The Ed.D. in Organizational Innovation program is focused on preparing visionary and leading-edge change agents, complex problem-solvers, and effective leaders of various types of educational enterprises including education, government, business, healthcare, military and nonprofit agencies to innovate and provide new solutions in a time of rapid changes in our society.
The program prepares adaptable professionals who are able to innovate, generate creative solutions, and facilitate positive change and organizational transformation in their professional capacity. Learners are provided expanded viewpoints relative to problem identification and applied resolution strategies in education/organizational ecosystems that can be volatile, uncertain, complex and ambiguous. The program evolves leaders who are adaptable and demonstrate the ability to disrupt the status quo with creative and useful innovations that lead to change and transformation that is viewed as impactful and is valued.
September 15, 2022 is the deadline for applications for the January 2023 cohort.
The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.
9 courses; 81-89 quarter units
Perspective on branches of organizational theory related to structure, development, leadership, behavior and processes. In-depth analysis on and evaluation of organizational development and planned change, as applied to implementing innovation within educational institutions, to decipher best practices.
Perspectives on the nature of innovation, the stages of innovation, and ecosystems and strategies associated with invention, innovation, and the diffusion of innovation. In-depth analysis on and evaluation of the diffusion of innovation within organizational settings, with specific applications to educational enterprises, to decipher best practices.
An overview of qualitative, quantitative, and mixed-methods research designs with an emphasis on intervention evaluation research. In addition, an overview of statistics will be conducted within all three designs. The candidate is encouraged to use her or his problem of practice and/or innovative design of practice as the lens through which each of these research designs are examined.
Case study analysis of innovation in different industries, deciphering lessons and best practices. Culminating case analysis of innovation in educational enterprises, collaboratively developing exemplary practices based on seminar learning.
An examination of the concepts of consultation, collaboration, and ethical practice as they pertain to innovative leadership in an educational context. Skills, required for consulting with organizations seeking outside expertise (skills such as effective communication) are demonstrated through role play. Collaboration skills are gained by enacting them within the candidate’s organization (e.g., leading a task force). The concept of ethical practice is investigated through case study analysis, and demonstrated through self-reflection based on the candidate’s work in her or his organization.
Action research design is examined; candidates analyze their program of practice based on tenets of this design. Upon completion of the course, the candidate will have a proposal design ready to defend at the Second Annual Formative Assessment, and be prepared to collect data for her or his problem of practice project.
The examination of knowledge management principles within and across organizations, utilizing various knowledge management models, but with an emphasis on understanding of data, information, knowledge, and application in educational enterprises. Special treatment of knowledge management relative to data science as it pertains to analytics and big data applications
An examination of innovations and innovative trends within a multitude of contexts including, but not limited to, education. Case studies of innovative practice from industry, non-profit, and government organizations are analyzed. Reflection of the candidate’s own organization as well her or his problem of practice project enhances the examination of innovation.
The finalized problem of practice project becomes the Culminating Project and is aligned to all Program Learning Outcomes. This project will be defended at the conclusion of these course based on a program-approved rubric. The course is designed to allow the candidate and the Advisor to work in a one-on-one fashion, but also collaborate with committee members, when necessary. Teleconferencing sessions are used to connect candidates within the cohort throughout the 12-week experience.