Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Vesna Beck
Committee Member
Linda Gaughan
Committee Member
Barbara Packer
Keywords
accreditation, adult learning, curriculum development, delivery methods, distance education, doctoral education, Doctorate of Higher Education Leadership, Doctorate of Organizational Leadership, educational leadership, ethics, faculty, Fischler Graduate School, focus groups, formative evaluation, Graduate Leadership Studies, graduate-level courses, health care, health care education, health care education leadership, health education, higher education, leadership, literature review, organizational leadership, professional development, professionalism, program objectives, program specialization, sequence, student learning, summative evaluation, technology, trends
Abstract
Graduate Leadership Studies (GLS) of Fischler Graduate School has embarked upon the challenge of revising and developing new curricula due to rapidly developing technology, a changing economy, and new strides in leadership. Leadership programs must offer courses that ensure professional development and customized learning opportunities. Students must be able to choose a course of study that will promote learning and professional growth. In order to meet the learning needs of each student, program specializations must be created, tailored, and made available to doctoral students. The purpose of this project was to develop a health care education specialization for leaders in health care and health education settings. The health care education specialization needed to meet accreditation and graduate school criteria.
This project used a development methodology to create a health care education specialization that offers graduate-level courses to doctoral students enrolled in the Doctorate of Higher Education Leadership (DHEL) and the Doctorate of Organizational Leadership (DOL) programs. The study was based on a literature review, including trends in health care and education as well as higher education, curriculum, and professional development. In addition, a focus group was created, comprised of Graduate Leadership Studies faculty, administrators, and instructors in order to gain curricula criteria and objectives for developing the three 6-credit courses in the health care education specialization.
Data from the review of literature as well as from the focus group were used in developing program objectives, delivery methods, content, and sequence. A draft curriculum plan of three courses, Contemporary Challenges in Health Care Education Leadership, Ethics and Professionalism in Health Care, and Current Trends and Issues in Health Care, was formulated and turned over to a formative committee to establish content and validity through expert review. After the formative committee approved the proposed curriculum, the project was submitted to a summative committee for approval of the final specialization.