Organization & Leadership
The mission of the Department of Organization and Leadership is to educate, train, and serve current and future leaders. They include administrators, executives, policy makers, researchers, psychologists, and educators from around the world. Our students are, or aspire to be, in the fields of public and private education, higher and postsecondary education, adult education, health administration, advocacy, organizational behavior, and organizational development and change. We educate, train, and serve:
- Leaders, managers, and administrators for all types of organizations, with an emphasis on educational and nonprofit institutions and health organizations in both the private and public sectors;
- Those who help these leaders, executives, managers, and administrators; and
- Those who conduct research pertinent to organizational dynamics and learning and who teach leadership, administration, education policy, organizational behavior, and organizational change.
To accomplish this mission the Department provides programs in Adult Learning and Leadership, Education Leadership, Nurse Executive Education, Higher and Postsecondary Education, and Social-Organizational Psychology.
Departmental Policies for Student Progress and Degree Completion In Organization and Leadership
In addition to the College policies for student progress and degree completion, students within the Department of Organization and Leadership who were admitted to a degree program in the department as of Fall Term 2005 or later, must also meet the following requirements:
- All masters and doctoral students must enroll for a minimum of 6 points per academic year. However, once a doctoral student is obligated for continuous doctoral dissertation advisement, students must satisfy the requirements for continuous registration as outlined in the College requirements.
- All masters and doctoral students must maintain a minimum GPA of B (exclusive of Pass/Fail courses) for all courses registered through Teachers College.
- All requests for retroactive registration must receive the approval of the faculty advisor, Program Director, and Department Chair before submission to the Office of the Registrar.
- Ed.D. students must complete all requirements for the Ed.D. within 8 years from their term of matriculation.
- Ed.D. students must take the certification exam once they have completed 70 points of coursework (both TC credits and those transferred in), or within 3 years of term of matriculation, whichever comes first. Students must complete the remaining minimum of 20 points toward their Ed.D. requirements within the initial period of certification (four to six years).
- Whether a student sits for the certification examination will be at the discretion of the student’s advisor. If the student has more than 3 points of Incomplete grades but the advisor does not believe this poses a problem, then the student may still sit for the certification exam. However, under College policy, any doctoral student who has 6 or more points of Incomplete grades as part of the program of study may not sit for the certification examination.
- An Ed.D. student will be recommended for certification, for the purpose of determining when the obligation for continuous enrollment in doctoral dissertation advisement begins when he/she has passed both parts of the certification exam, has submitted a program plan, and has been formally recommended for certification by the Program.
- After having passed part one of the certification examination, the student has a year to take the remaining steps to secure full certification, including completing part two of the certification examination and submitting a program plan.
- All Ed.D. candidates must complete their Ed.D. degree requirements by the expiration date of their period of certification. Ed.D. candidates who have not completed their degree during this time but have registered and completed a course during the last five years may petition for an extension if they are in good standing and have satisfied the college requirements for continuous enrollment for doctoral dissertation advisement, if applicable. Petitions for extensions may be obtained in the Office of Doctoral Studies.
Students filing for an extension must:
- Have adequate and acceptable reasons.
- Have been registered and completed a course within the last five years.
- Provide a feasible plan for degree completion.
- Obtain the approval of their faculty advisor, Program Director, and Department Chair. Any petitions not accompanied with appropriate approvals will be invalid.
- Students filing petitions for extensions may be required to retake courses or to undertake additional coursework, as specified by faculty advisor, Program Director, and/or Department Chair.
- Petitions for extensions must be filed within six months of expiration of period of certification.
- Students are limited to a maximum of two petitions for extensions, which will not exceed more than two years total.
Departmental Core Requirements:
The Department requires that all students, regardless of degree or program, complete an overview in a research methods course. Organizational Psychology majors are required to take ORLJ 4009 which emphasizes experimental and quasi-experimental research designs. Other majors are strongly advised to take ORL 5521 which emphasizes applied research designs.
All Ed.D. students are required to complete an introductory statistics course and a two-course sequence in research design (data collection and analysis) in a methodology that is relevant to their dissertation. Students should work with their advisor and dissertation sponsor to select one of seven possible methodological designs: experimental and quasi-experimental survey research, applied qualitative research, ethnography, evaluation, action research, and historical research.
For up to date information about course offerings including faculty information, please visit the online course schedule.
Critical analysis of theory and research in organizational behavior, leadership, and management as it relates to the role of healthcare executives. Critique of the executive's role as it relates to these theories. Special fee: $25.
Enrollment limited. The course explores social processes in groups and their impact on individual behavior. In addition to a series of lectures/discussions, students are required to participate in an experiential group relations conference or to conduct a self-study project on group relations. Special fee is required.This class gives students the opportunity to develop an in-depth understanding of group dynamics from a systemic perspective and to learn about their own behavior in groups. Readings, lectures, and discussions will address dynamics as they occur in varied groups, systems and contexts including the business world, educational institutions, healthcare systems, the military, religious institutions, and in community and family life. The interplay of power, authority, socio-political identities, and group dynamics is emphasized.
Prerequisite: ORLJ 4009, Understanding Behavioral Research, or an instructor-approved substitute. This course provides an overview of major evaluation models and social research methods useful in designing evaluations of social interventions, programs, policies, services/products, or institutions. A main aim of the course is to develop critical consumers of evaluation research.
ORL 5523 is designed as an evaluation research laboratory. The course emphasizes selected readings and skill-building on an array of methodological topics covering qualitative, quantitative, and mixed-methods techniques through hands-on experiences with a “client-based problem” and data set.
Prerequisite: ORL 5522, Evaluation Methods I, or an instructor-approved substitute. It is highly desirable that students have completed one or more added courses in statistics, data analysis (in qualitative or quantitative methods), or measurement before they begin ORL 5523.
This course provides hands-on experiences in the design and validation of a variety of assessment devices, such as, tests, scales, survey-based indices, or other instruments to tap educational, psychological, health, or other social constructs. The course draws (mainly) on techniques and theory from Classical Test Theory in measurement.
Prerequisite: ORL 5522, Evaluation Methods I, or an instructor-approved substitute. It is highly desirable that students have completed one or more added courses in statistics, including multiple regression before they begin ORL 5524.
An introduction to qualitative research methods conceptualization and data collection procedures and design. Students learn various qualitative data collection techniques and conduct a pilot study.
This course draws on concepts and propositions from organization theory to help students construct and analyze case studies of schools and school systems and develop action plans for organizational change, reform, and renewal. Special focus on theories of bureaucracy and community; organizational structure, culture, and politics; professional learning communities; and strategic learning organizations.
In this course we will explore an expanded notion of leadership that includes supporting adult development as a focal concern. Participants interested in organizational and individual leadership and growth, especially teachers, principals, superintendents, and other leaders, will study how constructive-developmental theory and pillar practices for supporting adult growth can enable leaders to support adults' transformational learning. Permission of the instructor is required.
In this course students explore the process of starting an educational or social venture. Readings, discussions, guest speakers and class activities guide students to understand the entrepreneurial mindset, acquire knowledge related to business start-up, and develop potential business ideas. As a final project, student teams create and present business plans to a panel of hypothetical investors.
This course is designed to introduce students to the theory and practice of exercising leadership in the public sector. Research literature and essential writings of great thinkers complement a practice-based, real-life orientation to the challenges and opportunities associated with leading communities through complex and persistent problems. Course readings will be examined in light of practical challenges education leaders face every day; conversely, we will discuss the ways in which research sheds light and offers perspective to those who lead complex organizations, such as schools and districts, in public settings. The course will consider leadership from a multi-disciplinary perspective, including readings and videos from the social sciences, literature, business, history, politics, and contemporary commentary. Class discussions, case studies, guest speakers and small group work combine to invite students to recognize and develop the personal, professional, intellectual and political attributes that women and men need to address the most pressing issues in education, government, community life and society at large.
Political analysis of administration at the service delivery and community levels.
Organizational behavior with reference to interpersonal relationships and the conflicts resulting from the needs of individuals compared to the demands of the organization. Special permission required.
School leaders must exercise practices to support adult development, especially in the context of standards-based reform. We will explore adult developmental theories and their connection to leadership; constructive-developmental theory; pillar practices for supporting adult growth (i.e., learning that helps adults develop increased cognitive and affective capacities to better manage the complexities of work and life). We consider: How can leaders better support adults' growth? What practices support adult development? What developmental principles inform these practices?
This course relies upon systems theory and its application to school systems. The course teaches prospective leaders the use of databases of various kinds to pursue a systematic inquiry in the health and productivity of the ecology of the school. It explores various approaches to data mining, model building, and ultimately the "art of improvisational leadership." The course teaches students how to distinguish the different purposes for which data can be used and misused and relies heavily on the use of cases, simulations and exercises, including those with complex feedback systems. Familiarity with spreadsheets and simple statistics is helpful.
This course draws upon the research literature in human resources management and emphasizes best practice in the recruitment, hiring, mentoring, professional development, and evaluation of teachers including the termination of incompetent teachers. The course uses problem-based units on teacher recruitment and hiring, role playing on effective mentoring, video evaluations of teacher practices, and strategies for removing incompetent teachers.
The Practicum in School Leadership combines an opportunity to develop knowledge and skills while contributing to the ongoing work of a school. Students work with experienced school leaders on a specific project relevant to the school’s priorities.
School community relationships, needs assessment, program planning, and evaluation of student progress. Special emphasis on the principalship.
The purpose of this class is to equip educators with the skills needed for effective independent school practice. Classes are organized to develop skills in the following broad areas: staffing and management, coaching and feedback, strategic planning and organization structure, external relations, and transitioning into a new work environment. To develop proficiency in these important leadership skills, students have opportunities to learn about and then practice skills in the classroom context with feedback from peers and experienced practitioners. Permission required.
Enrollment is limited to 20 and requires an application to the Klingenstein Heads of Schools Program through the Office of Admission by May 1. The purpose of the symposium is to provide renewal and reflection on issues relevant to school leaders through intensive study and collaboration with professional peers from independent and international schools. Topics include moral leadership and current education issues in public and private schools. Participants also conduct research on a topic of interest to their schools. Through on‑site visits, students use the diversity of schools in New York City and the rich cultural resources as a laboratory for learning. Permission required.
Residential program. Enrollment is imited to 75 and requires an application to the Klingenstein Summer Institute through the Office of Admission by January 15. An intensive two week program held annually in June that introduces early career teachers to the complexity and challenge of teaching in independent schools. Prominent professors, guest authors, and nationally renowned educators deepen understanding on topics related to the organizing themes: improving teaching and learning, understanding diversity and multiculturalism, and assessing and overcoming resistance to change. Permission required.
The internship in public school leadership presents an opportunity to become immersed in the field of leadership practice and to appreciate the importance of instructional leadership in the creation of a learning environment. The internship combines opportunities to study effective leadership first-hand, develop and practice instructional leadership skills, and be mentored for a career as a school principal. The internship requires approximately 450 hours (12-15 hours per week over a full year) of supervised field work in a public school. Permission required.
This course focuses on major theoretical perspectives on administrative leadership in education, how these perspectives are studied and advanced through empirical research, and how the theory and research are connected to leadership practice. Students will examine theory and empirical research on topics such as leadership effects on student learning; challenges in leading learning organizations; and the relationships among leaders' knowledge, skills, and dispositions and their leadership preparation and effectiveness.
An introduction to the professional field of adult and continuing education: fields of practice (higher education, workplace, management training, social action, literacy and the like, and their evolution, and new challenges); schools of thought such as pragmatism, radicalism and humanism and their transformation and their relevance; clarification of concepts; and discussion of emerging issues and challenges.
It is unlikely that any course, alone, can create revolutionary change or revolutionary change leaders. What it can do, and what this course aims to do, is help participants learn about and understand the paths that others have traveled in their quest to create revolutionary change within democratic societies. By drawing on the example of the champions of social and political change (e.g. Abraham Lincoln, Susan B. Anthony, Jane Addams, Mahatma Gandhi, Eleanor Roosevelt, Martin Luther King, Nelson Mandela, and others.) this course explores sets of recurring themes, principles, and practices that effective agents of change employ in the process of learning about and, ultimately, creating revolutionary change. Embedded in a practical, action-oriented framework for creating revolutionary change, this course consists of four core components:
(1.) Learning to Think About Change: Identifying and learning about the problem, purpose and readiness for change in society, including dealing with resistance and opposition.
(2.) Learning to Prepare for Change: Building a team or organization of leaders and a base of support; developing learning capabilities to grow and adapt; and the capacity to think, move and act strategically.
(3.) Learning to Lead Change: Building awareness, buy-in and pressure; engaging and generating energy and commitment; increasing recognition and leveraging power.
(4.) Learning to Sustain Change: Maintaining change; evaluating outcomes; celebrating success, building on setbacks and bouncing back.
Leadership and learning are frequent topics throughout this course as we examine together the role leaders and change agents play in learning to create social and political change within free, open and democratic societies. Ultimately, this course is geared toward understanding the lessons we can learn from the champions of change in a way that we can apply to our own organizational or institutional areas of practice. Finally, this course attempts to draw practical inspiration from change leaders as well as insights useful in our own individual lives. Oriented primarily toward practice, this course is geared towards reflection and action with an ongoing emphasis on practical application. This course centers around group and plenary discussions, small group work and team activities, videos, and limited lecture.
This course develops skills as a manager and leader using a cognitive-science based approach to skills development. Taking a hands-on, experiential approach, the purpose is to demystify the notion of management, provide students with feedback about their own management potential, and facilitate their personal and intellectual growth as a skilled leader.
This course presents a somatic, or whole body, approach to professional and personal leadership development. Somatics is a methodology and change theory that views the individual as an integrated mind, body, and spirit and utilizes the whole body, not just the mind, as an essential place of intelligence, learning, and change. Working with our interdependent system of thoughts, emotions, and neuromuscular physiology, somatics give us “a way in” to quickly and directly develop deep insight into our embodied and largely unconscious patterns of thinking, feeling, and acting that result in our actions, conversations, decisions, relationships, and the leader we show ourselves to be. Utilizing somatic processes enables leaders to consciously and mindfully move from awareness to alternative actions, counterbalancing the natural tendency to choose habits that are familiar and comfortable but not always effective in our personal and professional leadership practices.
Throughout this experiential course, students will participate in an interactive, creative learning experience designed to build whole-body awareness, reconnect with their leadership purpose, gain a repertoire of practices that can enhance their potential to develop a more powerful leadership presence, maintain balance in chaos and conflict, and build more effective relationships and teams in a diversity of contexts. Connections will be made to the ways somatics is supported by neuroscience, Western and Eastern philosophies, spirituality, psychology, adult learning, leadership, and organizational development theories. Students will be exposed to the way these practices are currently being utilized for leadership development and as a means of precipitating transformative change in individuals, corporations, and other organizations.
In this course, participants will explore the ways in which adults learn critical thinking and they will experience different techniques to teach critical thinking. Exercises to be reviewed will include: Scenario analysis, heroes and villains, crisis decision simulation and critical incidents. The course will mix presentations by the leader with small group exercises.
Participants in this course will engage in an in-depth exploration of transformative learning with an emphasis on the role of affect and imagination in the learning process. The rational, cognitive approach will be reviewed for those participants unfamiliar with the traditional theory. We will investigate how the journey of becoming authentic is a transformative process. Jung's concept of individuation - differentiating one's Self from the collective- will be used as yet another lens through which we can view transformation.
This workshop will explore answers to questions concerning facilitating adult learning. Presentations from the workshop leader will be interspersed with small group exercises focusing on different approaches to helping adults learn. Participants will be encouraged to explore their own experiences as learners and facilitators and to consider how these experiences might help them to reframe their practice.
Discussion is one of the most frequently used teaching methodologies in higher and adult education today. This 2-day workshop explores the rationale for the use of discussion, examines some of the most frequently used discussion approaches, and investigates the use of discussion in specific teaching contexts. It is based on Stephen Brookfield (the workshop leader) and Stephen Preskill's book Discussion as a Way of Teaching, a 1999 Educational Studies Association Critics' Choice.
Permission of instructor required.
This course takes an in-depth look at leadership and self-development using a biographical approach. Writing one's own life history and interpreting other students' narrative allows participants to go directly to the heart of all significant leadership transformation: growing as a person to grow as a leader. Multidisciplinary readings are also privileged in order to explore leadership as a complex phenomenon.
This course provides students with comprehensive practical strategies to leverage mobile first learning designs, organizational leadership, and professional development utilizing mobile devices. The course provides an adult learning overview on mobile devices, helps you connect and apply your adult learning subject area of interest, and pursue mobile learning activity designs, delivery, assessments, monitoring, and evaluation.
Organization studied in relation to community structure and social forces. Topics covered include: Finance and facilities, personnel, program, and community relations. Major emphasis on case analysis.
Prerequisite: ORLD 4050, ORLD 4051, or ORLD 4053. Advanced seminar in theory development through a synthesis of the writings of selected philosophers, social scientists, and educators. History and transformation of adult education philosophy and theory; cultural, social and political contexts of theory-building; critical analysis of the main schools of thought; discussion of new challenges to adult learning and education theory (social learning, organizational learning).
This course is designed to help students understand and cope with the many issues involved in developing organizational learning programs and integrating an important component: technology. The course aims at providing a combination of research case studies together with the existing theories on organizational learning in the workplace. This course responds to the existing theories on organizational learning in the workplace, as well as the complex and various dilemmas faced by human resource managers and corporate executives regarding how to actually deal with the impact of technology on employee learning and management. The objectives of this course are presented in four integrated competency units: first, the ways in which IT has revolutionized learning in organizations; second, the alternative ways technology can be used to support distance learning; third, technology as it supports knowledge management; and, fourth, how technology changes organizational functioning and management.
This course describes theory and practice in creating learning organizations. In-depth attention is given to action science as a framework for organizational learning and consulting. Readings and case studies provide insight into learning at individual, group, and organizational levels. Consulting, coaching, formal and informal learning are emphasized.
A comprehensive view of the field of human resource development. The emphasis is on how HRD relates to a changing workplace and how emerging theories of strategic and performance management relate to the learning and development needs of people and organizations. Prerequisite: ORLD 5055 or ORLJ 5003 (Organizational Psychology students), or instructor permission.
In this course we will explore online teaching and learning within adult education, higher education, community colleges, and organizations (corporate, non-profit); new theories, research, and applications that inform best practices in online learning; and “participative culture” vis-à-vis communities of learning, the history and evolution of online learning, and planning and designing an online course.
Supporting adult development enhances adults’ internal capacities, which in turn enables them to manage better the complexities of leading, teaching, learning and living. This course seeks to help leaders—of all kinds—support adult growth within organizations. To support adult growth, leaders need to implement practices in service to adults’ professional and personal development. This is especially important given the complexities of the adaptive challenges we face in the course of leading, learning and working today. In this course we will explore an expanded notion of leadership that includes adult development. We will study research on adult developmental theories and their connections to practices that facilitate adults’ transformational learning (i.e. learning that helps adults develop greater cognitive and affective capacities to better manage the complexities of leadership, work and life). We will consider questions such as: How can we create organizations and systems that support adults’ transformational learning? What practices support adult development? What developmental principles inform these practices? How can we support leadership development in the workplace? What supports and conditions are necessary and needed?
Professor Marsick and Dr. O'Neil. What is action learning? Organizations increasingly build learning directly into work—as a part of the way that people get and use new ideas, solve problems and meet difficult challenges. Action learning is a popular strategy for leadership development that does just that. In this approach, people learn as they work together in small groups to ask questions about their challenges, try out new solutions, and rethink results in light of the data they collect. Sometimes this results in organizational learning and change. This course is an experiential learning laboratory that will help participants begin to develop a framework and skills for designing and coaching action learning programs.
This course is Part Two of a three-course series. Helps students to apply their learning to observe, critique, and deepen their supervisory work, with a particular focus on the educator's assessment of supervisees and group function. Students need to be engaged in a practicum, which can be arranged by themselves, by agencies with which they are associated, or through internships linked to the course.
Leveraging Emotional Intelligence (EQ) to Enhance Organizational Effectiveness will explore research, best practices, and future directions. Students will learn to select among popular EQ assessment and measurement tools, distinguish between cognitive learning and emotional learning strategies, effectively position the business case for EQ, and evaluate the effectiveness of EQ learning strategies. Participants will receive personal profiles based on three popular EQ assessments and applied insights to leadership development strategies including executive coaching.
The Workplace Learning Institute. Building 21st Century Organizational Capability with Cultural Intelligence (CQ) students will learn a strategic learning and leadership framework used to guide cultural diversity interventions in organizations, examine the theoretical and philosophical foundations associated with evidence-based cultural diversity strategies, explore a set of core practices informed by important leadership questions, experiment with sample tools designed to launch strategic cultural diversity processes, apply strategic diversity learning and change process to personal project to integrate key learning. Participants will examine how three assessments (i.e., Culture in the Workplace Questionnaire, CQ Assessment, and Bennett's Intercultural Development Inventory) can be used to inform the design and implementation of various learning strategies focused on building a leveraging diversity capacity in the workplace.
Permission required. Conduct research studies (not a part of a doctoral dissertation) under guidance. Focus on a particular institution or type of institution, e.g., college of liberal arts, professional school, community college.
Workshop in Adult Education: Life History
This course introduces the use of life history and biological approaches in adult education. Through the process of reflecting on their life experience, participants gain insight into the field of adult education, develop their capacity for critical self-reflection, and explore strengths and challenges associated with the interpretation of qualitative data. In order to promote learning and build up the cohesion of the cohort, this course articulates multiple settings (lectures, class and small group discussions) and specific tasks (writing and sharing autobiographical experiences, keeping a learning journal, organizing a field trip in NYC, etc.)
Seminar in Adult Basic and Critical Literacy
This course offers an overview of the field of adult education’s legacy and connections to the study and development of adult basic literacy. The course covers literacy skills, domestic and global trends, and research. It also covers critical literacy from the perspective of the role of education and the interplay of power and privilege in defining requisite cultural literacies for individual and collective success.
Workshop in Adult Education: Strategic Advocacy
This course provides a foundation for understanding and utilizing practices for learning and engaging in advocacy under conditions characterized by complexity and uncertainty. The workshop will focus on how these practices can be applied strategically to organizations (private and public, for profit and not-for-profit) and to individual action in order to address challenges marked by uncertainty and ambiguity. The objective of this course will be to further develop student capabilities to address complex personal, organizational, and societal challenges strategically.
Workshop in Adult Education: Technology in Organizations
This course is designed to help students understand and cope with the many issues involved in developing organizational learning programs and integrating an important component: technology. The course aims at providing a combination of research case studies together with existing theories on organizational learning in the workplace. The workshop responds to the complex and various dilemmas faced by many human resource managers and corporate executives regarding how to actually deal with the impact of technology on employee learning and management.
Workshop in Adult Education: Capstone
This course is designed to assist students in reflecting on and making meaning of their overall AEGIS curricular coursework and community experience. It is a closure experience in which they engage in multiple multi-sensory activities oriented towards outgrowth issues and transitioning to the independent research phase of their doctoral study.
Permission of instructor required.
Adult education is an interdisciplinary field of theory and practice that draws on social sciences. Students in AEGIS are experienced practitioners who come to the program with a wide range of disciplinary, theoretical, and practical backgrounds on which they can draw as they begin this journey. The pro-seminar provides a common language in our quest as adult education scholar-practitioners. It is a forum through which students can examine the common threads of adult learning and education that run throughout the different settings and disciplines through which they practice. Students examine the main theoretical orientations and professional practice areas in the field. They also examine and critique the personal, philosophical, and professional presuppositions and underpinnings of their practice.
This course is the third in a sequence of research courses aimed at helping students understand the qualitative approach to dissertation research. In this course, students begin to scope out the parameters of a topical inquiry and begin to grapple with the many facets of the dissertation proposal.
Learning is at the core of most initiatives in organizations and requires dynamic, collaborative, and innovative approaches to program planning. A main idea in this course is that program development is about a series of choices. To enable well-informed choice, program planning theory and practice is explored. Emphasis is placed on developing the knowledge, skills, and values needed to achieve greater capacity for effective program development.
This course provides an overview of adult development theories and how they inform adult learning. Students will gain insight into stage and phase theories and how adult growth can be supported in a variety of workplace, educational, and community settings. Developmental assessments will be examined and differences explored based on theories that differently explore psychological, lifespan, spiritual, moral, and other frameworks for understanding adult development.
Adult Education/Learning: Theory and Practice
This course helps educators gain insight into themselves as facilitators of adult learning based on theory, research, and practice related to learning from and through experience, self-directed learning, and transformative learning theory. This course supports a critical appraisal of one's facilitation practice. The format will be interactive discussion of various theoretical perspectives on adult learning, with a view to how these ideas can be used to understand / improve / change your practice.
Advanced Seminar: Leadership in Adult Education
In this course, we will explore various theories and practices of leadership from the perspective of adult learning; we will do so in a workplace context. Specifically, we will examine the framing of leadership as a form of human performance and focus on contextual, conceptual, and behavioral dimensions of leadership. Our inquiry will be guided by four essential questions: 1) Are leaders born? 2) Can leadership be taught? 3) Does it all depend? 4) What's new/emerging? The format will be a seminar where cases be read and discussed to examine various perspectives on leadership theory, models of practice, and research in light of class members' own experiences and practice.
Workplace and Organizational Learning
In this course, we will examine trends that have affected the shift to knowledge work and globalization and implications for learning in organizations. We will contrast structured training practices with the embedded, contextualized nature of informal workplace learning and critically assess learning practices in different settings (business organizations, not-for-profits, higher education, healthcare, community, other educational settings). Finally, we will examine differences when learning is supported at individual, group, and organizational learning levels.
Drawing on the literature, presents students with the central challenges of establishing learning communities as an adult education method of practice. Special attention is given to the use of the web as a way of establishing virtual learning communities. Students gain experience through the use of the web to facilitate dialogue linked to their course work.
Extends the learning from Learning Communities I, with an emphasis on using web technology to facilitate learning communities as part of action learning methods. Special emphasis is placed on developing reflective practice in such communities.
This seminar focuses on the use of learning communities to facilitate research and inquiry. Students use their own research topics as a focus for the course.
Introduction to Research
This is the first in a sequence of courses designed to develop student competencies in conducting and assessing research. The overall objective of this course is for students to become conversant with the current discourse on research and with the most fundamental research designs encountered in practice. The course begins with a discussion of research paradigms. From this context, the class considers issues around experimental design, survey design and analysis, field/case study research, and action research--all forms of research design and methods with which adult educators and human resource development require competence.
This course is an intensive seminar designed to introduce doctoral students of an AEGIS cohort to the discipline and constituent practices of conducting a literature review within the context of doctoral studies and dissertation work. On conclusion of this course, students will be able to a) search for topic-related literature, b) take and organize notes from the review, c) identify qualities of literature constituting the review, and d) possess knowledge of fundamental resources needed for writing the literature review.
Advanced Research Seminar I
This is the third course in the research sequence. The objective of this seminar is to help students strengthen their conceptual frameworks, refine their research questions, and tighten their thinking around research design, providing them with the foundation for a robust pilot study experience in the spring. Students will continue to develop a critical understanding of the nuances, conundrums, and complexity of research methods and the research process.
Advanced Research Seminar II
This is the last course in the research sequence. It is intended both to advance participants' understanding of the interpretative research paradigm and its accepted methodologies and to facilitate the further development of a viable dissertation proposal. The course focuses on the following components of the proposal: the proposed research methodology, additional literature review, and refinement of the anticipated context and background. Students will develop a plan for finishing the proposal.
Permission required. Students should have completed most or all coursework (including research methods courses) and have passed the certification examination. The course is intended for students who have identified a reasonably narrow area for research and have already completed a preliminary literature review. The course will assist the student in design, methods, and other matters of concern in the preparation of an acceptable dissertation proposal.
An introduction to theories and practices pertaining to curriculum and teaching in U.S. higher education. Internal and external influences on curriculum and teaching and implications for college and university classrooms. Examination of key trends and developments, including the impact of the scholarship of teaching.
No financial training is required. Introduction to the financial pressures facing colleges and universities and the various kinds of solutions they have adopted to meet those pressures. Topics include strategic planning, cost cutting, outsourcing, enrollment planning, new curricula, and fund raising.
Designed for individuals who aspire to college teaching. This course emphasizes research on student learning and pedagogies. The course stresses the implications of diversity in the student population.
Permission required if not a student in the program. Intensive analysis of research process as applied to study of higher education. The course is intended for Ed.M. and Ed.D. students in the program. Other students in the college who wish to enroll should obtain permission of the instructor. Analysis of selected classic and contemporary works that have influenced thought and affected public opinion and public policy related to higher education. Topics vary from year to year.
Review and discussion of the research and literature, diverse roles, and expectations that characterize the position of college professor, with attention to implications for professional and personal development. Consideration of the professoriate as a profession.
Theory and practice concerning theory, evaluation, and improvement of college teaching. Topics include models and practices for review, design, and conduct of faculty development programs.
This course is designed to give you an understanding of the civic mission of higher education and introduce you to the study and practice of public engagement in higher education. During the semester, we will consider the civic roles of postsecondary education institutions both past and present. Special attention will be paid to contemporary philosophies and practices of engagement, and how engagement is expressed in various institutional contexts.
The power of philanthropy within the United States and American higher education has been tremendous. Philanthropy has become a cultural norm in the United States; Americans give their money at a higher rate than any other country in the world. In fact, Peter Dobkin Hall believes that “No single force is more responsible for the emergence of the modern university in America than giving by individuals and foundations.” The purpose of this course is designed to look critically at how philanthropy and fundraising has affected American higher education.
Taught in research team/practicum format, the course develops students' knowledge and skills of interview research as a process including development of research questions, conceptual framework, study design and methods, data collection, data analysis, interpretation, and reporting. We focus on one-to-one interviewing coupled to document analysis and observation toward understanding persons' thinking and learning in diverse educational contexts.
All doctoral students eligible for this course must register each semester until a proposal hearing has occurred and a proposal has been approved.
Individual advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. For requirements, see section in catalog on Continuous Registration for Ed.D./Ph.D. degrees.
This course investigates the field of conflict resolution education in the context of supporting student academic achievement, increasing social and emotional learning, and creating positive and caring classrooms.
Introduction to theories and research that underlie the field of organizational psychology. Implications and applications in various organizational contexts are considered.
Executive Coaching combines two previously taught courses into one in order to integrate theory and practice. As such, this course is intended to provide students with an overview of theory, research, and practice related to coaching within organizational settings as coaching is viewed as a subset of organizational consultation. Assuming some basic knowledge of organizational behavior and theory and limited experience with coaching, the course is designed to give students an opportunity to gain foundational knowledge of the coaching process, including how to create a coaching relationship, engage in coaching conversations, and build commitment for action planning.
This course will develop the relevance of dynamical systems theory for understanding protracted and seemingly intractable conflict at different levels of social reality (interpersonal, inter-group, international) and will outline the conditions under which such conflict can be transformed.
This course examines the role that unaddressed and unhealed emotional trauma plays in creating and maintaining conflict. It also highlights unaddressed trauma as an obstacle to reconciliation-our ability to put the past to rest and to rebuild relationships that have broken under the strain of conflict.
This course is designed to engage students as leaders and interventionists in their own and others' long-term conflicts. This course applies four realms to transform long-term conflict: wisdom (knowing), cognition (thinking), affect (feeling), and behavior (acting).
Permission Required. Student works closely with faculty in conducting research in social-organizational psychology and producing a substantive paper at semester's end.
In Advanced Functions of Organizations, students will learn about the larger contexts within which businesses function, the mechanisms by which they are regulated, the ways in which these contexts and mechanisms impact the viability and success of a business or organization, and the impact these variables have on the decision-making role and behavior of management and employees in an organization. Topics covered are market analysis and business ethics, capital markets, business law, and business strategy and decision-making.
The goal of this course is to provide a solid understanding of theory, research, and practice in human resource management. Through a combination of reading, cases, lectures, and discussions of the material, students will understand human resources' ability to be a credible partner to the business and its pivotal role in supporting organizational strategy; the complexity of the human resources function to move from the sole mission of the attraction, motivation and retention of people to one that also attempts a line of sight and contribution to organizational value; and the various aspects of the human resources function such as human resource strategy, talent management, talent development, organizational design/effectiveness, and training.
This course is designed to provide meaningful, real-world work experience through temporary placement in an organizational setting. It allows the student to gain exposure to and to apply academic theory within a Human Resources, Organizational Development, or other related professional environment where, upon graduation, employment is likely to be found.
Prerequisite: ORL 5362. This course gives students an opportunity to apply their knowledge of group and team dynamics in order to learn how to improve work team functioning and performance. The course covers a variety of models for effective teaming with an emphasis on how to apply those models to real work teams. Students learn relevant theory and research that underlies effective small group interventions and practice applied skills in teamwork. The class format is a seminar style with considerable discussion, case study analyses, role-plays, and small group work.
Prerequisite: ORLJ 4009. This course illustrates how to conduct survey research for organizational change initiatives. The following topics are covered: entering into survey research consulting, selecting concepts, conducting focus groups, survey construction and administration, data analysis, identifying needs, survey feedback techniques, and final reports. Students develop a survey-based project from initial conceptualization to final report presentation.
Prerequisite: ORLJ 4009. Reviews tools for collecting, organizing, and analyzing qualitative and quantitative data in organizations. Students explore and practice the use of data collection techniques most frequently utilized by practitioners in the field (secondary data, observations, questionnaires, interviews, and focus groups), as well as practice analysis techniques associated with these tools. The use of diagnostic tools is considered within the framework of the consulting cycle (contracting and planning, data collection, data analysis, and data feedback). Upon completion of this course, the students should be well prepared to engage in a consultation with the real client.
Prerequisite: ORLJ 4005 or equivalent. Study of organizations as total systems with consideration of different types of organizations. Organizational change is examined through the impact of such dimensions as mission, strategy, structure, culture, systems, and leadership on individual and organizational performance.
This class equips participants with the knowledge and skills required to practice mindful intercultural communication. Mindfulness means being keenly aware of our own assumptions, viewpoints, and ethnocentric tendencies in entering an unfamiliar situation. Simultaneously, mindfulness means paying attention to the perspectives and interpretive lenses of dissimilar others in viewing an intercultural episode.
This course covers the primary content and substance of organization change. The content/substance includes theory, models and frameworks, research studies, and related concepts that influence the practice of organization change and vice versa: that is, how the practice of organization change influences theory, models, research, and concepts. The course is conducted as a combination of lecture and student activities and discussion with emphasis on (a) selected readings to be studied prior to each class and (b) discussion during class by all students.
Prerequisite: ORLJ 4005 and ORLJ 4009 (or equivalent). This course allows students to understand how social networks influence performance in a wide variety of settings. Relevant topics in the application of social network ideology are explored, such as motivated goal pursuits, leadership processes, and the structure of group and organizational networks. The course also explores important interpersonal processes through a social network lens, such as human conflict, emotional contagion, and helping behavior.
This is a course designed to address conflicts that typically take place in organizations. It combines a theoretical foundation with application and skill practice through the exploration of theories about conflict organizational behavior, communication, power, systems and more.
The purpose of this course is to introduce students to the basic structure and techniques of interviewing and listening. The course is largely experiential and is intended for students who have little or no background or experience in counseling or coaching.
Enrollment limited. This elective combines theory and practice in management and leadership, with an emphasis on practical applications: what managers and leaders actually do. In addition to theory, simulations, behavior modeling, team participation, and individual presentations are used to provide a series of developmental experiences.
Enrollment limited and registration must be approved. This elective course provides practice in specific functions, which are the responsibilities of Human Resource professionals. Simulations, role-plays, mock employment assessments, case studies, consulting issues, and the construction and use of competencies are used to provide a series of developmental skill-building experiences. Course goals are built around enabling students to develop capabilities through experiential learning that can be directly applied to assisting clients with their issues and opportunities.
An experiential course aimed at developing basic collaborative negotiation and mediation skills for interpersonal conflict in a variety of contexts. Students will have the opportunity to develop more self-awareness and basic collaborative negotiation skills with supervised practice.
Open only to qualified doctoral students in the behavioral or social sciences. Intensive readings and analysis of theories and research in social psychology and social structure.
Open only to qualified doctoral students in the behavioral or social sciences. Intensive readings and analysis of theories and research in organizational psychology and organizational structure.
Permission required. Prerequisites: ORL 5362 and ORLJ 4010. Students will be trained in Interpersonal Process Recall (IPR) and practice their acquired skills with the facilitation of the executive coaching labs (ORLJ 4010). Students meet in seminar format to debrief facilitation sessions, integrate learning, and advance their coaching knowledge and skills through reflection and assigned reading. Additional coaching opportunities and supervision may be undertaken.
Prerequisite: ORL 5362 and ORLJ 4005. Enrollment limited. Open to master's students and doctoral candidates who have a strong background in social science, organizational behavior, administration, psychology, or business. Offers the opportunity to understand the consulting process through work on change projects involving actual clients.
Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
Permission required. Limited to doctoral students. Topics are announced in the preliminary and final course schedules distributed each semester.
Prerequisite: ORLJ 5340. Limited enrollment. Students will engage in negotiation and mediation involving persons from different cultural contexts as well as with "difficult" cases.
Open only to qualified doctoral students in the behavioral or social sciences. Stereotypes are an important means by which perceivers form impressions of others, and understand and interact with their social environments. It is importan to understand the role of stereotypes in information processing as well as the conditions under which stereotype activation and use are more or less likely to occur. This seminar explores the development, activation and suppression and use of stereotypes in organizational contexts.
Doctoral seminar. This seminar examines various theoretical and empirical approaches to the study of complex systems. Example topics include traditional systems theory, social network analysis, dynamic network theory, social interaction analysis, and simulations of complex systems. A variety of frameworks are addressed that span individual, dyadic, group, organizational, and international levels.
For doctoral students, only. This course is designed to help students develop the writing skills needed in their academic and post-academic careers. Course topics include establishing and maintaining good writing habits; writing theoretical, applied, and empirical papers; providing and responding to reviewer comments on manuscripts; and ethics in writing. The course provides a support for students as they work on completing their own qualifying papers. The desired and expected outcome of the course is at least one completed qualifying paper or paper ready to submit for publication.
The primary purpose of this course is to provide students with an opportunity to develop an in-depth understanding of assessment tools from a psychological perspective and to learn about the wide range of applications of assessments in organizations. The course aims to enable students to apply, understand, and interpret scientific assessment tools throughout the talent management spectrum: selecting, onboarding, developing and engaging employees. Psychometric and test theory, a brief history of applied assessment, and the key methodologies used to assess and measure major work-related constructs (e.g., EQ, IQ, personality, and leadership potential) will be discussed, as well as novel applications of assessment and the future of talent identification. The course will pay particular attention to assessment-based solutions or interventions, such as executive coaching, organizational development, and high potential identification programs.
Permission required. Individual, guided learning experience at the master's level in a selected aspect of professional nursing. Topic agreed upon between student and faculty.
Permission required. Individual, guided learning experience at the master's level in a selected aspect of nursing administration. Topic agreed upon between student and faculty.
Prerequisites: ORL 4054, ORLN 5010. Analysis of marketing concepts and principles of strategic planning as they relate to nurse executive role in health service industry.
Permission required. Prerequisites: ORLN 4005, ORLN 5005, ORLN 5043, statistics, and certification. Required of all doctoral candidates. Group critique of dissertation proposals; focus on beginning to intermediate aspects of analysis of theory and research design. This course may be repeated as often as necessary until the student is ready for the departmental examination. Once ORLN 6540 is taken, continuous fall/spring enrollment in this course or in ORLN 8900 is required until the semester during which the departmental examination is held.
Permission required. Prerequisite: ORLN 6540 and certification. Focus on advanced aspects of research design and method.
Individual advisement on doctoral dissertation following completion of all course work and programmatic course requirements, upon advisement by Faculty advisor. Fee to equal 3 points at current tuition rate for each term. For continuous requirements, see section in catalog on Continuous Registration for Ed.D. degree.