phd organizational development

The PhD in Organizational Development and Change is a multidisciplinary degree for scholar-practitioners who want to expand their capacities to bring about positive change in today’s organizations and communities. The degree requires completion of the following:

• New Student Orientation (NSO) and Learning Plan
• Interdisciplinary foundations and leadership courses
• Organizational Development & Change emphasis courses
• Advanced research studies, including a Portfolio Review and Comprehensive Assessment
• Elective coursework
• Dissertation

Our PhD offers a master’s along the way   . Students have the option to fulfill elective requirements choosing not just from HOD prefix electives but from any of the general electives offered in the Leadership for Change     program.

OD&C students may structure their elective choices to fulfill an optional OD&C concentration in one of the following:

• Inclusive Leadership for Social Justice
• Media, Technology, & Innovation
• Organization Development
• Sustainability Leadership

Or one of these concentrations as listed below:

• Community College Leadership for Change
• Creative Longevity & Wisdom
• Dual Language
• Leadership of Higher Education Systems
• Somatics, Phenomenology and Communicative Leadership

Students develop the knowledge to help organizations and communities thrive in today’s complex world. Emphasizing a multidisciplinary integration of human and organizational systems, this degree creates new approaches to inclusive leadership and sustainability. Students gain knowledge, practice, and research skills to empower themselves and others and meet today’s organizational and social challenges.

Graduates of the program are uniquely qualified to become leaders in their chosen professions. They are consultants, educators, entrepreneurs, coaches, and leaders in human resources, health care, and at nonprofits.

Required Coursework

Effective date: 09/01/2023

Required Foundations (24 credits)

• HOD-699 Foundations of Doctoral Study 4 semester credits
• HOD-800 Doctoral Competencies and Scholarly Inquiry 4 semester credits
• HOD-803OD Practicum in Organization & Systems Change 4 semester credits
• HOD-805 Foundations of Organization Studies 4 semester credits
• HOD-806 Systems Approaches to Leadership, Organizations, and Society 4 semester credits
• HOD-807 Social & Ecological Justice 4 semester credits

Organizational Development and Change course

• HOD-822 Organization Development and Change 4 semester credits

Required Advanced (16 credits)

• HOD-810 Portfolio Review 2 semester credits
• HOD-881 Qualitative Research Methods 4 semester credits
• HOD-882 Quantitative Research Methods 4 semester credits
• HOD-891 ODC Comprehensive Assessment 4 semester credits

Choose one (for at least 2 credits) Advanced Research Methodology course:

• HOD-883AO Advanced Research Methodologies: Appreciative Organizations 2 or 4 semester credits
• HOD-883AR Advanced Research Methodologies: Action Research 2 or 4 semester credits
• HOD-883AS Advanced Research Methodologies: Applied Somatics 2 or 4 semester credits
• HOD-883CH Advanced Research Methodologies: Methodologies for Studying Change 2 or 4 semester credits
• HOD-883CP Advanced Research Methodologies: Critical Participatory Action Research 2 or 4 semester credits
• HOD-883EH Advanced Research Methodologies: Ethnography 2 or 4 semester credits
• HOD-883GT Advanced Research Methodologies: Grounded Theory 2 or 4 semester credits
• HOD-883LR Advanced Research Methodologies: Liberatory Research 2 or 4 semester credits
• HOD-883NI Advanced Research Methodologies: Narrative Inquiry 2 or 4 semester credits
• HOD-883PG Advanced Research Methodologies: Phenomenography and Variation 2 or 4 semester credits
• HOD-883PH Advanced Research Methodologies: Phenomenology 2 or 4 semester credits
• HOD-883QA Advanced Research Methodologies: Advanced Qualitative Methods 2 or 4 semester credits
• HOD-883ST Advanced Research Methodologies: Advanced Quantitative Methods 2 or 4 semester credits
• HOD-883WC Advanced Research Methodologies: World Cafe 2 or 4 semester credits

Electives (24 credits)

Choose any additional 24 credits from HD/ODC concentration and elective courses listed below, additional Advanced Research Methodology courses listed above, or any general electives with ELC course prefixes.

• HOD-698 Special Topics in Academic Writing 2 semester credits
• HOD-804 Human Development 4 semester credits
• HOD-811 Advanced Human Development 4 semester credits
• HOD-812 Human Learning and Motivation 4 semester credits
• HOD-814 Gendered Identities 4 semester credits
• HOD-815 Transformative Learning 4 semester credits
• HOD-816 Post Traumatic Growth 4 semester credits
• HOD-820 Advanced Organization Studies 4 semester credits
• HOD-821 Organization Development Practicum 4 semester credits
• HOD-823 Leadership Theories and Methods 4 semester credits
• HOD-824 Social Psychology 4 semester credits
• HOD-825 Public Policy and Public Action 4 semester credits
• HOD-826 Social Change 4 semester credits
• HOD-829 Praxis II 4 semester credits
• HOD-830 Creativity and Innovation in Organization Design 4 semester credits
• HOD-831 Structural Inequality and Diversity 4 semester credits
• HOD-832 Advanced Systems 4 semester credits
• HOD-833 Global Systems 4 semester credits
• HOD-834 Group Dynamics and Team Learning 4 semester credits
• HOD-835 Intervention Theories and Methods 4 semester credits
• HOD-836 Culture, Technology, and Social Change in the Digital Age 4 semester credits
• HOD-837 Ethnography and Crossing Borders 4 semester credits
• HOD-838 Media, Technology and Disruptive Innovation 4 semester credits
• HOD-840 Inclusive Leadership: Transforming Self and Systems 4 semester credits
• HOD-841 Mindful Leadership 4 semester credits
• HOD-843 Ecological Studies 4 semester credits
• HOD-844 Leadership for Social and Ecological Sustainability 4 semester credits
• HOD-845 Social and Ecological Sustainability: Theory and Practice 4 semester credits
• HOD-846 Intervening in Systems 4 semester credits
• HOD-847 Theoretical Foundations of Evidence Based Coaching 4 semester credits
• HOD-848 Organizational and Leadership Coaching 4 semester credits
• HOD-849 Evidence Based Coaching Praxis 4 semester credits
• HOD-850 Creative Longevity and Wisdom 4 semester credits
• HOD-851 Comparative Wisdom Traditions 4 semester credits
• HOD-852 Spiritual Psychology 4 semester credits
• HOD-853 Spiritual Practice and Social Justice 4 semester credits
• HOD-854 Somatics in Human and Organization Development 4 semester credits
• HOD-856 Writing Phenomenology 4 semester credits
• HOD-857 Adult Development 4 semester credits
• HOD-859 Communications Theory and Practice 4 semester credits
• HOD-860 Advanced Topics 2 or 4 semester credits
• HOD-861 Advanced Specialization Studies 4 semester credits

Dissertation (16 credits)

• HOD-893 ODC Dissertation Seminar 4 semester credits
• HOD-896 Dissertation Pilot Study 2 semester credits
• HOD-897 Dissertation in Progress 0 semester credits
• RES-IRB IRB Approval for Dissertation 0 semester credits
• HOD-PA Dissertation Proposal Approval 0 semester credits
• HOD-898 Final Oral Review of Dissertation 0 semester credits
• HOD-899 Dissertation Completion 10 semester credits

Total Semester Credits: 84

Optional concentrations.

Students matriculated into the Fall 2016 catalog can concentrate their elective studies in the HD/OD&C concentrations listed below, or from any concentration offered in other School of Leadership Studies. In this way, students can individualize their doctoral program and expand their professional expertise. Each concentration typically includes a minimum of three tailored courses and access to a community of scholar-practitioners who are passionate about this specialized field of study.

Coaching Concentration

The doctoral concentration in Coaching  offers an interdisciplinary approach to integrating research-based coaching theory with professional practice in organizational and individual coaching. Participants will study the core theories that underpin principle practices of individual and organizational coaching and undertake individual research to integrate theory with practice in individual and organizational settings.

Community College Leadership for Change Concentration

The doctoral concentration in Community College Leadership for Change addresses the most current issues in community colleges and builds students’ knowledge and skills as scholar-practitioners.

• ELC-747 The Community College 4 semester credits

Choose two from

• ELC-741 Ethics, Education, and Law 4 semester credits
• ELC-743 Public Policy and Practice 4 semester credits
• ELC-746 Budget and Finance 4 semester credits
• ELC-787 Redefining Curriculum 4 semester credits
• ELC-801 Assessment and Evaluation 4 semester credits
• ELC-802 Governance 4 semester credits
• ELC-803 Human Resources Management 4 semester credits
• ELC-804 Student Services/Student Success 4 semester credits

Creative Longevity & Wisdom Concentration

The goal of the Creative Longevity & Wisdom concentration is to enhance knowledge and practice in areas concerning mid-life and older adults.

Dual Language Concentration

The Dual Language Concentration offers an academic program to guide teachers, administrators, and scholar-leaders in examining the research, theory, and practices needed to develop effective K-12 dual language programs.  This concentration is currently closed to new enrollments.

• ELC-736 Dual Language Foundations 4 semester credits
• ELC-737 Biliteracy Development 4 semester credits
• ELC-740 Curriculum Development for Teaching and Learning in a Global Society 4 semester credits

Inclusive Leadership for Social Justice Concentration

The doctoral concentration in Inclusive Leadership for Social Justice is designed to develop more inclusive scholar-leaders who are knowledgeable about and sensitive to the complex ways that power and injustice manifest in organizations and communities in order to co-create a more just society.

NOTE: 12 credits total required; HOD-883LR must be taken for 4 credits.

Leadership of Higher Education Systems Concentration

The doctoral concentration in Leadership of Higher Education Systems focuses students’ doctoral study on the knowledge and skills needed to become leaders and change agents in higher education institutions, such as 4-year colleges, universities, and graduate schools

• ELC-748 Higher Education Leadership 4 semester credits
• ELC-742 Organizational Theories 4 semester credits
• ELC-773 Rethinking Schools and Organizations 4 semester credits

Media, Technology, & Innovation Concentration

The doctoral concentration in Media, Technology, & Innovation is focused on the ways in which media, technology, and knowledge networks are transforming our societies, organizations, and ourselves by becoming the dominant driving force for innovation and organizational change.

Organization Development Concentration

A doctoral degree with a concentration in Organization Development (OD) prepares students to become scholar practitioners, thought leaders, and change agents in a variety of organizations-profit, non-profit, and public sectors.

Somatics, Phenomenology & Communicative Leadership Concentration

This Somatics, Phenomenology & Communicative Leadership Concentration combines and integrates scholarly theory and mastery of embodied mindful awareness (somatics) with substantial grounding in transformative phenomenology (consciousness and deep personal reflection) along with the interpretive and practical dynamics of social constructionism (Coordinated Management of Meaning (CMM), Symbolic Interactionism, and related communication and social construction disciplines). The impact of the artful blending of these three disciplines and bodies of theory is to: (1) reinforce the validity of “essence-based evidence” available through the phenomenological lens, (2) provide insights into improved research and practice through lifeworld analysis (3) improve practice skills through somatic awareness and practices (4) intensify and enhance leadership skills through increase communication practices such as CMM, (Communicative Management of Meaning) which was developed and perfected by the late Barnett Pearce, HOD Professor Emeritus, and (5) increase contemplative skills as related to research and practice based.

Sustainability Leadership Concentration

The objective of the doctoral concentration in Sustainability Leadership  is to produce leaders in businesses, nonprofits, governments, and educational institutions.

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Ph.D. in Organization Development & Change

Begin your journey take the next step.

Professionals across various fields can advance their expertise in organization development with our cohort-based, hybrid Ph.D. program, which includes select in-person residencies on campus.

Earning a Ph.D. in Organization Development & Change prepares professionals to navigate change nimbly while leading teams and organizations with purpose. Our program provides experiential learning, expert guidance from recognized thought leaders and a high-quality, rigorous academic curriculum. SHU's program is the first to combine a traditional organization development education with a forward-focus on strategic organization development and change, as well as social responsibility.

What makes the Ph.D. in Organization Development & Change at SHU unique?

Sacred Heart University’s organization development & change doctoral program is designed for professionals committed to practicing ethical behavior, humanistic values and social responsibility in organization, community and workforce development. This interdisciplinary program is suited to business professionals, public administrators, military personnel, governmental civil servants, nonprofit managers and education administrators, among others.

Our program prepares mid- and senior-level executives, managers and experienced consultants for significant contributions to their workplaces and communities. Our students critically evaluate and advance theory, research and practice in organization development, change management, leadership and related social and behavioral sciences.

Earning this Ph.D. will position you to advance significantly in fields related to organizational change, leadership, design and effectiveness. You will:

• Collaborate closely with faculty members who are highly respected leaders in the field and will support your specific research interests and professional goals.
• Engage in interdisciplinary research involving disciplines such as psychology, business, sociology, leadership and communication.
• Enhance your understanding of global leadership practices and organizational behavior.
• Participate in teaching and research assistantships to gain hands-on experience in academia.

Hybrid Program for Working Professionals

This program is tailored for working professionals, offering a cohort-based model with students taking courses together in seven- to eight-week sessions. The program begins with a week-long residency and includes additional in-person residencies throughout—combining online synchronous sessions and independent dissertation research.

Commitment to Diversity & Inclusion

Our faculty prioritize creating inclusive environments for students from diverse backgrounds. The program emphasizes ethical practice, social justice and the application of comprehensive, integrated frameworks to organization development.

Opportunities for Research, Teaching & Practice

Starting from the second semester, Ph.D. students have opportunities to serve as teaching assistants or to conduct field or organizational research for real-time experience and enhancement of their professional skills.

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Discover the benefits of earning your degree from Sacred Heart University.

Why Earn Your Ph.D. in Organization Development & Change from SHU?

Located in Fairfield, CT, Sacred Heart University is a dynamic, progressive institution dedicated to academic excellence and real-world experience. Home to a vibrant community of scholars and practitioners, SHU offers cutting-edge graduate programs that prepare students for leadership in today's global marketplace.

Courses cover a range of topics essential for organizational leaders and change agents, including, but not limited to the following:

• Evolution of organization development and change
• Advanced leadership
• Quantitative, qualitative, mixed and advanced research methods
• Group dynamics and teams
• Ethical practice and social responsibility in organizations
• Organizational strategy, assessment and design

Career Advancement Opportunities

A Ph.D. in organization development & change focuses on developing research skills and theoretical and practical knowledge that prepare graduates to influence and lead organizational change effectively. This degree is particularly valuable for those aiming to pursue careers in organizational management consulting, senior leadership and management roles in organizations, academia and corporate research.

What can you do with a Ph.D. in Organization Development & Change?

Graduates with this degree find themselves well-prepared for a variety of roles, including:

• Senior Consultant in organization development and management consulting
• Faculty in schools of business, management and applied behavioral sciences
• Director of organizational development, human resources, change management, corporate social responsibility or related positions
• Lead researcher in organizational studies
• Strategic leadership roles in corporate and nonprofit sectors

These positions are pivotal in shaping organizational cultures and practices across both private and public sectors, making a direct impact on organizational success and employee satisfaction.

Now accepting applications for summer 2025.

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Academic Catalog

Doctor of philosophy (ph.d.) in organization development.

College: Daniel L. Goodwin College of Business Department: Business Student Type: Doctorate Semester Degree: Doctor of Philosophy (Ph.D.) Campus: Lisle Campus

Introduction

The doctoral program in Organization Development (OD) is an outgrowth of the master’s level program at Benedictine University which was one of the first graduate Organizational Behavior programs in the country. It focuses on the importance of leadership and management of change to better understand how to address global trends and emerging problems. It prepares advanced professionals with state-of-the-art doctoral education and is a rigorous, Higher Learning Commission accredited doctoral program. The program offers a unique combination of research, theory, practice, and action-based learning to equip students with the knowledge and skills needed to lead strategically within organizations and at the intersection of business and society.

The coursework is designed for organization development professionals who perceive the management of change and the creation of high-performance organizations as central parts of their careers. The program is designed to be completed in three years as a full-time program integrated with and complementary to full-time work activities. It is tailored to meet the exacting standards and demanding schedules of senior leaders who work full-time. To accommodate those who commute from long distances both nationally and internationally, classes are held on weekends. Benedictine University is about a 30-minute drive from Chicago’s O’Hare and Midway airports. The first two years of the Ph.D. in Organization Development program curriculum is devoted to coursework.

The first year courses concentrate on setting the tone and developing sensitivity to the role of organization development and leadership within the applied behavioral sciences. Coursework topics focus on the empirical research that helps us understand behavior at all levels – self, interpersonal, teams, organizations, inter-organizational, and society. Heavy emphasis is placed on the philosophy of science, the development of research skills,and organization research and theory.

At the end of the first-year students must choose a concentration in either of two areas: (1) Organization Change or (2) Values-Driven Leadership. Each concentration involves five courses that provide further in-depth study of OD or Values-Driven Leadership.

Organizational Change Concentration:

This concentration places organization development within management and the strategic role of human resources. The curriculum is devoted to the development of a core of organization development competencies and selected, advanced topics courses covering state-of-the-art interventions. Organizational theory and research comprise much of the concentrations coursework.

Values-Driven Leadership Concentration:

This concentration focuses on values-driven leadership –the theory and practice of leading profitable, sustainable, and responsible companies in today’s global economy. The concentration equips students to become thought-leaders who inform business and society by leading at four levels: personal, interpersonal, organizational and global.

Rounding out the second year of coursework for both concentrations are classes in qualitative and quantitative research methods that are offered to assist students in preparing their dissertation research and proposals.

During the third-year students work with OD faculty and their dissertation committees to tailor their research and writing to help advance the student’s career and individual goals. This results in a defended dissertation based on original research. Additionally, students receive credit for an international experience by attending an international academic conference or other international experience with a faculty member

The Ph.D. in Organization Development program prepares management professionals, academics, and executives with state-of-the-art education. Built on a 50-year history of successful graduate-level OD education, this program is intended for those persons with extensive experience, who currently hold responsible positions either in the field of organization development or human resource management, or have executive leadership experience. It is a three-year program, consisting of a first year of context courses, a second year covering some core OD knowledge or Values Driven Leadership topics and a third year consisting of an international experience and the completion of a dissertation. The doctoral degree in Organization Development at Benedictine University was one of the first graduate OD programs in the country. The Ph.D in Values-Driven Leadership was the first scholar-practitioner program in the world focusing explicitly on values-driven leadership.

Semester Curriculum

If the required dissertation was not completed by the end of third year of the program, students will continue to enroll in MNGT 8201 Dissertation Continuation (6 credits) each subsequent semester until the dissertation is completed to remain active in the program.

Dissertation:

While the program is a three-year initiative, the dissertation is designed to be integrated throughout all years of study. Students are encouraged to begin reviewing dissertation possibilities upon being accepted into the program and to continue to explore and develop dissertation topics throughout their coursework. Students are encouraged to select topics consistent with the major research themes within the program. It is expected that research topics be selected during the first year as part of the initial research course. During the second year, it would be expected that papers be presented at local or regional professional meetings as part of the learning and feedback process. In the final year of the program, during completion of the dissertation, students would be expected to present their work at national meetings and submit papers for publication. 

Quarter Curriculum

Students may not enter the Doctor of Philosophy (Ph.D.) program on quarters as of the Summer 2022 term.  

Existing students should refer to original catalog of entry for appropriate academic requirements.

Students in the  Ph.D. in Organization Development will achieve the following student learning outcomes (SLO):

Student Learning Outcome 1:  Foundational Knowledge:  Understand and apply core knowledge in the field of OD from the frame of a scholar-practitioner, including history, emerging concepts and theories, current and projected global trends and problems, and application through practice.  

Student Learning Outcome 2:  Research Methods and Analysis: Understand and apply appropriate research methods in the field of Organization Development.

Student Learning Outcome 3:  OD in a Global Setting:  Describe and understand major global environmental trends, including economic, demographic, political, legislative, influencing organizational effectiveness and the role of organizational development.

Student Learning Outcome 4:  Scholarly Contributions to the Field: Demonstrated command of both theory and practice in the field of organizational development. 

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PhD in Business Administration with a Specialization in Organizational Behavior

You are here.

The Organizational Behavior (OB) doctoral program is a research-based program where students work with world-renowned scholars to build skills that will prepare them for impactful careers as professors in leadership, management, and organizational behavior at business schools.

Overall, the doctoral program places a heavy emphasis on training students through active engagement in the research process. Students develop a strong foundation in research methods and statistics, while closely collaborating with multiple faculty members on research projects.

General details about the curriculum, requirements, and structure of the  program can be found here . Please be aware this document is not an exhaustive list of the requirements for the program.

Program Faculty

Led by Program Director Sabrina Volpone, our award-winning and renowned OB faculty have presented at the White House and are published experts on topics like:

Affect and Emotions

Effective leadership and teamwork

Effectiveness of diversity, equity, and inclusion

Justice and leadership

Latent change score modeling

Race and gender bias

Trust in various social interactions

Workforce diversity and identity management

Workplace emotion and mental health

Russell Cropanzano

David Hekman

Associate Professor

Stefanie Johnson

Dejun “Tony” Kong

Christina Lacerenza

Assistant Professor

Rebecca Mitchell

Sabrina Volpone

Associate Professor • Organizational Behavior PhD Program Director

Program Graduates

The PhD program prepares students to be researchers and teachers at major universities. See where our graduates started their careers and published research.

• Publications
• Liza Barnes   PhD: 2023 Placement: Drexel University Dissertation: A Multi-Perspective Exploration of Employee Medical Leaves of Absence  
• Jessi Rivin PhD: 2023 Placement: San Diego State University Dissertation: Dynamics Between Mental Health and Curiosity in Employee Well-Being  
• Brittany Lambert PhD: 2021 Placement: Indiana University, Bloomington Dissertation: An Exploration of Gender and Mental Health in Traditional and Non-Traditional Work Environments  
• Victor Marsh PhD: 2021 Placement: University of Toronto Dissertation: Diversity Practice Innovation: Design Processes and Employee Perception  
• Hunter Phoenix Van Wagoner PhD: 2021 Placement: California State University, Fullerton Dissertation: An Affective Events Theory Perspective on Mental Health in The Workplace  
• Jessica Kirk PhD: 2019 Placement: University of Memphis Dissertation: Gender Dynamics in the Workplace: A Nuanced Look at Gender Bias and How to Mitigate It  
• Elsa Chan PhD: 2017 Placement: City University of Hong Kong Dissertation: Virtues in organizations: An examination of humility and compassion in leadership and entrepreneurship
• Jenni Dinger  PhD: 2015 Placement: Indiana University Dissertation: An Examination of How Community Social Identity Motivates Crowdfunding of Entrepreneurs and Entrepreneurial Rebuilding after Natural  
• Shayne Kiefer  PhD: 2013 Placement: U.S. Air Force Academy Dissertation: Predicting and Examining Links Between IPO Hype, Managerial Expectations, and Firm Outcomes  
• Daniel Lerner  PhD: 2013 Placement: University of Deusto, Spain Dissertation: Opportunity Pursuit and the Disinhibition Paradox  
• Marilyn Uy  PhD: 2009 Placement: University of Victoria, Canada Dissertation: Nanyang Technological University, Singapore Dissertation: The Roller Coaster Ride: Affective Influences in Entrepreneurial Efforts

Reed, R., Van Wagoner, H. P.,  Cropanzano, R., & Jennings, T. (in press). Assessing the efficacy of online learning in disparate business subjects: Lessons from distributed practice and social learning theory.  Journal of Management Education.  https://doi.org/10.1177/10525629231178916

Volpone, S. D.,  Decker, M.  , &  Reed, R.  (in press). When breaking news breaks class plans: Navigating class discussions when diversity topics are in the news. In O. Holmes, IV (Ed.).  Championing diversity, equity, and inclusion: Effective strategies to lead, teach, and consult across disciplines and demographics.  Palgrave Macmillan Publishing.  

Volpone, S. D., Macoukji, F. G.,  Ragaglia, R. , & Lyons, B. J. (in press). Overcoming biases across the human resource management lifecycle for individuals with a criminal record. In N. C. Jones Young & J. Griffith (Eds.).  Employing our returning citizens: An employer-centric view.  Palgrave Macmillan Publishing.  

Cropanzano, R.,  Keplinger, K., Lambert, B. K.,  Caza, B., & Ashford, S. J. (2023). The organizational psychology of gig work: An integrative conceptual review.  Journal of Applied Psychology, 108  (3), 492–519.  https://doi.org/10.1037/apl0001029

Barnes, L.Y. , Freidin, H., Hoyt Hendricks, H., Pletneva, L., Rocheville, K. (2022). Grief at the Work-Life Interface. Academy of Management Proceedings 2022 (1), 14505. https://doi.org/10.5465/AMBPP.2022.14505symposium

Cropanzano, R., Skarlicki, D., Nadisic, T., Fortin, M.,  Van Wagoner, P.,  &  Keplinger, K.  (2022). When manager become Robin Hoods: A mixed method investigation.  Business Ethics Quarterly, 32  (2), 209-242. https://doi.org/10.1017/beq.2021.16

Hekman, D.R., Cropanzano, R., Chan, E., Kirk, J.F. , Lamb, M., 2022. How illegitimate pay inequality leads to worse performance via aggression and coworker devaluing. Academy of Management Proceedings. Seattle, WA. 1: 15045. 

Kirk, J.F. , Hekman, D.R., Chan, E.T. , Foo, M.D. 2022. Public Negative Labeling Effects on Team Interaction and Performance. Small Group Research. First Published April 6, 2022 online. http://doi.org/10.1177/10464964221082516

Hekman, D.R., Van Wagoner, P. , Owens, B., Mitchell, T.R., Holtom, B., Lee, T.M, Dinger, J. 2022. An Examination of Whether and How Prevention Climate Alters the Influence of Turnover on Performance. Journal of Management. 48: 542-570. https://doi.org/10.1177/0149206320978451 

Barnes , L.Y., Bhattacharyya, B., Brauer, M., Desjardins, C., Follmer, K. (2021). Novel Advances on Poorly Understood Challenges Women Face at Work. Academy of Management Proceedings 2021 (1), 15670 . https://doi.org/10.5465/AMBPP.2021.15670symposium

Barnes , L.Y., Colella, A., Greenberg, D. Lacerenza, C.N., Longmire, N., Oelberger, C., Rosado-Solomon, E., McDaniel Sumpter, D., Vogus, T., Volpone, S.D. (2021). With or without you: Relationships and taking stock of their influence on work identity. Academy of Management Proceedings 2021 (1), 15691. https://doi.org/10.5465/AMBPP.2021.15691symposium

Maynard, M.T., S. Conroy, S., Lacerenza, C.N., Barnes, L.Y. (2021). Teams in the wild are not extinct, but challenging to research: A guide for conducting impactful team field research with 10 recommendations and 10 best practices. Organizational Psychology Review. https://doi.org/10.1177/2041386620986597

Barnes , L.Y., Draga, S., Long, D.M., Maitlis, S., Ruttan, R.L. (2020). Navigating Distress: Exploring How People Make Sense of Negative Emotions in Everyday Workplaces. Academy of Management Proceedings 2020 (1), 14075.  https://doi.org/10.5465/AMBPP.2020.14075symposium

Cropanzano, R., Johnson, S. K., &  Lambert, B. K.  (2020). Leadership, affect, and emotion in work organizations. In L-Q. Yang, R. Cropanzano, C. Daus, & V. Martinéz (Eds.),  Cambridge handbook of workplace affect and emotion  (pp. 229-243) .  Cambridge University Press. 

Dinger, J. , Conger, M., Hekman, D.R., Bustamante, C. 2020. Somebody That I Used to Know: The Immediate and Long-Term Effects of Social Identity in Post-disaster Business Communities. Journal of Business Ethics. 166: 115–141. https://doi.org/10.1007/s10551-019-04131-w 

Evans, J.B., Slaughter, J.E., Ellis, A.P.J., Rivin, J.M. (2020). Gender and the evaluation of humor at work. Journal of Applied Psychology 104 (8), 1077. https://doi.org/10.1037/apl0000395  

Fortin, M., Cropanzano, R., Cugueró-Escofet, N., Nadisic, T., &  Van Wagoner, H. (2020). How do people judge fairness in supervisor and peer relationships? Another assessment of the dimensions of justice.  Human Relations, 73  (12) ,  1632-1663.  https://doi.org/10.1177/0018726719875497

Cropanzano, R., Ambrose, M. A., &  Van Waggoner, H. P.  (2019).  Organizational justice and workplace emotion.  In E. A. Lind (Ed.),  Social psychology and justice  (pp. 243-283) .  Routledge. 

Johnson, S.K., Keplinger, K., Kirk, J.F., Barnes, L.Y. (2019). Has Sexual Harassment at Work Decreased Since #MeToo? Harvard Business Review. https://hbr.org/2019/07/has-sexual-harassment-at-work-decreased-since-metoo

Keplinger, K., Johnson, S.K., Kirk, J.F., Barnes, L.Y. (2019). Women at work: Changes in sexual harassment between September 2016 and September 2018. PloS one 14 (7), e0218313. https://doi.org/10.1371/journal.pone.0218313

Van Wagoner, P., Embry, E ., Barnes, L.Y., Rivin, J.M., Rick Reed, R . Hekman, D.R., Volpone, S.D., & Johnson, S.K. 2019. Leveraging Diversity to Enhance Inclusion Efforts for Team Processes and Outcomes. Academy of Management Proceedings. Boston, August 2019. https://doi.org/10.5465/AMBPP.2019.15302abstract 

Becker, W. J., Cropanzano, R.,  Van Wagoner, H. P.,  &  Keplinger, K.  (2018). Emotional labor within teams: Outcomes of individual and peer emotional labor of perceived team support, extra-role behavior, and turnover intentions.  Group and Organization Management, 43  (1) ,  38-71.  https://doi.org/10.1177/1059601117707608  [Included in the Editor’s Choice Collection.]

Cropanzano, R.,  Kirk, J., F.,  & Discorfano, S. M. (2017). Organizational justice. In S. G. Rogelberg (Ed.),  Encyclopedia of Industrial/Organizational Psychology  (2 nd  Ed., pp. 1118-1122). Sage Publications.

Hekman, D.R., Johnson, S.K. Foo, M.D. & Yang, W. 2017. Does diversity-valuing behavior result in diminished performance ratings for nonwhite and female leaders? Academy of Management Journal. 60: 771-797. Also summarized and included in the Women and Public Policy Program's Gender Action Portal (GAP – gap.hks.harvard.edu) Highlighted in the following media outlets: • CNN, March 24, 2016 • The Atlantic, April 4, 2016 • Huffington Post, March, 29, 2016 • Fivethirtyeight.com, March 25, 2016 

Hekman, D.R., Johnson, S.K., Cropanzano, R., Kirk, J. , Chan, E., Lamb, M. 2016. How Executive Pay Leads to Racial and Gender Bias, Aggression and Worse Executive Performance. Academy of Management Proceedings. Anaheim, August 2019. 

Johnson, S.K., Hekman, D.R., & Chan, E.T. 2016. If There’s Only One Woman in Your Candidate Pool, There’s Statistically No Chance She’ll Be Hired. Harvard Business Review. April 26, 2016.  https://hbr.org/2016/04/if-theres-only-one-woman-in-your-candidate-pool-theres-statistically-no-chance-shell-be-hired

York, J., Vedula, S., Conger, M. , Hekman, D.R. (2016) Green to Gone: How Institutional Logics Impact the Survival of Social Entrepreneurs. Frontiers of Entrepreneurship Research: Vol. 36 : Iss. 15, Article 4. 

Cropanzano, R., Fortin, M., &  Kirk, J. F.  (2015). How do we know when we are treated fairly? Justice rules and fairness judgments. In M. R. Buckley, A. R. Wheeler, & J. R. B. Halbesleben (Eds.),  Research in Personnel and Human Resources Management  (Vol. 33, pp. 279-350). Emerald Publishing. 

Van den Bos, K., Cropanzano, R.,  Kirk, J.,  Jasso, G., & Okimoto, T. G. (2015). Expanding the horizons of social justice research: Three essays on justice theory.  Social Justice Research, 28  (2) ,  229-246.  https://doi.org/10.1007/s11211-015-0237-7

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• Organizational Leadership

Ph.D. Organizational Leadership

Clearly define and communicate organizational objectives and strategy in both for-profit and nonprofit settings.

Field experience offers critical points of research and reference for coursework

Can be completed in three years

Develops extensive leadership competencies through theory and real-world application

Become a trusted leader who can help dynamic organizations adapt and grow.

Businesses large and small increasingly recognize the critical distinction between a manager and a leader; between someone who merely assigns tasks, and someone who paints a vision and then inspires employees to work effectively toward achieving it. Organizational leadership professionals work in both for-profit and nonprofit settings, helping to clearly define and communicate organizational objectives and strategy. They ensure that business processes are as effective and efficient as possible, build trust, bolster morale, and help each employee grow professionally and contribute meaningfully to advancing an organization’s mission.

This organizational leadership Ph.D. program teaches you how to communicate organizational objectives and strategy to make business processes as effective and efficient as possible. Graduates will critically evaluate and synthesize relevant research and theory in their exploration of organizational leadership. To examine psychological and leadership principles in a broad range of settings, the curriculum will cover a range of topics:

• Research strategies
• Strategic change management
• Team building
• Organizational interventions
• Interpersonal dynamics
• Leadership methodologies

Angela Joyner, Ph.D.

• Application -  Apply Online
• Application fee: $50
• The general guideline for admission is a cumulative undergraduate GPA of 3.2 or above on a 4.0 scale.
• Resume/curriculum vitae or work history
• Official college/university transcripts
• Two letters of recommendation
• Statement of research interests
• Preferred 3 or more years of work experience prior to admission
• A master’s degree in psychology, the behavioral sciences, an organizational discipline or other related field, from an accredited institution
• Relevant work or volunteer experience
• Undergraduate level statistics course
• Upper level undergraduate or master’s level organizational behavior or psychology

Accreditation & Licensure

To learn more about The Chicago School's institutional and programmatic accreditations, visit our  Accreditation  page.

For information on where The Chicago School meets, does not meet, or has not determined if a program meets licensure eligibility requirements for the state in which you wish to be licensed, click here .

Fieldwork Opportunities

Students must have access to an organizational environment that will be available for use in research and reference for course work.

Additional Program Components

Residency Requirement (Online Students Only)

Online students are engaged in two brief residencies (roughly three and a half days each) at one of our campuses, providing an opportunity for face-to-face interaction and networking with fellow students from around the globe who bring a wealth of diverse leadership experiences and perspectives. At the first residency, students meet with their cohort and faculty members and engage in focused seminars. At the second residency, students participate in their competency exam.

Competency Examination

Every student is required to pass a Competency Examination. The aim of this assessment exercise is to evaluate the student’s knowledge of theory, research, and practice. This is also an opportunity to assess the student’s ability to demonstrate this knowledge and skill in simulations in order to judge his or her abilities as a future organizational leader. The Comprehensive Examination is taken at the end of the student’s second year in the doctoral program.

Dissertation

Completion of the dissertation is an essential aspect of a students’ academic experience and professional education. It provides the school the opportunity to evaluate the student’s ability to apply Organizational Leadership theory and research and to think critically and creatively about an issue in the field.

The dissertation should clearly and concisely demonstrate the student’s command of the research in a specific area of Organizational Leadership. In the dissertation, the student will critically evaluate and synthesize relevant research and theory in the topic chosen for study.

Sample Courses

Personality and Life Span in the Workplace

This course explores developmental issues from early adulthood through advanced age, focusing specifically on the working adult. Topics include the process of consolidation of the middle years and the psychological, social and biological issues surround late life adjustment. Current workplace approaches are examined from diverse theoretical viewpoints and in views of research findings. Cultural diversity and individual differences are integral to this course.

Systems Theory

This course focuses on the exploration of General Systems Theory and major modes of organizational systems in order to facilitate understanding of change and its impact on organizational life.

Group and Team Leadership

This course examines the basic strategies of group and team leadership. Topics will include and investigation of team process dynamics and group and team systems theory. A strong emphasis on functional versus dysfunctional team dynamics will be examined.

Career Pathways

The Ph.D. Organizational Leadership supports each student’s unique career goals: it prepares graduates to apply the principles of psychology and leadership theory in a broad range of for-profit and nonprofit settings to more effectively lead individuals and organizations to success.

Financing Your Education

The Chicago School is dedicated to keeping our professional degree programs accessible to anyone regardless of financial status. In addition to the scholarships that may be available, our Financial Aid Department will provide you with information to determine what financial arrangements are right for you.

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Doctorate in Organization Development and Change (DODC)

Organization Development and Change

The Doctorate in Organization Development and Change (DODC) at Bowling Green State University is an elite AACSB-accredited program for enterprising professionals aspiring to become scholar-practitioners who make lasting impacts in their organizations and communities.

This three-year degree is versatile, collaborative and flexible. It opens the door to high-level leadership, consulting and teaching opportunities. Experienced professionals who enroll in the BGSU doctoral program come from a variety of roles and industries. They are empowered with the tools and insight to transform organizations, revitalize communities and develop human potential. 

Those exploring a doctorate in organizational leadership or even a doctorate in business administration (DBA) discover that the DODC program at BGSU checks all the boxes while going well beyond the conventional education experience. It’s designed as an experiential, life-changing program for seasoned practitioners to add scholarly academic skills to their practice. 

Whether you're an executive, consultant, or educator in fields such as organization development, change management, industrial-organizational psychology, human resource management, talent development or higher education, the DODC program provides the knowledge and skills necessary to excel and make profound positive differences.

Admission Information

Additional Resources

• Program requirements
• Course descriptions
• Program schedule
• Program fees
• DODC faculty

Program  highlights

• AACSB accreditation. BGSU is among just 20% of graduate business programs worldwide adhering to the rigorous standards of the Association to Advance Collegiate Schools of Business. This translates to a globally-recognized, high-quality education. Our graduates have a competitive edge for bigger salaries and better career opportunities. 
• Flexible and engaging class design. Achieve work-life balance with hybrid courses (primarily online) and one weekend residency per class. Small class sizes allow for highly engaging applied learning experiences that leverage everyone’s knowledge. Supportive faculty provide personalized career coaching and support. program in the country. Choose from sites at more than 800 U.S. agencies. Make contacts that lead to future jobs.
• Accelerated executive format.  Our program is ideal for busy working professionals in virtually all fields. It is designed to be completed in three years with two classes per semester, including summer. Each new cohort starts in August, but you can begin any semester upon acceptance. 
• Scholar-practitioner model.  We offer a cohort-based learning that combines evidence-based theory with best practices.
• International experience.  A unique study abroad symposium advances cross-cultural competencies and connects topics to international perspectives.
• Interdisciplinary and interprofessional.   The DODC program is open to students worldwide with diverse experiences, professions and goals.
• Lifelong leadership connections.  This is more than professional networking. It’s a robust learning community, cultivated through in-depth discussions, collaborative projects and weekend residencies.
• Competitive fee structure.  The BGSU DODC program offers high ROI as one of the most affordable doctoral programs in leadership.
• National reputation.  BGSU business graduate programs have been on The Princeton Review’s list of Best Business Schools for 10+ consecutive years. 

BGSU was the first university in the U.S. to offer graduate-level courses in organization development and change and the first to offer a master's in organization development .

Career  opportunities

Renew your passion, purpose and  professional joy  by becoming a thought leader in your field, capable of creating innovative, scalable solutions to longstanding challenges. 

We teach proven methodology and change management frameworks for practical application to real-world scenarios. The organization development and change doctorate teaches students to carve strategic paths toward greater resilience, reach, efficiency, inclusion and innovation. 

DODC graduates can:

• Rise up the ranks to “C-Suite” level
• Lead organizational strategy
• Shape academic discourse 
• Facilitate corporate collaboration
• Innovate strategic solutions
• Consult at the highest levels
• Maximize the impact of community initiatives 
• Help other people reach their highest potential
• Teach the next generation

Organizational development and change skills are in great demand in all sectors and organization sizes – corporate and private, NGO/nonprofits, government and academia. Core competencies in this field can influence how effectively organizations are run, how quickly goals are achieved, and how much it costs to do both. 

Our students publish in reputable publications and present at leading conferences, often landing keynote speaking opportunities while in the program. Having a doctorate in organizational leadership is an asset to employers. It can be leveraged for promotions and exciting new opportunities. 

Career paths

• Change manager
• Chief executive officer
• College president, dean, department chair
• Director of organization development and change
• Executive coach, leadership coach, life coach
• Healthcare administrator
• Human capital officer/HR lead
• Program/project manager
• Keynote speaker
• Learning officer
• Management consultant
• Nonprofit executive director
• Organizational effectiveness lead
• People officer
• Professor, lecturer
• Strategy officer
• Superintendent
• Talent development lead
• Training and development director
• Transformation officer

Quick Facts from the Bureau of Labor Statistics

View Average Salaries

93% graduation rate of first BGSU DODC cohort, compared to the national average of 31-51% for most doctoral degrees.

The majority of students complete their dissertation in under 4 years , compared to the national average of 6.7 years.

The overarching goal of organization development and change is advancing the health and well-being of people, organizations and society. The BGSU DODC curriculum prepares students to do just that in high-level leadership careers. 

Courses teach evidence-based approaches to facilitate collaborative change and innovation, smart decision-making, talent development and action research.

The program consists of:

• 18 credit hours of core courses
• 15 credit hours of research
• 3 credit hours of customized international study experience
• 3 preliminary exam credit hours
• 16 credit hours for your dissertation

Required courses

Sample courses

• Introduction to the Field and Profession of OD&C
• Transformational Change in Complex Systems
• Managerial Judgment and Decision Making in Changing Environments
• Collaborative Change and Innovation
• Coaching and Developing Talent in Transition
• Use of Self as an Agent of Change
• The Science of Organization Development and Change
• International Symposia Experience

Dissertation

The culminating experience of the DODC program is an evidence-based dissertation that examines compelling challenges and opportunities within each student’s professional interest. 

From the start, students are constantly examining lessons through the lens of their own practice area. This creates a structured experience that helps continuously build toward their dissertation. 

The third-year dissertation support program at BGSU ensures students receive ample support. 

• Dissertation research and writing courses with 1:1 coaching throughout the process
• Close collaboration with the dissertation chair and committee to ensure compelling, robust, meaningful dissertations. 

Results are evaluated and prepared for public dissemination. They contribute to practical solutions within the student’s profession and bolster their authority as a thought leader.

Existing completed dissertations

Doctorate in Organization Development and Change at BGSU: Preparing leaders and change agents

The DODC support staff and faculty are incredible. Coming here to BGSU, everyone has been incredibly supportive and they feel like family.

Cortney Smalley ’24

Recruiter, Federal Bureau of Investigation

The residency experiences are transformational and enable students to refine their leadership and collaborative approach to managing and developing teams regardless of years of experience.

Frank Fulco ’26

CEO, America’s Beauty Show

Students should choose BGSU if they are committed and want to make a difference as a thought leader. They should choose it if they are committed to a cause worthy of their life.

Steve Cady, Ph.D.

Graduate faculty, director of the DODC program

The Doctorate in Organization Development and Change (DODC) program is part of the BGSU Graduate College and BGSU Schmidthorst College of Business .

Accreditation | Professional Licensure

Accreditation

The Schmidthorst College of Business is accredited by the Association to Advance Collegiate Schools of Business International (AACSB) and is in good standing. 

More information on accreditation .

Other BGSU Criminal Justice programs

Updated: 03/22/2024 10:51AM

Organizational Behavior

The Ph.D. program in organizational behavior is an interfaculty program offered by the Graduate School of Arts and Sciences (GSAS) at Harvard University and faculty at Harvard Business School (HBS). The program trains scholars who are able to draw on the concepts and methods of psychology and sociology in conducting research on behavior and management within complex organizations and prepares students for careers as researchers and teachers. Program graduates will be comfortable working either in disciplinary departments or in professional schools—especially schools of management.

Organization & Management

One degree many paths, organization & management curriculum timeline.

Faculty Research and Published Work

The Organization & Management faculty study a wide range of topics, from micro-level individual perceptions and capabilities to more macro-level phenomena such as the strategies and performance of organizations, industries, and institutions. To do so, they utilize a wide array of research techniques, including experiments, longitudinal event history analysis, computer simulations, surveys, and more.

The Organization & Management group seeks to train future scholars who wish to make an impact on research in the science of organizations through an academic appointment. Applicants to our program should articulate their research interests and should specify whether they wish to work primarily with the macro-oriented or micro-oriented research faculty. On the macro side, faculty who are currently active in advising students include Kocak , Longhofer , Negro , and Swaminathan . On the micro side, faculty who are currently active in advising students include Bianchi , Dittmann , Fernandes , Hall , Perry-Smith , and Williams .

The Organization & Management faculty publish in leading journals in management as well as the reference disciplines of sociology, psychology, and economics. Our scholars have a history of visible roles in professional associations and on the editorial boards of leading journals, including: American Journal of Sociology , Academy of Management Journal , Academy of Management Review , American Sociological Review , Administrative Science Quarterly , Journal of Applied Psychology , J ournal of Experimental Social Psychology , Journal of Personality and Social Psychology , Organization Science , Organizational Behavior and Human Decision Processes , Psychological Science , Social Forces , and Strategic Management Journal .

Organization & Management Faculty

Emily Bianchi

Catarina Fernandes

Erika V. Hall

Robert Kazanjian

Özgecan Koçak

Wesley Longhofer

Giacomo Negro

Jill Perry-Smith

Peter Roberts

Anand Swaminathan

L.G. Thomas

Melissa Williams

Organization & management phd students.

Ashlyee Freeman

Sharvika Kherde

Arielle Lewis

Joseph Nixon

Raigan Priest

Tamera Shaw

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Pursuing a phd in o&m.

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Ph.D. in Human Resources and Organizational Development

Human Resources and Organizational Development (HROD) is a field of practice dedicated to learning, development and performance for work and workplaces.  HROD is one of five specialties in the Ph.D. in Educational Leadership and Organization Development with a specialization in Human Resources and Organizational Development.

The program is designed to prepare leaders in the HROD field. The coursework and other requirements are designed to help prepare (a) HROD-related faculty members in college/university settings, (b) advanced scholar-practitioners who lead HROD functions in a variety of organization types, and (c) policy specialists/professional researchers.

The HROD specialty in the Ph.D. in Educational Leadership and Organizational Development contains three areas of emphasis:

This program is open to all eligible students regardless of race, color, national origin, sex, disability, or age.

Leadership and Organization Development

This emphasis is designed for students who are interested in:

• Organizational Change
• Organization Development
• Organizational Leadership

Workplace Learning and Human Resources

• Employee Training and Learning
• Performance Improvement
• E-Learning in Workplaces
• Career Planning and Talent Management
• Human Resource Management

Workforce Development

• Career and Technical Education
• Postsecondary Workforce Development
• Community-based Workforce Development
• Adult Education

Our Students

In recent years, most new HROD doctoral students have been highly talented, experienced professionals who have returned to school to engage in full-time graduate study. However, part-time study is also an option. Our HROD doctoral students tend to be highly motivated to work in a collegial community by engaging with ideas and research to advance theory and knowledge in this important specialization. In the process, our students build their professional capacity to improve practice and policy in workplace learning, human resources, organizational development, and workforce development.

The Curriculum

HROD is a specialization in the Ph.D. program in Educational Leadership and Organizational Development in the Department of Educational Leadership, Evaluation and Organizational Development in the College of Education and Human Development. Outside of core requirements, individual programs are highly customizable and interdisciplinary.

Depending upon your specific areas of interest, you can also take classes and work with other faculty in diverse fields. In our own department, students have access to scholars in Workforce and Human Resource Education, Evaluation, Higher Education Administration, and P-12 Leadership. In other departments, students can work with scholars in diverse fields such as Educational Psychology, Teaching and Learning, Sport Administration, Sociology, Public Administration, Sociology, Communication, and Women's and Gender Studies.

• Doctoral Student Handbook
• ELOD Comprehensive Examination Guidelines
• ELEOD Comps Exam Scoring Rubic

Contact Dr. Brad Shuck at 502-852-7396 if you have questions about the program or would like to apply.

For more information about specific program requirements and admissions requirements, please visit the Educational Leadership and Organization Development Program website . For more information about Organizational Leadership and Learning, please visit the program website .

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PhD in Organizational Leadership

Two schools working together for one powerful program.

Online Programs

Need additional help or information, doctorate in organizational leadership overview.

Elevate your expertise and redefine your professional trajectory. In this unique doctoral program, you will benefit from the collaboration of two esteemed colleges: the California School of Management and Leadership (CSML) and the California School of Professional Psychology (CSPP). Our PhD in Organizational Leadership program is designed to see you graduate with a doctoral degree in as little as three years and gain the skills and experience to be an organizational leader in the current and future AI-leveraged era.

AI is rapidly evolving and our program trains you to be ahead of the curve by meeting the unique and evolving demands of a post-COVID, AI-driven world. Students are trained in the intricacies of AI-driven decision-making, predictive analysis, and data interpretation to ensure leadership in technologically advanced settings. The program emphasizes the understanding and application of AI, its integration with leadership roles, and how it can drive organizational success.

The doctoral program is offered online and at our San Diego campus, allowing you to choose the option that best fits your lifestyle. Both platforms include on-ground fieldwork each term. Doctoral candidates also benefit from our robust professional alumni network and cutting-edge, career-expanding programs. Each program is designed to help you stand out with unique, valuable resume-building experience for success in the corporate world and academia.

• ConsultEX An unparalleled platform that converges leadership theory and practice which provides real-world, problem-solving skills. You will pair with leading businesses to consult on live projects and offer innovative solutions that can help shape the course of companies and industries.
• Career Architect A program that trains you to carve out a unique niche for yourself in the professional world, enhancing your network and prospects to help shape you into a sought-after leader.
• ConsultEX.EDU  This program provides comprehensive training and mentorship, paving the way for you to explore a smooth transition from student to a potential faculty member in higher education.  

Which Business Program Is Right For Me?  

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Program Highlights

Hands-on Experience

Throughout the program, you will gain practical experience in your specific area of organizational leadership through our ConsultEX, Career Architect, and ConsultEX.EDU career programs. You’ll apply that knowledge to projects within your own organization, for work on consulting projects, or to solve real issues for partner organizations.

Cohort Model

A collaborative environment that provides you with ample opportunities to network within your cohort to develop meaningful relationships. You’ll share valuable insights and experiences and sharpen your abilities for an organizational leadership role alongside individuals who share similar interests and goals.

AI Integration

Regular AI-intensive sessions and discussions on AI tools and techniques. We partner with AI-focused companies to provide guest lectures, internships, or research opportunities that deliver a deeper understanding of AI's impact on leadership.

Accelerated Timeline

An accelerated timeline allows you to complete the higher leadership program in three to four years. You'll begin with two years of leadership studies and coursework, then move on to your dissertation research, which typically takes one to two years to complete. Since classes are in the evenings and on weekends, you can work while you learn.

Practical Training (CPT)

CPT is required and intended to develop professional and applied practice-related skills and expertise in the student’s program through a variety of work and learning experiences which could involve supervised practical training and/or applied client projects. Learn More

Accreditation

The graduate studies program is accredited by the Accreditation Council for Business Schools and Programs (ACBSP), a well-respected accrediting body recognized across the country for its leading authority in business education. 

Faculty members are some of the most highly qualified and experienced individuals in their respective fields. They bring a unique combination of global leadership and practical knowledge to the classroom, preparing doctoral students to be adept in organization development relevant in various industries and sectors. 

Learn About Admissions Requirements 

Get to Know Our Diverse Faculty 

Doctoral Degree Information

Curricular practical training (cpt).

Students in the PhD program are required to participate in curricular practical training as part of their experiential learning throughout the program. Practical training is intended to develop professional and applied practice-related skills and expertise in the student’s program through a variety of work and learning experiences which could involve supervised practical training and/or applied client projects. This is required throughout the academic program from day one to program completion.

Domestic students can contact the CSML Professional Development (CPD) Coordinator for guidance. International students must apply for authorization for Curricular Practical Training from the Designated School Official (DSO) and schedule an appointment at least two weeks prior to the beginning of the Curricular Practical Training. Please email [email protected] to schedule an appointment.

Note that international students may begin curricular practical training ONLY after receiving their Form I-20 with the DSO endorsement. To be considered for Curricular Practical Training, the work must be related to your major field of study.

CSML CPT Application Process for International Students

• To be on company letterhead  
• Start and end date. (For example: CPT start date is 10/17/22, End date is 08/20/2023) 
• Include specific duties to perform, office location, direct supervisor name and contact number. 
• State that it is a part-time position 
• Include the following statement: “employer agrees to cooperate with the school in achieving the curricular purposes of the employment/training” 
• Complete the Application for CPT and the Advisor Verification Form for CPT. These forms are located on the student portal:  https://alliantintluni.sharepoint.com/sites/IntlStudent/SitePages/International-Forms.aspx  
• Email your offer letter and the 2 forms to your Program Director/Faculty Advisor at Alliant. 
• Once they have signed the forms, please follow up and email [email protected] . The DSO is the one who will give you the authorization to start working. 
• Also, if it is your first time in the USA, you will need to go to the Social Security Administration office to obtain a social security number, this process can take 2 or more weeks. Your employer will need your social security number for you to work. So please start the process as soon as possible. For the address of local Social Security Administration offices, see: www.ssa.gov  

California School of Management and Leadership (CSML) has received accreditation from the Accreditation Council for Business Schools and Programs (ACBSP) for its organizational leadership PhD program, doctorate in business administration (DBA) , MBA , and MS in data analytics programs.

As a leading specialized accreditation body for business education across the country, ACBSP accreditation certifies that the teaching and learning processes offered within CSML programs meet the rigorous educational standards established by said accrediting body. ACBSP’s mission is to promote continuous improvement and recognize teaching excellence through its recognition of business education programs throughout the world. Learn more here .

Links and Downloads

School Performance Fact Sheet  

Frequently Asked Questions

What should i expect the dissertation process to be like.

The dissertation process for the doctorate in leadership program will occupy the final year-and-a-half of your curriculum. Starting in your 11th term, you will first begin your dissertation work while completing your leadership internship. Then from your 12th term, through your final 18th term, you will focus solely on the research, development, and completion of your dissertation before its ultimate presentation before an academic review board. The doctoral dissertation process accounts for 12 of the 60 credits in this program and is done at the rate of a single dissertation class per term, starting at Term 11.

What scholarship and financial aid options are available to me?

Private and public scholarships can help you meet the cost of your education, and Alliant offers institutional scholarships for many of our students. Learn more about these scholarship opportunities here. Additional financial aid is available for those who qualify in the form of loans, grants, federal work study, and military aid. Learn more in our Financial Options Guide .

When does the PhD in organizational leadership degree program start?

The organizational leadership program is offered as an eight-week term program and is open for enrollment during each of those respective enrollment periods. You can find a copy of our eight-week term academic calendar here.

What is the modality of this program?

Students do not have to be on any Alliant campus. The program is offered both online and at our San Diego campus, allowing you to choose the option that best fits your lifestyle. The program instruction combines distance asynchronous learning content with synchronous, one-hour live, weekly Zoom sessions in lecture-cum-office hour-Q/A style. The weekly Zoom sessions are not mandatory but are recorded and shared with the class. Field practical experience can be completed through applied learning in remote projects with clients or within their own workplaces. The field experience component makes it applicable for veterans.

How long does it take to complete the degree program?

The doctoral degree is a 60-credit program, term-based program (two months each term), and typically takes three years to complete, across 18 terms.

Whether you choose our in-person or online PhD program, you'll study applicable core courses through a challenging curriculum that is taught by our top faculty members. Some leadership studies covered in our core courses touch on organizational leadership, education leadership, cross-cultural and international management, and ethics in organizations. At Alliant, we will provide you with the skills, knowledge, and confidence you’ll need when taking on organizational leadership roles.

Studying at Alliant connects you to a supportive research/scholar community that values diversity and inclusion.

Why Alliant

At Alliant, our mission is to prepare students for professional careers of service and leadership and to promote the discovery and application of knowledge to improve lives. We offer an education that is accredited, focused on practical knowledge and skills, connected with diverse faculty and alumni, and aimed at the student experience.

CSML is a business management school that trains you to have a competitive edge in the technology and quantitative fields. CSML offers management and leadership degrees where you can learn to guide and mentor the next generation of professionals and make your mark as an innovator in the modern business world.

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Organizational Behavior

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Program Requirements

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Each candidate’s program of study will be developed in consultation with faculty advisors and the chair of the Policy and Admissions Committee. The normal program is outlined below.

The Policy and Admissions Committee designates faculty members at the Business School and the Faculty of Arts and Sciences as sponsors to each student upon entrance into the organizational behavior program. The sponsors, in conjunction with the PhD Programs Offices, will assist the student in deciding which courses to take and how to fulfill various degree requirements. It is expected that students will establish relationships with other faculty members, and it is possible that the major academic advisory role may be assumed by different faculty members in the dissertation stage of a candidate’s program. However, students are strongly advised to consult with the sponsors and with the PhD Programs Offices during all stages of PhD work.

• Two term-length courses in foundations of psychology
• Two term-length graduate-level psychology courses
• One term-length graduate-level social sciences course
• Two term-length courses on sociological theory (Soc 204 and 208)
• Two term-length graduate-level sociology electives

Completion of two term-length organizational behavior courses:

• Micro Topics in Organizational Behavior (HBS 4882)
• Macro Topics in Organizational Behavior (HBS 4880)

Completion of four term-length courses in research methods:

• Two term-length courses in quantitative methods (FAS courses, sequential courses)
• One term-length course in qualitative methods
• One term-length course in research design (FAS course)
• Two case-based HBS MBA courses

Research Experience

The research apprenticeship requirement - Students are required to engage in research, under faculty supervision, soon after beginning PhD study in the discipline.

The qualifying paper requirement - Both micro-organizational behavior and sociology require all students to submit a qualifying paper by the end of the third year of study.

The dissertation is the final research requirement.

Teaching Requirement

Students must teach or assist with teaching in a formally offered course for one full academic term. This engagement should include, at least, 8 hours of front-of-class teaching and 16 hours of teaching preparation time. The requirement may be fulfilled by completing a teaching fellow or instructor assignment at a Harvard University.

Examinations & Reviews

The dossier review (micro-organizational behavior) - The students undergo a dossier review by a faculty committee. The dossier consists of the qualifying paper, at least two other research papers, and a statement about future plans for research.

The discipline examination (sociology) - The student takes the written examination offered by the department, following procedures and on the schedule set by the department.

The organizational behavior examination (both tracks) - This examination comes after all doctoral coursework has been completed. It provides an excellent occasion for the student to draw on all of his or her training to demonstrate readiness for first-rate conceptual and empirical work on organizational phenomena.

The Dissertation

Prospectus: When the student has satisfactorily completed all other requirements, a dissertation prospectus is written and a prospectus committee is formed (consisting of at least three members; Micro-organizational behavior track committees must include at least two Harvard faculty having ladder appointments, at least one of whom must be from HBS; Sociology track committees must include at least one member from the HBS faculty and at least one from the FAS faculty).

When that committee feels that the prospectus is ready for formal review, the prospectus meeting is held. If the committee is satisfied that the student is ready to begin data collection, the members will approve the prospectus. The prospectus committee normally continues as the student’s dissertation committee once the prospectus is approved.

Dissertation: The dissertation provides an opportunity for students to demonstrate, in a work wholly their own, their ability to contribute creatively to the advancement of knowledge about organizational behavior. When the student and the dissertation committee agree that the dissertation is acceptable, a dissertation defense is scheduled. It is expected that a dissertation will be approved unanimously by the dissertation committee. If the dissertation committee should find itself deadlocked about the acceptability of a dissertation, it will inform the Policy and Admissions Committee about the extent and the basis of the disagreement, and work with the PAC to resolve the matter.

Normal Progress Toward the Degree

By the end of the first year, students should have completed most discipline coursework and the research apprenticeship requirement. Sociology track students should complete the sociology written general exam at the end of the first year (summer).

By the end of the second year, students should have completed all doctoral course requirements, and the organizational behavior examination.

By the end of the third year, students should have completed all required courses, the qualifying paper, and all examinations and reviews.

By the middle of the fourth year, students should have the dissertation prospectus approved.

Students are expected to complete all degree requirements, including the dissertation, in five years. Students will be required to withdraw from the program if they have not completed the qualifying paper by the end of the third year, or if they have not completed the dissertation prospectus by the end of the fifth year.

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Bulletin 2024-2025, adult learning, training and organizational development med.

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT

Learn more about the Master of Education in Adult Learning, Training and Organizational Development

About the Program

The interdisciplinary MEd program in Adult Learning, Training and Organizational Development is led by faculty trained in education, psychology, human resource development, law, and other fields. Coursework is based in social science, industrial and organizational psychology, human resource development, and quantitative and qualitative research that develops students' skills in:

• diagnosing issues in organizations;
• developing and evaluating interventions;
• promoting individual, group, team, and organizational development;
• managing intra- and inter-individual and group communications, group decision making, and conflict management;
• building diverse and inclusive relationships at the individual, group, team, and organizational level; and
• conducting research and studies for and within work organizations and institutions of higher learning.

The goal of the program is to develop civic-minded individuals who understand organizational dynamics, theory, and workforce skills, and can support a wide array of organizations, including community-based organizations, nonprofit organizations, work organizations through informed research. Classroom instruction and assignments draw on students' experience along with training in conceptual, theoretical, and methodological applications.

Time Limit for Degree Completion: 5 years

Campus Location: Main

Full-Time/Part-Time Status: The degree program can be completed on a full- or part-time basis.

Interdisciplinary Study: The program has a strong interdisciplinary focus. In addition, the coursework concentrates on empowering and engaging all individuals in and out of formalized organizations, whether for-profit or nonprofit.

Areas of Specialization: The program features coursework in two areas:

• adult learning, training, and development, which concentrates on the design, development, and delivery of education and training programs for adult learners focusing on intrapersonal, interpersonal, and professional skill development;
• organizational change, development, and transformation, which includes developing assessment, planning, facilitation, and consulting skills to help teams and organizations design and implement change at the organizational and systems level.

Job Prospects: The MEd degree in Adult Learning, Training and Organizational Development prepares students for applied positions focusing on learning, training and development within community-based organizations, educational institutions and work organizations.

Non-Matriculated Student Policy: Students may take up to, but not more than, 9 credits of graduate study in the program before being admitted to the program. The credits transfer into the program, if the student is admitted. Students completing non-matriculated courses before being admitted to the program are NOT guaranteed admission.

Financing Opportunities: Financial support opportunities may include scholarships, tuition remission, and other financial aid such as grants, loans and federal work study.

Admission Requirements and Deadlines

Application Deadline:

Fall: March 1 Spring: November 1

Applicants should submit all required admissions documents by the application deadline to receive priority consideration for admission and financial support.

APPLY ONLINE to this graduate program .

Letters of Reference: Number Required: 2

From Whom: Letters of recommendation should be obtained to provide insight regarding the applicant's academic competence. References from college/university faculty are recommended.

Bachelor's Degree in Discipline/Related Discipline: A bachelor's degree is required. A minimum GPA of 3.0 on a 4.0 scale is expected.

International applicants should also submit an official document that validates completion and conferral of a degree, diploma and/or certificate. While not required, international applicants are encouraged to submit transcript(s) to the World Education Services (WES) for evaluation.

Statement of Goals: In 500 to 1,000 words, outline your interest in seeking a master's degree with a specific focus on the career to which you aspire, your interests, and your academic and job-related experiences that are relevant to the program.

Standardized Test Scores: Applicants who earned their baccalaureate degree from an institution where the language of instruction was other than English, with the exception of those who subsequently earned a master's degree at a U.S. institution, must report scores for a standardized test of English that meet these minimums:

• TOEFL iBT: 79
• IELTS Academic: 6.5
• PTE Academic: 53

Resume: Current resume required.

Program Requirements

General Program Requirements: Number of Credits Required Beyond the Baccalaureate: 30

Required Courses:

In consultation with their academic advisor, students select three approved graduate courses at the 5000 level or above as electives from any graduate programs with relevant content to the Adult Learning, Training and Organizational Development program and student goals.

Accelerated Programs

Undergraduate students may opt to pursue an accelerated +1 program, enabling them to complete both a bachelor's degree and master's degree in less time than the traditional route.

The accelerated pathway for the Adult Learning, Training and Organizational Development MEd is available to any qualified students pursuing an undergraduate degree. Students pursuing the Adult Learning, Training and Organizational Development BA or the Human Development and Community Engagement BS may satisfy some undergraduate requirements when completing this program. 

Cohort Code : XMEDAOD

Minimum Cumulative GPA : 3.00

Graduate Courses Approved to Count for Both Undergraduate and Graduate Degrees

EPSY 5551 will satisfy the requirement of HDCE 4333 for Adult Learning, Training and Organizational Development (ALTOD) and for Human Development and Community Engagement (HDCE) majors.

AOD 5302 will satisfy the requirement of AOD 4376 for the undergraduate ALTOD students. AOD 5301 will not fulfill the bachelor's degree requirement.

AOD 5302 will satisfy the requirement of AOD 4376 for the undergraduate HDCE students in the Non-Profit Management and Social Entrepreneurship concentration. For all other concentrations, AOD 5301 or AOD 5302 may fulfill a free elective requirement.

EDUC 5325 will satisfy the requirement of EPSY 2325 for the undergraduate ALTOD students and for the undergraduate HDCE students. AOD 5535 will not fulfill the bachelor's degree requirement.

Suggested Academic Plan

Students in the ALTOD BA or in the HDCE BS with Non-Profit Management and Social Entrepreneurship concentration should take EDUC 5325 (see footnotes in course list).

Students in the ALTOD BA or in the HDCE BS with Non-Profit Management and Social Entrepreneurship concentration should take AOD 5302 (see footnotes in course list).

Application: https://education.temple.edu/academics/accelerated-dual-degree-program-application

Contact Information

Armando Estrada, Program Coordinator for Adult Learning, Training and Organizational Development MEd [email protected]

CEHD +1 Programs [email protected]

Additional Information

Learn more about the +1 program in Adult Learning, Training and Organizational Development .

Learn more about the +1 program in Adult Learning, Training and Organizational Development BA and Adult Learning, Training and Organizational Development MEd .

Learn more about the +1 program in Human Development and Community Engagement BS and Adult Learning, Training and Organizational Development MEd .

Program Web Address:

https://www.temple.edu/academics/degree-programs/advocacy-and-organizational-development-med-ed-avod-med/

Department Information:

Dept. of Policy, Organizational and Leadership Studies

College of Education and Human Development

1301 Cecil B. Moore Avenue

Philadelphia, PA 19122-6091

[email protected]

215-204-0999

Submission Address for Application Materials:

https://apply.temple.edu/CEHD

The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

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Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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