Earn a Master’s Degree in Organizational Leadership or Family Life Education
Omega Graduate School’s Master of Letters (MLitt) program is designed for both career enhancement and advancement into doctoral study. The MLitt program uses a European tutorial method which provides a personalized and relationally-oriented learning experience.
The degree requires completion of 11 courses and a capstone project for a total of 32 semester hours. Candidates for the MLitt degree choose a curriculum track in Family Life Education (FLE) or Organizational Leadership (OL).
The degree also requires a Capstone Project.
Flexible Transfer and Admissions
Applicants may transfer up to nine semester hours from an acceptable master’s program.
Adult professionals whose college experience left them short of a Bachelor’s Degree may request an “Assessment of Prior Learning” to determine which academic deficiencies must be addressed in order to enter the Master’s program.
On-Campus or Online Face-to-Face Classes
The first class session, Core A, includes an introduction to the Omega Graduate School program and overview of the subjects in the Family Life Education track and the Organizational Leadership track.
Completion time for a master’s degree is about 24 months. For students who have not been involved with formal education for several years, the courses are designed to provide comfortable reentry to the processes of formal learning.
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Earn an MLitt in Organizational Leadership or Family Life Education
What is a Master of Letters?
OGS uses the nomenclature of British universities to signify the research-orientation of our degree programs. A Master of Letters, as opposed to the more common US Master of Arts, demonstrates the degree was earned through research.
By employing our tutorial method, master’s students learn the practice of self-directed developmental reading, with each course culminating in a research paper on the essential elements of the course.
Master of Letters Curriculum and Core Sessions
|Family Life Education||Organizational Leadership|
|Core A||FL 701 (3) Family Life Education & Methodology||OL 701 (3) Foundations of Human Behavior|
|FL 702 (3) Sociology of the Family||OL 702 (3) Theories – Organizational Behavior|
|FL 703 (3) Family Resource Management||OL 703 (3) Transformational Leadership|
|Core B||FL 704 (3) Human Sexuality||OL 704 (3) Human Relationship Skills in a Pluralistic Society|
|FL 705 (3) Parent Education & Guidance in a Religious Environment||OL 705 (3) Communication Skills and Conflict|
|FL 706 (3) Human Development (Birth-Adult)||OL 706 (3) Fundraising in Nonprofit Organization|
|FL 707 (3) Human Development(Aging-Elder)||OL 707 (3) Mentoring and Coaching|
|Core C||FL 708 (3) Marital Counseling & Enrichment||OL 708 (3) Professional Ethics|
|FL 709 (3) Professional Ethics||OL 709 (3) Business Law|
|FL 710 (3) Family Law & Public Policy||OL 710 (3) Principles of Sociological Research|
|FL 720 (2) Capstone Project||OL 720 (2) Capstone Project|
|FL 711 (2) Internship (Optional)||OL 711 (2) Practicum (Optional)|
The Organizational Leadership (OL) curriculum builds upon principles of human behavior found in organizations large and small, public and private, regimented and volunteer, and profit-making and social service. The curriculum examines organizational systems and structures with emphasis upon interpersonal dynamics, ethics, and social costs and benefits.
The purpose is to equip graduates with the skills to implement qualities of effective leadership in an organization. The program is designed to improve the work of persons at every level of organizational participation, including entry-level employees, CEOs, board members, consultants, and educators. Required courses of the OL track are listed below in the sequence in which they are offered. In addition to the 10 required courses, students may complete an optional practicum.
[ ] – Indicates number of credit hours associated with each course.
OL 701  Foundations of Human Behavior—A survey of major theories of human behavior; concepts and definitions held by several philosophical and psychological schools; history, research evidence, and implications for contemporary organizational life and issues within contemporary global society.
OL 702  Theories of Organizational Behavior—An examination of leadership, power, authority, problem resolution, and the impact of organizational structure in relation to management style of educational, religious, business, and governmental institutions.
OL 703  Transformational Leadership —A colloquium which considers the formal and informal aspects of administration and organization with emphasis on life-cycle leadership and application to the structure, processes, and behavior of organized groups.
OL 704  Human Relation Skills in a Pluralistic Society- An understanding of human relations skills for effective interpersonal communciation; examination of cultural and values differences among ethnic, racial, religious, and other social groups; generic application for professionals in educational, community, family, work, and leisure settings.
OL 705  Communication Skills and Assertiveness—An examination of communication theories and skills, psycholinguistic principles, and theories and strategies of active in-depth dialogue and assertiveness training; interactive skills assessment and development; includes goal setting, role playing, alternative behavior, evaluating consequences, and implementation of assertive behavior.
OL 706  Fundraising in Nonprofit Organizations – A focus on the crucial aspects (theological, philosophical, ethical, transformational, strategic, and pragmatic) for developing organizational leaders who are capable of leading others to mature stewardship and a giving lifestyle and equip these leaders with the knowledge, tools, and skills that will enable them to identify and secure predictable financial resources for their ministry/organizations.
OL 707  Mentoring and Coaching—How management of volunteers differs from supervision of paid staff, motivations for volunteering, recruitment, common mistakes in recruitment and management, troublesome personality types, “normal” retention, how to increase retention, meaningful reward and recognition.
OL 708  Professional Ethics—An exploration of the issues, standards, and tensions that exist within professional ethics, personal morals, the social structure, and government; the ethical issues unique to or faced in common among professions; investigation of ethical issues within student’s own profession; the relationships and tensions among personal morals, belief systems, professional ethics, and the structures, norms, and laws of one’s own society. (Concurrent with FL 709.)
OL 709  Business Law—A study of case problems relating to the application of laws concerning contract, agency, property, and business and institutional organizations.
OL 720  Capstone Project—Preparation of a project of original research applicable to one’s chosen vocational setting. This is an opportunity to apply learning from all previous courses to an actual need or dilemma encountered in the setting in which the student currently works or expects to work. The students may choose among these forms (a) a critical review of literature built around a topic chosen by the student, (b) original research that examines a substantive issue within one’s vocational context, (c) a training module relevant to and suitable for individuals who are in the context of the degree field, or (d) a learning module at the Masters level that explicates a significant element within the degree’s curriculum. Regardless of which option is chosen, (a) the topic and its form must be approved by the professor in advance and (b) the final report must clearly and thoroughly include implications for Christianity both collectively and for individuals. Prerequisites: Completion of all other requirements for the Masters degree.
OPTIONAL: OL 711 Practicum in Selected Field of Study—A research practicum conducted under the supervision of a faculty advisor and according to a student-prepared and faculty-approved proposal; evaluation by an employer and the faculty advisor.
Family Life Education
NOTE: OGS is not presently enrolling new students in the Family Life Education Track.
The Family Life Education (FLE) curriculum provides skills and knowledge to enrich individual and family life. Students are trained to develop and deliver family-related services. For information on how Family Life Education coursework applies toward the Certified Family Life Educator credential, please contact the National Council on Family Relations (888-781-9331) or www.ncfr.org. Required courses of the FLE track are listed below in the sequence in which they are offered. In addition to the 12 required courses, students may complete an optional internship in FLE.
[ ] – Indicates number of credit hours associated with each course.
FL 701  Family Life Education Methodology—A study of the philosophy and principles of family life education and methods for planning, implementing, and evaluating activities to fulfill its goals; how to establish educational goals, select materials and activities, evaluate outcomes, and implement programs that are sensitive to community concerns and values and bring benefits appropriate to the community being served.
FL 702  Sociology of the Family—A study of the origin and development of the family as a social institution and its variations of structure, function, and culture; the relationship of the family to the economic, political, religious, and educational institutions in American society; dating, courtship, marital choice, and work-family relationships; present and future demographic trends, gender roles, and culture-related influences affecting the nature of family living.
FL 703  Family Resource Management—A study of the management of human and material resources designed to develop competence with and responsibility for goods and services available to a family in contemporary society; recognition of types of resources, processes for planning and implementing wise management; principles and skills for evaluating family resources, setting goals, decision-making, and implementing plans to fulfill the goals. The course examines general principles and allows selective application to one’s own situation.
FL 704  Human Sexuality—An overview of the basics of sexual physiology, development, behavior, values, human sexual response, dysfunction, sexual abuse and violence, family planning, variations of sexual behavior, theories of sexual orientation, and the role of a family life educator in sex education.
FL 705  Parenting in a Religious Environment—An examination of theoretical approaches to teaching, guiding, and influencing children and adolescents; the efficacy of major theories when put into practice by contemporary parents; beliefs and practices globally and historically; adjustments of parental style associated with individual differences and life-cycle status; appropriate opportunity to apply learning to personally relevant situations.
FL 706  Human Development: Birth to Adulthood—A study of physical, emotional, cognitive, social, moral/spiritual, and personality factors as they influence development through the stages of prenatal, infancy, early and middle childhood, and adolescence; seminal theorists with alternate perspectives; and practical application for helping parents more effectively relate to and care for other family members.
FL 707  Human Development: Aging and Elder Care—A study of physical, emotional, cognitive, social, moral/spiritual, and personality factors as they influence development over the course of adult years, through the aging process, and death; the changing role of parents in relationship with adult children; the complex of factors confronting children when they provide care for aging parents.
FL 708  Marital Counseling and Enrichment—A survey of marital counseling and enrichment theory and practice; contemporary trends in American culture; pre-marital counseling; crisis management and conflict management in marriage; marital distress and divorce; gender roles in the family; and family dynamics including the effects of the marital relationship on children.
FL 709  Professional Ethics—An exploration of the issues, standards, and tensions that exist within professional ethics, personal morals, the social structure, and government; the ethical issues unique to or faced in common among professions; investigation of ethical issues within student’s own profession; the relationships and tensions among personal morals, belief systems, professional ethics, and the structures, norms, and laws of one’s own society. (Concurrent with OL 708.)
FL 710  Family Law and Public Policy—A study of how local, state, and federal law and public policy affect the family structure and way of life; an overview of the historical development of law and public policies related to families.
FL 720  Capstone Project—Preparation of a project of original research applicable to one’s chosen vocational setting. This is an opportunity to apply learning from all previous courses to an actual need or dilemma encountered in the setting in which the student currently works or expects to work. A student chooses among these forms:
(a) a critical review of literature built around a topic chosen by the student, (b) original research that examines a substantive issue within one’s vocational context, (c) creation of a training module relevant to and suitable for individuals who are in the student’s context of the degree field, or (d) a learning module at the Masters level that explicates a significant element within the degree’s curriculum. Regardless of which option is chosen, the topic and its form must: (a) be approved by the professor in advance and (b) clearly and thoroughly include implications for Christianity both collectively and for individuals. Prerequisites: Completion of all other requirements for the Masters degree.
OPTIONAL: FL 711 Internship—Forty-five clock hours of activity delivering family life education; must be preventive and growth-oriented rather than therapy, counseling, social work, early childhood education, etc.; supervised by a Certified Family Life Educator, if possible, or by an experienced professional who is working in any capacity that fits within family life education as broadly defined by the National Council on Family Relations; aims, conditions, and activities of the internship must be approved by faculty prior to the starting date.