Curriculum & Dissertation

• Doctor of Education (Ed.D.) in Leadership

• EDD 701: Leadership for Whole System Reform
• 3

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 learning cultures. 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, team building, systems thinking, leadership, organizational planning, and learning.

• EDD 702: Building Capacity for Learning and Continuous Improvement
• 3

This course immerses students in an in-depth exploration of three leadership modes—instructional, adaptive, and transformational—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.

• EDD 703: Policy, Law, and Practice in Dynamic Settings (Washington, DC trip)
• 3

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.

• EDD 704: Global Leadership and Communication
• 3

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 intercultural environments and educational settings. Specific emphasis is placed on knowledge and skills necessary for cross-cultural interpersonal and group communication that reflect a commitment to respect for other cultures and an ability to communicate with diverse audiences. Central to the course is the idea that understanding 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.

OR

• EDD 705: Intercultural Leadership and Communication
• 3

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.
 

• Research Core

• EDD 741: Qualitative Design and Analysis
• 3

This course develops students' skill set in the use of qualitative methods for the study of social research. Students will learn and understand the theoretical basis of qualitative methods and how these methods are applied toward the successful leadership of schools, school districts, and other organizations. The course covers the collection, coding, analysis, and reporting of qualitative data.

• EDD 742: Mixed Research Methods
• 3

This course provides students with exposure and skill development in the use of mixed methods, both qualitative and quantitative, for the study of social research. Students will learn and understand the theoretical underpinnings of mixed methods and the application of these methods for effective leadership in dynamic global settings. The course approaches conducting research and the understanding of research as a key competency for those who will successfully lead schools and organizations in the 21st century. Special attention is given to validity, reliability, variables, constructs and sampling. Students will create research instruments, such as surveys, as a product of this course.

• EDD 743: Quantitative Analysis
• 3

This course will provide students with an overview of quantitative data analysis. Included in this course are foundational knowledge of univariate (centrality, variance, and frequencies) and multivariate analysis (chi square, ANOVA, and linear correlations), levels of data/variables, sample size calculation, codebook creation, and the application of these skills towards understanding data. The course emphasizes utilizing quantitative analysis to promote storytelling that is both visual (e.g., graphs and tables) and narrative (e.g., APA-style statistical language). Students will participate in hands-on learning labs applying statistical analysis tools to real data sets and become skilled in the analysis, interpretation, and consumer use of statistical analysis. A software fee is required. No math skills are required above fifth grade level math.

• Dissertation Research

• EDD 770-775: Dissertation Seminars
• 2.5

EDD 771: Dissertation Seminar I
In Dissertation Seminar I, 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 research literature, reviewing, summarizing, and classifying annotated sources, and mastering the academic APA writing style (American Psychological Association). Offered as a Pass/No Pass course.

EDD 772: Dissertation Seminar II
In Dissertation Seminar II, 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 research significance. Offered as a Pass/No Pass course.

EDD 773: Dissertation Seminar III
In Dissertation Seminar III, students will continue annotating and evaluating sources on their researchable topic. Students will review a range of possible theoretical frameworks in their field and begin the process of identifying their dissertation's theoretical framework. Students will also create a concept map which is a visual representation of the key concepts and variables within a dissertation topic. The outcome of Seminar III is a draft of the theoretical framework. Offered as a Pass/No Pass course.

EDD 774: Dissertation Seminar IV
In Dissertation Seminar IV, students will build on the information covered in Dissertation Seminars I, II, & III. Students will continue to read extensively and broadly in their field, build their progressive knowledge of their topic, and learn to consistently paraphrase and synthesize sources. Students will write sections of their literature review applying APA rules and doctoral dissertation standards. The outcome of Seminar IV is a literature review plan, which will guide the development of the literature review. Offered as a Pass/No Pass course.

EDD 775: Dissertation Seminar V
In Dissertation Seminar V, students will learn the structure of a literature review and the relevance of funneling from broad to narrow, global to local, and past to present. The outcome of Seminar V is a sample outline of the Literature Review. By the end of this seminar, each student is assigned a dissertation committee chair to direct the student through the dissertation proposal and final dissertation defense. This is offered as a Pass/No Pass course.

• EDD 776-779: Dissertation Advisement
• 1.5

Dissertation Advisements serve as a time for students to focus on scholarly writing skills and the development of a problem statement, 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 towards developing a 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 receive feedback on drafts of chapter one (problem statement, purpose of the study, and research questions) and chapter three of the preliminary dissertation proposal. Dissertation Advisements are intentionally aligned with the research core courses to serve as a time to develop a mixed methods research design from work conducted on 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.

• EDD 780-781: Dissertation Proposal
• 2

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 final dissertation 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.

• EDD 782-785: Dissertation
• 12

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.

• EDD 786-787: Extensions
• 0

Dissertation Proposal I
The Dissertation Editing Extension is a one-term extension for candidates who have successfully defended their final dissertation and have not completed the editing and/or publishing process.
*Tuition fees are waived for this extension.
*Prerequisite: Program approval is required to enroll.

Dissertation Proposal II
The Dissertation Editing Extension is a second-term extension for candidates who have successfully defended their final dissertation and have not completed the editing and/or publishing process.
*Tuition fees are waived for this extension.
*Prerequisite: Program approval is required to enroll.