The course is designed to critically address theoretical underpinnings of development, underdevelopment and sustainable development at the global level with a focus on the Third World countries and Sub Sahara Africa. Class readings and discussions also integrate an interdisciplinary overview of factors that contribute to, or deprive from, lasting viability of economic, social as well as leadership development in the Third World.

While this course explores methodologies employed in writing biographies and considers some of the criteria for judging the historical and artistic quality of biographies, it is primarily a course devoted to reading biographies and biographical portraits as a way of illuminating some of the dimensions of leadership, especially in education. Students read required texts and biographies of their own choosing. As a culminating activity, students write and share a biographical portrait for which they have done original research.

EDLD 800 Purposes and Contexts of Education (3 Credits)
This course examines the values that have shaped American education with a particular focus on ethics, equity, lifelong learning and global perspectives. Students reflect on the accomplishments and dilemmas of present educational systems in light of the past and decide on contributions they could make to improve its future.

EDLD 807 Foundations of Leadership: An Intellectual and Ethical Practice (3 Credits)
This course emphasizes the responsibility of educators to be attentive to the ethical aspects of relationships and decisions, including those made in the name of the institution. The need for an ethical commitment based on human worth and dignity is stressed. A case-study approach is used to surface ethical issues.

EDLD 861 Dialogue in Education (3 Credits)
This seminar employs classical sources and recent scholarship to explore the nature of dialogue. The view that dialogue is the foundation for all ethical discourse is examined, as well as the contention that dialogue is an important source of knowledge and understanding. Class discussion pays special attention to dialogues involving therapist and patient, ethnographer and native, teacher and student. Specially recommended for doctoral students interested in how people interact in a variety of organizations.

EDLD 862 Orality and Literacy (3 Credits)
Western societies have regarded literacy as indispensable for the participation of the citizen in cultural life. However, as technology becomes increasingly sophisticated and as we learn more about non-literate societies, our understanding of what it means to be literate has undergone significant change. This course examines the changing meaning of literacy and evaluates the ethical implications of writing in contrast to speaking and electronically processed information.

HRDO 622 International Human Resource and Change Leadership (3 Credits)
Culture is one of the key influences on all interactions of individuals and organizations in our globalizing world. Ability to analyze culture and understand cultural influences (whether it be culture of an organization or culture of another country) has become an important part of HR practitioners' toolkit. This course is intended to help you acquire knowledge and skills that will increase your intercultural competence, which is immensely important for HR practitioners and change leaders who deal with diverse population and different organizational cultures.

The course provides a comparative and cross-national analysis of development (including health care, education, politics and economy) and underdevelopment issues and the incidence of higher education in particular. The course subjects cover the interconnectedness of under/development and higher education with emphasis on political, cultural, social and economical impacts of education across countries and continents. Specifically, the course examines education, education systems in different countries, ideological and theoretical underpinnings, practical manifestations and key issues in a global and comparative context.

This course examines theories and practices of futurism through long term scenarios (including socio-political, educational and economic trends) of the Global South or less industrialized countries, using an interdisciplinary approach based upon a critical analysis of historical predictions. Theories of futurism will be examined through the lens of past projections of the future, both realized and failed over time, to enhance students' ability to critically engage in realistically long term vision.

While this course explores methodologies employed in writing biographies and considers some of the criteria for judging the historical and artistic quality of biographies, it is primarily a course devoted to reading biographies and biographical portraits as a way of illuminating some of the dimensions of leadership, especially in education. Students read required texts and biographies of their own choosing. As a culminating activity, students write and share a biographical portrait for which they have done original research.

In this course, major issues appropriate for research are assigned to individuals or teams; fieldwork and data collection culminating in the development of a policy proposal and implementation strategy are highlighted. Students, instructors and experts from the field participate in seminars dealing with the proposals.

The course is designed as a seminar and an exploration of leadership theories and practices as applied to the contexts of the Global South or Third World countries. This capstone course intends primarily to serve as an integrative seminar to assist students reflect on, synthesize and integrate what they have learned in their study of International Leadership. General theories will be applied to a selected region of the world suitable for student visit.