The Master of Arts in Organizational Leadership with a Professional Studies concentration (MLP) degree provides the most flexibility for students.* This program allows students to concentrate on the practical study of leadership that will allow them to foster proficiencies in areas that may be helpful for career advancement. Given the emerging workforce development needs, this program supports advanced professional skill sets in various subject areas. The requisite Claremont Core® classes and Capstone Action Project that students must complete develops an additional skillset of independent research, critical thinking, problem solving, and organized communication.
*Students can transfer up to 15 graduate credit hours into this online M.A. in Organizational Leadership with a Professional Studies concentration program to create a unique area of interest. Credits must meet degree requirements and be applicable to the degree program plan.
Do you have credits for a graduate degree, but never earned your degree?
Claremont Lincoln now offers a way to complete your master's degree with the Professional Studies concentration.
Claremont Lincoln's master's degree programs all have the distinct advantage of being 100% online, providing the flexibility to determine how and when coursework is performed. CLU master's degree programs can be completed in as little as 13 months. In addition, the Admissions process has been streamlined for convenience. Neither a GRE or GMAT score is required to apply or be admitted.
The Professional Studies concentration is taken along with courses from The Claremont Core®. These courses teach the engagement skills necessary to implement the theories and ideas of professional studies.
To complete the Professional Studies concentration, students need to take the Core® courses, then complete their program courses by either transferring credits or selecting from among Claremont Lincoln University's Masters of Organizational Leadership (MOL) courses, listed below.
MOL5311 – MOL5315: The Organizational Leadership elective is offered in fulfillment of the Professional Studies concentration. These courses may be fulfilled via approved transfer credit or by completion of courses in the Organizational Leadership series.
An overview of the financial accounting and reporting process for managers is the focus of this course. It is designed to facilitate understanding of the financial reporting process and forecasting for strategic thinking and informed decisions. Students will use various data analysis tools to make judgements about a firm's financial condition in an ever-changing business landscape. Key topics include the time value of money, cost and value, the fundamental relationship between risk and return, choosing investment projects that support firm strategy, alternative financing decisions, and sustainable business practices.
This course covers the broad range of factors that the student needs to know to design, implement, and trouble-shoot high quality programs or projects. It details the phases of program development from design to evaluation and continuous quality improvement. Students will become familiar with several project management tools including GANTT charts, flowcharts, RACIS, and others. The course also provides students with various project documentation tools, both paper-based and electronic for team monitoring and communication. Case studies will augment the student's understanding of real-world application of project management tools.
In this university-wide foundational course, learners begin their engagement with the four domains that make up the Claremont Core domains: Mindfulness, Dialogue, Collaboration, and Change. These four domains consist of transferable skills and resources that support leadership and facilitation capacities that accentuate students' professional work. Students become familiar with aspects of mindfulness and dialogue that will undergird their work. Concepts of collaboration and change leadership are also introduced, and students begin the process of locating their work in a community where positive social change can be facilitated. Finally, students also determine the scope and aim of their Capstone Projects and begin to use resources from the four Claremont Core® domains to build their research repertoire and leadership acumen.
In a world that is reimagining what is possible, Strategic Communication: Building Diversity, Equity, and Inclusion will present students a historic perspective of the legacy and manifestation of structural racism, and other societal and cultural marginalization including the unintended consequences of systemic exclusion. Students will build upon the principles learned in the Claremont Core® to create environments where difficult conversations can take place with both internal and external audiences. This course will equip students to tackle challenges with diverse teams using language which acknowledges and respects difference to create equitable outcomes. In this course, students analyze self, personal strengths, and biases, and accumulate tools and communication skills in dialogue, collaboration, and bridging across divides. With these tools, students hone their abilities to build advocacy for dismantling oppressive structures and rebuilding personal, professional, and civic spaces that maximize diversity and facilitate equity and inclusion for all.
This course builds on the foundational aspects of the Claremont Core®, focusing on how students can become mindful, engaged, and inquisitive research practitioners for positive social change. Students will develop an ability to critically evaluate what research methods are best suited for certain types of research projects. This course will specifically focus on the role of research methods that can address, illuminate, or explain enduring and newly salient social problems.
Throughout the course students will consider the entire research design process, learning how to conceptualize, problematize, diagnose, understand, and translate findings across social, political, environmental, healthcare, and organizational contexts. By the end of this course, students will have had experience posing research questions, exploring their own research goals, understanding the primary components of the research design process, and consuming a variety of styles of inquiry and action. Students will also consider course concepts in the context of their own future projects, and begin activating the research skills they will use in Applying the Claremont Core® Capstone Course. (Prerequisite: MCC 5320: Invitation to Inquiry: Foundations of the Claremont Core®)
As the culminating course in all programs, students apply skills, knowledge, and professional application learned throughout the degree. The planning for this course begins at the start of the program, continues through the evolution of learning as students design their projects, and peaks with students being prepared to implement the project during the capstone course. The specific content in each student's degree program provides a foundation for the research and design. The Capstone Project demonstrates student mastery of program and institutional learning outcomes. Must be taken during student's final term.
In an increasingly interconnected world, leaders who want to make positive, sustainable change need to develop the critical perspectives and collaborative skills necessary to reach across traditional barriers of ideology, culture, and faith. At CLU, we put development of these capabilities at the center of our degree programs. The result is the Claremont Core®, a sequence of four innovative courses. Progress through the Core takes you through a process of self-awareness and steadily evolves towards engagement with others and society at large. Learn More.
Claremont Lincoln University is a non-profit, "online-by-design", graduate university providing socially conscious education and multiplying social impact through the work of its students in the world.
As a nonprofit university, Claremont Lincoln University is focused on the student's learning experience as well as their career success. Funds received from donations, endowments and tuition go directly to curriculum and to enriching our students' education.
Since CLU is both online and nonprofit, the university is able to serve students who are not well served by traditional institutions and universities— allowing the university to deliver the innovative education its founder and benefactor David C. Lincoln envisioned.
Claremont Lincoln University is accredited by the WASC Senior College and University Commission (WSCUC), 985 Atlantic Avenue, Suite 100, Alameda, CA 94501, (510) 748-9001.
The Commission has confirmed that Claremont Lincoln University has satisfactorily addressed the Core Commitments to Student Learning and Success; Quality and Improvement; and Institutional Integrity, Sustainability, and Accountability and is found to be in substantial compliance with the WSCUC Standards of Accreditation.
To obtain a copy of Claremont Lincoln University's WASC accreditation, please contact:
Lynn Priddy
Accreditation Liaison Officer
Student Achievement & Accreditation
Claremont Lincoln University has entered into a complaint agreement for private non-profit institutions with the California Bureau of Post-Secondary Education (BPPE).
Department of Consumer Affairs
Bureau for Private Postsecondary Education
2535 Capitol Oaks Drive, Suite 400
Sacramento, CA. 95833
Chief Complaint Unit
Phone: 916-431-6959
Email: bppe@dca.ca.gov
Fax: 916-263-1897
The M.A. in Organizational Leadership aligns with the mission of Claremont Lincoln University to produce leaders capable of respecting differences and collaborating with those of diverse viewpoints to resolve problems.
As a graduate of the M.A. in Organizational Leadership with a Professional Studies concentration, you'll be equipped to enhance your leadership performance and extend your influence in your current vocational field. This degree can apply to a broad range of occupational fields, including:
Students can transfer up to 15 graduate credit hours into the program to create a unique area of interest. Credits must meet degree requirements and be applicable to the degree program plan.
A completed Bachelor's degree from an accredited institution is required to apply to Claremont Lincoln University. Neither a GRE or GMAT score is required for enrollment.
The Admissions process has been streamlined for applicants to complete the online application in 15 minutes or less. Unofficial Transcripts and a current Resume or CV are required to be uploaded with the online application. The Enrollment Committee will then review the application and determine an acceptance status within 24 business hours. A determination letter will then be sent, and in return, an acknowledgment of its receipt will be needed. The Admissions, Financial and Student Services Team will finalize any other necessary items to complete Enrollment.
Claremont Lincoln University reserves the right to request additional items as deemed necessary by the enrollment committee to determine student readiness for the graduate level workload. Claremont Lincoln University reserves the right to accept, provisionally accept, or deny students upon the evaluation of all admission documents.
Here is what some of our current and past students are saying about Claremont Lincoln University. We are committed to being a student-centered community and are proud of how we have continued to establish dialogue and long-lasting relationships with our graduates by showcasing their action-oriented and impactful work across the globe.
"I have had an association with seafaring for fifty years, having served in the British Merchant Navy at the beginning of my working career. In later years, I served as a board trustee with the Seamen's Church Institute in Philadelphia, and more recently I began volunteering as a chaplain. I realized that I could use my Capstone project to bring value to the needs of the seafarer mission."
"When I chose my Capstone project I selected a project that would create value, there are many research questions that a student may choose. In my view, it is better to find an issue that will enable a benefit that translates to value in use. This then ensures that the time and effort spent on the research will endure and be meaningful."
"Prospective students can expect to be challenged to grow as leaders, collaborators, and change-makers in their field and sector. The knowledge provided by the Social Impact program combines high level theoretical and critical thinking with practical grassroots implementation of learning and tools. This program equips students to become transformational leaders."
"In addition to growing academically, personally, and professionally, I hope students gain a community of thought partners and allies rooted in the mission of social change, love, and justice."
"CLU has been such a blessing to my life. CLU helps strengthen my leadership skills through mindfulness, meaningful dialogue and collaborations that allow us to suspend assumption, approach non judgmentally and create strong foundations of shared vision in order to not forget the human part of our world, as we seek our purpose and deeply feel and understand our "why" in our journey towards change."
Many hard working professionals contribute to a Claremont Lincoln University education. Here are just a few of the great faculty and staff that you will meet at CLU:
Dr Jordan's consulting areas of expertise are in capacity building for resident-centered, place-based community change; cultivating community, organizational and collaborative partnership capacities for results accountability; and teaching about and facilitating conversations to promote racial equity and social justice. Audrey is also a certified executive life coach, focused on "accompanying social justice leaders and teams to unchain power for transformation."
Carol Madison served as Executive Director of the Tobias Center for Leadership Excellence at Indiana University for eleven years, retiring in 2016. The Center studies leadership and develops programs for leaders across all sectors. She recently moderated a panel on leadership at the International Leadership Association's annual global conference and remains active in the field of leadership development.
Dr. McManus is the Chair of the Master of Arts in Organizational Leadership Ethics concentration at Claremont Lincoln University. Dr. McManus' books include Understanding Leadership: An Arts and Humanities a Perspective (Routledge) and Ethical Leadership: A Primer (Edward Elgar). His current scholarly project is Leadership and Communication: Theory and Practice (Routledge, forthcoming). Dr. McManus holds a PhD in Communication as well as a Master of Business Administration.
Gregory L. Bock, Ph.D. is an assistant professor of philosophy and religion at The University of Texas at Tyler and holds a Ph.D. from the University of Tennessee. His research includes medical ethics and the ethics of forgiveness. He has published articles on various topics, including Jehovah's Witnesses and blood transfusions, surrogate decision-making, and miracles.
Dr. Kim L. Brown-Jackson holds a Doctorate in Business Administration in Quality Systems Management specializing in Health Systems, a Masters in Biomedical Sciences focusing on pathology and molecular oncology with additional PhD research, professional MBA-Management certificate, an Associate in Biotechnology and Forensic Science as a National Science Foundation Fellow, and a Bachelors in Biological Sciences with a cluster minor in Business Administration. She holds certifications: Change Management Professional, Quality and Business Process Improvement (Lean, Six Sigma Black Belt), Advanced Telemedicine and Telehealth with Telestroke specialty, Certified Kirkpatrick Four-Level Evaluation, and as a Distinguished Toastmaster.
Dr. Brown-Jackson has over 25 years of experience as a practitioner, academician, global quality healthcare leader, and performance and learning strategist guiding business process improvement through biomedical services, public health, advanced drug development, telemedicine/ telehealth initiatives. Specializes in regulatory compliant industries (biologics, therapeutics, medical device, pharmaceutical, financial, and aviation safety).
Brown-Jackson has served as a leadership development manager, executive coach, quality assurance and regulatory affairs, national curriculum manager for all Biomedical and Technical training (HQ Biomedical Services Division- blood, tissue, plasma services) for the largest provider of health and safety training in the world. She is currently in advanced drug development in chemical, biological, radiological, nuclear, and defense (CBRND) against chemical threats supporting the Department of Defense, Joint Program Executive Office, CBRN Medical (formerly Medical Countermeasure Systems) Chemical Defense Pharmaceuticals as a Senior Regulatory Advisor - Therapeutics, Medical Quality Advisor, Medical Device Combination Product Advisor, and QMS Subject Matter Expert.
Dr. Brown-Jackson is on the Global Health Access Institute Advisory Board where she focuses on Telemedicine and Telehealth, American Meridian University (AMU) as the Advisor of I-CAN (IHI Change Agent Network) Initiatives, AMU/American University for Science and Technology (Lean in Healthcare) Teaching Faculty, and a Post-doctoral Fellow.
Dr. Kim L Brown-Jackson has been accepted into a doctoral program at Capital Technology University in the Cyber Security Leadership specializing in Health Care. A new journal article was published, "Intersections of Telemedicine/Telehealth and Cybersecurity: The Age of Resilience and COVID-19 in Buletin Stiintific in June 2022. She has published a new book chapter in Consumer-Driven Technologies in Healthcare: Breakthroughs in Research and Practice and in Engaged Scholarship and Civic Responsibility in Higher Education, both IGI Global textbooks. She has written and contributed to 6 book chapters and over 45 peer-refereed journal articles and numerous medical reference publications. Dr. Brown-Jackson has taught undergraduate and graduate courses in leadership, strategy, change management, lean in healthcare, quality, communications, critical thinking, and performance management.
Erin Berman has been teaching in higher education for more than 14 years and most recently completed a second Master's degree in the area of adult education and design. As a full-time instructional designer, she is focused on finding evidence-based strategies to increase learner satisfaction and promote long-term retention of information. Erin has a passion for understanding how people learn and for finding ways to incorporate that in her own courses as an instructor.
Dr. Stevenson completed her Ed.D. from Roosevelt University, M.B.A. from Kaplan University, and M.A. in Communications from Governor's State University. She also received her certification in Online Learning from the Illinois Online Network (sponsored by the University of Illinois). She has been cited for her expertise in online learning, open educational resources, and prior learning and has over 20 years teaching and administrative experience in higher education at both the undergraduate and graduate levels.
She served as the Former Director of Education and Special Project Lead, AWARE (Action Within a Resilient Environment) for SeaTrust Institute in a volunteer capacity. She was the first Director of Education for SeaTrust Institute and also led the U.S. and global youth programs for middle and high school students, AWARE in 2013 and 2014 and attended two UNFCC meetings in Warsaw and Lima.
Dr. Sharon L. Burton is a consultant (i.e., change management, business process improvement, diversity & inclusion, program management, and customer service), as well as an adjunct professor. She earned a DBA in quality systems management, two MBAs – Human Resource Management, and Management, in addition to seven certifications.
Dr. Morse is an established academic with scholarly journal publications, presentations, and community involvement that focus on change, leadership, and empowerment. He has been inspiring students academically for over four decades. Dr. Morse began his own consulting firm 26 years ago and is still a managing director providing strategic and leadership development.
Phyllis H. Sarkaria is a human capital executive, coach, and adviser and serves on the teaching faculty at Claremont Lincoln University. Before starting her consulting practice, Phyllis was Vice President, Human Resources for Quidel Corporation, a leading manufacturer of medical diagnostic tests, where she oversaw the company's global HR strategy and programs for over 12 years.
Heather is a strategic‐thinking human resources professional with almost 20 years of extensive experience across diverse industries and is highly skilled at managing and streamlining processes with an authentic and hands-on leadership approach. She also brings a wealth of knowledge in online teaching and administration. Her research interests include positive organizational scholarship, generations in the workforce, and diversity.
Dr. Sunil Ramlall bring several years of teaching management courses, including human resources management. He has Ph.D. and M.Ed. in HRD from the University of Minnesota and an MBA and BA in HRM from the University of St. Thomas. He has been a FT faculty at Cardinal Stritch University, University of St. Thomas and Minnesota State University, Mankato. Prior to academia, Dr. Ramlall worked in various professional HR roles at Target Corporation, Carlson Companies, Northwest Airlines, and University of Minnesota.
Earn your master's degree online in as little as 13 months, starting at $18,150 while developing the skills, behaviors & mindset required to improve the world for the benefit of all.
The Master of Arts in Organizational Leadership degree program prepares individuals to lead diverse organizations toward positive social change. Students choose from concentrations in Civic Engagement, Ethics, Healthcare, Human Resources, Management, Professional Studies, or Sustainability. Leaders in these fields face the challenge to navigate diversity, think critically, manage complexity, and meet strategic goals within an ethical context.
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