on issues raised in practice.

LHA1160H - Introduction to Transformative Learning Studies

Credit Value: 0.50

This is the foundation course for Transformative Learning studies. It is designed to introduce students to a global planetary perspective. The concept of a global world order will be examined from historic, critical, and visionary perspectives. Issues of development/underdevelopment, human rights, and social justice perspectives are considered. A critical understanding of social power relations will be highlighted in the areas of gender, class, and race dynamics. The topics are approached as interdependent dimensions within a holistic education perspective.

LHA1171H - Foundations of Indigenous Education in Canada

Credit Value: 0.50

This course is designed to provide an interdisciplinary approach to the analysis of Aboriginal education in Canada. Emphasis is on understanding the influences of policies, programs, and institutions that affect the Aboriginal community in respect to Aboriginal education. One of the major data sources will be the report of the Royal Commission on Aboriginal Peoples. Aboriginal guest speakers will also comment on selected topics. Components of this course will include the Aboriginal world view; contemporary history/politics relevant to Aboriginal Peoples; and Aboriginal education and healing. Treaties were originally signed between First Nations and the Federal Government of Canada. These treaties for the most part have not been honoured. In this course we shall discuss the ways and means to redress this situation as we focus more specifically on issues relevant to Aboriginal education.

LHA1180H - Indigenous Worldviews: Implications for Education

Credit Value: 0.50

This course will provide a deeper understanding of Aboriginal worldviews and an appreciation of how this knowledge can enhance teaching, learning and research. Learners will examine philosophical views shared by Aboriginal people while honoring a diversity of identities, culture, language, and geographic locations. Course content may include Aboriginal cognitive styles, values and ethics, traditional teachings and indigenous methodologies. This course will promote an understanding and appreciation of Aboriginal perspectives and explore strategies for integrating this knowledge into the work of educators and researchers.

LHA1181H - Embodied Learning and Alternative Approaches to Community Wellness

Credit Value: 0.50

Some very innovative community activism takes place through creative forms of embodied learning, including theatre, dance, slam poetry, hip hop, and various other art forms. In addition, many of these art forms offer alternatives to western Eurocentric frameworks of objectification, subjugation and alienation, emphasizing, instead, relationality and connectedness. The two alternative embodied arts explored in this course include Qigong and Mindfulness Meditation, with a view to examining how these can augment Marxist Feminist dialectics, and inform social justice movements, through deep personal and social transformation. Students will develop a community development proposal involving embodied learning and social movement building, and will participate in a group-based art-as-public pedagogy project.

LHA1182H - Nonprofits, Co-operatives and the Social Economy: An Overview

Credit Value: 0.50

This course discusses critical issues facing nonprofits, co-operatives, and the social economy, which is a bridging concept for organizations pursuing a social purpose. The course examines the differing organizational forms and accountability structures and the challenges faced by these organizations. Issues to be considered are: social enterprises and their increasing prominence in an age of government retrenchment; community economic development in low-income communities; and civil society organizations and their functions in encouraging social engagement and challenging social norms. The course views the social economy in relation to the government and business sectors, and attempts to understand the multiple roles of organizations in the social economy as they interact with the rest of society. The course materials include innovative case studies and adult education materials with regular guest lectures from social economy practitioners.

LHA1183H - Master's Research Seminar

Credit Value: 0.50

This seminar is designed to support Master's students in the process of writing a thesis or a substantial research paper. Issues to be discussed will include: choosing a topic, writing a proposal, developing an argument, selecting a supervisor, and organizing the writing process. The class will be participatory, and weekly readings will be assigned on the various parts of the thesis-writing journey. Class members will also receive instruction on effective library research techniques. In addition, students will have the opportunity to read completed theses and proposals. The course is required for all MA students. Full-time MA students are encouraged to take this course at the start of their program. Part-time MA students should ideally take this course when they are ready to start working on their thesis proposals. If you have difficulty fitting this into your schedule, please contact the instructor.

The course is also open to MEd students who are interested in gaining research experience by writing a substantial research paper equivalent to a thesis.

LHA1184H - Indigenous Knowledge: Implications for Education

Credit Value: 0.50

This course will explore Indigenous ways of knowing and knowledge systems and how this knowledge might inform the work of teaching, learning and research. Course content may include indigenous research protocols, decolonizing methodologies, ethics and politics of researching and teaching in Aboriginal communities, indigenous knowledges in the academy, intellectual property rights, curriculum development and innovations in Aboriginal education. Traditional teachings from respected Elders may be incorporated into learning. For learners with a research focus, this course enables inquiry into the production of knowledge, from both western and indigenous perspectives. For those interested in education implications, the course provides a footing in the workings and characteristics of indigenous knowing which will aid their pedagogical practices in Aboriginal and non-Aboriginal contexts.

LHA1185H - Leadership in Organizations: Changing Perspectives

Credit Value: 0.50

This course provides you with opportunities to examine current principles, practices, trends and issues related to organizational leadership, and apply these concepts to your own professional practice. You will explore leadership styles, practices, tasks and models, and are encouraged to reflect on and analyze your own leadership experiences in light of theories examined.

LHA1186H - Organizational Change in the Nonprofit and Public Sectors

Credit Value: 0.50

This course explores concepts, practices and processes in organizations, with specific emphasis on the challenges and strategies for addressing the human aspects of change. The course combines an experimental approach and critical analysis to examine issues in organizational change. Students will gain understanding of theories, practices and the importance of Human Resources Development, Human Resources Management and Labour Relations principles in planning and implementing effective organizational change.

LHA1190H - Community Healing and Peacebuilding

Credit Value: 0.50

This course will examine issues faced by individuals, groups and communities trapped in ongoing cycles of violence due to historic and current traumas, and systemic injustice. The course will focus on healing and peacebuilding initiatives at the community level and will draw on diverse cultural traditions. The course will acquaint students with current theoretical concepts of community healing and peacebuilding. Participants will also develop skills, values and attitudes that will enable them to work towards healing, reconciliation, and comprehensive, viable peace. The notion of praxis is key, and students will be given the opportunity to reflect on their own practice.

LHA1193H - Adult Education for Sustainability

Credit Value: 0.50

This course will introduce students to the emerging field of adult education for sustainability. As a form of critical pedagogy, it concentrates on the interface between the education of adults and the question of sustainability. The task of adult education for sustainability involves helping us to learn our way out of unsustainable modes of thinking, feeling and acting about ourselves, our communities and the wider world, and to learn our way in to more sustainable ways of life. This course will cover issues such as globalization, sustainable development, community, environmental integrity, social justice, gender, energy and ecological literacy. It will also examine the role of adult education in exploring alternative models to our current unsustainable direction.

LHA1194H - Cyberliteracy and Adult Education

Credit Value: 0.50

Drawing from several disciplinary perspectives, this course provides an opportunity to interrogate the relationship of the Internet to adult education. The main objectives of this course are: to engage participants in an examination of the influence of contemporary information and communication technology, including social media and other platform-mediated activity, on key adult education praxis areas such as community development, literacy, employment and services. The course provides participants with a critical framework for analyzing Internet mediated environments; and encourages students to explore Internet resources that may be used in conjunction with traditional community development and adult education practice. The course is conducted using a seminar format where discussion is informed by weekly readings.

LHA1195H - Technology@Work: The Internet in Workplace Learning and Change

Credit Value: 0.50

This course examines a moving target, the interface between emerging technologies, primarily information and communication technologies, and the workplace. Drawing from various disciplinary perspectives, including education, sociology, social psychology and communication studies; the course provides an opportunity for students to interrogate the ways in which technology is embedded in the work place. Some topics that will be covered include the knowledge economy, virtual teamwork, surveillance and the future of authority. The course is designed as a hybrid or blended course, which means that it is taught through face-to-face and online sessions and activities. A mixed course format allows participants to experience diverse technology platforms and applications and illustrates course content.

LHA1196H - Walking Together, Talking Together: The Praxis of Reconciliation

Credit Value: 0.50

Humans are fundamentally social creatures, depending on good relationships with those around us for optimal functioning. When harm is done in these relationships people suffer. If restoration does not occur and the underlying structural and cultural issues are not addressed, suffering and violence will likely continue, whether acted out inwardly within the individual or group, or outwardly, directed to others. Reconciliation, the complex, dynamic, long-term process of restoring relationships, structures and identities after violent conflict, is a concept that is becoming increasingly relevant. This course has been developed to study reconciliation in accordance with the following principles: reconciliation is necessary; reconciliation is complex; reconciliation is praxis; and reconciliation has implications for adult education and community development.

LHA1197H - The Pedagogy of Food

Credit Value: 0.50

Following the lead of American essayist Wendell Berry, who has argued that eating is an agricultural act, this course will focus on the idea that eating is also a pedagogical act. What do we learn, and unlearn, from the food we eat? How is the food on our plate connected to such issues as food systems, food politics, food justice, food security, food sovereignty and food movements? Can we consume our way into a more sustainable future, or does this simply reinforce our current unsustainable way of life? This course will explore these and other questions, keeping in mind that food can be a catalyst for learning, resistance and change.

LHA1803H - Recurring Issues in Postsecondary Education

Credit Value: 0.50

An examination of some of the many issues that have been characteristic of postsecondary education in the past and are likely to continue to be faced in the future.

LHA1805H - The College Sector

Credit Value: 0.50

This course provides an overview of the history, philosophy and evolution of community colleges. While the focus will largely be on the Ontario college system, students will also engage in exploration of wider issues, controversies, challenges and opportunities that community colleges face more broadly in Canada, the United States and in other countries, particularly Anglophone countries with similar systems. The themes of social justice, access and equity run through all topics, as a key purpose of community colleges is to promote these objectives.

LHA1806H - Systems of Higher Education

Credit Value: 0.50

A comparative description and analysis of tertiary-level systems of education with special attention to their structure and governance and the relevant features of the societies in which they operate.

LHA1807H - System-Wide Planning and Policy for Higher Education

Credit Value: 0.50

This course is about system-wide policy and planning in higher education. The primary goal of this course is to help students understand how to conduct sound analyses of major policy issues at the system level, and make well-grounded recommendations on how to address them. This course is organized around a realistic planning assignment to address a policy issue, following a problem-based approach.

LHA1809H - Administration of Colleges and Universities

Credit Value: 0.50

This course explores how administration, management, and leadership are conceptualized, studied, and practiced in higher education institutions. The course will contrast mainstream and critical perspectives on administration, management, and leadership and examine the specificity of academic settings in shaping both the practice and the investigation of administration in colleges and universities.

LHA1811H - Organizational Change in Higher Education

Credit Value: 0.50

This course examines multiple theories and concepts that will help learners better understand colleges and universities as complex organizations and how they change. The aim is to help learners acquire a strong conceptual foundation for their analysis of organizational issues faced by colleges and universities, and to familiarize themselves with useful theoretical tools for interpreting and explaining organizational change in higher education.

Exclusion: LHA5810H

LHA1812H - Education and the Professions

Credit Value: 0.50

This course reviews theoretical debates regarding the nature of professions and professional education, placing them within their historical context in western societies. Contemporary issues that are addressed include the implications of globalization of the professions, diversity in the professions and the ''entrepreneurial university'' and the professions. Perspectives of practitioners as well as faculty teaching in the professions are considered.

LHA1814H - Lifelong Learning and Professional and Vocational Education

Credit Value: 0.50

This course on lifelong learning and professional and vocational education has four broad aims: First, it explores debates about: the learning society and lifelong learning; globalisation, the ‘risk’ society and reflexive modernisation; and, the knowledge society and the knowledge economy. Second, it explores the nature of, and debates concerning, professional and vocational education. Third, it explores different ways in which post-secondary education systems can be structured and organised, the relationships between universities and colleges and how this helps to structure relationships between professional and vocational education. Fourth, it explores regulation of post-secondary education through qualifications frameworks, and considers debates about the Ontario Qualifications Framework. It explores debates about skills, employability skills, generic skills, learning outcomes and competency-based education/training. It considers the contrasting theoretical frameworks that underpin various positions in these debates.

Exclusion: LHA5807H

LHA1815H - Economics and Finance of Higher Education

Credit Value: 0.50

The course is about the resources — public and private — that support schools, colleges, and universities: how the resources are raised, how they are allocated, how they are budgeted for, how they are economically justified, and how they are accounted for. The course is also about the connections: connections between investments in education and the larger economy, between the organization of systems and the way funding is allocated and accounted for, between forms of budgets and the efficiency with which funding is deployed, and between funding and educational quality. Although the ideas of classical economists – Smith, Ricardo, Marx, Becker, Rostow – about the formation of human capital will be discussed, the course does not require a background in economic theory.

Exclusion: LHA2006H

LHA1816H - Sociology of Higher Education

Credit Value: 0.50

This course applies key sociological theories and concepts to issues in higher education. The course examines both how society affects access to and outcomes of higher education, and conversely, how higher education has played a role in forming modern societies. Topics include: the role that higher education plays in social mobility, social reproduction, and the production of elites; faculty labor, knowledge production and dissemination; and, student campus life and identity formation. The course draws on various sub-fields in Sociology, including Social Stratification, the Sociology of Education, Sociology of Organizations and the Sociology of Knowledge.

Exclusion: LHA5807H – Special Topics code, previously used for this course

LHA1818H - Politics of Higher Education

Credit Value: 0.50

This course examines the field of higher education through a political lens and covers relations between higher education institutions and states, between institutions, and within institutions. The aim is to introduce students to the fundamental assumptions and applications of political theories as they relate to international, national, organizational, and individual levels of analysis. Topics covered during this course include political theory, political dynamics, sources of power, and political behaviour. These are in turn used to analyze current debates and events in higher education such as higher education as a public or a private good, academic freedom, accountability, internal governance, leadership and administration, and labour relations.

Exclusion: LHA5806H

LHA1819H - Governance in Higher Education

Credit Value: 0.50

This course addresses the arrangements for governance in higher education. It examines formal models and theories of governance; the legal and institutional framework of higher education governance; the role and characteristics of higher education intermediary bodies, governing boards, and academic senates and their relationships to one another; and current challenges and issues pertaining to university and community college governance.

LHA1822H - Teaching and Learning in Higher Education

Credit Value: 0.50

This course develops an understanding of the principles of teaching and learning in higher education, and it develops skills in the practice of teaching in higher education.

Exclusion: LHA5809H

LHA1823H - Scholarship of Teaching and Learning

Credit Value: 0.50

This course introduces the scholarship of teaching and learning in higher education with a particular focus on the scholarship of teaching and learning in professional education. The scholarship of teaching and learning engages teachers in scholarly inquiry into teaching and learning with the aim of improving student learning, and advancing curriculum and pedagogy. The emphasis is on undertaking systematic scholarly inquiry into one’s teaching either individually or collegially, and sharing the outcomes of this inquiry in a variety of ways, including in practitioner seminars and conferences, journals and websites, as well as in refereed conferences and journals so that knowledge about how to improve learning in one's field is advanced.

Exclusion: LHA5814H

LHA1825H - Comparative Education Theory and Methodology [RM]

Credit Value: 0.50

This course provides an overview of the evolution of comparative education as a field of study, covering historical-philosophical, positivistic, phenomenological and neo-Marxist approaches to the field. It also looks at how comparative education scholars have responded to the literature of postmodernism and globalization. Central themes of the course are the purpose of comparative education, the impact of diverse views of social change, and the idea of scientific method. The role of such international organizations as the International Bureau of Education, UNESCO, and the World Bank in comparative education is discussed.

LHA1826H - Comparative Higher Education

Credit Value: 0.50

This course provides an overview of the field of comparative higher education, beginning with perspectives from the different civilizations which fostered higher learning in the pre-modern era. It considers theories from comparative education and disciplines such as history, sociology and anthropology as they apply to understanding higher education in global context. It also takes both a regional and a thematic approach in looking at higher education across different societies. Themes covered in the course include gender in higher education, curricular patterns across different societies, student issues and the relation of higher education to the state.

LHA1828H - Evaluation in Higher Education [RM]

Credit Value: 0.50

This course investigates the theory and practice of evaluation in higher education, including admissions processes, assessment of student learning, student evaluation of teaching, and program and institutional evaluation. By the end of the course, students should be able to explain purposes and principles of evaluation; critique uses of evaluation in higher education; apply evaluation principles in higher education;  create and critique logic models, change models, and action models for higher education programs; plan evaluations of higher education programs; and discuss ethical issues in evaluation.

LHA1834H - Qualitative Research in Higher Education [RM]

Credit Value: 0.50

This course is designed for students who are planning, collecting data, analyzing or writing up thesis or other qualitative research. Classes will involve reading about the theoretical paradigms (e.g. interactionish, phenomenological, critical feminist, postcolonial/emancipatory) and research methodologies and types of analysis and interpretations being used by students (e.g. participant observation, thematic analysis, focus groups, individual interviews, ethnography, autoethnography, grounded theory, critical ethnography, participatory action research, life histories/narratives, institutional ethnography, textual analysis, policy or program analysis). Selected ethical issues that are often encountered in the process of doing research will also be covered. Special attention will be paid to analysis and interpretation of the data, with students presenting their changing views of their chosen topic for feedback and referral to relevant literature.

LHA1835H - Logics and Strategies of Case Study Research (RM)

Credit Value: 0.50

This course examines the logics and strategies of case study research used in the social sciences, as well as their applications to higher education and related fields. The main goal of the course is to help students develop skills for designing, conducting, evaluating, and critiquing case studies. Hand-on activities and intensive reading and discussion are employed towards helping students achieve this goal. This course is designed for graduate students who are interested in conducting case study research as part of their thesis projects and/or future academic and professional work. While the course uses themes related to higher education, this course is appropriate to graduate students from other fields who have had an introduction to qualitative research.

LHA1836H - Critical Analysis of Research in Higher Education [RM]

Credit Value: 0.50

This course will focus on the critical analysis of interdisciplinary research conducted within the higher education context. Participants will begin with an exploration of the fundamental characteristics and underlying theories of quantitative, qualitative and mixed mode research methodologies, and the strengths and limitations of each in relation to issues relevant to higher education. Building on this foundation, the participants will analyze and critique publications and theses reporting higher education research. Recommendations and implications suggested in these documents will be critiqued with respect to their potential impact on decisions made by organizational leaders with respect to equity issues, policies and procedures. Finally, participants will develop a sound research proposal that could conceivably be conducted within the higher education context.

LHA1843H - Higher Education and the Law

Credit Value: 0.50

This course will examine the legal framework of higher education, including laws, regulations, and judicial interpretations that impact upon the governance and conduct of higher education. Particular attention will be placed upon the tension between academic autonomy and individual rights as they affect students' rights, faculty status, sanctions against discrimination, and the conditions attached to government funding.

LHA1844H - The Student Experience in Postsecondary Education

Credit Value: 0.50

This course will explore the theoretical and conceptual foundations of the student experience in postsecondary education. As well, we will study the nature of work in postsecondary education that supports students' development and learning. Students in this course will review and discuss broad forms of literature/documentation that addresses various components of the student experience. A particular focus of this course will be on exploring the various outcomes of postsecondary education and examining forms of assessing the various student outcomes in and beyond postsecondary education.

LHA1845H - Indigenous Students in Higher Education

Credit Value: 0.50

The field of Student Affairs strives to understand and support students. While student affairs core courses include content regarding marginalized and BIPOC populations, Indigenous students are distinctive as the institution-student relationship is complicated by Treaty and the 2015 Truth and Reconciliation Commission Report. The population is also growing which has implications for higher education generally and student services specifically. This course focuses on Indigenous students in higher education to ethically prepare student affairs professionals and scholars. In addition to academic readings, students will contrast and compare Indigenous experiences with other minoritized and racialized groups, including their own. Pidgeon’s (2016) Indigenous Wholistic Framework and the TRC are foundational in this course. Indigenous social media representation of Indigenous student services, academic departments, and scholars will also be explored.

Exclusion: LHA5804H

LHA1846H - Internationalization of Higher Education in a Comparative Perspective

Credit Value: 0.50

The purpose of this course is to examine the complex phenomenon of internationalization from both conceptual and applied perspectives,. The course explores and develops a conceptual framework for internationalization through a rigorous analysis of different meanings of the concept; shifting rationales, benefits, risks, and outcomes; and the diversity of actors and stakeholders; Students will apply the conceptual framework to a region or group of countries in the world, by analyzing the key priorities, policies and issues. Comparing different approaches among the regions and countries will raise important questions about the different roles and implications of the internationalization process. Emerging trends and issues linked to internationalization including commercialization, brain drain/gain, quality assurance, cultural homogenization, neo-colonization and world rankings will be examined. This course has a definite policy orientation and students with some academic or professional background in higher education will benefit most from it.

LHA1847H - Human Resource and Diversity Issues in Higher Education

Credit Value: 0.50

This course will explore and discuss models of and approaches to leadership as they pertain to higher education. Particular attention will be paid to equity and diversity issues within human resources, recognizing the increasing diversity of the higher education environment. The course will include an examination of (a) how equity and diversity inform our models of academic and administrative leadership; (b) what leaders might do to ensure that their institutions are viewed as Employers of Choice both nationally and internationally; (c) the role of leadership within the post secondary system in the promotion and enhancement of student learning and literature.

LHA1848H - Innovative Curricula in Higher Education and Professional Programs

Credit Value: 0.50

This course explores how educators in higher education and professional programs approach curriculum development from an innovative perspective. Curriculum theories, philosophic perspectives in the literature, and current realities in the classroom will be explored. Curriculum challenges with respect to access, quality and funding in higher education will be identified and analyzed, and innovative strategies for addressing these challenges will be generated.

LHA1852H - Individual Reading and Research in Higher Education: Master's Level

Credit Value: 0.50

Individual Reading and Research courses are taken as specialized study, under the direction of a staff member, focusing on topics of particular interest to the student that are not included in available courses. While credit is not given for a thesis investigation proper, the study may be closely related to a thesis topic.

LHA1853H - Introduction to Student Services

Credit Value: 0.50

This course is designed to introduce students to the field of student affairs and services within the context of Canadian postsecondary education institutions. We will use a multidisciplinary approach to examine the historical, philosophical, legal, and cultural foundations of student affairs and services work. From these multiple perspectives, we will discuss the guiding principles from which student affairs and services practitioners educate and deliver services and programs to students.

LHA1854H - Student Development Theory

Credit Value: 0.50

This course examines the origins, present status, challenges and future directions of student development within the context of higher education in western society. Sessions will review the evidence from research and practice that identify key factors influencing student development in postsecondary education. Discussions will focus on the changing nature of students in higher education, the role of institutional policy, structure and function in facilitating student development and pathways to student success and retention. In addition, the social, psychological and cultural foundations of the student personnel movement as well as the role and functions of student services staff in colleges and universities will be examined.

LHA1856H - Advanced Student Development Theories in Higher Education

Credit Value: 0.50

This course builds upon the knowledge gained in LHA1854, Student Development Theories in Higher Education. The course will more deeply examine psychosocial, cognitive structural, and typological theories. With a focus on intersectionality we will examine how race, culture, ethnicity, gender, sexual orientation, disability, and spirituality can influence development. Students will learn to use theories to improve our work with students. We will not do so without a critical examination of the theories.

Prerequisite: LHA1854H

LHA1858H - Internship in Student Services 1

Credit Value: 0.50

The internship is a research informed theory to practice experiential form of instruction designed to provide students with opportunities to perform activities that are regularly performed by practitioners in the area of the internship in student services.

Prerequisite: LHA1854H
Exclusion: LHA5812H

LHA1859H - Internship in Student Services 2

Credit Value: 0.50

The internship is a research informed theory to practice experiential form of instruction designed to provide students with opportunities to perform activities that are regularly performed by practitioners in the area of the internship in student services.

Prerequisite: LHA1858H
Exclusion: LHA5813H

LHA1860H - Capstone Project for Higher Education Leadership Cohort Option

Credit Value: 0.50

This course will provide students the opportunity to review, integrate and synthesize what they have learned in their learning experience, and apply these in a Capstone project. The Capstone Project that is the goal of this course will be a culminating, comprehensive and scholarly project completed near or at the end of the M.Ed. in Higher Education Leadership option.

The Capstone project will address one or more complex empirical issue(s) relevant to the leadership challenges in the students’ professional work context. The project will ask the students to demonstrate their ability to identify and define the issue/problem, conduct an insightful analysis and critique of the scholarly literature that informs the issue. This includes philosophical foundations, theoretical frameworks, conceptual models and the research methodologies employed (consistent with the COU, Quality Assurance Framework, Updated 2019, GDLEs, pp.34-35). They are expected to gather relevant secondary or primary data and propose feasible strategies/approaches to resolve the issue(s). Implications for implementation of the proposed resolution will be clearly identified and supported. Students may have an opportunity to participate in the organization and delivery of a Leadership Forum for the dissemination of knowledge gained.

Exclusion: LHA5805H

LHA3003H - Designing Research Proposals in Educational Leadership and Policy

Credit Value: 0.50

This course is designed to assist doctoral students in the development of effective research proposals. Course readings, assignments, and activities will provide students with a structured approach to problem definition, succinctly reviewing the relevant literature, articulating conceptual frameworks, identifying suitable methodological approaches for the questions to be examined, understanding the purposes of informed consent in research design, and anticipating the timelines associated with data collection, data analysis, and writing up final reports. Students will practice writing both short proposals for graduate research funding as well as longer dissertation proposals.

Exclusion: The course is open to advanced doctoral students in ELP (all others with permission of instructor). Students who have previously taken the special topics version of this course are prohibited from taking LHA3003H.

LHA3004H - Research Literacy for the EdD Program

Credit Value: 0.50

This course will assist students in learning how to find, understand, share and act on research in their doctoral studies and their professional work. The course will include consideration of the nature of research literacy; the concepts and practices of finding, understanding, sharing and acting on research; developments in education research philosophies, paradigms, stances and methods; strategies for critiquing and citing research; design and use of literature reviews, syntheses and meta-analyses; and communicating and presenting research reviews.

LHA3005H - Introduction to Research Methods for the EdD [RM]

Credit Value: 0.50

The purpose of this course is to provide students in the Educational Leadership and Policy Program's EdD cohort with exposure to and practice in a range of research design and data collection methods for applied research: educational change case studies and comparative case studies; qualitative, ethnographic tools for educational inquiry; systematic analysis of policy documents; survey research; quantitative analysis of school, system, or other organization administrative data.

Prerequisite: LHA3004H Research Literacy for the EdD Program (applies to Regular ELP EdD Students only)

LHA3006H - Data Analysis for the Education Doctorate [RM]

Credit Value: 0.50

This course is one of the core courses in the Educational Leadership and Policy Program EdD program and provides students with the opportunity to learn and practice the data analysis approaches most appropriate for studying problems of practice. In this course students will work on coding and organization of qualitative and case study data and policy documents; presentation of findings from survey research and quantitative examination of administrative data. This course also requires students to examine a wide range of knowledge mobilization strategies and to link those strategies to their projects.

Prerequisite: LHA3005H Introduction to Research Methods for the EdD

LHA3007H - Reviewing the Literature

Credit Value: 0.50

This course will provide students with the skills and knowledge needed to synthesize academic literature. In particular, it will provide students with the opportunity to become familiar with the philosophy, assumptions, characteristics and methods of reviewing literature in education and the social sciences. It will expose students to theories about how literature should be reviewed and provide them with the opportunity to develop their own reviewing skills.

Prerequisite: LHA3004H Research Literacy for the EdD Program

LHA3008H - Professional Seminar and Dissertation Workshop in International Educational Leadership and Policy

Credit Value: 0.50

This professional seminar course aims to advance the use and application of research, writing, and methodologies for the dissertation in practice while students engage as part of an academic community. The course is intended to support professional interactions and learning among the International Educational Leadership and Policy EdD cohort with the goal of improving and advancing opportunities to discuss aspects of the research process. It includes practical modules in the context of effective leadership and policymaking in international education settings, while also scaffolding stages of thesis development.

The course is open to EdD students in the International ELP cohort.

Exclusion: LHA6011H

LHA3030H - Advanced Legal Issues in Education

Credit Value: 0.50

Understanding education law is essential to the effective management and operation of schools. Schools function in a complex legal environment. It is essential for educators to be as current as possible of their legal rights and responsibilities. Focus on current issues, legislative and common law precedents.

LHA3040H - Administrative Theory and Educational Problems I: People and Power in Organizations

Credit Value: 0.50

A review of major perspectives on the individual and the organization includes discussion of questions pertaining to the nature of society and the nature of people. Of immediate concern is the manner in which decisions and organizational outcomes are produced, as well as the bearing that these sets of arrangements have upon productivity and the well-being of those whose lives are touched by organized education. Of express concern is the manner in which power is exercised in everyday situations that may involve elected officials, appointed administrators, teachers, students, and the public at large.

LHA3041H - Doctoral Seminar on Policy Issues in Education

Credit Value: 0.50

This seminar examines significant policy issues in education, both historical and current, both Canadian and international. Emphasis is on acquiring an understanding of the content and significance of the policies, with a secondary interest in policy analysis and development. 

LHA3042H - Field Research in Educational Leadership and Policy [RM]

Credit Value: 0.50

The course explores naturalistic and ethnographic methods of research applied to field research and case studies in educational administration. The researcher as participant in as well as an observer of social reality; the relationship of fact and value in social research, the limits of science in truth-making; the relationship of such science-established truth to evaluation and administrative action; and the problems of ethical inquiry into organizational and administrative realities.

LHA3044H - Internship/Practicum in Educational Leadership and Policy

Credit Value: 0.50

An advanced administrative experience, primarily for EdD students, under the joint guidance of faculty members and senior administrators in the internship/practicum location. Placement and responsibilities relating to the internship/practicum are determined on an individual basis depending on the needs, interests, and aspirations of students and on the availability of appropriate locations.

LHA3047H - Research Seminar on Leadership and Educational Change

Credit Value: 0.50

The course explores a variety of initiatives being taken to improve, reform, and/or restructure schools. The basic intents of these initiatives are examined in an effort to understand implications for productive change processes at the classroom, school, and school system levels. Emphasis is given to the role of leadership in fostering educational change. Students will be involved in a research project designed to illustrate the practical meaning of course concepts and to refine their research capacities.

LHA3052H - Individual Reading and Research in Educational Leadership and Policy: Doctoral Level

Credit Value: 0.50

Course description same as 1052H.

LHA3064H - Global Governance and Educational Change: the Politics of International Cooperation in Education

Credit Value: 0.50

This course looks at the role of international level actors and networks in shaping domestic educational policies and producing globalized models for learning often underappreciated in the study of educational policy and change. This course reviews various theoretical approaches to the study of international relations in the field of education, considers recent efforts to study the globalization of educational policy, and then turns to the activities of a variety of organizations and networks, intergovernmental and nongovernmental, which have developed global level mandates in education. Topics include: education in the global development regime; the educational activities of the World Bank, UNESCO the OECD and the World Trade Organization; and transnational advocacy and NGO networks in education.

Prerequisite: CIE1001H
Exclusion: LHA3180H

LHA3102H - Doctoral Thesis Seminar (Pass/Fail)

Credit Value: 0.50

This seminar is designed for first or second year doctoral students. It will explore key elements of the doctoral studies journey: crafting a researchable topic, developing a thesis proposal, choosing a committee, planning for comprehensives, fostering effective writing strategies, planning for publication. Required activities will include one final piece of writing related to proposal development. This is a required course and if you cannot fit it into your schedule, please contact the instructor.

LHA3104H - Adult Education, Marxism and Feminism

Credit Value: 0.50

This course will examine adult education in global contexts with specific focus on ''Third World'' societies. It will offer a critical review of the relationship between adult education, modes of production, and state. In this course we will draw on Marxist, feminist, anti-racist, and ecological theoretical debates. Applying critical comparative analysis, the course will examine the role of adult education in liberation movements and democratization of state and society. We will study the role of adult education in building a dynamic civil society and challenges we are facing towards creating a democratic civil society.

LHA3152H - Individual Reading and Research in Adult Education: Doctoral Level

Credit Value: 0.50

Specialized exploration, under the direction of a faculty member, of topics of particular interest to the student that are not included in existing courses. While credit is not given for a thesis topic proper, the study may be closely related to such a topic. Guidelines and forms are available from the website:http://www.oise.utoronto.ca/ro/UserFiles/File/Graduate%20Registration/Individual_ReadingResearchCourse_-_OISE_2014.pdf. This course can also be designed as a field-based practicum in adult education and/or community development in an agreed setting. The course will include reflection, research, and writing on issues raised in practice.

LHA3183H - Introduction to Institutional Ethnography [RM]

Credit Value: 0.50

This course is a comprehensive introduction to institutional ethnography (IE), a powerful method of social analysis developed by feminist sociologist, Dorothy E. Smith, Professor Emerita at OISE/UT. IE starts with people's everyday experiences, and provides a way of exploring how the ruling of institutions shape their experiences and practices and lead to the disjunctures that people experience in their everyday lives. The course begins with the epistemology and theoretical traditions that inform IE, discusses IE's core concepts and procedures, examines the major tools associated with IE, and provides opportunities for practice. Explorations will include, but will not be limited to, textual analysis; the overlapping relations of gender, race, class and other axes of difference in organizations; and the combining of institutional ethnography with other critical forms of inquiry such as critical discourse analysis and participatory research. Both Dorothy Smith and George Smith style institutional ethnography are explored, that, is, both institutional ethnography for understanding and institutional ethnography for social change (now commonly known as political activist ethnography).

LHA3184H - Indigenous Research Methodologies

Credit Value: 0.50

This course will provide an overview of indigenous research methodologies and an introduction to planning research projects that are relevant, respectful, responsible and reciprocal in relation to indigenous communities. Students will engage in a dialogue on research ethics and protocols as they relate to working with indigenous peoples and communities.

LHA3803H - Doctoral Seminar: Recurring Issues in Postsecondary Education

Credit Value: 0.50

Recurring Issues in Postsecondary Education is an examination of some of the issues that have characterized postsecondary education in the past and are likely to continue to be faced in the future. The objectives of the course are to: (1) provide a broad, introductory overview of postsecondary education as a field of scholarly inquiry and research; (2) examine the major issues of a recurring nature which have confronted postsecondary education, albeit in different forms and contexts, over time and in different jurisdictions; and (3) introduce students to some of the most important writings in the field.

LHA3804H - Doctoral Research Seminar in Higher Education

Credit Value: 0.50

This course is designed to prepare doctoral students to develop strong dissertation proposals. It will orient doctoral students to conducting and disseminating different types of research and publishing for different audiences. The course will orient doctoral students to the nature of research as an iterative process of integrating theory, data, analysis, and writing, and give them opportunities to practice a variety of research-related skills. Through its pedagogical techniques, the course will orient students' thinking about research as knowledge construction through ongoing conversation (i.e., debate or dialogue) among scholars. Key topics include: research paradigms, conducting literature reviews, developing research questions, conceptual and theoretical frameworks, various methodological approaches, and the ethics of conducting research. Each student will be expected to conduct independent work, share their ideas with peers, engage in discussion and constructive feedback, and practice translating research ideas to various audiences. The primary outcomes of the course will be a polished research proposal and a presentation to the class of their research proposal.

Prerequisite: LHA3803H

LHA3810H - International Academic Relations

Credit Value: 0.50

This course begins with the literature of international relations to set the context for an examination of higher education's role and responsibilities in an international arena. It then looks at the critical challenges to accepted views of knowledge in the university that have arisen from social theorists such as Habermas, from feminist scholarship, and from non-Western scholarship. Topics for exploration and research include the following: academic freedom in a global context; the role of universities and colleges in international development; relations between higher education institutions and international organizations; scholar/student exchanges; and human rights and higher education.

LHA3852H - Individual Reading and Research in Higher Education: Doctoral Level

Credit Value: 0.50

Course description same as LHA1852H.

LHA5000H - Special Topics in Educational Leadership and Policy: Master's Level

Credit Value: 0.50

This course permits the study of specific topics or areas in educational administration not already covered in the courses listed for the current year. The topics will be announced each spring in the Winter Session and Summer Session timetables.

LHA5100H - Special Topics in Adult Education and Community Development: Master's Level

Credit Value: 0.50

A course that will examine in depth a topic of particular relevance not already covered in regular course offerings in the department. The topics will be announced each spring in the Winter Session and Summer Session course schedules.

LHA5800H - Special Topics in Higher Education: Master's Level

Credit Value: 0.50

A course that will examine in depth a topic of particular relevance not already covered in regular course offerings in the department. The topics will be announced each spring in the Winter Session and Summer Session OISE course schedules.

LHA6000H - Special Topics in Educational Leadership and Policy: Doctoral Level

Credit Value: 0.50

This course permits the study of specific topics or areas in educational administration not already covered in the courses listed for the current year. The topics will be announced each spring in the Winter Session and Summer Session timetables.

LHA6100H - Special Topics in Adult Education and Community Development: Doctoral Level

Credit Value: 0.50

A course that will examine in depth a topic of relevance not already covered in regular course offerings in the department. The topics will be announced each spring in the Winter Session and Summer Session course schedules.

LHA6800H - Special Topics in Higher Education: Doctoral Level

Credit Value: 0.50

Course description same as LHA5800H.

WPL1131H - Introduction to Workplace Learning and Social Change

Credit Value: 0.50

This course will introduce students to work and learning trends in Canada and internationally, with a focus on the relationships between workplace learning and social change. There are three intellectual objectives of this course. The first objective is to situate workplace learning within broader social trends such as globalization, neo-liberalism and organizational restructuring. Second, the course allows for an exploration of the connections between learning as an individual phenomenon and learning as a social/organizational and social policy phenomenon. Finally, a third objective of the course is to highlight the learning strategies that seek to foster social change through greater equality of power, inclusivity, participatory decision-making and economic democracy.

WPL2944H - Sociology of Learning and Social Movements

Credit Value: 0.50

The goal of this course is to develop a working dialogue across two separate bodies of research -- learning theory & social movement theory that to date have encountered one another only rarely and when so, virtually always inadequately. The focus is on building capacity in students to carry out research on various aspects of social movement learning. In doing so, our goals are to understand knowledge production, distribution, storage, transmission as well as the learning dynamics endemic to social movement building, action, outcomes and change. The course will emphasize learning as a unified composite of individual and collective human change in relation to socio-cultural and material perspectives primarily, the participatory structures of social movements as well as traditional changes in consciousness, skill and knowledge amongst participants. We will draw on both advanced theories of education/learning understood in the context of the long- established sociological sub-tradition known as 'social movement studies' and 'social movement theory'. The course will take a critical approach to social movement studies introducing the inter-disciplinary history of social movement studies over the 20th century followed by reviews of canonical theories of political process and the polity model approach, resource mobilization, frame analysis, neo-frame analysis, contentious politics, dynamics of contention and contentious performances. A significant proportion of the course will involve detailed secondary analysis of a specific social movement of the student's choosing, and will demand regular research reports that are meant to serve as a resource for our collective learning as well as to support the production of individual final papers directly. The course is highly recommended to advanced masters as well as doctoral students. No prerequisites are required.

WPL3930H - Practitioner Communities in Workplace Learning

Credit Value: 0.50

How do working people collaborate to put their skills, capacities, and creativity to practice at and for work? How do we participate at work? What are the practitioner communities that bring together our creativity and productive capacities? How do communities of practice form and how can they be fostered in for-profit, public and quasi-public, and non-profit and social economy organizations? This participatory, presentations-based, and experiential learning course will see students and practitioners from the field delve into the different ways communities of practice and practitioner communities form in different workplace settings, how they may thrive, how we learn in them, and the issues that might challenge them.

Prerequisite: WPL1131H or permission of the instructor

WPL3931H - Advanced Studies in Workplace Learning and Social Change

Credit Value: 0.50

This course will allow students to engage in advanced learning and research on the central national and international debates in the field. The focus is on building capacity in students to carry out research on various aspects of work, learning and social change. In doing so, students will develop extensive analytic and conceptual knowledge in the areas of the historical development of the notion of ''workplace learning'' and its links to diverse agendas of social change. The course will require the critical assessment and research applications of theories of workplace learning and social change, as well as practice and policy in the area. The course will include exploration of advanced case study research as well as national and international survey research, and encourage the linkages with students doctoral thesis work. Weekly seminars will be held.


Visit Course Enrolment website for current Fall/Winter and Summer course schedules.

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