Remember that Walden’s Title IV Code is 025042.
The threat of terrorism is a constant concern prompting a continuing focus on preventing and resolving terrorist attacks. In this specialization, learn the immediate and long-term implications of anti-terrorist legislation and policies. Study how terrorism policies are drafted and enforced while you analyze the ethical issues related to human rights and the psychology of terrorism. Explore the effects of disaster, crisis, and trauma and the appropriate interventions for individuals and groups. Examine the roots of international and domestic terrorism, the catalysts and motivations for terrorist acts, and how media and technology may aid or counter terrorist activities.
Time to completion may vary by student, depending on individual progress and credits transferred, if applicable. For a personalized estimate of your time to completion, call an enrollment advisor at 1-866-492-5336.
Choose one of the following three courses to complete the Core Courses requirement:
This course introduces students to Walden University and the requirements for successful participation in a doctoral program in an online learning environment. It also provides a foundation for academic and professional success as a scholar-practitioner and social change agent. Course assignments focus on the practical application of critical reading and thinking, scholarly writing, and academic integrity. Students also become familiar with Walden's library, scholarly resources, and APA style rules.
Successful participation in a doctoral program in an online learning environment. It also provides a foundation for academic and professional success as a scholar-practitioner and social change agent, from an international student perspective. Course assignments focus on the practical application of critical reading and thinking, scholarly writing, and academic integrity, addressing themes and issues that are most relevant to international students or students who live and work outside the United States. Students also become familiar with Walden's library, scholarly resources, and APA style rules.
Ethics is a foundational element of leadership. In this course, students examine the philosophy of ethics as well as responsibility and social justice—basic tenets of public service. Students explore the complex social, political, and related ethical challenges leaders face as they seek to meet the needs of diverse constituents. They examine ethics and social justice related to economic disparity, power, and privilege. Students also assess demographic data and current social trends and themes to understand, analyze, and address ethical and social justice issues that impact service delivery in a global community. Applying concepts presented in the course, students engage in an in-depth assessment of an emerging or persistent ethical or social justice issue, through which they demonstrate their ability to make recommendations for improvement or change.
Sound financial practices are crucial to managing scarce funds in both public and nonprofit operations. Students in this course examine finance and budgeting concepts, policies, and practices related to organizations as well as the fiscal climate within which they operate. They assess theories for motivating major fiscal-policy debates, and they explore and discuss auditing practices, tax systems, financial management, budgetary reform, financial technology systems, the use of dashboards for financial reporting, and the impact of globalization on finance and budget. Students read and analyze budgets, financial statements, and reports. They contextualize their learning as they apply knowledge gained from their analysis to develop a new budget and financial plan for either a public or private organization.
In an increasingly complex world, leaders and managers in public and nonprofit organizations plan strategies to fulfill the organizational mission and enhance stakeholder satisfaction. Students in this course explore the role and process of strategic planning, including collaboration, cooperation, and coordination. They also examine the benefits, challenges, and pitfalls of strategic planning, in addition to the impact of globalization. Students apply these concepts to real-life scenarios and develop a strategic plan for a nonprofit or public organization.
Successful organizations in a rapidly changing and complex world require leaders who embrace change and are able to engage others in change. In this course, students use traditional literature, current articles, and interactive media to explore the qualities, characteristics, and skills of effective leaders as well as the theories, models, and relationships between leadership and organizational change. They assess the ethical issues and standards as well as the opportunities and challenges related to leading diverse organizations through change. Students also examine how current leaders employ leadership and organizational change to contribute to social change, and they consider how to use these lessons to make further positive changes within an organization or their own community.
This course prepares students for the Dissertation phase of their doctoral education. It focuses on increasing students’ understanding of the Dissertation process, including how the research must fit within the context of public policy and administration, the alignment required among all components of the Dissertation, and the role of the Prospectus. To pass the course, students must complete the first draft of their Prospectus. In this course, students identify a Dissertation topic and potential Dissertation committee members; begin to conduct a literature review; identify a theoretical framework appropriate to public policy and administration; develop a problem statement and research questions; and evaluate research designs, methods, and types of analyses to use for their Dissertation research. Students also complete their initial Premise and an annotated outline of their Prospectus. Following successful completion of this course, the students will work with their Dissertation committee chairs and committee members to refine their problem statement and carry out the other work necessary to develop a final Dissertation Prospectus. When this process has been completed, the chair and committee member must approve the Prospectus, using the Prospectus Rubric, at which point students have a “blueprint” to begin work on their three-chapter Dissertation Proposals.
Democracy is the foundation of modern life. The course provides students with an overview of democratic governance in public administration, public policy, and nonprofit or nongovernmental organizations in modern society. Students explain the theoretical underpinnings of democratic governance and public policy in their chosen area of specialization necessary for doctoral-level research. They describe the context in which public and nonprofit leaders function and the social institutions that influence public policy and guide administrative decision making. Students also review fundamental theories of governance, research current literature on a specialized topic, and apply best practices as they relate concepts to complete practical application assignments and a final case scenario project.
Students in this research course build upon their established qualitative and quantitative research proficiencies. Students are also provided with the opportunity to develop specialized knowledge and skills for designing mixed-methods research at the doctoral level. Students gain an understanding of the types of mixed-methods designs and how to select the most appropriate approach for the research question. Students engage in assignments that emphasize the integration of quantitative and qualitative elements into true mixed-methods studies, focusing on reliability and validity in mixed-methods approaches. They also practice data analysis and integration of qualitative and quantitative data within a research write up leading to proposal development. Students apply their knowledge and skills by developing a mixed-methods research plan that appropriately incorporates qualitative and quantitative elements. (Prerequisites: RSCH 8200P and RSCH 8300P.)
Students in this research course build upon their established qualitative research proficiencies and provides them with practical experience in application. Students are also provided with the opportunity to develop specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. They apply their knowledge and skills by developing a qualitative research plan. (Prerequisites: RSCH 8300P)
Students in this course are provided with the opportunity to develop a broad perspective on the history of the U.S. Patriot Act, terroristic legislation and immigration laws, and their policy implications on law enforcement, governmental entities, organizations, and individuals. Students gain a foundation to build the skills that public administrators and public policy analysts use to draft and implement public policy and enforce and/or respond to potential terroristic threats while simultaneously upholding and protecting constitutional freedoms. Students examine topics through a wide variety of resources, including contemporary texts, websites, case studies, and material representing international, national, and local governments and organizations. They critically review and analyze the U.S. Patriot Act and similar terroristic 297 legislation and policies, and they participate in discussions about these laws and their implications on U.S. constitutional freedoms.
There is no shortage of natural and human-made disasters, such as war, violence, genocide, and terrorist activities. Individuals and communities impacted by such disasters often need assistance from professionals who understand the social, cultural, and psychological complexities of crisis and trauma. Students in this course investigate how these incidents impact the psychology of individuals and groups. They assess traditional and current literature and complete practical exercises to learn about theories of trauma; actions and behaviors following a disaster; stress, coping, and adjustment difficulties; psychological disorders (e.g., post-traumatic stress disorder); and available resources to deal with trauma. Considering the various ways crisis professionals can promote positive social change, students devote special attention to the importance and development of culturally appropriate, service-delivery programs and interventions for individuals affected and traumatized by disasters.
Many sources define terrorism as a type of psychological warfare, as it induces fear and feelings of vulnerability. Therefore, professionals need to understand all aspects of terrorism to help prevent further terroristic acts and respond to victims who have been affected psychologically. Students in this course explore terrorism from a psychological perspective. They examine types of terrorism; contributing factors related to the development of terrorists and terrorist organizations; counterterrorism agencies and laws; the impact of terrorist events on individuals, families, and communities; prevention, intervention, and postvention with survivors; media coverage of terrorist events; human rights and ethical issues; and future trends related to the psychology of terrorism. Students also examine the threat of terrorism in their own community and evaluate the potential impact. Using concepts presented in the course, they consider applications for preventative measures as well as strategies to promote resiliency among individual and families who may become victims of terrorism.
Students in this research course are provided with the opportunity to develop core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. The course also introduces students to the quantitative, qualitative, and mixed-method research designs and methods. Students devote special attention to understanding the ethical and social change implications of conducting research and engaging in scholarship. They apply their knowledge and skills by developing elements of simple research plans for quantitative, qualitative, and mixed-methods studies. (Prerequisites: A Foundations course or first course in a program.)
This research course provides students with the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisites: RSCH 8100P.)
Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisites: RSCH 8100P.)
The final dissertation demonstrates students’ scholarly ability to examine, critique, and synthesize knowledge and experience, so that new ideas can be tested; best practices identified, established, and verified; and theoretical, practice, or policy constructs evaluated and advanced. Doctoral students have the opportunity to integrate their program of study into an in-depth exploration of an interest area, culminating in the completion their dissertation research study in this course. Students complete the dissertation independently, with the guidance of a supervisory committee chair and committee members. Students complete a prospectus, proposal, Institutional Review Board application, and a final oral presentation and written dissertation. Ultimately, every dissertation should make a fresh contribution to the field of public policy and administration. (Prerequisites: Core KAMs, RSCH 8100P, RSCH 8200P, and RSCH 8300P.)
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