Doctor of Education in Leadership in Innovation and Continuous Improvement (LICI)

Step into the real world of leadership through dynamic case studies, reflective practice, and compelling stories of leaders past and present. Students will tackle complex challenges, engage leadership biographies, and draw on biblical wisdom to sharpen their ability to think critically, act decisively, and lead with integrity. This course equips learners with a versatile leadership toolbox grounded in the reflection of their own personal life experiences, lessons and legacies learned from the study of impactful leaders, and biblical truth. Participants will not only analyze pressing problems but also design solutions that inspire people, strengthen teams and organizations, and advance positive and compelling change. By the end, students will have further developed their own leadership portfolio - mindsets, moral conviction, and practical skills - into a leadership approach that leaves a lasting impact.

This course offers learners an in-depth and applied analysis of servant leadership as illustrated in both the Christian scriptures and current scholarly literature. In addition, participants will examine a Christian approach to ethics in leadership and apply these concepts to a variety of real-world case studies and models. While rooted in scholarly literature, this class also challenges learners to engage in self-reflection about core beliefs and values as well as how those inform one’s leadership practice. Participants should conclude the course with a deeper knowledge, skill set, and application experiences in servant and ethical leadership and be even better equipped for leadership in innovation and continuous improvement.

In this course, students are introduced to the Doctorate of Leadership in Innovation and Continuous Improvement (LICI) program and to its foundational educational concentrations (leadership, research, innovation and improvement science, and elective/individual). Students will review program outcomes as a roadmap for successful program completion, and they will also be introduced to the technology associated with program delivery and with university and community resources to supplement learning. In addition, they will formulate potential ideas for relevant dissertation research consistent with Concordia’s mission for service to Christ in the Church and the world. This course will provide students with a comprehensive overview of the research requirements of the program, an introductory overview of research methods and scholarly research in general, and an unpacking of the dissertation process. Students will learn to identify and implement research methodologies such as correlational, experimental, survey, longitudinal, cross-sectional, causal-comparative, quasi-experimental, descriptive, and evaluative. The course emphasizes the basics of research planning and design in a practicum setting.

Students in this course will study the nature of qualitative research in three areas: first, a focus on the design of qualitative research, via distinct methodologies and sampling; second, a focus on validation and collecting qualitative data; and third, a focus on qualitative analysis and writing the results. Throughout the course, students will apply their learnings to their potential research and professional contexts.

Design Thinking enables leaders to foster change by embracing a human-centered process for innovation. In this course, students will develop a deep understanding of the traditional five phases of design thinking - empathize, define, ideate, prototype, test - along with applying and implementing their learning toward an issue in their professional or community context.

Students work individually with their dissertation chair on the research process and writing the dissertation. Students will complete 8 research seminar units in order (Research Seminars 2 through 9) which guide the dissertation process.

This course provides broad coverage of major elements and issues critical to the success of a nonprofit organization including: historical and current context, leadership, strategic planning, operational planning, financial planning, funding, promotion, and accountability and social impact.

The adoption of the tenets of sustainability in all sectors of the economy continues to gain traction. This course introduces the graduate student to the triple bottom line of Sustainability (People, Planet and Profit) as related to the development of products; and, to Social Entrepreneurship concepts that guide how such a business is run. The course is designed to provide a student from any discipline a foundation on the key competencies embedded in sustainability and sustainable development. The focus of the course is on balancing a company’s need to maximize profits, while also minimizing negative impact on the environment, and maximizing positive social impact. Industry-relevant examples from the areas of healthcare and natural sciences are used, to illustrate these concepts in a practical way.

In every field, strong brands outperform weak brands. The purpose of this course is to help you identify and address problems of practice in the area of strategic brand development that are particularly pertinent in educational contexts. You will discover problem solving ideas and strategies that will positively impact your work and leadership. The course specifically focuses on strategic brand development, that is —the research, planning, and construction necessary either to refresh an existing educational brand or to create a new one. The course covers related topics stemming from this central focus including brand management (pricing, distribution, placement, and partnerships) and brand marketing. We begin by understanding what makes brands strong, through research, case examples, and models. With this foundation, we explore the strategies and tactics that are required to build strong educational brands. An array of active discussion, expert presentations, case studies and research will guide you to recognize and apply key principles of strategic branding, such as brand elements, architecture, visual and written expression, and brand extensions that impact organizational strategy as well as business and cultural outcomes.

This course will focus on building awareness, knowledge (the hidden curriculum of school leadership), skills, dispositions, and habits administrators and heads of school must effectively use to lead and fund their schools in an ever-changing world. Units will focus on the best and new practices in visioning, building relationships, fundraising and advancement, human resource development and management, financial management, communication, academic innovation, admission and enrollment practices. In addition, throughout the course, students will also explore and implement time management, health and wellness strategies. While this course is designed for parochial, private, and charter school leadership in particular, public school administrators will also benefit greatly from the material and topics at hand.

This course will focus on major learning theories and education practice for postsecondary instruction. Students will analyze elements of effective teaching and learning in higher education, including teaching styles, instructional models, and the use of technology. The course concepts will address teaching practices in the traditional, online and blended environments.

This course explores the role of the district administrator as a strategic and ethical leader within complex educational systems. Grounded in the Wisconsin Administrator Standards, students analyze the social, political, and economic forces influencing district leadership and apply research-based practices to governance, planning, and organizational improvement. Emphasizing servant leadership, the course prepares students to lead with integrity, collaboration, and a commitment to service while advancing excellence, equity, and continuous improvement across the district. The focus is on strategic leadership, ethical governance, and data-driven decision-making that improve equity, operational efficiency, and student achievement. Through case studies and hands-on projects, students will gain the knowledge and skills to lead districts with purpose, flexibility, and impact in a rapidly evolving educational environment.

A systems approach to organizational leadership enables district administrators to positively influence school governance, student learning, assessment, faculty and staff development, and community engagement. Effective organizational and policy development is key to successful district leadership. This course explores both theoretical frameworks and their practical application while engaging students in discussions of contemporary and sometimes controversial issues that impact district-level leadership. Collaborative dialogue and critical conversations between students and the instructor foster the development of innovative ideas and practical solutions. By the end of the course, participants will have the knowledge, skills, and dispositions necessary to lead and manage a district in ways that promote student success and support the professional growth of their teams.

Regardless of district size, the district administrator acts as the main public liaison, representing the governing board while advocating for students' best interests and engaging diverse stakeholder groups. This course examines the principles, philosophies, and strategies of effective public relations in educational settings. Students learn to use communication to strengthen school-community relationships, improve student achievement, and address the educational, political, social, and cultural factors unique to their districts. Emphasizing best practices and applied strategies, the course aims to equip district administrators with skills to lead with transparency, collaboration, and impact.

This course provides an engaging exploration of instructional supervision as a dynamic, collaborative process designed to enhance teaching and learning. Focusing on a human-centered and growth-focused approach, students will analyze modern models of supervision that encourage reflection, professional dialogue, and instructional innovation. At the heart of the course is the idea of mattering, the belief that every educator feels recognized, valued, and vital to the school community. Through case studies, coaching simulations, and current research, participants will gain the skills to build trust, foster a sense of belonging, and lead instructional change that empowers teachers and enhances student learning.