HELI 720

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HELI 720
Building High Performance Virtual Teams in Higher Education

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DBA
Degree

wifiOnline

 notebook-53 Credits

[/vc_column_text][vc_column_text el_class=”course_syllabi_body”]Course Description
AMU doctoral projects are attributed to individual authors but are recognized by experienced professionals as the result of a team effort by which DBA students organizes sources of information, such as the individuals who normally oversee the process under study. In addition, AMU actively encourages the formation of joint research or study teams that assist the progress of dissertation projects. This course builds the core competency of forming several virtual teams who must be simultaneously led and organized by the doctoral student. The course builds a skill set in multiple group decision-making by virtual team members. The course thus reflects the reality of working in a contemporary education-related organizations.

The phrase higher education in the degree nomenclature is meant to be highly inclusive. The term includes those who work in the field of higher education; those whose degrees are in education but whose dissertation projects occur in primary, secondary, charter,independent, and special needs environments; those whose work include educational environments without walls, e.g. MOOCs; those whose work is in the supply chain to higher education, e.g. suppliers of certificate badges; and those organizations newly recognized by the United States Department of Education as providers of education-related services but which are not themselves considered schools, e.g. the equip project.

This course imparts the knowledge and teaches the skill to transform a dissertation theory into practice to create an original model via the dissertation project via the use of high performance teams which may communicate virtually. Relevant skills enhanced by the course are formation of research teams, study teams, and the macro team which is comprised of the champion and guiding coalition, student, sponsoring organization and American Meridian University. Competencies include team assembly of data, team data analysis, team formulation of process map, and team decision-making. Contemporary examples of such virtual decision-making abound in distance education, and in specialized education initiatives such as MOOCs.

Course Format
This course is delivered in a series of online modules complemented by off-line review and assistance. In-person, on-site modules are offered in addition when possible.

Course Goals
Deliver doctoral-level overview of the principles and best practices of team building in an environment that is partly or wholly virtual.

Course Objectives

  • Teach how the elements of the effective team building assist a systemic approach to process improvement in education
  • Explain and demonstrate the team-driven, skilled calculation of return on investment (ROI) from process improvements in education
  • Discuss systematic applications of quality-based, team data analysis and decision-making in a project which integrates a comprehensive set of health system principles, best practices, tools and vocabulary

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