Course Syllabus
Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Delivery
This is a multi-modal course. Much of your learning will take place online and asynchronously within Canvas. You will also have synchronous learning opportunities with the instructor and your peers during the weekly Live Sessions via Zoom.
Course Materials
There is no textbook for this course. All required readings and videos will be posted via Canvas. See the "Resources" page in each module for the necessary materials.
Program Learning Outcomes (PLO)
- Graduates will demonstrate a firm understanding of core educational leadership theories, models, and concepts. They will be able to analyze and apply these theories to on-the-ground challenges in schools.
- Graduates will be equipped with the skills to make informed and effective decisions in complex educational settings. This involves the ability to identify problems, gather relevant information, and develop strategic solutions. Graduates should be capable of developing and implementing strategic plans that drive positive change and innovation in educational organizations.
- Students will apply principles of effective organizational management and leadership to educational institutions. This includes understanding human resources management, financial management, and organizational behavior.
- Graduates will develop research skills, enabling them to design and conduct rigorous educational research, including qualitative and quantitative design, analysis, and appraisal.
- Graduates will be grounded in ethical standards in educational leadership, demonstrating integrity, fairness, and professionalism in their interactions and decisions. The program will equip graduates with the skills to navigate diverse educational environments and promote cultural competence, understanding cultural differences, safeguarding civil rights, and equal educational opportunity for all students.
- Graduates will be able to engage in reflective practice, assessing their own leadership work and continuously seeking opportunities for growth.
Course Learning Outcomes (CLO) Alignment
| CLO | Description | PLO |
|---|---|---|
| A | Explore and assess the internal and external social, economic, political, and technological environments that affect higher education institutions. | 1, 2, 3, 5 |
| B | Analyze and evaluate the principles and concepts of strategic planning in higher education, including environmental scanning, SWOT analysis, goal setting, and implementation strategies. | 1, 2, 3, 5 |
| C | Describe and apply principles of financial management and planning in higher education, including the budgeting process, sources of revenue, resource allocation, and higher education finance trends. | 1, 2, 3, 5 |
| D | Explain the role of data analytics and institutional research in informing strategic and financial decision-making in higher education. | 1, 2, 3, 4, 5 |
| E | Examine leadership styles and change management strategies necessary for successful implementation of strategic plans. | 1, 2, 3, 5, 6 |
| F | Assess the importance of effective communication and collaboration with internal and external stakeholders, including faculty, staff, students, alumni, donors, government agencies, elected officials, policymakers, and community partners. | 1, 2, 3, 5, 6 |
Grades
Breakdown
| Activity | Description | Percentage |
|---|---|---|
| Discussion (x6) | Interaction with instructor and peers in relation to the module topic | 20% |
| SWOT Analysis | Strategic SWOT analysis based on professional experiences within the higher education sector | 15% |
|
Strategic Plan Comparative Analysis |
Identify similarities, differences, strengths, and weaknesses in approaches to strategic planning and implementation | 15% |
| Final Reflection | Written essay reflection spanning the entire course | 15% |
| Live Session Attendance | Thoughtful participation in our weekly Live Sessions | 10% |
| Dissertation Assignment 1 | Literature Review Draft | 15% |
| Dissertation Assignment 2 | Refine Problem Statement Draft | 10% |
| Total | 100% |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
SWOT Analysis
In this assignment, you will conduct an individual strategic SWOT analysis based on your own professional experiences within the higher education sector. The purpose of this exercise is to apply strategic planning concepts to your personal context, identify strategic priorities, and develop actionable recommendations for professional development or organizational improvement.
Strategic Plan Comparative Analysis
In this assignment, students will analyze and evaluate strategic plans from different universities, identifying similarities, differences, strengths, and weaknesses in their approaches to strategic planning and implementation.
Final Reflection
In this assignment, you will reflect on the overall significance of strategic and financial planning principles for your professional development as a practitioner in education administration.
Dissertation Assignments
Refine Problem Statement Draft
As you continue to investigate the problem of practice selected for your dissertation, you will need to revise and expand upon your statement to account for new findings and understanding. For this assignment, you will refine the draft of your problem statement that you have already started. Findings from your literature review (see the Dissertation Component 2 Assignment) can be directly incorporated into your problem statement draft. This problem statement draft will eventually become a major component in the first chapter of your dissertation.
Literature Review Draft
When writing a literature review, you should collate, synthesize, and appraise existing scholarship on a particular topic. It should be a mostly neutral or objective summary of existing research surrounding the topic. For this assignment, please review empirical studies on the factors underlying your problem statement. You can also include relevant research dealing with the consequences of the problem. Findings from your literature review can be directly incorporated into your problem statement draft. This literature review draft will eventually become a major component in the second chapter of your dissertation.
Course Policies
Communication
If you have any general questions about assignments, class logistics, due dates, etc., please post a question in the Course Help Board in the Start Here Module. You can post questions about the course to the Course Help Board throughout the semester. Your classmates may be able to answer your questions.
For any other questions, students should use their OU e-mail or Canvas to communicate with the instructor. They can expect a response usually within 24 hours Monday-Friday. Professional communication is an expectation.
Feedback
I will do my best to enter grades and provide feedback in Canvas within a week of the assignment’s submission date.
Late Policy
Students are expected to adhere to all assignment deadlines as outlined in the course syllabus and are encouraged to proactively manage their time and workload to minimize the likelihood of missed deadlines. In the event of unforeseen circumstances that may prevent meeting a deadline, students should promptly communicate with the instructor as soon as possible, providing a clear explanation of the situation. Early communication allows for a potential extension to be discussed and arranged.
Plagiarism
Plagiarism is the most common form of academic misconduct at OU. There is no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries.
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|