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Master of Business Administration

Program Length:

  • 27 months
  • ·57 quarter credits

Upcoming Start Date:

  • TBD

Overview

Wright Graduate University Master of Business Administration (M.B.A.) is designed to prepare students to not only be able to become better leaders and coaches but to also understand how to create, build, and run a business by employing WGU’s historic and emerging human empowerment technologies in serving others.

The Wright Graduate University begins with “yearning-based learning.”  This is when the student’s everyday experiences are applied to the very subjects they are studying, creating a deeper understanding and allowing the student to further explore and use what they learn to become more effective leaders, coaches, and human beings.

Social emotional intelligence (SEI) skill development, is the hallmark of the Wright Graduate University academic experience.  This takes place as students study the required materials, apply them to their daily lives, write and cite their findings, as assigned, and discuss their findings in a group setting. 

The business case for the importance of social-emotional intelligence is now well-established. Individuals with higher SEI contribute to lower turnover, increased sales and market share, and greater productivity. At the highest levels of leadership, competency models attribute anywhere from 80 to 100% of effectiveness to SEI skills.[1]

Students will be introduced to a wide array of traditional business disciplines. In both MA and Ed.D coursework, students market, sell, and enroll others in services such as coaching and seminars. They report on and account for the results of activities and processes in each of these areas. Optional courses include entrepreneurs’ and sales laboratories (PL 11 and PL12) where they participate in discussing real-life, applied business disciplines in accounting, finance, marketing, sales, human resources management, contracts, and operations. These optional courses supplement the significant leadership, management, communication, critical thinking, problem-solving, and principle-based approach to responsibility that are central to each program. 

Graduates are fully prepared to assume roles in various levels of management, development, and finance. Many graduates have chosen roles in the health and human service sectors, public administration, trainers, and facilitators, all of which are beneficial to an organization and its institutional improvements.

LEARNING OBJECTIVES

  • ·Demonstrate and understand the functions of business administration.
  • Demonstrate and practice leadership and negotiation skills.
  • Demonstrate analysis and information literacy skills.
  • Demonstrate problem solving and make socially responsible decisions in a global context
  • Demonstrate awareness of the current U.S. legal and global regulatory business environment 
  • Demonstrate and analyze the impact of an enterprise on its various stakeholders using deontological (moral value in the act itself) and consequential (right or wrong determined by the action) philosophies

ACADEMIC COURSEWORK

  • Major concepts in functional areas of accounting, marketing, finance, and management (FUNCT)
  • Legal, social, and economic environments of Business
  • Legal, social, and economic environments of Business
  • Global environment of business (GLOB)
  • Ethical obligations and responsibilities of business (ETH)
  • Decision-support tools in business decision making (DST)
  • Effective oral and written forms of professional communication (COM)
  • Analytic thinking to solve business problems (CT)
  • Integrative Experience (INT), such as: 1. Strategic Management/Business Policy

Master of Business Administration Capstone

  • Required Internship
  • Capstone Experience (an experience that enables a student to demonstrate the capacity to synthesize and apply knowledge in an organizational context, such as a simulation, project, comprehensive examination or course, etc.)

View Course Descriptions

A.  Major concepts in functional areas of accounting, marketing, finance, and management (FUNCT)

 

Overview:

Our individualized approach to developing business leaders has proven successful with marketers, bankers, actuaries, and especially with entrepreneurs who take our sales and entrepreneurship performative learning courses (referred to as PLs). Leadership, teaming, coaching, effective communications, and critical thinking are central business skills Wright students acquire. They apply these most often in the functional areas of business management, marketing, and entrepreneurship, including sales, which we view as a critical core business discipline and a key differentiator that demonstrates our pragmatic, grounded approach not offered in most business education programs. The University’s programs in Leadership and Coaching focus on the teaming, influencing, managing, and empowering aspects of leadership in 1:1 and 1:many relationships in all aspects of business management.

These are addressed in the MA and EdD programs not as distinct disciplines (except in the entrepreneurship and sales PLs) but in an integrative, flexible approach including marketing, sales, and operations, depending on the individual student’s life directions. Our students learn to learn.  Designed for students who are employed or entrepreneurs, the yearning-based approach insists on them applying their conceptual knowledge in developmentally appropriate ways for their individual career stages to the issues they face in business management each week.

Students matriculate into the Wright curriculum with a wide array of backgrounds. Some are professional marketers, entrepreneurs, or executives with various expertise in finance, sales, and accounting. Others enter with little or no experience in the major business disciplines. These students begin learning immediately as they must enroll individuals and groups for the applied aspects of their courses.

All, regardless of prior experience, must acquire and/or develop these skills to succeed in the applied element of each course. Specifically, they create communications to market the coaching they provide and the seminars they deliver for a wide variety of audiences, enroll participants into those coaching engagements and seminars (sell), and use basic operations skills to assess the effectiveness of their program as indicated by participant ratings and other feedback. Students who choose to participate in an additional, non-credit, applied course in sales or entrepreneurship receive additional instruction, feedback, and peer professional involvement.

Each course except for the capstone has these requirements. As master’s degree students progress, they develop facility in these skills. The EdD curriculum provides even greater degrees of development in these critical areas, with two quarter-length courses in curriculum development that includes the requirement to develop, enroll in, deliver, and evaluate the effectiveness of programs, as well as one course in coaching and one in advanced leadership skills. Students choosing professional coaching, teaching, professional sales management, consulting, and management careers as a career path tend to engage in these applications at the highest levels. They are confident and have developed a secure personal identity giving them confidence in coaching, teaching and training others.

Rather than formally introduce finance and accounting concepts, the MA and EdD programs incorporate those aspects of business management in two ways. First, for students with pre-existing technical/conceptual knowledge of finance and accounting or employment in those areas, they are encouraged with each weekly assignment prompt to apply the leadership and coaching concepts in their specific career practice area or role. Secondly, for students who are or intend to be coaches, entrepreneurs, salespersons, or sales managers, they are offered a no-cost, ongoing access to non-credit seminars in business practice development (sales) and entrepreneurship, where marketing, accounting, finance, operations, and management are included along with human resources issues, contract negotiations, and other management topics.

B. Legal, social, and economic environments of Business

 

Overview:

The model of human development underlying the Wright Integrative methodology operationalizes Alfred Adler’s understanding of individual vision and social responsibility. Wright students develop a relevant vision in every area of life and are encouraged to see themselves in terms of their mission in the world personally and professionally. The highly diverse nature of our student body leads to an unusual degree of contextual awareness.

Wright’s graduate and non-credit students co-mingle in the required non-credit elements of the WGU curriculum, and they represent a cross section of nationalities and businesses from Japanese banker, to Chinese HR professional, Bangladeshi IT consultant, Pakistani dentist, Indian physician, and many more. A similar array of faiths and cultures are also represented. Students become particularly sensitized to the social and relational demands of international trade and commerce by the depth of their studies together.

In PL12, Practice Development, an optional course, students learn a module related to contracts and agreements, as well as Human Resources.

C. Global environment of business (GLOB)

 

Overview:

Each Wright student develops a relevant vision in each of seven areas of life. The sixth of these, Principles and Society requires examining the individual’s position and responsibility for their world, locally and globally, as part of the purpose statement they repeat every plenary session indicates, “…the advancement of humanity, and conscious sustainable living on the planet.” They apply their visions and missions in these areas in their places of employment and their larger arena of local and global environment. Students are encouraged to see themselves in terms of their mission in the world both personally and professionally. The highly diverse nature of our student body leads to an unusual degree of contextual awareness.

Under the auspices of the Wright Foundation, Wright Graduate University students can elect to participate in an annual international study trip that introduces them to business and community leaders in the chosen location. In recent years this has included meeting with food production business owners in Greece, the head of government in Bali, the director of an international school serving children of a globally mobile executive/entrepreneur population, and a group of business owners and temple leaders discussing the application of Jain principles in business operations.

This annual offering is focused on deep, personal discovery and development. Participants are immersed in another culture as well as introspective and team-building experiences that introduce to the locale, its culture, its economy, its spirituality, and its leaders. Participants prepare for study abroad by deep diving into the culture and ethnic make-up of the international location. This includes academic articles, books, and discussions about the location before and during the trip as it relates to economics, leadership, environmental and social issues, family structures, history, and religion – as well as fiction set in the locale to help students imagine locals’ life experience. Travelers in the group encompass industries such as healthcare, finance, environmental regulation, IT, and education developing valuable social and emotional intelligence skills in an international setting. Participants also range in industry, culture, ethnicity, and background. These experiences prepare students to work with culturally and ethnically diverse populations and international environments. 

For example, Wright Graduate University students, faculty, administration, and staff had the opportunity to meet and attend a lecture on multiple occasions of visiting scholars from India and China. Discussions often center around the different concepts of self in western and eastern cultures. One visiting professor provided a lecture on educational thought leadership developed from his coaching business in China.

The experiential learning and co-curricular programs also prepare students to function effectively in global business environment. Wright Graduate University’s experiential learning takes the form of performative learning seminars, where students practice social-emotional intelligence and leadership skills with others from diverse backgrounds. These trainings provide students with a perspective on the emotions, yearnings, communication styles, and motivations that are fundamental units of the human mechanism. A chief of police in the Chicago suburbs has sent employees to these non-credit seminars, saying that because they teach skills of authentic communication, they are the best diversity training he has ever experienced despite not having explicit outcomes relating to cross-cultural functioning.

The academic curriculum prepares students to deal with cultural and ethnic diverse populations throughout the curriculum. Woven into the program are social (cultural) and emotional intelligence and the ability to question how one’s own rules, scripts, and deeply held beliefs or assumptions about the world came to be. Students are trained in their coaching curriculum to ask powerful, catalytic, usually open-ended questions to help them accurately apprehend the other person with sensitivity to their culture and its unique rules and ways of thinking and being—what they want, how to move in the direction of what they want, and who they want to become in so doing. Emotional and social intelligence by definition involve the ability to be aware of one’s own emotions, and to use that awareness to relate to others, which inherently promotes understanding with culturally and ethnically diverse colleagues and clients.

D. Ethical obligations and responsibilities of business (ETH)

Wright students are exposed to the distinction of ethics versus principles and integrity over the course of their studies. This orientation of their studies assumes a high bar. We see ethics as defining behaviors below which it is unacceptable to descend. Ethics can be thought of as the floor, while integrity and principled behavior represent an ever-rising ceiling of possible service, demanding a respect for and developing disciplines in reverence for life, expression of truth, articulated life commitment, and responsibility to declared values.

Ethics are specifically taught in the coaching course while principled, integrous behavior is a focus of every aspect of the curriculum. The individual student journey is a personal exploration of ethics culminating in the master capstone for MA students and continuing unabated for the doctoral students.

AC42, Purposeful Living in Coaching and Leadership, introduces principled living in the context of a secure identity and life purpose enabling a journey of increasing wholeness or integrity throughout life. Wright students learn to be increasingly honest and present in every situation. With this focus, ethics extends far beyond the context often dealt with in the case study method. At Wright, students are engaged in a journey of responsibility and wholeness in which they are ongoingly calling each other to higher standards.

As this applies specifically in business, Wright students learn to focus on the purpose of the business enterprise and to participate in meetings aware of contributing to purposeful integrous interactions. They are prepared to challenge “off-purpose” activities and motivations. Depending on their starting point, the individual student journey varies a great deal—some are challenged simply to speak up while others assertively align and lead others purposefully. All students notice gaps between potential and actual possibilities; however, they experience increasing degrees of challenge when confronted with dis-integrous behaviors of team members. It is this kind of challenge that develops them as leaders. All students progress on their individual journey in effectiveness in dealing with teaming and leadership challenges.

Wright Graduate University’s core philosophical approach to business centers on developing the confidence, knowledge, skills, and judgment to apply principles of transformation from aliveness to responsibility. The University’s statement of an ideal graduate, which guided development of program outcomes in its 2019 revision, is as follows:

Graduates are leaders of leaders, not just in business, but everywhere they go with everyone they meet. For them, leadership is an inside-out job. Developing leadership is synonymous with cultivating the quality of every human being that influences the thoughts, feelings, and actions of others, whether their business is commerce, education, or the service industry. WGU’s curricular focus is personal transformation applied to business and any other leadership setting.The Wright Graduate University approach teaches leadership not as a conceptual abstraction but as a way of being and acting in business and personal life. Students’ self-development is their leadership development. Operating from vision, students learn to observe the people and processes around them as they emerge, strategize their own emerging identity through self-development and the development of those they lead, and to powerfully influence others in the direction of their own purposes and shared organizational purposes and goals.

Ethics provide a solid foundation for decision-making. WGU students not only understand legal and ethical issues and theories in business leadership and coaching (e.g., conflict of interest, confidentiality, required reporting) but also operate from an understanding of principles that underlie those laws and ethics. They also hearken to higher principles of excellence to continually elevate performance of themselves and others. They exercise a higher sense of purpose and personal responsibility in decision-making which, from a transformational leadership perspective, includes the highest benefit to all constituencies. Their principle-based philosophical orientation fosters global and intercultural fluency that allows them to communicate, collaborate, and lead across geographical and cultural boundaries.

These outcomes are linked to the National Association of Colleges and Employers (NACE) 2019 definitions of career readiness and competencies External References: “The individual demonstrates integrity and ethical behavior, acts responsibly with the interests of the larger community in mind, and is able to learn from his/her mistakes.”

Assignments throughout the curriculum ask students to assess themselves according to principles of responsibility, and practice operating from a selected principle such as engagement, truth, or commitment—as well as teaching these principles to others. Development of ethical and responsible behavior is written into explicit skill-building assignments, such as the one-week performative assignment on mistakes in the Master of Arts. Students are asked both to track mistakes they make inadvertently and deliberately as part of “experiential stretching exercises” we call assignments such as assertiveness, asking questions, asking for help, and even getting positive attention—all leadership skills. Regardless, whether error or conscious experiment, students practice the difficult skill of “owning up,” taking responsibility for mistakes and repairing breaches in relationship, and reflecting on that practice.

The University holds its operating agreements with students as rules of the road for life and business, and details in its student code of conduct expected behaviors for responsible interaction such as the following:

“Practice e-etiquette. With email, online discussions, our learning management systems, and all other WGU online communications, you agree to the following:

  • Communicate responsibly. Do not blame or shame others. Take responsibility for your own reactions and emotional charges. Use communications (including logistical communications) to learn, grow, inspire, and play. Be uplifting and growth oriented.
  • Use the appropriate medium. Do not use online media for emotional communications. Use text messages only for immediate/urgent (requiring response within minutes, not hours) and straightforward (non-complex) communications. Talk to the person either in person or on the phone instead of communicating digitally.
  • Schedule conversations when appropriate. Faculty and administration have responsibilities to multiple students, and as such, any thread of communications that requires more than one round of responses should be handled by scheduling a conversation during office hours or, at the faculty/ administrator’s discretion, another time they make themselves available.
  • Follow guidance and instruction given by any faculty member, administrator, or designated senior student moderator regarding communication for an online medium.”

Where particular professional ethical standards such as medical, therapy, or nursing have been defined in the student’s chosen profession, the additional disciplines they learn teach that with principled behavior these ethical parameter can be taken even further to demanding standards of raising practice delivery—not just meeting minimum ethical standards. In summary, the University intends its students to operate from a higher set of principles for personal responsibility than minimum ethical expectations of most professions. This pillar is so important to the University that it is a program learning outcome. Courses focusing on systems thinking, training, human development, and coaching strategies address ethics, values, and integrity and asks students to consider the application to their one-on-one and one-to-many interactions. When conducting trainings or coaching services, students navigate the execution of a coaching agreement with their clients to inform clients of roles of client and coach, responsibilities of both parties, and scope of the services that will be rendered to the client. Each interaction includes individualized consideration for the student/graduate to help their clients and organizations “unleash their potential for the advancement of humanity, and conscious, sustainable living on the planet.”

 

E. Decision-support tools in business decision making (DST)

 

Decision tools are part and parcel of everything a student learns at Wright. Coaching methodology itself is a decision and planning methodology; and students learn a variety of other decision support and meeting leadership and facilitation tools. These include the vision realization achievement and breakdown process as well as the ideal state action planning (ISAP) process. The ISAP process is an adaptation from John Grinder’s Precision modeling, which he and McMaster refined from Kepner and Tregoe’s New Rational Manager planning and problem-solving process. The exposure to these varies throughout the curriculum but is brought to focus in the critical thinking quarter.

Decisions or choices are also facilitated by the Purposeful Leadership Process tool. This complex tool is applied to the individual’s development in all life circumstances from business, to relationship, to social service. Coupled with the assignment way of living, the student learns to anticipate, plan, engage, reflect, and learn from everything they do. The tool is designed for vision realization and application to daily activities.

A pervasive and compelling decision support technology in the Wright student experience is the coaching process they use from their first quarter: Engagement, Exploration, Core Concepting, Visioning, and Action Steps. With this facilitative tool, students learn to establish clear working agreements including differentiating functions, roles, limits, and boundaries. Student develop increasing skill and depth in the clarification of problems in sensory grounded exhaustive detail and goals in actionable specifics. Students then deepen their ability to effectively explore the motivation for goals and details of problems with intent to identify a core concept to guide development of an actionable vision. This vision is then deployed in immediate measurable action steps and plans for accountability and follow-through. Expertise in the use of these is further developed, expanded, and refined throughout the doctoral curriculum.

In the MA and EdD programs in Transformational Leadership and Coaching, students work with experiential and qualitative data as themes arise in the leadership trainings they host and coaching sessions they hold. Students analyze feedback surveys from training and coaching clients to reflect on trends and growth in their training abilities and coaching skills. Students are free to choose the technology used to organize and analyze this data.

Wright Graduate University strongly supports use of the Canvas LMS and physical and digital libraries for students to conduct research. Support of the Librarian is available during residential weekend sessions and as needed by students who want library support when not on campus. Students receive an orientation to Canvas during their first week of attendance and have the ability to access required tools for courses such as applied project templates, data templates, and workshop handouts from within Canvas in the “files” section or specific weekly learning modules where the tools/technology are relevant. When new learning technologies are introduced (i.e., TurnItIn Feedback Studio), students receive update training during a residential weekend on how to leverage the new tool. Students may store the data they use during their coursework within Canvas’ student ePortoflio.

 

F. Effective oral and written forms of professional communication (COM)

 

Wright students engage in written and oral presentations in every course they take. Most deliver their applied leadership project in their workplaces. These range from banks to retail corporate headquarters, insurance companies to educational environments, manufacturing firms to service and consulting firms.

As students prepare for professional presentations, they fill out an Applied Project Template, in which they identify many elements that help ensure an effective presentation:

  • Presentation purpose
  • Target audience
  • Key questions
  • Goals – both presenter’s and the audience’s
  • Vision
  • Expected outcomes
  • Learning contract
  • Risks
  • Calls to action
  • Key concepts
  • Main points
  • Illustrations
  • Media
  • Handouts
  • Academic foundation
  • Exercises

 

They receive feedback to enhance and improve these skills throughout the course of their studies.

G. Analytic thinking to solve business problems (CT)

From the moment of orientation to their WGU program, students learn powerful concepts that deepen their ability to analyze, conceptualize, and operationalize plans of action regardless of the sophistication of their skills upon matriculating. These are widely deployed in business, personal, and social settings. Throughout their journeys, develop additional tools to assess systems, enhance influence, act purposefully in a principled manner, and to understand themselves and others. This latter set of distinctions helps students better understand the systems in which they operate as well as those they lead and coach in all settings.

The tools developed in year one of master studies are continually refined in a host of settings as the student develops as a leader and coach. As leaders, student apply these skills in their daily personal and professional lives in a host of business areas including business economics, banking, human resource development, non-profit service, financial analysis, insurance, law, healthcare, and a great deal more.

Specific tools of analysis are brought into play in the critical thinking quarter and they are further developed in the coaching and leadership quarters where tools aid in 1:1 and 1:many respectively.

These tools are further developed, deployed and refined throughout the doctoral journey with research and other 1:1 and 1:many skills developing at a level of mastery in business, education, coaching and philanthropy. WGU’s second doctoral graduate was quickly employed by Northwestern University as an instructor in coaching, where she is joined by a Northwestern PhD who has graduated from a full range of Wright non-credit programs.

H. Integrative Experience (INT), such as:

1. Strategic Management/Business Policy

2. Required Internship

3. Capstone Experience (an experience that enables a student to demonstrate the capacity to synthesize and apply knowledge in an organizational context, such as a simulation, project, comprehensive examination or course, etc.)

 

The integration of content, personal application, and delivery of services is an omni-present focus throughout the Wright experience—coming to comprehensive integration in the master’s capstone, doctoral comprehensive exams, and doctoral dissertation.

Both the master’s and doctoral programs include substantial experiential learning where academic reading, applied delivery, and daily living application of learning come to focus in “performative learning.” The master’s level courses include 7 performative learning requirements (identified by course prefix of PL). These courses include regular work in practicing social/emotional intelligence, 1-on-1 leadership (coaching), and 1-to-many leadership (group leadership and training delivery). Students in the second year of the master’s program also complete a weekly coaching supervision meeting (PL08 Coaching Lab) to reflect on their coaching experience and skills and receive feedback from the faculty member and fellow students.

In the doctoral program, students complete 24 months of performative learning as part of their first two years of coursework. This course is identified as either PL09 or PL10 as the Social/Emotional Intelligence Transformation Lab. Students in these performative learning experiences have weekly group meetings and bi-weekly coaching sessions as they advance their social and emotional intelligence by practicing and reflecting on weekly assignments that are performed in their personal and professional lives.

 

Gainful Employment Information

Student Profiles:

Wright students apply their education with enhanced success in a wide array of business areas. Note, degrees listed are their WGU degrees.

E-Commerce:

  • Rachael O’Meara, MA. Advertising sales executive at Google; published her book Pause during, supported by, and based on her WGU studies
  • Robin Spencer, MA. Former Accenture consultant working in Google’s Fiber business upon matriculation at WGU, who then was promoted to Strategy & Operations for Google.org (philanthropy division). Shortly after graduation, became COO of Clearbit, a startup in customer interaction data management. 

Human Resources:

  • John Silva, MA. Used his WGU education to move from individual contributor to HR management in C.E. Niehoff & Co manufacturing.
  • Pam Noble, MA, current EdD student. Senior corporate HR professional working in technology and data companies during her MA studies, now CHRO and Managing Partner at the Christopher Group, which provides Executive HR Search & Consulting. 
  • Carlos Velazquez, EI Certificate. Became global head of Training Development for Mead-Johnson Nutrition during his certificate program at WGU.
  • Kun Wan, MA. Former Global Talent Management Director and Process Lead for Mars and Global Supply Human Resources Business Partner for Wrigley; now Global Head of Human Resources for Yamibuy.com

Sales:

  • Ed Wing MBA, MA. VP of Sales & Marketing at Fas-Pak, Inc.
  • John Davidoff, MA and current doctoral student. Founder and Chief Mission Driver, Davidoff Mission-Driven Strategy.

Banking and finance:

  • Katherine Yakowenko, current student. Second Vice President of Banking Operations and ATM Debit Card Services at Northern Trust.
  • Junki Aoki, current student. Commodity futures sales and development professional, relationship manager in US/Japanese markets for Mizuho.  

Healthcare:

  • Marilyn Pearson, MA. General practitioner with Northwestern Medicine. Ranked multiple times as Chicago’s top generalist physician by Chicago Reader publication.

Education:

  • Shawn Edwards, MA. Head of School, Laporte School (Montessori), San Diego, CA.
  • Lisa Sanden, MA, EdD. Teacher at Chicago Montessori and Educational Consultant with Association Montessori Internationale (AMI)
  • Aubrie Tossman, current MA student. Director & Teacher Leadership Coach, Teach For America. Formerly Director of Social & Emotional Learning at Umoja Student Development Corporation

Operations:

  • Angela Kezon, MA. Former chief administrative officer, Wright Foundation.
  • Jon Laux, MA, Head of Cyber Analytics for Aon Reinsurance Solutions. Former Director of Operations for Aon Risk Solutions and Business Development manager in the Office of the Chief Executive Officer.
  • César Lostaunau, Emotional Intelligence Certificate, Strategy and Operations Manager – Multicultural Go-To-Market Strategy, Distribution Effectiveness & Performance at Allstate Insurance

Information Technology:

  • Asif Masood, MA. Senior Architect promoted to Principal at Sears Holdings Corporation IT during his WGU studies. Now Senior Manager of Application Development at True Value Company.
  • Brad Biales, MA. VP Global Investment Technology at Northern Trust, including Strategic Planning, program and project management, Product/System development and management

Marketing:

  • Lynette Morris, MA; Jacki Davidoff, MA; John Davidoff MA. VP, Principal/Chief Potential Officer, and Principal/Chief Mission driver respectively at Davidoff Strategy.

Coaching and Psychotherapy:

  • Rich Blue, MA, EdD. Founder and Clinical Director, Center for Christian Life Enrichment.
  • Sue Blue, MA, Life coach and founder, Blue Life Coaching.
  • Tazima Parris, MA. Relationship Coach and founder, Infinite Relating.

Social Service & Non-Profit Professionals:

  • Caryn Curry, EI SI Certificate, Consultant, Ann & Robert H Lurie Children’s Hospital Center for Childhood Resilience
  • Rachael Marusarz, MA, EdD, Director of Development, Sinai Hospital System
  • Arshia Ali-Khan, MA. Chief Development Officer, Muslim Legal Fund of America and formerly of American Islamic College

The capstone focuses on the integration of their learning throughout the master’s program, and includes the skill of creating a sustained narrative account of their growth and learning. This includes the narrative of their development as a coach and leader in the businesses and organizations in which they have been applying their learning.

[1] Goleman, Daniel. Emotional Intelligence, 2005 p. xv

 





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