Master of Arts in Conflict Facilitation and Organizational Change

The next cohort of the Master of Arts in Conflict Facilitation and Organizational Change is due to start in June 2010!

Applications will be due by April 1, 2010.
The application is available here.
Current student handbook (subject to change for the new cohort) can be found here.

We are happy to announce a cooperative arrangement between the MA in Conflict Facilitation and Organization Change and the PhD in Human and Organizational systems at Fielding Graduate University in Santa Barbara, California. Upon entrance into the doctoral program at Fielding Graduate University, 10 units of credit will automatically be waived for students who have graduated from the MACF Program at the Process Work Institute of Portland, Oregon. Students will be eligible for an additional 10 units of credits upon review of coursework.

The Masters of Arts program in Conflict Facilitation and Organizational Change (MACF) is a limited-residency degree program, and offers an independent learning approach to graduate education. Understanding that emotions and personal experience are intrinsic to conflict and change, the program blends academic study and research with experiential skills, personal growth and awareness. It is designed to increase the facilitator’s awareness of his or her cultural attitudes, communication style, relationship skills, and the effects these have on group life and conflict situations.

This three-year program is comprised of two residential periods per year, held in Portland, Oregon, one in autumn and one in spring. The course material covered during the residential periods will be applied in students’ home communities through work in supervised internships. The program is built on the following interconnected and overlapping basic elements:

Residential study
Each semester includes a two-week residential period of study in Oregon. During the residency, students attend courses, meet with their study committee members, work with peers in study groups, present research and cases together with faculty and peers and have an opportunity to exchange learning and ideas through structured and informal meetings.

Courses
Courses during the residency periods include theoretical and experiential classes on all aspects of process facilitation with groups and organizations. Class time consists of theory and discussion, experiential learning methods, group process, small group work, exercises and case studies. Some theoretical courses extend beyond the residency period with reading and writing assignments and facilitated on-line discussions. Technical requirements and support for the distance component of the course can be found in the course syllabus and course handouts.

Concentration Areas
1. Introduction to the Process-oriented programs
2. Process Approach to Groups, Conflict and Change
3. Facilitating Change in Groups, Organizations and Communities
4. Lab: Skill Building and Self-Development
5. Case Studies and Application of the Process-oriented Approach to Conflict work, Organizational Change and Leadership
6. Group Facilitation Supervision: Interventions
7. Facilitating Conflict: Interventions
8. Facilitating Extreme Conflict Situations
9. Research Methods

Advisor
Each student will have an advisor chosen from among the faculty. Students are required to meet with their advisors at least once a month. In addition, advisors assist students in their studies, internship and final project exploration. Advisors provide students with clear learning feedback and also serve an evaluative role. As a member of the student’s study committee, the advisor will review reports from faculty and supervisors regarding academic progress and development.

Study Committee
Students choose a study committee to help guide their studies and provide support and feedback. The study committee is made up of three people: the student’s advisor and two other faculty members. The student meets with the study committee during the residencies.

Journal
The student is required to keep a journal to track the issues, ideas and challenges that arise in course work, in internships, from supervision, readings, inner work and group experiences.

Peer Groups
Students will form learning triads at the beginning residency and stay together throughout the three years of the program. They will meet regularly during the residential courses, with exercises and assignments from the classes, and will also meet twice monthly over the course of the year, face-to-face or via telephone or on-line conferencing to study together, work on projects and assignments, and to give support and feedback.

Electives
In addition to residencies, candidates are expected to attend elective courses related to their studies, totaling a minimum of ten days over the course of three years. It is suggested that one of these electives be a worldwork seminar.

Internship
During the program, students will work on a minimum of two projects in their home communities. These projects will serve as arenas in which students can apply their recently acquired knowledge and broaden their experiences. In order to experience a diversity of cultures, each project should encompass different populations and/or organizational styles.

Final Project
A final project, in the form of a research thesis, presentation, or project which contributes new learning to the field, is to be completed at the end of the program. The final project is meant to represent a synthesis of the student’s learning, practice and research.

Final Exams and Final Project
The final residency in Year 3 is devoted to presentation of the final project and final exams.

Back to top