Leadership and Organizational Management (M.S.A.)

Faculty

Dr. Kelley Wood, Assistant Professor of Business Administration (program chair) 

Description

The Master of Science in Administration (MSA) promotes and facilitates the development of leaders in public, private, and nonprofit organizations by focusing on key competencies, which positively influence others to achieve goals and realize a shared vision. Learn real world applications of behaviors and attitudes of effective leaders rooted in positive values aligned with your organization’s strategic vision and mission. The MSA offers courses to help leaders develop unique attributes of self-awareness, self-mastery, interpersonal influence, critical thinking, and a problem-solving mindset. MSA leaders influence organizations, agencies, and associations in the private, nonprofit, non-government, education, and government sectors including, private business, consulting groups, government agencies, public utilities, schools, colleges, museums, parks and recreation, workplaces, healthcare facilities, and public health settings.

The Master of Science in Administration (MSA) is an alternate weekend, 36-credit, 20-month program with an 18-credit focus in the following career specializations:

• Dynamic Leaders and Organizations
• Education Leadership
• Health Advocacy
• Human Resource Management

Degree Requirements

ALL of the universal resources for leaders core courses (18 credits):

ADMN 601 Excellence in Managing Contemporary OrganizationsReviews principles of effective management, and surveys contemporary and historical research on organizational effectiveness. Emphasizes skill development in managing basic administrative and managerial functions, including decision making, planning and implementation, problem solving, and communication. Experiential learning methods, such as case studies, simulations, and role playing, are employed extensively.
3 credits
ADMN 603 Excellence in Leadership: Theory and PracticeExcellence in Leadership: Theory and Practice is an introduction to historical and current leadership theories, effective contemporary leadership practices, and how the scholar and the practitioner might inform each other for greater effect. This course will emphasize the student's analysis of themselves as leaders while preparing them to make use of their strengths and opportunities. Topics included in this course will include transformational leadership, women in leadership, multicultural leadership, classic management theories, and ethical management. Formerly titled Theories of Leadership and Organizational Change
3 credits
ADMN 607 Accounting and Finance for Evaluation and ControlThe Accounting and Finance for Managerial Evaluation and Control course emphasizes the use of accounting and financial information to fa cilitate effective management decisions. Topics include the accounting process, the accounting cycle, accounting systems, inventories, investments, cost determination, cost control and analysis, budgeting, analysis of financial statements, and capital investment analysis. Students in this course will use spreadsheet software to develop and analyze data. This course requires computer literacy and access outside the classroom to a computer with spreadsheet software. Formerly ADMN 607 Financial Management for Non-Financial Managers.
3 Credits
Prerequisites: None
ADMN 613
ADMN 628
INT 601 Intro to Research Design and MethodsThis course instructs students in the importance of research design and methods in producing reliable and verifiable data for use in making evidence based analysis and conclusion in applied "real world" research that will have a direct relation to the student's career. Students will learn to define scientific knowledge and how worldviews and philosophical underpinnings inform research methodologies, cite and reference in APA style, and write an argument in an academic voice. Topics covered in this course include developing a research topic, identify, analyze, and synthesize literature in the field of study, writing the literature review, developing the research question, a review of qualitative, quantitative, and mixed methods research methodologies and designs, units of analysis, ethical issues and the role of an institutional review board in conductin research, data collection, describe and analyze the data, test hypotheses, form a reasoned argument and conclusions based on a synthesis and evaluation of the evidence provided by the research design. Students may use this course to develop a pilot study for their thesis or capstone course. Formerly: ADMN 609, COM 602 and ISS 680
Credits: 3
Prerequisites: None

Specialization Requirements

Dynamic Leaders and Organizations

The Dynamic Leaders and Organizations program facilitates the development of leaders who have a positive influence on their followers, organizations, and their stakeholder communities to produce outstanding, innovative, and provocative results. The Dynamic Leaders and Organizations specialization prepares students to assume positions in executive leadership and senior management in in complex organizations experiencing increased globalization, competition, and stakeholder expectations. Overall, the Dynamic Leaders and Organizations program facilitates the examination of the relationship between leader and organization to support success.

ALL of the dynamic leadership courses (18 credits):

ADMN 615 Comparative Global Management PracticesADMN 615 Comparative Global Management- is an interdisciplinary analysis, critique, and comparison of management and managerial functions and practices from a regional outlook and a global perspective. Through discussion and case studies this course will present students with an opportunity to think beyond one's prevalent paradigm. In this course, cultural, economic, and political theories are introduced and amalgamated into a discourse on applied management.
3 credits
Prerequisites: None
ADMN 617 Crisis Leadership: Response and ResolutionContemporary organizations face a multitude of threats and dangers every day. Responsible and ethical leaders plan not only for the surviving and thriving of their institutions, they plan for organizational continuity and to prevent or mitigate negative fallout effecting their stakeholders and society at large. Planning, practice, and effective communication determine organizational thriving, the extent of fallout, and the strengthening of community ties. Students of Crisis Leadership develop, plan, and implement action plans for responding to a variety of modern management crises stemming from factors such as leadership practice, organizational culture, suc cession planning, embezzlement and accidents to natural disasters, health pandemics, sabotage, and workplace violence. Students will analyze and assess strategies for mitigating crises and evaluating their organizations response and resolution of crises that face leaders of contemporary organizations. Formerly ADMN 617 - Leadership: Response and Resolution of Crises
3 Credits
Prerequisites: None
ADMN 661
ADMN 665
ADMN 669
ADMN 699

Education Leadership

The MSA in Education Leadership engages students in curriculum program development and teaching toward cultural diversity and inclusion. This program is designed for education professionals who have a career interest in educational administration or educational program management and do not require professional licensure.

ALL of the education leadership courses (18 credits):

EDAD 602 Technology and SystemsExamines the national standards for integrating technology into a school and/or district. Theories and current research in technology integration will be included in reading assignments and discussions. Students will have experience using computer applications that support management and operational functions necessary in a school setting. Students will complete journal writing and group activities that promote problem solving from the school administrator's perspective. Students will be provided with a process for assessing the technological needs of a school and aligning school resources with these assessed needs. As a Final Project, students will develop a comprehensive technology plan that addresses the use of technology to support the management and instructional goals of the school.
3 credits
Hyrbid Online Course
EDAD 603 The School, the Community, and the SocietySurveys historical, social, economic, political, and philosophical foundations of education, with an emphasis on theories of American education in an interdependent world and the multicultural character of the American classroom. Implications of understanding contemporary educational issues, policy, and decision making are stressed. Students investigate successful models of school, family, business, community, government, and higher education partnerships.
3 credits
EDAD 605 Curriculum and Program DevelopmentReviews historical and current approaches to curriculum development and implementation. Topics include competency-based learning, authentic assessment, curriculum design, and program evaluation. Students acquire the knowledge and skills needed to be effective instructional leaders.
3 credits
EDAD 607 Cultural DiversityExamines the effects of diversity and multiculturalism on society. International and economic issues are explored to help students broaden their knowledge of the complexities and interdependence of contemporary schools. Students study cross-cultural communications while developing the skills to accommodate specific needs that arise in culturally diverse environments.
3 credits
EDAD 608 Teaching and Learning in a Trauma Informed SchoolThis course is designed to provide candidates with the knowledge and skills needed to be effective instructional leaders.The focus of the course is the art and science of instructional leadership and the exploration of how theories of teaching, learning and research can be applied in the classroom. Candidates will review historical and current approaches to teacher supervision, professional development, conferencing, and learning strategies that best support student learning. Topics include visioneering, ACEs and brain-based research, marginal teacher improvement and resiliency and assessments.
The course will prepare candidates to create a school-wide environment that is conducive to optimal teaching, learning and well-being by using existing school resources differently to integrate trauma-informed practices and procedures into school-wide behavior management and instructional systems.Candidates will analyze the influence of principals on the promotion of professional growth, encouragement of critical study, and the building of resilience and support in teachers, in students, and in the school culture.
ADMN 699

Health Advocacy

Help others by advocating and promoting sustainable health practices with people who struggle with health while facing disparities and inequalities in healthcare.  Healthcare as a practice, and as an industry, has become more complex and difficult to access and navigate, especially for disparate populations previously unattended or unrecognized. Increasingly the need for advocates in healthcare has become integral to successful health care.

Health Advocacy encompasses a range of practices and perspectives, which include improved health for individuals, families, and communities at the local, state, national, and international level. Advocates are involved in effecting cognitive and behavioral change to enable an individual’s control over her or his health; direct patient care advocacy for access and services; advocate for policies that transform healthcare systems to be more accessible, just, and compassionate for those who are disenfranchised or unrecognized as well as those who otherwise have access and care.

ALL of the following health advocacy courses (18 credits):

HADV 601 Health Disparity and Social InequalityIn this course students explore and define their roles as health advocates for populations suffering from health disparities. Students assess differences in health, which result from environment, care (access, quality, or utilization), health status, or lack of awareness of health outcomes. Students will distinguish between disparities due to inequity (differences in rates of health outcomes) and disparities due to inequalities (unnecessary, unavoidable, unfair, and unjust health outcomes). Issues of social inequality and social justice are intertwined with health disparity, especially for disadvantaged and minority populations. Students analyze and categorize patterns within the health determinants of populations to identify disparitie s and th eir related social factors compared to non-minority or majority populations using data from the DHHS, CDC, NIH, Healthy People, and other sources. Students evaluate the effects of health disparities within specific populations, identify health determinants and social aspects influences on the health disparity, choose an appropriate comparison group, determine the appropriate measures, and evaluate existing programs, initiatives, or individual behaviors for effectiveness.
3 Credits
Prerequisites: None
HADV 603 Cultural Competence in Health AdvocacyIn this course students examine the biases and assumptions, both explicit and implicit, her or his own, or those of health systems and health providers, that influence the access to quality care for individuals and communities who are from emerging minorities and low socioeconomic or otherwise disadvantaged populations. Students develop an awareness and appreciation of the roles of cultural norms, language, nonverbal communication, interpersonal space, and other cultural nuances have in providing culturally competent health care. Students appraise the demographic and accreditation requirements employing the Culturally and Linguistically Appropriate Services (CLAS) standards to develop systems to implement and practice culturally compet ent heal th care.
3 Credits
Prerequisites: None
HADV 621 Health Advocacy: Access and NavigationIn this course students determine the appropriate roles a health practitioner might adopt to promote an individual or community's health care experience and to improve health outcomes. In an increasingly complex healthcare market and range of treatments it is important for the health care advocate to be able to assess a patient's diagnosis, risks, needs, and recommended treatment to direct individuals or communities to the best experiences and outcomes. This is critically important for minority, disadvantaged, or special populations who are often unaware of the severity of their conditions and potential health outcomes. Students demonstrate the ability to inform and educate individuals or communities of their health status, treatm ent plan s, access to quality care, community health services, and to advocate to insurance systems and health institutions in an ethical and caring manner to improve health outcomes and social inequalities.
3 Credits
Prerequisites: None
HADV 631 Health Advocacy and Behavior ChangeStudents engage in examining the relationships between behavior, choice, good health, and an improved quality of life for populations experiencing health disparities. Students will evaluate health behavior change models and theories for their application to behavior change and improving quality of life. Behavior change is essential to improving the health and quality of life for individuals and communities, especially for those who are experiencing health disparities. Unhealthy behavior and lifestyle choices effect much of the chronic ill health of the U.S. population. Health behavior intervention plays a key role in preventative health care. Chronic ill health is influenced by socioeconomic and sociodemographic factors leading to a grea ter heal th disparity for populations, which lack access or are disadvantaged due to social inequalities. Students conduct a needs assessment for a chronic health issue effecting individuals or communities experiencing health disparities, determine an effective health behavior model or theory and a working hypothesis, and develop a behavioral change program (method/intervention) to impact the quality of care and quality of life for populations effected by health disparities.
3 Credits
Prerequisites: None
HADV 641 Epidemiology and Biostatistics in HADVIn this course, students become conversant with the foundations, principles, and language of epidemiology and biostatistics to analyze and assess public health reports and literature, from the CDC, NIH, WHO and other sources, regarding health conditions, health disparities, research results, interventions, and program evaluation. Students develop hypotheses concerning individuals or communities and their health disparities, determine means to test those hypotheses using descriptive and inferential statistics, which requires the ability to analyze and assess statistical tests and determine the reliability of experiments to further their comprehension of a populations, needs, expected outcomes, and likelihood of success for health promotio n programs.
3 Credits
Prerequisites: None
HADV 699 Capstone in Strategic Planning for HADVThis is the final course in the MSA in Health Advocacy program and the final product represents a culmination of students' journey and learning. Throughout the program students have developed logic models and an intervention map describing a program to influence an individual or community's health disparity, and to improve their expected health outcome through intervention, programmatic support, grant funding, or policy change. The successful student is able to synthesize their knowledge and experiences to develop programs, apply for grants, write policy to serve the population and influence the health disparity. In this course students use their interv ention p lan to develop a strategic plan that can be applied to affect a targeted outcome. Students describe the problem, the outcomes and objectives, determine a research hypothesis concerning an intervention, develop a plan for a program/grant/policy, the organizational supports, and a plan for implementation. Students the collect and analyze primary and or secondary data to support the validity and viability of the strategic plan. Students are expected to express an understanding of a holistic understanding of the population, health condition, the needs assessment, intervention/program/grant/policy, and the organizational support necessary. This course is expected to be completed in the student's final semester. Students must pass this course with a B or better to qualify to graduate from the MSA in Health Advocacy program. Required for all students in the program.
3 credits
Prerequisites: INT 601 and the successful completion of at 27-30 credits prior to the Capstone semester.

Human Resources Management

Promote an inclusive and engaged workforce of talented and committed individuals in vibrant and energetic organizations.  Human Resources Management has rapidly evolved from a functional to a strategic member of any organization, agency, or association; collaborating with executive leadership and senior management to engage teams in the vision and goals of an organization.  Human Resources professionals are leaders who understand the purpose of the organization, the global environment, and climate to promote the ethical treatment of diverse individual members and facilitate the development and retention of top talent and high performing members.

ALL of the following human resources management courses (18 credits):

HRM 603 Negotiation & Conflict in HRMHuman Resources occupies a unique position in organizations, which requires both the protection, development, and management of the workforce and managing the interests and risks of the organization. HR is often central to handling organizational crises requiring competence in negotiation and conflict. Students examine the theories and practice of negotiating for results and determine potential positions and alternate scenarios. Students also analyze and assess of the perspectives parties to plan intervention in, the management of, and the prevention of conflict. Students apply and implement negotiation and mediation skills to recog nize, ma nage, or prevent conflicts. Students evaluate negotiation and conflict initiatives for effectiveness in fostering teamwork. Students exhibit competence in assessing conflict situations, the design and implement of interventions use of dialogue, reframing, and negotiation to moderate and manage conflict revealing opportunity in a business context and the organizational environment.
3 Credits
Prerequisites: None
HRM 611 Employment Law & HRMLabor and Employment law in the United States play a pivotal role in the relationship between management and labor to establish a fair and equitable workplace and protect both the organization and the employee. US Employment and Labor laws are difficult to navigate and contain nuances that might have enormous influence on either the organization or the employee. Human Resources utilizes critical thinking and problem-solving to interpret and implement these laws in the workplace. Students assess and evaluate the policies and practices of the organization compared to US employment and labor laws to determine effective strategies for promoting positive and producti ve relat ionships with the workforce, individually or collectively. Students examine the history and application of US labor laws covering topics such as the National Labor Relations Act, alternative dispute resolution, public employment, regulating union activities, OSHA, discrimination laws, ADA, and employee privacy to develop effective assessments of compliance. Formerly ADMN 673 Key Legal Issues in HR Management.
3 credits
Prerequisites: None
HRM 621 Workforce DevelopmentOrganizations employ strategic initiatives to attract, manage, and retain a workforce capable of and committed to actualizing the organization's vision and mission. Key to this is continuous scanning of the organization's strategic expectations and regular needs assessment of the organization's workforce. Human Resources develops and implements initiatives to create and maintain that workforce. Students appraise and implement policies, practices, develop strategies for, and evaluate the effectiveness of workforce development initiatives in recruiting, hiring, development, r etention , and organizational exiting. Workforce Development activities facilitate and sustain a workforce that shares the vision, culture, and goals of the organization, and meeting the organization's strategic management goals and objectives. Students examine and evaluate policies and practices for job analysis, pre-hiring assessment, placement, promotion, and legal compliance. 3 credits
Prerequisites: None
HRM 623 Motivation, Compensation & BenefitsHuman Resources develops and manages policies of compensation and benefits to attract and retain a workforce capable of and committed to actualizing the organization's vision and mission. Essential to good long-term employee - employer relationships is intrinsic and extrinsic motivation. Categories of employees might require differentiation in motivators and compensation and motivation packages. Organizations, which are successful in attracting and maintaining an effective workforce approach compensation and benefits strategically with attention to detail and effect. Students assess and evaluate cost-effective pay a nd incen tive pay structures to meet the organization's human capital and workforce development goals and objectives. Students evaluate compensation systems and determine their effectiveness, and appraise the organization's total compensation system to promote external competitiveness and internal effectiveness and meet the organization's strategic goals and objectives.
3 credits
Prerequisites: None
HRM 641 Human Resources DevelopmentHuman Resources occasionally finds it imperative to engage in organizational development to enable the organization's strategic management goals and objectives by implementing intervention initiatives to restructure and realign the organization, improve processes and practices, or to develop and sustain the organizational learning. When HR undertakes these initiatives, it requires familiarity with the organization's vision and mission, understanding the needs assessment, determining outcomes and objectives, and to implement and organization development (OD) program or intervention. Students determine organizational problems and nee ds, asse ss the motivational drive and development requirements of the workforce. Students design and develop programs or interventions, determine performance objectives, and plans for evaluation of effectiveness. Successful students are able to design and implement programs or interventions that promote the development of positive organizational culture and continuous learning, and are able to evaluate the effectiveness of these initiatives.
3 credits
Prerequisites: None
HRM 699 Capstone in Strategic Planning for HRMThis is the final course in the MSA in Human Resources Management program and the final product represents a culmination of students' journey and learning. Throughout the program students have developed elements of a strategic program to affect an organization, agency, or department through training, talent development, organizational learning, recruitment, retention, compensation, or strategic initiatives. The successful student is able to synthesize their knowledge and experiences to conduct a needs assessment, determine outcomes, design a programmatic response, develop organizational supports, implementation plan, and evaluate the program's influenc e on the organization. Students collect and analyze primary and or secondary data to support the validity and viability of the strategic plan. Students are expected to express a holistic understanding of the problem, the strategic plan, and how the outcomes affect the organization. Students are expected to complete this course in the final semester. Students must pass this course with a B or better to qualify to graduate from the MSA in Human Resources Management program. Required for all students in the program.
3 credits
Prerequisites: INT 601 and the successfully completed at least 27 credits prior to the Capstone semester.

Program Management for Government Concentration (optional)

The Dynamic Leaders and Organizations track also offers an optional concentration in Program Management for Government (PMG).

The Program Management for Government (PMG) concentration prepares graduates for professional certification in Program Management from the Project Management Institute (PMI). The PMG students also prepare for the National Contract Manager’s Association (NCMA) certification as a Certified Federal Contract Manager (CFCM) or as a Certified Project Contract Manager (CPCM).

ALL of the advanced skills and knowledge for leaders courses (6 credits):

ADMN 615 Comparative Global Management PracticesADMN 615 Comparative Global Management- is an interdisciplinary analysis, critique, and comparison of management and managerial functions and practices from a regional outlook and a global perspective. Through discussion and case studies this course will present students with an opportunity to think beyond one's prevalent paradigm. In this course, cultural, economic, and political theories are introduced and amalgamated into a discourse on applied management.
3 credits
Prerequisites: None
ADMN 617 Crisis Leadership: Response and ResolutionContemporary organizations face a multitude of threats and dangers every day. Responsible and ethical leaders plan not only for the surviving and thriving of their institutions, they plan for organizational continuity and to prevent or mitigate negative fallout effecting their stakeholders and society at large. Planning, practice, and effective communication determine organizational thriving, the extent of fallout, and the strengthening of community ties. Students of Crisis Leadership develop, plan, and implement action plans for responding to a variety of modern management crises stemming from factors such as leadership practice, organizational culture, suc cession planning, embezzlement and accidents to natural disasters, health pandemics, sabotage, and workplace violence. Students will analyze and assess strategies for mitigating crises and evaluating their organizations response and resolution of crises that face leaders of contemporary organizations. Formerly ADMN 617 - Leadership: Response and Resolution of Crises
3 Credits
Prerequisites: None

ALL of the dynamic leadership courses: (12 credits):

ADMN 622 Public Finance and AdministrationThe ethical and management and disposition of public funds require attention to detail, regulation, and quality controls to ensure public agencies and governments meet their obligations. Students examine the role of public finance in promoting government policy, legislation, and initiatives. Students assess the political and social mechanisms involved in financing program design, development, implementation, and evaluation. Students analyze the systems of government finance including taxation and spending and their effect on the budget process, and final budgets. Students engage in systems for assurance and compliance in managing and reporti ng public funds. Students use these systems as perspectives for budget analysis, assessing accountability, and the ethical management of public funds in program management. Formerly ADMN 622 Public Finance.
3 credits
Prerequisites: None
ADMN 623
ADMN 625 Contracts & Procurement for Public ProgramsThe management and negotiation of public contracts and acquisitions is a complex process requiring a high level of self-knowledge and awareness of other, the effects of differences (culture, gender, and others) and conflict on the negotiation process. Students identify, discern, and apply appropriate strategies for developing proposals, managing bids and negotiating public contracts and acquisitions. Students analyze mandates for contract requirements, vendor offerings, and assess bargaining positions. Students implement the principles and processes of federal procurement Federal Acquisition Regulation (FAR) an d their application to successful contracting decisions, enforcement of contract terms, financial analysis and management, and disputes and appeals in these processes. Students evaluate progress, work scope, cost and price, terms and conditions, and contract changes. Formerly ADMN 625 Contracts & Negotiations.
3 credits
Prerequisite: None
ADMN 699

MSA/MPH Dual Degree Program

The MPH/MSA dual degree program offers an interdisciplinary, and cost efficient, approach to students earning two advanced degrees. The dual degree option allows students to complete one degree prior to completing the other. The MPH program may accept up to 12 credits from the MSA program.

Program Policies

Capstone Semester:

The MSA in leadership and organizations program requires students to complete a comprehensive capstone project, paper, and presentation in a capstone course as required by the degree and the relevant specialization. The comprehensive capstone project will consist of a program proposal, a research article, or a project developed by the student and approved by the instructor.  Students must earn a grade of “B” or better in the Capstone Seminar to complete the program.

Dual Concentrations: If you are interested in more than one concentration or specialization to take advantage of unique career opportunities, please discuss this with your advisor or the program chair.

Cross-tallied Courses:
Unless noted otherwise, courses that are cross-tallied represent identical courses offered with a different program prefix. Students may not enroll in or receive credit for more than one iteration of a cross-tallied course even in different semesters.

Grades in Graduate Courses:
Students must maintain a minimum GPA of 3.0 to graduate, no more than one grade of “C” on the transcript can satisfy degree requirements, and no grades below a “C” can satisfy a degree requirement.

Elective Courses:
All courses must be for graduate credit at the 500-level or higher to count toward the degree.

Pass/No Pass:
Graduate students may not take courses on a Pass/No Pass basis; courses taken Pass/No Pass do not fulfill certificate requirements.

TELL Policy:
TELL credits are not applicable toward the degree.

Transfer Policy:
Students may transfer up to 6 graduate credits from other appropriately accredited institutions of higher learning toward the degree with approval from their faculty advisor. Associations recognized by the United States Department of Education (USDE) and the Commission on Higher Education (CHEA) confer appropriate accreditation; these associations include but are not limited to regional accreditors.