Curriculum & Dissertation

This course will equip students with knowledge and skills to understand and practice their role as leaders in a climate of change. An emphasis will be placed on applying leadership and organizational theory to build and sustain cultures of learning. Additional emphasis will be given to the role of leadership in setting the moral example, fostering a caring environment, and developing a community of learners respectful of all members and differences. Students will assess their leadership traits and styles, evaluate their strengths and weaknesses, and identify areas in need of improvement. Research skills will be strengthened through the evaluation and annotation of primary sources on such topics as whole system reform, coherence building, systems thinking, leadership, organizational planning and learning.

This course immerses students in an in-depth exploration of three leadership modes to create capacity for learning and continuous improvement. Through the examination of these modes, students will further their understanding, skills and competencies to ensure quality learning systems, cultivate a high-performing organization, foster continuous improvement, inspire a shared vision, model cultural responsiveness, and sustain inclusive learning communities. Research skills will be strengthened through the evaluation and annotation of primary sources on such topics as capacity building, leadership, and learning organizations, among other topics. Students will also create a personal philosophy and leadership development plan to demonstrate their own commitment to continuous learning and improvement.

This course will provide students with insight into the development of, response to, and ability to influence the larger political, social, economic, legal, and cultural contexts impacting organizations and practices. Specific emphasis will be given to standards, policies, and entities presently guiding decisions at national, state, and local levels. The course provides a rich history of the political aspects inherent to policy and how these policies transverse from the federal government to state and local levels. Group travel to Washington D.C. to meet with governmental officials will be incorporated into this course.

This course will provide students insight and knowledge into the challenges and complexities of intercultural communication in the global context. The course engages students in the process of reflective, critical thinking and acting to enable them to navigate in complex and dynamic interculturalenvironments and educational settings. Specific emphasis is placed on knowledge and skills necessary for cross-cultural interpersonal and group communication that reflects a commitment to respect for other cultures and an ability to communicate with diverse audiences. Central to the course is the idea that understanding of cultures is essential to leading diverse learning organizations in a rapidly changing and mobile world. The course concludes with an examination of how changing culture in systemic ways can lead to successful reform. International Research Trip or Experiential Learning Practicum is embedded within this course.

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Students will self-evaluate, acquire, practice, and develop the necessary aptitudes and attitudes for effective cross-cultural leadership. Students will learn Hofstede’s Theory of Cultural Dimensions (1984), a recognized model for comparing and contrasting cultures from around the world, as a heuristic for effective cross-cultural communication. Well-Gap Theory (Kim, 2023) provides students with a Biblical framework towards an empathy-informed approach to interpersonal reconciliation and relational constructivism. The course is a deeply experiential, authentically transformational, richly interpersonal exploration of cultural identity and its implication for communication, collaboration, and community. Through field experiences, dyadic dialogues, engaged reading, online discussion, and intra-personal exploration, students will discover methodologies of belonging and welcome, identification and representation, empathy and advocacy.

In Dissertation Seminar 1 (EDD 771) students will explore the question: What is the problem I am trying to solve in my world, my context, and my field? Students will identify a potential research topic, conducting a broad scan of the literature, reviewing, summarizing, and classifying annotated sources, and mastering the academic writing style (American Psychological Association). The seminar will reference work done on the Annotated Bibliography Benchmark Assessments.

In Dissertation Seminar 2 (EDD 772) students will develop research questions and draft the purpose (research roadmap) and significance (contribution) of their research. Students will draft research questions and test them out in class. Students will also develop a purpose statement that connects the problem statement to the significance.

In Dissertation Seminar 3 (EDD 773), students will build on the information covered in Dissertation Seminars 1 & 2. Students will be exposed to a range of theoretical frameworks, learn the differences and relationship between theory and research, continue to read in their field, begin the process of identifying and selecting a theoretical framework, and create a draft conceptual map for their study.

In Dissertation Seminar 4 (EDD 774), students will build on the information covered in Dissertation Seminars 1, 2, & 3. Students will continue to read extensively and broadly in their field, build their progressive knowledge of their topic, learn to consistently integrate and synthesize sources, apply APA rules and doctoral dissertation standards to their literature review, and write sections of their literature review employing integration and synthesis.

In Dissertation Seminar 5 (EDD 775), students will build on the information covered in Dissertation Seminar 1-4.Students will continue to read extensively and broadly in their field, build their progressive knowledge of their topic, learn to consistently integrate and synthesize sources, apply APA rules and doctoral dissertation standards to their literature review, write sections of their literature review employing integration and synthesis, and draft an outline of their literature review.

Dissertation Advisements serve as a time for students to focus on scholarly writing skills and the development of a problem statement and a preliminary chapter two and chapter 3 of the dissertation proposal. Important during these advisements will be the student’s identification of a theoretical framework and the kinds of references they will need to continue to gather for the literature review.  Initially students build on the Annotated Bibliography and Preliminary Literature Review Benchmarks toward developing broader understanding of their research ideas related to the literature. Each student is assigned a dissertation committee chair to direct the student through the dissertation track process and to provide feedback on drafts of student written work. 

Also during Dissertation Advisements, students will focus on the development of the preliminary methodology chapter for the preliminary dissertation proposal and on the development and alignment of research questions to research methods described in the chapter.  Students will be guided on the collection and analysis of data, both quantitatively and qualitatively, to lead them to the answering of their research questions, based on skills that have been developed through the Research Benchmarks: Quantitative Research Plan and Qualitative Research Plan.  Each student will also receive feedback from her or his chair and research course instructor on drafts of chapter one (problem statement, purpose of the study, & research questions) and chapter three of the preliminary dissertation proposal. EDD 774b Dissertation Advisement serves as a time to develop a mixed methods research design from previous work conducted for the Quantitative Research Plan and Qualitative Research Plan.  Time is also devoted to writing, review, revision, and approval of the preliminary dissertation proposal. Moreover, students will be provided with direction in developing a detailed timeline leading them to successful completion of the next stages of the dissertation process.

Dissertation Proposal I
During the dissertation proposal phase, the doctoral candidate engages in a number of activities and tasks to fulfill the requirements for completing Chapters 1-3, the proposed research. Under the direction of the dissertation chair, the doctoral candidate develops the comprehensive dissertation proposal including the problem statement, literature review, and research design. The dissertation proposal phase is two terms. Offered as a Pass/No Pass course.

Dissertation Proposal II
Under the direction of the dissertation chair and working with committee members, the doctoral candidate develops the final version of the comprehensive dissertation proposal including the problem statement, literature review, and research design. The candidate will submit the finaldissertation proposal to the chair and the committee will score the proposal per the dissertation rubric for chapters 1-3 (written defense - committee members only). The candidate will also receive training and gain certification on the institutional review board (IRB) approval process at Concordia University Irvine and submit proposals to the IRB. A doctoral student may need additional time to complete the preliminary dissertation proposal.EDD 781 is repeatable. Successful completion of the dissertation proposal is required to enroll in 782. Offered as a Pass/No Pass course.

During the dissertation proposal and research phases, the doctoral candidate engages in a number of activities and tasks to fulfill the requirements of the dissertation track.

A doctoral student may need additional time to complete the preliminary dissertation proposal, under the guidance of the student’s Dissertation Seminar 4 professor.  Once approved by the seminar professor and Doctoral Office, the doctoral candidate is assigned to a dissertation chair and committee. 

Under the direction of the dissertation chair and working with committee members, the doctoral candidate develops the final version of the comprehensive dissertation proposal including the problem statement, literature review, and research design. The candidate will also receive training and gain certification on the institutional review board (IRB) approval process at Concordia and submit proposals to the IRB. During this time the candidate also prepares for the oral defense of the dissertation proposal and work with the dissertation chair to schedule the oral defense of the proposal. 

Dissertation research involves the implementation of the dissertation research design, collection and analysis of data, and reporting and discussion of research findings.  Each doctoral candidate will execute the research design, follow the dissertation proposal timeline, collect and analyze data related to dissertation research questions, work with the dissertation chair to discuss the execution of the dissertation research plan and progress made on data collection and analysis, organize and write drafts of chapters 4 and 5 of the dissertation, and prepare for the dissertation oral defense as outlined in the doctoral student handbook. Dissertation research culminates in the successful completion of the dissertation and dissertation oral defense.