The MA in Leadership program is offered as a two-year blended delivery program that combines online learning with two on-campus learning experiences. This allows working professionals to benefit from the synergy of on-campus learning and direct interaction with leading faculty members, while meeting the demands of their career and lifestyle. In the event of COVID-19 or other constraints on travel, on-campus learning experiences will be delivered as meaningful, interactive, and full-time online residency experiences.
- MA Leadership
- MA Leadership (Health Specialization)
- MA Leadership (Executive Leadership Specialization)
For the MA Leadership and MA Leadership (Health Specialization), the first residency courses required will be equivalent to the graduate certificate in leadership – the blended courses of LEAD 526/527/528 - as well as a foundational leadership course LEAD 516 and one elective. The second residency course consists of the blended courses of LEAD 626/627/628 with a capstone option of:
- A 9-credit engaged leadership project (LEAD 640) plus a 3-credit reflective learning course (LEAD 680) or
- A 12-credit thesis (LEAD 690).
For the MA Leadership (Executive Leadership Specialization), the first term courses required will be equivalent to the Graduate Certificate in Values-Based Leadership, and includes VBLD 510/512, VBLD 514 as well as 3 elective choices that can be taken individually or as an approved 9-credit graduate certificate. The second year consists of the blended courses of LEAD 625/626/627 leading toward a capstone option of an ELP or a Thesis.
Please note: Within the School of Leadership Studies, all capstones, whether an ELP or a Thesis, are engaged and action-oriented. As a result, students are expected to collaborate with a partnering organization as part of the capstone requirement.
Prior to commencing each course, students are provided with a series of mailers that include resources and readings. Once the online course begins, students will work through the weekly requirements on the RRU learning platform (Moodle) according to their own schedules, while ensuring they meet the weekly deadlines for activities and assignments along with interacting with fellow students in their cohort. A few synchronous meetings are required. A level of effort of approximately 10 – 15 hours per week, per course is required. This means a commitment of approximately 30 hours per week depending on the schedule. Students are expected to post online and interact in the Moodle site at minimum every three days. During the first online courses, the amount of time required may be higher, as students familiarize themselves with our learning technologies.
On-campus Learning Experiences
Students can expect to work hard during the on-campus residency period. The normal classroom schedule is Monday to Friday 8:30 to 5pm, with evening and weekend work. Assignments, readings, and team meetings are done outside of the classroom. In addition to the educational activities, there may be planned recreational events, sometimes outdoors. Full attendance at the two on-campus periods is mandatory. While students are not required to live on-campus, students living off-campus have reported that their work on team assignments would have benefited from being on-campus.
In the event of COVID-19 or other constraints on travel and/or gathering together, on-campus learning experiences will be delivered as meaningful and interactive full-time intensive online residency experiences.
We use a number of different learning methods, including the Moodle platform for managing online interaction. Students can expect to be reading textbooks, articles, case studies, and videos posted on their Moodle site, and can expect to be interacting with fellow students on our online forums. Our program is noted for its experiential, and interactive learning with team members who may be located elsewhere across Canada and in the world. Having already met your classmates in person during the first residency period, you will continue to work in teams during the online modules as well. We have found that this approach to learning is extremely helpful to our students, enabling them to build strong relationships with their classmates that have led to life-long relationships.