Ph.D. in Organizational Leadership Curriculum
Ph.D. in Organizational Leadership Quick Links:
Foundation Curriculum (24 credits)
Research Curriculum (12 credits)
Business Management Concentration Curriculum (12 credits)
Nonprofit and Public Administration Concentration Curriculum (12 credits)
Education Administration Concentration Curriculum (12 credits)
The foundation curriculum consists of 12 courses in research methodologies and the leadership of dynamic organizations.
LEAD 710: Historical and Cultural Perspectives of Organizational Leadership
In this course students examine the history of leadership theory and research to understand the pattern and future direction of leadership studies. Students will also explore the nature and character of leadership. The key questions are: What is leadership? What are the different aspects of leadership? How has that understanding remained the same or changed throughout the global history? How does context affect the nature of leadership? What are the moral purposes of leadership? This course utilizes an interdisciplinary approach in its survey of leadership issues, incorporating historical, literary, political, scientific, sociological, and cultural perspectives.
LEAD 720: Leadership Theory and Practice
This course will expose students to leadership literature and theories, so that they may use them as a platform to reflect on their personal practices within their own organizations. Because leadership is influenced by the complexities of the human element, as well as various worldviews and their corresponding value systems, students will be challenged to integrate their understanding of leadership practice with the tenets of Christian faith. Through this course, students will develop an understanding of the main exponents of leadership theory and their respective theories as they learn to critically evaluate their own personal practices as leaders. Completion of this course will satisfy Pennsylvania standards in the preparation of superintendents, specifically the certification requirements for the “Letter of Eligibility.”
LEAD 730: Models of Organizational Behavior
In this course we will explore the dynamics of human behavior in organizational settings by familiarizing ourselves with basic organizational behavior (OB) theories at these various levels of analysis. A recent shift in the field is the prominence OB scholars have given to the role of positive psychology. From this perspective, managers strive to be altruistic, authentic, and transformational in their interactions with followers. In addition, each individual is viewed as inherently seeking to live a virtuous life by realizing their true vocation or calling. In short, regardless of our profession or work environment, we are whole beings who cannot, and should not separate our values and spiritual needs from our professional pursuits. When managers, employees and organizations recognize the value of and pursue such a philosophy of organizational behavior, we can achieve extraordinary levels of success and fulfillment. Completion of this course will satisfy Pennsylvania standards in the preparation of superintendents, specifically the certification requirements for the “Letter of Eligibility.”
LEAD 810: Strategic Leadership and Organizational Change
In today's rapidly changing world, leadership within an organization must foster a shared culture that is based upon a common vision, mission, and values. Leaders must conceptualize, institute, and impart the vision and mission of the organization to both internal employees and external constituents. Merging this vision with practical business strategies that best utilize the organization's resources is one of the great challenges faced by leaders. This course will enable students to develop an understanding of strategic management concepts and to assess, analyze, and potentially resolve complex management problems. Students will learn to use different analytical techniques in the formulation of comprehensive business strategies. The primary method of instruction will be case analysis. Completion of this course will satisfy Pennsylvania standards in the preparation of superintendents, specifically the certification requirements for the "Letter of Eligibility."
LEAD 825: Capacity Building in Human Resources
This course introduces human resource management from a strategic perspective. In this course, students will learn how to manage human resources effectively in the dynamic legal, social, and economic environments currently governing organizations. Students will develop an understanding of strategic management and its importance in building an effective and healthy organization. Among the topics included are: formulation and implementation of human resource strategy, methods of recruitment and selection, techniques for training and development, performance appraisal, compensation and benefits, and the evaluation of the effectiveness of HRM systems. The course adopts an integrative approach in that applications are made to organizations within the business, education and non-profit sectors and supported with studies/case studies in the respective fields. Completion of this course will satisfy Pennsylvania standards in the preparation of superintendents, specifically the certification requirements for the “Letter of Eligibility.”
LEAD 830: Leadership, Spirituality, and Mission
This course introduces students to the nature and purpose of spirituality and spiritual development. The course proposes to assist students in constructing and refining those spiritual principles of interpretation that are philosophically, theologically, and pastorally relevant to the tenets of the human condition within the Christian community and other religious traditions. The placement for leadership (for this course) lies within the context of human development, spiritual awakening, and self-discovery through introspection and reflection. This course is leadership oriented, spiritually significant, and theologically challenging to help integrate holistic and personal growth in areas that are quintessential aspects of a leader illuminated by spirituality. The critical questions that must be asked and answered are: How does each of the eight interdependent areas impact and enhance leadership either individually or collectively?
LEAD 840: Leadership, Justice, and Servanthood
Meaningful responses to human suffering are grounded in discernment regarding human conflict; harm and oppression; power and the abuse of power; and the rights, responsibilities, and opportunities – personal, communal, and global – that arise from the crucible of potential that is our humanity. Using different theories of justice, students will look at what it means to be leaders who champion just systems and practices in their own organization, industry sector, and profession. This course asks students to address such questions as: What does it mean to lead justly, to advocate for justice? How can one choose servant leadership, restorative justice, and forgiveness in the face of systemic oppression, suffering, and grave human atrocities? What does it mean to be a person of restorative justice and forgiveness? In Leadership, Justice and Servanthood, students engage in reading, reflection, research, and discussion that inform their practice as leaders and leadership scholars who advocate for justice and who model servant leadership.
LEAD 860: Leadership in Global Contexts
This course examines complex philosophical and contextual issues related to global leadership. We begin with an examination of the historical influences of certain fundamental epistemic and ontological beliefs of Western, Eastern, African and other cultures. The practice of moral leadership requires attention to particular contextual and situational factors, including the specific values and perspectives of individual leaders and their followers, as well as the various dimensions of culture that inform and influence both the theory and practice of leadership. In this course, we will seek to understand how culture and identity shape moral worldviews and relationships. In addition, we will critically engage with thinkers who offer—individually and collectively—their own normative conceptions for constructing cross-cultural ethics or universal ethics. Finally, students will examine the ways in which leadership theory itself may be epistemically, culturally, ethically and ontologically dependent.
LEAD 740: Foundations of Research Methodology
This course is the first semester in the statistics sequence aimed at grounding doctoral students in the methods of social and behavioral science research and thus begins the preparation for the doctoral dissertation. It is assumed that students will have some background in statistics and research methodology, neverthless this course will revisit the foundations of research methodology providing students with a basic framework to critically evaluate social and behavioral science research. Students will be evaluated on their understanding and ability to apply the major concepts and methods of qualitative and quantitative research. The application part of this course emphasizes the critique of research articles and in particular the appropriateness and strength of the research methods used. This course should enable students to evaluate more critically the claims of the authors in the scientific literature as well as the "experts" in the popular press. To learn method is to learn how to reflect on the world in a systematic way. Undergraduate level statistical proficiency is a prerequisite to this course.
LEAD 870: Qualitative Research Methodology
This graduate research methodology course introduces doctoral students to (1) a variety of qualitative research approaches, including but not limited to, ethnography, grounded theory, phenomenology, case study, narrative inquiry, and autoethnography; (2) the qualitative research process and design; and (3) ethical and scholarly rigor for qualitative research. LEAD740 is a prerequisite to this course.
LEAD 871: Quantitative Research Methodology
This course is the second semester in the statistics sequence for the PhD in Organizational Leadership at Eastern University. The intellectual focus of this course is the presentation of statistical models for estimating causal effects of variables. The model of an effect is a conditional mean (though we might imagine other effect). The notion of causality is the effect of one variable on another holding all else constant. This research class provides students the opportunity to examine processes and experiences involved in designing, conducting, and reporting quantitative research studies relevant to selected research problems in the social sciences. The course examines experimental, quasi-experimental and non-experimental designs using quantitative methods. We examine assessments of reliability and validity, and use of descriptive and inferential data analysis. LEAD740 is a prerequisite to this course.
Choose one of the following three courses to finish the Research Curriculum Sequence:
LEAD 880: Advanced Qualitative Research
This advanced qualitative research seminar course provides an opportunity for third-year doctoral students, who have elected a qualitative research as their dissertation orientation, to conduct an extensive literature review on their research method, experience the qualitative research process, and develop a workable qualitative research design that can become a foundation for their dissertation proposal. For this reason, students are expected to learn independently; evaluate critically reading materials suitable for their dissertation topic, method, and design; and explore actively various qualitative data collection and analysis techniques. Students who elect this course are expected to have a clear idea of their dissertation topic and have selected their research method. LEAD 740 and LEAD 870 are prerequisites to this course.
LEAD 881: Advanced Quantitative Research
In this course, students apply methods for conducting research projects and analyzing information to answer research questions and test hypotheses. The course surveys advanced quantitative methods such as path analysis and structural equation modeling (SEM). The course involves the submission of a complete research proposal pilot study submission to the IRB, as well as collection and analysis of data. It includes executing and writing up the results of a research study. It also includes dialogues that cover key issues in measurement in quantitative research, statement of testable hypotheses, presentation of statistical analysis, and interpretation of research findings. Throughout the course process, students are called upon to improve scholarly writing techniques and explore skills needed to successfully design and execute a PhD dissertation. LEAD 740 and LEAD 871 is a prerequisite to this course.
LEAD 882: Research Team
This course is aimed at providing doctoral students with practical research experience in designing and/or conducting a full-scale qualitative, quantitative, or mixed-methods study, by working in a research team guided by a faculty member. The topic of research is determined by the faculty mentor, depending on his/her research agenda. Students are expected to conduct a literature review; collect, analyze, and interpret data; and/or write a research report for publication or presentation. The focus of the course may vary depending on the research topic and agenda of a research team. Students of all academic stages are welcome to the course but must gain permission from the faculty mentor to participate. Space is limited in all research teams. Once accepted to the course, students are expected to participate in the research team for at least two semesters. Students may register for the course more than once as an enrichment experience beyond their required PhD curriculum. LEAD 740 is a prerequisite to this course.
MNGT 750: Organizational Design
This course examines contemporary organizational design and the view that organizations are living and dynamic systems. We seek to understand how to optimally configure organizational units to promote such things as innovation, productivity and values. We examine functional, divisional, and matrix organizations, and how to create competitive advantage through things such as democratic decision-making, crowd-based organizations, internal resource markets, and other aspects of collective intelligence. Students will examine competitive and dysfunctional aspects of leadership, workflow, procedures, and structures in systems that provide strategic advantage in effective and innovative organizations.
MNGT 765 Leading in Community: People, Problem-Solving and Conflict
Interpersonal relationships within an organization are critical to the success of the enterprise. Although leaders must often focus on articulating the mission and vision of an organization to external constituents, this emphasis may lead to underdeveloped structures and undernourished personnel within the organization. Leading in Community will provide students with multiple frameworks within which to analyze their own leadership styles, characteristics and effectiveness for the purpose of cultivating community within the organization. In addition, this course will focus on the role of Human Resources within an organization. By the completion of the course, students will develop an ethical framework to identify organizational systems and processes for increasing communication, solving problems, and reducing conflict.
MNGT 780 Training and Development
This course begins with an exploration of the difference between the notions of training as compared to human development in organizations. While addressing the former, this course focuses on the latter and builds upon the belief that people are an organization's greatest resource. This course also examines effective methods for providing employees with professional development experiences that facilitate alignment of purposes, values, and organizational goals and objectives. Students will engage with research and best practices related to Human Resource Development (HRD), Talent Development (TD) and Leader Development (LD) to propose a program and programmatic evaluation. By the completion of this course, students will be able to design and evaluate the effectiveness of HRD/TD/LD programs.
MNGT 880 Consulting Practice
This course examines the philosophy of consulting to include the “main body of leadership mind”—ethics, courage, reality, and vision—as intelligence tools. It also analyzes the consulting domain as it relates to internal and external barriers of organizations, such as structural concerns, gaps in leaders’ skills and knowledge, and effectiveness of collective intelligence. Students will learn to understand, apply, analyze, synthesize, and evaluate consulting principles and practices through a variety of instructional activities and to participate in the consulting process through case studies and research
BUSA 750: Strategic Management of Nonprofit Organizations
Guided by the unique purpose of the non-profit sector, this course will develop students’ ability to manage organizational resources and practices strategically. Strategic management entails monitoring the effectiveness of the organization to ensure that it is healthy and aligned with its mission and strategic goals. This helps ensure that effective and efficient execution of these goals is taking place. The course will review strategic organizational issues that assist the executive leadership to align activities with goals, thus enhancing the organization’s long-term sustainability and impact.
BUSA 760: Advocacy and Public Policy
As governments make public policies that have significant impacts on human relationships of all types, those who desire God’s justice and peace for the world make understanding and influencing policy a priority. Thus, this course prepares leaders to analyze public policy and assess and deploy appropriate strategies to engage the public and governments at all levels. First, students will evaluate historic models of public engagement to assess the roles and strategies of groups engaged in civil society. Students will also become familiar with the range of government policy instruments and strategies used in various national and political contexts. Second, coursework will emphasize developing critical analyses of the broad range of conceptual and strategic approaches to advocacy and utilizing and evaluating policy analysis tools. Students will compare critical policy needs in various countries and appraise the policy analysis tools and advocacy strategies surveyed. In order to approach advocacy from a uniquely Christian perspective, participants will examine the Christian witness to the state (at all levels) and evaluate the role followers of Jesus have in walking with the oppressed to seek justice for them. Case studies from a variety of Christian and secular organizations will highlight the various approaches used to influence policy and levels at which advocacy can occur.
BUSA 770: Advancement, Fundraising, and Philanthropy for Nonprofit
This course will examine the timeless subject of philanthropy, beginning with its Judeo-Christian roots, tracing its development through history, and culminating with research findings in contemporary philanthropy. Historical analysis of the role of money and giving in society will be balanced with a view of modern philanthropic developments. Challenges to voluntarism and philanthropy will also merit our attention. The aim of our study, debate, interaction, and reflection will be to engage the hearts, minds and souls of those on whom our institutions depend—the philanthropists—in order to find a commonality of vision that extends shared wishes and dreams. The domains, structure, and competencies of the modern development office will be explored and practiced.
BUSA 880: Collaborative Leadership and Partnership
This course will cover the development of a philosophy of partnership and collaboration for the organization focusing on the concepts of servant leadership and organizational stewardship. Practical implications will be the conceptual and practical questions in the design, implementation, and ongoing management of partnerships both with the internal stakeholders and external organizations. Collaborative competencies and models of partnership between non-profits and government, non-profits and the church, and non-profits and non-profits will be examined.
EDUC 750 Leadership and the Chief Executive Officer in Education
This course addresses the unique role of the Chief Executive Officer of an educational institution, whether the president of a university, head of a private school, or superintendent of a school district. The CEO of an educational institution has responsibility for the multiplex of issues that impact his or her office. Students will analyze that multiplex to determine how the CEO can be most effective, evaluating the relevant political, economic, and social factors; the focus on academic excellence; the clarification of organizational structure; the recognition of decision-making patterns; the necessity of strategic leadership; and the strategies of consensus building. Emphasis is placed on the leadership skills necessary for the successful CEO to lead his or her educational enterprise. Completion of this course will satisfy Pennsylvania standards in the preparation of superintendents, specifically the certification requirements for the “Letter of Eligibility.”
EDUC 760 Equity, Justice, & Accountability in Educational Leadership and Policy
This course will introduce to educational leaders concepts, theories, and policies pertaining to educational equity and justice and governance accountability; help the leaders apply the equity framework to the critical analysis of national, state, and local policies affecting educational practices in their organization; and develop the leaders as transformational problem-solvers promoting educational equity, justice, and accountability. The leaders are expected to utilize qualitative and quantitative information from scholarly and primary sources to gain knowledge of educational policies and to seek ways to improve the policies to effect equitable, just, accountable education for all students. The role of boards in educational institutions will be examined. Completion of this course will satisfy Pennsylvania standards in the preparation of superintendents, specifically the certification requirements for the “Letter of Eligibility.”
EDUC 780 Advanced Study of Educational Law and Finance
The first part of the course focuses on methods to analyze financial status, forecast financial projections, and negotiate financial solutions for building programs. The second part of this course focuses on contemporary legal issues confronting primary, secondary, and post-secondary (higher educational) institutions. Completion of this course will satisfy Pennsylvania standards in the preparation of superintendents, specifically the certification requirements for the “Letter of Eligibility.”
EDUC 880 Educational Leadership Practicum
The emphasis of this course is placed on the integration of prior course work and work-place experience necessary for the preparation of the educational leader who intends to serve in higher education, K-12 public education, private schools, charter schools, international schools, for-profit schools, or educational consulting firms. This course is designed for students to apply knowledge acquired from prior core and concentration courses through a mentored practicum experience. Two sections of the course are typically offered. In the K-12 section, the course will provide for reflective experience in various leadership functions including: finance, law, curriculum, assessment, planning, human resources, communication, student development, advancement, marketing, community relations, or governance. Seventy hours of extended practicum hours are required for students pursuing the Superintendent Letter of Eligibility. The higher education section focuses on higher education teaching, introducing university teaching as a profession and vocation. Students will examine critical issues in higher education, historically and currently, explore pedagogy and practice teaching skills appropriate to various institutional settings, populations and methods of delivery. Ultimately, students will be prepared to define their own philosophy of teaching, develop effective teaching skills and artistry, and plan to navigate a university career. 15 hours of on-site field work/ internship are required.
Successful completion of comprehensive examinations is necessary for progression to Ph.D. candidacy in the program.
The purpose of the doctoral examination is for students to independently demonstrate:
- Thorough mastery of the content of the first two years of the curriculum supported by literature and/or related research.
- The ability to demonstrate critical thinking through application, analysis, synthesis and evaluation of knowledge
- The ability to present answers in an organized and grammatically acceptable way.
The comprehensives occur in two phases: the written exam and a portfolio assessment. The written exams are administered after successful completion of two years (36 credits) with a cumulative grade-point average of at least 3.0 prior to sitting for examinations. The portfolio is submitted after the successful completion of three years (54 credits) with a cumulative grade-point average of at least 3.0.
LEAD 910 Dissertation Proposal Seminar
This seminar introduces students to the process of dissertation proposal development. Utilizing online discussions, student evaluations, and faculty feedback, this course will provide students with the opportunity to apply the knowledge obtained in previous research design courses, to develop their ability in writing research questions/hypotheses, and to critically evaluate organizational leadership research proposals. By the conclusion of the seminar, each student will complete the first draft of his/her dissertation proposal.
LEAD 920/921/922 Dissertation I, II, III
3 credits, 3 credits, 3 credits
The doctoral dissertation in Organizational Leadership is designed to demonstrate the student’s ability to conduct scholarly research. This project is accomplished through the collection and analysis of research data on a specific problem. The research must be on a problem worthy of study, using both primary and original data. The goal is to develop new sources of knowledge within an intellectual tradition. The dissertation should be original research that contributes to the field of knowledge, while simultaneously demonstrating the student’s comprehension of existing scholarship on the subject. LEAD910 is a prerequisite to LEAD 920 and subsequent dissertation courses.
LEAD 931 Dissertation Continuation
Students must enroll in this two-credit dissertation continuation course each semester to receive uninterrupted advising from their dissertation chair and members beyond LEAD920/921/922, until the semester when they defend their dissertation and are conferred. These credits do not accrue although students are billed for two credits. LEAD 920/921/922 are prerequisites to this course.