Doctor of Education in Organizational Leadership
Program Goals
The Organizational Leadership (OL) programs prepare students to effectively lead the change process and enhance performance within profit or non-profit organizations, including postsecondary institutions. The program provides students with necessary expertise to create a learning organization and enhance performance throughout the workplace. Specifically, this program assists aspiring OL practitioners in becoming successful change agents and performance analysts toward continuous improvement in the organization. The curriculum goal of the program centers around a framework that is grounded in an assumption that organizational effectiveness is linked to collaborative learning at the individual, group, and organizational levels.
Specializations:
- Higher Education Administration
- Human Resource Development
Program Overview
The Vision of the Doctor of Education (EdD) at Barry University is based on the Carnegie Project on the Education Doctorate (CPED). Barry University applies the CPED framework to the preparation of leaders to become well equipped scholar-practitioners who provide stewardship of their profession and meet the organizational and educational challenges of the 21st century.
The Education Doctorate (Ed.D.) in Organizational Leadership has specializations in Higher Education Administration (HED) and Human Resource Development (HRD).
The EdD is a practitioner-doctorate program that prepares future and present leaders to develop essential knowledge and skills in solving complex problems of practice to improve the performance of organizations in both educational and non-educational settings.
Aligning with Barry’s mission statement to support communities through service learning, this program allows students to utilize their lifelong skill set and knowledge base to enhance performance in local organizations. This program is centered around the goal of improvement and growth, both at the individual and organizational levels. Students will therefore learn how to be of service to organizations and, especially, the people who those organizations employ. The content of the program is aimed at providing students with the necessary knowledge, skills, and attitudes to become successful change agents in organizations through a focus on improvement science within the context of applied research as informed by the Carnegie Project on the Education Doctorate (CPED) design for scholar-practitioners.
Specific Learner Outcomes
| Higher Education Administration |
Human Resource Development |
Evaluate current trends within multidisciplinary frames, ranging from community college and university administration as well as student affairs administration, based on The Council for the Advancement of Standards in Higher Education (2006);
Analyze the dimensions of leadership to identify opportunities for continuous improvement and organizational learning across postsecondary institutions, or organizations; |
Project trends in human resource development (HRD) and discuss their implications, including aspects of return–on-investment (ROI) for HRD interventions;
Acquire the competencies and attitudes necessary to become outstanding leaders;
Engage in a variety of settings including education, health care, social service, religion, business, and government; |
Understand governance models across institutions and how these may impact on institutional change and policy development agendas;
Evaluate the myriad of action research traditions to identify appropriate solutions to problems of practice within institutions, or organizations;
Create synergies within institutions, or organizations, to promote an ongoing commitment to social justice and community engagement; and
Develop an understanding of entrepreneurial elements, such as academic capitalism and the international student market, vis-à-vis the internationalization of colleges and universities. |
Investigate problems with originality and scholarship;
Be involved in study that enhances and improves professional practice in Human Resource Development;
Lead a high priority project at a client organization to effect change; n Serve as a consultant to the client organization; and
Utilize their analytical abilities, contextual knowledge, conceptual tools, and professional judgment, developed during their doctoral program, and apply these capabilities to solving real world problems within the client organization. |
EdD in Organizational Leadership Requirements for Full Admission:
The following are reviewed through a holistic, multi-factor approach
• Completed application, including submission of required essays;
• Original transcripts from all post-secondary institutions attended;
• Master’s or higher degree from a regionally accredited or internationally recognized college or university;
• Graduate grade point average of at least 3.25;
• Graduate Record Examination (GRE) scores in all three areas: Verbal, Quantitative, and Analytical Writing; scores must be from a test date within five years of date of application;
• Three recent letters of professional recommendation for doctoral study; and
• An interview with two faculty members in the program.
The EdD in Organizational Leadership Program of Study follows a cohort model and, as such, applications are accepted as follows:
Start Term Application Due to Enrollment Services
Fall June 1
Spring October 1
Graduation Requirements
- A GPA of 3.25 or higher with no more than one C;
- A passing score on all sections of the Comprehensive Examination prior to registration for Dissertation in Practice Seminar;
- Approval of dissertation in practice by a faculty committee and the university; and
- Completion of degree within eight years from the date enrolled in the program.
Doctor of Education (minimum 54 credits)
Leadership Core Courses (15 credits)
Scholar-Practitioner Inquiry Core Courses (15 credits)
| EDU-777 | PRACTITIONER BASED INQUIRY I | 3 |
| EDU-779 | PRACTITIONER BASED INQUIRY II | 3 |
| HRD-711 | PERFORMANCE ANALYSIS & IMPROVEMENT | 3 |
| EDU-781 | PRACTITIONER INQUIRY IV | 3 |
| EDU-783 | PRACTITIONER BASED INQUIRY V | 3 |
Dissertation in Practice Seminar Courses (minimum 6 credits)
| HRD-794 | CAPSTONE PROJ: DISSERTATION PRACTICE I | 3 |
-
| Or | |
| HED-796 | DISSERTATION PRACTICE SEMINAR I | 3 |
| HRD-795 | CAPSTONE PROJ: DISSERTATION PRACT II | 3 |
-
| Or | |
| HED-797 | DISSERTATION IN PRACTICE SEMINAR II | 3 |
| HRD-800 | CONTINUOUS MATRICULATION | 2 |
-
| Or | |
| HED-800 | CONTINUOUS MATRICULATION | 1 |
HED Specialization Courses (15 credits)
HRD Specialization Courses (15 credits)
Electives Courses 3 credits
Choose from the following:
| ADL-713 | PROGRAM PLANNING AND EVALUATION | 3 |
| ADL-730 | SOCIOLOGY OF EDUCATION | 3 |
| ADL-739 | ETHICAL ISSUES IN LEADERSHIP | 3 |
| EDU-750 | LDRSHP EXPLORATION&EXPRESS | 3 |