“Franklin Makes It Possible” took on new meaning this winter term, as the University welcomed more than 60 new doctoral students to programs in business, healthcare and instructional design leadership. The decision to earn a doctorate isn’t made quickly; prospective students have a lot to consider. However, applications started to flow in soon after the University’s July 2016 announcement that its first three doctorates had been approved by the Higher Learning Commission. “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. Having an Asian background, I am truly inspired to help the Asian community here in Columbus, Ohio, because it’s grown so much over the past few years,” said AnhThu Thai, who also earned her Master of Healthcare Education at Franklin. The applied doctorates in business administration, healthcare administration and instructional design leadership are a natural extension of the University’s mission and reputation for offering programs that align with industry demand. While starting anything new has a certain level of uncertainty, many of our current doctoral students are comforted by the familiar. Tomika Gordon, a Franklin alumna and an instructional assistant with Columbus City Schools, praises Franklin’s faculty. “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.” While other students new to Franklin, like Daniel Falkenheim, a laboratory supervisor at Abbott Nutrition with 15 years of professional experience, chose Franklin over several other universities because the program structure enables him to contribute to his career at a higher level, while also achieving his personal goals. “What drew me to the program was that I could work at my job while I am progressing through the program and find out what I can do to change my organization, and do it in real time.” Online coursework with two on-campus colloquia provide ultimate flexibility for working professionals who want to differentiate themselves with a relevant credential. All three degrees are designed to be completed in three years and feature a unique combination of elements to support student success. • The embedded dissertation accelerates completion time by integrating learning acquisition with research application. • A generous transfer credit policy enables students to transfer up to 24 credit hours from previous doctoral coursework, professional credentials and licensures. Transfer credit enables students to start fresh without starting over – and saves them time and money toward degree completion. • Cross-disciplinary learning communities and colloquia improve persistence by strengthening bonds among students and between faculty and advisees. As an alumna, having earned three other degrees at Franklin, Angel Harris knows that she’ll gain the expertise she’s looking for to help her make a difference. “I believe that earning my doctorate will really help me hone my leadership skills and build out my body of knowledge within my discipline, which is nonprofit management. I want to learn how to ask tough questions of myself, of my leadership team and my staff to really make my organization an even stronger one than it is today.” Despite their strong professional ambition many students, like Tiffany Franklin, an insurance professional with 15 years of experience, cites the potential to motivate and inspire others as one of the underlying reasons for pursuing a doctorate. “Earning my doctorate sets an example for my teenage sons. If I can do it, they can do it. It doesn’t matter where you come from or what circumstances occur in your life. You can do anything if you put your mind to it and you persevere.” Hear more from Franklin’s new doctorate students at: franklin.edu/doctoral AMBITION-DRIVEN Bachelor’s ● Master’s ● Doctorate 3% West Midwest South Northeast 46 1 1 3 1 3 1 1 1 1 2 1 1 80% 16% 1% 35 28 BY GENDER: BY AGE: 36-45 46-55 35 56 12 26 16 9 WHY earn a doctoral degree? Teach after retirement Personal goal/ Lifelong learning Advance in their profession/ Stay relevant JOB FIELDS: EMPLOYERS: *Sample by category *Sample by category Business Healthcare Education INTRODUCING OUR FIRST DOCTORAL COHORT 63 TOTAL ENROLLED 35FRANKLIN ALUMNI ROSS C O LLEGE OF BUSINES S STANLEY M. & RICHARD M. BY STATE: THEIR MOTIVATIONS: ENROLLMENT BY PROGRAM: 41 I N T E R NATIONAL INSTI T U T E FRANKLIN UNIVERSITY STUDIO P R O SP E R IT A S P R O G R E S S IO EST 1902 F O R I N N OVATIV E INSTR U C T I O N 11 11 DBA DHA DPS enrolled enrolled enrolled Business: Education • Business Operations • Financial Healthcare: Healthcare Support • Registered Nurses • Administrative Services Instructional Design Leadership: Training • Counseling & Guidance • Education 3% + oryounger 14. | Clocktower 2017 | alumni.franklin.edu 15. A magazine for alumni and friends of Franklin University |