Ph.D. in Organizational Leadership

Course Descriptions

Ph.D. in Organizational Leadership Quick Links:

Core Curriculum
Business Leadership Concentration Curriculum
Nonprofit Leadership Concentration Curriculum
Educational Leadership Concentration Curriculum
Comprehensive Examination
Dissertation

Core Curriculum (36 credits)

The core curriculum consists of 12 courses in research methodologies and the leadership of dynamic organizations.

LEAD 710: Historical Perspective of Organizational Leadership: In this course, students will examine the history of leadership theory to understand the pattern of its development and to explore where the study of leadership may go in the future. 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 Western 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, political, literary, scientific, sociological, and theological perspectives.

LEAD 720: Leadership Theory and Practice: As a field of study, leadership is a complex subject. This course will expose students to leadership literature and theories, so that they may use them as a platform in order 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.

LEAD 730: Models of Organizational Behavior: The environment in which modern organizations operate is characterized by continuous change and intense competition. In order to achieve effective change, leaders must be adept at directing organizational transformation. This course examines behavioral models, culture and design systems in the modern organization while presenting operating strategies to direct and manage successful change. Students will learn how to develop and implement a vision and organizational success model, how to align an organization according to this model, and how to create a transformation process architecture based on their knowledge of organizational behavior and design systems.

LEAD 740: Research Methodology I: Foundations: This is the first of three courses aimed at instructing the doctoral student in the methods of social and behavioral science research in preparation for the doctoral dissertation. With an emphasis on the basic principles, techniques, and applications employed in the scientific method, this course will review the foundations of research methodology, providing students with a basic framework to evaluate social and behavioral science research. Students will be exposed to and tested on the major concepts and methods for generating hypotheses and designing a multi-measure study. This course will further enable students to critically and systematically evaluate the claims of “experts” in the popular press, as well as in scientific literature.

LEAD 810: Strategic Leadership: In today’s rapidly changing world, leadership within an organization must foster a shared culture that is based upon a common vision, mission, and shared 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 analyze, assess, and resolve complex management problems. Students will learn to use the four analytical techniques of SWOT analysis, value chain analysis, strategic cost analysis, and competitive strength assessment in the formulation of comprehensive business strategies.

LEAD 820: 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.

LEAD 830: Leadership, Spirituality and Mission: This course introduces students to the nature and purpose of spirituality and spiritual development within a leadership context. Significant questions about personal spirituality in various leadership situations such as change, moral decision-making, and ethical behavior will be addressed. Further, this course aims to assist students in constructing and refining the 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. Students will expand the breadth and depth of their knowledge of leadership through the investigation of the various components, methods, and perspectives of both contemporary and ancient practices of spirituality. Through introspection, religious reflection, spiritual insight, and practical discussions, students will develop greater self-awareness and an appreciation for the issues and interpretations relative to leadership and spirituality.

LEAD 840: Leadership, Justice and Servanthood: What does it mean to lead justly, to advocate for justice? We all cry out for justice but what do we really mean by that...what we think is fair? What is the basis for our understanding of fairness and justice: This course will examine the student's theories of justice in light of current justice theory, examine systematic injustice in society and in the world, and look at what it means to be leaders who are champions of just systems and practices in the student's own sectors and organizations. Leadership, Justice,, and Servanthood require each student to engage in reading, reflection, research, and discussion on theories of justice and the concepts of transformational leadership, servant leadership, and followership. The course explores how such an understanding can be used to assess injustice at the organizational or sector level, to advocate for justice, and to model servant leadership.

LEAD 850: Organizational Leadership, Governance and Accountability: Developing an understanding of the structures of accountability within an organization is vital to any leadership role. The key questions that we will examine in this course are: What accountability measures are most effective to assist the leader in the fulfillment of his or her role? When are controls restrictive and suffocating and when are they favorable to freedom and creativity? We will also examine the relationship between the CEO and the board, as well as differences in governance between for-profit and non-profit boards.

LEAD 860: Organizational Leadership and Globalization: Because globalization is an evolving concept relative to all disciplines, 21st-century leaders must develop a framework for engaging with all of the opportunities and challenges presented by global interconnectedness. This course examines the complex issues related to leadership within a global context. The practice of effective and moral leadership requires attention to particular contextual and situational factors, including the specific needs 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 methods of interaction. In addition, we will critically engage with thinkers who offer—individually and collectively—their own normative conceptions for constructing cross-cultural ethics or even a “global ethic.” Finally, we will examine not just how practices of effective and ethical leadership vary across nations and cultures, but also the ways in which leadership theory itself is culturally dependent.

LEAD 870: Research Methodologies III: Qualitative Research: Building upon the previous two research methods courses, this course introduces students to qualitative research methods through a variety of sources, including auto/biography, grounded theory, ethnography, phenomenology, and case study. Throughout the course, students will read and critique qualitative studies in order to learn how to articulate and evaluate the strengths and weaknesses of various qualitative research methods. Students will also gain first-hand experience in the qualitative research process by designing and conducting a mini-scale study, analyzing and interpreting their data, and writing and presenting a report on their findings.

LEAD 871: Research Methodologies II: Quantitative Research Methods: The second of three graduate level courses in research methods, this class introduces students to the knowledge base, processes, and experiences involved in designing, conducting, and reporting quantitative research studies relevant to selected research problems in organizational leadership. The course provides a comprehensive examination of the two major organizing frameworks for quantitative research and experimental designs, as well as a review of basic descriptive and inferential data analysis as preparation for a thorough grounding in the application of quantitative research design. Each student will apply the course content to conceptualize a research proposal, conduct the proposed study, analyze the data, prepare a written report according to APA guidelines, and present findings in an end-of-semester research symposium.

Students will complete a minimum of nine credits in one of the following concentrations: Business Leadership, Nonprofit Leadership or Educational Leadership. Note: Students begin taking concentration courses in the second year, after the completion of 18 credits.

Business Leadership Concentration

MNGT 750: Organizational Design: This course examines contemporary organizational design, evaluating organizations as living, dynamic systems. Organizations are explored through the frames of structure, human resources, politics, symbols, chaos and complexity, and appreciative inquiry. Students will also be introduced to classical organizational theory and will learn to critically examine the role of the leader in organizations.

MNGT 760: Organizational Change and Development: Students will explore theories of organizational change with an emphasis on transformational change (change that occurs at a fundamental level of the system). Strategies for identifying and positively affecting the core of the organization will be discussed. Further, students will acquire a vocabulary and conceptual framework for integrating technical definitions of communication, subjectivity, motivation, and beliefs into a coherent image of collective activity. They will also practice strategies, models, and methods for adapting to and affecting change in interpersonal and group situations.

MNGT 770: Strategic Management of Human Resources: This course introduces the technical and legal aspects of human resource management from a strategic business perspective. Students will learn how to manage human resources effectively in the dynamic legal, social, and economic environments currently governing organizations. Among the topics included are: formulation and implementation of human resource strategy, job analysis, 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 integration of human resource management within the overall business strategy will be emphasized.

MNGT 780: Training and Development: Building upon the belief that people are an organization's greatest resource, this course examines effective methods for providing employees with training and professional development experiences in order to align them with the purposes, values, and culture of a particular organization. Students will engage with both research and best practice to determine the roles of the leader, the human resources department and external consultants in training employees. By the completion of this course, students will be able to design and conduct a training program based on research and best practice and to evaluate the effectiveness of a training and development program.

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.

Non-Profit Leadership Concentration

BUSA 750: Strategic Management of Nonprofit Organizations: Guided by the unique mission of the non-profit sector, this course will develop the students' ability to manage organizational resources strategically. Specifically, the course will cover the use of operational and financial data for non-profit management decision making, review organizational and governance models, including hybrid models (profit generation within a non-profit), to ensure alignment with the organization's mission and long term sustainability.

BUSA 760: Advocacy and Public Policy: 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 such 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: Sometimes controversial, often challenging, and always illuminating, the issues of money, giving, and caring are pivotal themes in contemporary society. Beginning with its Judeo-Christian roots, this course traces the development of philanthropy, culminating with an examination of contemporary research findings on the subject. Historical analysis of the role of money and charity in society will be balanced with a view of modern philanthropic developments. This course will introduce students to the ideas and writings of the most influential thinkers on the subject while offering an examination of the different modes and styles of giving and the generational, cultural, and sociological forces that impact donor behavior. We will also explore the challenges that confront voluntarism and philanthropy. Students will develop an appreciation of the role of money and philanthropy in society from classical, historical, and Biblical perspectives.

BUSA 780: Capacity Building in Nonprofit Organizations: This course will review strategies for developing the capacity of human resources at all levels of the non-profit organization. Specifically, the practices of leadership development, performance management and peer to peer coaching and mentoring will be examined to maximize the capacity of the organization.

BUSA 880: Collaborative Leadership and Partnership: This course will cover the development of a philosophy of partnership and collaboration for the organization tying it to 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 wit the internal stake holders 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.

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Educational Leadership Concentration

EDU 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.”

EDU 760: Equity and Social Justice in Educational Leadership and Policy: Effective leaders in educational institutions must be able to analyze, synthesize, and apply research and theory derived from the political and social sciences, educational politics, and policy-making literature to problems associated with positions they either currently occupy or aspire to hold. This course is designed to introduce concepts, theories, and perspectives in educational politics and policy for use in educational leadership practice and scholarship. Course readings, presentations, class activities, and group discussions will focus on the critique of the political process and system, policy cycle and actors, and local, stat, and federal educational policy. By combining theoretical concepts and scholarly research with personal experiences and expertise, each student will increase his or her capability to deal with the value conflicts inherent in problem-solving situations that educational leaders must regularly confront.

EDU 770: Educational Leadership and Human Resource Development: Examining the function and practice of personnel administration in educational settings, this course considers trends in staffing, recruitment, selection, assignment, orientation, performance evaluation, grievances, labor relations, and negotiations. Students will learn to design a system of quality staff development that includes assessment of needs, evaluation of outcomes, motivational methods, and rewards systems. They will also learn to effectively manage grievance and labor disputes and to analyze policy and procedure handbooks.

EDU 780: Advanced Study of Educational Law and Finance: The first part of this course builds on the introductory education law course and focuses on contemporary legal issues confronting educational institutions. Readings and discussions are based on educational legal newsletters and journals, as well as cases reported in Education Week and the Chronicle of Higher Education. The second part of the course builds on the introductory education finance course and focuses on advanced methods to analyze financial status, forecast financial projections, and negotiate financial solutions for building programs.

EDU 880: Educational Leadership Practicum: The practicum integrates prior course work with on-site fieldwork in an educational organization, challenging students to apply knowledge acquired from each of the prerequisite courses. This required mentored experience addresses various administrative functions in each of the domains of educational leadership, including: finance, law, curriculum, communication, human resources, student services, advancement, community relations, and governance. The practicum espouses a reflective approach to understanding administrative leadership roles through journal writing, evaluations, and self-assessment so that students can discern strengths and weakness in their own professional skills and design a growth plan for their personal and professional development. 300 hours of on-site fieldwork is required.

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Comprehensive Examination

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.

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Dissertation (9 credits)

Students are introduced to the dissertation process through the research methodology courses in the core curriculum, and are assigned a research advisor at the beginning of the second term in the program. Formal work on the dissertation does not take place until all core and concentration credits have been fulfilled, comprehensive examinations have been satisfactorily completed, and candidacy to the degree has been granted. It is expected that this would normally take place in or after the third year of the program. The first step in the writing of the dissertation is the Dissertation Proposal Seminar.

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 920/921/931: Dissertation I and II, Dissertation Continuation: 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.

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