APPROVED BY SENATE
LAST REVISED	July 2008 (edited 12 Feb 2009)
FORMAT	Distance
APPROVED LOCATIONS	Mukono Campus, in conjunction with Development Associates International (DAI)
TARGET POPULATION	Leaders with Bachelor’s degrees in any discipline seeking to widen their knowledge and sharpen their leadership skills
VISION	Excellence in Christ-centered Leadership
AIM OR MISSION	The aim of the Master of Arts in Organizational Leadership degree is to provide an educational experience which results in a qualitative change in the leader’s life, relationships, and leadership practices. The Program is conceived to embrace the integration of biblical and theological perspectives into leadership theory and practice. The program focuses on the specific needs and issues facing Christian leaders of organizations today. Some of those needs addressed by Transformation are modeling servant leadership, wise stewardship of financial and human resources, financial management and planning from a Biblical perspective, assessing cultural and economic realities of the regions the organization serves, and strategic management in a world that is in constant change.

CHARACTER	Integrity & Trustworthiness
ABILITY	To  Problem Solve, to be strategic, to lead learning organizations
KNOWLEDGE	Servant Leadership
SKILLS	Teambuilding & Conflict Management
BEHAVIOR	Christ-like Professionalism

 In addition to University requirements, applicants must be professionals with at least three (3) years experience in middle or top management. Applicants should be practicing Christians and should be willing to embrace the Christian World View.

Besides filling the Postgraduate Application forms, applicants should attach a typed manuscript outlining the following (not more than 10 pages in all):

a) A personal testimony of religious life and growth

b) Leadership experiences

c) An outline of life goals and how you plan to achieve them

d) The reasons for choosing this particular career path

e) Knowledge of Computer and Internet

f) Personal strengths and weakness

g) Detailed CV with email and telephone contacts

Applicants are also expected to attend Oral Interviews at a date to be communicated through their email contacts. The first interviews will be held at the end of April and only when the program is not full will the last interviews will be held at the end of June. Originals of application papers are expected during interviews, including marriage certificates, where applicable.

 Professional Research Project, not Dissertation. Format prepared by our partner (DAI)

 

• MAOL Program is a partnership between DAI, Uganda Christian University, and a cohort of participants.
• Participants can continue working full-time while pursuing their studies because the program is a primarily a distance education program with one week residency at Uganda Christian University every four months.
• The Program emphasizes interactive learning, problem solving, peer mentoring and application of principles to everyday leadership.
• While many of the programs in leadership being offered today focus primarily on theological training, “Transformation” focuses on leadership and management skills from a business perspective, but with a biblical basis.

This programme will be comprised of part-time students, currently working with an organisation.  Students will complete the programme based on a cohort learning model as follows:

• Students will come together at a residency 2 times per year for a total of two weeks.
• All courses are completed via the appropriate distance education curricular formats.  These methods will incorporate course workbook, readers and other additional material.  Dialogue with faculty/ mentors will be by a variety of means (including face to face meetings, e-mail, telephone and fax).  
• Faculty/ Mentors are responsible for coaching and facilitating the dialogue with their cohort group, both individually and collectively, during this specified course period.
• Students have practical projects where they have to apply what they are learning to their current leadership role, as well as teach it to others and complete some written assignments.

The normal Semester 15 week is assumed and the study time is distributed as follows:

One week of face-to-face teaching and interaction with course facilitators (Last week of February and August every year); 14 weeks of distance Learning which includes different activities like studying already prepared handbooks, listening to tapes and videos, coaching and online discussions with facilitators and cohort members, writing assignments and online learning.

Examinations are written on the first day of the next face-to-face session (Last week of February and August every year)

Evaluation is done according to best principles of adult education in 4 different ways: Course attendance, participation in cohort discussions, coaching with facilitators and written assignments which counts for 25% of the total mark for the course. Each course requires a final reflective paper that is relevant to the life and work situation to the student and counts for 25 % of the total marks for the course.

An end of course exam will be required for students to demonstrate the overall knowledge of the subject matter and the ability to integrate the topic of the course in his/her life and work, which will account for 50 % of the total marks for the course unit.

Continuous Assessment should be weighted at 60% and final exams at 40%. The PASS MARK is 60%.

At the end of the degree program the student is required to submit a research project.

This program uses a prepared curriculum including workbooks, audio-cassettes, video materials and online learning.  The curriculum is highly contextualized to meet the needs of those serving in ministry, or work with any other Christian organization in developing countries.  Brief descriptions of each course are given below:

 

YEAR	MODULE	CODE		COURSE	CU    HOURS
1	1 August to February	LEAD 511		Leadership – Making Human Strength Productive	4          60
		LEAD 522		Teaching and Learning for Impact	4          60
	2 March to August	LEAD 521		Strategic Thinking	4           60
				Electives (Choose one)
		LEAD 532		Women in Leadership	4           60
		LEAD 543		Hermeneutics for Leaders	4           60
2	3 August to February	LEAD 531		Integrity & Financial Management	4           60
		LEAD 541		Spiritual Formation	4           60
	4 March to August	LEAD 533		Introduction to Research Methodology followed by Mini Project Proposal	4           60
				Electives (Choose one)
		LEAD 512		Partnerships	4           60
		LEAD 652		Ethics for Decision Making	4           60
3	5 August to February	LEAD 651	Development & Social Change			4           60
		LEAD 662	Culture, Ethnicity & Diversity Full Project Proposal			4           60
	6 March to August	LEAD 542	Conflict Management & Resolution			4           60
			Electives (Choose one)
		LEAD 653	Fundraising			4           60
		LEAD 523 LEAD 670	Mentoring & Coaching Complete Research Project			4           60 12         180
TOTAL credits & hours						60         900

 

Explanations:

The Research Project begins with a Mini-Project in module 4, develops into a full Project proposal in module 5 and is completed in module 6.

Students who do not complete their Research Project in Module 6 will be charged 3/4 of modular fees every 6 months for extra time taken until they complete. The extra time taken must not exceed two years.

UCU together with DAI decides which elective is to be offered depending on the availability of faculty, course material and the preference of students.

Changes to the structure can be made according to the feedback and evaluation we get from students, faculty and the University.

Course Structure:

The study program comprises of 48 credit hours of course work and 12 credit hours of Research Project for a total of 60 credit units.

The program spans a minimum of three academic years in a part time distance education model. However if the student has to leave his cohort for any accepted reason he can rejoin another later cohort but has to complete the program, including the Research Project within a maximum of 5 years.

Number of Students:

Our goal is to keep the average number of students per cohort to 30. The three cohorts (Year 1-3) should not exceed 90 students.

 

 

 

 

Refer to Academic Regulations for information on Assessment.

Refer to Academic Regulations for information on Graduation Requirements.

LEAD 511              Leadership:  – Making Human Strength Productive                         4 CU

The church and its agencies worldwide are facing growing challenges to an effective ministry in a rapidly-changing world.  When asked what the root causes are, the most often given answer focuses on ineffective leadership. The felt need for change in this crucial area is widespread, especially among younger, emerging leaders.  For this to happen, however, existing theological premises, cultural mores, and leadership practices must be challenged radically from the perspectives of scripture as well as the lessons to be learned from the broader world of management and the behavioral sciences. The servant leadership exemplified by the Lord Jesus Christ is the central organizing paradigm for this module, and the primary outcomes for each participant will be (1) a thorough understanding of servant hood in theological and historical context; (2) a personal assessment and appropriation of the foundational principles of servant hood, and (3) a comprehensive application to your present or proposed ministry.

LEAD 522              Teaching and Learning for Impact                                                            4 CU

The purpose of this module is to prepare Christian leaders to facilitate training like DAI’s course material in their own context that results in changed hearts and practice that is consistent with adult learning methodology. 

LEAD 521              Strategic Thinking                                                                                                           4 CU

Strategic Thinking is a systematic and comprehensive process for selecting the best possible future for an organization. The total strategic planning process includes an internal appraisal of strengths and weaknesses; an assessment of future trends; setting general goals and the strategy for achieving them.  Besides covering the elements of a strategic plan, this module investigates the procedures necessary to confront the future and its external pressures.  Perception in detecting these external forces is honed.  Analytical skills in diagnosing opportunities, especially in the field of challenging current assumptions are practiced.  Conceptual skills in formulating strategies, policies, and programs negative forces are reviewed. 

LEAD 532              Women in Leadership                                                                                   4 CU

This course deals among other issues about women and their role in leadership. It is about thinking through what you believe about God’s original plans and purposes in the creation of man and woman.  It allows you to explore why you believe what you believe and if you need to consider changes.  We believe it sets the stage to discover God’s purposes for the Church and His Kingdom here on earth as it relates to the different genders.

LEAD 531              Integrity & Financial Management                                                          4 CU

Most who find themselves in positions of Christian leadership throughout the world have little or no background in managing either personal or organizational finances from a scriptural perspective.  The purpose of this module is to develop scriptural principles of integrity and financial stewardship which then are applied to both personal and organizational financial contexts. The learner will develop competencies in understanding basic book keeping, interpretation of financial statements, and financial management.

LEAD 541              Spiritual Formation                                                                                                        4 CU

Spiritual Formation for Christian Leaders is designed for Christian leaders who've settled many of the basic issues of Christian discipleship, find themselves longing for increased depth and authenticity in their relationship with Christ, and who are willing to take costly steps to open themselves in new ways to allow God to meet them and transform them. The units are designed to engage the learner involving both thoughtful engagement in written and audio materials and the intentional practice of spiritual exercises.  A weekly journal will be kept and periodic reflective writing will focus and express new learning and commitments.

LEAD 533              Introduction to Research Methodology                                                                4 CU

Practical skills are developed in Research Methodology. This helps students to become an informed user of research in the process of strategic planning and evaluation. This is accomplished through the experience of actual participation in all stages of research design. In the process students will be exposed to research applications in a variety of contexts and develop practical, working knowledge of research terms and concepts. They also will be equipped to undertake relatively uncomplicated research studies in their practical context.

LEAD 512              Partnerships                                                                                                                      4 CU

The course develops a comprehensive biblical and theological perspective on partnerships and the strategic importance for organizations and ministries to work together. For those organizations considering engaging in a partnership the course gives clear and comprehensive steps how to explore partnership opportunities, launch and develop the partnership to operate effectively. Issues that make partnerships work and skills to succeed like team work, dealing with conflict and building trust are explored in detail in this course. Finally the course gives advice in evaluating

LEAD 543              Hermeneutics for Leaders                                                                                           4 CU

An examination of diverse methodologies, hermeneutics, and conclusions about the meaning of biblical data for leadership, organizational and economic life today. Special attention will be given to a careful exegetical analysis of relevant biblical material.

LEAD 652              Ethics    for Living and Leadership                                                                             4 CU

One needs only pick up the newspaper to see the damage that unethical leaders do to organizations, people’s lives and public confidence in institutions. This course goes far deeper than news stories and popular books. The study of ethics is about what we should do and what we should be – right, wrong, good, evil and the relationship of humans to each other and to their creator. By understanding the ethical challenges of leadership, students will gain significant insights into what it takes to be a highly effective leader.

LEAD 651              Development and Social Change                                                                              4 CU

Provides a study of the principles and practices of transformational development within the context of a deeper analysis of poverty and the various theories of development.

LEAD 662              Culture, Ethnicity and Diversity                                                                                4 CU

Who are you? The concept of identity and its relationship to self, group, organization and culture is one of the most powerful forces leaders confront today. We see ourselves and are seen by others in a range of dynamic identities: age, gender, race, ethnicity, religion, class, nationality, etc. Identity can change over historical periods, across cultures, through a life cycle. Managing the tensions between identity and identification is a complex and often unconscious negotiation that leaders must embrace if they are to succeed in multicultural settings and global environment. How do identities take on “currency” that either empowers or excludes? An adept leader in today’s world needs knowledge, experience and skills to facilitate work. But a world-class leader understands unconscious forces that impede work and can deploy strategies to transform them. This module helps to understand these dynamics and offers ways to build understanding and cooperation across cultural or other boundaries.

LEAD 542              Conflict Management and Resolution                                                   4 CU

Every organization and group of people experiences conflict. To be a successful leader you need to know how to use it constructively. This module will address the individual and group dynamics of getting to common ground. It will analyze the nature of conflict, how it develops in individuals, relationships, and within an organization. Students will examine methodologies for intervening and managing conflict constructively.

LEAD 653              Fundraising                                                                                                                        4 CU

This course focuses on the design, implementation, and follow up on various methods of fundraising, including issues on proposals writing, and the aspects on raising support locally.

LEAD 523              Mentoring & Coaching                                                                                  4 CU

The course looks at mentoring & coaching from a biblical and management perspective. By defining the differences between mentoring and coaching is becomes clear that both are needed in any organization or ministry. The course identifies the roles and competencies of both mentors and mentees (which apply as well to coaching) and helps students to learn many different skills that are required in a mentoring or coaching situation, like listening skills, giving and receiving effective feedback, using influence and your own story as a mentoring tool among others. Based on the theory of multiple intelligences it helps the student to discover his/ her different learning styles. Other aspects of the course deal with successful mentoring or coaching relationships and ways to establish formal mentoring programs in an organization.

In addition the course gives a clear framework for leadership coaching and many practical tools to be used in a coaching relationship.

LEAD 670 Research Project                                                                                                                          12 CU

Participants will have selected a research project to undertake that will benefit their current work experience and incorporate the methodologies taught and the content derived from each of the modules undertaken as part of their masters program. This research project offers a unique opportunity for students to use what they have learned in the program and to make a contribution to leadership research and/or its practice in a community or organization. Students will choose a topic for further exploration that is meaningful for their professional and/or personal development. Students take on the responsibility of designing and carrying out research that culminates in a thesis and formal presentation before module facilitators and peers. The research project aims to help students apply what they have learned in the program to practice, to research areas of special interest, to realize their personal learning goals, to synthesize what they have learned in the Master’s Program and to increase their depth of knowledge about leadership through research.

 APPENDIX 1: GRADING SYSTEM:

 

Percentage Scores	Letter grade	GPA
80 – 100 %	A	5.0
75 -79.9 %	B+	4.5
70 – 74.9%	B	4.0
65 – 69.9%	B-	3.5
60 – 64.9%	C+	3.0
Below 60%	FAIL	0.0

 

 

APPENDIX 2:                      FORMAT FOR THE MAOL RESEARCH PROJECT

 

Field Research Project Proposal

Introduction

The following is the required format for your field research project (FRP) proposal. This document outlines the important parts of a project proposal and briefly describes the purpose of each. Topics and questions are indicated that you should address in your thesis.  Please make sure all parts are included before submitting your research proposal to the research coordinator. You must first get approval for your final field research project before completing your research and submitting your research project. This is the final requirement for graduation from the Masters program.

Submit your proposal to the Field Research Project (FRP) Coordinator:

 

English:                                                                                                French:

Dr. David A. Fraser                                                                          Dr. Jean-Marie Nkonge

Development Associates International                                  Development Associates International 

P.O. Box 49278, Colorado Springs, CO, 80949 USA              DR Congo

Email: This e-mail address is being protected from spam bots, you need JavaScript enabled to view it                                          Email: This e-mail address is being protected from spam bots, you need JavaScript enabled to view it

 

The proposal should be submitted as soon as possible.

 

When your proposal has been approved it will be returned to you with the contact information of your research advisor!

 

The title page for your proposal should be like the following sample:

 

M.A. Field Research Project Proposal

Name of Student: ___________________________________________________

Registration Number: _______________________________________________

 

Title of Field Research Project:

 

Proposal Outline (be sure to submit items 1-4):

 

 1.  Attach your completed Mini Project (including your questionnaires) with the following preceding it:

 

 a. An abstract:  a brief 300-500 word summary of your mini project. It should include:

(1) the research question (the sub-question you chose to research for the mini-project);

(2) a declaration why this mini project was relevant;

(3) a statement on how you examined the research question; and

(4) a summary of your major findings.

 b. Implementation: Briefly describe any action steps you have taken and results that you could observe. (1 page)

 c. Feedback from Professor: Summarize the feedback of your professor on your mini project and what you learnt from it. (1 page)

Then continue and add to your proposal items 2-4 below.

 

 If you have changed from your Mini-project to a New Project Focus then this first section needs to be a statement of what you are proposing as your new project and why you choose not to continue with your mini project. Then continue and submit items 2-4 below. You will need to state a good Central Research Question along with 3-4 good sub-questions (#3 below) and then be sure to provide a detailed response to the methods question (#4b below).

 

 2. Your Study Buddies

 

a. Primary: List your primary study buddy if you had any or if you want to select new ones.

b. Secondary: List your secondary study buddies if you had any or if you want to select new ones.

c. Experience: Talk briefly about the study buddy system and what worked or didn’t for you.

d. Suggestions: How could you improve the system for your FRP.

 

 3. Your Central Research Question and sub-questions for the full FRP

 

 a. CRQ: State your Central Research Question (maybe it needs rewording or replacement from your Mini Project)

 b. Sub-questions: State your 3-4 sub-questions (they may be in need of rewording or replacement). Indicate clearly which sub-questions were not addressed in the mini project.

c. Real Life Problem: What is the real life problem or major field research goal that your project tries to address? How do you expect that this research project will make a real difference in your work, life and ministry?

 

 4. Additional Information

 

a. Background. This section outlines the theoretical framework in which you undertake your research.  

        i. What information or data will you bring to bear on your research problem?  

        ii. Discuss any previous research and its impact on your research.

 

b. Methods. This section describes your methodology for data collection and analysis.  This is the most important part of the Field Project Proposal. So be sure you give good detail here.

        i. What sort of data or observations will you use to answer your central research question and sub-questions?  

        ii. Outline your general research methodology for data collection (survey, interview, focus group; literature review; government or agency documents and statistics).

        iii. Then you need to include:

                        a. Your proposed field questions for each of the methods (survey, interview, focus group).

                        b. An indication of how many respondents you intend to include for each of your methods.

                        c. What will be your sampling approach: what steps and methods will you use to select subjects                                                    to be part of your respondents in each group (survey, interview, focus group)?

 

c. Expected Findings. This brief section outlines your specific steps of research.  

        i. What do you expect to find as a result of your research? These are your hypotheses of what you think may be the case for your Central Research Question and sub-questions. What relationships do you expect will turn up as you gather information and analyze it? What do you think you might find and conclude as a result of the information you gather?

 

d. Schedule. This section tells what you have accomplished so far and gives a tentative schedule of the things you have yet to do.  

i. Discuss your schedule for field work/data collection. When will this happen?  

ii. Discuss your schedule for data analysis. When will this happen?  

iii. Put together a schedule from starting of the project to submission date, demonstrating the stages of completion? Make sure that you divide the stages realistically.

 

If you have any additional questions please contact the Field Research Project (FRP) coordinator.