Seattle University's three-year doctoral program in educational leadership both teaches and tests the hypothesis that universal behaviors exist which are generic to effective leadership in any organization in any field. Leadership effectiveness research shows that the critical factor lies in appropriately integrating both task-oriented and interpersonal behaviors, work and interaction facilitation, and goal emphasis. In the first summer of the doctoral program the students learn to meet nine core objectives that combine this critical factor with analysis of their own skills and educational organizations and the establishment of positive relationships with the faculty and other students. In the following months the students apply what they have learned to their work situations through a "Leadership Effectiveness and Change Plan." The second year is devoted to carrying out an "Organizational Analysis and Change Plan." In the third year each student continues in a "Personal Growth Plan." Students report back in writing to the faculty throughout the program. This process of study, application, analysis, and reporting constitutes an effective model of leadership training whose results yield further proof of the unviversality of effective leadership behaviors. (Author/RW)