Director of Education & Leadership
Vicki Bautista, Ed.D, NBC-HWC
PH 402.552.7253
[email protected]
The Clarkson College Ed.D program is an online doctoral degree designed for educators, administrators, researchers, and practitioners who aspire to excel or advance as leaders in their profession. The curriculum focuses on healthcare education and interprofessional training. This fully online, 52-credit program offers the flexibility of both part- and full-time study options, guided by experienced faculty mentors. Students engage in a supportive community that spans across the country, fostering connections with peers and faculty alike. The program's curriculum is structured to support the dissertation process, allowing students to explore original applied research within their area of choice as part of their coursework.
Program Specific Competency Goals
Upon successful completion of the Clarkson College Doctor of Education in Healthcare Education and Leadership (Ed.D.) program, students will be prepared to:
- Create educational and leadership strategies to meet the needs of diverse constituents. (Diversity)
- Engage in interdisciplinary communication, analysis, and problem-solving that reflects applied research best practices. (Communication)
- Implement assessment and evaluation strategies using information technology to improve learning, productivity, and professional practice. (Technology)
- Synthesize knowledge of educational and leadership theory, management skills, leadership strategies, and data to transform organizations and educational institutions. (Critical Thinking)
- Integrate ethical, legal, and professional principles into decision-making in organizational and educational leadership settings. (Professional Behavior)
**Categories in parentheses represent the relationship to Clarkson College student success skills, which are institutional student learning outcomes and include communication, technology, critical thinking, diversity, and professionalism.
Admission Policies
Enrollment in Clarkson College degree programs is limited through a selective admissions process. Admission policies and procedures are available from: the Enrollment and Advising office, the College website, or in the Academic Policies & Procedures section (AD-1).
Doctoral Education & Leadership (Ed.D.) Courses
In Foundations of Scholarly Writing, students leverage their critical thinking skills to develop cogent, economical doctoral-level written prose.
The purpose of this course is to provide students with a working knowledge of the research methods and basic statistical skills needed to collect and analyze quantitative data. In addition to methodological considerations, the course examines the social, political and ethical dimensions of designing and executing research in general and applied research in particular.
This course instructs graduate students in qualitative research for use in a variety of fields. The course includes a thorough discussion of qualitative research design and the role of theory in guiding and informing research design, including the study of various qualitative research methods.
This course in advanced research provides students with knowledge and skills for understanding, analyzing and designing research at the doctorate level. Students explore the application of research to the practice setting. Quantitative, qualitative and mixed-method research designs and methods are analyzed. Ethical and social change implications of conducting research, producing knowledge and engaging in scholarship are emphasized. Students will synthesize and apply their knowledge and skills of applied research.
This course examines the behavioral, cultural and social contexts of health disparities and its consequences, as well as implications for the health of minority populations from a health care perspective. The history of health disparities, inequity and inequality, while highlighting their differences, is discussed. Emphasis is placed on the roles of health care practitioners and health care facilities in providing health care equity.
This course will review a variety of organizational systems and structures primarily from the human behavior and communication perspectives. Topics include history of organizations, how organizational meaning is created and sustained, communications, group dynamics, leadership, power, organizational design and development, and organizational culture. Particular attention will be paid to application of relevant concepts through organizational change in health care and educational settings.
This course is a comprehensive study of current trends and issues, such as social, economic, political, ethical and/or cultural, affecting interprofessional leadership. Emphasis is placed on the critical review of interprofessional leadership issues.
This course examines the conceptual framework of boundary spanning leadership and its application to successfully lead in the interprofessional environment. The skills and behaviors of leaders who effectively collaborate across universal boundaries will be explored in depth.
Informed by leadership theory and applied research, this course prepares the interprofessional leader to successfully navigate organizational, societal, and global change and disruption while effectively leading and collaborating with purpose, passion, and compassion.
This course examines principles and practice of law in relation to academic and health care organizations. Application of legal issues for effective business practice will be explored.
This course focuses on theories of leadership and their application for organizational effectiveness by initiating and reacting to change. The course is designed to provide students with a foundation in leadership theory, development, and application, with the framework to further develop knowledge, skills and attitudes required of effective leaders. Special emphasis is placed on the impact of interactions between organizational culture, leadership styles, change, and the learning community. ◊ This course emphasizes student engagement through a required service experience.
In this class, learners focus on the principles of learning and andragogical theory. In addition, learners address the history of adult learning, the characteristics of adult learners, key adult learning theories, and learning processes and styles. Learners investigate factors that influence adult education and training environments such as motivation, critical thinking skills and ethics. Additionally, learners review current developments in the field of adult education, training and workplace learning.
This course examines curriculum and program design and development in educational and corporate training settings. Attention is given to assessment at the program level for continuous improvement and accreditation purposes.
This course addresses methods of leading diverse populations in local and global settings, considering cultural differences, domestic and multinational leadership challenges, and contemporary diversity leadership issues.
This course is designed to help students develop a mental map of how to think about organizations strategically. The emphasis will be on exerting influence through strategy, strategic communication, organizational design and systems theory.
During this course, the doctoral student completes Chapters 1 & 2 of the dissertation (Introduction and Literature Review).
During this course, the doctoral student completes Chapter 3 of the dissertation (Methodology) and is introduced to the Institutional Review Board application process. (Previously EDD 921 Doctoral Seminar II)
During this course, the doctoral student completes Chapter 4 of the dissertation (Results). All dissertation research data must be collected before enrolling in EDD 943 Dissertation III.
During this course, the doctoral student completes Chapter 5 of the dissertation (Results, Discussion, Future Research) and prepares a manuscript for publication.
This course enables students to apply the tools of budgeting, finance, and strategy to address challenges faced by administrators/directors in higher education and healthcare settings. Topics include staffing, equipment needs, facilities planning, cost effectiveness, market analysis and financial projecting. Case studies and current events are integrated throughout the course.
This course provides a study of the current trends and issues, such as social, economic, political, ethical and/or cultural affecting health care education. Emphasis is placed on the critical review of educational and leadership issues.
This course is designed to present a variety of theories used to mediate conflict at various social and psychological levels. The causes and manifestations of organizational conflict, as well as intervention techniques, will be presented. Learners will apply mediation and conflict resolution techniques and theories at the organizational level as facilitative leaders.
During this course, the Doctoral Candidate prepares their Dissertation Proposal and presents it to the Dissertation Committee.
EDD 980 is a course in the Post-Graduate Leadership Certificate curriculum. Through EDD 980 Independent Study in Leadership, certificate students can pursue a leadership topic or project of their choice under the supervision of an EdD faculty member. The Independent Study course provides an opportunity for students to tailor the Post-Graduate Leadership Certificate to their individual interests, needs and aspirations, including pursuit of the Doctor of Healthcare Education and Leadership (EdD) degree. This course can be taken for one, two or three credits, as determined in consultation with the EdD director and faculty member.
Under the direction of the EdD Program Director and/or Dissertation Committee Chair, this one-credit course provides an opportunity for the doctoral student to continue dissertation work and progress as needed. NOTE: This course is optional and is not part of the official EdD curriculum. As such, it is not covered by financial aid.