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Earn your DBA online in as few as 3 years

The Doctor of Business Administration (DBA) at Franklin University is a practical degree that enables both subject mastery and field application. That means you’ll be prepared to research and communicate complex issues as you solve organization-wide issues.

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No-Fear Dissertation

Finish faster with a jumpstart to your dissertation.

3-Year Completion

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

Finish Faster

Transfer up to 24 hours of previously earned credit.

Personalized Program

Customize your program with a variety of electives.

100% Online Classes

Earn your degree around your schedule.

In-Demand Skills

Develop advanced verbal competencies, technical abilities and interpersonal aptitude. 

Hear What Our Doctoral Students Are Saying

Rachel
Doctor of Professional Studies-Instructional Design Leadership Student + Instructional Design Professional

"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."

Angel
Doctor of Business Administration Student + Executive Director, Dress for Success Columbus

“Earning my doctorate will help me hone my leadership skills and build my knowledge within my discipline, which is nonprofit management. I want to learn how to ask tough questions of myself, my leadership team and my staff to really make my organization an even stronger one than it is today.”

Anh Thu
Doctor of Healthcare Administration Student + Project Director, Ohio Asian American Health Coalition

“I didn’t really have any hesitations. I knew right away that Franklin was the school for me. I knew that a doctorate in healthcare is what I wanted from the beginning to help make an impact on the community."

Daniel
Doctor of Business Administration Student + Manager, Abbott Nutrition

“What drew me to Franklin’s program was the online coursework that enabled me to continue to work full time while progressing through the program. The flexibility allowed me to learn how I could improve my organization and implement changes in real time.”

Tomika
Doctor of Healthcare Administration Student + Instructional Assistant with Columbus City Schools

“The positive part is the faculty. They’re amazing teachers. I’ve been at other universities prior to this, but the faculty members at Franklin are what keep me coming.”

Doctor of Business Administration Courses & Curriculum

Research Core
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 Required

At least 5 of the following courses:

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.

OR 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.

OR 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.

OR 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.

OR MGMT 860 - 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.

OR 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.

OR 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.

OR 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.

Major Electives

12 credits from levels 800-899 in the following subjects: ACCT, EDUC, HIM, HCM, HRM, IDL, MGMT, MKTG, MTHD, PUAD, ITEC.

Dissertation/Dissertation in Practice Requirements
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. 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.

At least 8 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.

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.

Optional Focus Areas

Students may complete 8 credit hours of a focus area to count within the Major Elective requirement.

OR

At least 8 credits from the following courses:

Accounting Focus

ACCT 840 - 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 850 - 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 860 - 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

At least 8 credits from the following courses:

Education Focus

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 faulty careers in higher education.

EDUC 805 - 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.

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.

OR

At least 8 credits from the following courses:

Health Informatics Focus

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.

OR

At least 8 credits from the following courses:

Healthcare Management Focus

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.

HCM 850 - 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 860 - 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.

OR

At least 8 credits from the following courses:

Human Resource Management Focus

HRM 840 - 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 850 - 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 860 - 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

At least 8 credits from the following courses:

Public Administration Focus

PUAD 840 - 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 850 - Innovations in Service Delivery and Stakeholder Engagment (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 860 - 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.

OR

At least 8 credits from the following courses:

Methodology Focus

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.

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.

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.

OR

At least 8 credits from the following courses:

Information Technology Focus

ITEC 840 - 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 850 - 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 860 - IT Vision and Leadership (4)

Vision is necessary for an organization to adopt, implement, and use information technology effectively. Leadership makes vision work. In this course, students will study, research, and apply leadership concepts, theories, and constructs that have been shown to be successful in information technology organizations. Two broad topics, (1) Vision and leadership in IT, (2) How to choose and benefit from the technology to accomplish the vision, will be delivered in the first four weeks of the course. This course is heavily based on research, presentation, and writing on future trends combined with leading people and IT organizations. In the first four weeks, each student will pick a very recent technology and research and write a paper about it. In the last four weeks, they will present the technologies that they've researched.

OR

At least 8 credits from the following courses:

Marketing Focus

MKTG 840 - 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 850 - 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 860 - 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

At least 8 credits from the following courses:

Instructional Design Leadership Focus

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 - Instructional Design Leadership, Coaching, & Consulting (4)

Instructional design leaders often work in a consulting role with both internal and external clients and stakeholders. In this course, students will gain consulting skills in instructional design. Major topics of the course include: applying doctoral-level research strategies to analyze and evaluate learning and performance problems; communicating effectively with stakeholders; applying consulting strategies and skills; and creating a consulting professional development plan.

Doctor of Business Administration Program Details

Get 360-Degree Support Throughout Your Doctoral Program

You’ll receive robust academic support from a variety of resources throughout your doctoral program. Together, our practice-minded faculty and your fellow doctoral students will support, mentor, encourage and keep you accountable to the program – and to yourself. 

Doctoral Faculty Advisor

Your faculty advisor guides your research interests and appropriate coursework selection.

1:1 Research Support

Convenient online access to Franklin’s librarians helps you maximize our robust research and library services.

Graduate Advisor

A graduate advisor regularly reviews academic progress, creates a personal education plan, ensures you are registered for courses each term, and connects you with other University departments and resources.

Academic Support Team

Our academic support services staff are available for paper review (prior to your dissertation courses), tutoring, and pertinent workshops such as APA (American Psychological Association) style and stress management.

Save Time & Money

Finish your doctorate faster when you transfer up to 24 of prior-learning credit for previous doctoral work.

Differentiate Yourself With An Applied Doctorate

Different than a theoretical, academia-focused doctor of philosophy (Ph.D.) degree, our applied doctorate degrees for the working professional prepares you to lead, innovate and transform. 

Franklin’s doctorates are professionally oriented degrees that enable you to apply doctoral-level thinking to complex problems in the real world. The cross-disciplinary programs also provide an avenue to expand your research, communication and decision-making competencies.

About Franklin University

Dedicated to Helping Ambitious Adults Succeed Since 1902

Get the support you need to achieve your goals at Franklin. Our streamlined processes and easy access to free academic support resources, minimize the obstacles standing between you and your degree. Accredited, nonprofit and wholly focused on adult learners for nearly 120 years, Franklin makes it possible for you to earn an employer-respected degree 100% online.