Trinity Western University

Course Descriptions

Leadership, Graduate Courses

NB: Courses LDRS 500-691 are graduate courses. For further information about course co-requisites, prerequisites, and when courses are offered, see the School of Graduate Studies section or contact the M.A. in Leadership Program Director.


    • Foundational Courses

      LDRS 500 Leadership Foundations (3 sem. hrs.)

      This introductory course provides an understanding of the philosophical and theoretical basis for leadership, including the participant's stage of development. Major historical models for leadership are examined with special attention to servant leadership, and participants examine ways of improving their own leadership skills through practical interactive group exercises.


    • LDRS 501 Strategic Leadership (3 sem. hrs.)

      The student gains an appreciation of practical visioning and strategic leadership with an emphasis on understanding strategic leadership framework, integrating new leadership knowledge, using different strategic perspectives, appreciating strategy-making process factors, developing work-place application skills, and acquiring development tools.


    • LDRS 502 Team Leadership and Conflict Resolution (3 sem. hrs.)

      This course prepares those currently in leadership positions to assess and develop their abilities to coach and develop teams, manage conflict by building relationship, and turning confrontation into cooperation, as well as explore and experience teamwork. Participants understand conflict theory teamwork development, motivation, and management strategies. As leaders and agents of change, candidates analyze and formulate key knowledge and skill areas that enable them to construct the competencies of self-renewal, communication, and understand how they interact in a team. Development of these competencies increase participants' abilities to value people, and thereby, increase the effectiveness of their negotiation, intervention, and impact in a team environment. The course is facilitative, participatory, and experiential. Candidates complete this course having experienced personal change, and having the confidence and competence to influence others through building relationship, cooperative negotiation, and a greater trust in a team environment.


    • LDRS 503 Resource-based Leadership (3 sem. hrs.)

      An analysis of organizational development and operation in a leadership-based system for performance results measurement and reporting: terminology, concepts, and skill needs; the role of a Christian perspective on financial accountability; concepts and principles underlying effective computer-assisted financial accountability systems; specific stakeholder interests in defining data/information needs; key elements and factors for quality business plans and budgets; governance and financial leadership interface; and performance results measurement and reporting strategy.


    • LDRS 504 Leadership, Values, and Ethics (3 sem. hrs.)

      An analysis of ethical issues from leadership and Christian worldview perspective, developing an ethical sensitivity to varied issues facing leaders: promotion of honesty, humility, trustworthiness, caring, persistence, courage, fairness, and respect for all persons; a comparison, contrast, and evaluation of different ethical systems; identification of ethical dilemmas and an application of ethical principles to them; an appreciation of the difficulty of behaving ethically; and development of a personalized consistent ethical decision-making approach within an organization.


    • LDRS 590 Scholarly Inquiry and Research Methods (2 sem. hrs.)

      This course provides an overview of the process, critical analysis, and associated skills required for scholarship and research. Students are introduced to the complexities of scholarly inquiry and various research approaches being used in the field of leadership. The course is a pre-requisite for the Major Project (LDRS 690, 691). The aim of this online course is to provide students with the knowledge and skills necessary for the completion of an applied Major Project. Students learn how to frame their Major Project focus or question, how to answer that question, and how to present their work.


    • LDRS 591 Scholarly Inquiry (3 sem. hrs.)

      This course provides an overview of the process, critical analysis, and associated skills required for scholarship and research. This course is designed for learners who may have little experience in the area of research, and provides introduction to scholarly inquiry and various research approaches being used in the field of leadership to the end that learners may become discriminating consumers of research.

      NB: This course is a prerequisite for LDRS 696. The aim of this online course is to provide students with the knowledge and skills necessary for the completion of an ePortfolio, which serves to integrate practical Master of Arts in Leadership program curriculum content.


    • Specialization Online Courses

      Business (B) Stream

      LDRS 611B Organizational Behaviour (3 sem. hrs.)

      This is a graduate-level introduction to the social theory and analysis of organizations. Process of individual behaviour in organizations is examined, including attitudes, motivation, satisfaction, stress, perception, and attribution. Social behaviour studies include group formation and structure, socialization, organizational culture, and gender dynamics. Attention is given to the evolution of organizations along with the scaling or organizational processes during growth, and the consequent demands upon leaders as organizations change.


    • LDRS 612B Leadership and Change (3 sem. hrs.)

      This course is designed to deepen the student's understanding of leadership and organizational development, and consider how good leadership and management facilitate organizational change. In today's world, change is inevitable in virtually every organization. While there has always been incremental change in living and learning organizations, leaders must now contemplate fundamental or systematic and cultural change and transformation just to exist and to sustain, reposition, or expand their organization.


    • LDRS 614B Mission, Marketing, and Quality (3 sem. hrs.)

      An examination of marketing models and frameworks that includes an initial exploration of Christian worldview perspectives. The course explores marketing as it is practised by North American organizations (tools, techniques, and frameworks that are used in market analysis and planning); and engages in the marketing discipline through the eyes of faith.


    • LDRS 616B Business Entrepreneurship and Innovation (3 sem. hrs.)

      At the heart of entrepreneurship is innovation—the practical exercise of creativity in pursuit of an opportunity that necessitates change. Entrepreneurship and innovation knows no bounds; it occurs within large and small businesses, for-profit and non-profit, and within church and para-church organizations. This course provides a graduate-level introduction to key concepts of entrepreneurship: the nature and role of the entrepreneur; key attributes for success, and how to learn to be entrepreneurial. Entrepreneurship is viewed increasingly in society as an avenue for personal fulfilment—a source of meaning in life. The course explores a Christian perspective on entrepreneurship and distinguishes and contrasts it with the "spirituality" model of entrepreneurship. As part of that process students explore the notion of entrepreneurship as a calling.


    • LDRS 617B Employee Engagement and Stewardship (3 sem. hrs)

      This course explores the concept of the leader as a steward of the organization's human resources. It pays particular attention to how the Christian servant leader might reconcile and integrate his/her stewardship responsibilities utilizing Christian perspectives. How does servant leadership translate into action when a leader has to make decisions relative to salary increases, bonuses, employee development, or terminating an employment relationship? Course participants analyze employee engagement practices and trends. They interact with other servant leaders to grapple with the daily task of applying such practices to being good stewards in relation to the people they lead.


    • Education (E) Stream

      LDRS 620E World View Foundations of Educational Leadership (3 sem. hrs.)

      Worldviews in which the believing community in the Western world must carry out its educational calling: the grand narrative of the biblical story and the Western story of modernity and postmodernity as they affect communities of learning. The idea of contextualization as a way of dealing with the tension and conflict resulting from the comprehensive demands of incompatible worldviews. How selected social theory and leadership models for building personal and shared vision can contribute to the development of ways in which the school leader can work reflectively with faculty, parents, students, and others in establishing and sustaining a vision-shaped educational community.

      NB: May not be taken for credit for students who have credit for EDUC 621.

      Cross-listed: EDUC 620.


    • LDRS 621E Worldview Foundations for Schooling (3 sem. hrs.)

      An examination of the concept of worldview and how differing world views affect education: the analysis and application of the modern, postmodern, and biblical worldviews in relationship to our educational calling; the cultural context for education; probing the complex issue of applying a biblical worldview in a context where modern and postmodern worldviews compete for dominance.

      NB: Summer sessions only. May not be taken for credit for students who have credit for EDUC 620.

Cross-listed: EDUC 621.


    • LDRS 623E Developing and Assessing Educational Programs (3 sem. hrs.)

      The foundations and practices of curriculum development for classrooms, schools, and school systems. How worldviews shape curriculum theory and affect program planning, implementation, and assessment. Classroom-based and school-based curriculum planning: curriculum aims, yearly overviews, classroom courses and units, choosing resources, and assessment. Outside influences on school programs. The nature of curriculum change and the roles of curriculum leaders. Participants develop a framework for designing educational programs and complete curriculum and curriculum leadership projects relevant to their own setting.

      Cross-listed: EDUC 623.


    • LDRS 624E School Leadership and Supervision (3 sem. hrs.)

      A review of the role of principals and other educational leaders in a healthy professional learning community whose climate sustains effective student and teacher growth. Strategies for building positive school cultures. The formation of an integrated model for continuous staff development. The supervision and evaluation of school personnel on the basis of principles of Christian servant leadership and current supervision paradigms. Effective methods of staff selection, induction, development, and where necessary, dismissal.

      Cross-listed: EDUC 624.


    • LDRS 625E School Leadership and the Dynamics of Change (3 sem. hrs.)

      An examination of the characteristics of schools and classrooms that provide an environment for productive instruction and successful student learning within the contours of a defined vision for education. An exploration of theories, current research, and examples of constructive and dynamic instructional leadership. An investigation of how to implement effective educational programs and bring about related changes at the classroom and institutional levels while overcoming barriers to change.

      Cross-listed: EDUC 625.


    • LDRS 626E Leadership for Contemporary Issues in Education (3 sem. hrs.)

      The exploration of links between schools and the social, legal, and political forces that impinge on them, with special attention to leadership responses. The concepts of the welfare state, globalization, choice, and privatization as they relate to schooling and changing attitudes. The course also explores diversity and participatory democracy in school programs and structures; political processes and their impact on schooling; structures and methods of school governance; pressures for and responses to educational reform and renewal; approaches to demands for human and collective rights; and increased professionalism in education.

      Cross-listed: EDUC 626.


    • Health Care (H) Stream

      LDRS 631H Health Care Leadership Issues (3 sem. hrs.)

      This course provides a foundation for students in the Health Care Stream and a comprehensive application of servant leadership principles to the health sector. As emerging leaders, students develop their leadership skill in inspiring, stewarding, and problem solving. The course facilitates integrated learning on the needed leadership competencies to support health systems and organizations. The leadership competencies include leading change, leading people, being results driven, ensuring business acumen, and building coalitions and communication. Leadership issues in the course include values, ideologies, leadership imperatives, cultural change, population health, reform, vision, financial and human resource considerations, education, professional regulation, technology and health system integration.


    • LDRS 632H Leadership and Change (3 sem. hrs.)

      This course provides students in the Health Care Stream with a focus on the change management imperative that faces leaders in health systems and organizations. Engaging multiple professional stakeholders in the change imperative requires an effective understanding of complex health system and organizations. Resistance to change is not an option. Health systems and organizations are reshaping themselves to change quickly in order to meet the needs of the population. Health leaders cannot throw money at every problem; however, health leaders need highly committed and flexible workers. As emerging health leaders, students learn to make the changes as quickly and smoothly as possible.


    • LDRS 633H Ethics and Decision-Making (3 sem. hrs.)

      This course provides Health Care Stream students with a solid understanding and framework for addressing ethical issues and ethical decision making. An issue has ethical implications in direct proportion to its impact on human dignity. Ethics means making decisions based on values, principles, beliefs, or loyalties. An ethical dilemma occurs when values, loyalties, principles, or duties are in conflict. This course also includes strategic level decision-making ethics (resource allocation, service integration, etc.) as well as ethical concerns for leaders, organizational culture, innovation, partnerships, alliances, and evidence-based best practice.


    • LDRS 634H Accountability and Performance (3 sem. hrs.)

      When health service executives and professionals are asked to explain what outcomes are being achieved by the provincial and territorial health systems across Canada, the reply is usually rhetoric and platitudes but little evidence. The reality is we do not have the ability to define what we accomplish that costs approximately 44 per cent of the provincial and territorial budgets. This course explores the concepts of accountability and governance in detail. The collective goal is to better explain what the health systems are producing as tangible outcomes. Servant leaders are called to communicate with the communities and populations they serve with integrity and honesty and to serve their patient/client/resident needs as best they can, based on the organization’s values and strategy as well as the customer’s expectations.

      Pre-requisite(s): LDRS 500.


    • LDRS 637H Employee Engagement and Stewardship (3 sem. hrs)

      This course explores the concept of the leader as a steward of the organization's human resources. It pays particular attention to how the Christian servant leader might reconcile and integrate his/her stewardship responsibilities utilizing Christian perspectives. How does servant leadership translate into action when a leader has to make decisions relative to salary increases, bonuses, employee development, or terminating an employment relationship? Course participants analyze employee engagement practices and trends. More importantly, they interact with other servant leaders to grapple with the daily task of applying such practices to being good stewards in relation to the people they lead.


    • Christian Ministries (M) Stream

      LDRS 641M Theology of Christian Leadership (3 sem. hrs.)

      Explores key theological and biblical leadership concepts and identifies points of harmony and incompatibility with secular leadership paradigms: personalized philosophy of biblical leadership; comparison of biblical leadership to other perspectives; application of leadership principles to ministry issues; and best practice considerations.


    • LDRS 642M Leadership and Change (3 sem. hrs.)

      Explores how high performance in organizations is related to one's ability to adapt to changing internal and external needs: societal trends and forces that impact need for change; importance of flexibility and adaptation to organizational performance; the role of values factors for guiding successful change; an understanding of one's own personal style in leading change; developing a personal philosophy of change leadership; gaining competence in collaboration change leadership; learning to respond positively to change resistance; and evaluating change results as a basis for successful organizational operations.


    • LDRS 645M Leadership across Cultures (3 sem. hrs.)

      Examines the nature of culture and its influence on human society and behaviour, especially in relationship to leadership processes between cultures; the possibility of shared leadership practices across cultures; religious differences and impacts on social values and management practices; the skills required to work across cultures; international strategies to improve management performance; challenges and responses to the current global system; lessons from Paul the Apostle's journeys to different lands; and integration of intercultural practice requirements with the requirements of a Christian worldview.


    • LDRS 646M Empowering Leadership: Mentoring, Spiritual Directing, Coaching (3 sem. hrs.)

      This course is a study that reflects on the character, heart, hope, and practices of relational leadership which focuses on empowering others—especially the next generation of leaders. Mentoring is a primary strategy that is examined in depth. A historical perspective exposes the challenges used throughout the history of mentoring. A best practices model is constructed that offers principles of relational leadership that can be used in organizations and churches or with individuals. The coaching model for leadership development is given consideration in this course. Students have an opportunity to reflect on those women and men who have played a significant role in their own leadership development and then anticipate what they may need in present or future contexts by way of mentoring and/or coaching.


    • LDRS 647M Sustainability in Servant Leadership (3 sem. hrs.)

      This course explores the concept of sustainability in servant leadership. One of the most important ways in which servant leaders can serve others and their organizations is through their own vitality and health. Those who take on the mantel of leadership from a servant leadership orientation often have an increased propensity toward serving and giving of themselves to those they lead. As such, servant leaders face a heightened risk of depleting their internal resources and becoming ineffective. In this course, participants interact with and explore various dimensions of soul care in order to develop a more holistic approach to spiritual formation. Armed with a greater insight into the need for a sustainable approach to leadership, participants are better equipped to care for themselves and those entrusted to them. In addition, participants are encouraged to reflect and wrestle with ways in which they can cultivate a culture and practice of sustainability in the organizations they lead.


    • Non-profit (N) Stream

      LDRS 651N Theory and Practice of Volunteerism (3 sem. hrs.)

      This course examines the issues relevant to how the NGO organization establishes a secure relationship with external stakeholders through effective leadership practice. The NGO sector is the second largest sector within the Canadian political economy, and requires special attention as the sector becomes increasingly reliant on volunteers. Specific issues relate to connecting with, gaining interest, and keeping volunteer support at the policy, program, and operations level, including how the effective leader's conduct affects this challenging process. Of particular interest is the challenge of generating volunteer funds to support the operation of the organization.


    • LDRS 652N Contemporary Governance Issues (3 sem. hrs.)

      This course is focused on the use of effective management authority with NGO organizations. The use of power and authority is perhaps the most challenging operational challenge faced by NGOs. The examination of different types of boards of governance structures and functions, together with the inter-relationship with the CEO, are key in providing the leader with practical and productive strategies. As well, the implications for the operations of the organization are addressed.


    • LDRS 653N Leadership across Cultures (3 sem. hrs.)

      This course focuses on the high impact cultural factors that limit and provide opportunities for effective change. Issues related to past and present cultural factors, as well as implications for the future are explored in considering the viability of change strategies. Included in this examination of issues are the local, national, and international environments. Students learn to view and address required culturally sensitive action from a leadership perspective.


    • LDRS 654N NGOs as Social Enterprise (3 sem. hrs.)

      This course addresses practical issues and opportunities to the servant-centered leader that wishes to develop as a social entrepreneur. The concept carries with it elements of the traditional business, non-governmental, and political arenas we are so accustomed to working and living with. This course provides the practical, entrepreneurially-focused leadership knowledge and skills needed to have an impact in this arena. This course focuses on student development as servant-centered leaders of social enterprise.

      Pre-requisite(s): LSRS 500


    • LDRS 655N Organizational Performance and Research (3 sem. hrs.)

      Of primary interest are issues relevant to stewardship, accountability, and organizational performance results. Discussion emphasizes how a focus on results must guide the leading for change. Special interest focuses on systematized learning, innovation, and knowledge generation through various evaluation and research approaches, especially the action research paradigm. It is important to see that all action is referenced for leadership responsiveness to the customer and value for money results.


    • Capstone Courses

      LDRS 690 Major Project (3 sem. hrs.)

      A major project examines an applied issue from a leadership perspective and, preferably, from the participant's place of employment. The paper focuses on a combination of course content and on a quality presentation of content.


    • LDRS 691 Educational Leadership Mentorship (3 sem. hrs.)

      An educational leadership mentorship experience taken by students who elect to take EDUC 690 for 4 sem. hrs.


    • LDRS 696 Leadership Integration Project (3 sem. hrs.)

      The process of designing and completing the ePortfolio is part of the higher order learning process. The ePortfolio is focused on integrating the learning from various courses into a more comprehensive understanding of leadership. Courses are collectively analyzed and re-evaluated to determine meta-themes to inform a deeper level of scholarly inquiry in the field of leadership. Furthermore, the ePortfolio ensures that each student is focused on an individualized education plan as he or she navigates through each course and learning experience.

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This page contains official TWU academic program information.