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The Mission of the University of Charleston is to educate each student for a life of productive work, enlightened

living, and community involvement.

GSL-690 –Strategic Leadership Capstone

General Course Information

Credit Hours: 3 Prerequisites: None

Co-requisite: None

Course Description: The capstone course emphasizes the practical application of strategic leadership concepts,

theories and practices in real organizational environments and situations. Students participate in an organizational

assessment and observe organizational leadership, strategy, customer focus, knowledge management, workforce,

operations, and results; analyze and interpret the findings; and make recommendations for future actions based on

strategic leadership theories and the research. Students will finalize their capstone with the Baldrige Self-Analysis

based on their completed Organization Profile and Criteria.

Course Materials –

Required Text: Students will continue to utilize the Baldrige Criteria for Performance Excellence and previous course materials for support as

needed.

Course Outcomes

1- Refine, refocus and reframe an organizational analysis including an overview of the issue, the purpose and

significance of the research, or the internal and external environmental context of the issue as suggested during the

implementation of the observational research project.

2- Identify and update relevant literature from curriculum materials, scholarly journals, and organizational sources as

suggested by data collected during the implementation of project methodology.

3- Implement a methodology for gathering data to be used for the capstone project that is appropriate for the issue and

setting to be studied, including the use of specific tools, research processes (position of the researcher, participants,

information gathering and analysis methods), rigor and limitations, and ethical issues.

4- Organize and present findings from research to describe the experiences of the participants, participants’ perceptions

of events, epiphanies, and general accounts which represent the new understandings developed from the research.

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5- Interpret the results generated during the research process in the context of relevant literature from curriculum

materials, scholarly journals, and organizational sources; then based on that interpretation, develop a plan of

organizational change consistent with strategic leadership.

6- Synthesize and evaluate the leadership knowledge developed during the program reflecting both content and

process.

7- Evaluate and provide feedback on observational research proposals in terms of the application of curriculum

concepts, observational research practices, and experiential knowledge.

Program Outcomes

All graduates are expected to competently:

1. Assess, develop and articulate reasoned judgments on strategic issues.

2. Design integrated strategic plans for organizations, communities, or institutions related to the graduate’s area of specialization.

3. Develop processes for sustainment of strategic capacity of organizations, communities or institutions.

4. Create processes for ensuring engagement and accountability in the implementation of strategic initiatives.

5. Synthesize learning from the program and personal experiences to create a plan for continued growth as a strategic leader in your area of specialization for organizations, communities, or institutions.

PROGRAM OUTCOME ASSESSED THROUGH

Program Outcomes 1-5 (Advanced level) GSL-690 Strategic Leadership Capstone

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Alignment of Learning Outcomes with Course Assessments

The specific outcomes of the course are presented in the following table.

Course Requirements and Grading

Criteria & Grading—

Detailed information on criteria and grading for this assignment is in the SL Learning Guide.

COURSE ACTIVITY/ EVALUATION AREA % CONTRIBUTION TO TOTAL COURSE GRADE

Guided Discussion 10

Team Discussion (Peer Review) 10

Project Paper- Organizational Assessment 60

Project Presentation 10

Reflections on Leadership 10

Total Points 100

Grades will be assigned based upon the following scale:

90%--100% A 80%--89% B 70%--79% C

OUTCOMES ASSESSED THROUGH

1. Refine, refocus and reframe an organizational analysis including an overview of the issue, the purpose and significance of the research, or the internal and external environmental context of the issue as suggested during the implementation of the observational research project.

Profile and Analysis

2. Identify and update relevant literature from curriculum materials, scholarly journals, and organizational sources as suggested by data collected during the implementation of project methodology.

Profile and Analysis

3. Implement a methodology for gathering data to be used for the Master’s Project that is appropriate for the issue and setting to be studied, including use of specific tools, research processes (position of the researcher, participants, information gathering and analysis methods), rigor and limitations, and ethical issues.

Profile and Analysis

4. Organize and present findings from research to describe the experiences of the participants, participants’ perceptions of events, epiphanies, and general accounts which represent the new understandings developed from the research.

Profile and Analysis

5. Interpret the results generated during the research process in the context of relevant literature from curriculum materials, scholarly journals, and organizational sources; then based on that interpretation, develop a plan of organizational change consistent with strategic leadership

Profile and Analysis

6. Synthesize and evaluate the Leadership knowledge developed during the program reflecting both content and process.

Reflections on Leadership

7. Evaluate and provide feedback on observational research proposals in terms of the application of curriculum concepts, observational research practices, and experiential knowledge.

Peer Feedback and Responses

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60%- 69% D 00%--59% F

Descriptions of Assignments and Assessments— Reflective Analysis Response (RAR) Dialog on RARs serves to allow students to think critically about concepts from the assigned readings and how they relate to the students’ own experiences and application to their organizations. The RARs provide the opportunity for cohort members to demonstrate the extent to which they holistically understand and can situate course material in the practice and theory of strategic leadership.