Daemen College : Academics & Research : College Catalog : Graduate : Executive Leadership and Change

Executive Leadership and Change

Philosophy of the Executive Leadership and Change Master of Science Program

Effective leaders have an accurate sense of themselves. They achieve sustainable results as they model, teach, and advocate the values of authenticity, empowerment, creative and critical thinking. To promote collaboration, trust and community building, they embrace diversity. Executive leaders understand systems and facilitate change to meet the challenges of an increasingly complex, fast-paced, global society. Leaders need the skills to create and communicate a positive view of the future which is in harmony with their organization and the larger community. The role of the leader is to then strategically facilitate this transition.

In keeping with Daemen College's belief that leadership is fundamentally service, the leader's role is defined to include a sense of civic responsibility and ethical decision making. The interdisciplinary curriculum draws on participatory interactive learning as a primary method for exploring leadership and change.

The Executive Leadership and Change program characterizes leadership as a learning process, thus building capacity in the leader, their organizations and in the other team members involved in accomplishing the mission of the organization.

Program Objectives

Students enrolled in the Executive Leadership and Change program will:

• Apply contemporary leadership models and theories as they analyze and shape their personal leadership style.
• Increase confidence and change behavior through self-knowledge, cultural sensitivity, team dynamics and systems thinking.
• Develop skills for effective leadership guided by ethical values.
• Nurture creative and critical thinking skills necessary to effect personal and organizational change.
• Integrate the advantages of a liberal learning philosophy into a framework of effective leadership behaviors.
• Acknowledge and fulfill their roles as leaders of change in personal, organizational and community contexts.

Admission Requirements

1. Completed application form and fee (fee waived for on-line application).
2. A written statement from the applicant which describes the applicant's own interest in the Executive Leadership and Change degree and assesses the applicant's strengths as a leader and describes what the applicant hopes to gain from a graduate degree.
3. Provide a resume of professional experience.
4. Two letters of recommendation from an employer, professional colleague, or major professor which evaluate the applicant's leadership potential and capacity to complete a graduate degree.
5. Official transcript(s) from all accredited colleges or universities attended indicating the award of an undergraduate degree (international applicants must submit foreign transcripts in the original language and an English copy).
6. Immunization form.
7. Submission of an official TOEFL score by each international applicant who has graduated from a foreign college or university and whose native language is not English.
8. Personal interview with program director.

Scholarships

Scholarships are available for first time, matriculated students in the Executive Leadership and Change program. These scholarships are merit and need based. Interested students should submit an application and essay to a committee of the graduate faculty of this program. These one-year scholarships will be prorated between the student’s first two semesters.

In order to apply for one of these scholarships, students must meet the following requirements:

1. Student must be newly admitted to the Executive Leadership and Change (ELC) program.
2. Student must be registered for a minimum of six credit hours per semester.
3. Student must submit application to the Executive Director of the ELC program, Business Building room 211C, by the following dates:
   • August 15, 2008 for Fall Semester
   • December 12, 2008 for Spring Semester
4. Student must submit an essay on the topic of, “As a graduate of the Executive Leadership and Change program, I will be better prepared to....”  The essay should be no more than two pages, typewritten, 12 point font with one inch margins at the top, bottom and both sides.

Contact the departmental office for more information and application forms.

Program Structure and Time Limitations for Completion of Program

Students in the program enter and finish as a cohort, maintaining continuous registration in sequenced courses. The cohort model provides the opportunity to build leadership skills within a "real world" context of collaborative work, mutual challenge, and support. Each student represents a personal case study which is used to deepen the understanding of the course content.

The ordinary time limitation for completion of the program is accordingly two years from time of enrollment. While this model offers an optimal learning experience, exceptions can be made for people who must temporarily leave the program. Such students must discuss their situation with the program director and file a formal leave of absence. The precise timing of the student's return from leave will be subject to the sequence availability within an appropriate cohort for the student's program re-entry. In cases where lack of an appropriate cohort causes a student to exceed the allowed one year's leave of absence from the graduate program, the student will be permitted, and expected, to re-enroll at the earliest availability of an appropriate cohort. All other Daemen College policies on leaves of absence and time limitations for program completion (including extensions) will apply.

Graduation Requirements

Candidates for the degree of Master of Science in Executive Leadership and Change must complete all courses in their plan of study with a minimum GPA of 3.00.

EXECUTIVE LEADERSHIP AND CHANGE

The Curriculum and Course Descriptions

This 36 credit hour program includes all courses listed below, with the student selecting LEAF 526, 527, 528, 557 or 597 as appropriate. (All courses are three credit hours)

LEAF 500 Organizational Leadership and Self-Development

Drawing on material from various social science disciplines, this integrative course focuses on research and models of leadership relevant to defining and achieving collective goals in a variety of organizational settings. Students explore the relationship between personality and behaviors of the socially responsible leader. This course explores the historical development of leadership theory and examines multiple leadership models with their associated strengths, weaknesses, and cross-cultural applicability to promote a broad understanding of leadership in an ethical context. Topics include personality theory, leadership style, theories of motivation, power and authority; transactional leadership; path goal, contingency and trait approach theories; transformational leadership; leader-member exchange; and the group development theory. Approaches include diagnostic instruments for self and others, role-plays, case studies, a writing project to establish a personal mission statement, and formulating strategies for balancing work and personal lives. The Leadership Portfolio is introduced.

LEAF 501 Critical Thinking, Creative Problem Solving, and Decision Making: Methods of Organizational Research

The main goal of this course is to provide students with thinking and facilitation tools necessary for effective problem solving and decision-making. The course is based on a model of creative problem solving and decision-making, which unites a firm understanding of various methodologies, used for studying organizations, communities, and human behavior, with creative and critical thinking skills. The course includes the study of the inquiry process appropriate to investigation of organizational dynamics and human behavior. Topics include systems thinking, facilitation, collecting and processing information, task analysis, weighing multiple potential solutions and planning for action. Common organizational processes and organizational skills practiced are gathering and organizing data, forecasting, decision-making under uncertainty, and communicating or presenting results. Teaching methods include lecture, computer assignments, case studies, and projects. Also, "scientific" ways of knowing will be contrasted with more intuitively based decision-making processes, demonstrating the importance of both in making ethical and personal leadership decisions. During this course, students will be encouraged to apply methodologies to their own experiences, and will engage in facilitation projects designed to allow them to use various methods to aid in the discovery of their own leadership decision-making processes.

LEAF 502 Leadership and Organizational Ethics, Values, and Social Environment

This course presents an inquiry into the philosophical foundations of interpersonal relations and values in organizational contexts. The application of ethical, regulatory, and legal systems to the responsibilities of people in organizations toward society and individuals is explored. The leader’s ability to recognize and address ethical issues using a grounded visible decision making process will be presented. Case studies will be used throughout the course. 

LEAF 513 Developing Leadership Skills: One-on-One Leadership, Conflict Management, and Team Building

This course explores the problems, possibilities, and prescriptions when ethically leading in a one-on-one context, and how to effectively manage conflict and build teams. Topics include, systems thinking, coaching, organizational frameworks, employee competence and commitment, diagnosis, style flexibility, goal setting, feedback, and relationship building as processes in developing people. Students learn to diagnose employee development level, flexibly change leadership styles, set goals, listen, model, and facilitate group problem solving.  The second segment of the course emphasizes varied approaches and styles that facilitate the effective resolution of conflict. The third segment of the course emphasizes that teams execute better, learn faster, implement change more readily, and deliver quality products and services quicker and more efficiently. As a result, the team structure will be the vehicle organizations use to move forward in the new millennium. The curriculum incorporates models for transforming organizations into team-based cultures. Students learn as team leaders in the workplace to create a clear vision and purpose, empower and involve all team members, create an open, productive environment, meet deadlines, and celebrate successes. Teaching methods include diagnostic instruments for others and self, role-plays, case studies, and a project that applies these learnings to leading organizational development.

LEAF 514 Leadership and Community: Empowerment, Collaboration, and Dialogue

Through leadership immersion, an appreciation for and an understanding of the leadership processes of empowerment, collaboration, and dialogue in the context of creating and transforming community is obtained. Emphasis is given to understanding individual and group development, structures of collaboration and dialogue, and leadership that is oriented toward process rather than product. For this course, the student may work individually or within a small group to become knowledgeable about an agency or community group (identified below as practice setting), identify a goal/problem within the practice setting, and activate appropriate resources relating to the accomplishment of the goal or the solving of the problem. The student will apply action research methods to become knowledgeable about the practice setting. By spending time in a variety of positions within the practice setting, the student will become increasingly sensitive to the culture of the agency (or community group). Drawing on foundational theories relating to leadership style, decision-making and problem solving, the student will become familiar with the problem solving mechanisms already in place at the practice setting. Applying theories of group dynamics and strategies for negotiation, the student will work with pivotal people to develop a mini-project. The remainder of the course will be spent on activating appropriate resources to meet mutually agreed upon goals or to solve the identified problem.  

LEAF 515 The Business of Leadership: Financial, Organizational and Cultural

This course examines basic administrative tools and leadership techniques as they apply to a variety of organizations. Financial accounting and reporting (covering the balance sheet, income statement, and statement of cash flows) are introduced as important planning tools. The course includes identifying and managing organizational culture and people of diverse national cultures through differing approaches to leadership. Cultural considerations are woven through the managerial topics of planning and organizing for domestic and global organizations. This course includes common business processes and skills, such as innovative problem solving, negotiation, and effective presentations. Teaching methods include role-plays, discussions, case studies, readings, and experimental exercises.

LEAF 526 Leadership in Business

This course focuses on synthesizing the study of ethical, creative leadership into the context of business organizations. The course encourages examination of the leadership demands specific to the business environment as well as personal application of these concepts. Common business process and skills studied are financial statement analysis, segment analysis, allocation and activity-based costing, transfer pricing, budgeting, and cost/volume/profit analysis. Topics include costing methods, performance assessment, open book management and enterprise resource planning. Special attention is given to the legal and ethical context in the practice of interviewing, selecting, training, promoting, and terminating employees. Teaching methods include lecture, computer assignments, case studies, and projects, illuminating the different and often-conflicting factors involved in incorporating financial data in visionary decision-making.

LEAF 527 Leadership in Non-Profit Organizations Community-Based Change

Designed for students preparing to assume the role and duties of a leader, supervisor, or governing board member of a non-profit organization. This course will review theory and investigate specific methods of behaviors of non-profit organization leaders. The course also develops the theory and practice of how community-based change often takes place under the aegis of members of that community themselves, rather than under the direction of outside organizations. The connection is made between the need for non-profits to help implement change directed by community, rather than simply setting the agenda for the community.

LEAF 528 Leadership in Health Care Organizations

Designed for students preparing to assume the role and duties of a leader, supervisor, or governing board member of a health-care organization. This course will review theory and investigate specific methods of behaviors of health care organization leaders and the unique challenges and issues facing them. 

LEAF 529 Transformational Leadership and Change

This course explores the problems and possibilities encountered when leading an organizational change effort. Topics include organizational vision, focusing behaviors, inspiring behaviors, levels of concern when making organizational change, alignment of organizational systems, and theories of change. Students learn to form vision statements, examine systems alignment, and implement strategies for organizational change. Teaching methods include diagnostic schemes, role-plays, case studies, and a writing project documenting an organizational change effort.

LEAF 530 Customers, Stakeholders, and Markets

This course focuses on internal and external customers and stakeholders while examining the key elements of marketing and underlying economic concepts. Students learn how to define a vision, determine salient customer and stakeholder values, institute effective values-driven systems, create a constituent-driven culture, develop personal and product/service brand identity and position products or services, choose distribution channels and promotion techniques, make pricing decisions, and develop a creative marketing strategy. Teaching methods include lecture, case studies, and simulations.

LEAF 540 Research Project/Thesis in Executive Leadership and Change - I

The first part of the research project/thesis consists of identifying the problem, processing information, statistical methods, and use of information technology. This is a semi-independent study that entails research conducted under the supervision of a faculty member in an area of mutual interest. The course affords an opportunity to study a specific organizational problem, demonstrate a leadership initiative or institute an organizational change.

LEAF 541 Research Project/Thesis in Executive Leadership Change - II

Research project II/Thesis II consists of conducting and concluding independent research under the supervision of a faculty member. This is the conclusion of the thesis or the completion of Research Project II. While it is expected that LEAF 541 will be completed within the term of enrollment, it is recognized that an additional term may be needed depending on the specific nature of the student's research. Students who anticipate needing an extension for this reason should consult the program director regarding policy and procedure.

LEAF 557 Special Topics in Leadership

This class allows students and faculty the opportunity to design an individually tailored course suited to the special needs of the student or the cohort. Students can address a particular leadership issue peculiar to their profession or work situation.

LEAF 560 Capstone Course in Leadership

This is the integrating course of the leadership program. There are two basic components of this capstone experience: first, peer evaluation and discussion of readings and research projects under the direction of the seminar leader; second, review of the leadership portfolio for completion. Teaching methods include cases and simulations. As part of the second part of the course, students will be exposed to the concepts of leadership development, personal growth, leading with soul, managing stress and self-management, working effectively with people, organizational and personal change. The course helps individuals develop a renewed sense of self and learn how to foster the development of self-confidence and esteem. Individuals assess their core values and finalize a strategic personal plan including a vision and mission statement, to be included in their leadership portfolio. The course helps participants focus attention on their creative potentials and how to begin to realize more of them. An appreciation for and understanding of different strategies and tools for fostering such developments in others is explored within the context of Executive Leadership Studies and Change.

 

LEAF 597 Independent Study in Executive Leadership Studies

This independent study entails research conducted under the supervision of a faculty member in an area of mutual interest to the student and faculty member. The course affords an opportunity to study a specific organizational problem or area of interest.

Faculty

Suzanne Chamberlain, a communicator for more than 30 years, moved from television journalism to fundraising to strategic public relations.  She earned a bachelor's degree from the University of Massachusetts and a master's degree in journalism from the University of Missouri, resulting in her reporting and anchoring for NBC affiliates in Jackson and Buffalo.  She switched to media relations and marketing for non-profits, adding event planning, teaching and consulting to the mix.  Her master's degree from the International Center for Studies in Creativity at Buffalo State College expanded her repertoire to include facilitation and creative problem solving.  Currently a senior director in External Affairs at the University at Buffalo, Suzanne Chamberlain works in the Office of Economic Engagement using strategic communications to engender support for the university among external audiences.

Nick Everest earned a B.A. in Business Economics and Industrial Relations at Strathclyde University, Scotland and an M.S. in Executive Leadership and Change at Daemen College.  He is an independent consultant specializing in leadership and organization development and has worked with a wide spectrum of for-profit and not-for-profit organizations in Western New York.  Projects include strategic planning, leadership development, executive coaching and board development.  Nick has also contributed to the formation of major not-for-profit collaborative projects, the Family Justice Center and the citywide Read to Succeed initiative.  The spectrum of his experience runs from international mergers and acquisitions to development of performance management systems and executive recruitment and coaching. Nick is also an Assistant Professor in the University of Buffalo School of Management.

John S. Frederick holds a B.S. and M.S. from State University of New York College at Buffalo and an Ed.D. from the University at Buffalo.  He is  Executive Director of the Executive Leadership and Change Program at Daemen College.  He has collaborated with senior executives of prominent local real estate and health care industries on the design and delivery of a long-range organizational leadership development certificate program.  In addition to his full time teaching at Daemen College, he is an adjunct professor at the International Center for Studies in Creativity at SUNY College at Buffalo.  Dr. Frederick is recognized as a Distinguished Leader of the internationally renowned Creative Problem-Solving Institute (CPSI) for his work in facilitating creative problem solving leadership.  He is currently active with the CEF Youthwise program.  He has extensive experience using the Leadership Practices Inventory (LPI) and facilitating the National Coalition Building model.  Dr. Frederick specializes in facilitating strategic planning, leadership development, community involvement and creative problem solving sessions.

Richanne C. Mankey became an adjunct faculty member in the Executive Leadership and Change program in 2009.  She is Vice President for Student Affairs and Dean of Students at Daemen College, where she oversees athletics, health and insurance services, campus ministry, student conduct, orientation and leadership development, housing and residence life, food service, student activities, and Greek life.  Dean Mankey's career as an organizational leader in independent higher education spans two and one-half decades; she has been a Chief Student Affairs Officer since 1996.  She holds a doctorate in Adult Education from Teachers College, Columbia University and her dissertation is entitled Understanding Holistic Leadership:  A Collaborative Inquiry. She holds a master's degree in Social Agency Counseling from the University of Dayton, Ohio, and a bachelor's degree in psychology from Ohio Northern University.  In addition to teaching at the master's level, Dr. Mankey teaches a section of IND 101, a freshman course which introduces the seven core competencies of Daemen College to new students. 

Joseph F. Winter earned his B.S. at Daemen College and his M.B.A. at Canisius College.  He has been a Certified Public Accountant for 18 years, a licensed financial adviser, a health and accident adjuster, a property and casualty insurance broker and a property and casualty insurance agent.  He currently is VP, Finance at Palladian Health, LLC.  In addition to teaching in the graduate program, Joseph works with undergraduates as an Adjunct Assistant Professor of Accounting.