Advance your career with flexible study

The Master of Education in Educational Leadership at Yorkville University prepares you to confidently pursue leadership roles in your organization.

The program has two specializations—Educational Administration and Leadership in Learning—that separately address the needs of K-12 administrators and professionals outside the school system in post-secondary education, community education and corporate learning and development.

Students may complete their degree through one of two pathways. The course-based pathway is perfect for those wishing to focus on course learning outcomes. The research-based pathway is perfect for students interested in independent research as well as those hoping to pursue doctoral studies.


Fully Online

Start Dates

January, May, September


As few as 2 years*

*With full course load, year-round study and/or approved transfer credits. Each applicant is encouraged to contact an Admissions Advisor to determine the potential duration of their degree program according to their unique circumstances. For comprehensive, up-to-date information, please view the Academic Calendar.

Yorkville University offers a Master of Education in Educational Leadership that is designated in New Brunswick and delivered online.

Program Specializations

The Master of Education in Educational Leadership at Yorkville University has two specializations that separately address the needs of K-12 administrators and professionals outside the school system in post-secondary education, community education and corporate learning and development.

Both specializations study leadership roles within the context of supervision of instruction and learning, organizational behaviour, professional development, emerging educational issues, and achieving strategic goals.

“I feel like I just opened a door…that I’m now in a position to advance my career and to pursue other opportunities at my institution.”


Cindy Cook
Master of Education in Educational Leadership, Leadership in Learning ’19, Yorkville University 

Program Features

Program design

Our programs offer students choice of pathway to attaining a Master of Education degree.

The course-based pathway is perfect for students wishing to focus on course learning outcomes and who do not intend to pursue a career in research or a terminal degree in education. The research-based pathway is perfect for students interested in independent research as well as those hoping to pursue doctoral studies.

Flexible schedule

Balance work, home and study demands with a flexible, online course schedule and study at your own place.

Choose to take courses as your busy life permits and study during the day, evenings or on the weekends.

Accelerated program

Earn your degree in as few as 2 years with a full course load, year-round study or approved transfer credits.

Receive recognition at work and graduate faster compared to traditional on-campus programs.

Praxis focus

Our programs engage dialogic inquiry to foster the development of critically conscious practitioners and socially equitable learning communities.



Yorkville University programs are aimed at helping you achieve your personal and professional goals. Online or in class, across Canada, Yorkville University’s degrees are flexible, fast paced and above all, lead to transformation through education.


Flexible Learning 

Course scheduling and online course options allow you to make time for work and other life priorities while completing your program.  

Accelerated Degrees 

Graduate faster with our year-round study option. We also provide optimum credit transfers based on your previous learning.  

Year-Round Start Dates

Start your program as soon as you are ready with various start dates throughout the year.

Resources & Support

Student Assistance

Our program advisors assist you every step of the way, from finding the right program to graduation, and beyond.  

Student Success Centre  

Get 24/7 online supportaccess to writing and referencing resources, and links to tutoring and one-on-one support.  

Career services  

We assist you in creating impactful resumes, cover letters and portfolios, prepare you for interviews, and help find work opportunities that match your ambition.   

Enhanced Learning

Small Class Sizes

Get personalized attention in an average class size of 20 students and learn through active participation.


Build lifelong relationships with fellow students and faculty as part of teamwork, discussions and assignments. 

Experienced Faculty

Benefit from the knowledge of experienced faculty who use their expertise to help you achieve your own career goals. 

Professional Designation

Yorkville University’s Master of Education in Educational Leadership has been approved by the Teacher Certification branch of the NB Department of Education and Early Childhood Education for use towards a higher Teacher Certification, as well as for Principal’s Certification. Because of inter-provincial agreements, graduates of Educational Administration specialization can expect that their degrees will be recognized in all provinces and territories. Yorkville has entered into conversations with certification boards in all provinces and territories and confirmed that the degree is recognized as a valid designation issued by the New Brunswick Ministry of Education. As licensure requirements are provincial, students are advised to contact their local boards to determine what, if any, additional requirements are necessary to administer in their specific K-12 specific systems as several provinces have implemented provincial qualification courses. In these instances, The Faculty of Education works with the students to assess these PQP courses for eligibility for transfer credit or advanced standing


Career Outcomes

The Master of Education in Educational Leadership prepares students for a variety of leadership roles.

Students should consult their regulatory agencies about specific requirements for certification as school administrators.

Graduates of the Educational Administration specialization are prepared for administrative leadership roles such as:

  • Universities and colleges
  • K to 12 schools
  • Polytechnic institutions
  • Training and development departments
  • Health sciences leaders
  • Educational policy specialists
  • Armed Forces leadership
  • Department of Education leadership
  • Emergency responders

Sylvia Baronian

GP Strategies

Account Manager and Learning Specialist

Monica Hansford

West End Montessori School & Highlands Montessori School

Owner & Executive Director

Denyse Nadon

Bear Vision Inc.

Owner, President and Lead Trainer

Joanne Reeves-Rood

Entrepreneur & PhD student

Meet the Dean

Professor Goddard is the Interim Dean of the Faculty of Education at Yorkville University. He has extensive expertise in university administration and governance, including Vice Provost (International) at the University of Calgary and Dean of Education at UPEI. He served on the Board of Directors of both the Federation for the Humanities and Social Sciences and the Canadian Society for the Study of Education, and was president of the Canadian Association for the Study of Educational Administration.


J. Tim Goddard, M.S.M., Ph.D.
Interim Dean

Meet Our Faculty

  • Sepideh Mahani, Ph.D.

    Associate Dean (Education) & Chair of Education Leadership

  • Wendy Kraglund-Gauthier, Ph.D.

    Associate Dean (Research) & Chair of Adult Education

  • Jeeyeon Ryu, Ph.D.

    Interim Associate Dean (General Education)

  • Adwoa Onuora, Ph.D.

    Faculty Member

  • Angel Davila, Ph.D.

    Faculty Member

  • Barbara Elliott, Ph.D

    Faculty Member

  • Bernard Potvin, Ph.D.

    Faculty Member

  • Daniel Diaz Reyes, Ph.D., J.D.

    Faculty Member

  • Deb Clendinneng, Ph.D.

    Faculty Member

  • Debbie McCleary, Ph.D.

    Faculty Member

  • Diane Burt, Ed.D.

    Faculty Member

  • Doris MacKinnon, Ph.D.

    Faculty Member

Course Descriptions

The rigorous curriculum of the Master of Education in Educational Leadership includes the following courses:

  • EDEL 6113 Educational Leadership: Perspectives and Practices

    Educational Leadership: Perspectives and Practices is a foundational course that is attentive to the ways theoretical knowledge and applied practice can inform each other. A prerequisite for further studies in the field, it explores major theoretical perspectives on leadership in relation to current practices in educational administration and leadership.

    (3 credits) (required)

    • EDEL 6143 Change and Transformation

      Change and Transformation prepares students to successfully manage and champion personal, professional, and organizational change. Collaborative and interest-based approaches are foundational as are discussions of dynamic change theory and the avoidance of change fatigue.

      (3 credits) (required)

      • EDEL 6153 Ethical Leadership

        Ethical Leadership and Social Justice uses tenets of critical pedagogy and ethics to help students develop as critically conscious leaders guided by the notion that education can simultaneously foster the cultivation of intellect and a commitment to socially just practices.

        (3 credits) (required)

        • EDEL 6173 Administrators as Leaders

          Administrators as Leaders focuses on developing leadership and managerial skills in school administrators. Particular attention is given to instructional leadership, developing clear, compelling, shared, and supported visions, and encouraging cultures of ongoing learning and professional development.

          (3 credits) (elective)

          • EDEL 6193 Diversity and Leadership

            Diversity and Leadership uses selected readings, weekly discussions, and assignments, to help students develop a greater understanding of diversity as a social construction in relation to the concepts of social identity and social location. The specific areas of diversity included in this course are: Identity and Intersectionality; Privilege and Power; Race and Ethnicity; Gender and Sexual Orientation; Multiculturalism; Inclusiveness and Universal Design for Learning; and Globalization and Leadership.

            (3 credits) (required)

            • EDEL 6223 Supervision of Instruction

              Supervision of Instruction introduces students to various institutional settings for instructional supervision as well as supervisory techniques that support professional development.

              (3 credits) (elective)

              • EDEL 6433 Leadership and Community Engagement

                Leadership and Community Engagement teaches students to engage a range of community stakeholders in ways that benefit all those with vested interests. Identifying leaders as integral to this process, this course focuses on the complexities of community engagement and the various forms this engagement might take. The skills required of successful leaders of community engagement are explicitly connected to critical reflection and thoughtful praxis. Particular attention is given to students developing their own leadership capacity to strengthen professional connections within their K-12 school communities and/or community-based non-profit organizations.

                (3 credits) (elective)

                • EDEL 6443 Curriculum as Living Inquiry

                  Curriculum as Living Inquiry introduces students to curriculum as dynamically re/conceptualized and relationally understood. Drawing from both foundational and current scholars, students will differentiate between curriculum as plan and curriculum as process as they explore the notion of currere, interrogate hidden curriculum, and investigate those made invisible by curriculum. The roles of self and self-in-relation are central considerations as students from diverse education contexts explore various approaches to including lived experience in curricular initiatives or program planning.

                  (3 credits) (elective)

                  • EDEL 6453 Leadership in Higher Education

                    Leadership in Higher Education encourages students to develop the skills, knowledge, innovative thinking that is required of leaders within various post-secondary contexts. Under the impacts of internationalization and 21st century technological advances, individuals in multi-faceted leadership positions across colleges and universities are being challenged to consider emerging models of leadership and their implications for the design and organization of post- secondary educational environments. The specific areas of leadership in higher education included in this course are: strategic planning; communication, collaboration, and partnership development (within and beyond the institution); leadership commitment to diversity; supporting intellectual curiosity; recruitment, retention, and student support; financial leadership; change leadership and crisis management.

                    (3 credits) (elective)

                    • EDEL 6463 Leadership and Online Pedagogies

                      Leadership and Online Pedagogies explores the evolution of education in our online, digital world. The online environment is heralding contemporary learning theories and novel pedagogies that allow educators to provide person-centric, socially supported learning. This transition increasingly requires educators to demonstrate a desire to move towards an open, equitable, instructional role in technologically supported contexts. It also requires visionary educational leaders who critically examine their choices for implementation of educational technologies. This course prepares students to be effective leaders and educators in online contexts as they work to advance educative practice, support student engagement, and transform learning.

                      (3 credits) (elective)

                      • EDUC 6003 Indigenous Perspectives in Canadian Education

                        Indigenous Perspectives in Canadian Education introduces students to the history of Indigenous education in Canada, Indigenous pedagogies and epistemologies, decolonization in education, while encouraging students to think about their own roles in reconciliation through the lens of education. Through selected readings, weekly discussions, and assignments, students will develop a greater understanding of the traditional, historical, and contemporary roles of education in the lives of Indigenous peoples in Canada. Because the course readings include studies that draw upon Indigenous or Indigenous-informed methodologies, students will also be introduced to some ways that Indigenous methodologies are used in educational research. The course is divided into seven themes: Indigenous identity and relationships; history of education in Canada; revitalization of Indigenous education; decolonizing humanities and sciences; unlearning racism in the context of education; Indigenous languages and worldviews; and reconciliation through education.

                        (3 credits) (elective)

                        • EDUC 6013 Research in Education

                          Research in Education familiarizes students with methods of educational research. Its primary focus is to help them understand both quantitative and qualitative research and to acquire the knowledge and skills necessary to read, understand, and critically evaluate published research. Mixed methods and critical approaches are also explored. Research methods, information gathering strategies, and analysis procedures are examined. Students will begin to think about possible topics for their capstone projects.

                          (3 credits) (core)

                          • EDUC 6023 Proposal Writing in Education

                            Proposal Writing in Education provides students with an opportunity to conceptualize research, and to develop program or project proposals. Emphasis is placed on the development of practical skills, particularly in articulating a research question, reviewing current knowledge in the field, constructing a research design, and establishing the significance of anticipated findings. By the end of the course, each student will have a completed proposal to guide the Major Academic Report or Action Research Project activities.

                            (3 credits) (core prerequisite for capstone) (prerequisite EDUC 6013 Research and Education)

                            • EDUC 6033 Action Research

                              Action Research provides students with an in-depth study of the action-oriented ways adult educators, teachers and educational leaders can systematically examine their own practices. Emphasis is placed on developing skills related to research focus, project design, information gathering, and interpretation. This course is grounded in reflective practice.

                              (3 credits) (elective)

                              • EDUC 6043 Learning and Organizations

                                Learning and Organizations provides an opportunity for students to examine the emergence of the learning organization and explore ways to build sustainable learning dynamics and foster spaces where people flourish. Attention will be given to the ways knowledge management and technology help organizations become learning organizations.

                                (3 credits) (required)

                                • EDUC 6063 Assessment and Evaluation in Education

                                  Assessment and Evaluation in Education allows students to explore various diagnostic, formative, and summative methods from both theoretical and practical perspectives. Students will learn how to develop and use assessment to promote student learning within a positive knowledge-curation culture (i.e., classroom, department, working unit, etc.). A focus on how to build efficacious and self-regulated learners through pedagogical assessment strategies that utilize accurate and ethical interpretation will be a focus. Students will also explore and differentiate between assessment and evaluation principles for both individual and program performance. A final culminating learning experience will be to reflect upon an assessment and evaluation architecture that aligns to an area of professional interest.

                                  (3 credits) (elective)

                                  • EDUC 6083 Self-Directed Inquiry

                                    Self-Directed Inquiry is designed to be the culmination of the Master of Education journey for students in the course-based pathway. It requires students to explore a specific area of research interest relevant to their field and to the designation that they are seeking. With the support of teaching faculty and each other, students will engage in discussions and assignments that support self-directed professional inquiry and their own professional learning. As such, students will focus equally on the demonstration of two competencies: conceptualizing, designing, and presenting a research inquiry that evidences criticality and creativity, individualized expression, and capacity to inform praxis; and the ability to communicate effectively at a level commensurate with graduate education.

                                    • EDUC 6093 Advanced Research Methods in Education

                                      Advanced Research Methods in Education encourages students to explore the broad and deep possibilities for inquiry within critical, community-based, arts-integrated, qualitative, and quantitative research. Connecting rigour to researcher consciousness through reflexive inquiry, students will begin to think about situating themselves theoretically (ontologically, epistemologically, and methodologically) in the context of potential research topics of interest. Engaging with scholarly discourse and critical dialogue, students will extend their capacities from evaluating published research to preparing to conceptualize, conduct, and analyze their own research.

                                      • EDUC 6123 Reflexive Inquiry

                                        Reflexive Inquiry provides students with grounding in critical reflexive practices that are integral to ongoing self- directed professional development. Honouring foundational principles of leadership and learning, this course centres on the intersection and dynamic relationship between theory and practice. Students must also complete either EDUC 7016 Major Academic Report or EDUC 7026 Action Research Project as the capstone course. Eligible students (i.e., those who have maintained a cumulative GPA of 3.0 or higher and who have successfully completed all core courses) may start work on EDUC 7016 or EDUC 7026 in Year II, Trimester 2.

                                        (3 credits) (core)

                                        • EDUC 7000 Graduate Research Thesis

                                          Guided by a thesis supervisor and supported by a committee of two additional faculty members, each student enrolled in the research-based pathway will undertake an original scholarly contribution based on research conducted while in program. The thesis must demonstrate that the student is acquainted with the published literature in the subject of the thesis, that appropriate research methodology has been used, and that appropriate levels of critical analysis have been applied. Please view this important thesis information.

                                          • EDUC 7016 Major Academic Report

                                            The Major Academic Report fulfills the graduation requirement for independent scholarly work. Students discuss and critique research relevant to an area of professional interest, as well as explore related possibilities for practice. The topic must be approved by the Office of the Dean of Education and the paper will be completed under the supervision of a qualified faculty member. After the topic is approved, and a proposal is developed with supervisory support, the proposal is submitted to the Capstone Coordinator and approvals to proceed must be received before the student begins inquiry activities. Both the proposal and final paper ought to include a description of the inquiry, the context or setting of the research, a theoretical framework (this includes methodology, theoretical perspectives relevant to research interest, methods, and researcher’s role), and a discussion of ethics. Additionally, the proposal should outline a 15-week work schedule. The final paper must be read and approved by both the supervising faculty member and a second reader. Additional details of the major academic report are available from the Office of the Dean of Education.

                                            (6 credits) (independent study) (elective required alternative) (pre‐requisite: completion of all required and elective courses

                                            • EDUC 7026 Action Research Project

                                              The Action Research Project provides students with an opportunity to design and develop a project that is theoretically grounded and practically focused. The project fulfills the graduation requirement for independent scholarly work. The student conducts an action research project within his or her work context, using a basic four-phase model: planning, acting, observing, and reflecting. A written proposal is to be submitted to the Office of the Dean of Education before students begin their inquiry activities. This proposal must clearly state the research question, describe the setting, introduce major theoretical areas to be considered, outline the planned activities, address ethical due diligence, and detail plans to share findings. Additionally, the proposal should outline a 15-week work schedule. The final paper must be read and approved by both the supervising faculty member and a second reader. Additional details of the action research project are available from the Office of the Dean of Education.

                                              (6 credits) (independent study) (elective required alternative) (pre‐requisite: completion of all required and elective courses

Learning Outcomes

The Master of Education program is designed for students holding a bachelor or first professional degree from varied academic backgrounds. The program provides students with courses and activities intended to prepare them for a specialized field of educational practice. Those already involved in the field are able to extend their professional knowledge and skills. Graduates of the Master of Education in Educational Leadership will be uniquely prepared as critically conscious, reflexive practitioners who understand the symbiotic relationship between theory and practice, and how to incorporate these two lenses with sound ethical and social responsibility.
Committed to providing a rich and rigorous graduate experience to diverse students, the program isguided by the following program outcomes:

  • Knowledge

    Students work to develop theoretically grounded and practical understandings of specific subject matter and its application to leadership contexts.
    Graduates gain a grounded understanding of the:

    • Theoretical and practical implications of the dominant discourse in their field as it relates toleadership perspectives and practices, the role of reflexive inquiry in fostering ongoing professional development, Action Research, socially just leadership, diversity and organizational behavior;
    • Instructional leadership including roles and responsibilities related tomanaging educational institutions and learning initiatives within organizations, supervising staff/employees, fostering healthy learning environments, liaising with stakeholders and ethical/Fair management of conflict;
    • Factual, conceptual, and procedural knowledge as they consider areas for improved learning, broader collaboration, or greater efficiency, includingdivergent learning opportunities, innovative instructional possibilities, improved engagement with students, staff, and community; and
    • Critical evaluation of knowledge and trends in education leadership
    • Applied Educational Research

      Students investigate the symbiotic and reflexive relationship between theory and practice and experiment with various approaches to applying the outcomes of systematic research.
      Graduates gain a grounded understanding of:

      • Multiple methods of research and inquiry in the field of leadership education;
      • Critical analysis and research evaluation;
      • Dynamic and reflexiverelationship between theory and practice;
      • Complexity of knowledge exchange given diverse interpretations, methods, disciplines, and perspectives associated with knowledge development; and
      • Ethical behaviourconsistent with academic integrity and guidelines for the conduct of ethical research.
      • Communication

        Graduates speak and write articulately about complex concepts, and they investigate problems as opportunities for growth.
        Graduates gain a grounded understanding of:

        • Effective and respectful communication, including the provision of appropriate feedback to solve problems and manage conflicts among individuals, groups, and community;
        • Effective communication of complex subject matter clearly in writing to professional and academic audiences; and
        • Effective communication of complex ideas clearly and ethically to persons unfamiliar with the subject matter.
        • Reflexive Capacity and Continuing Professional Development

          Graduates develop reflexive capacity through examining literature and their professional contexts to develop proficiency and agency in their continued professional development.
          Graduates gain a grounded understanding of:

          • Possibilities for personal and professional development;
          • Professional practicesthat are based on integrated synthesis of both practical knowledge and academic research;
          • Varied institutional requirements and individual intersectionalityrequired to build cohesive and just learning cultures; and
          • Ways to evaluate programs and self against the requirements of critical perspectives as well as Indigenous and globalizing pedagogies with the intent of making a positive difference in the lives of individuals, organizations, and communities.

Admission Requirements

Yorkville University’s Master of Education program is 100 percent online.

The Master of Education online degree is administratively offered by our Fredericton campus.

Applicants to the Master of Education program are required to provide the following:

  • Official undergraduate transcript and proof of obtainment of a bachelor’s degree*
  • Resume and statement of interest
  • Detailed course descriptions if applying for transfer credits
  • Two letters of reference from professional or academic sources
  • Completed online application
  • Application fee of $150 (CAD)

*All official transcripts need to be sealed, stamped and sent directly from the issuing institution to our Admissions Services Department for evaluation.

In addition, applicants are required to have:

  • A cumulative grade point average (CGPA) in undergraduate study of at least 3.0 on a 4.0 or 4.3 scale, or a GPA of at least 3.0 on the final 60 undergraduate credits taken. Applicants may be conditionally admitted with a GPA between 2.5 and 2.99 if strength of overall application is sufficient.
  • Two or more years of relevant employment in education or an education-related field. In some cases, relevant volunteering work in community-based activities may be considered.

Preference will be given to applicants with an undergraduate degree in education or a field related to their field of study.

Applicants seeking admission to the Educational Administration stream of the MEd Educational Leadership program are expected to have gained their education-related experience in the K-12 school system. Applicants who do not meet the standard admissions requirements may be considered for admission under the Faculty of Education’s Flexible Admissions Policy. Yorkville University reserves the right to refuse admission or ask admitted students to withdraw from the program in special circumstances.

For full details of admissions requirements, please see the Academic Calendar.

To fill out the details of your reference for admission to our Master of Education in Educational Leadership degree, click here.

To access the Master of Education in Educational Leadership Degree Academic Timetable, click here.


English Language Requirements

English is the primary language of instruction at Yorkville University.

Applicants who have obtained a bachelor’s or first professional degree in a language other than English are required to submit confirmation of an official test of ability to work and study in English:

  • Proof of obtaining a bachelor’s or first professional degree where English is the language of instruction.
  • Canadian Academic English Language – Computer edition (CAEL-CE) with a score of at least 70.
  • Confirmation of an official Test of English as a Foreign Language (TOEFL) score of 95 (Internet-based version).
  • Confirmation of a Canadian Language Benchmark (CLB) overall score of 9 with no component below 9.
  • Confirmation of an International English Language Test System (IELTS) overall band score of at least 7.0 with no band below 6.5.
  • Confirmation of a Canadian Test of English for Scholars and Trainees (CanTest) with a minimum overall bandwidth of 4.5.
  • Confirmation of a score on any other test of English language proficiency that equates to Level C1 or higher of the Common European Framework of Reference for Languages (CEFR).
  • Confirmation of a score equivalent to these scores on another test of English language proficiency recognized by and acceptable to the University.
  • Confirmation of a Duolingo minimum score of 115.
  • Confirmation of Pearson Test of English (PTE) Academic score of 65

Canadian applicants who completed their qualifying bachelor’s degree in French, but completed another post-secondary degree, certificate, or diploma or their secondary education in English, are exempted from the requirement to provide tested confirmation of English language proficiency.

The University reserves the right to refuse admission to any student whose proficiency of English is questionable and to ask any student whose written work is below acceptable standards to withdraw from the program.

Any questions? Please contact an Admissions Advisor.

Tuition & Fees

The academic year of the Master of Education program is comprised of three academic terms of 15 weeks in length each, beginning in September, January and May. Historically, Yorkville University has offered a 36-credit, capstone-based degree. As of Fall 2022, we offer a 30-credit degree with two new pathways: course-based, and thesis-based. Total program tuition may vary based on actual credit transfers and course equivalencies.

Cost per credit hour: $820

*Tuition and fees subject to change.

Tuition Fees

Arrangements for payment of tuition must be made at least two weeks prior to the start of each term (please see the Academic Schedule for deadlines). Monthly payment arrangements can also be made. Please contact our Bursar’s Office for more details at 1-888-886-1882. 

Other Fees

Please note that costs do not include other fees such as textbooks, expendable supplies, equipment and resource fees. All fees and charges are quoted in Canadian dollars (CAD). Yorkville University also accepts equivalent payment in other currencies.

For further information about tuition, fees and payment methods, please contact Yorkville University’s Bursar’s Office. Tuition rates are confirmed three months prior to the start of each term. Changes to tuition rates will be announced at least three months prior to the start of the term to which they apply. Current tuition rates are available on the Yorkville University website or from the Bursar’s Office at 1-888-886-1882.

Financial Aid Types

Scholarships & Bursaries

Yorkville University provides a limited number of scholarships and bursaries to qualified students.

Learn More

Financial Aid

Yorkville University is committed to helping students find affordable solutions to finance their education investment.

Learn More


Learn more about Yorkville University’s partnerships and how they can save you money and help you graduate faster.

Articulation Partners

Previous students of select colleges have the opportunity to transfer credits towards Yorkville University’s programs and graduate faster.

Learn More

Canadian Forces

Special tuition bursaries and military training credit transfer options are offered to current and former Canadian Forces members and their families.

Learn More


  • 1. Why should I choose the Master of Education in Educational Leadership program?

    The transformative master’s degree program prepares you to confidently pursue leadership roles in the K-12 education system or non-school-based learning organizations.

    Despite being a fully online program, small class sizes and group learning modules promote interaction with professional peers and experienced faculty. 

    If you are looking to advance your career while studying from home or at work, the online degree can be completed in two years or less with approved transfer credits.

    • 2. What is the difference between the Educational Administration and Leadership in Learning specializations?

      The Educational Administration specialization focuses on leadership in K-12 education and is designed for principals, vice-principals, department heads and teachers. 

      The Leadership in Learning specialization focuses on leadership in non-school-based learning organizations where corporate training and learning is significant to operations, including non-profits, companies and government.

      • 3. How much does the Master of Education in Educational Leadership program cost?

        Please see here for current tuition rates. Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an Admissions Advisor for more information.

        • 4. How much time will I need to dedicate to each course?

          Students can expect to dedicate approximately 16 to 20 hours per week to successfully complete the requirements for each academic course.

          • 5. What is the application process for the Master of Education in Educational Leadership program?

            Please see here for more information or contact an Admissions Advisor if you have further questions.

            • 6. What are the demographics of the classes?

              Most students in the Master of Education in Educational Leadership program are aged 35 to 55 years old and have significant professional experience in education, including K-12, corporate, government and non-profit learning environments. The average participant age is 42 years old.

              • 7. Is Yorkville approved to offer the Master of Education degree?

                Yorkville University has also been approved to offer the Master of Education degree by the Government of New Brunswick. Please click here for more information.

                • 8. What IELTS or TOEFL score do I need to be accepted?

                  For more information on the minimum English language requirements, please contact an Admissions Advisor.

                  • 9. Does Yorkville University offer any scholarships?

                    Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an Admissions Advisor for more information.

                    • 10. Can I apply for Canadian provincial student loans?

                      Only domestic students can apply to Canadian provincial student loan programs such as the Ontario Student Assistance Program (OSAP), New Brunswick Student Loans (NBSL) or StudentAid BC.

                      Yorkville University is committed to helping you evaluate different financial aid options and payment schedules. Please contact an Admissions Advisor for more information.

                      • 11. What if I have more questions?

                        If you can’t find your questions addressed on this web page, please contact an Admissions Advisor.


For more information, contact an Admissions Advisor.


Contact Admissions