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Start dates for individual programs may vary and are subject to change. Success lies in our ability to change — either by changing ourselves or impacting change around us. Whether your goal is to completing your qualitative dissertation a roadmap from beginning to end your school district to meet critical benchmarks or improve accessibility to higher education. Changing yourself and addressing the challenges around you is your path to professional growth and increased opportunity.
Our Doctor of Education in Organizational Leadership Ed. helps you become an impactful leader. With a focus area in Organizational Leadership, PK Educational Leadership or Higher Education Leadership, you will build upon your practical experience with enhanced research and leadership skills, in order to drive transformational change within your organization.
This interdisciplinary collaboration deepens your learning, informs your thinking, and enables you to demonstrate behaviors key to the role of an effective organizational leader. In addition to peer-to-peer learning, you and your fellow students will support one another throughout the doctoral experience.
After your doctoral studies have concluded, your new-found professional network will endure, as a continued source of support. Different than a Ph. in Organizational Leadership is a practical degree that enables both subject mastery and in-field application.
As an opportunity for additional flexibility in completing your dissertation, you can choose to focus on a project you are currently engaged in at your workplace. Build on the five-class leadership core by choosing an area of focus based on your professional goals. Each focus area consists of two related courses. Choose from:. Organizational Leadership: Leading a high performing organization requires vision, passion and skill — whether you are a C-suite exec, a nonprofit manager or a military officer.
Earning your Ed. in Organizational Leadership at Franklin positions you to benefit from the experience of a university well-known for preparing leaders who excel in a wide variety of industries and organizations around the world. Successful leadership in the PK educational setting requires a solid understanding of the technology currently used to enhance and supplement teaching, completing your qualitative dissertation a roadmap from beginning to end, learning and leadership within educational systems.
Higher Education Leadership: Learn to lead and innovate in the increasingly competitive higher education industry. While the reward of working in higher education is undeniable, navigating a multitude of challenges that range from rising tuition costs and lower completion rates to changing instruction models requires new thinking to be successful.
The Ed. in Organizational Leadership is a widely recognized credential that distinguishes you from other high performers. It can open the door to teaching at the university level, as well as numerous leadership positions.
With its broad focus on organizational leadership, the degree also translates to a variety of for-profit and nonprofit industries, as well as the public sector and the military. Graduates of the program are not only effective leaders, they are able to coach and mentor others into leadership roles as well. Together, our practice-minded faculty and your fellow students will support, mentor, encourage and keep you accountable to the program — and to yourself. Want to complete your terminal degree in less than 3 years?
Franklin grants up to 24 hours of prior-learning credit for previous doctoral work, completing your qualitative dissertation a roadmap from beginning to end. We honor your prior learning and make it easier to get credit for what you already know. Applicants who have completed post-master's superintendent coursework at other accredited institutions can qualify for up to 16 hours of credit toward the Ed.
with a focus area in PK Educational Leadership, completing your qualitative dissertation a roadmap from beginning to end. Throughout the Ed. Your DiP will showcase your ability to solve a challenge within the workplace using action research.
As a part of the DiPyou will test your hypotheses in the real world, or based on your findings, document a process to implement your solution. The doctoral colloquium is designed to build a community and ensure that learners have the support, motivation and guidance necessary to succeed in their doctoral programs.
This first colloquia will also provide students with an overview of the doctoral program expectations, coursework sequence, doctoral student support services, as well as comprehensive exam and dissertation requirements. The first colloquium is designed to establish a learning community and graduate culture for the doctoral students at Franklin University. The doctoral colloquium will be held at the University's main campus in facilities that provide appropriate online interaction for out-of-state and international students.
In this course, students prepare to be active participants in advanced professional and academic discourse communities by practicing the writing and research strategies associated with their chosen field of study. By calling attention to the conventions of research writing, the course provides students the analytical tools that will help them join ongoing scholarly conversations.
Students will analyze and compose a variety of academic writing genres as they develop a literature review over the course of the term. They will also develop their presentation, peer review, proofing, and reflection skills in alignment with the standards of advanced academic study.
Completing your qualitative dissertation a roadmap from beginning to end this course, students will gain an overview of quantitative research designs and methods. The course starts with successful completion of the CITI training - the protection of human research participants, to move on to an introduction of quantitative sampling designs, data collection approaches, experimental versus non-experimental designs, and data analysis. Students will engage in practical hands-on experience with formulating a research question or hypotheses, discussing important ethical issues, designing sampling methods, collecting data, and analyzing data.
They will learn how to examine validity and reliability issues and will be introduced to available software for conducting quantitative design. At the end of this course, students will be introduced to the research proposal to get a start on the guidelines required for their dissertation proposal.
Through this course, students will gain an overview of qualitative research designs and methods. The course starts with an introduction to qualitative approaches. Students will become familiar with the narrative approach, phenomenology, grounded theory, ethnography, and case studies.
This course will introduce students to some of the critical works in qualitative research methods and design and give an overview of the historical progression of the field. Students will gain hands-on experience with observations, qualitative data collection, completing your qualitative dissertation a roadmap from beginning to end, and qualitative sampling design.
They will also get some introduction in qualitative data analysis, validity, reliability, and researchers' bias in qualitative work. This course will introduce the concepts of descriptive statistics and probability distributions. Topics will include basic statistical terminology, statistical graphs, numerical summaries of data, probability concepts and distributions, and sampling distributions.
The course is designed to allow students integrate statistical software of choice with the aforementioned concepts and to provide opportunities to interpret resulting outputs. Applications of statistical techniques and methods will be explored, including fundamental statistical tests for central values, variances and categorical variables; regression analysis and general linear model.
The emphasis will be on selecting and applying the appropriate statistical techniques as well as interpretation and reporting of results with the use of a major statistical software. The course is also designed to provide numerous opportunities to critique statistical techniques commonly used in empirical research articles. This is an advanced course in statistics that covers complex analyses used in education and data-driven decision making. The course is designed to broaden and deepen student understanding of advanced statistics in multivariate techniques.
The emphasis of the course is on practical application of concepts learnt. To this end, the course is developed to balance theory and application and provides numerous opportunities for application to practical problems. Students will also complete their second colloquia.
The advanced qualitative research course builds on the knowledge and skills students acquire in GRAD This course leads students on an in depth treatment of qualitative research methodology, exploring its theoretical underpinnings and associated methods for design, data collection, interpretation, and reporting of results. Ethics are emphasized for each stage of research. This course will guide students to develop the methodology and data analysis for their dissertation proposal and research.
Students will also complete their second colloquia if they had not enrolled in GRAD Through this course, students will familiarize with mixed-methods research and design. They will gain knowledge on the four different types of mixed-methods: triangulation design, embedded design, explanatory design, and exploratory design.
Students will learn how to conceptualize their own study in terms of these different design types. They will gain hands-on experience on how to formulate a research question fitted for a mixed-methods design, collect some data, and analyze it.
They will discuss and learn about challenges and advantages of mixed-methods designs. At the end of this course students will be able to work on their dissertation proposal. This course focuses on research and evaluation of the key theoretical concepts and practices central to the leading of organizational change initiatives.
Students will evaluate real-world situations, cases and scenarios in order to recommend and justify theoretically-based change management practices to ensure ongoing organizational acceptance and effectiveness of these programs.
Students will conduct scholarly research to explore, evaluate and interpret state-of0the-art change concepts for their viability in today's organizations. Students will assess the role of change agents as key players in the overall change process. This core course focuses on leadership and followership skills and attributes through the lens of traditional and 21st century leadership theories, constructs and concepts as applied to institutions, completing your qualitative dissertation a roadmap from beginning to end.
Students will apply transformational and other state-of-the-art leadership theoretical underpinnings to real-world cases, scenarios and situations that involve optimal practices in leading individuals completing your qualitative dissertation a roadmap from beginning to end organizations through leadership challenging scenarios and other situations.
The course concentrates on the application of critical thinking to optimal practices in leading institutions, their stakeholders and culture for optimal effectiveness. The course will study the teaching and learning philosophies, methods, and techniques in higher education.
Topics will cover learning theories, instructional design models, instructional strategies, and evaluation of student performance. By the end of this course, students will develop their own teaching philosophy along with an instructional unit demonstrating their mastery of learning theories and instructional design models, selection of proper learning technologies in designing the instruction, and incorporation of appropriate instructional and assessment methods.
In addition, students will also explore faulty careers in higher education. This core course focuses on state-of-the-art leadership skills necessary for the effectiveness of today's leaders and managers. The course concentrates on the specific transformational, servant-leadership, and other leadership competencies and skills necessary for providing sound management of institutional resources, projects, and performance.
Students will apply leadership theoretical underpinnings to real-world cases, scenarios and situations that involve effective and ineffective resource and performance management practices. The course concentrates on the application of critical thinking and decision-making in optimal practices for providing highly effective leadership in today's organizations.
This course addresses historical and current leadership concepts, theories and constructs. An emphasis will be on completing your qualitative dissertation a roadmap from beginning to end application and assessment of transformational, servant and authentic leadership theories for us by both leaders and followers in 21st century business and academic settings.
The course will challenge students to assess their own leadership strengths and weaknesses and produce an in-depth plan of action to develop and refine leadership competencies. Students will conduct substantive scholarly research to address and capture relevant and cutting edge leadership theoretical work for application in course assignments. This course is an advanced research seminar in the field of organizational culture and behavior.
The seminar allows you to begin the process of substantive academic research and formal inquiry into these important theories and the implications of these for managers. The seminar will require the synthesis of critical thinking, analysis, research writing and evaluation.
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