Conceptualizing EdD Programs from a Systems Thinking Lens

This conceptual paper presents an exploratory, systems-oriented model for the design of Doctor of Educational Leadership (EdD) programs. Drawing on an institutional self-study of a newly implemented EdD program at a Hispanic Serving Institution in California, we use curriculum mapping to examine how systems thinking can be embedded across coursework, assessments, and program milestones. Specifically, we map Program Learning Outcomes, course objectives, and key assessments to micro-, meso-, exo-, and macro-level systems to illustrate an intended scaffolded progression in engagement in systems thinking. The analysis highlights the potential value of integrating systems thinking not as a discrete course, but as a macro-level organizing framework across the degree. The manuscript’s primary contribution is conceptual and methodological: it offers a program-level framework for integrating systems thinking across an EdD curriculum and a curriculum mapping approach that other programs may adapt to examine their own program design. The model may also inform state-level administrators and policymakers shaping expectations for leadership preparation. As an analysis of intended curriculum and program design, the study does not evaluate student learning outcomes or program effectiveness.