In addition to the core courses required for a Doctorate of Education, students enrolled in the Transformational Leadership specialization must also take the following courses:
Ed.D. in Education Leadership - Transformational Leadership Courses
EDDT 620 (3)
Voices of Leadership
This course provides a review of leadership styles and attributes through the lens of historic and current examples of leadership. Students will engage in applying leadership concepts and lessons learned from selected leaders to their own leadership style and practice. Selected current and historic individuals represent diverse aspects of society, including politics, sports, entertainment, business, and religion; potential selections include presidents of the United States, Phil Jackson, Nelson Mandela, Harriet Tubman, Margaret Thatcher, Oprah Winfrey, Adolf Hitler, and Steve Jobs. The course emphasizes a close examination of how and what contributed to the success of these individuals by studying their leadership techniques and their careers. The course challenges students to evaluate how these individuals developed as leaders and how they develop others around them. Students will engage in developing their own leadership voice through analysis, assessment, and reflection as well as increasing the potential and capabilities of those they lead.
EDDT 624 (3)
How Programs Really Work
The goal of this course is to help candidates develop understandings and skills needed to make decisions that lead to improved program performance. Program evaluation is derived from the idea that social programs should have demonstrable effects and those effects should in some way outweigh the costs of the programing. This course is an examination of evaluation theory and approaches and is designed to provide students an introduction to program evaluation practice including theoretical perspectives on the purpose of program evaluation, phases of program evaluation, ethics and standard elements, and practical experience in evaluation proposal development. Application assignments will be focused on the most important and perhaps most difficult question: How to measure the impact of a program?
EDDT 631 (3)
Transforming the Mission-driven Organization
Although the missions may vary-educational, environmental, spiritual, economic, health, children and youth-mission-driven organizations (MDOs) are distinct entities that focus more on achieving the organizational vision than making a profit margin. This course introduces and examines the concept of mission-driven organizations (typically called non-profit or social sector organizations) and how to lead them. The course establishes a foundation for understanding the rationales for these types of organizations and the methods of leadership employed in social sectors. The course conducts an analysis of the various aspects of MDO leadership including vision, strategy, governance, funding, and metrics as well as analyzes the current practices of MDO leaders and the critical issues and unique challenges faced by these leaders. The course employs case study analysis and strategic plan development to assist students in developing a capacity for change and to increase the effectiveness of their own organizations. Students will examine various types of MDOs while following one organization of their choosing throughout the course that will serve as the unit of analysis in the final comprehensive paper.
EDDT 634 (3)
Moving Organizational Knowledge
A survey of principles and practices of sociological knowledge management applied to the movement of organizational knowledge. This course identifies organizational knowledge limitations and provides strategies aimed at increasing organizational knowledge/involvement strategies to better meet organizational objectives. The focus is how to identify and execute needs assessments by way of strategically involving stakeholders within the organization/school. Organizational communication methodologies will be studied within the process.
This course examines practical strategies to disseminate and move knowledge, organizationally. The course will explore the theory and practice applied to a wide variety of entities, such as Education (higher and elementary/secondary education), churches, and profit/non-profit. Interdisciplinary fields of study will be incorporated, such, but not limited to strategic management, organizational behavior and communication.
EDDT 641 (3)
Leading the Learning Organization
In this course learners will be introduced to the importance of a learning organization as a system. Students will focus study on creating a sustained organizational learning environment that enhances the learning capability and intellectual capacity that will result in individuals and organizations with a strategic advantage. The appropriate use of knowledge will allow the scholar practitioner to explore practices and behaviors which promote individual and organizational learning and growth, as well as identify barriers which may prevent effective knowledge growth.
EDDT 645 (3)
Communication, Collaboration, and Culture
Given the diverse nature of an organization in people, resources, and location, how can we design effective, transformative communication and collaboration to accomplish organizational goals? All professionals must share responsibility for problem solving because successful quality improvement is driven by effective multidisciplinary teamwork. The principal elements that support transformative change in developmental and group cultures are teamwork and collaboration-working together in a cooperative and coordinated way in the interest of a common cause. In order to produce effective change, a supportive organizational culture has to be present. That culture must support and value change and quality improvement. Research findings support that any outcome could be improved if people work well together as a team. This course will examine the development of better practices for creating and sustaining a culture of collaboration.