Master of Organizational Leadership
This theme of servant leadership is the backdrop for the Master of Organizational Leadership degree. By offering a graduate degree with a focus on leadership and service, Trevecca endeavors to send out professionals who will not simply manage organizations but who will transform those institutions through the power of the Holy Spirit at work in them to effect positive change.
Professionals working in nonprofit organizations, government agencies, or community-based institutions will further enhance their leadership competencies through this interdisciplinary degree designed to apply leadership principles to real-world situations. Learners in this program will examine the art and skill of strategic decision making and problem solving within the political and cultural context of an organization. Working in an online cohort group as well as smaller collaborative learning teams will provide learners the opportunity to utilize technology to test team building and communication skills, a dynamic that mirrors today's real-world meetings, conferences, and project management.
The format and schedule of the Master of Organizational Leadership is designed for working professionals or life-long learners who may not have access to a local university or who desire to further their education via a Christian institution of higher education. The two-year program includes some time off during the summer.
Jesus provided an exemplary paradigm of leadership practices. He modeled servant leadership when he washed the feet of his disciples. In their leadership model, Kouzes and Posner espoused five leadership applications that Jesus lived out in his life and ministry: He modeled the way, inspired a shared vision, challenged the process, enabled others to act, and encouraged the hearts of his followers. Our leadership challenge is to go and do likewise in the institutions we serve.
Carol A. Maxson, B.A., M.A.E, Ed.D.
Associate Provost and Dean of Academic Affairs
The mission of the Master of Organizational Leadership program is to develop servant leaders who will transform organizations using biblical principles.
The Trevecca Nazarene University MOL graduate is prepared for expanded roles within his or her organization through enhanced abilities to:
Trevecca Nazarene University assesses the Master of Organizational Leadership applicants on the basis of evidence submitted via application documentation. Applications will be processed upon receipt of all required materials. To be admitted into the MOL program, an applicant must meet these requirements:
$343.00 per credit hour
$50.00 per course
*Some additional fees may apply, such as the purchase of textbooks, supplemental course materials, assessments, and the Trevecca graduation fee.
Exemplary leaders recognize that self-leadership is a prerequisite to leading others. Learners in this course examine personal leadership attributes, characteristics, and behaviors. The Myers-Briggs Type Indicator is used to help learners understand their personal preferences, leadership styles, personality differences, and how to use that information as leaders, particularly as servant leaders. This foundation is used to develop learning strategies, a sense of Christian vocation, and the ability to anticipate professional opportunities.
Provides learners with a broad overview of leadership strategies and practices in a variety of organizational settings. Leadership theories, processes, and best practices are analyzed and applied with special emphasis on servant leadership. Also included are inventories of learners' leadership behaviors and the creation of individual leadership development plans. Development of leadership portfolios begins.
Examines the various factors that influence the culture of an organization and focuses on the importance of utilizing an understanding of culture to build a well-performing organization. Learners discern the importance of identifying strategic values and, as servant leaders, the importance of listening and empathizing, when attempting to manage organization-wide change.
Investigates the importance of social skills and managerial intelligence in organizations and analyzes organizations from the perspective of internal political systems. Learners recognize, as servant leaders, the ethical use of power and empowerment and how important it is for leaders to understand, exploit, and smother the political climate in an organization to maximize the organizational outcome and satisfaction levels of the people.
Assists learners in integrating the experiential and intellectual learning components of negotiation and conflict resolution. Learners examine sources of conflict between supervisors and subordinates, as well as between/among peers, with a focus on methods of resolving such conflicts for the betterment of individual, team, and organizational performance. Considerable emphasis will be placed on simulations, role-playing, and cases.
Provides an overview of the importance of ethical and values-based foundations of organizations as well as the legal environments in which they operate. Learners acquire greater understanding of and appreciation for the impact of values, ethical behavior, and diverse legal and regulatory requirements on the shaping of leadership style and organizational performance. The servant leadership model is used to help learners recognize the importance of deep commitment to the growth of each individual within his or her institution.
Provides learners with financial interpretation skills necessary to knowledgably read financial statements and understand how the results of leaders' decisions can impact their organizations' fiscal performance. Topics include basic accounting concepts, fundamentals of finance, budgetary concepts, project cost-benefit analysis, and the general business environment, and how to assess the financial well-being of an organization.
Invites learners to identify the role of the local, state, federal as well as international social service and mental health organizations and agencies. Learners evaluate or create a communication medium for corporate and community leaders and the appropriate audiences. The elements of fundraising are examined, particularly for nonprofit organizations.
Explores research, theories, and models of team performance, including the design and implementation of high-performance leadership in organizations. Assessments, simulations, and case studies are utilized by learners to gain further insight into personality styles, power and influence, trust-building, risk-taking, communication styles, motivational strategies, and team dynamics.
Examines the interactive impact of leaders on diverse communities. This course asks learners to identify the Christian leadership needed in communities (local, regional, national and international) and to explore the institutional influences of family, religion, education, government, and commerce.
Covers the context of change and potential barriers to organizational change efforts. Learners are introduced to a variety of change interventions and best leadership practices to promote employees' acceptance of and enthusiasm for change. As servant leaders, learners recognize the need to consider the human side of institutional change. The leader as change agent is emphasized with attention given to techniques for human resources, process, and techno-structural and strategic interventions to facilitate organizational transformations.
A capstone course that surveys models and best practices for organizational strategic planning, including leaders' roles in the planning process and in implementing the plan at various operational levels. Various methods for analyzing and solving problems, as well as decision-making strategies, are examined for utilization as change in organizations' operations becomes necessary. Using the servant-leadership model, learners will discern how to serve others while staying focused on achieving results in line with the organization's values and integrity.
DAVID M. PHILLIPS, Dean, College of Lifelong Learning and Director of Organizational Leadership Program, 2011—
B.A., Point Loma Nazarene University, 1973; M.A., Azusa Pacific University, 1989; D.Min., Fuller Theological Seminary, 1998; M.A., Education, Adult Education, and Distance Learning, 2004; M.S. Education, 2010.
JAMES E. AGEE, III, Associate Professor of Business, 2000—
B.B.A., Eastern Nazarene College, 1994; Ph.D., University at Albany, 2000.
JONATHAN B. BURCH, Associate Professor of Management, 2000—
B.A., Trevecca Nazarene University, 1997; M.B.A., Trevecca Nazarene University, 1999; Ed.D., Trevecca Nazarene University, 2003.
J. DOUGLAS LEPTER, Professor of Communication, 1992—
B.A., Eastern Nazarene College, 1972; M.A., Eastern Nazarene College, 1973; Th.M., Asbury Theological Seminary, 1990; Ph.D., University of Kentucky, 1996.
CAROL A. MAXSON, Professor of Education, 2007—
B.A., Olivet Nazarene University, 1988; M.A.E., Olivet Nazarene University, 1990; Ed.D., Nova Southeastern University, 2000.
RICHARD L. PARROTT, Associate Professor of Education, 2008—
B.A., Eastern Nazarene College, 1974; M.A., University of Missouri, 1975; M.Div., Nazarene Theological Seminary, 1980; Ph.D., Oregon State University, 1983.
LENA HEGI WELCH, Dean of Arts and Sciences, Professor of Communication, 1988—
B.A., Trevecca Nazarene University, 1981; M.A., Auburn University, 1983; Ed.D., Trevecca Nazarene University, 2005.
SUSAN K. McHARGUE, 2010—
B.A., Belhaven College, 1986; M.A., Georgia State University, 1989; Ed.D., University of Georgia, 1999.
MICHAEL E. REAGAN 2010—
B.B. A., Georgia State University, 1986; M.A., California State University, 1997; Ph.D., Capella University, 2007.