Admission Requirements
Please refer to “The Graduate Admissions Process” section for general graduate admission information. For admission to the Doctor of Education program, applicants must satisfactorily complete a credential screening and a faculty committee interview, team exercise, and written essay. All applicants must submit the following:
1. Completed graduate (Ed.D.) application accompanied by a non-refundable application fee. Incomplete files will not be reviewed.
2. Official transcripts from a regionally accredited college or university verifying completion of a bachelor’s and master’s degree. Send official transcript(s) directly to Wilmington University Graduate Admissions Office from the identified college or university. Cumulative grade point average of 3.0 is required for consideration.
3. Three letters of recommendation including at least one (1) letter of recommendation from a current/recent supervisor that can attest to the applicant’s organizational leadership experience, others can be from professional colleagues or academic professors. All must be written within the last calendar year. Letters must address your capacity for doctoral level work at Wilmington University.
4. Résumé that demonstrates 3-5 years leadership/managerial experience in adult learning in an organizational context.
5. Written statement of intent that specifies professional and academic interests. It must:
- Be completely original and in your own words.
- Be clear, concise, and avoid educational jargon (not less than 3 pages but no more than 5, 1.5” spacing).
- Include an explanation of why you are interested in earning a doctoral degree at Wilmington University.
- Describe your views on organizational learning and innovation and the role leadership plays in generating an organizational culture that supports learning and innovation.
- Use the OLI program’s leadership standards to assess your strengths and areas for growth. Include your aspirations for leadership development and how our program will help you meet those goals. Complete information on the OLI standards can be found through university graduate admissions web page.
- Describe your research and/or scholarly interests in a problem of practice you have experienced in your workplace.
All of the above documents should be sent directly to the Graduate Admissions Office.
Purpose
Learning is key to continually improving performance, motivating stakeholders, and igniting innovation in organizations.
The Organizational Leadership, Learning and Innovation (OLI) program aims to develop leaders who are equipped to face the dual challenge of managing operational excellence through continuous improvement and change, while at the same time inspiring stakeholders to help create the organization’s future through innovation. The OLI program facilitates the leadership development of those interested in inspiring proactive stakeholder responses to the changing socio-economic, political and technological environment in all types of organizations including business, nonprofit, educational, and governmental. Positions held by past graduates include, but are not limited to, presidents of organizations, chief learning officers, corporate trainers, principals of consulting firms and HR executives.
The program is grounded in experiential learning and prepares today’s leaders by combining theory, practice, and research centered around real-world problems in today's organizations. The OLI program features a cohort model in which students engage with one another and faculty in course work, consulting experiences, building professional portfolios, summer institutes and applied dissertation in practice projects. A unique feature of the program is its three concentrations, which provide doctoral students flexibility in creating a doctoral learning experience to meet their unique needs. The three concentrations are: (1) Strategic Leadership, (2) Workplace Learning and Talent Development and (3) a Student Designed Learning Pathway.
The OLI program is offered in both face-to-face/flex and online formats that allow for completion of program requirements in as little as three years. Both formats take advantage of technology to facilitate instruction and collaboration, with those choosing the face-to-face/flex option having the opportunity to meet face-to-face or via video one weeknight in most classes. Most of the online courses require at least one synchronous meeting a week with the meeting time decided by the cohort at the summer institute. Courses are taught by full-time and adjunct faculty members who are subject-matter experts with extensive experience in applying creative, leading-edge practices to help organizations learn, innovate and be more effective.
Program Competencies
Graduates of the Ed.D. Organizational Leadership, Learning and Innovation program are expected to demonstrate program competencies through attainment of specific course objectives aligned with the following program standards:
1. Personal Mastery—Engages in thoughtful reflection, assessment, and on-going personal and professional development.
2. Leadership--Vision, Mission and Strategic Direction for Organizational Learning and Knowledge Management—Envisions, initiates, develops, communicates, and implements a shared vision of organizational learning that aligns with the strategic direction of the organization.
3. Learning Organization Culture, Structures and Processes—Creates, sustains and changes organizational culture, structures, and processes that support learning, change and innovation.
4. Talent Engagement, Development and Management—Fosters learning and growth among organizational members and engages them in high performance behaviors that create value for themselves and the organization.
5. Organizational Performance Improvement and Innovation—Generates and supports continual improvement in current organizational performance, while at the same time promoting the innovation that with will enable the organization to flourish in the future.
6. Stakeholder Communication, Consultation and Collaboration—Proactively communicates with all organizational stakeholders in a manner that appreciates and values different perspectives and fosters information/ knowledge sharing and collaboration in achieving results that benefit all organizational stakeholders.
7. Ethics, Citizenship, and Social Responsibility—Promotes organizational citizenship and social responsibility in an ethical manner that embraces integrity and accountability in all workplace practices.
8. Assessment, Evaluation, and Research—Accesses, generates, interprets and manages the data necessary to assess and evaluate the effectiveness of organizational learning, the quality of organizational performance, and the need for innovation to meet changing client/customer needs or challenges in the competitive environment.
9. Contextual and Organizational Acumen-Monitors and understands the social, political, economic, legal and technological forces that may impact organizational purpose and results. Uses that information to generate new strategies for learning that support the strategic plans of the organization.
Students are expected to create a leadership portfolio that contains evidence of their competence across all OLI program standards. Evidence may consist of leadership development plans and reflections, relevant papers from coursework, consulting project contracts and reports, conference presentations, published articles, dissertation research, and outside activities that demonstrate competence on one or more program standards.
Program Design
The Organizational Leadership, Learning and Innovation (OLI) program combines theory, real-world practice, and inquiry to enhance students’ skills in leading learning and innovation at the individual, team and organizational levels. Four program components are integrated in a manner that allows program completion in three years.
The coursework component includes core courses and three concentrations. The core includes 27 credit hours spread across 9 courses and is designed to lay a strong theoretical and research foundation. The concentrations include: (1) Strategic Leadership; (2) Workplace Learning and Talent Development; and (3) a Student Designed Learning Pathway. The Strategic Leadership concentration is for experienced organizational leaders seeking to enhance the strategic value of learning in improving organizational performance and creating an organization’s future through innovation. The Workplace Learning and Talent Development concentration will appeal to students more interested in the nuts and bolts of designing, providing, and evaluating workplace learning opportunities for organizational employees. The Student Designed Learning Pathway is for students who have clearly identified learning goals and are willing to take an active role in designing their own learning experiences. Students are encouraged to take advantage of the flexibility in coursework offerings to create a learning experience best suited to their individual needs.
The second program component is the consulting project consisting of two courses for six credit hours and an engagement with an organization. This real-world experience links coursework to a mentor guided project that can be individual or collaborative but must addresses a practice-based problem related to learning, change, leadership or innovation. Students are expected to create a consulting firm identity, initiate a consulting project, contract with the cooperating organization, and complete this project with the guidance of a field mentor. The consulting experience results in a written and oral report presented to the cooperating organization. The consulting project report is included in students’ portfolios along with a detailed reflection on this learning experience.
The Dissertation in Practice (DIP) project is the third program component and serves as the culminating learning activity for students. A total of six credits are earned for the dissertation research project which should demonstrate the student’s research and analytical skills as well as the student’s ability to write for publication and to orally present for a professional audience.
The creation of a professional portfolio and participation in the weekend Summer Institutes is the final component of the program. In addition to leadership development plans and reflections for each of the three program years, students are expected to demonstrate how their leadership experiences, coursework, consulting experience and applied research project address the program standards. Portfolios are presented for feedback purposes in Years 1 and 2, with a final graded presentation in Year 3. Weekend Summer Institutes take place each year to provide opportunities for F-2-F/Flex and online learners across active cohorts to engage with one another, OLI faculty, and guest speakers. The focus of the institute varies with cohort year and will include learning activities, collaboration and research project guidance appropriate for each program year.
Program Requirements
Students are expected to successfully complete the six following program phases:
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Phase I:
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Admission (completion of the application process)
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Phase II:
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Course Completion including Concentrations (completing a minimum of 42 credits hours with a B or better average)
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Phase III:
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Consulting Field Experience (approved project for a minimum of 6 credit hours)
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Phase IV:
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Degree Candidacy (completion of Phases II & III, final portfolio presentation and candidacy meeting with faculty advisors)
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Phase V:
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Dissertation in Practice (Written and Oral Presentation – 6 credit hours)
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Phase VI:
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Summer Institutes
Year 1 - Orientation
Year 2 - Decisions about course work for second half of program
Year 3 - Celebration—Consulting Project & Dissertation Reporting
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Core Courses (15 credits)
| EDD 6102 | E-Folio | 0 |
| OLI 7100 | Personal Mastery and Communities of Practice | 3 |
| OLI 7102 | Organizational Learning Theory, Culture and Practice | 3 |
| OLI 7103 | Teams, Teaming and Knowledge Management | 3 |
| OLI 7104 | Talent Development and Workplace Learning | 3 |
| OLI 7105 | Technology and Organizational Learning | 3 |
Research Core Courses (12 credits)
| OLI 7101 | Disciplined Inquiry and Writing | 3 |
| OLI 7106 | Assessment and Evaluation Methods | 3 |
| OLI 7201 | Problem Centered Research in Organizational Learning- I | 3 |
| OLI 7202 | Problem Centered Research in Organizational Learning-II | 3 |
Strategic Leadership Concentration (15 Credits)
| OLI 7301 | Leading Organizational Improvement and Innovation | 3 |
| OLI 7302 | Leadership Communication | 3 |
| OLI 7303 | The Strategic Role of Employee Engagement & Workplace Satisfaction | 3 |
| OLI 7304 | Business Acumen and Strategic Leadership of Learning, Improvement and Innovation | 3 |
| OLI 7305 | Ethics, Organizational Citizenship and Social Responsibility | 3 |
Workplace Learning & Talent Development Concentration (15 Credits)
| OLI 7401 | Universal Design for Learning | 3 |
| OLI 7402 | Facilitating Adult Learning | 3 |
| OLI 7403 | Workforce Trends and Leading Talent Development | 3 |
| OLI 7404 | Addressing Diversity in Workplace Learning | 3 |
| OLI 7405 | Motivating Employee Engagement in Workplace Learning and Professional Development | 3 |
Student Designed Learning Pathway (15 Credits)
A combination of five three credit courses selected by the student. These courses can be selected from either the OLI Strategic Leadership Concentration or the OLI Workplace Learning and Talent Development Concentration, and/or Special Topics or Guided Study OLI courses, as well as courses in other Wilmington University doctoral programs. The program chair must approve student selected coursework from other COE doctoral programs and from other Wilmington University doctoral programs.
OLI Strategic Leadership Concentration
Course Requirements
| OLI 7301 | Leading Organizational Improvement and Innovation | 3 |
| OLI 7302 | Leadership Communication | 3 |
| OLI 7303 | The Strategic Role of Employee Engagement & Workplace Satisfaction | 3 |
| OLI 7304 | Business Acumen and Strategic Leadership of Learning, Improvement and Innovation | 3 |
| OLI 7305 | Ethics, Organizational Citizenship and Social Responsibility | 3 |
OR
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OLI Workplace Learning and Development Concentration
Course Requirements
| OLI 7401 | Universal Design for Learning | 3 |
| OLI 7402 | Facilitating Adult Learning | 3 |
| OLI 7403 | Workforce Trends and Leading Talent Development | 3 |
| OLI 7404 | Addressing Diversity in Workplace Learning | 3 |
| OLI 7405 | Motivating Employee Engagement in Workplace Learning and Professional Development | 3 |
OR
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Special Topics Courses-Titles will vary with Special Topic of Course
Course Requirements
| OLI 7500 | Special Topics Course | 3 Credits Each |
| OLI 7501 | Special Topics Course | 3 Credits Each |
| OLI 7502 | Special Topics Course | 3 Credits Each |
| OLI 7503 | Special Topics Course | 3 Credits Each |
| OLI 7504 | Special Topics Course | 3 Credits Each |
OR
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Guided Study Courses -Titles will vary with Special Topic of Course
Course Requirements
| OLI 7600 | Guided Study Course | 3 Credits Each |
| OLI 7601 | Guided Study Course | 3 Credits Each |
| OLI 7602 | Guided Study Course | 3 Credits Each |
| OLI 7603 | Guided Study Course | 3 Credits Each |
| OLI 7604 | Guided Study Course | 3 Credits Each |
OR
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Acceptable Coursework from Other Doctoral Programs
Course Requirements
The HEL, EDL, DBA or PSC courses that students can take are as follows:
| HEL 8000 | Professional Seminar in Higher Education | 3 |
| HEL 8100 | History of American Higher Education | 3 |
| HEL 8101 | Equity & Inclusion in Higher Education | 3 |
| HEL 8102 | Ethical Decision Making in Higher Education | 3 |
OR
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| EDL 7110 | Innovation in Practice | 3 |
| EDL 7111 | Leadership for Innovation | 3 |
| EDL 7113 | Leadership and Governance | 3 |
| EDL 7114 | Labor Negotiations and Law | 3 |
| EDL 7116 | Security and Safety | 3 |
| EDL 7117 | Leadership for a Responsive School Environment | 3 |
| EDL 7201 | Managing Finance | 3 |
| EDL 7703 | Curriculum Theory and Practice | 3 |
| EDL 7704 | Education for Equity and Social Justice | 3 |
| EDL 7709 | Leading and Managing Human Resources | 3 |
OR
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| DBA 7100 | Organizational Strategy and Policy | 3 |
| DBA 7200 | Advanced Organizational Behavior | 3 |
| DBA 7310 | Executive Decision-Making | 3 |
| DBA 7400 | Advanced Seminar in Managerial Finance and Accounting | 3 |
| DBA 7510 | Business Intelligence | 3 |
| DBA 7600 | Ethics in Business and Management | 3 |
| DBA 7800 | Global Management Models | 3 |
| DBA 7900 | Advanced Marketing Seminar | 3 |
| LDR 7100 | Managing Innovation and Change | 3 |
OR
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| PSC 7000 | Introduction to Prevention Science | 3 |
| PSC 7001 | Graduate Level Prevention Science Content | 3 |
| PSC 7101 | Human Development and Prevention Science | 3 |
| PSC 7102 | Families and Prevention Science | 3 |
| PSC 7103 | Community Well-Being and Prevention Science | 3 |
| PSC 7104 | Designing and Adapting Preventive Interventions | 3 |
Field Experience Consulting Project (6 credits)
| OLI 8001 | Internal and External Organizational Consulting | 3 |
| OLI 8002 | Consulting Project Execution and Reporting | 3 |
Dissertation in Practice (6 credits)
| OLI 9000 | Applied Research Dissertation Project I | 3 |
| OLI 9001 | Applied Research Dissertation Project II | 3 |
OLI 9004: Dissertation Research Sustaining (if needed – 0 credits, ½ tuition). Must maintain continuous enrollment in OLI 9004 until Dissertation research is completed.
The Dissertation In Practice (DIP) is supervised by a committee mutually agreed upon by the student and his or her DIP advisor (6 credits). Students can choose from a variety of project formats. However, DIPs are expected to focus on "applied" research, i.e., a solution to a "problem of practice" in the workplace.
To qualify for the Doctor of Education (Ed.D.) degree, a student must complete the prescribed 54-credit hour program with a minimum 3.0 grade point average. Successful presentation of the portfolio in the third year advances the student to candidacy. A culminating applied dissertation in practice project presented for written publication and orally to the dissertation committee is required. The dissertation presentation is open to the public. In addition, candidates are required to complete a consulting project and a reflective portfolio of development activities that demonstrates leadership competency across the OLI nine program standards. While students can complete the program in just three years, the entire program must be completed within five years. If the program is not completed within a five-year period, a petition for a time extension is necessary. Students may request a leave of absence for illness or work circumstances that preclude participation in the program. Students need to formally reapply to the program if they have taken a leave of absence for more than a year. Students may need to re-take two of the research courses to be reinstated if they have taken more than a two-year leave of absence.