Organizational Learning, Leadership, and Policy MS
Major: Organizational Learning, Leadership, and Policy
Degree Awarded: Master of Science (MS)
Calendar Type: Quarter
Minimum Required Credits: 45.0
Co-op Options: None
Classification of Instructional Programs (CIP) code: 13.0401
Standard Occupational Classification (SOC) code: 11-9033, 11-9039
About the Program
In today’s dynamic educational environments, the integration of learning, leadership, and policy is more critical than ever. The Master of Science in Organizational Learning, Leadership, and Policy (OLLP) provides students with a comprehensive understanding of leadership across educational organizations and systems, along with expertise in data-driven policy and decision-making. Throughout the program, students will develop essential knowledge and skills in organizational learning, leadership fundamentals, systems thinking, diversity, equity, inclusion, social justice, and data literacy that are critical for education management. This program emphasizes the intersections of learning, leadership, and policy across diverse educational contexts, blending innovative theories with practical applications to drive sustainable change. Graduates will emerge as inclusive, ethical leaders in education, prepared to address complex global and domestic challenges, transform organizations, and advocate for progressive policies.
Additional Information
For more information about this program, please visit the School of Education website.
Admission Requirements
Each candidate interested in the MS in Organizational Leadership, Learning, and Policy will submit the following application materials:
- Completed application form
- Transcripts (must be provided for every post-secondary institution attended)
- Personal essay
- Resume
- Two letters of recommendation (professional or academic)
- Admission to the MS in Organizational Leadership, Learning, and Policy program will follow the University standards for admission to graduate study including the receipt of a bachelor’s degree from a regionally accredited college or university with an earned GPA of 3.0 or better on a 4.0 scale. Provisional admission may be granted with a GPA between 2.70 to 2.99.
Degree Requirements
Core Courses | ||
EDCR 510 | Leadership in Educational Contexts and Systems | 3.0 |
EDCR 514 | Diversity, Equity, and Social Justice in Education | 3.0 |
EDCR 610 | Organizations and Institutions: Concepts and Principles | 3.0 |
EDGI 604 | Quantitative Literacy: Interpreting and reporting data for educational policy and research | 3.0 |
Program Concentration | ||
Select one of the following options: | 15.0 | |
Education Policy | ||
Foundations of Education Policy | ||
The Shaping of American Education Policy: Global Forces, Interest Groups, and Politics | ||
American Educational Policy and U.S. Competitiveness | ||
Ethics in Educational Policy Making | ||
Access & Equity in Educational Policy Making | ||
Global Education Policy and Practice | ||
Comparative Higher Education Systems | ||
Culture, Society & Education in Comparative Perspective | ||
Education for Global Citizenship, Sustainability, and Social Justice | ||
Measuring the World: Education and National Development | ||
Gender, Education, and International Organizations | ||
Higher Education Leadership | ||
Foundations of Higher Education and Governance | ||
Student Development Theory and Application | ||
Legal Issues & Ethics in Higher Education | ||
Institutional Assessment, Accreditation and Effectiveness | ||
Critical Issues & Risk Management in Student Affairs | ||
Human Resource Development | ||
Foundations of Human Resources Development | ||
Coaching and Mentoring for Sustainable Learning | ||
Organization Development and Change | ||
Strategic Human Resource Development | ||
Principles of Adult Learning | ||
Sport Coaching Leadership | ||
Coaching Theory and Principles | ||
Ethical Considerations in Coaching | ||
Learning Strategies in Coaching | ||
Coaching Psychology | ||
Athletic Recruiting | ||
Post-baccalaureate Certificate (PBC) | ||
Select one of the following options: | 9.0 | |
Creativity Tools and Techniques for the Classroom and Workplace (CTCW) | ||
Tools and Techniques in Creativity | ||
Creativity in the Workplace | ||
Neuroscience, Creativity and Innovation | ||
or CRTV 650 | Current Trends in Creativity & Innovation | |
Higher Education Leadership (CHEL) | ||
Select three of the following courses: | ||
Foundations of Higher Education and Governance | ||
Student Development Theory and Application | ||
Legal Issues & Ethics in Higher Education | ||
Institutional Assessment, Accreditation and Effectiveness | ||
Instructional Design for e-Learning (CIDL) | ||
Instructional Design Methods | ||
Instructional Design: Project Management | ||
Teaching and Learning Issues in E-Learning | ||
Learning Analytics (CLA) | ||
Learning Analytics: Lenses on students, teaching, and curriculum enactment | ||
Information Enabled Change in Educational Organizations | ||
Using Data to Understand Educational Systems | ||
Learning in Game-Based Environments (CLGA) | ||
Foundations of Game-Based Learning | ||
Play & Learning in a Participatory Culture | ||
Integrating Games & Pedagogical Content Knowledge | ||
Mind, Brain & Learning (CMBL) | ||
Mind, Brain and Learning | ||
Select two of the following courses: | ||
Foundations in Creativity | ||
Neurodiversity in Education and Workforce | ||
Neuropedagogy and Assessment | ||
Neuroscience, Creativity and Innovation | ||
Organization and Talent Development (COTD) | ||
Foundations of Human Resources Development | ||
Coaching and Mentoring for Sustainable Learning | ||
Organization Development and Change | ||
U.S. Education Policy (CUED) | ||
Foundations of Education Policy | ||
American Educational Policy and U.S. Competitiveness | ||
Access & Equity in Educational Policy Making | ||
Capstone or Additional Post-baccalaureate Certificate (PBC) | ||
Select one of the following options: | 9.0 | |
Capstone Research Sequence | ||
Applied Leadership Portfolio Capstone | ||
Applied Leadership Project Capstone | ||
Creativity Tools and Techniques for the Classroom and Workplace (CTCW) | ||
Tools and Techniques in Creativity | ||
Creativity in the Workplace | ||
Neuroscience, Creativity and Innovation | ||
or CRTV 650 | Current Trends in Creativity & Innovation | |
Higher Education Leadership (CHEL) | ||
Select three of the following courses: | ||
Foundations of Higher Education and Governance | ||
Student Development Theory and Application | ||
Legal Issues & Ethics in Higher Education | ||
Institutional Assessment, Accreditation and Effectiveness | ||
Instructional Design for e-Learning (CIDL) | ||
Instructional Design Methods | ||
Instructional Design: Project Management | ||
Teaching and Learning Issues in E-Learning | ||
Learning Analytics (CLA) | ||
Learning Analytics: Lenses on students, teaching, and curriculum enactment | ||
Information Enabled Change in Educational Organizations | ||
Using Data to Understand Educational Systems | ||
Learning in Game-Based Environments (CLGA) | ||
Foundations of Game-Based Learning | ||
Play & Learning in a Participatory Culture | ||
Integrating Games & Pedagogical Content Knowledge | ||
Mind, Brain & Learning (CMBL) | ||
Mind, Brain and Learning | ||
Select two of the following courses: | ||
Foundations in Creativity | ||
Neurodiversity in Education and Workforce | ||
Neuropedagogy and Assessment | ||
Neuroscience, Creativity and Innovation | ||
Organization and Talent Development (COTD) | ||
Foundations of Human Resources Development | ||
Coaching and Mentoring for Sustainable Learning | ||
Organization Development and Change | ||
U.S. Education Policy (CUED) | ||
Foundations of Education Policy | ||
American Educational Policy and U.S. Competitiveness | ||
Access & Equity in Educational Policy Making | ||
Total Credits | 45.0 |
Sample Plan of Study
Plan of Study (students pursuing Capstone option)
First Year | |||||||
---|---|---|---|---|---|---|---|
Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
EDCR 510 | 3.0 | EDCR 514 | 3.0 | EDCR 610 | 3.0 | Concentration Course | 3.0 |
Concentration Course | 3.0 | Concentration Course | 3.0 | Concentration Course | 3.0 | PBC Course | 3.0 |
6 | 6 | 6 | 6 | ||||
Second Year | |||||||
Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
Concentration Course | 3.0 | EDGI 604 | 3.0 | EDUC 870 | 4.5 | EDUC 871 | 4.5 |
PBC Course | 3.0 | PBC Course | 3.0 | ||||
6 | 6 | 4.5 | 4.5 | ||||
Total Credits 45 |
Plan of Study (students pursuing second PBC option)
First Year | |||||||
---|---|---|---|---|---|---|---|
Fall | Credits | Winter | Credits | Spring | Credits | Summer | Credits |
EDCR 510 | 3.0 | EDCR 514 | 3.0 | EDCR 610 | 3.0 | Concentration Course | 3.0 |
Concentration Course | 3.0 | Concentration Course | 3.0 | Concentration Course | 3.0 | PBC Course | 3.0 |
6 | 6 | 6 | 6 | ||||
Second Year | |||||||
Fall | Credits | Winter | Credits | Spring | Credits | ||
Concentration Course | 3.0 | EDGI 604 | 3.0 | PBC Course | 3.0 | ||
PBC Course | 3.0 | PBC Course | 3.0 | PBC Course | 3.0 | ||
PBC Course | 3.0 | ||||||
9 | 6 | 6 | |||||
Total Credits 45 |
Program Level Outcomes
- Lead diverse teams and organizations by applying humanistic and learning-oriented leadership principles, with an eye toward diversity, equity, inclusion, and social justice within various organizational and institutional contexts.
- Critically analyze and interpret the multi-paradigmatic nature, behavior, structure, and dynamics of organizations and institutions, understanding their interrelationships with learning, leadership, policy, and other important outcomes.
- Apply evidence-based practices and engage in critical reflection to enhance decision-making and problem-solving in complex organizational environments.
- Analyze, visualize, apply, and interpret data and information in support of organizational learning, leadership, and policy making and implementation.
- Design and conduct applied research or projects in organizational settings, utilizing interdisciplinary knowledge from learning, leadership, and policy to address real-world challenges and promote positive change.