Saint Leo University. An Interdisciplinary Approach Using Shared Competencies for Applied Doctoral Program in Business and Education

Transcription

1 Saint Leo University An Interdisciplinary Approach Using Shared Competencies for Applied Doctoral Program in Business and Education Dr. Fern Aefsky Director of Graduate Education Dr. Lorrie McGovern Assistant Dean, Graduate Studies in Business Source: ucf.edu

2 Business and Education Connections University==business Research supported and confirmed Academics in business disciplines need to demonstrate best practices in teaching and assessment Leaders need to understand these connections 2 Source: saintleo.edu

3 Presentation Overview Multidisciplinary approach University growth Program development Activities Considerations Source: bsbu.edu

4 Doctoral Degree Considerations for Best Practices (Delmont, 2011; Kot & Hendel, 2012) Course Delivery Defined Dissertation Process Best Practices Program Design Clear Learning Outcomes

5 Shared Program Attributes Alignment of Courses Advising Protocols Accountability Measures Program Completers Candidate Progress Residency requirements Source: wilmu.edu

6 Course Delivery Why elearning? Global leaders in their field Require flexibility and convenience elearning is time and cost effective Advanced degree = advanced career Trending Aslanian & Clinefelter. (2012). Online College Students The Learning House and Education Dynamics. Source: cdc.gov

7 Reasons for Online Classes Aslanian & Clinefelter. (2012). Online College Students The Learning House and Education Dynamics.

8 Top Ten Online Degrees Aslanian & Clinefelter. (2012). Online College Students The Learning House and Education Dynamics.

9 Degrees by Percentage Aslanian & Clinefelter. (2012). Online College Students The Learning House and Education Dynamics.

10 Residency Retention Communication Connection 10 (Terrell,Snyder, Dringus & Maddrey, 2012; Baker & Pifer, 2013;Auerbach, 2011)

11 Program Design Practical curriculum Blend: Experience, Knowledge, Research, and Integration Sequential (Auerbach, 2011; Baker,V., Pifer, M., & Flemion, B. 2013; Kyvik,, S. & Olsen, T. 2012) 11

12 Cohort Benefits Enhances conflict resolution Inspires critical thinking Encourages students to challenge the norm Leads to student persistence students tend to become task-focused and complete assignments while bonding in the process (Ford & Vaughn, 2011) 12

13 Clear Learning Outcomes Align Learning Outcomes University Mission Program Mission/Goals Accreditation Requirements

14 Defined Dissertation Process Successful strategy Design and implementation Peak communication Publications 14 Source: dissertationsupervision.org

15 Saint Leo University Doctor of Business Administration D.B.A. Doctor of Education Ed.D. Source: Saintleo.edu

16 Evolution of Saint Leo University Doctor of Business Administration Smart Growth University/DBA Missions Program Design Implementation Students Quality Assurance Source: epa.gov Source: cornerstoneondemand.com

17 Smart Growth Data Driven Approach Market Study Identified Opportunity White Paper Indicated Increased Demand with MBA Growth Hanover Study Confirmed Opportunity for DBAs Completed Program Design, Business Plan, Syllabi, and SACS Notification Curriculum Committee Approval SACS Approval to Start, Board Approval. Dec First DBA Cohort Intersession.

18 D.B.A. versus Ph.D A DBA is a professional degree that focuses on applied research to improve business practices. Targeted toward experienced business professionals looking to expand business knowledge and enhance credentials. Ph.D. is a Doctor of Philosophy that focuses on research to contribute to business knowledge or theory. Targeted toward academics.

19 Why DBA Program? Global competition 21% (USDOL) increase need for doctoral programs Career advancement Source: coles.kennesaw.edu

20 Program Design Faculty Planning Committee Business School Accreditation Focus on Social Responsibility Alignment with University Mission & Core Values

21 DBA Mission Prepares graduates with research, critical analysis, and application skills to make an intellectual contribution to their field of business study. Builds on its values that emphasize social responsibility, innovation, and accountability. Develops graduates for teaching, academic leadership, or to work in the consulting field. Leverages expertise in delivering flexible graduate programs that are student centered, application oriented, and outcomes driven.

22 Curriculum Program Core Requirements (12 credits) Prerequisite Courses for Applicants Without Business Graduate Degrees Program Components (57 credits) Advanced Business Coursework Includes Two Elective Courses: Teaching or Consulting Best Practices Course Practicum Course

23 Two Tracks Teaching: Derek Bok (Chronicle of Higher Education, Nov. 11, 2013), identifies the lack of preparation for teaching as a glaring defect in graduate programs. With all of the changes to teaching including online courses, pedagogy has become come complex, and doctoral students seeking to become academics will benefit from formal preparation. Consulting: Key skills include collaboration, communication, and shared resources

24 D.B.A. Program Format COHORT MODEL Core Reqs - Non-Business Only MBA 540 MBA 560 MBA 565 MBA 598 Year 1 DBA 701 On Ground DBA 705 DBA 710 DBA 715 DBA 720 DBA 725 DBA 730 Year 2 DBA 735 On Ground DBA 740 DBA 745 DBA 750 DBA 755 DBA 760 DBA 765 Years 3-4 DBA 770 On Ground DBA 780 DBA 781 DBA 782 DBA 783 DBA 801 One-Week On Ground Intersession Eight-Week Online Dissertation Independent Study Dissertation Defense

25 Implementation Program Designed for Responsible Leadership. Built on University Values and Catholic Identity. Values Outcomes Integrated Into Each Course. Developed and Taught by Full-Time Faculty.

26 Students Business Plan/ Goal Actual Outcomes Minimum GPA Average (all above min.) 20 Qualified Students 22 (with several waitlisted for next cohort) Academic Diversity Geographic Diversity Professional Diversity 10 Universities Students from 9 states Executives from Education, Healthcare, Government, Technology, Retail, Automotive, Consulting, Military Gender Diversity 60/40 Male/Female

27 2013 DBA Cohort

28 Quality Assurance Assessment plan LOM (Learning Outcomes Manager) software Annual review by data Use results for improvements Integration of improvements into program Source: campoforce.com

29 Educational Leadership Program Purposeful Overqualified Research supported Data driven Continuous improvement State and Federal Policies integration Source: friendfeed.com

30 Positive impact on k-12 schools Development and sustainment of school district leaders at various levels Global connections to education, businesses Goals of Program Source: eclkc.ohs.acf.hhs.gov

31 Ed.D. Focus For practicing professionals (Ph.D. typically for academic researchers (Painter, 2015)). Action research Relevant Leadership Rigorous Purposeful Source: ready-set.start-run-win.com

32 References Adams, J. (2008). Understanding the factors limiting the acceptability of online courses and degrees. International Journal on ELearning, 7(4), Retrieved from Aslanian, C. & Clinefelter, D. (2012). Online College Students The Learning House and Education Dynamics. Auerbach, S. (2011). It s not just going to collect dust on a shelf : Faculty perceptions of the applied dissertation in the New California State University Ed.d.Programs Leadership education from within a feminist ethos. Journal of research on leadership education 6(3), Baker, V., Pifer, M. & Flemion, B. (2013). Process Challenges and Learning-based interactions in Stage 2 of Doctoral Education: Implications fro two applied social science fields. Journal of higher education, 84(4), Bok, Derek (Nov. 11, 2013). We must prepare Ph.D. students for the complicated art of teaching. The Chronicle of Higher Education. Retrieved from Ford, L., & Vaughn, C. (2011). Working together more than alone: Students' evolving perceptions of self and community within a four-year educational administration doctoral cohort. The Qualitative Report, 16(6), Retrieved from Kot, F. & Henedel, D. (2012). Emergence and growth of Professional Doctorates in the United States, United Kingdom, Canada, and Australia: A comparative analysis. Studies in Higher education, 37(3), Kyvik, S., & Olsen, T.B. (2012). The relevance of doctoral training in different labour markets. Journal of Education and Work, 25(2), Painter, S. (March, 2015). Choosing a doctoral program. School Administrator, 30-32). Terrell,S., Snyder, M., Dringus, L. & Maddrey, E. (2012). A grounded theory of connectivity and persistence in a limited residency doctoral program. The Qualitative report, 17 62),

33 Questions Dr. Lorrie McGovern Thank you! Dr. Fern Aefsky