phd arts leadership

Arts Leadership

JOIN THE NEXT GENERATION OF ARTS AND ENTERTAINMENT LEADERS

The Arts Leadership in the   Kathrine G. McGovern  College of the Arts at the University of Houston takes an entrepreneurial approach to preparing creative professionals to launch, administer and maintain arts organizations of all sizes.

Advanced Studies.    The degree program provides advanced study in the management and promotions of arts organizations across artistic disciplines.

Flexible Schedule for Working Professionals.    The arts leadership master's degree program is designed to accommodate students who are working professionals.  Those who wish to continue full-time or part-time employment may complete this program within five years. All core courses are offered during evening hours.

Real World Experience.   All students will be required to complete internships with established, professional, arts organizations in in the greater Houston area. They will have access - through guest lecturers, workshops and panels both in class and in the community - to interact with local and national leaders of distinction in the fields of arts, entertainment and culture.

Master of Arts

Dual degree program, arts and health certificate.

The graduate certificate in Arts and Health combines the fine and performing arts into the areas of health, healthcare and well-being.

Museum and Gallery Management Certificate

Museum management is transferable across various types of museums, including children’s museums, history museums, natural science museums, etc. 

“The Arts Leadership Program is impressively crafted. The professors are not only industry professionals themselves but they increase access to other industry professionals through guest speaking. The projects assigned are practical and relevant and send students out into the community, which only contributes to each student’s network. Most importantly, my fellow MAAL students are equally impressive, all in their own right. My relationships with them are, by far, my most valuable outcome.” Isabelle Dom (MA ’17)

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The Theatre School > Conservatory > Graduate Conservatory > Arts Leadership

MFA Arts Leadership

The Theatre School’s Arts Leadership program is a two-year Master of Fine Arts (MFA) degree that combines full-time employment at the renowned, Tony Award-winning Chicago Shakespeare Theater with full-time coursework at DePaul University. Management, leadership, and cultural decision-making coursework through The Theatre School,  Kellstadt Graduate School of Business , and other DePaul colleges are​ applied and synthesized through the fellowship at Chicago Shakespeare Theater. This rigorous and nationally distinct program is designed to prepare highly skilled leaders in the complex and sophisticated world of the arts. Two students are selected to enter the program each year.

Students learn from a distinguished faculty of working professionals who possess a wide variety of backgrounds and expertise in the arts and entertainment industry. The program is jointly supervised by veteran theatre producer and full-time DePaul professor, Alan Salzenstein , and Executive Director of Chicago Shakespeare Theater,  Kimberly Motes​ .​ 

“This program is designed for those who seek a challenge—one that could lead to significant personal and professional rewards. If you have the commitment, motivation, and calling to become one of the next generation of arts leaders, I look forward to having you as a part of the MFA Arts Leadership program.”

Alan Salzenstein

Head of arts leadership, the fellowship​.

Regional Tony Award-recipient Chicago Shakespeare Theater​ (CST) produces a bold and innovative year-round season—plays, musicals, world premieres, family productions, and theatrical presentations from around the globe—alongside nationally recognized education programming serving tens of thousands of students, teachers, and lifelong learners each year. Founded in 1986, Chicago's Shakespeare's onstage work has expanded to as many as twenty productions and 650 performances annually. Located on the iconic Navy Pier, the Theater's campus features the Jentes Family Courtyard Theater, The Yard at Chicago Shakespeare, and the Thoma Theater Upstairs. Onstage, in classrooms and neighborhoods across the city, and in venues around the world, Chicago Shakespeare is a multifaceted cultural hub—inviting audiences, artists, and community members to share powerful stories that connect and inspire. 

Arts Leadership students are introduced to the phases of work at CST and assume management positions for specific projects. Students undertake duties including staff management, line production, and strategic development duties in various departments. In doing so, they interact with CST’s constituencies, from patrons and donors to artists and educators. Students acquire functional and operational skills, from Finance to Human Resources, that allow them to administer tasks that keep a theater running smoothly, and helm company-wide programs that require the highest standard of execution and accountability. Front-line involvement in day-to-day operations coupled with access to the CST’s “big picture” planning afford students a bespoke opportunity to develop the skills and vision necessary to lead an arts organization into the future.

The Arts Leadership Fellowship includes a compensation package of a full-time salary and benefits​. In addition to the compensation package, The Theatre School also awards scholarships to Arts Leadership students for both years of the program. 

Chicago Shakespeare Theater is deeply committed to creating and sustaining an organizational culture that values diversity, inclusion, and equity, as well as promoting a safe, supportive, and collaborative work environment. Visit our website to learn more about our IDEA to Action Platform​ .

​​​After DePaul: Examples of Alumni Work

Arts Leadership alumni go on to work in a range of high-level management and administrative positions, both in the arts and entertainment industry as well as related fields. Graduate positions include:

• Executive Director, Huntington Theatre Company (Boston, MA)
• Executive Director, McCarter Theatre Center (Princeton, NJ)
• Executive Director, Katharine Hepburn Cultural Arts Center (Old Saybrook, CT)
• CEO, Jazz Arts Group of Columbus (Columbus, OH)
• General Manager, Chicago Shakespeare Theater (Chicago, IL)
• Managing Director - Strategy and Advancement, Writers Theatre (Glencoe, IL)
• Director of Philanthropy, Court Theatre (Chicago, IL)
• Producer/General Manager, Pemberley Productions (UK/USA)
• Director of Individual Giving, Alliance Theatre (Atlanta, GA)
• Creative Director, Live Marketing (Chicago, IL)
• Managing Director, Filament Theatre (Chicago, IL)
• Managing Director, The Neo-Futurists (Chicago, IL)
• Director of Marketing and Sales, Oregon Shakespeare Festival (Ashland, OR)
• Senior Director - Philanthropic Engagement,​ Shedd Aquarium (Chicago, IL)
• Chief Development Officer, Latin School of Chicago (Chicago, IL)
• Marketing Director, Merz Apothecary (Chicago, IL)

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Master of Fine Arts Arts Leadership

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Empowering a new wave of arts professionals

The master of fine arts in arts leadership at seattle university, why education needs hip hop, james miles, assistant professor.

James Miles' acclaimed TedX Talk focuses on his mission to narrow achievement gaps using the arts as a tool to navigate inequitable educational systems.

The first of its kind on the West Coast,

our program brings together nationally-renowned faculty in arts leadership with the essential business, management, advocacy, and community engagement skills necessary for you to lead in the arts sector.

Develop lifelong relationships

Our low student-to-faculty ratio and cohort approach give you direct access to faculty . You begin building your  support networks from your first day, making connections with fellow students and active, engaged alumni. You meet a diverse array of arts and cultural colleagues through our events and biannual conference .

Learn alongside your cohort

from a wide variety of backgrounds , including community art practitioners, curators, designers, development managers, education directors, public artists, and theater directors. Together, you gain the theoretical and practical experience necessary to successfully compete for arts leadership positions nationally and internationally.

Seattle U's commitment to social justice

is at the core of our program, combined with  professional development and complemented by a deep foundation of academic rigor and applied research . Throughout our program, you use your skills and knowledge to build a broad portfolio of practice in the arts sector of your choice to take with you into your arts leadership career.

Meld practical experience and research

Throughout the program, you apply coursework learning as a practicing arts leader through your Graduate Management Practicum , working in organizations, interviewing arts practitioners, researching emerging issues within arts and cultural policy, and more. A signature of our program is your capstone Summary Project , where you focus on a topic of interest such as a cultural sector, curatorial, policy, or arts management issue.

Seattle's artistic laboratory

A thriving, arts-dense region and a hub for innovation, Seattle is home to a dynamic and historic arts community. With a variety of performance and visual arts centers throughout the city, you will build essential relationships with our community partners, connections that can turn into lifelong careers in arts leadership.

Sharon Nyree Williams, MFA '09

Learn how alum Sharon Nyree Williams' work with the Kraken's Unity Fund Heroes of the Deep is positively impacting the community.

Read the story

Katy Hannigan, MFA '17

Alum Katy Hannigan and Claudia Bach, Arts Leadership faculty, conducted research for the CERF+ Artist Readiness Project.

Samantha Anderson, MFA '22

Having grown up as a singer, performer, and lover of theatre, after four years at Oklahoma State University, Samantha decided to completely change her career path to reflect her passion and desire to advocate for the arts. 

Samantha Anderson

Adetola Abatan, MFA '22

She is a chemical engineer who recently rediscovered her artistic side as a collage artist. She primarily works with paper and fabric to explore ideas of being, becoming and belonging.

Learn more about Adetola

Shannon Welles, MFA '19

Shannon found herself at the table with political representatives, fellow employees, community leaders, and musicians to organize preservation of the Showbox, one of Seattle's historic music venues.

Andrés Arteaga,’19

Born and raised in the barrios of Los Angeles, Andrés Arteaga informally practiced art, dance and writing as a means to dream, hope and survive.

Read more about Andrés

Leah St Lawrence, MFA '22

Leah is an art critic, new media curator, NewHive advocate, and chair enthusiast. St. Lawrence writes about and curates contemporary new media, digital interaction, and online engagement—specifically related to political/social/LGBTQI issues. 

Leah St Lawrence

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Home » Arts Leadership and Cultural Management (M.A.L.C.M.)

Arts Leadership and Cultural Management (M.A.L.C.M.)

We recognize that success in the arts is being redefined in the 21st century, and that the skills needed to be a successful artist extend beyond the studio, stage, and performance hall. An innovative mind, an entrepreneurial spirit, and a passion for the arts are all essential for success. These principles are not just exclusive to artists, but serve all students well, no matter where their career leads them. This program is offered by the LEAP Institute for the Arts, a special academic unit of Colorado State University’s College of Liberal Arts.

Master in Arts Leadership and Cultural Management (M.A.L.C.M.)

• This program is offered on-campus and online.

Areas of Study

• Arts and Leadership
• Contact your department representative or request more program information .
• Check out department requirements and resources from your department’s website.
• This is offered online at a distance; resources for distance students are available through the CSU Online website.
• When you’re ready to take the leap, start your application .

Accelerated Master’s Program

Earn your master’s degree in less time and at a significant cost savings. Visit our Accelerated Master’s Program webpage to learn about your eligibility for this AMP. Contact your department representative to learn about the application process.

Western Regional Graduate Program

As an eligible resident of a Western Interstate Commission for Higher Education (WICHE) member state or territory, you may be admitted to the on-campus format of this program, yet pay resident tuition rates. Only on-campus formats are WRGP eligible. Visit our WRGP webpage to learn about eligibility and the application process.

Requirements

Coursework, credit requirements, and more information is available in the Colorado State University general catalog . Please contact your department representative with program-related questions.

Student Employment

Graduate students interested in employment positions (GTA, GRA, GSA appointments and hourly positions) should contact their advisor and their departmental graduate coordinator for the process to apply.

Financial Aid

• Financial aid resources available through the Office of Financial Aid website.
• Your department may have financial aid options available and please check our financial resource section for additional opportunities.

Doctor of Philosophy in Education

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Reshaping Teacher Licensure: Lessons from the Pandemic

Olivia Chi, Ed.M.'17, Ph.D.'20, discusses the ongoing efforts to ensure the quality and stability of the teaching workforce

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

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Master of Science (MS), Graduate Certificate (GCRT)

Graduate Fall Application Deadline

Priority Deadline: December 1 | Final Deadline: May 1

Looking for Spring Admission? Click here for your requirements

Current USC Thornton Student? Click here for additional information

Graduate Application Requirements for Fall Admission

This section is for all MS and GCRT applicants including current USC students applying to the Arts Leadership program (Fall semester only).

All applicants are required to submit two separate application forms:

• USC Application for Graduate Admission
• Thornton’s SlideRoom application form

The total application fee is $115 ($90 for the USC Graduate Application and $25 for the SlideRoom Media/Materials upload). Applications to the GCRT and MS in Arts Leadership are accepted and reviewed on a rolling basis. If the program fills before the final deadline, any applicants who cannot be accommodated will be given the option to postpone their applications to a later term.

Priority Deadline: December 1 Final Deadline: May 1

Application materials will not be accepted via mail or email. If both required application forms are not submitted by the final deadline, your application will be removed from consideration.

Important Note: Upon submission of your application (both USC’s graduate application and Thornton’s SlideRoom application) and review by the faculty, you may be contacted by the Arts Leadership Departmental Coordinator to set up an online or (possibly) in person interview.

Preferred qualifications for the Arts Leadership program:

• Bachelor’s degree (not necessarily in an arts-related field)
• Working artistic background (three to five years as a working artist)

Applicants experiencing hardship or extenuating circumstances due to natural disaster or public health concerns in their local area that may affect their ability to satisfy application requirements may contact the Thornton Office of Admission at [email protected] to explore possible accommodations. Though we cannot guarantee that accommodations/exceptions will be possible, applicants are encouraged to contact the Admission Office as soon as possible to allow the maximum amount of time to consider the options.

Applying For

Fall Admission

Auditions Required?

Email: [email protected] | Phone: (213)740-8986

Complete the USC Application

Applicants must complete the USC Graduate Application and submit all other application materials required by the deadline.

USC Graduate Application Fee

The application fee for the USC Graduate application is $90. Application fee waivers are available to qualified applicants, and must be requested before submitting the USC Graduate Application. If you plan to apply for a waiver of the USC Graduate Application fee, please do so at least two weeks before the application deadline . The deadline will not be extended for applicants who fail to request a fee waiver in time. Details and instructions can be found here.

Transcripts

All Thornton graduate applicants must upload transcripts into both the USC Graduate Application (Liaison) AND Thornton SlideRoom Application. All transcripts are due December 1st for the priority deadline or May 1st for the final deadline. Please carefully read the instructions below.

Step 1 – You must obtain official transcripts from the registrar’s office of each of your prior institutions before you can complete and submit the application forms. This may take some time, please plan accordingly.

Step 2 – Upload Scans (PDF format) of official transcripts from all post-secondary institutions you have attended into the “Academic History” section of the USC Graduate application (Liaison).

Step 3 – Upload Scans (PDF format) of official transcripts from all post-secondary institutions you have attended into the SlideRoom application where indicated.

Unofficial transcripts or documents printed from an on-line student system will not be accepted. Failure to upload scans of official transcripts in both application forms may significantly delay the release of a final admission decision.

Program Materials Section

When completing the USC Graduate application, it is important to pay special attention to the following items that you will find in the “program materials” section of the application:

• Thornton SlideRoom portal – A link to access the Thornton SlideRoom portal will be provided in this section.
• The Documents tab – Documents submitted in this section will not be accessible to the Thornton faculty. Thornton faculty will only be able to review documents submitted via the Thornton SlideRoom portal. In order to complete this section, you must check the box indicating that you do not wish to upload documents in this section.
• The Questions tab – Enter your SlideRoom Confirmation number where indicated (you will receive your SlideRoom confirmation number upon submission of the SlideRoom form).

Click here for important additional requirements and instructions.

Complete the SlideRoom Portfolio

All applicants must complete the Thornton SlideRoom portfolio by the December 1st priority deadline or the May 1st final deadline.

All Thornton supplemental materials must be uploaded through SlideRoom, which you will access through the link provided in the “Program Materials” section of the USC Graduate Application.

SlideRoom Requirements

Slideroom application portal.

A link to the SlideRoom portal is located inside the USC Application for Graduate Admission , in the “Program Materials” Section.

The SlideRoom application fee is $25 (fee waivers are not available). Thornton supplemental materials will not be accepted via mail or email.

The SlideRoom form must be submitted before the USC Application for Graduate Admission (Applicants can start both forms and work on them at the same time). Once SlideRoom is submitted, you will need to enter your SlideRoom confirmation number into the “Questions” tab, also located in the “program materials” section of the USC Graduate application.

Arts Leadership Essay

MS and GCRT applicants must upload the following essay as part of Thornton’s SlideRoom Application:

Answers to the following five questions in essay format. There is no specific length requirement, however applicants are being considered not only for the content of the answers but also their ability to professionally and articulately express their thoughts in written form. The questions are as follows:

• What is your specific field of artistic practice? Why have you chosen to pursue a career in this field? What does success for you look like in this field?
• Identify one truly significant obstacle that you have faced in your life that you overcame to become the person you are today.
• The Arts Leadership course of study recognizes that we are living in a world in which multiple external events – developing technology, mass migrations of people, the climate crisis, and more are rapidly changing the world in which artists and arts organizations must function, now and in the future. Explain which trend you think is most dramatically changing our world and specifically what impact it is having or will have on the arts field.
• Describe a situation in which you believe you demonstrated real leadership and that illuminates your ability to work with others to achieve a shared outcome.
• One of the core elements of the ARTL degree is the Practicum Project; a “real world” organization, project, idea, or venture of your own choosing, that will serve as the focal point of your work throughout your time in the program. Give a brief description of what that would be for you, should you be admitted to the program.

Résumé or Curriculum Vitae

The résumé or curriculum vitae should list musical, professional, and academic experience and is generally 1-2 pages in length.

Step 2 – Upload Scans (PDF format) of official transcripts from all post-secondary institutions you have attended into the SlideRoom application where indicated. Step 3 – Upload Scans (PDF format) of official transcripts from all post-secondary institutions you have attended into the “Academic History” section of the USC Graduate application (Liaison).

Letters of Recommendation

1-3 recommendation letters are required from graduate Arts Leadership applicants. Recommendation letters are to be submitted online through the Thornton SlideRoom portal via the “References” section by December 1st for the priority deadline or May 1st for the final deadline. We cannot guarantee the review of any material received after the aforementioned deadlines.

Master of Public Administration (MPA) Arts Leadership Specialization

The USC Price School of Public Policy offers a Master of Public Administration with a specialization in Arts Leadership. If interested in this program, applicants must apply for admission to the MPA program through the Price School. Application requirements and deadlines for this program are posted on the Price website .

If admission to the Price School’s MPA is granted, students may then apply to the Arts Leadership specialization. To do so, please submit the following by e-mail directly to the Arts Leadership program director, Kenneth Foster ( [email protected] ):

• A resume or curriculum vitae
• The “Arts Leadership Essay” described above as an attachment to the email
• A written request for admission to the Arts Leadership specialization
• Request for an interview

Faculty will coordinate interview dates and times with applicants directly.

Consent Form

Applicants to the Thornton School will be required to complete and upload the following form in SlideRoom:

• Parental Consent Form (if applicant is under 18 years of age by December 1, 2023)

Slideroom Media Troubleshooting Tips

For helpful Slideroom media upload troubleshooting tips, please click here .

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Explore the Questions of Humanity

Gonzaga's Doctoral Program in Leadership Studies (DPLS) centers on three dimensions of leadership - the leader as a person, organizational complexities, and global systems - and our relationships within them.  

We follow the Jesuit tradition of educating the whole person and create a space for you to confront the questions of humanity with critical thought and moral conviction. 

Your coursework and research will explore conceptual, scholarly, and professional competencies needed to lead and serve others at all levels.

Extend Your Reach

Our transdisciplinary Ph.D. program is designed for working professionals and welcomes students across a broad range of professions, including:

• Social Services
• Faith-Based
• Law Enforcement
• First-Responders

Discover Your Learning Community 

You'll work together with faculty and staff to develop and sustain a learning community in which all members can nurture the personal qualities of self-knowledge, self-acceptance, restless curiosity, a desire for truth, a mature concern for others, respect for human diversity and individuality, and a thirst for justice.

No matter where our students and faculty come from, we have one mission: to educate ethical individuals who understand and value the importance of service.  All are welcome here.  

Transform Yourself 

• Recognize your own humanity and that of the people surrounding you, and strive to understand and create productive, meaningful relationships
• Explore how these relationships exist, interact, and compound within organizations, and how you can apply qualities like forgiveness, mercy, and justice to create shared visions that turn everyone in an organization into a leader
• Examine the ways in which global issues touch upon and interact with organizations so that you can embrace and respond to a diverse, constantly changing world

A Brighter Future Unfolds

Program Overview

Steeped in the Jesuit tradition, Gonzaga's Ph.D. program in Leadership Studies creates a space for critical thought and moral conviction.

The PhD Process

The steps to earning a PhD in Leadership Studies, from admission to graduation.

The interdisciplinary curriculum of Gonzaga's Doctoral Program in Leadership Studies focuses on personal systems, organizational systems and global systems.

Learn more about these unique experiences that deepen student inquiry and enhance the learning community.

Tuition & Financial Aid

Resources for funding your future Ph.D.

How to Apply

Admissions information for prospective students to the Doctoral Program in Leadership Studies at Gonzaga University.

Alumni Spotlight

Dr. Scott Hagan

Dr. Scott Hagan is the seventh President of North Central University in Minneapolis, MN. He began this role in June 2017, following a 35-year career as a pastor.

Dr. Rosemary Muriungi

Dr. Muriungi has worked in higher education and organizations advocating for children’s/human rights and sustainable human development in Africa and the United States.

Dr. Maria Rivera Gonzalez

Dr. Rivera Gonzalez has over 15 years of experience in leadership teaching-learning and development in Mexico and the US.

Connect With Your Admissions Specialist Now

Arts Leadership

M.F.A. in Theatre

Program Overview

Critical thinking, creative problem solving, and bold experimentation form the core of our arts leadership program. We combine coursework with hands-on learning to provide a theoretical framework and practical experience in arts management and advocacy to prepare students for the demands of today’s leadership roles in the arts. 

To complete the degree, successful completion of a minimum of 60 credit hours is required. The program is designed to be completed in three years.

Typically the Arts Leadership program accepts 1-3 students each year.

Why choose this program?

• We combine coursework with hands-on learning to provide a theoretical framework and practical experience in arts management and advocacy to prepare students for the demands of today’s leadership roles in the arts. 
• All accepted students receive an assistantship and full tuition waiver. 
• The M.F.A. in Arts Leadership program is a member of the Association of Arts Administration Educators.
• As part of the plan of study, each graduate student completes a semester-long internship. 
• Arts Leadership students have had internships with: Alliance for the Arts in Research Universities (a2ru), Ann Arbor, Michigan, Blumenthal Performing Arts Center, Charlotte, North Carolina, Donmar Warehouse, London, England, Harlem School of the Arts, New York, New York, Manhattan Theatre Club, New York, New York

What You'll Study

To complete the degree, successful completion of a minimum of 60 credit hours is required. The program is designed to be completed in three years.  Practical, hands-on projects form the foundation of the program, challenging students to think critically, problem solve, and respond creatively.

Service to the School and Hands-On Learning

Typically, in the first year of the program, students in the Arts Leadership program will be assigned to work 20 hours a week in the Management Office of the School of Performing Arts. The Management Office is responsible for marketing/publicity and front of house duties for School productions. In the second year of the program, an assistantship in the Moss Arts Center at Virginia Tech is possible, providing practical experience in a professional arts center.

Theatre and Event Production and the Arts Leadership Program

Fundamental to the program is the direct connection of theory to practice. To ensure that students in the Arts Leadership program have the opportunity for study and experience in multiple facets of theatre production:

• All students in the M.F.A. program will participate in the Graduate Seminar during their first two years of the program. (See description in “Courses” section below for more details.)
• Students may be assigned assistantships in the management office, costume or scene shop, or students may serve as a graduate teaching assistant in the classroom. (Students are placed “where” needed.)
• Coursework will, when possible, be directly tied to and connected with productions or projects in the School of Performing Arts or arts and cultural organizations in the region.

Our curriculum is designed to provide both practical experience and in-depth exploration through the study of a range of topics relevant to the field today. Courses may be conducted in small groups or one-on-one (independent study). Arts Leadership classes are specifically designed to promote discussion, examination, and hands-on exploration.

My time in the Arts Leadership program at Virginia Tech has been such a wonderful experience! My graduate assistantship at the Moss Arts Center along with class field projects have provided hands-on learning opportunities that have further developed my skills and introduced me to areas of arts administration that I wasn’t even aware of. In addition to experience on campus, this program also provides connections to a wide array of arts leaders in the field, which led me to additional internship opportunities. Amanda‘s dedication to her students and their success is unlike any other. I will be forever grateful for the mentorship that she has provided and the education I received at Virginia Tech.  - Ashley Pope, M.F.A. in Arts Leadership candidate

After only one semester in the M.F.A. in Arts Leadership program, I was hired by a company as a theatrical research consultant. In my research, I apply the skills I cultivated and honed in the first semester of my graduate studies--skills that were unrefined only a few months prior! This goes to show that the M.F.A. in Arts Leadership not only uplifts theoretical understanding with rigorous textual analysis, but instills the practical application necessary to engage in current challenges in the artistic field.

Dr. Nelson has carefully crafted a program that spans diverse subjects. If you have gaps in your personal learning experience, you will be sure to study topics that not only help you fill those cracks, but plant new methodologies to grow your leadership skills. In addition to the important core classes, students are encouraged to take electives that will fulfill lines of personal inquiry. In this way, students are free to build upon their own passions, while ensuring that core competency in artistic leadership becomes part of the candidate's educational foundation. 

The theatrical medium critically needs individuals who are ready to adaptively lead, and the M.F.A. in Arts Leadership at Virginia Tech bestows the tools needed to students who are ready to work hard to shape their futures. -Liz Gray, M.F.A. in Arts Leadership candidate

I started this program in Fall 2020, and there could have been no better way to spend my pandemic years. Through this program I was able to explore a bird's-eye view of the field, and through Dr. Nelson's carefully curated syllabi I was able to study both how things had been done and explore what changes I might want to be a part of post-graduation. 

Dr. Nelson displays the same high level of academic rigor that she expects of her students, and she is the most attentive advisor I have ever worked with. The small size of the program allows for a lot of individualized attention and helps me feel very cared for and supported in my studies. 

This program allows for several electives, which has been a wonderful opportunity to explore what a large research institution like VT has to offer. I have been able to take courses in literature, sociology, and urban planning, as well as designing multiple independent studies. It's important to me to stay curious about multiple things and stay well-rounded, and this program afforded me that opportunity.

I think the "leadership" lens of this program is so important right now. Dr. Nelson helps us develop not only the skills to be good stewards of the arts, but also the critical thinking and emotional intelligence necessary for this crucial moment in our field. I feel better equipped to re-enter the field not just as an arts professional, but as a human being capable of tackling challenging problems with resilience. -Rachel Nunn, 2023 M.F.A. in Arts Leadership

"The M.F.A. Arts Leadership Program at Virginia Tech prepared me to start my professional career with confidence. I find myself using various aspects of my education on a daily basis, and I’m able to share resources I gained at VT with my work community. Joining the program was one of the best decisions I made. 'What’s a Hokie? I am.'" – Anna Wehr, 2021 M.F.A. in Arts Leadership

“My life was changed by the Arts Leadership MFA program in so many ways. Like many students, I began my graduate education thinking I knew where my career path would lead me. The program exposed me to a variety of coursework and field projects which had a significant influence on my career as a fundraiser. Because of these experiences, I feel empowered as a professional and confident in my ability to make real change in the arts sector. Professor Nelson’s unsurpassed dedication to this program enabled me to become the driven and accomplished professional I am today.” – Caroline Capocelli, 2019 M.F.A. in Arts Leadership

"The arts leadership program presented me with the ability to construct a course of study that included arts management, arts and culture, movement and devised theatre. While attending Virginia Tech I had the opportunity to mee t and spend quality time with artists from various disciplines. Such opportunities created a platform for me to grow as an interdisciplinary thinker with an interest in art as both entertainment and a tool for social change. I treasure the relationships established at Virginia Tech during my course of study! I am moving into my post-graduate school life knowing these relationships are part of my future in the field of arts, education and culture. I'm looking forward to launching an ensemble for African Diaspora youth in the Washington Metropolitan within the next year. I know my studies at Virginia Tech have prepared me for this endeavor, and for my longterm life plans of entrepreneurship in the arts." -Daveisha Gibson, 2017 M.F.A. in Arts Leadership

Admissions Requirement

• Minimum GPA 3.0 (4 Scale)
• TOEFL/ IELTS score required  (if applicable)

Learn more 

Tuition and Fee

Tuition & Fee Rates

Funding Opportunities

Each student accepted into the program receives a full tuition scholarship and out-of-state fee waiver. Each student accepted also receives an assistantship of approximately $18,700 for the first academic year, with increasing amounts in the second and third years. To maintain assistantship support, students must be enrolled in at least 12 credit hours each semester.

The Assistantship Work:

Students in the program will be assigned to work in specific production shops - the scene shop, the costume shop, or the management office. Students in the Arts Leadership program may be assigned to work at the Moss Arts Center (typically in the second year of the program).

Find out what loans are available as a graduate student and other opportunities.

How to Apply?

Visit this page for information on how to apply, including requirements, deadlines, and application fee.

Course List

• Arts Leadership Curriculum 

Applications Deadlines

Deadline:  Jan 15 for consideration for funding

Visit Campus

Visit Campus / Attend an Open House

Contact Program Leader

Amanda J. Nelson , Ph.D. 344 Henderson Hall 540-231-6029 [email protected]

Current Arts Leadership Students

• Time Table of Classes
• Our Students

Alumni: Where are they now?

Arts Leadership Alumni

Amanda J. Nelson,  Ph.D. 344 Henderson Hall 540-231-6029 [email protected]

USC’s Arts Leadership program (ARTL) is a flexible, multi-disciplinary graduate program for artists, arts administrators and cultural entrepreneurs who want to expand their personal vision and develop the ability to create a life and a career in the nonprofit arts. The curriculum is appropriate for both early and mid-career individuals engaged in any or multiple arts disciplines, who recognize that the rapidly changing world of the 21st century requires an innovative approach to arts leadership. The program is highly individualized, allowing students to design the course of study that is most appropriate for them and their career aspirations.

Admission to Thornton programs is granted through the USC admission process. Applicants are screened by appropriate faculty selection committees. Specific entrance requirements are reviewed on an annual basis and published online at  music.usc.edu .

Unit and Grade Requirements

Students must complete at least 26 semester units at USC, including the Practicum. A grade point average of not less than 3.0 (A = 4.0) is required for all graduate courses, and a grade of B or higher is required for all courses in the major department. Students who transfer credits must achieve this average on all combined transferred and residence units.

Transferred Credits

All credits transferred must be the equivalent of corresponding  current work  at USC. Course work completed at another institution that has been approved by the Thornton School for transfer credit must have been completed within seven years from the date of admission to a master’s degree program to be applied toward that degree. Transfer credit petitions must be filed with the appropriate Thornton adviser during the first semester in residence.

The time limit for completing the Master of Science degree is five years. Progress is measured from the beginning of the first course at USC applied toward the degree. Extensions will be granted by petition to the Thornton School for only the most compelling reasons.

A practicum project is required as the capstone for the Master of Science in Arts Leadership. Students will conceptualize, develop and complete an arts project of his or her own choosing to pursue in conjunction with the course work. The practicum project will be centered around a complex leadership challenge that resonates both for the student’s particular artistic circumstances and for the field of arts leadership.

Curriculum Requirements

Program intensive courses (11 units).

• ARTL 500 Arts Leadership and Arts Entrepreneurship Units: 2
• ARTL 501 Executive Leadership in the Arts Units: 2
• ARTL 502 Issues in the Arts and the Contemporary World Units: 2
• ARTL 503 Arts Organizations: Innovation and New Models Units: 2
• ARTL 504 Arts and the Community: Current Practice and New Visions Units: 2
• ARTL 520 Arts Leadership Intensive Units: 1

Field Experience Courses (4 units)

Select 4 units from the following:

• ARTL 512 Essentials of Orchestra Management Units: 2
• ARTL 590 Directed Research Units: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
• ARTL 598 Internship for Arts Leadership Units: 1, 2, 3, 4

Elective Concentration Courses (12 units)

Students will select a topic area of concentration related to their interests. Relevant courses will be chosen from around the University in consultation with and approved by the Arts Leadership Program Director in conjunction with appropriate department chairs and directors.

Suggested topic areas include but are not limited to:

• Organizational Communication
• Globalization and the Arts
• Diversity, Equity and Inclusion in the Arts
• Art and Technology
• Organizational Management
• Cultural Entrepreneurship
• Art and Social Change

Capstone Project (4 units)

• ARTL 510 Arts Leadership Practicum Units: 2

4 units total of ARTL 510

Total Units: 31

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MFA in Arts Leadership & Cultural Management

• University Information Technology Services

Master of Fine Arts in Arts Leadership and Cultural Management

The Master of Fine Arts in Arts Leadership and Cultural Management prepares individuals to take on leadership and management roles in the arts, culture, and creative sectors. Students acquire skills for managing the financial, budgetary, fundraising, advocacy, and marketing aspects of creative organizations, combined with entrepreneurial know-how.

Coursework emphasizes practical application combined with theoretical reflection, critical inquiry, and higher order decision-making abilities.

Internships with leading organizations and other work/learn opportunities are integral to the program. As the demand for individuals to take on leadership roles in the creative sector grows, graduates of this program will be able to meet the challenge in for profit, non-profit, and governmental arenas.

Arts Leadership and Cultural Management Online Graduate Certificate

The Arts Leadership and Cultural Management Online Graduate Certificate trains you in management of arts and cultural organizations and for careers in the arts and cultural industries. The courses in the program emphasize governance/leadership, budgeting/finance, fundraising, and marketing. This program provides you with the practical and theoretical contexts for leading arts organizations to greater success.

You will learn marketing principles for arts and culture industries by learning to translate arts and cultural programming into unique value propositions using analysis, research, and audience insight about the value of the arts; Management of organizational finances for decision making. You’ll learn how to take the leadership role in the financial direction of your organization, working with boards, staff, and other decision makers; Fundraising and development planning, working with donors, corporate sponsors, and directing development staff toward success; Leading the structure and nature of arts organizations from the legal, philosophical, and community service perspectives.

Meet Our Faculty and Staff

Constance DeVereaux, PhD

Constance DeVereaux is the director of Arts Leadership and Cultural Management at University of Connecticut, and Associate Professor in Residence in Department of Dramatic Arts. She is internationally recognized for her contributions to the field of arts and cultural management as a researcher, educator, and scholar. She has created and led numerous university programs in arts and cultural management in the US and abroad and has designed curriculum for undergraduate and graduate courses focusing on leadership and management of arts and cultural organizations. She is the co-editor of the widely used Arts Management Handbook: New Directions for Students and Practitioners, and the monograph series Cultural Management and the State of the Field . She is a chief editor of Journal of Cultural Management and Cultural Policy, and a member of the editorial boards of Culture et Gouvernance Locale and Irregular: Transylvanian Journal of Research in the Visual Arts. Her work appears in high impact journals including Journal of Arts Management, Law and Society ,  Annals of Tourism, Journal of Cultural Management and Policy , among others.  She is a board member of the Sociology of the Arts Research Stream and lead organizer of the Arts Management Studies Research Stream. She is also a freelance writer and has won awards for her public radio feature reporting. Check out Dr. DeVereaux’s research and activities here. 

Heather M. Kitchen

Heather M. Kitchen is a theater administrator with more than 40 years of professional experience in strategic and program planning, fundraising, financial analysis, board development, and union negotiations. During her illustrious career, Ms. Kitchen has led several performing arts organizations in both the United States and Canada. She has also had a noted international career in production and stage management. Ms. Kitchen has served as Managing Director of Dallas Theater Center (DTC), Executive Director of American Conservatory Theater (A.C.T.), General Manager of the Citadel Theatre, and Production Manager at Theatre New Brunswick. She worked in stage management for 15 years in many of the major regional theaters across Canada, including the Stratford Festival, The Neptune Theatre, and Canadian Stage Company.

Ms. Kitchen is a noted teacher of stage, production, and theater management, having taught and guest lectured at more than 20 universities and colleges throughout Canada and the United States, including Stanford University, Ryerson University, University of California Berkeley, and the Universities of Waterloo, Western Ontario, Guelph, Alberta, and Saskatchewan, among others.

Alexandra Pool

Graduate Assistant to Dr. DeVereaux

Email: [email protected]

Diversity, Equity, and Inclusive Statement

The Dramatic Arts Department is committed to sustaining an environment within our academic programming and the Connecticut Repertory Theatre that is diverse, equitable, and inclusive.  To that end, we have made a number of strategies part of our “culture.”  We will continue to challenge our own assumptions about what “progress” means as we continue to focus on academic and experiential practices that maintain the type of community, we all, students, staff, and faculty, want to be a part of.  We acknowledge this is a commitment each of us in the Department of Drama must be engaged in and we welcome you to join us on this journey!

Below are some of the ways we are currently engaged in this work:

• Expanding the Cultural scope of our syllabus across the department. This focus de-centralizes Western culture and theatre practice as the hegemonic approach to teaching the theatre arts.
• Requiring coursework from a block of courses focusing on BIPOC practices and histories as part of the core courses all students in the department must take.
• The Drama Department will continue to support the Student Advisory group, a collection of students from each program, graduate and undergraduate, voted on by the students of each respective program. The SAG will meet once a semester with the Department Head in an open conversation about culture, environment, and practices in both CRT and the academic programs.  The committee is reconstituted in the fall of each year.
• A sustained commitment to address issues raised by the Affinity group of BIPOC students in the School of Fine Arts.
• Intentional recruiting in high schools with predominant BIPOC student bodies.
• Instituting the Dean of SFA’s guidelines for a “Diversity Advocate” on each search committee.
• Requiring all final candidates interviewing for tenure track and full-time academic year contract positions to interview with the Drama Department’s DEI committee.
• The Connecticut Repertory Theatre’s “50/50” policy. CRT is committed to creating a season of plays that speak to the diversity of narratives, cultures, and ethnicities.  CRT will be intentional about casting equity actors, hiring professional directors, and licensing playwrights across LGBTQ and BIPOC communities.

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Select one of the options below:

Arts Leadership and Cultural Management M.A.L.C.M.

Learn how this online master’s program helps you gain the practical skills necessary to become a successful manager or entrepreneur in the arts industry.

Earn your arts management degree online

If you are passionate about arts and culture and would like to build a meaningful career while enriching the lives of others, this arts management degree offers the courses, faculty, community, and internship opportunities to help you succeed.

Become a visionary leader in community arts and culture

The Master of Arts Leadership and Cultural Management degree is an award-winning program, recognized in the Top 10 for leadership excellence in the U.S. by HR.com. The curriculum trains individuals to be true experts in their field. Students learn, not only what professionals need to know today, but, what it will take to thrive as arts leaders in the future.

A master's degree for creative entrepreneurs and professionals

A master's in arts management can help you gain the foundational skills you need to operate your own business or take on leadership roles that effect meaningful change in an organization. With an emphasis on engaging communities through creative partnerships, students learn how to direct their passion in a sustainable manner that will help maximize their work's reach and impact with audiences.

Topics of study include:

• Leadership concepts and practices
• Finance management
• Media communication
• Arts policy
• Project planning and evaluation
• Community engagement
• Events management
• Culturally sustainable entrepreneurship

Courses are designed to be immediately applicable and offer valuable insight to help you make informed decisions throughout your arts administration career.

Study with faculty passionate about arts leadership and cultural management

CSU faculty believe the arts provide a highly practical value in society and look to work with creatives passionate about impacting positive change through the arts in the communities they serve.

Faculty are academic practitioners who, in addition to being highly published scholars and researchers, have also worked for, led, and consulted with many arts agencies. Blending academic and industry knowledge allows students to see how theory can be applied to real-world issues faced by professionals in the industry today.

Faculty strive to help students meet their educational goals through community, creativity, and collaborative strategies that are complemented by a strong mentoring pedagogy throughout the arts management master's program.

The Master of Arts Leadership and Cultural Management is a 32-credit program of study that includes a core curriculum focusing on arts leadership, community engagement, policy, and advocacy fundamentals. Students also take a minimum of 9 credits of approved electives that will customize their academic track to focus on their desired field of study.

Additionally, students must have two separate semester-long internships to round out their practical training. Academic advisors can help students identify an appropriate internship opportunity at a local, regional, national, or international arts organization in their area of specialization.

• LEAP 500 – Leadership in the Arts
• LEAP 600 – Arts Policy and Advocacy
• LEAP 650 – Arts Events Management
• LEAP 660 – Arts Collaboration and the Community
• LEAP 670 – Law and the Arts
• LEAP 687 – Internship
• LEAP 692 – Internship Seminar

Selected Elective Courses

• LEAP 510 – Creative Industries Career Management
• LEAP 520 – Technology in Arts Management
• LEAP 540 – Financial Structures in Arts Management
• LEAP 620 – Research Methodology for Arts Managers
• LEAP 640 – Portfolio Creation for Arts Managers

Students may also choose electives in other departments. The first step in this process is meeting with Arts Management’s program coordinator, Brigid McAuliffe who will help select appropriate courses and assist with gaining approval from outside departments.

Michael Seman - Director of Program

[email protected]

Dr. Michael Seman is an assistant professor of arts management at Colorado State University where he is also the director of the Arts Management program. Michael’s work examines issues in the creative economy, most recently the economic, cultural, and social impacts of music venues. The New York Times, The Washington Post, The Wall Street Journal, National Public Radio, CNN, and regional media outlets often seek Michael’s perspective and insights. His work is published in various academic journals, edited volumes, CityLab, and most recently by the Brookings Institution; he has also co-authored music and film strategies and creative economy reports for the City of Denver and the State of Colorado. Michael also created the Music Venue Economic Impact Calculator for the National Independent Venue Association (NIVA). He previously managed daytime programming for two music festivals in Denton, Texas and spent several years as an internal marketing executive at Creative Artists Agency in Beverly Hills, California. He is represented by the Creative Class Group for speaking engagements.

Richard Andrews - Instructor

[email protected]

Richard S. Andrews is an author (Arts Entrepreneurship: Creating a New Venture in the Arts. Routledge, 2020) and an instructor at Colorado State University and UC Berkeley. From 1996 through 2021, he was Associate Director of the UC Berkeley Center for New Music and Audio Technologies (CNMAT), a leading research and training laboratory focused on the creative interaction between music and science. He was also Executive Director of the Eco Ensemble, UC Berkeley’s professional new music chamber group dedicated to contemporary music by emerging and established composers. Richard has over 20 years of experience in arts management and specializes in fundraising, project management, marketing and organizational development. His research and teaching interests include arts entrepreneurship principles and practices in the U.S. and abroad, the creation of modern cultural policies in the U.S. and France, the intersection of government arts policy and arts management/arts practice, and the impact of public/private support for the arts. He has developed and taught courses at UC Berkeley, Colorado State University, the San Francisco Art Institute (SFAI), the UC Paris Study Center, and the American University of Paris (AUP). He has presented workshops and lectures at the Savannah College of Art and Design, the Institute for American Universities, Parsons Paris, Arcadia University, San Francisco State University (SFSU), the University of San Francisco (USF), the University of Paris I Panthéon-Sorbonne, SKEMA Business School, BESIGN/The Sustainable Design School, and the Université Côte d'Azur (UCA).

Emelie Borello - Instructor

[email protected]

Emelie Borello is an instructor at Colorado State University for the LEAP Institute for the Arts, as well as a recent graduate from LEAP Master’s program. She has a strong background in management, human resources, and project planning as well as a decade of experience as a director and designer in the local Fort Collins community theatre. In addition to teaching, Emelie is working to create collaborative arts projects within the community, and looking toward pursing a doctoral program in sociology of arts and celebration in the near future.

Zhanna Gurvich - Instructor of Theater

[email protected]

Zhanna Gurvich is an award-winning designer and painter who has designed for theatre, dance, opera, and film at the Brooklyn Academy of Music, the Joyce Theatre, Chautauqua Opera, and the Juilliard Theatre. Ms. Gurvich’s favorite designs include Radiance for Axial Theatre Co., Hello and Goodbye for Rattlestick Theatre, Ladies in Retirement and Chaos Theory for Pulse Ensemble Theatre, The Most Dangerous Room in the House for The Susan Marshall Dance Company, Tears for Violetta and Tierra del Nadie for Ballet Hispanico, The Seagull, Man and Superman , and Three Sisters for Juilliard, In the Air and La Llorona for Stageplays Theatre, Hansel and Gretel for Chautauqua Opera, Ping Pong Diplomacy , Havana Bourgeoisie , and Billboard for Reverie Productions, and Luck for Epic Rep. Ms. Gurvich received an HOLA Award for Outstanding Set Design for her work on La Llorona . She has painted for Scenic Art Studios, Goodspeed Opera House, Virginia Opera, Dallas Theatre Center, Mannes Opera, and The Mint Theatre Company, including critically acclaimed portraits for Mary Broome and a mural for Black Snow . Ms Gurvich is a member of United Scenic Artists Local 829 and holds a B.F.A. in Studio Art from Clark University, as well as an M.F.A. in Stage Design from Southern Methodist University, with a concentration in scenery and lighting design.

David Pyle - Instructor

[email protected]

David's 35-year career in the arts and business has been fueled by his education in music, painting, and chemistry. He's managed consumer brands in the artist's products category, serving as Director of Marketing for Winsor+Newton and then Brand Director for Liquitex. In 2000, his book, What Every Artist Needs to Know About Paints and Colors, was published by Krause. Over the last 15 years, he’s served as Publisher for the largest media brands in the fine art-making and crafting categories, most recently as Senior Vice President/Group Publisher with F+W Media managingThe Artist’s Magazine, American Artist, Watercolor Artist, Interweave Knits, Love of Quilting and, online, ArtistsNework.com, ArtistsNetwork.TV, QuiltingDaily.com and Interweave.com and more.

Through it all he's continued to paint and he just finished a project with the Central City Opera as "Painter in Residence" for their 2021 season. In 2020, he left the corporate media world and launched a number of art-making initiatives, a new marketing services group called Pyle Creative Studio, and a series of educational resources for the art and science community.

Jack Rogers - Instructor

[email protected]

Jack has worked in the performing arts for over 24 years. During that time he has been an artist, and advocate, a tour manager, a festival producer, a venue director, and worn countless other hats. Jack received his BFA in Acting with a minor in dance and a concentration in music from Long Island University at CW Post. Jack has received multiple awards for his performance work both professionally and academically. He received his MPA in Nonprofit Management from Georgia State University. As an advocate, Jack served as Vice President of Programming for the Georgia Arts Network, the state’s official arts advocacy organization. Jack has served as a juror on programming committees for the City of Atlanta’s Office of Cultural Affairs, the Georgia Assembly of Community Arts Agencies, Georgia Presenters, and the Southern Arts Federation’s Performing Arts Exchange. Jack’s interests include multi-disciplinary collaboration, event management-safety and security, advocacy, and performing arts programming. Jack is a member of Actor’s Equity of America, Americans for the Arts, the International Association of Venue Managers, and the Western Arts Alliance. Jack currently provides administrative, artistic, and operational leadership to The Lincoln Center, a multi-venue events facility and Northern Colorado’s largest performing arts presenter.

Mike Solo - Instructor

[email protected]

Mike Solo is the Creative Director in the marketing office of The School of Music, Theatre and Dance at Colorado State University. His degrees are in Design and Digital Media and he currently teaches Technology in the Arts and Creating your Arts Career for the Arts Management program.

Jill Stilwell - Instructor

[email protected]

Jill has 25 years of experience in the public arts and culture sector. From 2003 to 2016, Jill was the Director of Cultural Services for the City of Fort Collins. In this role, she spearheaded Fort Collins’ first Cultural Plan and nominated the City for the 2011 Governor’s Arts Award, which the community received. She was proud to direct the Department’s two largest capital projects: the $8.4 million renovation of the Lincoln Center and the $27 million public/private partnership that is the Fort Collins Museum of Discovery.

Jill has facilitated large vision-oriented projects, like master plans and community cultural plans, but also enjoys the personal aspects of team building and board development. Jill shares her experience with others as an adjunct faculty member at the LEAP Institute for the Arts at Colorado State University and at Front Range Community College. She teaches courses in arts management and museum studies and learns as much from her students as they do from her. Jill also engages with her local community through activities like presenting at Start-Up Week.

Jill has a bachelor’s degree in fine art from Colorado State University and a master’s degree in art history and museum studies from the University of Denver. She is certified through the International Association of Public Participation (IAP2) in planning effective public participation processes.

Curious about how to choose an elective course for your arts management degree?Elective courses offered by Arts Management will provide you with the skills needed in the areas of cultural management, arts leadership, arts entrepreneurship, arts policy, arts advocacy, and public engagement. However, in some cases, you may want to explore elective options outside of the Arts Management program. The first step in selecting any elective is meeting with Arts Management’s program coordinator, Brigid McAuliffe who will help you choose the appropriate courses and assist with gaining approval from outside departments if needed.

Suggested topic areas for M.A.L.C.M. electives

• Communications
• Organizational Behavior
• Research Methods
• Human Resources
• Working with Multicultural Populations

Other topic areas may also be useful. Given that you are earning a degree that will prepare you for leadership positions, think creatively about what skills and knowledge you may need.

As a student in CSU's online Master of Arts Leadership and Cultural Management program, you will receive the same education, learn from the same faculty, and earn the same regionally accredited degree as students on campus. Additionally, you can expect a program with:

• An Award-Winning Program: Recognized as a Top 10 leadership program in the U.S. by HR.com, the Master of Arts Leadership and Cultural Management degree received a 2016 Leadership Excellence Award for exceptional leadership development.
• A Community Focus: We emphasize relationship building between artists and the public to foster passion and appreciation for the arts in our communities, and to ensure investment in arts creation and preservation.
• A Broad Application: Courses supplement the practical training most arts professionals receive by teaching analytical thinking skills that help you apply what you learn to a broad range of organizations and circumstances.
• A Customizable Curriculum: You can choose from a wide range of course options and take elective credits specific to your desired career path or personal interests.
• Practical Training Opportunities: Required internships allow for well-rounded practical training, enabling you to apply what you learn in the classroom to real-world scenarios.

Learn more about CSU's rankings and accolades.

”I wanted something that intersected business, administration, arts, and leadership. I also wanted an element of service, of giving back. CSU offered the perfect program. I apply a lot of what I learned about leadership and organization in my career, especially budget and timeline creation, law, and goal setting. The ability for artists to advocate for themselves and others is priceless. That was my biggest takeaway.“ – L. Young, Master of Arts Leadership and Cultural Management Graduate

Application Deadlines

Start your application online and upload materials directly into the online system. You can save your progress and return any time.

1 Review Admission Requirements

Applicants should possess an undergraduate degree, as well as potential for advanced study as evidenced by academic achievement. In cases where an applicant is deficient in background, faculty may consider applicants with significant work history in the field of arts administration. In addition, student selection is based on an individual student's maturity and motivation to succeed in graduate study and in the profession of arts administration.

Minimum admission requirements include:

• An undergraduate degree in the arts is not required. However, students should have a strong interest in the arts, broadly.
• Standard CSU graduate school requirements apply.
• Standard TOEFL or PTE scores are required for international students.
• No GRE required

2 Prepare Application Materials

Prepare the materials below and upload when you apply online.

• Two letters of recommendation Applicants should provide letters of recommendation from faculty members or individuals who have first-hand knowledge of the applicant's academic or professional capabilities. Two professional recommendations are required. You will provide information about your recommenders in the online application. CSU will contact them with instructions and a link to a secure form they will submit on your behalf.
• Statement of purpose A personal statement of professional goals that addresses the question: What will you anticipate doing with your degree? Your written statement should be approximately 500 words.
• Financial aid application

3 Complete Online Application

Complete the online graduate application and pay the nonrefundable application processing fee (payable online). As soon as you have completed the required information, please submit your application. Your application will not be reviewed until it is complete and all required materials have been received.

• Select "Arts Leadership and Cultural Management (M.A.L.C.M.) - Distance" when choosing the Program of Study.

4 Request Transcripts

Request one official transcript of all collegiate work completed from all institutions attended. Transcripts from Colorado State University are not required. Transcripts must be received directly from the originating institution to be considered official.

Please Note: Students may be unconditionally admitted and registered in their first semester of courses with an unofficial transcript. Official transcripts must be submitted, prior to or during your first semester, before you can register for your second semester of graduate work. Failure to meet this condition will result in your dismissal from the Graduate School.

Electronic (preferred): Digital Transcripts must be submitted by the originating institution using a secure service such as parchment, eScrip-Safe, the National Student Clearinghouse, or e-Quals. Transcripts received via emails are considered unofficial. Use institution code 4075 for Colorado State University or [email protected] if the secure service requires an email address.

Mail (if necessary) Graduate Admissions Colorado State University – Office of Admissions 1062 Campus Delivery Fort Collins, CO 80523-1062

Check Your Application Status

View your application status at any time to ensure your application checklist is complete or to check on updates.

Once your complete application, including supporting materials, is received, the department admission committee will review your application and notify you of their decision.

For International Applicants

Proof of English language proficiency is required for applicants from countries or United States territories where there are official languages other than (or in addition to) English. This includes the U.S. territories of American Samoa, Guam, the Northern Mariana Islands, and Puerto Rico.

Learn more about English language proficiency requirements .

We love learning about your goals and answering any questions you have.

Program Details

Application dates, request information.

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University of Connecticut

Mfa arts leadership and culture management.

The Master of Fine Arts (M.F.A) in Arts Leadership and Administration prepares individuals to take on leadership and management roles in arts, culture, and creative sectors. Students acquire skills for managing the financial, budgetary, fundraising, advocacy, and marketing aspects of creative sector organizations, combined with entrepreneurial know-how. Coursework emphasizes practical application combined with theoretical reflection, critical inquiry, and higher order decision-making abilities. Internships with leading organizations and other work/learn opportunities are integral to the program. As the demand for individuals to take on leadership roles in the creative sector grows, graduates of this program will be able to meet the challenge in for profit, non-profit, and governmental arenas.

Goals and Objectives

Recipients of the MFA Arts Leadership and Cultural Management at University of Connecticut, will:

Develop an informed sense of the intersection of arts/culture with historical, political, and cultural events; Manage arts and cultural projects, events, and programs for the benefit of diverse publics; Perform research for effective management, leadership, advocacy, and related functions; Develop successful strategies for governance, marketing, fundraising, development; Gain facility in leadership strategies for arts and culture management and advocacy; Critically analyze current and past practices in arts and culture management to envision more effective modes of practice.

The core curriculum focuses on preparing students for management level leadership positions in arts and cultural organizations. All courses involve active project work grounded in the development of critical problem solving, theoretical reflection, research, and collaboration. The 60-credit MFA program includes governance and leadership, fundraising and development, marketing, and intensive preparation for the completion of the final MFA project. Seminar courses allow exploration of timely issues. Students also take electives in areas of specialty.

Admission requirements:

BA or BS degree completed with minimum 3.0 GPA Official transcripts of all undergraduate work Letters of recommendation Resume or CV Personal statement

Financial aid and Graduate Assistantships are available to qualified applicants. GA positions come with tuition waiver and monthly stipend.

To apply visit our website .

University of Connecticut 802 Bolton Rd Storrs, CT 06269 United States

FACULTY Prof. Constance DeVereaux Heather Kitchen

Email: [email protected] Phone: ">860-486-1210

Read More About This Program  

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Navigating Excellence: How a Doctorate in Leadership Can Transform Your Career

Completing an online doctorate in leadership can open doors to remarkable career transformations. However, this educational journey goes beyond acquiring skills and fosters profound personal growth.

A good EdD leadership program explores leadership dynamics and blends theory with real-world applications. Graduates emerge with enhanced skills and a nuanced understanding of organizational complexities. It doesn’t just propel careers forward; it sparks a complete transformation—shaping individuals with deep insights, visionary leadership and readiness for future challenges.

The EdD Advantage

Creighton’s online Doctoral Program in Interdisciplinary Leadership (EdD) has developed emergent leaders for over a decade. The program’s innovative plan of study builds on reflective practice, rigorous scholarship and unwavering support. To help students navigate an online doctorate in leadership, Creighton developed a program that aligns with the specific ambitions of each learner, ensuring that the journey isn’t a standardized trek but a personalized journey toward excellence.

Creighton’s vibrant online community prepares individuals to collaborate and thrive. We foster a learning space where faculty and students bring their diverse life experiences, unique perspectives and knowledge to conversations founded in real-life scenarios. It’s not just “sage on the stage” instruction. Our commitment is to learn from one another, building interdisciplinary understanding and growth.

Real-world Balancing Act

Pursuing a doctorate in leadership is unique because it is intended to fit into your active everyday life and career. Your work experiences shape your learning, and your point of view adds value to your peers, creating a transformative journey for any future leader.

Captain Kathryn “Kat” Wijnaldum , EdD’19, worked to balance her studies with a busy military career and family commitments. She showed determination, studying even during her kids’ baseball games. With good time management and support from her family and Navy leadership, she successfully finished her doctoral work.

As the Officer in Charge of the Surface Nuclear Propulsion Mobile Training Team for the U.S. Navy, Captain Wijnaldum says, “I had a leadership team that supported me in balancing education with work. My military detailers gave me flexibility, ensuring I finished my dissertation before taking on my ship executive officer role.”

Real-world Impact

The effectiveness of any leadership doctoral program is best gauged by its impact on its graduates. Creighton’s EdD turns theory into practical success. Zoran Grabovac , EdD'22, shapes privacy at John Deere’s Moline headquarters, crediting the program for enhancing his ethical decision-making.

His expertise lies in ensuring the company aligns seamlessly with global privacy laws, maintaining meticulous compliance. Reflecting on his EdD journey, Grabovac notes the program instills ethical decision-making frameworks, prompting graduates to contemplate the implications of their decisions on people and fostering a more thoughtful approach. He adds, “Decisions are made with a comprehensive review of the impact on stakeholders such as the organization, communities, employees, the environment, customers and others who may be impacted. We all share an ecosystem; balance is needed for the ecosystem to continue to be healthy and thrive.”

Rebecca Rivera , EdD’16, was drawn to pursue a doctorate to continue teaching criminal justice, which is her passion and area of professional expertise. She sought an online program that would accommodate her research interests. “I was looking for a school that could meet my needs. I was a single mom of a teenage boy. I worked full-time. I also still taught part-time, so I wasn’t in a position where I could sit in a physical class.”

Additionally, she chose Creighton for its mission fit and welcoming culture. She readily admits to trepidation in her readiness. “When I got to residency, I parked my car, got out, and was like, ‘I’m going home. I’m not smart enough. These people are smarter than I am. I can’t be here. What am I thinking?’” After driving all that distance, she decided she would give it a chance. “Immediately, Creighton was so inclusive, and they made you feel accepted and welcomed. They made you feel like you were able to obtain your doctoral degree, and so that really sealed the deal for me.”

Benefits of an EdD

When Kat Wijnaldum graduated from the Naval Academy and began her career as a Surface Warfare Officer, she knew she wanted to lead and make an impact. After early command experience, she realized she needed new skills to reach higher leadership roles and properly develop her crews. That motivated her to pursue her EdD in Leadership from Creighton while serving full-time in the Navy on the Joint Staff.

Grabovac added, “I believed in the structure of the program. It was very focused on the practical application of theory instead of just studying the theory itself.” The ability to apply what he would learn to real-life leadership challenges attracted Zoran to the program. “The research broadens your perspective, and you start to understand the people and events based on the experiences of their past.”

Influence on Skill Development

Grabovac says the program enhanced his writing and ethical decision-making. “Writing was a big piece–you definitely become a better writer.” He believes the program changed how he thinks, communicates, makes decisions, and leads. It improved his practical skills, such as research, communicating succinctly, and connecting ideas.

Captain Wijnaldum credits Creighton for teaching her “how to communicate effectively and manage a lot in a small amount of time and still remain effective.” More importantly, she directly applied her new knowledge and skills on duty. She notes: “I could apply recommendations I had put in that dissertation. And my people thrived. (Our command) received retention excellence awards.”

Navigating the Dissertation Journey

Central to Creighton’s EdD program is a distinctive dissertation in practice that allows you to share your findings as a scholar and practitioner promptly. Our approach to this dissertation ensures the immediate application of your findings. You’ll receive support throughout finishing your dissertation, with the intentionality that guides you successfully across the finish line. Your work will contribute to academic knowledge and address leadership issues in the real world.

Rivera’s nationally published research made a significant impact. She uses her Creighton training to inform the criminal justice system, championing a philosophy of changing cultural ideology by understanding it from a restorative perspective. She has mentored those with incarceration histories and thinks, “Because I am a person of color and also a female, I have inspired women leaving prison and people of color to see that we can make it.”

Wijnaldum shared her experience. “Creighton taught me how to do the research. If I can substantiate [recommendations] by facts and communicate them in an executable plan, anyone can run with it.” She adds, “The Creighton experience taught me how to communicate effectively, quickly, sometimes succinctly or sometimes with great depth. They understand what I’m recommending.”

Crafting Careers

Clearly, the Creighton EdD expanded Captain Wijnaldum’s skillset and propelled her upward mobility. But more importantly, it enabled her to fulfill her original purpose: to invest in and develop crews properly. “I’ve had sailors contact me, and one of my officers thanked me for demonstrating what right looks like from a leadership standpoint. That was really encouraging.”

Rivera adds, “It catapulted me into the career that I wanted. I saw myself with the additional perks of being published and doing some really great things like writing courses and helping prisons create educational programs, things I would have never thought in a million years that I would see myself doing.”

Does Your Journey Lead through Creighton?

For those considering a doctoral degree in leadership, Grabovac emphasizes that “there is never a perfect or better time to start.” His advice? “Just jump right in. Enjoy the journey. You can rely on phenomenal support from the faculty and your fellow students.” He also advises clearly communicating your goals to family and friends, so they understand the commitment required.

For Rivera, Creighton’s supportive approach helped her realize her potential. “This program will work for you, and while intense, it’ll be worth every bit of everything you went through to get there.” She emerged living her dream, with teaching positions allowing her to research criminal justice “and the opportunity to help leadership make those transitions in law enforcement from punishment to accountability.” Her heartfelt dedication epitomizes Creighton’s mission of empowering students to transform themselves and the world.

We are proud that our students continue to make a difference in their communities and across the globe every day.

Considering grad school?

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Master of Arts in Arts Leadership and Nonprofit Management

Degree overview.

The MA in Arts Leadership and Nonprofit Management is a 30 credit degree program available in an online asynchronous format that is designed to prepare students for engaging careers in arts and nonprofit administration by giving them an understanding of the foundational principles of leadership and management while applying that theory in practical situations with leading arts and nonprofit organizations. The program is well-suited for students who are already employed in the nonprofit arts organizations and students who aspire to professional careers in arts administration. The program will help students expand their skills and understanding of ethical, effective, and dynamic leadership and the application of those skills in professional arts organizations.

Students will develop a deep understanding of the core functions of arts leadership as it affects audience/artist engagement, curation, operations, and governance. Students will observe through research and hands-on experiences,  first-hand how those core functions guide the work of arts organizations. Students will analyze trends in the arts and their effect on non-profit organizations, preparing them to be leaders in the arts as they work to develop sustainable and meaningful cultural experiences for audiences.

Program Details

• 05/20/2024 Next Start Date
• 30 Total Degree Credit Hours
• Program Length As little as 1 year
• $499 Cost Per Credit Hour

Course Information

The Master of Arts Leadership and Nonprofit Management combines core courses in each of the highest impact areas of nonprofit organizations: governance, audience/artist engagement, donor development, operations, and venue management. Students will also be able to add electives in business administration and educational leadership to add valuable experience and specializations.

Each student will also plan a practicum where they will be able to develop practical experience in nonprofit organizations that are significant to them. If already employed by a nonprofit, students can engage in a specific project with the nonprofit for their practicum experience.

Core Courses (18 credits)

• ALNM 510: Leadership and Governance in the Arts
• ALNM 520: Nonprofit Organizations and Management
• ALNM 530: Fundraising and Donor Management
• ALNM 540: Contemporary Issues in Audience Development
• ALNM 550: Human Resources and Venue Management
• ALNM 660: Nonprofit Management Practicum

Elective Courses (Choose four courses, 12 credits)

• MBE 500: Accounting Information and Management Decisions
• MBE 520: Ethical Management in a Global Environment
• MBE 530: Marketing Management
• MBE 561: Applied Leadership Theory
• MBE 570: Organizational Psychology and Behavior
• MBE 581: Negotiations
• EDUC 681: Professional Collaborations for Advanced Leadership
• EDUC 682: Educational Leaders as Change Agents

Career Outcomes

Arts administrator.

This includes roles such as gallery directors, museum curators, and theater managers, CEO’s, and directors of operations.. Arts administrators are responsible for the day-to-day operations of cultural institutions, including budgeting, fundraising, program development, and staff management.

Fundraising and Development Director

These professionals are responsible for securing funding for arts organizations. They plan and execute fundraising campaigns, seek grants, and cultivate donor relationships to support the organization's activities

Event Coordinator

Event coordinators plan and execute arts-related events, such as art exhibitions, music festivals, or theater performances. They handle logistics, marketing, and coordination to ensure successful events.

Grant Writer

Grant writers specialize in seeking and writing grant proposals for nonprofit organizations. They play a critical role in securing funding from foundations, government agencies, and other grant-giving entities.

Nonprofit Manager

Nonprofit managers oversee the administration, fundraising, and strategic planning for nonprofit organizations. They may work for theaters, orchestras, museums, or other arts-related nonprofits.

Marketing and Public Relations Manager

Marketing and PR managers are responsible for creating and implementing marketing strategies, managing social media, and coordinating public relations efforts.

Education Program Manager

Education program managers design and oversee education outreach programs, which can include workshops, classes, and outreach to schools and communities.

Arts Consultant

Arts consultants provide specialized advice and services to arts organizations on topics like strategic planning, audience development, or governance.

Why VWU Online

Successful Alumni

More than 90 percent of our alumni are working or in graduate school within 1 year of graduation.

Highly Qualified Faculty

90 percent of our professors have attained the highest degree in their fields.

Military-Friendly

Virginia Wesleyan University is a Yellow Ribbon school, and we have a dedicated Veterans Service Team.

Streamlined Admission

Admission decisions are made on the basis of a review of the applicant's undergraduate transcript. No SAT, ACT, or GMAT required!

How to Apply

Admission requirements.

To be considered for admission to the online Master of Arts in Human Services program at Virginia Wesleyan University, students must:

• Complete our online application .
• Provide official academic transcripts from all regionally accredited colleges and universities previously attended. If more than one institution has been attended, the cumulative GPA for all coursework attempted must be 2.7 or higher. In addition, the GPA earned at the institution where the bachelor’s degree was awarded must be 2.7 or higher.
• Have a bachelor’s degree (or one anticipated before starting the program).

Financial Aid

There may be financial aid options available to you when you apply for an online program at Virginia Wesleyan University.

Explore Financial Aid Options

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• Ph.D. in Leadership

Acquire advanced knowledge and skills in a program designed for professional adults

This program is designed for working professionals who are emerging leaders in their field. The executive design allows students to complete the program in as little as three years by completing coursework and while working on their dissertation. The program is ideal for those who have completed a master’s degree at an accredited institution, with an option available for those who have reached all but dissertation (A.B.D.) status at another institution and wish to complete their doctorate at Alvernia.   Courses are delivered in a hybrid format with four 3-hour in-person meetings per term, approximately every other week, with the balance of coursework to be completed asynchronously online. Each student will be assigned a faculty advisor to chair their dissertation committee and must identify two other committee members from their network to guide them through the dissertation process.

A.B.D. Provides Pathway to Doctoral Degree 

This is a pathway for the student who has not completed the dissertation requirements of another doctoral program. Our program features a dissertation completion approach customized to the individual student. Through a portfolio assessment of the competencies acquired from prior coursework, life experience, and scholarship, students may transfer in the equivalent for up to 45 credit hours in this 60-credit hour doctoral program.  

The A.B.D. pathway requires a minimum of 15 hours of coursework to be completed at Alvernia University. Transfer courses will be considered individually for applicants who began doctoral coursework at another institution but are not A.B.D. 

• Doctor of Physical Therapy (DPT)
• Master of Arts in Organizational Leadership
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• MSAT (Post-Baccalaureate)
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• Master of Science in Nursing
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• Graduate Teaching Certifications
• Graduate Certificate in Nursing Education
• Graduate Certificate in Nursing Leadership
• Graduate Certificate in Organizational Leadership

Getting Started

The Ph.D. in Leadership program is available at the following Alvernia University campus:

A new cohort starts each fall and spring semester. Along with your completed application accompanied by $50 non-refundable application fee, you’ll need to provide a few supporting materials. Because there’s lead time required for some items, here’s a step-by-step process that seems to work best for candidates:

• While you wait for your transcripts to be processed, you can begin your online application , which lets you build, edit and save sections of your application along the way. 
• Order your official transcript(s). Official transcript(s) indicating that the applicant has earned a Master's degree from an accredited college or university.
• Personal Statement. One-page statement that summarizes the value of the program of doctoral study for your personal or professional growth and development.
• Writing Sample. Upload a copy of your Master's thesis/paper or published work. Alternatively, you may provide a written response to the following question: What do you think is a major or current issue, in your area of expertise, that has a significant impact regarding the community?
• Professional Resume.
• Three letters of recommendation. Letters are accepted from professors, employers, or supervisors familiar with the applicant’s professional experiences.
• Interview with the Ph.D. Program Director and Faculty member. After all the required application materials have been received, each applicant will be contacted to arrange for a personal interview.
• Test scores (GRE, GMAT, or MAT) may be needed in consideration of an applicant with a Master's degree GPA below 3.25.
• International applicants may have additional requirements and can review the application process for international students.

There are options to assist in financing your education and making the tuition affordable. Visit our financial aid page for a detailed overview of the process, including a link to complete the FAFSA application, as well as more information about the tuition payment plan and the tuition deferment program we offer. Alvernia’s Title IV code for the FAFSA is 003233. The Office of Student Financial Services is available to help with any questions you may have. Call 610-796-8201 or email  [email protected] .

Program Overview

The Doctor of Philosophy curriculum is 60 credits. Alvernia University's Doctor of Philosophy has a common leadership core, research core and dissertation. In addition, there are three areas of concentration including: Corporate Leadership, Community Leadership, and Educational Leadership. The Ph.D. faculty uses various course formats to help you learn, including case studies, lecture/discussion, group projects and simulation exercises to ensure what you gain in one course will reinforce and build on what you learn in others.

Leadership Core (18 credits)

• PHD 706: Leadership: Advanced Systems Theory and Research
• PHD 709: Organizational Analysis: Culture, Theory and Change Strategies
• PHD 711: Moral and Ethical Foundations for Decision Making
• PHD 724: Theories in Organizational Structure and Strategic Leadership
• PHD 725: Leadership: Diversity and Social Justice in Complex and Global Organizations
• PHD 801: Negotiations and Conflict Resolution for Contemporary Leaders

Research Core (18 credits)

• PHD 701: Research Colloquium (6 credits)
• PHD 704: Quantitative Research: Design & Analysis
• PHD 710: Qualitative Research: Design & Analysis
• PHD 850: Designing and Conducting Mixed Methods Research

Select one of the following three advanced research courses as appropriate:

• PHD 851: Instrument Design and Analysis
• PHD 853: Advanced Quantitative Research: Design & Analysis
• PHD 855: Advanced Qualitative Research: Design & Analysis

Dissertation (12 credits)

The dissertation is the culmination of the doctoral program and as such must reflect a high degree of scholarly competence for students. Students will be required to first submit and defend their dissertation proposal. Students will advance to full dissertation after they have successfully defended their proposal. The full dissertation must report, in an accepted scholarly style, an original investigation of a research problem or theory of significance in the student’s area of concentration. The final product will demonstrate the candidate’s ability to conduct original qualitative, quantitative or mixed research design in an area related to leadership in educational, public, or private organizations. The dissertation will take place over a minimum of three semesters. The student will meet periodically with their dissertation committee to obtain feedback and guidance regarding progress throughout the three dissertation semesters. Students will register for the following:

Qualifying Exam  (0 credits, academic plan registration number PHD 900) Dissertation  (12 credits, academic plan registration numbers PHD 910, 912, 914, 916) Students must complete Qualifying Candidacy Examinations (commonly called the Comprehensive Exam) before registering for the dissertation. 

Dissertation Defense  (0 credits, academic plan registration number PHD 980)

Elective courses for Corporate Leadership Concentration:

• PHD 727: Developing Human Resources in Organizations
• PHD 803: Leadership and Spirituality
• PHD 812: Leadership and Communication Theories
• PHD 815: Economic Development of Organizations
• PHD 821: Organizational Policy and Finance
• PHD 828: U.S. Presidents as Leaders
• PHD 860: Dissertation Proposal Seminar
• PHD 870: Leadership for Sustainability

Elective courses for Community Leadership Concentration:

• PHD 805: Development and Evaluation of Organizational Policies and Programs
• PHD 818: Federal, State and Local Government Relations

Elective courses for Educational Leadership Concentration:

• PHD 731: Advanced Supervision and Leadership Theory
• PHD 807: Curriculum, Culture and Instructional Leadership
• PHD 825: Educational Policy and Leadership
• PHD 830: Current Issues in Education
• Students in the program present at international conferences, publish in peer-reviewed journals and co-author books with faculty mentors.
• As part of the unique Sustainability Immersion Program, students have the option to participate in a one-week leadership program that immerses them in the community in which the experience is located.  Students gain firsthand knowledge of what it takes to successfully collaborate across a community to create real change.  This program is regularly run in New Brunswick, Canada.
• Alvernia University's Ph.D. in Leadership program is accredited by the Pennsylvania Department of Education and by the Middle States Commission on Higher Education.
• Alvernia is an accredited institution and a member of the Middle States Commission on Higher Education (MSCHE). MSCHE is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation.

According to the Bureau of Labor Statistics, employment in the range of jobs available with a Ph.D. in Leadership is projected to grow up to 12 percent from 2021 to 2031, faster than average for all occupations. The median annual wage in those professions in 2021 ranged from $74,000 to $179,000.

• Institutions of higher education
• Institutions of secondary education
• Corporations
• Nonprofit organizations
• State/local government
• Tenured/tenure-track college faculty
• VP/dean/associate Provost
• Superintendent/principal/school administrator
• CEO/COO/manager
• Executive director/director/program manager

Get to Know Your Faculty

For more information about Alvernia’s Ph.D. in Leadership program contact the Graduate Admissions Office at 610-796-5187 or [email protected] . Or reach out directly to Dr. Travis Berger, CBCL Dean, at [email protected] .

Alicia Sprow, Ph.D.

Coordinator of master of arts in leadership program.

Spencer S. Stober, Ed.D.

Professor of biology, recent news.

Mills College

Educational leadership.

The Master of Arts in Educational Leadership program, in addition to providing students with the skills and knowledge needed to utilize research to inform leadership, meets the California Commission on Teaching Credentialing (CCTC) requirements for a Preliminary Administrative Services Credential (PASC). The MA in Educational Leadership program prepares students for positions as administrators in K-12 public schools in the state of California. The PASC is required for administrative roles in all K-12 public schools in California.

The Master of Arts in Educational Leadership program, in addition to providing students with the skills and knowledge needed to utilize research to inform leadership, meets the California Commission on Teaching Credentialing (CCTC) requirements for an Preliminary Administrative Services Credential (PASC). The MA in Educational Leadership program prepares students for positions as administrators in K-12 public schools in the state of California. The PASC is required for administrative roles in all K-12 public schools in California. 

The MA in Educational Leadership program emphasizes both developmental and constructivist approaches to education. School leaders learn to test theory in practice, anticipate consequences, and evaluate outcomes in a wide range of educational settings. Graduates have a strong record of becoming successful school administrators and leaders in educational transformation and school leadership. Graduates of the program are employed in 21 Bay Area school districts, including those in the following counties: Alameda, Contra Costa, Sacramento, San Francisco, San Mateo, and Santa Clara. In this credential-based program, students earn both a master’s degree in educational leadership as well as a PASC credential. After earning the PASC, students may continue on toward a Clear credential, which certifies them to maintain employment as school administrators in California's K–12 public school system beyond the five-year preliminary credential. 

The curricula and pedagogy for the MA in Educational Leadership program is firmly rooted in praxis—combining both research and practice. Candidates are required to construct models of leadership that they can apply to real-life situations. The goal of the program is to develop reflective practitioners and thinkers. Application of theories, identification of concepts, and review of current research literature and exploration of documented experience with comparable problems will be part of the course content and field experiences that make up the program. 

From the beginning of their coursework, through the completion of their final field experience, candidates continually work to clarify and deepen their educational philosophy and sharpen their educational vision. To develop a philosophy of education and a vision of excellence, they will, through their courses and field experiences, read and understand contending philosophies and theories of education. Adult learning will be addressed through andragogy, a term used to clarify the curriculum development needs of adults. The MA in Educational Leadership program identifies the need for adults to be motivated to learn, to be active in the learning process, and to have the opportunity to integrate their past experiences with their present learning. The MA in Educational Leadership program will integrate California Administrator Performance Expectations competencies into the program in two field experience seminars, where students can practice their leadership while demonstrating mastery of CAPE standards. 

Learn more about how our programs meet the standards set by the California Commission on Teacher Credentialing.

More Details

Unique features.

• In-person, academically rigorous program
• Most classes meet once weekly, per semester, in the evenings to accommodate full-time work schedules. 
• Join a network of 21 Bay Area school districts

Program Objectives

• In one year (30 credits), meet standards for the PASC while attaining mastery of the California Administrator Performance Expectations ( CAPE ) competencies 
• Acquire mastery of leadership skills needed to serve as a school administrator in K-12 public schools
• Achieve readiness to submit the  CalAPA exam  assessment to outside reviewers during the final two semesters of the program

Career Outlook

Graduates of the program are employed in 21 Bay Area school districts, including those in the following counties: Alameda, Contra Costa, Sacramento, San Francisco, San Mateo, and Santa Clara. The U.S. Bureau of Labor Statistics (BLS) shows that California is the state with the fifth highest annual mean wage for kindergarten through secondary administrators, at $128,280 (US Bureau of Labor Statistics [BLS], 2022). California elementary teachers earn an annual mean wage of $86,470, middle school teachers earn $92,350, high school teachers receive $94,600, and early childhood special education teachers earn $78,310 (BLS, 2022). For teachers seeking opportunities to earn a higher salary while working in a school-based position, continuing their education in an Administrative Services Credential program to secure employment as an administrator can significantly increase their wages.

Testimonials

—miles greene (class of 2020), high school principal at holy names high school in oakland, —sundown collins (class of 2023), educational leadership program, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education Ask about scholarships, fellowships, assistantships, and external funding resources.

How to Apply Learn more about the application process and requirements.

Requirements

• Application
• Application fee
• Letters of recommendation (2-3)
• Transcripts from all institutions attended
• Personal statement
• TOEFL, IELTS, PTE, or Duolingo exam scores for applicants whose native language is not English

Program Prerequisites and Application Requirements

For those pursuing the PASC:

• Bachelor’s degree from a regionally accredited institution
• Passed all portions of the California Basic Educational Skills Test (CBEST)
• At least five years  of full-time teaching experience as a  credentialed teacher  with the credential issued by California or issued by another state or with a designated subjects services credential (e.g., counseling, librarianship, school health,  etc. )
• Students in their fourth year of teaching can apply

Learn more from the CTC  here.

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the admissions process, policies, and required materials.

Admissions Dates

Industry-aligned courses for in-demand careers..

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

View curriculum

Clinical/Fieldwork Experience

Clinical/field experiences occur at a school site where novice administrators grow their leadership capacity and learn through performance.

With the support of experienced mentors, candidates will:

• Coach teachers.
• Watch videos of their coaching sessions to improve their coaching skills.
• Receive feedback from their field experience instructors who have the dual role as faculty and former school principals.
• Receive feedback from mentors at their school site placements.

Confidently navigate the legal, ethical, social, and fiscal demands educational leaders will confront.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Dana E. Wright

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Leadership Positions and Examples of Jobs Graduates May Hold

• Director of Curriculum and Instruction at Nonprofit Organizations (NPOs)
• Director of Assessment and Evaluation at NPOs and Nonprofit Intermediary Organizations
• Director of Learning and Curriculum at NPOs
• Director of Instruction, Assessment, and Planning at NPOs
• Director of Special Education Services
• Director of Elementary Education
• Director of Secondary Education
• Middle School Principal
• High School Principal
• Vice Principal
• Educational Consultant
• School District Superintendent
• Director of Evaluation and Planning

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Master of Liberal Arts Vs. Master’s in Organizational Leadership: Which is Right for You?

Explore the differences between a Master of Liberal Arts degree and a Master's in Organizational Leadership.

How do you lead effectively in times of profound disruption? Our world and our businesses are going through a series of transformations that require individuals to rethink their approaches:

• Monumental  advances in artificial intelligence  have given organizations unprecedented power to automate business processes, data analysis, and communications.
• A 2023 Gallup poll showed that four in five workers whose responsibilities can be performed outside of the office now spend at least part of the week working remotely. This suggests that in many cases  hybrid work arrangements  have permanently replaced traditional routines.
• Numerous tech and media companies have recently conducted  mass layoffs  as they adapt to post-pandemic shifts in their markets and invest in AI.

Responding to changes like these, McKinsey  declared that we live in a time  of “perpetual organizational upheaval,” which “demands new approaches to organizational management to replace models designed for a less complex, less unstable bygone age.”

During this era of both immense possibility and deep uncertainty, leaders across all industries benefit from re-evaluating their practices and augmenting their skills. Advanced education can prepare you to lead effectively through the next wave of transformation.

In this article, we’ll consider two possible educational paths toward being an effective leader in a time of dramatic realignment. Depending on your career path and personal interests, you might choose to pursue a Master of Arts or a Master of Science in Organizational Leadership or a  Master of Liberal Arts . Before you make the investment in time and tuition for a master’s program, you should understand how each of these degrees can prepare you to excel during periods of rapid change.

How a Master’s in Organizational Leadership Prepares You for Business Challenges

Organizational leadership is an approach to managing large departments or entire companies that’s focused on  setting and accomplishing shared strategic goals . This is a pressing concern at a wide range of global companies: In a 2023 survey of organizations around the world, McKinsey found that  only 25% of respondents  felt they had engaged, passionate leaders who did everything possible to inspire workers.

At fast-paced, multinational organizations, managers and executives often need to keep employees who are physically distant from each other and have disparate areas of expertise all working in tandem toward achieve shared objectives. With the U.S. Bureau of Labor Statistics projecting  more than a million job openings  in management occupations per year between 2022 and 2032, many businesses will be searching for individuals with a firm grounding in the principles of organizational leadership. 

An MA or MS in Organizational Leadership  takes a multidisciplinary perspective  to help executives and managers advance their career goals and gain a competitive edge in the marketplace.  These are business-oriented programs that may hold accreditation from organizations like the Association to Advance Collegiate Schools of Business (AACSB) or the Accreditation Council for Business Schools and Programs (ACBSP). Students learn the best practices and strategies they need to propel their teams forward.

Master’s in Organizational Leadership Curriculum

An organizational leadership curriculum brings together concepts from business administration, social science, and communications to help students become more strategic thinkers and inspiring leaders.

Courses often examine topics such as:

• Strategic planning and implementation so you can thrive in a competitive business environment.
• Ethical decision making that’s based in sense of social responsibility and respect for others in your organization.
• Conflict management to resolve disagreements among stakeholders and keep members of your team productively working together.
• Change management so you can adapt your plans to the emergence of new technologies, business opportunities, and obstacles.
• Regulatory compliance to establish business and administrative practices that follow all relevant guidelines set by government agencies.
• Theories of leadership and organizational behavior that enable you to analyze the structures and processes that make a business function.

Organizational leadership master’s programs may offer concentrations for particular industries or electives investigating topics that are directly related to your career. These programs commonly take about two years to complete and often conclude with a capstone or thesis project. Students perform research and develop a project that exhibits the steps they’ve taken to become better informed, more empathetic, and strategically agile leaders.

Earning a graduate degree in organizational leadership also gives you the chance to meet professionals who are following a similar career trajectory. By connecting with other current and aspiring leaders, you can expand your network and interact with different perspectives on some of the most urgent issues that businesses face.

Master’s in Organizational Leadership Skills

A master’s program in organizational leadership teaches a combination of essential business processes and soft skills. The curriculum is designed to help you marshal the efforts of employees and peers who have diverse educational professional backgrounds and may be spread out around the globe. 

Students learn to:

• Clearly express their organization’s mission and motivate team members to do their part.
• Align business strategy with overall market conditions.
• Assign employees meaningful, actionable goals.
• Analyze data and apply business intelligence.
• Perform qualitative and quantitative research to guide evidence-based decisions.
• Respond to problems or conflicts with resilience and innovation.
• Manage changes and prepare for emerging challenges.
• Communicate clearly with both internal and external stakeholders.
• Efficiently deploy resources and maximize their impact.
• Continually strive for improvements in processes and performance.

How a Master of Liberal Arts Equips You to Excel as a Leader

As businesses evolve in unpredictable ways over the coming years, leaders will need to stay nimble and embrace novel approaches to solve problems. Studying the liberal arts — which encompass the array of disciplines that constitute the foundation of modern university education, including the arts, humanities, and sciences — can help you look at those challenges from unique angles and develop a versatile intellectual toolkit.

In a liberal arts master’s program, you think proactively and creatively about how to lead in this period of constant upheaval. That makes this educational path a powerful alternative to a more traditionally business-oriented program. By harnessing insights from historical wisdom and current research, you can grow as not only a leader, but as a thinker and collaborator.

These are some of the reasons why the University of Chicago Master of Liberal Arts  attracts a learner community  of accomplished individuals seeking personal and professional growth. On average, people who enroll in the UChicago MLA are already 18 years into their careers. Nearly a third are executives, and most hold at least one graduate degree. Often, they decide to study the liberal arts because they want to evolve their decision-making ability and account for the nuances of people’s behaviors, emotions, and values. 

For example,  Cara Brennan Allamano , chief people officer at the software management company Lattice, chose the UChicago MLA program because she saw clear connections between liberal arts education and effective organizational leadership.

“What helps leaders stand out is the broader perspective to be able to step back from a tough situation and guide people through it, to know how to ask the right questions, to understand and have empathy and sympathy for the people around you,” Cara said. “I’m really excited about gaining some of those skills for myself through this program, because that is what liberal arts can do for you.”

Master of Liberal Arts Curriculum

Students investigate topics by applying ideas and methods from a variety of disciplines. Rather than taking a series of courses from experts in a single area, they learn from scholars who conduct illuminating research across the spectrum of the liberal arts.

The UChicago MLA core curriculum  incorporates the following areas of inquiry:

• In  humanities  courses, students closely read major literary and philosophical texts, learning about their historical contexts and cultural impact. Past subjects include 20 th -century American fiction, Indian film, the works of Aristotle and Homer, and the Florentine Renaissance.
• By studying  social sciences , MLA students analyze the effects of economics, politics, and culture on human behavior and societies. They examine foundational texts in social thought and consider vital issues such as the crisis facing American democracy and how various cultures understand sickness.
• Studies in the  biological and physical sciences  equip students to apply scientific reasoning to solve problems as they consider the social and economic effects of major discoveries. Courses examine topics like climate change, human evolution, neuroscience, and how the fundamental laws of physics shape the world around us.

MLA courses in every discipline are  driven by vibrant discussions  among a community of learners, not one-sided lectures. Class sessions take the form of Socratic dialogue, with professors asking probing questions that invite students to apply their individual experiences.  Fabiola Delgado , the assistant vice president for finance and chief of staff for national laboratories at UChicago, appreciated how the University’s MLA program let her engage with a diverse range of informed viewpoints.

“I would have never thought about solving an ethical dilemma in the same way that a classmate of mine who was a poet or who was a marine biologist would solve it,” she said. “I think that seeing the different angles, the different life experiences and professional contributions that this great group of people bring to the table allows you to enhance your thinking in ways that you never thought possible.” In addition to class discussions, MLA students write extensively, assembling ideas from multiple courses and disciplines into original arguments. In the UChicago MLA program, this intellectual exploration leads up to a thesis or special project. Working with a faculty advisor, students have the flexibility to research and grapple with the topics that interest them in the format they choose. 

MLA Concentrations

MLA programs may feature concentrations that delve into the areas of study that students are most interested in. At UChicago, students can  select an optional concentration  in:

• Ethics and Leadership:  This concentration provides executives and other rising professionals with insights into how to achieve results while investing in workers well-being and adhering to their social responsibilities. An interdisciplinary immersion in literature, philosophy, history, and politics, raises crucial questions about the ethical implications of the choices made by leaders and organizations. Courses may examine how ethical thinking has evolved over centuries or ask students to evaluate fictional leaders from literary classics. For professionals interested in advancing their careers while improving the dynamics of their organization, the Ethics and Leadership concentration offers invaluable tools.  Students analyze their own leadership styles and implement frameworks to determine the best course of action. With a deeper understanding of strategic planning, corporate responsibility, and how to elevate team morale, they come out of this concentration better prepared to succeed and make a positive impact in organizations, despite all the upheaval currently taking place. The Ethics and Leadership concentration is especially relevant for professionals looking to take their next steps as decision-makers within their organizations. As a human resources leader, Cara was attracted to the UChicago MLA by the opportunities for in-depth study in these areas. “I face a lot of new, challenging organizational questions and I wanted a really strong foundation to help me make better decisions and to help advance my critical thinking in the businesses in which I work,” she said.
• Tech and Society:  Technological progress has revolutionized the way businesses function, and the emergence of generative AI makes clear that the changes have only just begun.  By taking courses that explore the ethical responsibilities involved in gathering and using data or the effects that AI and social media have on politics, leaders are better prepared to meet the challenges that are currently emerging.  In this concentration, students go beyond thinking about the practical requirements necessary to achieve the next breakthrough and consider the broader impact of the work they do. Professionals who work in the tech industry or related fields can lead more effectively when they thoroughly investigate the effects that our rapid advancements have on society as a whole.
• Literary Studies:  Courses in this concentration present some of the best writing ever produced by authors from around the world and help students to build on their own communication skills. It’s an opportunity to reignite your love of literature by discussing great works with expert faculty and peers.

Master of Liberal Arts Skills

Enrolling in an MLA is a commitment to growth as a thoughtful, socially engaged individual. Students  build skills  they can apply in every area of their professional and personal lives:

• Critical thinking: Each course provides ample opportunities to analyze information and arguments, raising questions and challenging assumptions with a rigorous, evidence-based mindset.
• Synthetic thinking: Students come up with creative solutions to problems and generate new ideas by bring together concepts from different disciplines or areas of specialization.
• Communication: Students become more capable at expressing themselves to diverse groups of professionals in both speech and writing. When leaders write persuasively and clearly discuss complex ideas, they can bring together stakeholders at all levels of an organization to achieve shared objectives.
• Problem solving: MLA courses confront students with some of the most complex and urgent issues facing societies and encourage them to collaborate on fresh solutions.
• Adaptability: A strong background in the liberal arts can be valuable in any professional and social context, enabling leaders to pivot among a variety of complex problems at a global scale. Equipped with knowledge from the humanities, sciences, and social sciences, professionals can contribute important insights and make evidence-based decisions in a vast array of contexts.

In this time of perpetual organizational upheaval, leaders must routinely contend with previously unimaginable challenges. Technological leaps and social disruptions make it more important than ever to maintain a sound footing in the principles of strategy, social responsibility, and empathy. By pursuing graduate education, current or aspiring managers and executives can prepare to achieve their long-term objectives (even under trying circumstances) while also becoming more well-rounded and understanding people.

About the University of Chicago Master of Liberal Arts

The University of Chicago  Master of Liberal Arts  welcomes a diverse community of accomplished professionals to participate in a transformative educational experience. Our students develop their skills in leadership, critical thinking, collaboration, and communication by engaging in live seminar discussions guided by eminent faculty members with expertise in multiple disciplines.

Customize the online MLA to fit your goals by choosing from three optional concentrations. You can complete all the requirements online or visit us on campus for UChicago’s week-long, immersive residential seminars, held twice a year. 

  Contact us  to learn more about how our program can help you achieve your professional goals.

This article  is part of a series commissioned by the Graham School comparing the Master of Liberal Arts with other degrees to demonstrate the continued relevance of the liberal arts. 

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