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This course orients and provides students with the foundational tools they will need for success in writing course assignments, literature reviews and the dissertation. APA style, scholarly writing, academic integrity, library literacy skills and writing for an academic audience will be reviewed.
The residency occurs during the first term of a student’s enrollment in the DBA program. It provides students the opportunity to meet professors and peers, as well as build a community that they can access throughout their program and beyond. Residencies provide a rich learning experience. Some of the competencies students will develop in Residency I include an introduction to the DBA research and dissertation process focusing on problem identification. Students will self-assess their leadership, time management and research skills. Students will establish a Comprehensive Professional Portfolio in which to record their significant achievements in the program.
A critical examination of the creative tension among the three principal components of organizational performance: leadership, social responsibility and ethical decision making. This course examines the leader as the principal driving force of global performance, the role of sustainable social responsibility in the global world and the intricacies of ethical decision making in diverse cultures.
Research methods and designs for contemporary business applications require an approach suitable for inquiry by social scientists that is grounded in the scholarly and practitioner literature. In this course students will consider both theoretical foundations and practical considerations in undertaking qualitative and quantitative research studies. The placement of this course early in the DBA program offers students the opportunity to consider prospectively the attributes and qualities offered by research designs as they undertake drafting the DBA research proposal.
DBA-7605 builds on concepts of quantitative data analysis provided in previous doctoral coursework. Students will examine critically literature of statistical theory related to quantitative applied business research. Independent evaluation of underlying assumptions and requirements of statistical design and techniques offers students opportunities to assess global trends and formulate innovative business solutions. Coursework will incorporate the use of statistical software to construct a data-driven approach to business and leadership inquiry. Students will evaluate the worth of descriptive and inferential statistics using both on-parametric and parametric techniques utilized by business scholars and practitioners to effectuate change in global business environments.
DBA-7700 builds on concepts of qualitative data analysis provided in previous doctoral coursework. Students will examine critically literature of social science theories and conceptual models used in applied business research. Independent evaluation of underlying assumptions and requirements of qualitative designs, data collection, and coding offers students opportunities to assess global trends and formulate innovative business solutions. Coursework will incorporate the use of computer assisted coding to construct athematic-driven approach to business and leadership inquiry. Students will evaluate the worth of qualitative research designs that assist business scholars/practitioners in affecting change in global business environments.
This course reviews the key elements of strategy formulation, deployment and innovation in a global environment. Considered are the applications of strategic management in the formulation of global 160 strategy, the unique elements of strategy deployment in a global environment and the process of using formulation and deployment in creating innovative global strategies
This course provides the tools and knowledge to enable business managers and leaders to synchronize and optimize value from existing physical or intangible resources. Such knowledge facilitates prudent decision making and obtaining value from organizational assets, including supply-chain management that can create optimal performance.
This course provides experience and application in predictive analysis and advanced data analytics to discover new business trends. It provides for powerful new visualization that empowers the use of big data in reaching financial decisions that support effective global planning strategies for identifying and taking advantage of new global market opportunities.
This course examines the marketing function from a global perspective. It focuses on the managerial application of marketing tools and methodology across multiple cultures and emphasizes marketing decisions associated with allocating organizational resources. The course will assess and analyze strategic product development and design, pricing, promotional strategies, and distribution in a global environment.
The residency occurs during the first term of a student’s enrollment in the DBA program. It provides students the opportunity to meet professors and peers, as well as build a community that they can access throughout their program and beyond. Residencies provide a rich learning experience. Some of the competencies students will develop in Residency I include an introduction to the DBA research and dissertation process focusing on problem identification. Students will self-assess their leadership, time management and research skills. Students will establish a Comprehensive Professional Portfolio in which to record their significant achievements in the program.
Students who have approved prospectuses will emerge with a plan for writing chapters 1-3 of the proposal. Pre- and post-work encompasses the term.
This course is taken after the proposal is written, with the goal of preparing students to collect data and write chapters 4-5 of the dissertation.
This course begins the dissertation research and writing processes. In this course the learner works with his or her mentor to: a) develop an appropriate scholarly and business foundation for the proposed study through submission of weekly annotated bibliographies, b) identify a topic appropriate for applied business research within the learner’s specialization, and c) refine the topic into a Problem Statement and Significance of the Study, Researcher’s Positionality, as well as a Purpose of the Study that meets the DBA Rubric requirements. Interaction between the learner and mentor is facilitated through written submissions of the proposed study elements, as well as biweekly virtual conferences between the mentor and learner.
This course is the second dissertation research and writing processes. In the course the learner works with his or her mentor to: a) develop an appropriate scholarly foundation for the proposed study through submission of weekly annotated bibliographies, b) draft to meet the DBA Rubric the proposed study’s Research Question(s), Hypothesis and Theoretical Framework, if the learner has selected a quantitative methodology or the Research question(s) and Conceptual Framework, if the learner has selected a qualitative methodology, and c) draft the Background of the Problem to meet the DBA Rubric. Interaction between the learner and mentor is facilitated through written submissions of the proposed study elements, as well as biweekly virtual conferences between the mentor and learner.
This course is the first of three 8-week classroom experiences required to complete the DBA program. In these virtual Course Rooms learners work intensively to complete foundational elements of their applied business studies to advance the progress of their research. In the first Course Room, the learner works with his or her mentor to: a) draft any remaining portions of Chapter 1: Introduction such as the Opening, Participant Inquiries (Qualitative Studies), and Summary that meets the DBA Rubric, b) Outline Chapter 2: Literature Review following the DBA Rubric, and c) complete the Chapter 3: Methodology Plan Document and obtain mentor approval. Interaction between the learner and mentor is facilitated through written submissions of the proposed study elements, as well as biweekly virtual conferences between the mentor and learner.
This course is the third dissertation research and writing processes. In the course the learner works with his or her mentor to: a) develop an appropriate scholarly foundation for the proposed study through submission of weekly annotated bibliographies, and b) draft, to meet the DBA Rubric the proposed study’s Rationale for Methodology and Design, Operational Definitions for the Study, Assumptions and Limitations, and c) obtain all instrumentation permissions, if applicable, as well as all necessary site permissions. Interaction between the learner and mentor is facilitated through written submissions of the proposed study elements, as well as biweekly virtual conferences between the mentor and learner.
This course continues the dissertation research and writing processes. In the course the learner works with his or her mentor to: a) finalize Chapter 1: Introduction to meet the DBA Rubric, b) create a draft of Chapter 2: Literature Review to meet the DBA Rubric, and c) create an outline of Chapter 3: Methodology to meet the DBA Rubric. Interaction between the learner and mentor is facilitated through written submissions of the proposed study elements, as well as biweekly virtual conferences between the mentor and learner.
This course is the second of three 8-week classroom experiences required to complete the DBA program. In these virtual Course Rooms learners work intensively to complete foundational elements of their applied business studies to advance the progress of their research. In the course, the learner works with his or her mentor to: a) finalize Chapter 2: Literature Review to meet the DBA Rubric, and b) finalize Chapter 3: Methodology following the DBA Rubric. Interaction between the learner and mentor is facilitated through written submissions of the proposed study elements, as well as biweekly virtual conferences between the mentor and learner. 161
This course continues the dissertation research and writing processes. In the course the learner works with his or her mentor to: a) submit Chapters 1, 2 and 3 to the members of the Committee for review and comment, b) make revisions as required to Chapter 1, 2 and 3 based on Committee review c) complete oral argument of Chapters 1, 2 and 3 before Committee members and d) Chapters 1, 2 and 3 are approved by Committee for submission to IRB. Interaction between the learner and mentor is facilitated through written submissions of the proposed study elements, as well as biweekly virtual conferences between the mentor and learner.
This course is the third of three 8-week classroom experiences required to complete the DBA program. In these virtual Course Rooms learners work intensively to complete foundational elements of their applied business studies to advance the progress of their research. In the course, the learner works with his or her mentor to: a) complete the Collaborative Institutional Training Initiative (CITI), b) revise Chapter 1, 2, and 3 as needed for Institutional Review Board (IRB) Approval, and c) obtain IRB Approval and begin data collection. Interaction between the learner and mentor is facilitated through written submissions of the proposed study elements, as well as biweekly virtual conferences between the mentor and learner.
This course continues the dissertation research and writing processes. In the course the learner works with his or her mentor to: a) collect the data for the study b) draft Chapter 4: Data Results and Analysis following the DBA Rubric c) draft Chapter 5: Implications and Conclusions following the DBA Rubric. Interaction between the learner and mentor is facilitated through written submissions of the proposed study elements, as well as biweekly virtual conferences between the mentor and learner.
This course is a survey of best practices in health care management and focuses on those determined to be innovative through recognition from Malcolm Baldridge Awards, Magnet Certification and the Center of Excellence Designation. Innovation is reviewed and methods and techniques that stimulate, develop and foster innovative practices are examined.
This course examines the application of health care analytics and models to increase health care performance by the health care facility or system with emphasis on revenue cycle management and supply chain management using mobile technologies and other advanced techniques. It uses analytics in examining financial management, and patient care innovations that improve financial performance while improving quality and mitigating risk.
This course reviews health care system governance from the perspective of strategic policy formulation and execution, the governing body, ensuring the establishment of internal controls to ensure the integrity of the system, methods for accountability and transparent reporting to health care system stakeholders. It reviews innovative practices in health care system governance using information technology to leverage and ensure that the organization is proactive and compliant to regulations and accreditation standards as it meets the needs of the patient population it serves.
Go back to Doctorate of Business Administration (DBA) program.
This course provides a compendium of leadership on how one leads in today’s global, interconnected world. This goal is achieved through two reciprocal actions: leadership thought and thought leadership. Leadership thought provides a historical framework of leadership thought and the conditions under which it appears to effective. Thought leadership is a unique, informed, useful and relevant perspective that 164 derives from strategic leadership thought. It starts at the top, is integrated throughout the organization and becomes an integral part of the brand.
This course surveys the universe of leadership practice and allows the student to assess and determine the optimal leadership practice for their situation. It provides a collateral seven-point principle framework that covers care, communication, consciousness, contrasts, context, change and capability in better understanding the contemporary issue of leadership practice.
This course builds on a synthesis of leadership thought and practice and examines them in the context of innovation and its execution. Innovation execution begins with Strategic Leadership Thought and Practice and translates them into actionable knowledge. The course builds upon the course Strategy Formulation, Deployment and Innovation: A Global Perspective. Students will learn how to create a flexible yet disciplined innovation processes to support strategic leadership thought and strategic leadership practice.
Go back to Doctorate of Business Administration (DBA) program.
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