Doctor of Professional Studies - Instructional Design Leadership

Elevate learning experiences with a doctorate in instructional design

Learning and development is a $165 billion annual industry, giving instructional design professionals much more prominence as both leaders and educators. Consistent, focused, professional development under the watchful eye of learning executives and consultants is leading to the creation of advanced cultures of inspiration and deeper senior leadership competencies. In the classroom, learning and development instructors are helping advance the way learning professionals research, understand and apply concepts and theories to the real world.

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3-Year Completion

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Transfer up to 24 hours of previously earned credit.

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Relevant Curriculum

Become a leader in instructional design.

Program Overview

Innovate professional development. Transform learning and performance.

As an industry, learning and development is burgeoning. In fact, with more than $165 billion (not to mention thousands upon thousands of work hours) spent annually, learning and development is taking its rightful place within organizational hierarchies.

As a result, instructional design professionals are becoming more in demand at both leadership and educational levels.

Learning executives and consultants, for example, are being asked to bring more focus and cohesiveness to organizational development needs; to facilitate and exponentially expand knowledge transfer; to further develop senior leadership competencies; and to create advanced cultures of inspiration.

Learning, design and technology educators, too, are being asked to do more, including advancing research, understanding and application of discovery, learning and engagement.

Become a learning leader who leads  

Because people are inherently an organization’s most valuable asset, employers are continuing to demand more from their human capital investment. Forces such as global competition, developments in technology, greater job specialization, and a rise in knowledge-based industries have driven the need for a more educated workforce.

From verbal and written competencies, to technical and technological abilities, to advanced interpersonal aptitude, employers need leaders who can envision, direct and provide the kind of human capital development that aligns with company goals, transforms corporate culture and moves an organization forward.

Such leadership doesn’t come readily or routinely – instead, it requires proficiencies of the highest level. That’s why Franklin University is the first and only nonprofit institute of higher education to offer a professionally oriented doctoral degree in instructional design and leadership. Our terminal degree can prepare you to make smart, relevant connections between classroom learnings and real-world development effectiveness.

A practitioner-oriented education like Franklin’s differs from a research-based degree. Whereas a Doctor of Philosophy or Ph.D. in instructional design focuses on substantive advancement of theoretical research within a discipline, an applied doctorate degree like Franklin University’s transfer-friendly Doctor of Professional Studies in Instructional Design Leadership (DPS-Instructional Design Leadership), focuses on knowledge expansion within the discipline combined with knowledge application in the real-world setting.

Make a difference

Our instructional design doctorate program reinforces the core technical aspects of quality research, yet also equips you with such sought-after skills as leadership, communication, instructional design and training. Franklin’s applied doctorate is a practical degree that enables both subject mastery and field application. That means you’ll be prepared to apply doctoral-level research and problem solving to complex, real-world challenges.

Franklin’s applied Doctor of Professional Studies in Instructional Design Leadership is a program designed to help you:

  • Apply research in order to impact business performance
  • Design and develop advanced curricula and instructional products
  • Assess and refine your own leadership competencies
  • Differentiate yourself as a top performer or educator

Create innovative learning environments

Through our DPS program, you’ll focus on progressive and advanced approaches for designing effective, transformative learning and instruction. You’ll also examine applicable frameworks and implementation strategies for such learning environments as e-learning, blended and hybrid learning, mobile learning, game-based learning, and informal and social learning. Then, in light of the training needs of an organization, you’ll determine if, why, how and when to employ one or more of these frameworks and strategies.

Lead and manage at a strategic level

It’s been said that knowledge is power. Assuming that’s true, then organizational success can be attributed to the collective knowledge within that organization. How and where organizational knowledge is found, used and stored, however, can make or break the organization’s ability to advance, perform, thrive or transform. For this reason, Franklin’s DPS program equips you with the skills necessary to lead and manage learning at a very strategic level. You’ll not only learn how to identify and meet ever-evolving learning needs, you’ll do so within the context of the organization’s strategic goals.

Understand and assess trends & technology

Theories come and go, and technology seems to change every nanosecond. The challenge, then, isn’t just in keeping up, but also in how to determine which (if any) emerging principles, perspectives and products are worthy of adopting. With Franklin’s DPS in instructional design leadership, you’ll learn how to evaluate theories, models and frameworks, as well as strategically and tactically incorporate designs, processes and technologies for instruction and learning throughout an organization.

Get 360-degree support

We’ve taken a comprehensive and systematic approach to our online doctoral program, which includes team-based curriculum development, doctorally qualified faculty, and student-centered activities designed for the working adult. You’ll receive robust academic support from a variety of resources, including a graduate advisor, faculty advisor, personal librarian and peers, as well as the Student Learning Center staff and your Dissertation Committee members. You’ll also enjoy a cohesive and robust graduate culture and cohort. Together, our practice-minded faculty and your fellow students will support, mentor, encourage and keep you accountable to the program – and to yourself. At Franklin, you’re never alone on your doctoral journey.

Transfer Up to 24 Credit Hours

Want to complete your terminal degree in less than three years? Franklin grants up to 24 hours of prior-learning credit for previous doctoral work. We honor your prior learning and make it easier to get credit for what you already know. Transfer credit can help you earn your applied doctorate degree faster, as well as reduce your overall tuition expenses.

A Unique Dissertation Structure

If there’s such a thing as a no-fear dissertation process, Franklin’s 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 DPS program, you’ll develop important research skills and the necessary writing prowess to publish a dissertation or dissertation in practice as a capstone project to your studies. Your dissertation will showcase your ability to identify a topic of interest within the workplace, develop a proposed solution to a problem, and test your hypotheses in the real world.

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DPS Student

"I can't stop my life as a parent with a full-time job to pursue academics. Franklin bridges that gap for me. I still have all my responsibilities but I'm challenged in a good way. And I can see myself graduating in a couple of years with a doctorate."

Curriculum & Course Descriptions

58 Semester Hours
Research Core (16 hours)
GRAD 888 - Introduction to Doctoral Studies (1)
The doctoral colloquium is designed to build a community and ensure that learners have the support, motivation and guidance necessary to succeed in their doctoral programs. This first colloquia will also provide students with an overview of the doctoral program expectations, coursework sequence, doctoral student support services, as well as comprehensive exam and dissertation requirements. The first colloquium is designed to establish a learning community and graduate culture for the doctoral students at Franklin University. The doctoral colloquium will be held at the University's main campus in facilities that provide appropriate online interaction for out-of-state and international students.
ENG 800 - Doctoral Writing & Research (3)
In this course, students prepare to be active participants in advanced professional and academic discourse communities by practicing the writing and research strategies associated with their chosen field of study. By calling attention to the conventions of research writing, the course provides students the analytical tools that will help them join ongoing scholarly conversations. Students will analyze and compose a variety of academic writing genres as they develop a literature review over the course of the term. They will also develop their presentation, peer review, proofing, and reflection skills in alignment with the standards of advanced academic study.
MTHD 803 - Intro to Quantitative Methods & Design (2)
Through this course, students will gain an overview of quantitative research designs and methods. The course starts with successful completion of the CITI training - the protection of human research participants, to move on to an introduction of quantitative sampling designs, data collection approaches, experimental versus non-experimental designs, and data analysis. Students will engage in practical hands-on experience with formulating a research question or hypotheses, discussing important ethical issues, designing sampling methods, collecting data, and analyzing data. They will learn how to examine validity and reliability issues and will be introduced to available software for conducting quantitative design. At the end of this course, students will be introduced to the research proposal to get a start on the guidelines required for their dissertation proposal.
MTHD 804 - Intro to Qualitative Methods & Design (2)
Through this course, students will gain an overview of qualitative research designs and methods. The course starts with an introduction to qualitative approaches. Students will become familiar with the narrative approach, phenomenology, grounded theory, ethnography, and case studies. This course will introduce students to some of the critical works in qualitative research methods and design and give an overview of the historical progression of the field. Students will gain hands-on experience with observations, qualitative data collection, and qualitative sampling design. They will also get some introduction in qualitative data analysis, validity, reliability, and researchers' bias in qualitative work. At the end of this course, students will be introduced to the research proposal to get a start on the guidelines required for their dissertation proposal.
MATH 807 - Introduction to Statistics (2)
This course will introduce the concepts of descriptive statistics and probability distributions. Topics will include basic statistical terminology, statistical graphs, numerical summaries of data, probability concepts and distributions, and sampling distributions. The course is designed to allow students integrate statistical software of choice with the aforementioned concepts and to provide opportunities to interpret resulting outputs.
MATH 810 - Applied Statistics (3)
Applications of statistical techniques and methods will be explored, including fundamental statistical tests for central values, variances and categorical variables; regression analysis and general linear model. The emphasis will be on selecting and applying the appropriate statistical techniques as well as interpretation and reporting of results with the use of a major statistical software. The course is also designed to provide numerous opportunities to critique statistical techniques commonly used in empirical research articles.
MTHD 820 - Advanced Quantitative Research & Design (3)
This is an advanced course in statistics that covers complex analyses used in education and data-driven decision making. The course is designed to broaden and deepen student understanding of advanced statistics in multivariate techniques. The emphasis of the course is on practical application of concepts learnt. To this end, the course is developed to balance theory and application and provides numerous opportunities for application to practical problems. Students will also complete their second colloquia.
OR MTHD 822 - Advanced Qualitative Research & Design (3)
The advanced qualitative research course builds on the knowledge and skills students acquire in GRAD 805. 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 guide students to develop the methodology and data analysis for their dissertation proposal and research. Students will also complete their second colloquia if they had not enrolled in GRAD 820.
OR MTHD 824 - 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.
Major Area (20 hours)

Take 5 of the following courses to fulfill major area requirements:

EDUC 802 - 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.
IDL 800 - 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 810 - 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 820 - Strategic Assessment & Decision Making (4)
Today's researchers, leaders and managers in the instructional design field must be able to use data to make decisions, as well as to influence others in their organizations. In this course, students will learn how to apply relevant tools, techniques, theories, and principles of strategic assessment and decision-making to address the learning and performance needs to continuous improvement for learning problems or a learning organization.
IDL 830 - 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.
IDL 840 - Instrnl Design Ldrshp, Coach & Consult (4)
Instructional Design Leadership, Coaching, & Consulting. How to become an effective instructional design leader' This course will review the strategic leadership theories, coaching and consulting theories, instructional design leadership literature to identify the knowledge, skills, and qualities needed to become a successful instructional design leader. Students will also study the instructional design consulting techniques. By the end of the course, students will conduct a self-evaluation and develop a personal instructional design leadership philosophy and plan.
Electives (12 hours)
EDUC 801 - 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 805 - Leadership of Organizational Resources, Initiatives and Performances (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.
EDUC 820 - Leading Schools in the 21st Century (4)
This course is key for students who have chosen the PK-12 educational leadership focus area that require a solid understanding of 21st Century technological skills as it applies to educational technology (including social media). After establishing a foundation and knowledge base of educational technology, students will learn about the most recent and innovative educational technology that can be utilized effectively for both learning and leading in the PK-12 educational setting. Through the lens of ensuring all students in the PK-12 educational setting are college, career, and life ready, students will analyze and learn how educational technology plays a vital role in this process. In addition, students will analyze and evaluate how to utilize the most recent educational technology tools with effective building and district leadership in the PK-12 educational setting. Finally, students will analyze and evaluate current trends and issues associated with use of educational technology (including social media) within the PK-12 educational setting.
EDUC 825 - Building & District Leadership Structure (4)
This course is key for students who have chosen the K-12 leadership focus and must develop expertise and practice in navigating the unique aspects of building and district leadership in K-12 structures. Concepts of transformational leadership developed through the Leadership Core will be leveraged in the examination of school level and district level issues. Students will be required to define problems within their unique professional situation and apply recognized leadership structures to promote a shared vision and establishes a professional learning community that focuses on the mission of ensuring that all students learn through the development of a culture of collaboration rooted in data based results.
EDUC 840 - College & University Leader Structures (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 845 - History of Higher Education (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.
HCM 810 - 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 820 - 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 830 - 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 840 - 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.
HIM 802 - 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 810 - 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 861 - 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.
MGMT 840 - Development of Management Theory Practice (4)
The primary objective of this course is to provide a substantive overview of the development of management theory and its applications through the 20th century to date. Managerial concepts and constructs will be researched and applied in a scholar to practitioner modality. The course will focus on the evolution of management thought and the implications of its development for modern managers and leaders.
MGMT 845 - Organizational Behavior, Culture & Effectiveness (4)
This course is an advanced research seminar in the field of organizational culture and behavior. 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 managers. 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 the fields of organizational culture and behavior 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.
MGMT 850 - 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 855 - 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 address the implications of systems theory for organizational sense-making, learning, innovation and transformation. The complexity of organizations as integrated participants in while systems will be addressed through research and presentations.
MGMT 860 - Strategic Thinking, Dec. Making/Innov. (4)
Strategic Thinking, Decision-Making and Innovation. This course focuses on advanced research in the fields of organizational strategy and performance. The literature on these disciplines is abundant. A focus of this course is to enable students to develop their own mental map of systems theories and concepts for application in real-world managerial and leadership settings. The course outcomes will add increased depth and breadth to the synthesis of critical thinking, analysis, research writing and evaluation regarding strategy, leadership decision-making and related organizational innovations and competitive advantages. Students will develop a key deliverable that involves a research proposal in these fields by conducting substantive research into the literature developed by others.
MGMT 865 - 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 870 - 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.
MGMT 875 - 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-of0the-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.
Dissertation Requirements (10 hours)
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 for a retake during the six weeks of the course if the student chooses to do so.
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.
OR DISS 9200 - Dissertation in Practice (1-4)
In consultation with the Dissertation in Practice (DiP) 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 DiP Chair and Committee members. This course may be repeated as necessary to earn sufficient credit or to finalize the DiP to fulfill requirements to earn the doctorate.
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.

Microcredentials Align with Job Essentials

In today’s dynamic work environments, adaptive professionals thrive. A microcredential - either as a stand-alone course or integrated into your degree program - is a short, skill-specific recognition that enables you to demonstrate your competency in a distinct area. Like Franklin’s degree programs, microcredentials are aligned with market and industry demand to ensure what you learn can be put to use right away. Microcredentials are easily shared via digital badges and can be stacked to create a unique portfolio of in-demand skills.


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Career Opportunities


Professors primarily plan curriculum, conduct original research, and teach and test students, helping expand their knowledge within a particular subject matter or discipline.

Adjunct Faculty

Adjunct Faculty are contingent or contractual instructors who plan lectures, teach specific courses within a field of study, assess learning outcomes and advise students.


Consultants are paid experts who assess a particular problem, challenge or opportunity and provide strategic recommendations for action.

Chief Learning Officer

Chief Learning Officers create, implement and oversee learning management strategies and initiatives and align them with human capital development.

Chief Academic Officer

Chief Academic Officers are responsible for providing leadership, vision and strategic direction for educational curriculum, instruction and assessment.

Director of Training and Development

Directors of Training and Development lead, implement, manage and oversee learning and development programs.

Training Manager

Training Managers assess training needs, define training requirements, devise programs and oversee implementation.

Lead or Senior Instructional Designer

Lead or Senior Instructional Designers assess training needs, establish learning objectives and collaborate with subject matter experts in the creation of training materials and products.

Director of Learning & Performance

Directors of Learning & Performance assess training needs and gaps, drive development strategies and manage training initiatives.

Direction of Talent Management

Directors of Talent Management assess learning paths and develop training materials, tools and resources to support transformative performance management.

Employment Outlook


From 2018-2029 jobs in Instructional Design Leadership are expected to increase by 11%

Source information provided by Economic Modeling Specialists International (EMSI).

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