Doctor of Education (Ed.D.) in Organizational Leadership-PK-12 Educational Leadership Focus
60
Credit Hours
55%
Max Transfer Credit
Next Start Date
Aug 17, 2026
Years To Complete
Finish in as few as 3 years

Tailor your Ed.D. Organizational Leadership with a focus on PK-12 Leadership

Creating and sustaining a higher level of learning in the 21st century is impossible without knowing how to leverage educational technologies for maximum benefit. Franklin’s 100% online Doctor of Education in Organizational Leadership with a focus on PK-12 Educational Leadership (Ed.D.-Educational Leadership) prepares you to become a data-driven transformational leader at both building and district levels. Adding to the foundational leadership theories of Franklin’s Ed.D. in Organizational Leadership program, the PK-12 Leadership focus lets you customize your degree so you can become well-equipped to raise the bar for everyone – including yourself.

Program Availability

In , this program is offered through select employer partnerships. Please contact your employer to learn if you qualify.
In , this program may be offered through select employer partnerships. Please contact your employer to learn if you qualify.
On Site

Maximize Your Impact

Develop expertise in transformational leadership.

Educational Technology Innovation

Expand your EdTech knowledge and skills.

No-Fear Dissertation®

Get 360-degree support to take on (and finish!) your dissertation.

3-Year Completion

Finish your doctorate faster -- including one year for your dissertation.

Amplify Prior Learning

Transfer up to 33 hours of previously earned credit.

Program Overview

Close the gap between theory and practice and become a high-achieving education professional

With Franklin’s online Ed.D. with a focus in PK-12 Educational Leadership, you’ll learn the theories and frameworks that inform educational practice in today’s classroom at both the building and district level. Through cutting-edge curriculum taught by in-field practitioners, you’ll explore your own PK-12 leadership development. In addition to learning why and how to become a data-driven leader, you’ll also gain practical experience in creating research-based strategies to facilitate change.

Build capacity for change by inspiring a trusted, more collaborative environment

The two most important drivers in education today are: (1) the need to demonstrate improvement and (2) the pressure to achieve. For both students and educators, these forces are stronger than ever. Your ability to effectively lead is predicated on your ability to influence and evolve the attitudes, beliefs and behaviors of educators.

Through the application of transformational leadership principles, you’ll learn how to establish a professional learning community through a shared vision and culture of collaboration. With Franklin’s Ed.D. in Educational Leadership for PK-12, you’ll also develop expertise and gain practical experience in leveraging data in planning and prioritizing solutions to leadership, learning and performance challenges.

Guide the decision making and deployment of digital learning resources

As part of your focus area studies for your Ed.D. in Organizational Leadership degree with a focus on PK-12 Educational Leadership, you’ll explore educational technology through the lens of readying students for life, career and college. First, you’ll establish foundational knowledge behind digital learning. Next, you’ll examine and evaluate the challenges and opportunities associated with using EdTech in the classroom. Finally, with Franklin’s online Ed.D. with a focus in PK-12 Educational Leadership, you’ll delve into the current and emerging trends associated with using technology for learning and leading.

Lead with purpose

From curriculum development and learning assessment provided through our International Institute for Innovative Instruction to long-standing teacher-preparation programs offered through our School of Education, Franklin’s reputation for creating high-achieving education professionals is reflected throughout the PK-12 educational leadership focus area. 

In addition, as a Ed.D.-PK-12 Educational Leadership student at Franklin, you’ll participate in core research and elective courses with doctoral students in other disciplines, including business administration, healthcare administration and instructional design leadership. This interdisciplinary collaboration will deepen your learning, inform your thinking and enable you to better demonstrate your role as an effective organizational leader. Plus, you’ll benefit from learning alongside professionals with other perspectives, making you better prepared to lead and serve in diverse organizations and communities.  

Thanks to Franklin’s peer-to-peer learning environment, you and your fellow students will continually support one another now through the doctoral experience – and in the future as part of your professional network.

Succeed with our unique dissertation structure

If there’s such a thing as a no-fear dissertation process, Franklin has it. We’ve intentionally designed a dissertation structure to help you complete your dissertation step-by-step, beginning with your enrollment in the program. We’ve also built-in faculty mentoring and guidance, and peer-to-peer support so you’re never left to “figure it out” on your own.

Throughout the Ed.D. PK-12 Educational Leadership program, you’ll develop important research skills and the necessary writing prowess to complete and publish a dissertation in practice (DiP) as the culmination of your studies. Your DiP will showcase your ability to solve a challenge within the workplace using action research. As a part of the (DiP), you will test your hypotheses in the real world, or based on your findings, document a process to implement your solution.

Read more >

Dr. Rachelle S.

Doctor of Education

"Franklin University's Ed.D. in K-12 education and organizational leadership equipped me with the critical tools and insights to navigate the complex landscape of Education. Franklin took the guesswork out of the doctoral process from application to dissertation and paved a pathway for my success, completing the program in under three years. Franklin University's Ed.D. program not only expanded my knowledge but also instilled in me the confidence and competence to lead with vision, empathy, and a commitment to student success."

Future Start Dates

Start dates for individual programs may vary and are subject to change. Please request free information & speak with an admission advisor for the latest program start dates.

Fall 2026
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Your Best Value Doctor of Education in Organizational Leadership (Ed.D.)

Choose Franklin's Ed.D. in Organizational Leadership and get an applied doctorate that fits your budget and your ambition.

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$74,520
Total Tuition
(After Partner Discount)

Highly Recommended

98%
STUDENT SATISFACTION

98% of graduating students would recommend Franklin to their family, friends and/or colleagues.

Source: Franklin University, Office of Career Development Student Satisfaction Survey (Spring 2025)

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Faculty Support

Be mentored + guided by doctoral faculty advisor from first term through candidacy. 

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Curriculum & Course Descriptions

60 Semester Hours
Research Core
ENG 8010 - Introduction to Doctoral Studies, Writing, and Research (3)

This course will establish the doctoral program structure and associated expectations, requirements, and support resources, as well as prepare students to be active participants in advanced professional and academic discourse by examining and practicing the writing conventions associated with their chosen field of study. As part of an intentional learning community, students will become familiar with the varied conventions of disciplinary writing and analyze the ongoing scholarly conversations pertinent to their academic interest by identifying common scholarly writing conventions, composing knowledge base articles, and responding to both their peers? works in progress and published scholarly writing.

ENG 8020 - Doctoral Writing & Research (3)

This course will build on the foundational work of ENG8010 to ensure that students continue to compose in academic and professional genres in order to compose and communicate scholarly arguments and perspectives in their chosen field of study. In addition to applying scholarly writing conventions associated both with doctoral scholarship and with their chosen field of study, students will continue to cultivate a learning community and develop field-specific research in order to compose knowledge-base articles, annotated bibliographies, literature reviews and analytical research papers.

MTHD 8003 - Introduction to Qualitative Methods (2)

This course provides a comprehensive overview of qualitative research designs and methods. Students engage in hands-on exploration of qualitative data collection techniques, such as observations and open-ended surveys, and practice foundational data analysis methods. They also delve into key concepts, including sampling design, validity, reliability, and researcher bias. By the end of the course, students will understand how components of a qualitative research design fit together, equipping them with essential tools and insights for advanced coursework and dissertation research.

MTHD 8004 - Introduction to Quantitative Methods & Research Design (2)

This course aims to provide students with a comprehensive understanding of quantitative research designs and methods. It begins by requiring students to complete the CITI training on protecting human research participants. The course introduces quantitative sampling designs, data collection techniques, the differences between experimental and non-experimental designs, and data analysis methods. Through hands-on activities, students will practice formulating research questions or hypotheses, addressing ethical concerns, designing sampling strategies, collecting data, and analyzing results. Students will learn how to assess the validity and reliability of research, and will be introduced to available software for conducting quantitative design.

MATH 8070 - Statistical Reasoning and Interpretation (2)

This course will introduce students to the concepts underlying basic data analysis and interpretation. Core topics include data types, scales of measurement, sampling techniques, descriptive statistics, and basic hypothesis testing. Using a current statistical analysis program, students will learn to describe data sets using measures of dispersion and relative position, to compute probability of occurrence of events, to calculate various hypothesis test statistics, and to convey and interpret results of various analyses in written form.

MATH 8090 - Statistical Techniques for Research Inquiry (3)

This course will emphasize the alignment of statistical procedures with research methods, including selection and application of appropriate statistical analyses given a data set and a problem statement, including comparison tests, tests of prediction/relationships, and tests of predicting group membership. Moreover, students will develop skills of data set manipulation, including ?cleaning and screening? data, and assessing conditions in order to choose between parametric and non-parametric tests. Additional emphasis will be placed upon conveying and interpreting results of analyses in written form.

AND

MTHD 8015 - Questionnaires & Scale Development (2)
This is a hands-on course designed to equip student with skills and knowledge necessary to develop new, valid and reliable instruments as well as help improve existing ones. In particular, the course looks at the evolution of measurement development, the different types of tests used in various settings, the psychometric properties and the process involved in developing reliable and valid measurement instruments. The course includes creation of a reliable and valid measurement that can be readily applied in a given context and/or field.
OR MTHD 8016 - Qualitative Data Analysis (2)
The qualitative data analysis course focuses on qualitative coding, analysis, and interpretation of findings, and writing of the qualitative results. These skills will prepare students for the doctoral candidacy journey. The goal of this course is to collect readily available text data, work on mapping, memoing, coding, analyzing, interpreting, and writing qualitative results.
OR MTHD 8018 - Research Design (2)
The aim of this course is for students to learn about and be able to apply key research design frameworks in quantitative, qualitative, and mixed methods approaches. In particular, students will learn conditions under which each design and/or approach would be most appropriate and effective. Additionally, students will learn how to formulate research questions, critically evaluate various research designs in order to select a suitable one for a given research problem, develop appropriate data collection and analysis procedures and plans as well as ethical conduct of research studies. During the course, students will learn to craft a research propose integrating critical components, namely background of study, purpose statement, research question, theoretical framework, significance of the study, critical review and synthesis of key literature underpinning the study, appropriate research design, and data collection and analysis procedures.
OR MTHD 8019 - Mixed Methods Research & Design (2)
In this intermediate methods course, students will become familiar with mixed methods research and design. They will gain knowledge of the basic types of mixed methods design, discuss both the advantages and challenges of mixed methods designs, and learn how to conceptualize their own study in terms of these different design types. Students will gain experience on how to formulate a research question fitted for a mixed methods design, develop a data collection plan and sampling approach for the qualitative and quantitative phases, design a data analysis plan, and consider and ethical issues. At the end of the course, students will compile their work into a mixed methods research proposal.

AND

MTHD 8020 - Advanced Quantitative Research & Design (3)
This is an advanced course in statistics that covers analyses used in multivariate statistical techniques. The course is designed to broaden and deepen learners understanding of advanced statistics in multivariate techniques. As such, several multivariate techniques are covered, including their appropriateness to given situations, analysis, and interpretation. The emphasis of the course is on practical application of concepts learnt to given research problems and/or opportunities. The course is developed to balance theory and application and provides numerous opportunities for application to practical problems. Learners also complete a draft research proposal integrating sound research plans and procedures.
OR MTHD 8022 - Advanced Qualitative Research & Design (3)
The advanced qualitative research course builds on the knowledge and skills students acquire in MTHD 803 and MTHD 804. This course leads students on an in depth treatment of qualitative research methodology, exploring its theoretical underpinnings and associated methods for design, data collection, interpretation, and reporting of results. Ethics are emphasized for each stage of research. This course will also guide students to develop the methodology and data analysis for their dissertation proposal and research.
OR MTHD 8025 - Advanced Mixed Methods Research & Design (3)
This advanced mixed methods course equips students with a comprehensive understanding of mixed methods research (MMR). Students will gain hands-on experience in selecting and justifying appropriate analytical techniques, integrating findings to enhance research insights, and navigating challenges in interpreting mixed methods results. Additionally, students will apply mixed methods design principles in a practice-based mini research project and develop effective strategies for presenting MMR findings using appropriate visual representations. MTHD 8019 is highly recommended as a pre-requisite for this course.
Major Area Required
EDUC 8102 - Teaching in Higher Education (4)

The course will study the teaching and learning philosophies, methods, and techniques in higher education. Topics will cover learning theories, instructional design models, instructional strategies, and evaluation of student performance. By the end of this course, students will develop their own teaching philosophy along with an instructional unit demonstrating their mastery of learning theories and instructional design models, selection of proper learning technologies in designing the instruction, and incorporation of appropriate instructional and assessment methods. In addition, students will also explore faculty careers in higher education.

MGMT 8175 - Change Mgmt & Organizational Development (4)

This course focuses on research and evaluation of the key theoretical concepts and practices central to the leading of organizational change initiatives. Students will evaluate real-world situations, cases and scenarios in order to recommend and justify theoretically-based change management practices to ensure ongoing organizational acceptance and effectiveness of these programs. Students will conduct scholarly research to explore, evaluate and interpret state-of-the-art change concepts for their viability in today's organizations. Students will assess the role of change agents as key players in the overall change process.

EDUC 8101 - Leadership of Organizational Principles (4)

This core course focuses on leadership and followership skills and attributes through the lens of traditional and 21st century leadership theories, constructs and concepts as applied to institutions. Students will apply transformational and other state-of-the-art leadership theoretical underpinnings to real-world cases, scenarios and situations that involve optimal practices in leading individuals and organizations through leadership challenging scenarios and other situations. The course concentrates on the application of critical thinking to optimal practices in leading institutions, their stakeholders and culture for optimal effectiveness.

EDUC 8105 - Leadership of Organizational Resources (4)

This core course focuses on state-of-the-art leadership skills necessary for the effectiveness of today's leaders and managers. The course concentrates on the specific transformational, servant-leadership, and other leadership competencies and skills necessary for providing sound management of institutional resources, projects, and performance. Students will apply leadership theoretical underpinnings to real-world cases, scenarios and situations that involve effective and ineffective resource and performance management practices. The course concentrates on the application of critical thinking and decision-making in optimal practices for providing highly effective leadership in today's organizations.

Focus Area

Leadership Dynamics and Organizational Behavior:

MGMT 8150 - Organizational Leadership (4)
This course addresses historical and current leadership concepts, theories and constructs. An emphasis will be on the application and assessment of transformational, servant and authentic leadership theories for us by both leaders and followers in 21st century business and academic settings. The course will challenge students to assess their own leadership strengths and weaknesses and produce an in-depth plan of action to develop and refine leadership competencies. Students will conduct substantive scholarly research to address and capture relevant and cutting edge leadership theoretical work for application in course assignments.
MGMT 8145 - Organizational Behavior, Culture & Effectiveness (4)
This doctoral-level course offers an in-depth exploration of organizational behavior, culture, and effectiveness. Students will examine organizational behavior and culture while critically evaluating how these principles manifest in high-growth and innovative contexts. The course emphasizes the role of leadership, team dynamics, and organizational design in shaping culture and driving performance within organizations. Through the readings assigned, students will engage with the cultural challenges such as scaling, maintaining core values, fostering innovation, and managing talent in a fast-paced environment. Topics will include cultural change, leadership, the impact of organizational culture on employee behavior and company performance, and the tension between innovation and structure. By the end of the course, students should be equipped with skills necessary to conduct research on organizational culture and effectiveness within rapidly evolving business environments.

OR

PK-12 Educational Leadership:

EDUC 711 - Leading for Learning (4)
This course will provide educational leaders with the knowledge, skills, and confidence to lead with a student-centered approach, create high-reliability learning organizations, make data-driven decisions, and effectively engage with the community, ultimately driving positive educational outcomes and enhancing the overall learning experience for students and staff alike.
EDUC 713 - Finance and Resource Management (4)
This course prioritizes the acquisition of the necessary skills to engage in effective board relations, develop sustainable financial plans, and build a foundation of shared leadership that positions the educational institution for continuous growth. This emphasis on collaboration, communication, ethics, goal-setting, shared leadership, and sustainability will empower educational leaders to navigate the complexities of resource management successfully, fostering a thriving learning environment for all stakeholders.

OR

Higher Education Leadership:

EDUC 8140 - Leadership Theories and Practices in Higher Education: Navigating Organizational Structures and Roles (4)
This course provides an examination of leadership theories and structures in institutions of higher education. Focusing on major theories of leadership of higher education organizations that inform leadership practices, students will develop skills as practitioners in university leadership. By the end of the course, students will be able to understand the structure and function of university leadership structures from multiple theoretical perspectives. Students will gain an understanding of the management, leadership, and administrative roles of academic and student affairs offices in colleges and universities including personnel, program definition, research and teaching issues, and other functions of academic and programming oversight. Additional consideration to the roles, responsibilities, and leadership styles required will be examined for different organizational contexts. Through the linking of theory to practice, the class activities will lead students to develop skills as campus leaders and to empower them to make conscious, deliberate decisions, utilizing multiple, and at times divergent, theoretical frames.
EDUC 8145 - Challenges and Leadership in American Higher Education: History, Policy, and Practice (4)
The purpose of this course is to explore critical, challenges facing American higher education. The course explores the history of higher education, with an emphasis on the development of higher education in the United States, to present day challenges facing intuitions. It includes issues of access, accountability, academic freedom, financial aid, state and federal government policy, changing legal structures, teaching and learning in a digital age, student issues, diversity, and the influence of business models and values on institutional strategy and practice. This course also covers different educational systems (Community Colleges, Private Colleges, and Public Colleges) and the critical issues affecting their institutional type. Students will gain an understanding of their responsibilities, critical thinking, and explore current issues that affect managers in institutions of higher education. This course addresses interdisciplinary influences on leadership practice within learning organizations and focuses on recent developments that have broad implications for research and practice in educational leadership.

OR

Educational Technology:

IDL 8100 - Strategic Examination of Trends & Technology (4)
Leaders of instruction and learning must stay abreast of continual changes in technology and leverage them to ensure the competitiveness and health of their organization. However, not all technologies and emerging processes are worth adopting. In this course, students will examine pedagogical trends and emerging technologies. Students will learn how to evaluate theories and incorporate designs, processes, and technologies in strategic and tactical decisions for instruction and learning in the organization.
IDL 8130 - Organizational Learning & Knowledge Management (4)
Learning and knowledge management is crucial to the success of organizations. In this course, students will go beyond the design of learning environments and acquire skills to lead and manage the learning organization at a strategic level. Students will be able to recognize and meet the evolving learning needs of an organization within the framework of the organization's strategic goals. Multicultural awareness and how to lead multi-functional and cross-cultural instructional design teams and projects will also be addressed in this course.

OR

Curriculum & Instruction:

IDL 8100 - Strategic Examination of Trends & Technology (4)
Leaders of instruction and learning must stay abreast of continual changes in technology and leverage them to ensure the competitiveness and health of their organization. However, not all technologies and emerging processes are worth adopting. In this course, students will examine pedagogical trends and emerging technologies. Students will learn how to evaluate theories and incorporate designs, processes, and technologies in strategic and tactical decisions for instruction and learning in the organization.
IDL 8150 - Curriculum Design, Development & Evaluation (4)
This course examines the theoretical framework and practice of curriculum design, development, and evaluation in educational settings. Students will learn the theories that are being used to guide curriculum design in educational settings. Students will apply those theories and processes in creating a curriculum and planning teaching & learning activities accordingly.

OR

Instructional Design Leadership:

IDL 8110 - Innovative Learning Environment Design (4)
In this course, students will be exposed to new and innovative approaches for designing effective learning and instruction. This course will equip students with knowledge of applicable frameworks and strategies for implementation at the organizational level. Students will review learning environments such as e-learning, blended and hybrid learning, mobile learning, game-based learning, and informal and social learning, to determine the appropriate learning environment based on the learning and training needs of an organization.
IDL 8140 - Instructional Design Leadership Coaching and Consulting (4)
In this course, you will learn leadership, coaching, and consulting theories, specifically for leading in the instructional design and training industries. You will learn to identify the knowledge, skills, and qualities needed in your development to become a successful instructional design leader. Toward this end, you will develop a personal instructional design leadership philosophy and plan.
Major Electives

8 credits from levels 8000-8999 in the following subjects: ACCT, EDUC, HCM, HIM, HRM, IDL, ITEC, MGMT, MKTG, MTHD, PUAD.

Dissertation
DISS 9000 - Comprehensive Exam (1)

This course is designed for students to prepare for, take and complete their comprehensive exam. Remedial strategies and actions will also be provided for students who do not successfully pass their comprehensive exam on the first attempt, with the opportunity to register again for a retake, if the student choose to do so. A third attempt on taking the Doctoral Comprehensive Examination will not be automatically provided to doctoral students failing to successfully pass the examination after two attempts. Any third attempt will only be considered upon receiving a written petition by the student requesting a final attempt. The request may or may not be approved based on review by the Dean of Doctoral Studies and the student's doctoral Program Chair. Students who fail the comprehensive examination two times, or fail the examination three times when a third attempt was granted through appeal, are dismissed from doctoral studies at Franklin University.

AND

At least 6 credits from the following courses:

DISS 9100 - Dissertation (1-4)
In consultation with the Dissertation Chair and Committee Members, the doctoral candidate will design and conduct research to complete the aims identified in their research prospectus, proposal and IRB application or as subsequently modified in line with recommendations from the Chair and Committee Members. This course may be repeated as necessary to earn sufficient credit or to finalize the Dissertation to fulfill requirements to earn the doctorate.

AND

DISS 9400 - Defense of Dissertation (1)

Doctoral candidates will finalize all aspects of the Dissertation/Dissertation in Practice and make an oral defense of their design, methods and findings.

Optional Focus Areas

Students may complete 8 credit hours of a focus area to count within the Major Elective requirement. Only one declared focus area will print on the diploma.

OR

Accounting Focus:

At least 8 credits from the following courses:

ACCT 8240 - Advanced Financial Accounting (4)
This course is an advanced accounting research seminar in financial reporting. The seminar allows you to begin the process of substantive academic research and formal inquiry into important financial reporting theories and the implications of these for accountants. The seminar will require the synthesis of critical thinking, analysis, research writing and evaluation. Students will develop a key deliverable that involves a research proposal in financial accounting thought and then conduct substantive research into the literature developed by others. The final project in the seminar is the development of a research ready proposal utilizing at minimum one research methodology.
ACCT 8250 - Advanced Managerial Accounting (4)
This course is an advanced accounting research seminar in managerial accounting. The seminar allows you to begin the process of substantive academic research and formal inquiry into these important theories and the implications of these for managerial accountants. The seminar will require the synthesis of critical thinking, analysis, research writing and evaluation. Students will develop a key deliverable that involves a research proposal in managerial accounting and then conduct substantive research into the literature developed by others. The final project in the seminar is the development of a research ready proposal utilizing at minimum one research methodology.
ACCT 8260 - Advanced Auditing (4)
This course is an advanced accounting research seminar in auditing. The seminar allows you to begin the process of substantive academic research and formal inquiry into important auditing theories and the implications of these for accountants. The seminar will require the synthesis of critical thinking, analysis, research, writing and evaluation. Students will develop a research proposal in auditing based on their substantive research into the accounting, auditing and business literature. The final project in the seminar is the development of a research ready proposal, including an appropriate research methodology that describes an issue, problem or proactive need as documented in the literature, for which the student will formulate, describe and defend an appropriate solution.

OR

Health Informatics Focus:

At least 8 credits from the following courses:

HIM 8202 - Advanced Health Information Governance (4)
In this course students will evaluate an organizations current health information governance infra-structure and will make recommendations for improvement that will cover the broad spectrum of strategic issues in healthcare including policies, guidelines, standards, processes and controls required to manage and implement enterprise-level information. Students will research how health data and organizational information systems are utilized as a strategic asset to healthcare organizations, process to manage various risks to the quality of information and ensure its appropriate use.
HIM 8210 - Advanced Clinical Workflow & Applications (4)
In this course students will evaluate an organizations existing clinical workflows to include a variety of inpatient, outpatient and emergency healthcare environments. Material in the course covers the documentation, review, mapping and diagramming of clinical workflow information and processes. Students will also assess and make recommendations for improvement of patient care to workflow mapping and change management, as part of evidence based decision making in healthcare.
HIM 8261 - Advanced Healthcare Analytics (4)
In this course students will evaluate an organizations existing process of retrieving, analyzing and reporting intelligence to make healthcare decisions. Student will assess and make recommendations for improvement on the techniques of extracting, transforming and loading data from a myriad of operational databases into corporate data warehouses, as well means to ensure that decision making is based on clean and reliable information. Students will also develop skills for reporting the healthcare intelligence gathered.

OR

Healthcare Management Focus:

At least 8 credits from the following courses:

HCM 8110 - Organizations, Community & Global Health (4)
This science of epidemiology is essential for projecting the population health needs, and appropriate allocation of public and private resources. This course focuses on the utilization of epidemiologic studies and techniques as a basis for organizational policy and administrative decision-making. Students will examine the connection between organizational leadership and social health. Students will create and recommend organizational strategies that enhance organizational, community, and global health.
HCM 8120 - Healthcare Policy, Regulations & Reform (4)
This course will explore various aspects of corporate, state and federal policy making. Students will examine the impact of existing health policies on healthcare organizations, providers and patients. Students will develop skills to influence and change existing healthcare policies. Students will also create and propose a new healthcare policy.
HCM 8130 - Healthcare Economics, Resources & Finance (4)
This course will examine the importance of resource and financial management in a healthcare organization. Students will determine the financial status of a healthcare organization and create strategic plans to sustain healthcare services. This course will also explore the various concepts driving healthcare economics. This course will also critique the use of organizational supplies, human resources, and technology.
HCM 8140 - Healthcare Quality, Process & Improvement (4)
This course will examine various aspects of patient safety, quality improvement and risk management in healthcare. Students will compare and contrast several process improvement models with the goal of improving organizational efficiency, patient safety, and service quality. Students will also research governmental agencies driving quality improvement in healthcare organizations.
HCM 8250 - Business of Healthcare (4)
Healthcare Leaders, more than ever, are facing challenging opportunities with the changing dynamics of the industry. During this course students will explore how executive-level leaders can manage complex health systems using strategic planning, risk management and innovative business practices.
HCM 8260 - Social Determinants of Health (4)
The science of epidemiology and population health concepts are essential for addressing and projecting the health needs of communities and the allocation of public and private resources. This course focuses on the utilization of epidemiologic findings and population health data to support and aid health care policy development and administrative decision making. Students will be able to apply these concepts to analyze public health and population health data for epidemics, chronic health conditions, or diseases to develop data supported strategies as healthcare administrators.
HCM 8270 - Ethics and Technology in the Changing Healthcare Delivery Models (4)
With the changing landscape of disease concerns the healthcare industry has had to pivot to use innovative ways to reach patients in uncertain times. This has raised many issues such as HIPAA, access to care, and healthcare workers competencies. This class will explore the new and changing landscape of the future delivery models and how to ethically address patient, family, healthcare professionals and government concerns.

OR

Human Resource Management Focus:

At least 8 credits from the following courses:

HRM 8240 - Foundations of Human Resource Management (4)
Organizations across the globe are composed of groups of people working together to achieve goals that include organizational success, employee growth and contribution, and contribution to the larger community. The defining factor that differentiates the most successful companies from those that struggle to survive is the people who make up the employee base. While the Human Resources function has the specific task of planning for and resolving many employee issues and needs, individual managers and employees have direct responsibility and accountably for achieving sustained organizational success. Organizations that invest in their employees and develop workplace environments that encourage full employee engagement are rewarded with a competitive advantage in the marketplace. This course provides students with an opportunity to learn the knowledge and skills needed to enhance the contributions of all employees in support of an organization's purpose. Student's research will analyze trends and issues influencing the development and application of these elements within contemporary organizations. Additionally, students will come to understand the benefits afforded to organizations that create, craft and maintain a rich, empowering culture.
HRM 8250 - Strategic Human Resource Management (4)
In Strategic Human Resource Management, students will analyze workforce management processes in light of their strategic importance. This will include an examination of the relationships between traditional human resource functions and the various business functions so that efficiency and effectiveness are balanced and optimized. Students will also review these processes and relationships in both the domestic and global environments now and in the future. Further, students conduct research to explore trends within the discipline of Human Resource Management that have a positive impact upon employee engagement as well as the productivity and profitability of an organization.
HRM 8260 - Leading Organizational Transformation (4)
In this course, students will evaluate the process of change as related to the principles and practices of various types of organizations. Students will conduct research into the area of total rewards to determine what influences are leading many organizations to implement progressive human resource practices. Students will apply this learning to examine change processes and techniques used to facilitate transformational change in order to enhance employee engagement and organizational success. Students will also understand the business case supporting why companies should invest in their employees and internal cultures, regardless of industry affiliation, company size and/or revenue generation and apply this research to examine the processes and techniques for facilitating transformational change.

OR

Information Technology Focus:

At least 8 credits from the following courses:

ITEC 8240 - IT Management and Strategy (4)
This course critically analyzes the current state of IT strategy practices and demonstrates how an IT strategy serves as a strong foundation for competitive IT management. Several tools and methods are synthesized to assess internal and external environments for formulating a strategy, execute a strategy based on environmental factors, and improve a strategy. The course brings the current academic and business literature to the class. It examines emerging IT strategy and management issues such as hyper-automation, AI, cybersecurity mesh, anywhere operations, and the internet of behaviors.
ITEC 8250 - IT Policy and Governance (4)
This course aims to improve critical thinking and decision-making skills in the IT policy and governance field. The course brings forth today's complex and cutting-edge computing environment by taking threats, vulnerabilities, and cyber controls into account. Course provokes the questions of how the GRC (Governance, Risk Management, Compliance) practices should be applied in today's complex IT environments to make the most out of the cutting-edge technology and how critical assets should be protected from adversarial actions of advanced persistent threats. The course brings various essential processes and services to the table, including but not limited to supply chain risks, innovation, and resilience. Research papers and discussion assignments help students obtain pertinent information and improve research & academic writing skills within the field.
ITEC 8260 - IT Vision and Leadership (4)
This course aims to improve critical thinking and decision-making skills while building your capabilities as an IT leader. The course helps you build a strong foundation on how to internally and externally lead others in a complex IT environment. This course will challenge you to create a leadership style that will bring the best out of people and yourself. Research papers and discussion assignments help students obtain pertinent information and improve research & academic writing skills within the field.

OR

Management Focus:

At least 8 credits from the following courses:

MGMT 8145 - Organizational Behavior, Culture & Effectiveness (4)
This doctoral-level course offers an in-depth exploration of organizational behavior, culture, and effectiveness. Students will examine organizational behavior and culture while critically evaluating how these principles manifest in high-growth and innovative contexts. The course emphasizes the role of leadership, team dynamics, and organizational design in shaping culture and driving performance within organizations. Through the readings assigned, students will engage with the cultural challenges such as scaling, maintaining core values, fostering innovation, and managing talent in a fast-paced environment. Topics will include cultural change, leadership, the impact of organizational culture on employee behavior and company performance, and the tension between innovation and structure. By the end of the course, students should be equipped with skills necessary to conduct research on organizational culture and effectiveness within rapidly evolving business environments.
MGMT 8150 - Organizational Leadership (4)
This course addresses historical and current leadership concepts, theories and constructs. An emphasis will be on the application and assessment of transformational, servant and authentic leadership theories for us by both leaders and followers in 21st century business and academic settings. The course will challenge students to assess their own leadership strengths and weaknesses and produce an in-depth plan of action to develop and refine leadership competencies. Students will conduct substantive scholarly research to address and capture relevant and cutting edge leadership theoretical work for application in course assignments.
MGMT 8155 - Org Sys Perspect Theory & Application (4)
Organizational Systems Perspectives Theory and Applications. This course focuses on the theory and practice of organizations as open and adaptive systems. Students will explore the implications of systems theory for organizational sense-making, learning, innovation, and transformation. The complexity of organizations as integrated participants in broader systems will be examined through research, case studies, and presentations. Emphasis will be placed on analyzing organizational performance criteria, mapping system interactions, and developing strategic responses to challenges within volatile, uncertain, complex, and ambiguous (VUCA) environments. Students will enhance their ability to assess, refine, and implement system-based strategies that drive sustainable organizational success through applied learning and critical discussion.
MGMT 8175 - Change Mgmt & Organizational Development (4)
This course focuses on research and evaluation of the key theoretical concepts and practices central to the leading of organizational change initiatives. Students will evaluate real-world situations, cases and scenarios in order to recommend and justify theoretically-based change management practices to ensure ongoing organizational acceptance and effectiveness of these programs. Students will conduct scholarly research to explore, evaluate and interpret state-of-the-art change concepts for their viability in today's organizations. Students will assess the role of change agents as key players in the overall change process.
MGMT 8240 - Development of Management Theory Practice (4)
This course examines the development, evaluation, and application of management theory, focusing on frameworks used in contemporary organizational research. It emphasizes critical analysis of foundational and modern theories, including their assumptions and explanatory value. Candidates synthesize perspectives to explain complex organizational issues and build conceptual frameworks for applied research. Through a scholar?practitioner approach, the course connects theory to real-world challenges, enabling candidates to develop researchable problems, propositions, and evidence-based solutions.
MGMT 8260 - Strategic Thinking, Dec. Making/Innov. (4)
Innovation enables organizational growth and sustainability. However, for companies to remain competitive, leaders must understand the theories, models, and strategies framing innovation applying relevant concepts and practice to business development, customer satisfaction, and market acquisition. Conceptually, innovation, defined and applied in organizations, has morphed over the last three decades. However, the 21st-century global business environment offers an opportunity to rethink, even reimage innovation and its application to the emerging digital defined markets and workplaces. While innovation is evolutionally, even revolutionary relative to an organization's purpose, product, and processes, leadership should explore contemporary knowledge and skills associated with innovation determining if cultivating cultures of innovation, is essential to achieving organizational goals.
MGMT 8265 - Organizational Performance Analysis (4)
This course addresses a multi-prong approach to manage, lead and assess overall organizational performance in achieving tactical and strategic goals. Metrics including: shareholder value, the balanced scorecard, risk management, system alignment, human resource management, and organizational learning are addressed in this course. Also the application of research on organizational performance theories are incorporated in the course.
MGMT 8270 - Ethics & Social Responsibility (4)
This course focuses on the evaluation and analysis of key ethical decision-making theories and constructs and their direct application and integration in 21st century organizational practices. The role of corporate social responsibility will be explored by assessing the role of organizational leaders and stakeholders with improving the quality of life for individuals and the community.

OR

Marketing Focus:

At least 8 credits from the following courses:

MKTG 8240 - Contemporary Issues in Marketing Management (4)
This course is an advanced research seminar in contemporary marketing management. The seminar relies on critical inquiry and analysis as the foundation for substantive academic research involving current marketing issues that shape and are shaped by society. Upon successful completion of this course, students will have completed a comprehensive research study proposal.
MKTG 8250 - Consumer & Behavioral Research (4)
This course is an advanced seminar in consumer behavior and market-driven applied research. Readings and assignments will synthesize prior knowledge of consumer behavior, research methodologies, methods, and theories with critical analyses of how these are used to inform marketing decision-making. Upon successful completion of this course, students will have developed a plan to conduct and analyze a research study.
MKTG 8260 - Marketing Quantitative & Qualitative Analysis (4)
This course is an advanced seminar in the use of quantitative and qualitative data in the marketing process. Upon successful completion of this seminar, students will have an understanding of how quantitative and qualitative analyses are used by marketing academicians and practitioners for academic and applied research, assessment, and decision- making.

OR

Methodology Focus:

At least 8 credits from the following courses:

MTHD 8020 - Advanced Quantitative Research & Design (3)
This is an advanced course in statistics that covers analyses used in multivariate statistical techniques. The course is designed to broaden and deepen learners understanding of advanced statistics in multivariate techniques. As such, several multivariate techniques are covered, including their appropriateness to given situations, analysis, and interpretation. The emphasis of the course is on practical application of concepts learnt to given research problems and/or opportunities. The course is developed to balance theory and application and provides numerous opportunities for application to practical problems. Learners also complete a draft research proposal integrating sound research plans and procedures.
MTHD 8022 - Advanced Qualitative Research & Design (3)
The advanced qualitative research course builds on the knowledge and skills students acquire in MTHD 803 and MTHD 804. This course leads students on an in depth treatment of qualitative research methodology, exploring its theoretical underpinnings and associated methods for design, data collection, interpretation, and reporting of results. Ethics are emphasized for each stage of research. This course will also guide students to develop the methodology and data analysis for their dissertation proposal and research.
MTHD 8024 - Advanced Mixed Methods Research & Design (3)
Through this course, students will familiarize with mixed-methods research and design. They will gain knowledge on the four different types of mixed-methods: triangulation design, embedded design, explanatory design, and exploratory design. Students will learn how to conceptualize their own study in terms of these different design types. They will gain hands-on experience on how to formulate a research question fitted for a mixed-methods design, collect some data, and analyze it. They will discuss and learn about challenges and advantages of mixed-methods designs. At the end of this course students will be able to work on their dissertation proposal.

OR

Public Administration Focus:

At least 8 credits from the following courses:

PUAD 8240 - Cross-Sector Collaboration (4)
This course focuses on theories and practices for leading cross-sector collaborations to accomplish public policy goals and objectives of mission-driven organizations. Students evaluate different collaborative approaches for delivering government and nonprofit services and assess the risks and benefits of engaging in cross-sector collaborations. Students learn analytical approaches, principled negotiation skills, and best practices for initiating and managing effective cross-sector collaborations.
PUAD 8250 - Innovations in Service Delivery and Stakeholder Engagement (4)
The course examines the latest technologies that can be used to improve service delivery, engage stakeholders, and solve problems. Students learn the technologies and best practices for using web-based applications, e-commerce solutions, geographic information systems, crowd-sourcing, social media and other e-tools to make government and nonprofit organizations more efficient and effective. Ethical, legal, and implementation, aspects of these approaches are assessed.
PUAD 8260 - Program Evaluation and Policy Analysis (4)
This course examines concepts, tools, and techniques for evaluating government policies, philanthropic, and social programs to assess the performance of mission-driven organizations. The course focuses on evaluating different approaches to program evaluation and applying methods for performance evaluation, including needs assessments, logic models, evaluation designs, quantitative and qualitative evaluation techniques, ethics, and reporting.

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Microcredentials Align with Job Essentials

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Careers & Salary Outlook

10%

From 2023-2033, jobs in Education are expected to increase by 10%

Occupation Median Salary (2023) Job Postings (2023) Projected Growth (2023-2033)
Occupation
Education Administrators, Kindergarten through Secondary $103,460 64,642 5%
Education Administrators, Kindergarten through Secondary
Median Salary: $103,460
Job Postings: 64,642
Projected Growth: 5%
Occupation
Job Titles
Skills
Industry
Description

Education Administrators, Kindergarten through Secondary plan, direct, or coordinate the academic, administrative, or auxiliary activities of kindergarten, elementary, or secondary schools.

Projected Growth
Job TitleJob Postings% of Job Postings
Assistant Principals9,86715%
Principals10,29216%
High School Assistant Principals4,7957%
School Principals3,0865%
Elementary School Principals2,8955%
Show More
SkillJob Postings% of Total Postings
Student Services8,90511%
Special Education7,1799%
Curriculum Development6,8638%
Project Management5,2186%
Lesson Planning4,3575%
Show More
 
Industry% of Occupation in Industry
Education and Hospitals (Local Government)75%
Elementary and Secondary Schools22%
Education and Hospitals (State Government)1%
Religious Organizations1%
Local Government, Excluding Education and Hospitals1%
Management of Companies and Enterprises0%
Other1%
Education Administrators, All Other $88,462 0 8%
Education Administrators, All Other
Median Salary: $88,462
Job Postings: 0
Projected Growth: 8%
Occupation
Job Titles
Skills
Industry
Description

Education Administrators, All Other all education administrators not listed separately.

Projected Growth
Job TitleJob Postings% of Job Postings
SkillJob Postings% of Total Postings
 
Industry% of Occupation in Industry
Other Schools and Instruction16%
Education and Hospitals (Local Government)15%
Federal Government, Civilian13%
Educational Support Services11%
Colleges, Universities, and Professional Schools8%
Technical and Trade Schools5%
Other33%
Postsecondary Teachers $83,637 105,818 11%
Postsecondary Teachers
Median Salary: $83,637
Job Postings: 105,818
Projected Growth: 11%
Occupation
Job Titles
Skills
Industry
Description

Postsecondary Teachers aggregate category equivalent to SOC group 25-1000. Teach undergraduate and graduate level courses in their specialized field of study. Include both teachers primarily engaged in teaching and those who do a combination of both teaching and research. Alternate titles: College Professor.

Projected Growth
Job TitleJob Postings% of Job Postings
Adjunct Faculties20,60720%
Adjunct Instructors7,0397%
Assistant Professors10,88310%
Assistant/Associate Professors6,6426%
Nursing Faculties8,0618%
Show More
SkillJob Postings% of Total Postings
Curriculum Development26,98012%
Nursing21,39010%
Pedagogy15,4737%
Learning Management Systems14,7247%
Biology13,5246%
Show More
 
Industry% of Occupation in Industry
Education and Hospitals (State Government)44%
Colleges, Universities, and Professional Schools36%
Education and Hospitals (Local Government)15%
Technical and Trade Schools3%
Junior Colleges1%
General Medical and Surgical Hospitals1%
Other2%
Teachers and Instructors, All Other $64,390 0 7%
Teachers and Instructors, All Other
Median Salary: $64,390
Job Postings: 0
Projected Growth: 7%
Occupation
Job Titles
Skills
Industry
Description

Teachers and Instructors, All Other all teachers and instructors not listed separately.

Projected Growth
Job TitleJob Postings% of Job Postings
SkillJob Postings% of Total Postings
 
Industry% of Occupation in Industry
Education and Hospitals (Local Government)30%
Elementary and Secondary Schools13%
Federal Government, Civilian12%
Federal Government, Military8%
Other Schools and Instruction8%
Educational Support Services5%
Other24%

Employment outlook data is provided by Lightcast and represents labor market trends in the United States. It is not specific to Franklin University graduates or any particular degree level. Franklin University cannot guarantee employment placement, salary level, or career advancement.

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