The Doctorate of Education (Ed.D.) in Organizational Leadership for Adaptation and Change at Chaminade University combines both the science and art of leadership. The program is built on the science of leadership and organizational development to help graduates be ready to adapt to ever changing and evolving organizational environments. While building the skills to motivate and lead organizations into the future, students will be well-grounded in the ideas of social justice and ethical practice. Individuals completing this program will be well-prepared as inspirational leaders who can lead sustainable organizations and communities into the future.
The Chaminade Doctorate of Education in Organizational Leadership for Adaptation and Change has been developed on a firm foundation in the Marianist Educational Values of a formation in faith; quality education; family spirit; service, justice and peace; and adaptation and change. Each of these five core values are incorporated throughout the program to help graduates develop not only as scholars, but also as whole individuals who are ready to lead.
The program has been designed from an interdisciplinary perspective by experts in a variety of fields including education, business, healthcare, and psychology. As students progress through the program they will have the opportunity to grow and develop in a supportive environment made up of skilled advisors, knowledgeable professors, and fellow students with wide ranging backgrounds and diverse professional paths.
It has been developed as an online program to meet the needs of working professionals. Interactive technologies will be used to ensure that students have positive enriching learning experiences that will enhance their learning experiences and prepare them for leadership into the future.
This 60-credit hour program has been developed for students to typically complete in three years. Students will enroll in a series of ten-week courses, focusing on two courses per term for the first two-years and then completing one dissertation related course per ten-week term during the third and final year.
Students will have the option of participating in one of three tracks – Organizational Development, Indigenous Leadership, or Educational Leadership. Each of these three tracks requires two 3-credit courses and then gives students the opportunity to explore individual interests by enrolling in two 3-credit electives from the graduate programs in education, counseling, criminal justice, or counseling.
Chaminade University of Honolulu is accredited by the WASC Senior College and University Commission (WSCUC). The Ed.D. in Organizational Leadership for Adaptation and Change program is pending approval from WSCUC for a Fall 2020 start.
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The Doctorate of Education for Adaptation and Change program’s mission is based on Marianist values and focused on developing strong leaders who use their knowledge and skills to value diversity, promote social justice, and help organizations adapt and change. Drawing on the Marianist Educational Values of formation in faith; quality education; family spirit; service, justice and peace; and adaptation and change, the program builds on a program of leadership that promotes continuous self-reflection and personal growth.
Program Learning Outcomes
- Demonstrate advanced knowledge and competencies of research and evaluation methods utilized by organizations. (Research Core)
- Demonstrate advanced knowledge and competencies of leadership and innovation which are grounded in social justice, ethical practices, and cultural awareness. (Leadership Core)
- Demonstrate advanced knowledge and competencies related to how organizations and the people within them develop. (Organizational Core)
- Demonstrate advanced knowledge and competencies of scholarly behaviors for designing, implementing, evaluating, and communicating research relevant to effective organizations. (Dissertation)
The Doctorate in Education in Organizational Leadership of Adaptation and Change is a 60 credit program.
EDUC 801: QUANTITATIVE RESEARCH METHODS (3)
This course provides students with information on the use of quantitative methods in research. Emphasis is placed on understanding quantitative methods and statistical techniques so that students can think critically about appropriate research designs, the collection and analysis of data, and the usefulness of statistics.
EDUC 802: QUALITATIVE RESEARCH METHODS (3)
Introduces the characteristics and approaches in designing qualitative research methods. Participants will develop an understanding on how to select the appropriate qualitative research method to address a research question.
EDUC 803: PROGRAM EVALUATION (3)
This course covers the different types of program evaluation, including needs assessment, formative research, process evaluation, monitoring of outputs and outcomes, impact assessment, and cost analysis. Students gain experience designing conceptual frameworks, developing appropriate indicators, collecting data, analyzing results, and the development of evaluation plans to measure impact.
EDUC 804: ACTION RESEARCH (3)
This course prepares the student to conduct an action research study by having the student develop a clear and measureable action research question, conduct an effective review of related literature, develop a plan for data collection, identify sources of analysis, and define an action plan to complete the action research study.
EDUC 811: LEADING PEOPLE IN ORGANIZATIONS (3)
Provides concepts and best practices for leading individuals and groups toward working more effectively. Central issues include dealing with different personalities, motivating others, using people’s best abilities, and building social influence and personal power. Examines the impact of management culture and organizational structure on the success of individuals and teams. Attention is given to strategic and political dimensions of leadership in organizations. Prerequisite: none. Cross-listed with MBA 600
EDUC 812: LEADERSHIP ETHICS AND SOCIAL JUSTICE (3)
In this course, students explore leadership ethics as well as a leaders responsibility for social justice. Students examine the complex economic, political, and social challenges that leaders face as they seek to meet the needs of diverse organizations and constituents. Students will consider economic disparity, power, and privilege and how they impact ethics and social justice.
EDUC 813: LEADING ACROSS CULTURES (3)
Leadership in a multicultural context with a focus on aspects of culture that inform leadership praxis. Topics of study include ontology, epistemology, and axiology – ways of being, ways of knowing, and values – that provide a foundation for intercultural competence. Dimensions such as individualism vs. collectivism, how knowledge is defined and obtained, reciprocity, and primacy of place will be explored in terms of their impact on leadership.
EDUC814: EVIDENCE BASED LEADERSHIP AND DECISION MAKING (3)
In order to be effective in today’s complex and changing world, leaders must be able to utilize a myriad of sources of information to make well informed decisions. This course explores concepts around performance measurement, research design, and data analysis that leaders will need to be knowledgeable users and interpreters of data, published research, and program evaluations to make informed evidence-based decisions.
EDUC 821 ORGANIZATION THEORY (3)
This course focuses on the history and application of the central perspectives and issues and in organization theory. Topics include organizational life-cycle, organizational structure, resource dependence and allocation, strategy, organizational culture, human systems development and institutional theory. Case analyses will be conducted to help students understand organizations from each theoretical perspective. Prerequisite: none.
EDUC 822: ORGANIZATIONAL STRATEGY (3)
This course focuses on the concepts and tools of strategic thinking and strategy formulation. The course takes a general management view of organizational assessment and strategy development, centering on the key information from the functional areas of an organization (marketing, operations, finance, human resources) that a leader needs to know to inform strategic planning and decision-making. Determinants of effective and ineffective strategies are addressed. Prerequisite: MBA 600 and Org Theory
EDUC 823: CREATIVITY AND INNOVATION IN ORGANIZATIONS (3)
This course examines the role of creativity and innovation in successful leadership. The course will lead students through a journey of both current and historical creative and innovative leaders and organizations. The focus is on developing leaders who are capable of creatively solving problems in educational, business, or other organizational settings. Students will explore some of the most innovative and successful leaders and organizations in history as they gain the insight and skills to become future leaders.
EDUC 824: ORGANIZATION DEVELOPMENT (3)
This course provides foundational knowledge of the history, values and aims of the field of organization development. The course examines issues pertinent to the enhancement of organizational systems, including the assessment of group and organizational effectiveness, organizational politics and power, job structures and organization design within the social, psychological, and life-cycle contexts in which they are embedded. Tools and techniques for OD work are identified and applied through case analysis. Prerequisite: MBA 600.
EDUC 851: LEADING ORGANIZATIONAL CHANGE (3)
Provides concepts and skills needed to lead change and development efforts at individual, team, and systems levels. Focus is given to diagnosis of organizational events and creation of interventions to improve them. Emphasis is on using consulting models and applying behavioral science knowledge and techniques to improve performance of people and organizations. The course includes structural process and human resource interventions. Prerequisite: MBA 600. Cross-listed with MBA 761
EDUC 852: CONSULTING SKILLS (3)
This course focuses on the organizational development role of both internal and external consultants. The tasks of consultants are distinguished from those of organizational leaders. Steps in the consulting process are engaged through case analysis, and students learn practical approaches to helping clients navigate change effectively. Special focus is given to students developing an understanding of themselves as consultants and agents of change. Prerequisite: MBA 761.
EDUC 861: INDIGENOUS LEADERSHIP AND ORGANIZATIONAL MANAGEMENT (3)
Building on the Leading Across Cultures course, students will examine cultural influences on leadership and organizational management policies and practices. The course will investigate what constitutes effective leadership and organizational management from indigenous (native Hawaiian and Pacific islander) perspectives.
EDUC 862: POWER, POLITICS, AND POLICY: HISTORICAL AND CONTEMPORARY PERSPECTIVES (3)
Students will explore contemporary issues of power and policy in leadership, and their historical and political origins. They will focus on contemporary challenges facing Indigenous communities and develop action plans that address those challenges by placing indigenous peoples at the center of the process. Students will design plans that support diversity, social justice, and cultural awareness and address issues that are of concern to them and their communities.
EDUC 871: LEADERSHIP FOR EDUCATIONAL ADMINISTRATORS (3)
Designed to provide guidelines for educational administrators as manager and leader of change through decision-making, motivation, group dynamics, and co-empowerment with all stakeholders. Cross-listed with EDUC 742
EDUC 872: SCHOOL COMMUNITY RELATIONS (3)
A school is a vital and central hub in a community and thus, establishing and maintaining strong community relations with all stakeholders is crucial for the success of all. This course will introduce and address the various aspects of effective school-community relations for education administrators and their specific role. Cross-listed with EDUC 745
EDUC 891: DISSERTATION I: PROPOSAL AND THE INSTITUTIONAL REVIEW BOARD (3)
This is the first course in the dissertation process. It provides students with both group and individualized support in their dissertation development. Students work directly with their instructor and committee to develop their research proposal and IRB documents for submission.
EDUC 892: DISSERTATION II: DATA COLLECTION AND MANAGEMENT (3)
This is the second course in the dissertation process and provides students with group and individualized support as they collect data and begin to analyze their results. Students work directly with their instructor and committee members to continue their dissertation process. Prerequisite: EDUC 891.
EDUC 893: DISSERTATION III: DATA ANALYIS AND PRESENTATION (3)
This is the third course in the dissertation process where students receive group and individualized support with the dissertation process. Students work directly with their instructor and committee members to analyze their data and determine appropriate presentation methods for that data. Prerequisite: EDUC 892.
EDUC 894: DISSERTATION IV: FINDINGS AND DISCUSSION (3)
This is the final course in the dissertation process where students receive both group and individualized support in completing their dissertation. Learners work directly with their instructor and committee members to finalize and present their dissertation. Prerequisite: EDUC 893.
Students will form a dissertation committee (DC) in the first term of their third year semester. The DC have at least three and no more than 5 members. The following roles will be represented on the DC:
Dissertation Committee Chair
- EdD or PhD qualified faculty member of Chaminade University School of Education and Behavioral Sciences.
- Director of the EdD program will Chair all committees, providing administrative guidance and oversight of dissertation process, and will provide scholarly review and examination of thesis work.
Dissertation faculty (1-3)
- EdD or PhD qualified faculty member of Chaminade University
- Provides content area expertise and graduate student guidance on dissertation research, thesis preparation. Provides scholarly review and examination of thesis work.
- External expert in content area of dissertation, recruited through consultation with DC Chair and student, appointment approved by Dean of School. Provides content area expertise and graduate student guidance on dissertation research, thesis preparation. Provides scholarly review and examination of thesis work.
Students will schedule an individual dissertation defense, that is open to the public, during the last term of their program.
Applicants must have a master’s or equivalent degree from an accredited institution and submit the following documents:
- Completed application form and application fee.
- Official transcripts from all colleges/universities attended (no photocopies are accepted).
- A current professional resume.
- A personal essay should include an overview of personal and professional goals as well as reflect on previous and current leadership experiences. The essay should also describe how the candidate can contribute to the mission of Chaminade University and to their fellow cohort members.
- Three letters of recommendations from individuals other than family members of friends who know the candidate well and who can comment on the applicant’s capabilities and suitability to be successful in a doctoral program.
- Two of the applicant’s writing and/or research samples.
- International candidates from countries where English is not the native language must meet TOEFL requirements.