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MA in Organizational Leadership

Called to Serve, Prepared to Lead

What makes us different?

  • Strong Christian Principles Integration
  • Spiritual Formation throughout the program
  • Delivery models that “work” for the working leader
  • Available on two continents, U.S. and Africa
  • Assignments that are applied to the leader’s work context
  • Long history of partnering with international organizations

Started in 1999, the Master of Arts in Organizational Leadership prepares leaders by deepening their Christian faith and its integration into their day to day leadership roles, and through the development of critical thinking and leadership skills needed in the complex business, nonprofit/NGO and ministry sectors today.

A core of leadership courses develops strategic leadership perspectives. Biblical integration throughout the curriculum provides an ethical foundation to accompany practical skills such as modeling servant leadership, wise stewardship of financial and human resources, and strategic management in a world that is in constant change. Concentration courses provide the specialized knowledge and skills that are indispensable to leaders in NGOs, education, and church and ministry sectors. This 30-credit (10 courses) program is offered in the U.S. in the blended online weekend residency format in approximately 22 months. Overseas, the program is offered in the blended online annual Residency format in Africa.

Our approach to Leadership Development

By its very nature, contemporary leadership development usually requires non-formal educational methods where the institution deliberately commits to move beyond its classroom walls and traditional methods. At the School of Leadership and Development our academic program provides students with:

  • Content that is highly practical and that concentrates on day-to-day realities. This means that the educational progression is “bottom up,” moving from the pragmatic world upward to concept and theory and back once again to practical application.
  • An approach that is learner-driven, building on self-discovery as opposed to prepackaged truths and conclusions.
  • Teachers who perform as coaches and mentors rather than just as expert information givers. Interactive learning communities recognize participants’ need to “connect” with and learn from each one another as well as from their professors.
  • A curriculum characterized by clear cognitive and behavioral outcomes that are used to measure its impact.

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