Master of Educational Leadership

applyonlineProgram Code: (MEdL)

Program Description

The Master of Educational Leadership (MEDL) program caters for both academic and administrative interests at elementary, primary, secondary or tertiary levels of education.  
The MEDL program is offered in both full-time and flexible learning mode. Full-time students take four units a semester and complete the program in one year. Part-time students take two units a semester and complete the program in two years. Part-time students are required to participate in a two-week residential component each semester. Students are expected to have their own personal laptop.

Credit Points Required

The program comprises eight units, each with a 10 credit point value. Students are required to gain 80 credit points (80cp) to be eligible to graduate.

Duration of Study

Two Years

Study Mode and Location

Flexible Learning mode in Madang campus.It is offered in both full-time and part-time study modes. Full-time students take 4 units a semester and complete the program in one year. Part-time students take 2 units a semester and complete the program in two years. The program is offered on the DWU Madang campus. In future it is anticipated that some units will be offered online.

Pre-requisite Required

Applicants would normally be required to hold a Bachelor degree or an award equivalent of four years of professional education from a recognized tertiary institution.


MEDL program units in order of study

ED602 Educational Leadership

ED605 Ethical Leadership

ED607 Curriculum Leadership

ED608 Research Methods

ED603 Administrative Leadership

EED611 Leading Educational Change

ED609 Research project

ED615 Learning Theories and practices
Each unit has a ten credit point value and students are required to gain 80 credit points to be eligible to graduate with the award.



ED602 Educational Leadership

This unit extends the perspectives of participants on leadership in general and its presence in education. It leads students to the identification, development and articulation of their personal approach to leadership through reflection on various leadership perspectives and personal experience. This unit sets the scene for the study of leadership in a Christian educational environment, and causes participants to analyse the importance of their understandings in the context of the challenges facing Christian educational leadership.


ED605 Ethical Leadership

This unit explores ethics and philosophy of human acts as foundations of educational leadership thought and action. Leaders need to know what the signs are that school policies and practices are getting it right and addressing the most important dimensions of managing ethics, creating an ethical culture and being an ethical institution. Students examine theories of what an ethical community, an ethical public sector, an ethical school, an ethical government or an ethical society should be.


ED607 Curriculum Leadership

This unit provides students with the knowledge and skills needed to exercise leadership in the curriculum at several different levels and in varied roles to meet the challenges of reforms and improving standards. Curriculum leaders need to look constantly for ways to achieve excellence in our schools and institutions of higher learning. The unit develops the knowledge and skills of students to be curriculum leaders in the planning, alignment and development of curriculum to meet agency, national and international standards.


ED608 Research Methods

In the research methods unit students acquire the skills to undertake a research project. Academic writing and structure of presenting project proposals are strengthened in the course of this unit. Students identify specific research problems that are of interest, conduct initial reviews of relevant literature, learn about the theoretical perspectives that may guide their research topic, and select and design ways of conducting the study. Students develop a proposal for a research project.


ED603 Administrative Leadership

This unit provides an introduction to educational administration as a field of specialised study. It examines traditional as well as emerging paradigms in the study of educational administration, with specific emphasis on the theoretical and conceptual constructs important for understanding administration of Christian educational learning environments. The unit helps students develop a critical awareness of the values underlying various approaches to the study of administration in learning environments.


ED611 Leading Educational Change

Leaders in schools and educational systems are faced with the challenge of operating in a rapidly changing world. The globalisation of economic systems, rapid technological advances and society’s increased expectations of education have replaced past certainties with new and uncertain frameworks. Studentsl have an opportunity to reflect on and analyse change in their organisations and systems using a number of difference models and frameworks for planning, implementing and evaluating change processes and outcomes. These change perspectives are used to assist leaders in Papua New Guinea manage change ethically, compassionately and productively.


ED609 Research Projects

This unit provides students with an opportunity to integrate learning from earlier units in the program. Students apply a chosen theoretical perspective to guide data collection, organization of data, analysis and interpretation of data. Students are guided to produce a report on the research problem they explored in unit ED608. Crafting skills are developed for sections such as introduction, context, literature review, design of the research study, results, discussion, recommendations, references, and appendices.


ED615 Learning Theories and Practices

In this unit students explore theories of a range of leading educational psychologists in broad domains of behaviourism, cognitivism and constructivism. It helps students to acquire an understanding of the ways humans learn; identify, analyse and synthesise information; identify the implications for the teacher in the teachinglearning process; and the implementation of those theories and principles when and wherever applicable in real-life teaching-learning situations.