Prepare for your future in IT by advancing your knowledge base and leadership skills with our online Doctor of Information Technology degree program.
Walden students have up to 8 years to complete their doctoral program unless they petition for an extension.
In general, students are continuously registered in the doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the doctoral study course shell.
Please refer to Walden’s catalog for more information about degree requirements.
This sequence represents the minimum time to completion. For a personalized estimate of the number of your transfer credits that Walden would accept, call an enrollment advisor at 855-646-5286.
|Course Code||DRWA 8881G||Course||Doctoral Writing Assessment||Credits||(0 cr.)|
This course is part of Walden’s commitment to help prepare students to meet the university’s expectations for writing in courses at the doctoral level. In this course, students write a short academic essay that will be scored by a team of writing assessors. Based on the essay score, students will complete or be exempted from additional required writing support needed to meet writing proficiency standards. This required assessment course is free. Students will be enrolled automatically in it at the beginning of their doctoral program.
|Course Code||ITEC 8000||Course||Foundation and Communications for Information Technology||Credits||(3 sem. cr.)|
This course introduces students to Walden University and to the requirements for successful participation in an online curriculum. Students work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. They develop presentation and written communications skills geared toward developing a high level of competence in professional communication with colleagues, clients, novices, and IT experts. Additionally, students engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence. They also have the opportunity to prepare their Professional Development Plan and program of study.
|Course Code||ITEC 8010||Course||Fundamentals of Information Systems||Credits||(3 sem. cr.)|
|Course Code||ITEC 8040||Course||Systems Analysis and Design||Credits||(3 sem. cr.)|
|Course Code||ITEC 8030||Course||Principles of Programming||Credits||(3 sem. cr.)|
|Course Code||ITEC 8120||Course||Operating System and Network Architecture||Credits||(3 sem. cr.)|
|Course Code||ITEC 8145||Course||Enterprise Database Design||Credits||(3 sem. cr.)|
|Course Code||ITEC 8160||Course||Enterprise Systems Architecture||Credits||(3 sem. cr.)|
|Course Code||ITEC 8170||Course||Fundamentals of Information Assurance||Credits||(3 sem. cr.)|
The principles of computer hardware, software, and networks underlie the techniques and practices of information systems professionals. Students in this course survey the fundamental aspects of computing and prepare to use computers effectively for problem solving. Through a variety of application assignments, students delve into the types and construction of hardware, software, networks, and tools for data management. They learn ways to create an algorithm, represent data, and express their designs in a programming language. Through this course students are encouraged to become active and influential professionals by applying concepts and principles to real-world practice.
Like building a skyscraper, developing a large-scale software system may require the work of thousands of people over a period of several years. Analysts and designers coordinate technical plans so that individual efforts combine into a complete and effective system. This course surveys structured and object-oriented approaches to defining a system's functional and quality requirements. It also examines how to convert these requirements into the structural and functional design elements of an effective organizational information system.
The discipline of software development demands a variety of skills. Students in this course assess the fundamental practices and principles of designing and constructing object-oriented programs. They engage in substantial hands-on practice, reinforcing algorithmic thinking, logical design, precise coding, and careful attention to quality.
The infrastructures of operating systems and networks are the fundamental technologies that support enterprise information systems. Students in this course examine the components of computer systems, their underlying operating systems, and their data communications networks. Students critically investigate the services these components provide and draw implications for the large-scale enterprise.
In this course, students discuss the design, implementation, and operation of databases using a principal relational database management system (DBMS). Many fundamental topics are covered in this course including: data modeling using entity-relationship diagrams; data storage, manipulation, and queries using structured query language (SQL); functional dependencies, normalization concepts, data warehouse architectures, data warehouse modeling, and data analytics.
Large-scale enterprise systems often rely on architectural frameworks that define their main components as well as the interactions among these components. Students in this course survey the principal design strategies and tools for constructing the modern information system. They identify common vendor and open-source components, illustrating how they can create and integrate robust web- and cloud-based services and applications.
The principles of confidentiality, integrity, and availability of data while it is being stored, processed, or communicated guide the policies and practices of information assurance. In this course, students investigate the theory of information security and data protection, study common system risks and vulnerabilities, and follow best practices to protect computer and data assets. These practices address organizational policies, access controls, software and network design, and logging and auditing.
|Course Code||ITEC 8427||Course||Applied Research Methods—Qualitative and Quantitative||Credits||(3 sem. cr.)|
|Course Code||ITEC 8437||Course||Quantitative Decision Making for Strategic Analysis||Credits||(3 sem. cr.)|
|Course Code||ITEC 8447||Course||Qualitative and Case Study Research for Strategic Analysis||Credits||(4 sem. cr.)|
Students in this course are introduced to qualitative, quantitative, and mixed-methods frameworks for inquiry. Quantitative designs that are covered in the course include experimental and quasiexperimental, survey, causal-comparative, evaluation, and existing action research; qualitative designs include case study, phenomenology, grounded theory, and ethnography; and mixed-methods strategies include sequential and concurrent strategies. Students work toward acquiring substantive, foundational knowledge of the philosophy of science as they construct, use, and critique concepts and theories. They can learn to produce knowledge for practice as they examine ethical, social, and political aspects of conducting research. By demonstrating knowledge and the ability to solve problems and test hypotheses, students engage in course assignments that emphasize the practical application of writing and critical-thinking skills and the integration of professional practice at the doctoral level.
In this course, students develop skills in descriptive statistics, statistical inference, and quantitative techniques, including correlation, t-tests, ANOVA, regression, and various non-parametric methods. Students use quantitative data reduction and analysis and data management techniques, and they learn to utilize software for data analysis. This course is not intended for students to become fully grounded in statistical methods; rather, students learn appropriate questions to ask about data analysis, as well as how to defend their use of specific techniques in professional practice.
Students taking this course have the opportunity to extend their research and general analysis skills as they further explore research methods and project types—specifically, qualitative and case study research methods—that they may incorporate into their own doctoral study. Students explore ways of improving the quality and strategic analysis of organizational information technology (IT). They also focus on how to think in an action-oriented manner, as if they were consultants, so that their own doctoral study work could be applied in action. Finally, students begin to plan their doctoral study by engaging in an iterative process to develop their premise and a draft prospectus that incorporates feedback from peers and the course instructor. Ultimately, students offer the prospectus as a document for review and consideration by potential mentors for their doctoral study.
|Course Code||ITEC 8201||Course||IT Leadership Simulator: Integrating Diverse Systems and Leading Technology||Credits||(3 sem. cr.)|
|Course Code||ITEC 8202||Course||IT Leadership Simulator: Developing Proactive and Reactive Security Plans||Credits||(3 sem. cr.)|
|Course Code||ITEC 8203||Course||IT Leadership Simulator: Leading IT in a Dynamic Environment||Credits||(3 sem. cr.)|
In this information technology (IT) leadership course, students delve into a problem-based learning scenario focused on an organizational merger situation. Students investigate which technology set best supports the newly merged organization's IT infrastructure. They also plan for and manage how changes to the new IT infrastructure will address the needs of the organization and its employees across countries, cultures, and diverse business areas.
In this information technology (IT) leadership course, students delve into a problem-based learning scenario focused on an organization that has experienced a security breach. Students examine relevant IT governance, security, and privacy issues that are essential to the organization. They gain practical experience in formulating comprehensive proactive and reactive system security plans. Students also explore sound IT management principles in decision making and implementation of broad-scale change.
In this information technology (IT) leadership course, students delve into a problem-based learning scenario in which they confront an impending or proposed disruptive legislative or policy change. Students work though the scenario under the assumption that the dynamic change has a direct societal influence and will affect IT accessibility and/or use. They anticipate effects, examine the societal values driving different choices, determine priorities, and develop a plan to positively influence the formation and implementation of policies for issues in which IT features prominently.
Choose two courses from the list below.
|Course Code||ITEC 8501||Course||Seminar in Information Security||Credits||(3 sem. cr.)|
|Course Code||ITEC 8502||Course||Seminar in IT Systems, Software, and Management||Credits||(3 sem. cr.)|
|Course Code||ITEC 8503||Course||Seminar in Project Management||Credits||(3 sem. cr.)|
|Course Code||ITEC 8504||Course||Seminar in Cloud and Grid Computing||Credits||(3 sem. cr.)|
Students in this doctoral seminar focus on the scholarly and practice-oriented literature related to information security. Students explore major theoretical approaches and practices that define the discipline and the strategic and organizational implications of information security, such as secure data, secure networks, vulnerabilities, and computer forensics. During the majority of the seminar, students work with colleagues, including faculty members, to identify threads and tendencies for further reading and discussion in a true doctoral seminar format. They also have the opportunity to lead their colleagues as well as to participate in academic discourse.
Students in this doctoral seminar focus on the scholarly and practice-oriented literature related to IT systems, software, and management. Students explore major theoretical approaches and practices that define the discipline as well as strategic and organizational implications of IT systems, software, and management, such as system architecture, software development, and system management. During the majority of the seminar, students will work with colleagues, including faculty, to identify threads and tendencies for further reading and discussion in a true doctoral seminar format. Students have the opportunity to lead their colleagues as well as to participate in academic discourse.
Students in this doctoral seminar focus on the scholarly and practice-oriented literature related to project management of information technology (IT) projects. Students explore major theoretical approaches and practices that define the discipline and the strategic and organizational implications of project management of IT projects, such as knowledge management, requirements management, and current project management tools and techniques, all within an IT framework. During the majority of the seminar, students work with colleagues, including faculty members, to identify threads and tendencies for further reading and discussion in a true doctoral seminar format. They also have the opportunity to lead their colleagues as well as to participate in academic discourse.
In this doctoral seminar, students focus on the scholarly and practice-oriented literature related to cloud and grid computing. Students explore major theoretical approaches and practices that define the discipline and strategic and organizational implications of grid and cloud computing, such as security, availability, architecture, and ownership. During the majority of the seminar, students work with colleagues, including faculty members, to identify threads and tendencies for further reading and discussion in a true doctoral seminar format. They also have the opportunity to lead their colleagues as well as to participate in academic discourse.
|Course Code||ITEC 8100||Course||Doctoral Study Mentoring||Credits||(0 sem. cr.; taken for 4 terms concurrently with the last two Leadership Simulator courses and the two seminar courses)|
|Course Code||ITEC 9000*||Course||Doctoral Study Completion||Credits||(continuous enrollment in 3 sem. cr. per term for a minimum of five terms until completion, with two 8-week terms taken per semester)|
The purpose of this course is to assist doctoral students in making steady progress toward their doctorate in information technology. The "instructor of record" for a section of the course is the chair of the doctoral study committee. Section participants are the students working with the faculty member at various stages of their doctoral study. Students in this course have a forum for ongoing exchange of ideas, input, and feedback between them and their doctoral study chair as students complete the coursework for the degree.
Students demonstrate a scholarly ability to examine, critique, and synthesize knowledge, theory, and experience in the final doctoral study. They show how new ideas can be tested; best practices identified, established, and verified; and theoretical, practice or policy constructs evaluated and advanced. In all cases, the doctoral study is a rigorous inquiry that results in new knowledge, insight, or practice, demonstrating its efficacy in the world of information technology. This course is a forum and structure for doctoral students to interact with the chair of their doctoral study committee, as well as other students assigned to the same chair, in order to make steady progress on their individual doctoral study research.Students take this course for a minimum of five terms and are continuously enrolled until completion of their doctoral study with final chief academic officer (CAO) approval.To complete a doctoral study, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their doctoral study on ProQuest before their degree is conferred.
*Students are continuously enrolled in ITEC 9000 for a minimum of five 8-week terms until completion of their doctoral study with final Chief Academic Officer (CAO) approval.
To complete a doctoral study, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their doctoral study on ProQuest before their degree is conferred. Learn more about the doctoral study process in the DIT Process Guide.
8-Year Maximum Timeframe
Students have up to 8 years to complete their doctoral degree requirements. See the policy in the Walden University Student Handbook. Students may petition to extend the 8-year maximum timeframe, but an extension is not guaranteed.
Note: Time to completion and cost are not estimates of individual experience and will vary based on individual factors applicable to the student. Factors may be programmatic or academic, such as tuition and fee increases; transfer credits accepted by Walden; program or specialization changes; unsuccessful course completion; credit load per term; part-time vs. full-time enrollment; writing, research, and editing skills; use of external data for the doctoral study; and individual progress in the program. Other factors may include personal issues such as the student’s employment obligations, caregiving responsibilities, or health issues; leaves of absence; or other personal circumstances.