1. Running Head : WORLD GRADUATE LEADERSHIP PROGRAMS
State of Graduate Leadership Programs in the US and the World
Shawn Campbell
ORGL 7000
Quantitative Reasoning and Decision Making
Dr. Stork
Robert Morris University
December 13th, 2013

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Abstract
In relative terms, graduate leadership education programs are relatively young, and very little
research has been conducted to establish the value and expected outcomes of these programs.
This paper describes part one of a multi-part study to determine the value proposition of graduate
leadership education in the US and abroad. This paper describes the methodology of selection of
schools for evaluation to establish a baseline for evaluating the marketing approach utilized by
graduate programs. Qualitative analysis is conducted and described evaluating programs on their
admissions marketing, course descriptions, program outcomes and expectations, and additional
marketing methodologies. The paper concludes that more research is needed to examine and
define clear selection criteria when choosing which schools to evaluate. The paper also suggests
areas for future research, and argues that a collaborative approach with researchers from around
the globe will generate the best results.

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Introduction: Is Education Worth It?
There can be no doubt that higher education is experiencing a fundamental philosophical
and identity crisis. With rising costs, astronomical student debt, and lagging unemployment and
underemployment for workers with all levels of education, many have begun calling for more
formal control and review of the purpose of college education. Driven largely by President
Obama and other leaders in government, proposals have been raised to tie student federal aid to
programs that produce favorable outcomes for graduates while reducing costs. As of August of
2013, federal student aid debt was over $1 trillion (Denhart, 2013). Perhaps more troubling, 10%
of students defaulted on their loans in 2011, the latest year for which data are available
(Thomason, 2013). While much of this debt and default relates to undergraduate students, it is
only a matter of time before similar scrutiny falls on graduate programs.
With statistics like the above mentioned, it is has become even more vital to understand
the state of affairs for graduate programs. Data show that when the economy is doing poorly,
more people seek out graduate education. According to data from the Council on Graduate
Schools (CGS), roughly 1.98 million applications for graduate school were received for the fall
semester of 2012. Of those, roughly 39.6% of applicants were accepted (Gonzalez et al, 2013).
While demand overall has fallen in 2012, the numbers still suggest an overall increasing demand
for the past ten years. Perhaps even more telling, is the rate of applications to business programs.
Together with education, and health sciences, business students represented roughly half of all
new graduate student enrollments in 2012.
The CGS study does not make a distinction between Masters of Business Administration
(MBA), and Masters Leadership programs, but it does serve as a general baseline for establishing
the state of graduate education. Many leadership programs are housed within business schools
either as standalone programs or as concentrations for the MBA and the CGS datasets likely
include these leadership programs as well. In the cases where leadership programs are not
housed in business school programs, the CGS classifications could represent leadership programs
under another discipline. Nonetheless, it is evident that graduate programs still remain a popular
avenue for adult learners.
While the study of leadership goes back to at least Plato, formal degree programs are
relatively young. The first doctoral program in the United States was not established until
1979(University of San Diego Soles), and Europe did not see its first doctoral program in
leadership until 2004(Thierry Graduate School of Leadership, 2013). Even now, according to
data from the International Leadership Association (ILA1)’s database of leadership graduate
programs, there are very few doctoral leadership programs. Of those, a majority focus on the
study of educational leadership. When expanding the search parameters to include masters
programs, the number of programs increases significantly, but in relative terms leadership
programs still represent a vastly small share of worldwide graduate degree programs.
Numerous articles have appeared in popular media questioning the efficacy and return on
investment of graduate programs. Many have questioned taking on massive amounts of debt with
little hope of investment returns. Tuition can reach as high as $100,000 at many of the nation’s
top ranked MBA schools, and the suggestion is that with a weakened economy, the returns
simply do not justify the expenditures. While the anecdotal evidence suggests this may be true,
employment numbers suggest a different story. According to the Bureau of Labor Statistics, in
2012 holders of masters degrees aged 25 and over experienced an unemployment rate of 3.5%
with median weekly earnings of $1300, compared to the average worker who experienced 6.8%
1 ILA database of Leadership Programs: http://www.ila-net.org/Resources/LPD/index.htm.

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unemployment and $834 in weekly earnings. Holders of doctoral degrees experienced an
unemployment rate of 2.5% and average weekly earnings of $1624(Bureau of Labor Statistics,
2013). It should be noted that the Labor statistics do not make classifications based upon majors
or job outcomes, but overall the data still suggest that there is a return on investment.
The return on investment evaluation seems to have occurred as a natural result of the
rising costs of tuition, and the belief that has permeated American and world culture for some
time. The common belief has been that college education represents a path to prosperity that
otherwise would not have possible. In many ways, college education has become a seller of the
American Dream. Though this study does not examine the rise of for profits, many of whom
offer leadership degrees, it certainly represents an interesting future study opportunity.
Could leadership education represent something else?
For many years, MBAs dominated the landscape of leadership education as it related to
non-educational institutions. The theory was that leadership was about learning how to manage
people and budgets. However, something was missing from the MBA education. While MBAs
certainly could manage budgets, develop and deliver strategy, and “manage” people, they lacked
the ability to respond to rapid changes in the workplace, and to truly lead those who were
following them. In many ways, MBA’s lacked the ability to see people as people, and saw them
rather as resources to be managed.
In recent years, the organizational leadership degree has been seen as the alternative route
to an MBA. While MBA programs focus on analytics, leadership programs focus on
understanding what leadership actually means and developing leaders with vision,
communication, and team building ability. As noted leadership pioneer Peter Drucker has stated
“management is about doing things right, leadership is about doing the right things” (SEDL.org).
A leadership degree then represents a response to a new way of doing things in the world. Of
course, this is not the only thing leadership degrees are promising, and these additional promises
are what this study seeks to understand.
Purpose
The purpose of this study is to examine the nature of leadership programs and the
promises that are being made by their marketing campaigns. This analysis represents part of a
larger project to determine the value of obtaining a leadership degree. The key focus of this study
was to identify key terms and themes in the online marketing literature of graduate degree
programs both within in the US and abroad to establish a database of marketing data. This initial
study intended to provide a baseline of themes and marketing materials to be used in analyzing
the entirety of the world’s leadership degree programs. Also, the study intended to provide a
method for determining what programs should be evaluated, and what classifies as a leadership
program.
Literature Review
Much of the available literature on evaluating leadership degree programs focuses on
educational leadership. While some work has been done in the field of undergraduate leadership
programs, very little research has focused on graduate leadership degree programs not associated
with educational leadership. Crawford, Grundart, Scott & Gould (2002) did conduct an analysis
similar to the one undertaken by this study. The authors narrowed their focus to examine
programs that specifically related to organizational leadership. Similar to this study, programs

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that dealt with religious leadership, educational leadership, and community leadership were
rejected by the authors. Additionally, the authors added a component of their analysis that
considered the delivery method of instruction. The authors also evaluated the program costs, the
number of faculty, characteristics of the program, which primarily dealt with credit hours and the
nature of the course offerings, as well as the intended focus of the program. Their study did
include for profit colleges in the analysis.
The authors found that typical organizational leadership programs generally consist of 36
credit hours revolving around leadership theory and practical application. The authors found that
thesis requirements vary by school, and that a thesis may be actually atypical. Additionally, in
contrast to traditional MBA programs, statistics and research methods seem to be very limited, if
offered at all. The authors conclude that as technology expands, and more providers enter the
realm of leadership education, that additional research will be required.
It is clear that more research is needed to evaluate the nature of leadership degree
programs both in the US and abroad. The significant lack of literature in regards to these
programs exposes an opportunity to develop research methods for evaluating the efficacy of
leadership programs, and advancing the stated goals of leadership education. As new challenges
present themselves, leadership will become an even more vital skill in the global economy.
While MBAs will always have their place in the workforce, new challenges and workplace
demographics will require leaders who can articulate a vision and lead more effective teams. It is
vital that students and employers alike have the research to understand what leadership degrees
offer to the workplace. This study and the larger study it is associated with represent the
untapped potential of research and advocacy in this area.
Method
Selection of Schools
Schools were selected by utilizing both web searches, and the ILA database of leadership
programs. Programs that focused on religious leadership, community leadership, public policy,
educational leadership, and traditional management programs were rejected from the sample
size. Additionally, schools that would be classified as for profit were also rejected from the
sample size. No attempt was made to classify schools based on delivery method. Samples
compiled represented the US and Canada. Significant language barriers and a lack of sample size
contributed to the study focusing on these two countries. While there a large number of programs
in the US, there are very few in Canada that met the specific criteria. As this selection study was
meant to establish baselines, schools were chosen based on their relation to organizational
leadership. For the purposes of this study, eight US based schools were chosen. These schools
represent multiple states. For the Canadian schools, classification on the basis of organizational
leadership was not criteria as there were no specific schools offering this program, however three
schools were chosen that most closely matched the US sample. While a number of European
schools were initially selected for evaluation, the majority were rejected on the basis of the
program structure, or language barriers. Only one school was established as having the necessary
selection criteria. Due to significant lack of information, and no baseline to compare it to, the
school was also rejected from the analysis. Further, as this study was meant to establish baselines
for evaluation of leadership programs worldwide, a single school would not be an effective
measurement for a European baseline.

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Content Analysis
Analysis was conducted by examining course descriptions, program overviews, and the
program’s expected outcomes. Additional analysis was conducted on additional marketing
materials such as pictures of students, program admission requirements and how the university
markets its application process. Common keywords were examined and compared across
programs to find commonality of terms.
State of Leadership Graduate Education
US Programs
The programs analyzed for the US were Gonzaga University, Mercyhurst University,
Point Park University, Duquesne University, St Mary’s University of Minnesota, Indiana Tech,
Colorado State University, and San Jose State University. With the exception of Gonzaga these
school’s websites presented very easy access to the necessary information, and provide a
relatively diverse mix of name recognition, location, religious affiliation unrelated to the degree
program, and a commonality of theme.
Admissions Requirements and Marketing
In general, the programs require at least a bachelor’s degree with at least a B average.
The mean GPA for all eight programs was 2.75, but it should be noted that no information about
specific undergraduate GPAs could be located for Duquesne or Gonzaga Universities. All of the
programs require applicants to have a professional resume, so there is an expected level of
professional experience. Indiana Tech requires 3 years of professional work experience, while
Duquesne requires two. Duquesne does however have a provision to allow internships and
volunteer work to be considered for this requirement. Duquesne also has a process for lifelong
learning credits as well. San Jose State is the most stringent with a 4 year work experience
requirement in a supervisory role. The remaining five schools do not specify a specific work
requirement. Gonzaga and Mercyhurst are the only schools to require a graduate level
standardized test. There do seem to be provisions for conditional enrollment, but there is no
consistent measure that is used by the schools for evaluation purposes.
Duquesne, Indiana Tech, Colorado State, and St. Mary’s all utilize very prominent
application marketing. San Jose State utilizes a dual approach utilizing scheduling an
appointment and a relatively prominent apply link. Gonzaga and Mercyhurst require the
prospective student to search for the application. This suggests that Mercyhurst and Gonzaga are
attempting to utilize a weeding out process. That is students who are unwilling to take the time to
search for admissions links would likely move on quickly. The counter argument could be made
that adult students are likely pursuing the information while working and the schools utilizing the
prominent application marketing are responding to adult learner’s needs. It is hard to say for
certain why Gonzaga and Mercyhurst make their applications hard to find as this could simply be
a matter of poor web design.
Program Overviews and Expected Outcomes
Gonzaga’s overview and expected outcomes are very limited. While they do make an
emphasis to talk about the professors, and even have videos discussing these benefits, the video
is superficial at best. Gonzaga may be relying on its name recognition, or ranking. This also
could be related to poor web design. Gonzaga also does not make any attempt to discuss career
outlooks, though this is not abnormal, as only two of the schools analyzed made attempts at these
career outlooks.

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The remaining schools however, did make significant attempts to identify their program
overview and intended outcomes. With the exception of St. Joseph’s, all of the schools made
mention of leadership from a global perspective and the desire to create leaders who can respond
to the changes an interconnected world brings with it. Other key terms included were self-
reflection, change management, strategy, teamwork and communication.
An emphasis seems to be placed on people development as well. Many of the programs
used terms like innovation and inspiration. Additionally, there was a strong emphasis placed on
creating ethical leaders with critical thinking skills. It appears that the marketing material is
geared towards people who are seeking alternatives to the traditional management degree. In
many respects, these programs are responding to a need for creating leaders who can see the
bigger picture and understand people.
Course Descriptions
With the exception of San Jose University, all schools included some element of ethics as
part of their curriculum. Of those schools, all but one, Duquesne, require this as part of their core
curriculum. Duquesne offers a standalone concentration in ethics, but does not require students
to take an ethics course as part of their core. Students can opt to take the ethics courses as
electives however, and Duquesne does offer three separate ethics courses. One of the major
criticisms of traditional MBA programs is that they do not produce ethical leaders, so inclusion
of these courses in leadership programs is a vital criterion for evaluation.
All of the schools evaluated also included a foundation course in theories of leadership.
With the exception of Colorado State, each of these courses place an emphasis on establishing a
student’s leadership profile. In other words, the stated objective is for the student’s to begin to
define their leadership style, and evaluate that style against other leadership theories. Reflection
and understanding one’s leadership style and how this affects others are vital components of
effective leaders.
Communication is another area that is key to successful leadership. All of the schools
evaluated have some form of communication course where students are taught how to effectively
communicate. One of the common themes among the communication requirements dealt with
developing followers via coaching and feedback. It is important that leaders communicate with
their followers about their needs. Additionally, the ability to communicate with people of all
levels in organizations is emphasized in these programs. Additionally, all of the schools also
include courses in critical thinking. This skillset is an important part of understanding leadership
in the broader context of organizations, and leading others. These skills are vital components of
leadership.
The final commonality that was observed was the requirement of some form of capstone,
community service or leadership project. While these courses differed in length, specific
requirements, and number of credits, the common theme was to teach research methodology, and
application of the concepts learned in the program. As the aim of any leadership program is to
teach students to be great leaders, the requirement of applying concepts to a real world situation
proves vital to enhancing the leadership knowledge. Additionally, this real world experience
enhances a graduate’s employability upon graduation, leading to greater outcomes.
Additional Marketing
Both St. Joseph’s and Indiana Tech utilized no additional marketing techniques. Indiana
Tech followed a simple pattern and had no additional pictures, videos or other materials. St.
Joseph’s followed a similar pattern, although their website actually utilizes an image of the hands
of an orchestral conductor, which is completely unrelated to the organizational leadership

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program. It could be that they are implying that leaders are conducting their teams and
organizations, but this is unclear.
Mercyhurst utilizes the same image of a white female student who appears on each page.
Mercyhurst does have a link for student profiles, but this page is incomplete and does not contain
any additional information. Overall, while Mercyhurst does claim it values diversity, there does
not appear to be any attempt to portray this in the marketing materials. One notable item on
Mercyhurst’s website that is worth mentioning is a section that outlines the differences between
MBAs and Organizational Leadership. This type of comparison is unique to Mercyhurst, and
attempts to outline why leadership degrees are unique from management degrees.
Both Gonzaga and St. Mary’s utilize a taped video conversation with former students. In
the case of Gonzaga, the video is not very informative, and seems to focus on the professors
involved in the course. The video does not really add much value given that Gonzaga’s website
in general does not provide very much information. St Mary’s on the other hand, seems to have
mastered the art of marketing. St. Mary’s, unlike the other schools, has truly embraced the nature
of mobile technology, and takes significant effort to promote the use of IPad technology for the
course. Both the web marketing and the video focus on the IPad usage. Additionally, the video
interviews are with both the department chair and older students. It is clear that St. Mary’s is
marketing towards older adult learners based on this information.
St. Mary’s, Point Park, Duquesne, and Colorado State all utilize marketing imagery that
promotes diversity. Images portray smiling students of various ages, gender, and race. It is clear
that these schools are trying to appeal to a wide variety of students to attract a diverse student
body. Other noteworthy marketing tools include Colorado State’s promotion of its accreditation.
This appears very prominently on its website, unlike any other school that was studied. It is
unclear why the program felt it needed to emphasize its accreditation, though initial interaction
and perception with the website left one feeling as though its legitimacy was questionable. This
may be a result of poor web design. Another marketing tool is Gonzaga’s promotion of the age
of its program. This fits within the overall assessment that Gonzaga may be relying on its name
recognition for marketing efforts.
Canadian Programs
The selection of the Canadian sample represented a significant challenge as there are very
few leadership programs to begin with in Canada. Those programs that were not rejected based
on the selection criteria required further analysis, as they did not use the specific organizational
leadership terminology. Schools were selected utilizing the criteria that were established by the
US review such as ethical and transformational leadership. Additional course comparisons and
marketing content provided the basis for the selection of the Canadian sample. The schools
selected for the Canadian Analysis were Trinity Western University, University of Regina, and
the University of Guelph.
Admissions Requirements and Marketing
Like their US counterparts, the Canadian sample schools require a four year
undergraduate degree with an average GPA of 2.9. It should be noted that this GPA does not
directly convert to a US standard measurement. All three of the schools evaluated also required
significant work experience. University of Regina is the least stringent with a minimum
requirement of two years professional experience in a leadership role, and makes note that
internships and similar employment are not considered relevant. Trinity requires a minimum of
three years leadership experience. Guelph requires a minimum of five years leadership

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experience. Interestingly, Guelph is the only program that will admit someone without an
undergraduate degree provided they have 7 years experience in leadership roles with progressive
responsibility. Trinity offers a similar option, but no mention is made of specific requirements.
The indication is that cases are reviewed individually and exceptions can be made. There does
not appear to be a provisional status for students who do not meet the minimum GPA
requirements.
All three schools utilize very prominent and easily accessible marketing for admissions
and applications. All of the schools utilize templates that allow a student to apply at any time
from any page. Additionally, the admissions requirements are easily accessed and understood.
These schools seem to utilize an approach designed to appeal to professional managers who do
not have time to search for the needed information.
Program Overview and Expected Outcomes
Unlike their US counterparts, the Canadian schools were very far apart in terms of their
expected outcomes and missions. Regina used terms like management, strategy, and governance,
while Trinity emphasized servant leadership, innovation, team and people development,
relationships and collaboration. Guelph presented the most interesting of all, as their core belief
is designed to teach students to reflect on their strengths and weaknesses. Unlike the other two
schools, Guelph does not spell out these outcomes in their program overview. Rather, these
insights are gained from watching their recruitment video interview with the Dean. Guelph also
emphasizes sustainability, social responsibility, community engagement, and global awareness.
One area where there does seem to be common ground is in the area of ethics. All of the
schools mention ethical leadership as a desired outcome of their programs. Ethics seemed to be
the common uniting keyword across countries and programs, which suggests that this may be an
important first step in evaluating a leadership program. This term has been the only consistent
keyword across the multiple schools that this study has evaluated.
Course Descriptions
Both Trinity and Guelph require ethics courses as part of the core curriculum. Regina’s
program does not include ethical course at either the core or elective level. There does not seem
to be any focus in Regina’s program on ethics whatsoever, despite its program overview
highlighting a desire to create ethical leaders. Ethics is an important part of leadership education.
Entire doctoral programs housed within business programs devote themselves to the study of
ethics, so it is interesting that two leadership programs that have been studied do not include
them in their course requirements. Taken as a whole, ethics still represent a vital part of
leadership education.
Leadership theory and foundations also play in an important role in the Canadian
programs. Like their American counterparts, these courses are also designed to assist students in
reflecting on their own leadership style and how they can become more effective leaders. Guelph
splits this into two distinct courses. In the first course, students evaluate themselves in the
context of team leadership and organizations. The second course deals with the historical
development of leadership and students further develop their competencies in understanding
effective leadership. Guelph also includes a course designed solely for evaluating a student’s
skills in the most vital areas of leadership.
One area where the Canadian schools appear to differ from their American counterparts
is in critical thinking and communication courses. The closest course that met this distinction
was an elective course offered by Guelph designed to teach coaching and feedback skills. It

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seems as though communication and critical thinking are meant to be learned as a process
throughout the many course offerings.
The courses also require a major research project in applied leadership. The series of
courses differ though in that they seem to be a multi-course requirement. Students are taught
research methods and then complete their research project or applied leadership project as a
secondary course. Regina offers this as an elective, and students may opt out by taking additional
elective courses. In evaluating these programs, Trinity and Guelph seem to be much more closely
tied to organizational leadership. Regina on the other hand seems to be a program in transition
between the traditional MBA and the new leadership discipline.
Additional Marketing
All three schools utilize imagery that suggests diversity in age, gender, and race. Like
their American counterparts, the schools are attempting to attract a diverse student body for their
programs. Given the experience requirements, they may however be dissuading younger aged
students. Regina in particular mentions that their typical students have 10 years of experience
with two years at the leadership level. Regina highlights its program as being designed for mid to
senior level managers. Guelph utilizes video technology highlighting the self-reflective nature of
its program, and also includes a video recording of its in person information sessions.
A Note on Leadership Education Worldwide
In general, there were very few schools that focused on the established leadership criteria.
The sample size was generated utilizing ILA database information which in many cases was out
of date, and contained a number of broken links. While the ILA is by definition, international,
Asia, Eastern Europe, Africa, Australia, and South America were significantly underrepresented
in the database. Whether this is due to lack of programs or lack of updated information is
unclear. The sample size contained a western-centric approach to leadership, which excludes
eastern-centric styles of thinking. Language barriers prevent a more in depth study of leadership
education in many of these locations. The recourse for finding these programs is limited due to
language barriers. Where translation was possible, there are certain to be errors, and the ability to
search for these programs is severely limited. Future research collaborations with bi-lingual or
multi-lingual colleagues may broaden the sample size and allow for a more comprehensive
analysis of worldwide leadership education programs.
Conclusions and Suggestions for Future Research
This study was meant to establish a baseline understanding of the marketing of
worldwide leadership programs. While there are a number of programs in the US, there are very
few leadership programs outside of the US. Educational leadership continues to dominate the
field of leadership however its focus is too narrow and does not suffice for a larger adult learner
population. As noted, there is a significant under-representation of leadership programs in the
world outside of North America. Whether this is a result of differing definitions of leadership,
outdated information, or language barriers remains unclear. Further collaborative research is
needed to identify comparable quality schools worldwide to assess global leadership programs.
This study did not classify delivery methods of programs. For the purposes of this study,
schools were analyzed without consideration for delivery method. Further study should be
undertaken to assess the impact of online vs classroom settings, and the marketing tools that are
utilized by both. Additionally, comparison can be made between schools that house both forms
of programs.

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This study identified a lack of continuity in stated outcomes for the Canadian programs.
There was a relatively clear continuity of purpose for the US based schools. Further research into
this area could produce some interesting results. The question still remains as to whether a
standard leadership educational program can or even should exist.
Overall diversity seems to be an important part of leadership degree programs. Many
schools state this in their desired outcome, and their marketing materials reflect this as well.
Leaders embrace diversity, so it is understandable that these programs would seek to market
themselves in this way.
Overall, the state of leadership programs in the world is in flux. While significant strides
have been made within the US in the last thirty years, it appears that much of the world still
views leadership as something for either religious or educational leaders. In relative terms,
leadership graduate degree programs are young and still have much to prove. However, given
their focus on creating inspirational leaders who act in ethical ways, and can understand the vital
process of leadership as an art, these programs can only grow in popularity. As the world grows
ever more interconnected, these programs will play a vital role in crafting leaders who can
inspire change, innovate, and return humanity to organizations. While leadership education is in
flux, this is not a negative thing. Our understanding of leadership is constantly changing, and the
adaptability of leadership programs is what will make them strong.

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Table 1: Graduate School Program Links
Name of
Institution
Country Location Program Link to Program Website
St. Mary’s
University of
Minnesota
US Minneapolis
Minnesota
MS
Organizational
Leadership
http://onlineprograms.smumn.edu/organiza
tional-leadership/masters-degree-overview
St. Joseph’s
University
US Philadelphia
PA
MS
Organizational
Development and
Leadership
http://online.sju.edu/programs/online-
masters-degree-leadership.asp
Point Park
University
US Pittsburgh
PA
MS
Organizational
Leadership
http://www.pointpark.edu/Academics/Scho
ols/Business/GraduatePrograms/MasterofA
rtsOrganizationalLeadership
Duquesne
University
US Pittsburgh PA MS
Organizational
Leadership
http://www.duq.edu/academics/schools/lea
dership-and-professional-
advancement/why-leadership
Indiana Tech US Fort Wayne
IN
MS
Organizational
Leadership
http://www.indianatech.edu/ProspectiveStu
dents/CPS/degrees/Pages/msol.aspx
Mercyhurst
University
US Erie PA MS
Organizational
Leadership
http://www.mercyhurst.edu/academics/gra
duate/organizational%20leadership
Gonzaga
University
US Spokane WA MS
Organizational
Leadership
https://www.gonzaga.edu/academics/Colle
ges-and-Schools/School-of-Professional-
Studies/Degrees-Programs/Masters-
Organizational-Leadership/default.asp
Colorado
State
University
US Fort Collins
CO
MS
Organizational
Leadership
http://csuglobal.edu/educational-
programs/master-degrees/organizational-
leadership/
Trinity
Western
University
CA Langley BC Master of Arts in
Leadership,
Business
Concentration
https://www.twu.ca/graduate/master-of-
arts-in-leadership/business/default.html
University of
Guelph
CA Guelph ON MA Leadership https://www.uoguelph.ca/cme/ma-
leadership
University of
Regina
CA Regina SK Masters Admin
Leadership
http://www.uregina.ca/business/levene/pro
grams/madmin-leadership/index.html
London
Business
School
UK London UK Masters in
Leadership and
Strategy
http://www.london.edu/programmes/sloan
mastersinleadershipandstrategy.html#.Uqr
mdfRDuoO

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