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Year Course ID Course
2024-2025 LDRS 499

Applied Leadership Project

The applied leadership project provides students with an opportunity in which to test and apply the skills learned in their practicum placement as well as to reflect on their own personal development as professionals. Students conduct their applied leadership project in a supervised business, nonprofit agency, social service agency, or institution related to their personal interests and future plans (preferably in the same setting as they completed their practicum). This self-directed, but practicum-facilitated project helps the students reflect on and integrate their knowledge with practical experience.

Course Credits: 3
Prerequisite(s): Completion of at least 75 percent of the major coursework and practica.
2025-2026 LDRS 499

Applied Leadership Project

The applied leadership project provides students with an opportunity in which to test and apply the skills learned in their practicum placement as well as to reflect on their own personal development as professionals. Students conduct their applied leadership project in a supervised business, nonprofit agency, social service agency, or institution related to their personal interests and future plans (preferably in the same setting as they completed their practicum). This self-directed, but practicum-facilitated project helps the students reflect on and integrate their knowledge with practical experience.

Course Credits: 3
Prerequisite(s): Completion of at least 75 percent of the major coursework and practica.
2024-2025 LDRS 500

Leadership Foundations

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. Participants also examine ways of improving their own leadership skills through practical interactive group exercises.

Course Credits: 3
2025-2026 LDRS 500

Leadership Foundations

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. Participants also examine ways of improving their own leadership skills through practical interactive group exercises.

Course Credits: 3
2024-2025 LDRS 501

Strategic Leadership

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, appreciation of strategy-making process and factors, developing workplace application skills, acquiring development tools and the integration of transformational servant leadership skills throughout.

Course Credits: 3
2025-2026 LDRS 501

Strategic Leadership

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, appreciation of strategy-making process and factors, developing workplace application skills, acquiring development tools and the integration of transformational servant leadership skills throughout.

Course Credits: 3
2024-2025 LDRS 502

Team Leadership and Conflict Resolution

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.

Course Credits: 3
2025-2026 LDRS 502

Team Leadership and Conflict Resolution

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.

Course Credits: 3
2024-2025 LDRS 503

Results Based Leadership

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; specific stakeholder interests in defining data/ information needs; key elements and factors for quality business plans and budgets; governance, financial leadership, performance results measurement and reporting strategies.

Course Credits: 3
2025-2026 LDRS 503

Results Based Leadership

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; specific stakeholder interests in defining data/ information needs; key elements and factors for quality business plans and budgets; governance, financial leadership, performance results measurement and reporting strategies.

Course Credits: 3
2024-2025 LDRS 504

Leadership Values and Ethics

This course focuses on enhancing ethical awareness and practicing ethical leadership from a Christian worldview perspective. Students critically evaluate ethical frameworks and apply dilemmas and cases to leadership. Participants assess personal values, purpose and vision in relation to leadership and construct a personal decision-making framework.

Course Credits: 3
2025-2026 LDRS 504

Leadership Values and Ethics

This course focuses on enhancing ethical awareness and practicing ethical leadership from a Christian worldview perspective. Students critically evaluate ethical frameworks and apply dilemmas and cases to leadership. Participants assess personal values, purpose and vision in relation to leadership and construct a personal decision-making framework.

Course Credits: 3
2024-2025 LDRS 591

Scholarly Inquiry

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.

Course Credits: 3
NB: This course is a prerequisite for LDRS 697. The aim of this course is to provide students with the knowledge and skills necessary for the completion of an ePortfolio, which serves to integrate practical MA in Leadership program curriculum content.
2025-2026 LDRS 591

Scholarly Inquiry

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.

Course Credits: 3
NB: This course is a prerequisite for LDRS 697. The aim of this course is to provide students with the knowledge and skills necessary for the completion of an ePortfolio, which serves to integrate practical MA in Leadership program curriculum content.
2024-2025 LDRS 611

Organizational Behaviour

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.

Course Credits: 3
2025-2026 LDRS 611

Organizational Behaviour

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.

Course Credits: 3
2024-2025 LDRS 612

Leading Change and Innovation

This course is designed to deepen student's understanding of how transformational servant leaders can and must survive and thrive while leading change initiatives, leading for innovation, and promoting new ways of being in twenty-first century organizations. This is a time of uncertainty and opportunity. Change and innovation is about understanding and predicting reality; it is about new strategic and operational paradigms. Leading innovation requires different ways of engaging people around issues, and new personal, team and organizational responses to today's world.

Course Credits: 3
2025-2026 LDRS 612

Leading Change and Innovation

This course is designed to deepen student's understanding of how transformational servant leaders can and must survive and thrive while leading change initiatives, leading for innovation, and promoting new ways of being in twenty-first century organizations. This is a time of uncertainty and opportunity. Change and innovation is about understanding and predicting reality; it is about new strategic and operational paradigms. Leading innovation requires different ways of engaging people around issues, and new personal, team and organizational responses to today's world.

Course Credits: 3
2024-2025 LDRS 614

Mission, Marketing, and Quality

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

Course Credits: 3
2025-2026 LDRS 614

Mission, Marketing, and Quality

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

Course Credits: 3
2024-2025 LDRS 617

Employee Engagement and Stewardship

This course examines the concept of employee engagement within an organization in relation to effective employee stewardship by the leadership of that organization. It further considers effective tools for the measurement and assessment of an organization's employee engagement and stewardship practice, and methods for creating and managing organizational culture characterized by meaningful participation, loyalty, and affirmation.

Course Credits: 3
2025-2026 LDRS 617

Employee Engagement and Stewardship

This course examines the concept of employee engagement within an organization in relation to effective employee stewardship by the leadership of that organization. It further considers effective tools for the measurement and assessment of an organization's employee engagement and stewardship practice, and methods for creating and managing organizational culture characterized by meaningful participation, loyalty, and affirmation.

Course Credits: 3
2024-2025 LDRS 620

Worldview Foundations of Educational Leadership

This course examines the complex issue of the Christian believer's mandate to indwell the Biblical story in the context of contemporary western culture, paying particular attention to ways in which this issue impacts the task of educational leadership. Students will discuss the potential of transformational servant leadership and values-based leadership for building personal and shared vision in educational settings. They will develop and discuss strategies through which the school leader can work reflectively with faculty, parents, students and others in establishing and sustaining a vision-shaped educational community. Students will also participate in a school leadership self-assessment exercise.

Course Credits: 3
NB: May not be taken for credit for students who have credit for EDUC 621.
Cross-listed: EDUC 620
2025-2026 LDRS 620

Worldview Foundations of Educational Leadership

This course examines the complex issue of the Christian believer's mandate to indwell the Biblical story in the context of contemporary western culture, paying particular attention to ways in which this issue impacts the task of educational leadership. Students will discuss the potential of transformational servant leadership and values-based leadership for building personal and shared vision in educational settings. They will develop and discuss strategies through which the school leader can work reflectively with faculty, parents, students and others in establishing and sustaining a vision-shaped educational community. Students will also participate in a school leadership self-assessment exercise.

Course Credits: 3
NB: May not be taken for credit for students who have credit for EDUC 621.
Cross-listed: EDUC 620
2024-2025 LDRS 623

Developing and Assessing Educational Programs

This course reviews the foundations and practises of both macro- and micro-level program development for schools and school systems. Students will consider the underlying assumptions and effects of alternative approaches to program planning. They will explore how worldviews shape curriculum theory and analyze how they affect curriculum development. They will also examine contemporary issues and research problems related to planned curriculum change and development. The participants will develop a framework and criteria for developing programs, resources, and curriculum practice based on a Christian worldview.

Course Credits: 3
Cross-listed: EDUC 623.
2025-2026 LDRS 623

Developing and Assessing Educational Programs

This course reviews the foundations and practises of both macro- and micro-level program development for schools and school systems. Students will consider the underlying assumptions and effects of alternative approaches to program planning. They will explore how worldviews shape curriculum theory and analyze how they affect curriculum development. They will also examine contemporary issues and research problems related to planned curriculum change and development. The participants will develop a framework and criteria for developing programs, resources, and curriculum practice based on a Christian worldview.

Course Credits: 3
Cross-listed: EDUC 623.
2024-2025 LDRS 624

School Leadership and Supervision

In this course participants will review the role of principals and other educational leaders in nurturing a healthy professional climate and sustaining teacher growth. They will develop an integrated model for continuous staff development. On the basis of the principles of Christian servant leadership and current supervision paradigms, they will consider how to supervise and evaluate school personnel. They will also scrutinize methods of staff selection, induction, and dismissal. Throughout, the focus will be on strategies for building positive school cultures.

Course Credits: 3
Cross-listed: EDUC 624
2025-2026 LDRS 624

School Leadership and Supervision

In this course participants will review the role of principals and other educational leaders in nurturing a healthy professional climate and sustaining teacher growth. They will develop an integrated model for continuous staff development. On the basis of the principles of Christian servant leadership and current supervision paradigms, they will consider how to supervise and evaluate school personnel. They will also scrutinize methods of staff selection, induction, and dismissal. Throughout, the focus will be on strategies for building positive school cultures.

Course Credits: 3
Cross-listed: EDUC 624
2024-2025 LDRS 625

Educational Leadership and Change

This course involves 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. Included is an exploration of theories, current research, and examples of constructive and dynamic educational leadership. Learners will analyze models, practices, and investigate how to implement effective educational programs and bring about related changes at the classroom and institutional levels while overcoming barriers to change.

Course Credits: 3
Cross-listed: EDUC 625
2025-2026 LDRS 625

Educational Leadership and Change

This course involves 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. Included is an exploration of theories, current research, and examples of constructive and dynamic educational leadership. Learners will analyze models, practices, and investigate how to implement effective educational programs and bring about related changes at the classroom and institutional levels while overcoming barriers to change.

Course Credits: 3
Cross-listed: EDUC 625
2024-2025 LDRS 626

Leadership for Contemporary Issues in Education

The school is a community for learning within a larger community. This course explores the links between schools and the social, political, and legal forces that impinge on them. Students will examine the relationship of the school with its social context, and how school leaders interact with external influences and affect them.

Course Credits: 3
Cross-listed: EDUC 626
2025-2026 LDRS 626

Leadership for Contemporary Issues in Education

The school is a community for learning within a larger community. This course explores the links between schools and the social, political, and legal forces that impinge on them. Students will examine the relationship of the school with its social context, and how school leaders interact with external influences and affect them.

Course Credits: 3
Cross-listed: EDUC 626
2024-2025 LDRS 627

Theory and Practice of Adult Education

Learners will be introduced to principles and practices of adult education. Focusing on facilitation methods and instructional design, this course develops practical skills necessary to teach adults. Whether in a classroom or other formal learning context or workplace, leaders are all teachers. This course equips leaders to facilitate transformational learning experiences that are learner-centered, supportive, well-organized and based on critical inquiry in the context of practice.

Course Credits: 3
2025-2026 LDRS 627

Theory and Practice of Adult Education

Learners will be introduced to principles and practices of adult education. Focusing on facilitation methods and instructional design, this course develops practical skills necessary to teach adults. Whether in a classroom or other formal learning context or workplace, leaders are all teachers. This course equips leaders to facilitate transformational learning experiences that are learner-centered, supportive, well-organized and based on critical inquiry in the context of practice.

Course Credits: 3
2024-2025 LDRS 631

Health Care Leadership Issues

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 skills 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.

Course Credits: 3
2025-2026 LDRS 631

Health Care Leadership Issues

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 skills 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.

Course Credits: 3
2024-2025 LDRS 632

Leadership and Change

This course explores how effective leaders use creativity and innovation to address emerging global needs. Necessary skills of cognitive load management, cross-cultural collaboration, interpersonal and communications skills, and adaptability and resilience will be explored as tools for leaders facing the need to promote new ways of being for twenty-first century organizations.

Course Credits: 3
2025-2026 LDRS 632

Leadership and Change

This course explores how effective leaders use creativity and innovation to address emerging global needs. Necessary skills of cognitive load management, cross-cultural collaboration, interpersonal and communications skills, and adaptability and resilience will be explored as tools for leaders facing the need to promote new ways of being for twenty-first century organizations.

Course Credits: 3
2024-2025 LDRS 634

Accountability and Performance

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 with 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.

Course Credits: 3
Prerequisite(s): LDRS 500.
2025-2026 LDRS 634

Accountability and Performance

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 with 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.

Course Credits: 3
Prerequisite(s): LDRS 500.
2024-2025 LDRS 662

Culturally Inclusive Teaching and Learning

Learners will analyze personal cultural values and beliefs, expanding their cultural self-awareness and cultural competency. Learners will examine implicit biases in educational structures and processes, assess culturally-inclusive theoretical perspectives, analyze inclusive pedagogy, and explore global Indigenous perspectives on teaching and learning. Learners will develop and apply practical strategies to create culturally-inclusive learning environments and learning activities, and establish and develop meaningful intercultural communication and relationships, applying coaching/facilitation skills to engage all learners in authentic learning experiences.

Course Credits: 3
Prerequisite(s): LDRS 627
2025-2026 LDRS 662

Culturally Inclusive Teaching and Learning

Learners will analyze personal cultural values and beliefs, expanding their cultural self-awareness and cultural competency. Learners will examine implicit biases in educational structures and processes, assess culturally-inclusive theoretical perspectives, analyze inclusive pedagogy, and explore global Indigenous perspectives on teaching and learning. Learners will develop and apply practical strategies to create culturally-inclusive learning environments and learning activities, and establish and develop meaningful intercultural communication and relationships, applying coaching/facilitation skills to engage all learners in authentic learning experiences.

Course Credits: 3
Prerequisite(s): LDRS 627
2024-2025 LDRS 663

Coaching for Transformational Blended Learning

Examines the theoretical foundations and professional practices of coaching learners in blended learning environments with an emphasis on facilitating transformational learning experiences. The intersection of adult education, educational technology, and international education thought is investigated in relation to the development of effective strategies for coaching learners within the emerging context of technologically distributed global higher education. Projects develop digital literacy skills, including the use of communication, collaboration and publishing tools; and media literacy, including knowledge of copyright, open licensing, and digital citizenship.

Course Credits: 3
Prerequisite(s): LDRS 627
2025-2026 LDRS 663

Coaching for Transformational Blended Learning

Examines the theoretical foundations and professional practices of coaching learners in blended learning environments with an emphasis on facilitating transformational learning experiences. The intersection of adult education, educational technology, and international education thought is investigated in relation to the development of effective strategies for coaching learners within the emerging context of technologically distributed global higher education. Projects develop digital literacy skills, including the use of communication, collaboration and publishing tools; and media literacy, including knowledge of copyright, open licensing, and digital citizenship.

Course Credits: 3
Prerequisite(s): LDRS 627
2024-2025 LDRS 664

Creating Authentic Learning Communities

Learners explore theoretical foundations of learning communities, evaluate strategies for creating authentic learning communities, and apply those strategies in a learning/coaching context. Learners explore teaching and learning through the lens of personal transformation and then widen their lens to consider systems theory and challenges of leading for an authentic learning environment. Learners explore themes such as identity, perception, interconnectedness and learning organizations. Learners will develop a personal philosophy of Learning Communities, exploring what it means to be personally authentic and how to lead authentically in a learning environment.

Course Credits: 3
Prerequisite(s): LDRS 627
2025-2026 LDRS 664

Creating Authentic Learning Communities

Learners explore theoretical foundations of learning communities, evaluate strategies for creating authentic learning communities, and apply those strategies in a learning/coaching context. Learners explore teaching and learning through the lens of personal transformation and then widen their lens to consider systems theory and challenges of leading for an authentic learning environment. Learners explore themes such as identity, perception, interconnectedness and learning organizations. Learners will develop a personal philosophy of Learning Communities, exploring what it means to be personally authentic and how to lead authentically in a learning environment.

Course Credits: 3
Prerequisite(s): LDRS 627
2024-2025 LDRS 667

Practicum (Personal and Professional Practice and Reflection)

Learners explore theoretical foundations of learning communities, explore strategies for creating authentic learning communities, and apply strategies within a learning/coaching context. This course provides students with a practical setting in which to apply what they have learned in the Certificate in Coaching and Facilitation. Practicum must be with a supervised business, non-profit agency, social service agency, or institution related to the student’s personal interests and future plans. The course includes readings, written assignments and discussion forums.

Course Credits: 3
Prerequisite(s): LDRS 627
2025-2026 LDRS 667

Practicum (Personal and Professional Practice and Reflection)

Learners explore theoretical foundations of learning communities, explore strategies for creating authentic learning communities, and apply strategies within a learning/coaching context. This course provides students with a practical setting in which to apply what they have learned in the Certificate in Coaching and Facilitation. Practicum must be with a supervised business, non-profit agency, social service agency, or institution related to the student’s personal interests and future plans. The course includes readings, written assignments and discussion forums.

Course Credits: 3
Prerequisite(s): LDRS 627
2025-2026 LDRS 670

Advanced Global Leadership

An examination of global leadership challenges and the dynamics of innovative leadership. Emerging leaders will analyse and compare leadership models and styles in foreign countries versus leadership in North America. Attention is given to practicing open and equal consideration of all cultural viewpoints while maintaining a transformational servant leader perspective emphasizing compassion and reconciliation.

Course Credits: 3
2025-2026 LDRS 671

Advanced Innovation Leadership and Impact

With an emphasis on ethical decision-making within a global context, students will investigate the concepts and issues involved in their self-analysis as innovators and the metrics of understanding innovation. The emphasis will be placed on how general innovation can be developed to help people and organizations think about, analyze and ultimately solve the world’s deepest problems in creative, sustainable, and innovative ways.

Course Credits: 3