organizational development phd programs

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Organizational Behavior

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Scholars in the doctoral program in Organizational Behavior at Harvard Business School are prepared to pursue an interdisciplinary inquiry into issues that are broadly related to the functioning of individuals within groups, at either the micro or macro level. Graduates of our program go on to become the leading researchers and thinkers in organizational behavior, shaping the field and advancing theoretical understanding in posts at schools of management or in disciplinary departments.

The Organizational Behavior program is jointly administered by the faculty of Harvard Business School and the Department of Sociology in the Faculty of Arts and Sciences, and students have the opportunity to work with faculty from both the Faculty of Arts and Sciences and Harvard Business School.

Curriculum & Coursework

Our program offers two distinct tracks, with research focused either on the micro or macro level. Students who choose to focus on micro organizational behavior take a psychological approach to the study of interpersonal relationships within organizations and groups, and the effects that groups have on individuals. In macro organizational behavior, scholars use sociological methods to examine the organizations, groups, and markets themselves, including topics such as the influence of individuals on organizational change, or the relationship between social missions and financial objectives.

Your core disciplinary training will take place in either the psychology or sociology departments, depending on the track that you choose. You will also conduct advanced coursework in organizational behavior at HBS, and complete two MBA elective curriculum courses. Students are required to teach for one full academic term in order to gain valuable teaching experience, and to work as an apprentice to a faculty member to develop research skills. Upon completion of coursework, students prepare and present a dossier that includes a qualifying paper, at least two other research papers, and a statement outlining a plan for their dissertation. Before beginning work on the dissertation, students must pass the Organizational Behavior Exam, which presents an opportunity to synthesize academic coursework and prepare for an in-depth research project.

Research & Dissertation

Examples of doctoral thesis research.

• Cross-group relations, stress, and the subsequent effect on performance
• Internal group dynamics of corporate boards of directors
• Organizational mission and its effect on commitment and effort
• Psychological tendencies and collaboration with dissimilar others

Aurora Turek

Justine Murray

Jaylon Sherrell

“ In HBS’s Organizational Behavior program I receive outstanding, rigorous training in disciplinary methods and also benefit from the myriad resources that HBS has to offer. HBS scholars are looking to apply their research to real-world problems, come up with interventions, and make a real difference. ”

Current Harvard Sociology & Psychology Faculty

• George A. Alvarez
• Mahzarin R. Banaji
• Jason Beckfield
• Lawrence D. Bobo
• Mary C. Brinton
• Joshua W. Buckholtz
• Randy L. Buckner
• Alfonso Caramazza
• Susan E. Carey
• Paul Y. Chang
• Mina Cikara
• Christina Ciocca Eller
• Christina Cross
• Fiery Cushman
• Frank Dobbin
• Samuel J. Gershman
• Daniel Gilbert
• Joshua D. Greene
• Jill M. Hooley
• Rakesh Khurana
• Alexandra Killewald
• Talia Konkle
• Max Krasnow
• Michèle Lamont
• Ellen Langer
• Joscha Legewie
• Ya-Wen Lei
• Patrick Mair
• Peter V. Marsden
• Katie A. McLaughlin
• Richard J. McNally
• Jason P. Mitchell
• Ellis Monk
• Matthew K. Nock
• Orlando Patterson
• Elizabeth A. Phelps
• Steven Pinker
• Robert J. Sampson
• Daniel L. Schacter
• Theda Skocpol
• Mario L. Small
• Jesse Snedeker
• Leah H. Somerville
• Elizabeth S. Spelke
• Tomer D. Ullman
• Adaner Usmani
• Jocelyn Viterna
• Mary C. Waters
• John R. Weisz
• Christopher Winship
• Xiang Zhou

Current HBS Faculty

• Teresa M. Amabile
• Julie Battilana
• Max H. Bazerman
• David E. Bell
• Ethan S. Bernstein
• Alison Wood Brooks
• Edward H. Chang
• Julian De Freitas
• Amy C. Edmondson
• Robin J. Ely
• Alexandra C. Feldberg
• Carolyn J. Fu
• Amit Goldenberg
• Boris Groysberg
• Ranjay Gulati
• Linda A. Hill
• Nien-he Hsieh
• Jon M. Jachimowicz
• Summer R. Jackson
• Leslie K. John
• Jillian J. Jordan
• Rakesh Khurana
• Joshua D. Margolis
• Edward McFowland III
• Kathleen L. McGinn
• Tsedal Neeley
• Michael I. Norton
• Leslie A. Perlow
• Jeffrey T. Polzer
• Ryan L. Raffaelli
• Lakshmi Ramarajan
• James W. Riley
• Clayton S. Rose
• Arthur I Segel
• Emily Truelove
• Michael L. Tushman
• Ashley V. Whillans
• Letian Zhang
• Julian J. Zlatev

Current Organizational Behavior Students

• Jennifer Abel
• Yajun Cao
• Hanne Collins
• Grace Cormier
• Megan Gorges
• Bushra Guenoun
• Elizabeth Johnson
• Caleb Kealoha
• Kai Krautter
• Justine Murray
• C. Ryann Noe
• Dominika Randle
• Elizabeth Sheprow
• Jaylon Sherrell
• Yoon Jae Shin
• Erin Shirtz
• Samantha N. Smith
• Tiffany Smith
• Channing Spencer
• Yuval Spiegler
• Emily Tedards
• Aurora Turek
• Julie Yen

Current HBS Faculty & Students by Interest

Recent placement, hanne collins, 2024, evan defilippis, 2023, hayley blunden, 2022, lumumba seegars, 2021, karen huang, 2020, stefan dimitriadis, 2019, elizabeth hansen, 2019, julie yen, 2024, jeff steiner, 2023, ahmmad brown, 2022, yanhua bird, 2020, jeffrey lees, 2020, alexandra feldberg, 2019, martha jeong, 2019, nicole abi-esber, 2023, elliot stoller, 2023, ariella kristal, 2022, leroy gonsalves, 2020, alicia desantola, 2019, catarina fernandes, 2019.

Tepper School of Business

Ph.D. Program in Organizational Behavior and Theory

Interdisciplinary approach & methodological rigor.

Understanding human behavior in organizations and solving problems requires the integration of a variety of social science and related disciplines. A distinguishing feature of the Tepper School's OBT Ph.D. program is the broad interdisciplinary training it provides across an array of areas (e.g., psychology, sociology, economics, strategy, and computer and data science). Not only do OBT doctoral students interact with other students and faculty within the Tepper School of Business, through cross-registration in courses and participation in colloquia, OBT doctoral students also have opportunities to interact with students and faculty in departments such as Engineering and Public Policy, Human-Computer Interaction, Social and Decision Sciences, Psychology and a variety of departments at the University of Pittsburgh. A cornerstone of the OBT Ph.D. program is its methodological training and rigor. From computer science courses in machine learning and AI to courses in advanced statistical methods, students develop a deep understanding of analytical methods and tools.

Collaborative Culture

A small number of students are accepted into the group each year, with a total of about 10 OBT doctoral students in residence. Student-faculty relationships are close, which permits the tailoring of the program of study to fit the background and career goals of the individual.

Course of Study

Our program emphasizes preparation for careers in scholarly research, and graduates of the program usually pursue careers in academic or research institutions. During their course of study, students have the opportunity to engage with faculty in doctoral seminars and joint research, meet with visiting scholars, and interact with other faculty and students across campus. We prepare our graduates to be competitive on the academic job market by getting them involved in research from Day 1.  Program requirements include the successful completion of two research-based papers in the first and second years of the program, qualifying exams, a “minor” area requirement and a doctoral dissertation.  

Research Specializations

Diversity, inclusion, and human capital.

Diversity is at the core of many important organizational problems and many of our OBT faculty make important contributions to the growing knowledge base on diversity and its impact on individual, group, and organizational outcomes.

FACULTY RESEARCH INTERESTS

• Rosalind Chow: gender and promotion processes
• Oliver Hahl: gender, race, and cultural capital effects on supply and demand for human capital in markets (i.e., hiring and career outcomes)
• Denise Rousseau: the employment relationship, evidence-based management
• Catherine Shea: gender issues in management, advice seeking, interpersonal dynamics
• Laurie Weingart: gender and non-promotable tasks in the workplace, gender and negotiation, interdisciplinary teams
• Anita Williams Woolley: gender diversity, cognitive diversity and team collective intelligence

Ethics and Justice

Unethical and unjust behaviors are costly to organizations and society. The OBT group in the Tepper School has three members with expertise in the areas of business ethics and social justice (Aven, Chow, and Cohen). The Tepper School is also home to ethics scholar Tae Wan Kim, whose research takes philosophical perspectives on business ethics.

• Brandy Aven: relational attributes of fraud and corruption
• Rosalind Chow: perceptions of and responses to social inequality
• Taya Cohen: interpersonal misconduct, workplace deviance, moral character, guilt, shame, trust and trustworthiness
• Tae Wan Kim: artificial Intelligence ethics, future of work, business ethics

Groups and Teams

The OBT group in the Tepper School houses three scholars who are leaders in the areas of groups and teams (Argote, Weingart, and Woolley) and others whose work is directly relevant (Aven, Chow, Cohen, and Hahl). The Tepper School and Carnegie Mellon more broadly host several other faculty who work in this area (Carley, Kiesler, and Krackhardt). We regularly graduate students who conduct research on groups and teams.

• Linda Argote: learning, transactive memory and knowledge transfer within and between groups
• Brandy Aven: networked teams
• Rosalind Chow: power and status within/between groups, impacts of diversity on group functioning and performance
• Taya Cohen: cooperation and conflict within and between groups, pathways to status and leadership in groups
• Oliver Hahl: perceptions of status, authenticity and identity within/between groups
• Laurie Weingart: conflict in teams, multiparty negotiation, negotiation and group dynamics
• Anita Woolley: collective intelligence, team strategic orientation, team performance

Knowledge Transfer and Learning in a Technologically-Driven World

The OBT group in the Tepper School includes scholars whose work has been foundational to the field of organizational learning (Argote) and includes four other scholars who are substantially engaged in the growing body of work on knowledge transfer and learning (Aven, Hahl, Lee, and Woolley). Reflecting the Tepper School's focus on the intersection of business and technology, faculty research involves responses to rapid change, coordination of work distributed across time and place, organizational learning. Our work also connects to scholars working in related areas in Information Systems (Mukhopadhyay and Singh) and Economics (Epple) at the Tepper School, as well as researchers at Heinz (Krishnan), Engineering (Fuchs), and Computer Science (Carley, Dabbish, and Rose) at Carnegie Mellon, also conduct research relevant to learning.

• Linda Argote: transactive memory systems, knowledge transfer, organizational learning, the effects of technology on learning and knowledge transfer
• Brandy Aven: transactive memory systems, the effects of technology on networked systems for learning and knowledge transfer
• Oliver Hahl: learning and knowledge transfer, effect on firm performance
• Sunkee Lee: organizational learning, effect of the spatial design of workplaces and incentive systems on organizational learning, knowledge transfer, exploration vs. exploitation, learning from own and others’ experiences
• Anita Woolley: learning and collective intelligence in groups and organizations, increasing collective intelligence in human-computer systems

Networks and Organizations

Research on the formation and consequences of social networks in organizations and markets have become central to our understanding of how organizations and markets work. The OBT group in the Tepper School hosts four scholars who work on important areas related to the role of social networks in organizations (Argote, Aven, Hahl, and Shea). Researchers at Heinz (Krackhardt) and Computer Science (Carley) at Carnegie Mellon, also conduct research in areas that inform our knowledge of social networks as well as the methodologies employed to distinguish their antecedents and effects.

• Linda Argote: learning and knowledge transfer through social networks
• Brandy Aven: formation of social networks, persistence (or not) of social networks, learning and deviance within social networks, knowledge sharing in social networks
• Oliver Hahl: identity in social networks, perceptions of brokers in networks, organizational networks and individual performance
• David Krackhardt: social network analysis theories and methods, informal organizations
• Catherine Shea: social network cognition, network formation, experimental methods in social networks

Entrepreneurial and Organizational Strategy

The “Carnegie School” has long influenced research on strategy, particularly by looking at the microfoundations of strategic selection, implementation, and performance. The OBT group in the Tepper School hosts four scholars who work on important areas in firm strategy (Argote, Aven, Hahl, and Lee) that all tie back to the Carnegie School’s foundations in the Behavioral Theory of the Firm . Additionally, scholars in Economics and Marketing (Miller, Epple and Derdenger) at the Tepper School and in the Engineering and Public Policy school at Carnegie Mellon (Fuchs and Armanios) also collaborate in research with Tepper faculty and students research in areas that inform organizational theory, entrepreneurial strategy, firm strategy selection and implementation, and firm performance.

• Linda Argote: organizational learning and capability development, micro foundations of strategy and firm performance, behavioral theories of strategy
• Brandy Aven: entrepreneurial strategies, entrepreneurial teams, behavioral theories of entrepreneurship and strategy
• Oliver Hahl: identity-based strategies, categories, diversification, status and authenticity in markets, human capital management and firm performance, microfoundations of strategy and firm performance, behavioral theories of strategy
• Sunkee Lee: organization design, exploration/exploitation, incentives, spatial design, response to performance feedback, firm acquisition behavior and performance, microfoundations of strategy and firm performance, behavioral theories of strategy

P lease visit our Ph.D. Student Profiles page t o view the profiles of our current doctoral candidates.

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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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• Organizational Behavior

In the field of organizational behavior we research fundamental questions about the behavior of individuals, groups and organizations, from both psychological and sociological perspectives.

A distinguishing feature of Stanford’s PhD Program in organizational behavior is the broad interdisciplinary training it provides. Our students benefit from their interactions with scholars from many disciplines within the Graduate School of Business, as well as from Stanford University’s long-standing strength in the study of psychology, organizations, and economic sociology.  The program is broken down into two broad subareas: Macro Organizational Behavior and Micro Organizational Behavior .

Cross-registration in courses, access to faculty, and participation in colloquia are available in other Stanford departments, such as sociology and psychology . Strong relations with these departments mean that students can build their careers on the foundation of strong disciplinary training in psychology and sociology, respectively.

A small number of students are accepted into the program each year, with a total of about 20 organizational behavior students in residence.

The doctoral program places a heavy emphasis on training students through active engagement in the process of doing research. In addition to formal seminars with invited presenters, our faculty and students exchange research ideas and advice at informal weekly lunches and lab meetings. Students work as research assistants and are expected to conduct independent research early in the program. 

Macro Organizational Behavior: Organizational Theory and Economic Sociology

The Macro OB track is dedicated to training students who will be leading researchers in the fields of organizational theory and economic sociology. Our faculty members are among the foremost scholars who bring a sociological approach to the study of organizations and markets.

The training provides a deep grounding in the study of:

• Organizations as social systems
• The dynamics of change in organizations
• Industries and markets
• The relationships between organizations and their environments

Faculty study a range of topics, such as:

• The role of identity and categories in organizational processes
• Organizational culture and its dynamics
• Change in cultural categories and markets
• Social movements and their influence on firms and markets
• Firm strategies and the effects of long-run histories of strategic interaction
• The impact of workforce demographic change and labor market inequality
• Organizational learning processes
• Social networks
• Entrepreneurship and firm formation processes

Micro Organizational Behavior

The study of how individuals and groups affect and are affected by organizational context. Drawing primarily on psychological approaches to social science questions, this area includes such topics as:

• Decision-making
• Moral judgment
• Social norms
• Negotiation and bargaining
• Cooperation and altruism
• Group processes
• Stereotyping and injustice
• Personality
• Power, status and influence

There is also a formal institutional link between the behavioral side of marketing and the micro side of organizational behavior, which is called the Behavioral Interest Group. The Stanford GSB Behavioral Lab links members of this group. This lab supports work across field boundaries among those with behavioral interests.

Preparation and Qualifications

All students are required to have, or to obtain during their first year, mathematical skills at the level of one course each of calculus and linear algebra, probability, and mathematical statistics.

Macro Organizational Behavior Faculty

William p. barnett, robert a. burgelman, glenn r. carroll, julien clement, amir goldberg, helena miton, hayagreeva rao, sarah a. soule, jesper b. sørensen, micro organizational behavior faculty, justin m. berg, jennifer eberhardt, francis j. flynn, michele j. gelfand, deborah h. gruenfeld, michal kosinski, brian s. lowery, ashley martin, david melnikoff, dale t. miller, benoît monin, charles a. o’reilly, jeffrey pfeffer, emeriti faculty, michael t. hannan, roderick m. kramer, joanne martin, margaret ann neale, jerry i. porras, recent publications in organizational behavior, social norm change: drivers and consequences, bayesianism and wishful thinking are compatible, changes in social norms during the early stages of the covid-19 pandemic across 43 countries, recent insights by stanford business, why investors throw money at eccentric ceos, psst — wanna know why gossip has evolved in every human society, unlocking the “iron cage” of corporate conformity.

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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.

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Organizational Behavior

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• Program Requirements

Scholars in the doctoral program in Organizational Behavior at Harvard Business School are prepared to pursue an interdisciplinary inquiry into issues that are broadly related to the functioning of individuals within groups, at either the micro or macro level. Graduates of our program go on to become the leading researchers and thinkers in organizational behavior, shaping the field and advancing theoretical understanding in posts at schools of management or in disciplinary departments.

The Organizational Behavior program is jointly administered by the faculty of Harvard Business School and the Department of Sociology in the Faculty of Arts and Sciences, and students have the opportunity to work with faculty from both the Faculty of Arts and Sciences and Harvard Business School.

Curriculum & Coursework

Our program offers two distinct tracks, with research focused either on the micro or macro level. Students who choose to focus on micro organizational behavior take a psychological approach to the study of interpersonal relationships within organizations and groups, and the effects that groups have on individuals. In macro organizational behavior, scholars use sociological methods to examine the organizations, groups, and markets themselves, including topics such as the influence of individuals on organizational change, or the relationship between social missions and financial objectives.

Your core disciplinary training will take place in either the psychology or sociology departments, depending on the track that you choose. You will also conduct advanced coursework in organizational behavior at HBS, and complete two MBA elective curriculum courses. Students are required to teach for one full academic term in order to gain valuable teaching experience, and to work as an apprentice to a faculty member to develop research skills. Upon completion of coursework, students prepare and present a dossier that includes a qualifying paper, at least two other research papers, and a statement outlining a plan for their dissertation. Before beginning work on the dissertation, students must pass the Organizational Behavior Exam, which presents an opportunity to synthesize academic coursework and prepare for an in-depth research project.

Research & Dissertation

Examples of doctoral thesis research.

• Cross-group relations, stress, and the subsequent effect on performance
• Internal group dynamics of corporate boards of directors
• Organizational mission and its effect on commitment and effort
• Psychological tendencies and collaboration with dissimilar others

Aurora Turek

Justine Murray

Jaylon Sherrell

“ In HBS’s Organizational Behavior program I receive outstanding, rigorous training in disciplinary methods and also benefit from the myriad resources that HBS has to offer. HBS scholars are looking to apply their research to real-world problems, come up with interventions, and make a real difference. ”

Current Harvard Sociology & Psychology Faculty

• George A. Alvarez
• Mahzarin R. Banaji
• Jason Beckfield
• Lawrence D. Bobo
• Mary C. Brinton
• Joshua W. Buckholtz
• Randy L. Buckner
• Alfonso Caramazza
• Susan E. Carey
• Paul Y. Chang
• Mina Cikara
• Christina Ciocca Eller
• Christina Cross
• Fiery Cushman
• Frank Dobbin
• Samuel J. Gershman
• Daniel Gilbert
• Joshua D. Greene
• Jill M. Hooley
• Rakesh Khurana
• Alexandra Killewald
• Talia Konkle
• Max Krasnow
• Michèle Lamont
• Ellen Langer
• Joscha Legewie
• Ya-Wen Lei
• Patrick Mair
• Peter V. Marsden
• Katie A. McLaughlin
• Richard J. McNally
• Jason P. Mitchell
• Ellis Monk
• Matthew K. Nock
• Orlando Patterson
• Elizabeth A. Phelps
• Steven Pinker
• Robert J. Sampson
• Daniel L. Schacter
• Theda Skocpol
• Mario L. Small
• Jesse Snedeker
• Leah H. Somerville
• Elizabeth S. Spelke
• Tomer D. Ullman
• Adaner Usmani
• Jocelyn Viterna
• Mary C. Waters
• John R. Weisz
• Christopher Winship
• Xiang Zhou

Current HBS Faculty

• Teresa M. Amabile
• Julie Battilana
• Max H. Bazerman
• David E. Bell
• Ethan S. Bernstein
• Alison Wood Brooks
• Edward H. Chang
• Julian De Freitas
• Amy C. Edmondson
• Robin J. Ely
• Alexandra C. Feldberg
• Carolyn J. Fu
• Amit Goldenberg
• Boris Groysberg
• Ranjay Gulati
• Linda A. Hill
• Nien-he Hsieh
• Jon M. Jachimowicz
• Summer R. Jackson
• Leslie K. John
• Jillian J. Jordan
• Rakesh Khurana
• Joshua D. Margolis
• Edward McFowland III
• Kathleen L. McGinn
• Tsedal Neeley
• Michael I. Norton
• Leslie A. Perlow
• Jeffrey T. Polzer
• Ryan L. Raffaelli
• Lakshmi Ramarajan
• James W. Riley
• Clayton S. Rose
• Arthur I Segel
• Emily Truelove
• Michael L. Tushman
• Ashley V. Whillans
• Letian Zhang
• Julian J. Zlatev

Current Organizational Behavior Students

• Jennifer Abel
• Yajun Cao
• Hanne Collins
• Grace Cormier
• Megan Gorges
• Bushra Guenoun
• Elizabeth Johnson
• Caleb Kealoha
• Kai Krautter
• Justine Murray
• C. Ryann Noe
• Dominika Randle
• Elizabeth Sheprow
• Jaylon Sherrell
• Yoon Jae Shin
• Erin Shirtz
• Samantha N. Smith
• Tiffany Smith
• Channing Spencer
• Yuval Spiegler
• Emily Tedards
• Aurora Turek
• Julie Yen

Current HBS Faculty & Students by Interest

Recent placement, hanne collins, 2024, evan defilippis, 2023, hayley blunden, 2022, lumumba seegars, 2021, karen huang, 2020, stefan dimitriadis, 2019, elizabeth hansen, 2019, julie yen, 2024, jeff steiner, 2023, ahmmad brown, 2022, yanhua bird, 2020, jeffrey lees, 2020, alexandra feldberg, 2019, martha jeong, 2019, nicole abi-esber, 2023, elliot stoller, 2023, ariella kristal, 2022, leroy gonsalves, 2020, alicia desantola, 2019, catarina fernandes, 2019.

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Organizational Learning, Performance, and Change Ph.D. (In-Person)

Colorado State University’s organizational learning, performance, and change Ph.D. program in Denver develops both research and practical expertise, helping you understand workplaces on a deeper level and enhance them with long-lasting solutions.

Earn your Ph.D. in organizational development in a classroom setting in Denver

Develop the skills to improve organizational effectiveness, enhance your decision-making, and develop analysis and research expertise. Designed for working executives, researchers, and academics, the program offers the unique structure of bi-weekly Saturday meetings held face-to-face in downtown Denver.

Strongly grounded in organizational, strategic, and change management theory, the Ph.D. in Education and Human Resource Studies – Organizational Learning, Performance, and Change Specialization – focuses on a combination of sociological, systems, psychological, and economic approaches to performance improvement strategies.

Become an expert in organizational leadership and change management

CSU's renowned faculty , known for their research and industry practice, teach to their specialties in several areas, including:

• Scenario planning
• Systems leadership
• Political, social, and relational aspects of the workplace
• Socialization and onboarding
• Workplace learning
• Constructivist inquiry

Practical, growth-oriented activities are built into the curriculum to ensure educational relevance and applicability in today's challenging business and institutional environments.

Strong theory-to-practice models ensure that you will acquire advanced research competencies, the ability to manage change effectively, and the skills to improve the performance and effectiveness of your organization immediately.

Build your professional network

As a student, you enter the Ph.D. in organizational leadership program in a cohort and complete courses based on an established plan of study. The same group of students goes through the program together, offering a cohesive support structure and built-in professional network. The cohort structure fosters support and allows you to network with other students seeking to create and administer organizational learning opportunities.

Health and Human Science Matters Podcast

Find out how CSU’s research is making an impact by tuning into the Health and Human Science Matters Podcast , a collection of lively, engaging conversations with members of the college community.

Hear OLPC Ph.D. students explain how the program has helped enhance their decision-making skills, improve their organizational effectiveness, and develop analytical and research expertise.

OLPC Ph.D. Students

See how the program has helped Zachary, Victor, Erin, Gretchen, and Dea become effective managers, leaders, and facilitators in businesses and organizations.

EDOD 706 – Organizational Learning, Performance, Change

This course covers the history, development and current status of organizational learning, performance and change theory, research and practice (praxis). Students will learn the overall issues in the discipline and to orient themselves to the critical problems and emerging opportunities and challenges. Theoretical foundations are covered as well as philosophies informing theory and research to practice and integration in this applied discipline.

EDOD 761 – Evaluation and Assessment in OLPC

This course focuses on the importance of assessing and evaluating the effectiveness of organization change interventions for stakeholders. Various models of assessment and evaluation are presented, their similarities and differences, strengths and weaknesses, and appropriateness for use in specific types of interventions are explored. Students select a model and apply it to a change intervention they have been involved with and develop basic assessment and evaluation skills, including financial skills for analyzing financial benefits of interventions.

EDOD 766 – Scenario Planning in Organizations

This course focuses on the theory and practice of scenario planning. Foundational texts, theories, and research are covered to provide a background and orientation to scenario planning. Basic organizational strategy concepts are also covered. In teams, students are required to apply scenario planning in an organization they have access to under the guidance of the professor. In this applied learning model, students will gain a perspective of theory applied in practice and making the necessary adjustments to improve performance with scenario planning in organizations.

EDOD 768 – Workforce Development

This course focuses on two major aspects of workforce development: first how to develop a workforce inside a specific organization, and second, the dynamics and trends of workforce development as a national and international industry or discipline. The course first focuses on the practical tools for developing, managing and leading a micro-workforce in a given company, including the dynamics that are in play. In addition, major trends and research themes that cut across a variety of disciplines and are relevant to national and international workforce dynamics are examined.

EDOD 769 – Theory and Practice of Change

Examination of the history, nature, theory and informing research on organization development and change management in organizations. Different types and models of organization development, organizational change theories and models are examined along with their implications for effecting and managing change in different performance/organization settings.

EDOD 772 – Theory Building in Applied Disciplines

This course focuses on a general methods approach to theory building in applied disciplines. Foundational texts, perspectives, approaches and research are covered to provide a background and orientation. Students apply principles in the initiation of a new theory in some domain of interest, and use course principles to critique existing theories.

EDOD 773 – Systems Leadership

This course focuses on a systems approach to leadership in organizations. Foundational texts, perspectives, approaches and research are covered to provide a background and orientation. Students apply principles in the examination of leadership practices in an organization to which they have access. Applied learning dominates the course, exposing students to real examples of leadership and leadership development practices in a variety of systems and settings.

EDOD 792A – Research Seminar – Initiating your Research

This course is positioned at the conclusion of program content courses. The premise is to begin more seriously entertaining dissertation topics and ideas from a variety of research methodologies, perspectives and practical approaches. Instructors will lead students through the consideration of their potential research topics from 2-3 different research design approaches to illustrate the pros and cons of each.

EDOD 792B – Research Seminar – Applied Research

Edrm 700 – quantitative research methods.

The basics of quantitative research including foundations, philosophies, and different premises of knowledge creation are covered in the context of organizational research.

EDRM 701 – Applied Linear Models – Educational Research

A specific quantitative technique and set of analysis tools are covered for predictive approaches to regression. Includes bivariate regression, multiple regression, linear regression and other analysis techniques based on the general linear model.

EDRM 702 – Foundations of Educational Research

Philosophical, theoretical, and ethical foundations of educational research.

EDRM 703 – Applied Longitudinal Data Analysis

A specific quantitative technique and set of analysis tools are covered for longitudinal research studies.

EDRM 705 – Qualitative Data Analysis

Basic methods of data collection and analysis are covered for qualitative research studies. Topics include interview techniques, interview structuring approaches, data collection and categorization including using software and manual techniques. Major analysis techniques are covered including the constant comparative method among others.

EDRM 706 – Analysis of Variance – Educational Research

A specific quantitative technique and set of analysis tools are covered for a variety of research designs involving the comparisons of two groups.

EDRM 707 – Quantitative Data Collection Methods/Analysis

Basic methods of data collection and analysis are covered for quantitative research studies. Topics include overview of survey design, data normality, standard assumptions, skewness, kurtosis, and an introduction to some of the major quantitative research designs and analysis methods.

EDRM 708 – Narrative Inquiry

Edrm 772 – proposal development.

This course features time spent on developing and critiquing possible dissertation proposal ideas. The purpose of the course is to provide significant opportunities for students to make progress on their dissertation research proposals and for professor feedback on dissertation structure, design, review of relevant literature, and analysis method selection.

The organizational learning, performance, and change Ph.D. program holds classes in downtown Denver, but also utilizes online learning tools to facilitate collaboration and supplement coursework. Faculty work closely with students as mentors on coursework, the application of theory, and the development and completion of dissertation research.

The small cohort size of approximately 20 students, the fact that faculty are experienced change agents and researchers, and the use of discussion, projects, and papers all enhance the student-faculty relationship. The student-student relationship is also vital to add a personal dimension to the small group activities that are an integral part of the program.

The program is very selective and looks for a diverse group of students. Applicants must have significant work experience, a strong belief in the application of research to define problems and discover solutions, and the drive to apply solutions for the betterment of individuals within organizations and the organizations themselves. Throughout the program, faculty will challenge students to publish and present their finalized projects, papers, and research within relevant publications and at conferences.

Susan A. Lynham, Ph.D.

Dr. Lynham is an associate professor at Colorado State University and Chair of the Organizational Learning, Performance, and Change (OLPC) Program in the School of Education.

She earned her M.A. degree in Organizational Leadership from the University of St. Catherine, Minnesota. Her M.Ed. and Ph.D. degrees in Human Resource Development are from the University of Minnesota, where she graduated in 2000. Susan has over 20 years practical experience in human resource development (HRD), with a special passion for organization development (OD), and has consulted and presented nationally and internationally in these areas. She has also taught at a number of academic institutions during her career, including the University of Minnesota, Louisiana State University, and Texas A&M University.

Susan focuses her teaching and research expertise in the areas of responsible leadership, scenario planning based leadership development, national human resource development, constructivist inquiry, and theory development in applied disciplines. She is an engaged member of the HRD scholarly community, both locally and abroad. As such she has served as an elected board member of the Academy of Human Resource Development, is the past Editor-in-Chief of the Academy of Human Resource Development journal Advances in Developing Human Resources, and serves on the editorial board of a number of core journals in the field.

A native of South Africa, Dr. Lynham enjoys regular visits to her home country—for purposes of both pleasure and work! The diversity of her background enables her to study and practice her field across a spectrum of national cultures, and contexts of complexity.

Thomas J. Chermack, Ph.D.

Tom is a Professor in organizational studies at Colorado State University, where he serves as chair of the university’s Ph.D. program in Organizational Learning, Performance, and Change (OLPC). Tom teaches courses on scenario planning, human expertise, analysis in organizations, change management, and organization development. With a focus on the theoretical foundations and outcomes of scenario planning, Tom's research has won several awards for excellence based on demonstrating the benefits of scenario planning.

Tom is also the founder and Director of the Scenario Planning Institute , an organization that documents scenario planning activity, tracks research, facilitates seminars, and consults with organizations nationally and internationally.

In addition to his academic activities, Tom maintains his passion for serving industry and public clients as an advisor through Chermack Scenarios, a scenario planning consultancy. Tom facilitates scenario planning projects that yield insights resulting in an enhanced ability to navigate environmental uncertainties.

Connect with Tom for questions about the practice of scenario planning. He can be reached through the following links:

[email protected] | (612) 387-1951

linkedin.com/in/thomasjchermack

When will the next cohort begin?

The next application term is for Fall 2024.

Where and when do classes meet?

Fall 2024 cohort classes will take place at CSU Spur campus in Denver. Class sessions will meet eight Saturdays per semester. Students enroll in two courses, one held in the morning and one in the afternoon with an hour break in between.

Do I have to write a dissertation?

Yes, this degree requires you to complete a dissertation. You will work directly with your advisor to identify your topic of interest.

Do I need to take the GRE or GMAT in order to apply to this program?

If i have to drop a semester, is that a problem.

The OLPC Ph.D. is delivered in a cohort model where students begin and end the program together. Students are encouraged to commit to the full duration of the program to ensure they stay on track and are able to complete coursework in eight semesters. If you are required to skip a semester, your graduation will be delayed until appropriate arrangements can be made with your advisor to make up the coursework.

How much do books cost?

Books typically cost $200-$250 per semester.

What are typical assignments, and how much time is spent preparing outside of class?

Much of the coursework is centered on completing projects, case studies, papers, reading assignments, and presentations. Students work on individual and group assignments, and it is recommended that 10-15 hours per week is spent outside of class.

Are assistantships or scholarships available?

No, but federal financial aid is available. Learn more about federal financial aid »

I am looking for a new job. How will this program help me?

The OLPC Ph.D. program prepares students for advanced positions in business, education, government, nonprofit, consulting, and more. The program offers students the opportunity to network with seasoned professionals who value collaboration and advanced learning. The cohort model ensures greater cohesiveness and the development of professional networks which lead to greater opportunities for advancement.

As a student in CSU’s organizational learning, performance, and change Ph.D. program, you will receive a degree from a regionally accredited, renowned research institution while taking courses at times and locations that fit your busy life. Additionally, you can expect a program that offers:

• Scholar-Practitioner Training: Our focus is on developing students into high-level scholars and industry experts by ensuring research is grounded in ongoing professional practice.
• Expert Instruction: Renowned faculty , known both for their research and industry practice, teach to their specialties in the areas of scenario planning and systems leadership.
• Practical Experience: Apply what you learn in the program to your workplace, and initiate practical solutions while receiving faculty support.
• Convenience: Our program combines bi-weekly Saturday meetings held in downtown Denver with supplementary online coursework designed to allow you to maintain your already busy schedule.
• An Interdisciplinary Approach: We deliver course content focused on systems, psychological, and economic approaches to performance improvement strategies.
• Tools to Enact Change: Faculty teach a systematic approach to examining individual, group, and process segments within organizations, allowing you to produce highly relevant, customizable, and long-term change solutions.
• A Cohort Model: The same group of students goes through the program together, offering a cohesive support structure and built-in professional network.

Learn more about CSU's rankings and accolades.

Requirements

The OLPC Ph.D. requires students to complete 48 credit hours, plus a dissertation and faculty advising credits, for a total of 60 credits. Students enter the program in a cohort and complete courses based on an established plan of study.

For more information on the steps required to complete a doctoral program, read the School of Education Doctoral Process guide .

This program hones a rare combination of applied expertise and research skills. The first four semesters provide students with cutting-edge tools and processes for organization development, including Systems Leadership, Evaluation and Assessment, and Scenario Planning. These courses feature our leading faculty and provide students with skills they can immediately apply to their work. The following semesters focus on research skills. In these courses students will gain expertise to carry out applied research and contribute to the generation of new knowledge in their chosen area.

Faculty assist students in developing and refining their dissertation research at the start of the second year of the program, and students can explore a few potential topics with faculty advice and input. Students then complete a dissertation enabling them to advance their expertise in research design, analysis, and execution in a relevant area that will add significantly to academic and professional literature.

Students take two courses per semester, and each course meets eight Saturdays per semester at the CSU Extended Campus - Denver. All courses within the Plan of Study are required.

Plan of Study

• EDOD 706 – Organizational Learning, Performance, Change (3 cr.)
• EDOD 768 – Workforce Development (3 cr.)
• EDOD 761 – Evaluation and Assessment in OLPC (3 cr.)
• EDOD 769 – Theory and Practice of Change (3 cr.)
• EDOD 766 – Scenario Planning in Organizations (3 cr.)
• EDOD 771 – Social, Cultural and Political Foundations of the Workplace (3 cr.)
• EDOD 772 – Theory Building in Applied Disciplines (3 cr.)
• EDOD 773 – Systems Leadership (3 cr.)
• EDRM 702 – Foundations of Educational Research (3 cr.)
• EDOD 792 – Seminar: Human Resource Development (1-18 cr.)
• EDRM 700 – Quantitative Research (3 cr.)
• EDRM 704 – Qualitative Research (3 cr.)
• EDRM 705 – Qualitative Data Analysis (3 cr.)
• EDRM 707 – Quantitative Data Collection Methods/Analysis (3 cr.)
• EDRM 792B – Seminar: Proposal Development (1-3 cr.)

Fall and Spring – subsequent years

• EDRM 792A – Seminar: Research Methodology (1-18 cr.)
• EDOD 799 – Dissertation (1-18 cr.)

Next Application Deadline: March 15, 2024

Note : The department will begin accepting applications in Fall of 2023.

Start your application online and upload materials directly into the online system. You can save your progress and return any time.

1 Review Admission Requirements

• An undergraduate and a master's degree from a regionally accredited postsecondary institution or a CSU recognized international institution is required.
• Minimum 3.00 GPA
• Ten to twelve years of advanced experience in a related discipline

Meeting the minimum requirements does not ensure admission to the degree specialization. Admission is based on a number of factors, including prior academic and professional experience, your personal statement, and fit with the program.

2 Prepare Application Materials

Prepare the materials below and upload when you apply online.

• Your purpose for pursuing graduate education and how it will contribute to your long-term goals and career plans;
• Why you have selected Colorado State University as the place to pursue your graduate studies; and
• A description of teaching, research/creative, or other academic work you have engaged in relevant to the qualifications.
• Dissertation topics are areas of interest that may develop into the focus of your dissertation research.
• Please provide a one-page statement for each of your three areas of interest with each topic/area of interest clearly indicated.
• Previous or current college/university instructors
• Previous or current professional supervisors
• Colleagues who can verify the specific impact of your professional or intellectual expertise
• Letters from friends, co-workers, relatives, or character witnesses will be considered supplemental to the three required references
• Record of all collegiate work, including institution names, attendance dates, and degrees earned
• Record of all professional employment, including dates of service
• List of special skills or competencies, including certifications and licensures
• List of publications, exhibitions, prizes, awards, or other recognition
• List of service activities, including community or charity

3 Complete Online Application

Complete the online graduate application and pay the nonrefundable application processing fee (payable online). As soon as you have completed the required information, please submit your application. Your application will not be reviewed until it is complete and all required materials have been received.

• Select "Education and Human Resource Studies / Organizational Learning Performance and Change (Ph.D.) - Denver" when choosing the program of study.

4 Request Transcripts

Request one official transcript of all collegiate work completed from all institutions attended. Transcripts from Colorado State University are not required. Transcripts must be received directly from the originating institution to be considered official.

Please Note: Students may be unconditionally admitted and registered in their first semester of courses with an unofficial transcript. Official transcripts must be submitted, prior to or during your first semester, before you can register for your second semester of graduate work. Failure to meet this condition will result in your dismissal from the Graduate School.

Electronic (preferred): Digital Transcripts must be submitted by the originating institution using a secure service such as parchment, eScrip-Safe, the National Student Clearinghouse, or e-Quals. Transcripts received via emails are considered unofficial. Use institution code 4075 for Colorado State University or [email protected] if the secure service requires an email address.

Mail (if necessary) Graduate Admissions Colorado State University – Office of Admissions 1062 Campus Delivery Fort Collins, CO 80523-1062

Check Your Application Status

View your application status at any time to ensure your application checklist is complete or to check on updates.

Selection Timeline : Applications received by March 15 will be reviewed immediately and applicants will be notified of a decision within 2-4 weeks after March 15. Applications received after March 15 will be reviewed on a rolling admissions basis.

For International Applicants

Proof of English language proficiency is required for applicants from countries or United States territories where there are official languages other than (or in addition to) English. This includes the U.S. territories of American Samoa, Guam, the Northern Mariana Islands, and Puerto Rico.

Learn more about English language proficiency requirements .

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The  PhD in Organizational Development and Change  (OD & 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.

Excel as a Scholar-Practitioner

OD & Change doctoral 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.

APPLY NOW for FALL 2024

Engage in a flexible learning community, application requirements.

As a doctoral program in a distance-learning environment, students have the freedom to live and work wherever they choose, taking part in a learning community that crosses national and disciplinary boundaries. Students can customize their curriculum by selecting electives and  concentrations  from other Fielding doctoral degrees.

• Bachelor’s or Master’s Degree
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• No GRE Required

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If you have completed doctoral credits within the last 8 years, you may be a candidate for the Fielding degree completion program. In this program, students can transfer up to 40 credits towards their PhD.

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Our graduates 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.

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Ph.D. in Organization Development & Change

Education professionals can advance their expertise in organization development with our part-time, online Ph.D. program, which includes a one-week summer immersion on campus.

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 who are committed to ethical behavior and promoting social justice in both their scholarship and practice.

Our program prepares mid- and senior-level executives and experienced practitioners for significant contributions in their workplaces and communities. Committed to ethical behavior and social justice, 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 and leadership. You will:

• Collaborate closely with faculty mentors who support your specific research interests and professional goals
• Engage in interdisciplinary research involving fields like psychology, business and sociology
• Enhance your understanding of global leadership practices and ethical organizational behavior
• Participate in teaching assistantships and gain hands-on experience in academia

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 organizational development.

Teaching Opportunities & Mentorship

Starting from the second semester, Ph.D. students may have opportunities to teach within related programs, enhancing their pedagogical skills. The program includes structured mentorship, specifically offering BIPOC doctoral students support through dedicated mentoring alliances.

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

Located in Fairfield, Connecticut, Sacred Heart University (SHU) 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.

Part-time, Online Program for Working Professionals

This program is tailored for working professionals, offering six credits per 14-week semester, leading up to dissertation research. The program kicks off with a two-day orientation on campus and includes a low-residency one-week immersion each summer.

Courses cover a range of topics essential for organizational leaders and change agents, including:

• Advanced leadership
• Quantitative and qualitative research methods
• Dynamics of change and innovation
• Ethical practice and social responsibility in organizations
• Strategies for effective teaching and learning in higher education

Career Advancement Opportunities

A Ph.D. in organization development & change focuses on developing research skills and theoretical knowledge that prepares graduates to influence and lead organizational change effectively. This degree is particularly valuable for those aiming to pursue careers in academia, consultancy or senior management roles in various sectors.

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 change management
• Faculty in business and management schools
• Director of organizational development or human resources
• 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 fall 2025.

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UNC Online / Online Doctoral Programs / The Online Ed.D. in Organizational Learning and Leadership

The Online Ed.D. in Organizational Learning and Leadership

From the university of north carolina at chapel hill, achieve organizational goals through human-centered leadership.

The online Ed.D. in Organizational Learning and Leadership program from the UNC School of Education empowers working professionals with the knowledge, skills, and experiences needed to achieve organizational goals through a human-centered approach to leadership. 

Through flexible and collaborative online classes, aspiring leaders learn to implement and foster high-quality practices and cultures to achieve organizational goals and exceed expectations for professional growth.

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The online unc ed.d. at a glance.

No master’s or GRE required

54 credit hours

36 months to complete

Ed.D. in Organizational Learning and Leadership Curriculum

The curriculum is designed to equip students with the tools they need to empower the people around them to deliver on their organization’s goals and mission.

The 54-credit hour program consists of 17 courses, including a capstone project that asks students to explore a relevant organizational challenge based on their experiences.

An optional in-person immersion experience is available each spring semester to enrich the academic journey for students.

Learning Outcomes

The online Ed.D. in Organizational Learning and Leadership prepares students to create organizational cultures that welcome diverse perspectives, lead organizations toward equitable practice, and empower people within their organization to succeed. Students will learn to:

• Apply a wide array of styles, strategies, and theories to effectively lead organizations to learn, improve, and change.
• Create an organizational culture where diverse voices and perspectives are invited, considered, and empowered to contribute to learning and improvement. 
• Recognize and attend to organizational context through its stakeholder groups and organizational networks to effectively manage organizations within complex systems and improve those systems for the better.
• Assess organizational structure and context including key organizational resources, internal and external stakeholders and the relationships among them, and the sources of organizational power to change systems for the better.
• Collect, analyze, and use data and evidence to evaluate and reflect on the process of organizational learning and make ethical and effective choices for organizational advancement.

Admissions — Online Ed.D. in Organizational Learning and Leadership

The online Ed.D. in Organizational Learning and Leadership program offers three start dates per year: January, May, and August. The UNC School of Education seeks applicants with a genuine interest in leadership and who are passionate about empowering people in their organization. A master’s degree and GRE/GMAT scores are not required.

Admissions Requirements: 

• Minimum of three years of management or leadership experience in a professional work setting
• Bachelor’s degree from an accredited institution
• A minimum undergraduate GPA of 3.0; less than 3.0 will require an explanation to accompany your application

See admissions criteria and application requirements.

The Online Experience

A complex world calls for flexible learning designed to meet the needs of a global workplace. In the online Ed.D. in Organizational Learning and Leadership program, students will find an intuitive platform, comprehensive support, and top-notch education designed for real people with real lives.

• Attend weekly face-to-face classes , held on Zoom, that allow for rich discussion and debate with peers and faculty.
• Complete interactive assignments , using a customizable platform that follows best practices for online learning. 
• Meet faculty and peers at optional in-person immersions , where you’ll network and apply what you’ve learned. 
• Access full-spectrum career services , including interview prep, one-on-one coaching, self-assessments, and salary resources.
• Connect with a student success advisor , who will serve as your dedicated partner throughout the program.

UNC School of Education Faculty

UNC School of Education faculty members in the Ed.D. in Organizational Learning and Leadership program are committed to empowering the next generation of responsible and passionate organizational leaders. Our exceptional faculty members have expertise in organizational change and implementation science, evaluation, and leadership, making the Ed.D. in Organizational Learning and Leadership a unique program where faculty provide students with the tools needed to be successful in the pursuit of a doctorate degree and in accessing professional opportunities. This program was designed and launched to help students acquire the skills needed in leadership within organizations and directly apply them in the field, making a difference across multiple industries in organizations.

Sample Course Descriptions

The 54-credit lockstep curriculum is composed of 17 courses which include a culminating series of capstone seminars. Each term is 13 weeks long. Courses and/or descriptions subject to change.

Foundations of Leadership 

This course engages in a systematic examination of leadership in practice and how these examples result in successful leadership practices relative to theories of leadership, ethical frameworks, and your personal strengths and abilities. From these reflections you will develop an intellectually-rigorous, personal statement of leadership.

Foundations of Inquiry — Quantitative

Quantitative data is a resource for problems and identifying solutions. In order to make informed decisions in organizational leadership, it is crucial to be able to understand quantitative information about organizations and interpret data. In their career as an organizational leader, students will likely participate in quantitative analysis of data as well as be expected to review and understand a variety of quantitative studies which may influence decision-making in their workplace. Individuals who are able to discern and understand patterns and trends in quantitative data are valuable employees; they should also be able to formulate research questions and identify problems of practice for organizational improvement. This course will prepare students for all of these tasks.

Foundations of Inquiry — Qualitative

Foundations of Inquiry – Qualitative Methods is a graduate level course designed to support students in developing an understanding of qualitative research methods and designs. The focus of this course is on the creation of research questions, the development of qualitative designs, employment of data collection approaches, and analysis procedures to address those problems. Given the allocation of time, the course will not include the full breadth of data collection methods or in-depth analysis techniques.

Leading Organizations toward Equitable Practice 

This course will provide the foundational knowledge for creating, sustaining, and leading an inclusive culture within organizations. You will learn to incorporate multiple stakeholders’ voices within and outside the organization through an equity-minded leadership lens. We will place a strong emphasis on collaboration and coalition building within organizations to create an effective organizational culture in which all stakeholders can thrive.

Applied Quantitative Methods

In these courses we focus on quantitative/qualitative forms of inquiry, highlighting the types of questions quantitative/qualitative data are best positioned to answer and common forms of data collection and analysis. To foster your development as a scholar-practitioner, the courses will provide you with the foundational knowledge to be a discerning consumer of qualitative and quantitative research and help you find the tools to answer your own well-formed practice-based research questions.

Organizational Theory

This course is designed to acquaint the student with theories of organization so that the student can begin to see principles which lie behind system architecture in which people, structures, duties, skills and role relationships can be juxtaposed and configured and re-configured as a matter of matching organizational functioning to the tasks facing a variety of educational organizations. It is also a course which will consider the structure and use of power in organizational life to force bureaucratic change, internally or externally. An expected outcome will be that the student begins to understand how structure, culture, context, and power interact within and without educational and other organizations.

Applied Qualitative Methods

Change leadership and systems improvement.

In this course, students are introduced to and apply knowledge, skills, tools, and dispositions drawn from improvement science, organizational theory, change agency/psychology of change, strategic doing, relational leadership, team science, cycled learning, and collective impact that support the development of learning systems (in government, health care, education, social services, and industry) capable of bringing about their own continuous transformation. Students will engage with faculty from across campus in interprofessional learning opportunities, including panel discussions, interviews, case study, project-based learning, tool application, and team-based activities.

Program Evaluation

This course introduces the concepts, principles, and methods underlying the evaluation of interventions, practices, and programs in organizational contexts. You will study different approaches to evaluation design, data collection and analysis, and the reporting of results. The course will also consider the ethics and use of evaluation in organizations. You will apply this learning to the design and implementation of a practice-based evaluation.

Prerequisites: Foundations of Inquiry (Quant and Qual)

Design Thinking for the Public Good 

In this course, students learn to apply the mindsets, methods, and processes associated with design thinking (i.e., human-centered design) to solve real-world problems. Design thinking is a creative problem-solving process that prioritizes co-design, convergent and divergent thinking, as well as rapid prototyping. Students will also practice equity-advancing design and liberatory co-design and will collaborate with community members to design solutions (e.g., programs, products) that are desirable, feasible, viable, and promote equity and justice.

Human Resource Management 

In this course, students will be introduced to the basic principles and techniques of human resource management. Students will learn about effective human resource management practices, including leadership skills, employment planning, recruiting, selecting, and rewarding employees, employee compensation plans, and employee training and evaluation. By applying the principles, elements, and techniques learned in this course, students will be better positioned to contribute to the success of the organization.

Learning Analytics

This course is an introduction to learning analytics. Learning analytics are data produced when individuals use an educational technology designed to inform and to influence future learning. Through assignments involving learning by teaching, product evaluations, research reporting, and proposal/design projects, students will learn about various theoretical frameworks, digital learning platforms, and research and evaluation approaches relevant to the study and production of learning analytic solutions. Readings will include scholarly and popular media that span education, psychology, computer science, information science, business, policy, and other domains.

Implementation and Equity

Applying lessons from implementation practice and research, students in this course learn the skills and competencies to tailor implementation frameworks and strategies to different settings to meet the unique needs of communities and to improve outcomes reliably and at scale. Equitable implementation occurs when strong equity components (including explicit attention to culture, history, values, and needs) are integrated into principles, tools, and cultures of work to facilitate the implementation of co-designed solutions for scale and sustainability.

Advanced and Applied Leadership Practices 

This course is centered on the development of theory in leadership from both a modernist and postmodernist perspective. It is designed to provide the candidate with the basis for understanding the range of theories that have and continue to influence conceptual thought and practice in educational and organizational leadership. Since the practice of leadership in schools and organizations is both an applied science and an art, the course is far ranging in its scope. At issue is not only the content of what is considered educational and organizational leadership, but the boundaries of the “field” itself.

Capstone Seminars I, II & III

The Ed.D. capstone projects are a series of doctoral seminars rooted in a problem of contemporary organizational practice. Through each capstone project, students will demonstrate the ability to: (a) identify a problem of practice in a field setting; (b) apply a theory or conceptual model to the problem of practice; (c) study the problem using inquiry skills developed in coursework, be it quantitative, qualitative, or mixed methods in nature; (d) make meaningful recommendations for addressing the problem derived from their study of a problem; and (e) compose and present arguments and evidence in a logical, systemic, and coherent fashion.

Optional In-Person Immersion 

Each spring, an optional in-person immersion in the Ed.D. in Organizational Learning and Leadership program provides a dynamic learning opportunity that fosters community building, connects students with program faculty, and offers a platform for exploration, exposure to real-world leadership practices, and networking with peers from other programs within the UNC School of Education. 

Key aspects of the immersion experience include:

Community building

Development of a strong and supportive community among students through team-building exercises, group discussions, and campus events — enhancing academic and professional networks for lifelong benefit.

Familiarity with program faculty

Build rapport with program faculty in an informal setting, gaining insights into teaching philosophies and research expertise, fostering a supportive learning environment and encouraging open communication.

Exploration of opportunities

Explore various academic and professional opportunities within the program, UNC School of Education, and the University, aiding in the alignment of the academic journey with professional goals.

Mentoring connections with leaders in practice

Connect with industry leaders in organizational learning and leadership through guest speakers, interactive discussions, and insights-sharing sessions, enriching understanding and networking in the field.

Capstone Project

The capstone experience in the Ed.D. in Organizational Learning and Leadership program is the culmination of the academic rigor and practical learning acquired throughout the program. The capstone is designed to showcase the student’s ability to apply theoretical knowledge, empirical research, and innovative thinking to address complex challenges within organizational learning and leadership. While the capstone project comes later in the program, the curriculum has been designed carefully to scaffold student work toward the capstone throughout the program. It provides an opportunity for students to demonstrate their expertise to make lasting improvements and impact in an organization. The capstone includes a three-semester course sequence in which students identify a problem of practice — a complex and/or pervasive problem within the organization in which they work or within another organization’s practice — and, using lessons from past coursework, explore ways to solve it. Their research results in a written capstone report that details the organizational challenge, their process and findings, and their decision-making — all of which their capstone committee will review. During capstone seminars, students explore best practices for working on large analytic projects, receive personalized guidance and feedback on their efforts from instructors, and learn from their peers as they both give and receive feedback on projects.

Key aspects of the capstone experience include:

Problem identification

The journey begins with the identification of a significant problem or challenge within an organizational context. This problem should be real and impactful, reflecting the complexities and nuances that leaders often face.

Literature review

Students will conduct an in-depth review of relevant literature and theoretical frameworks. This phase helps them establish a solid theoretical foundation for addressing the identified problem and provides insight into existing research and best practices.

Research methodology

Choosing appropriate research methods and data collection techniques is a crucial component of the program and is offered through a series of research methods courses. Whether the capstone involves qualitative or quantitative research, surveys, interviews, case studies, or a combination of methods, the methodology should align with the challenge being studied.

Data collection and analysis

Students will gather and analyze data to gain insights into the problem. This phase involves rigorously analyzing data to draw meaningful conclusions and patterns that will inform potential solutions.

Human-centered approach

One of the distinguishing features of this capstone is the emphasis on a human-centered approach. Students will focus on understanding the needs, perspectives, and experiences of individuals within the organization, recognizing that the success of any intervention or solution depends on the engagement and well-being of its members.

Solution generation

Based on research findings, students will generate innovative solutions and strategies that address the identified problem. These solutions are designed to be practical, actionable, and tailored to the specific organizational context.

Implementation Plan

A well-thought-out implementation plan is crucial for translating ideas into action. Students will develop a detailed roadmap for executing their proposed solutions, considering factors such as change management, resource allocation, and timelines.

Evaluation and impact

After implementing the solutions, students will evaluate the effectiveness and measure the impact on the organization. This stage often involves revisiting the research data to assess whether the problem has been successfully mitigated and whether new challenges have arisen.

As a final step, students will reflect on their journey, lessons learned, and the combination of their academic and practical experiences. The reflection process contributes to the development of critical self-awareness and a deeper understanding of their role as organizational leaders.

Organizational Leadership Careers

This program prepares graduates to pursue a variety of organizational roles across multiple industries. Whether working alongside HR to develop talent and support employees in healthcare settings, working directly with members of leadership in higher education to drive positive change, or implementing new systems and practices to achieve greater efficiency in a nonprofit, graduates will be expert leaders, ready to achieve goals to fulfill their organization’s mission and make a difference. Examples of roles this program prepares graduates for include, but are not limited to, high-level leadership as a: 

• Business and management consultant
• Human resources manager
• Project manager or coordinator
• Medical and health service manager
• Sales and marketing manager
• Leadership coaching or development
• Business or organization executive
• Nonprofit administrator

Become a Human-Centered Leader in Your Organization

Gain the skills to positively change lives with the online Ed.D. in Organizational Learning and Leadership from the University of North Carolina at Chapel Hill.

Let’s get started.

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PhD in Organizational Behavior

Organizational behavior.

Our Organizational Behavior (OB) PhD Program prepares you to conduct high-impact research on a broad range of topics critical to businesses and managers. Since 2018, our students have secured job placements at many top research schools.

Our faculty have expertise in a wide range of research areas such as leadership (including ethical leadership), emotions, team dynamics, decision-making, motivation, power and influence, negotiations, employee well-being, creativity, voice, and cross-cultural issues. They use cutting-edge methodological approaches including lab experiments, experience sampling, meta-analyses and qualitative interviews.

Through your coursework and research alongside innovative, supportive and passionate faculty, you will learn the necessary skills to become a high-quality researcher and faculty member at a top research university.

While direct research experience is not required, familiarity with academic research in organizational behavior or psychology is a plus to ensure you are prepared for the rigors of conducting research.

We do not narrow our search to students who graduated from a “top” university or have achieved a specific score on a standardized test. We take a holistic approach. We aim to admit students who demonstrate passion for exploring organizational questions and the motivation to put in the work to learn the complex skills and methodological approaches needed to become a high-quality scholar.

We have found the most successful students are self-directed, enjoy problem-solving and are unafraid – if not excited – about digging into some of the most complex challenges facing organizations.

We look for students who are friendly, collaborative and seek a welcoming and intellectually stimulating academic environment.

We welcome potential applicants from all experiences and backgrounds. The UNC Kenan-Flagler OB PhD Program prides itself on a diverse and inclusive student body. Our thriving and collaborative culture (both with faculty and between students) is a focal point to our department. Join us!

Typical course schedule by year

During the first two years of the PhD Program, you will focus on coursework that develops the tools you need to produce high-quality research. Sample classes include:

• Introduction to Organizational Behavior
• Introduction to Social Psychology
• Research Methods
• Dependent Variables
• Groups and Teams
• Interpersonal Processes
• Negotiation, Conflict and Diversity

After the second year, you are required to successfully complete comprehensive exams which covers all of the OB and leadership courses you take in the first two years of the PhD Program.

• Complete a third-year paper
• Full-time research
• Dissertation and oral defense are expected prior to the end of your fifth year.
• Prepare for the job market

We encourage you to attend bi-weekly brown bag lunches organized by PhD students as well as our field’s annual conference – The Academy of Management.

We believe the best scholars are crafted through impactful mentoring relationships. When you begin the program, you will be assigned to one (or two) faculty members with overlapping research interests. These advising relationships are aimed at being both professionally and personally productive for you. From day one you will begin working on research projects (whether self-directed or ongoing faculty projects) alongside these faculty members as they seek to teach you the skills you need to conduct high-quality work and develop your own research identity.

If you ask a UNC Kenan-Flagler OB student the classic question “Who do you work with?” be prepared for a long answer involving multiple faculty. We encourage our students to work with several faculty members to take advantage of the diverse skill sets, theoretical perspectives and research approaches they offer. These collaborations happen informally as you progress and grow within the program and give you flexibility and breadth of resources as you pursue your research passions.

As part of our larger mission to make academia an inclusive place where people of all identities and life experiences can thrive, we view it as a moral imperative to foster a diverse PhD student body that represents the next generation of scholars.

Ensuring that all feel welcome to pursue a doctoral degree is not only the right thing to do – it also is important for producing better science. Identities and life experiences shape the questions that we ask about the world and the knowledge that we produce.

We believe that our understanding of organizational behavior is incomplete if our scholarly community does not reflect the rich diversity of identities, experiences and perspectives that are found in the broader population. Inviting people of all walks of life to enter into our intellectual community can therefore result in better scholarship because it opens the door for new questions to be asked and new truths to be uncovered.

We strive to be a community where every student feels supported in their scholarly journey. We encourage all interested individuals to apply to the program, especially those who belong to historically underrepresented populations. We look forward to learning from you and welcoming you!

View our current Organizational Behavior PhD students .

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UNC Kenan-Flagler researchers show that employees feeling bad that they took breaks can lead to unethical, costly behavior.

You can be too careful

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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.

20 Best Online Doctorate in Organizational Leadership Programs [PhD & DBA Guide]

If you’re interested in positions of authority within high-level careers, you might benefit from an online doctorate in organizational leadership.

Editorial Listing ShortCode:

Not only can a PhD program give you the education and experience that you’ll need to succeed, but since it’s delivered online, you won’t be bound to a traditional college campus. You can learn at home from the first class until the last.

Universities Offering Online Doctorate Degrees in Organizational Leadership

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format.

1. Colorado Technical University

Opening in 1965 as a private institution, Colorado Technical University is a world-class school that provides thousands of students each year a means to earn undergraduate and graduate degrees.

Colorado Technical University incorporates research and innovation into each program major. Students enrolled at CTU can take advantage of its distance learning program or attend campus-based classes.

Colorado Technical University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

2. Concordia University – Irvine

Located in the state of California, Concordia University – Irvine started providing private education in 1976. This faith-based school offers five academic colleges that allow students to earn a bachelor’s, master’s, or doctoral degree in an array of educational fields. Popular programs at CUI include organization leadership, business, and seminary.

Concordia University – Irvine is accredited by the Northwest Commission on Colleges and Universities.

3. Cornerstone University

Cornerstone University believes in helping every student grow educationally, mentally, and spiritually since 1941. this private Christian School offers undergraduate and graduate degrees to students in a variety of academic fields. Programs offered at cornerstone University are based in liberal arts And hands-on learning experiences.

Organization leadership, education, and journalism are some examples of majors offered at CU.

Cornerstone University  is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

4. East Tennessee State University

Opening its doors in 1911, East Tennessee State University is among the ranks of large public schools in Tennessee. This world-class University Graduates thousands each year who have achieved an undergraduate, graduate, or professional degree. There are many academic areas to choose from at East Tennessee State University.

East Tennessee State University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

5. Eastern University

With more than 160 undergraduate and graduate degrees to choose from, Eastern University opened for operation in 1925. This faith-based private college encourages students to take part in community service projects and volunteerism while enrolled.

Offering a dynamic distance learning program, students at Eastern University have access to accelerated learning programs that can let them graduate in less time.

Eastern University  is accredited by the Middle States Commission on Higher Education.

6. Franklin University

Founded in 1902, Franklin University is a private postsecondary school that helps students around the world achieve their personal and professional goals. Offering various academic disciplines leading to bachelor’s, master’s, and professional degrees, Franklin University adds practical learning and rigorous content to every program offered.

Online and traditional courses are available at Franklin University.

Franklin University is accredited by the Higher Learning Commission.

7. Gonzaga University

Established in 1887, Gonzaga University brings spirituality and hands-on learning into the classroom. This private university has more than one hundred undergraduate and graduate degree options to help students reach their full potential.

Some degree options include law, organization leadership, and nursing. Each program has a liberal arts foundation to give a well-rounded education.

Gonzaga University is accredited by the Northwest Commission on Colleges and Universities.

8. Governors State University

Located on a beautiful campus in the heart of Illinois, Governors State University was opened in 1969. This public educational facility allows students to obtain a bachelor’s, master’s, or professional degree in more than fifty academic areas.

Offering both online and on-campus formats, Governors State University has a variety of options to help students be successful.

Governors State University is accredited by the Higher Learning Commission.

9. Grand Canyon University

Students around the world are turning to Grand Canyon University for all of their educational needs. Grand Canyon University opened in 1949 and provides a private, faith-based education in more than 200 academic disciplines.

Students attending Grand Canyon University have the ability to obtain an undergraduate, graduate, or doctoral degree.

Grand Canyon University is accredited by the Higher Learning Commission.

10. Indiana Wesleyan University

Indiana Wesleyan University was created in 1920 and has continued to grow ever since. Today Indiana Wesleyan University is a leader in private educational services. Offering a variety of Christian based programs, IWU has a path for students to earn a bachelor’s, master’s, or doctoral degree.

Study abroad programs and distance learning allows IWU to reach students internationally.

Indiana Wesleyan University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

11. Johnson University

Opening in 1893, Johnson University is one of the most affordable private colleges in the nation. It offers over 70 academic degree programs that help students achieve undergraduate, graduate, and professional degrees.

Based in liberal arts with a Christian foundation, students who graduate from Johnson University obtain a well-rounded education.

Johnson University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

12. Liberty University

Founded in 1971, Liberty University’s campus is wide-reaching, as the campus can be found in Virginia or on the internet. It has more than 100,000 students enrolled in virtual and traditional learning programs.

This private school offers associate, bachelor’s, and graduate degrees in more than 600 disciplines. Liberty University is a Christian school with a diverse global population.

Liberty University is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

13. Nova Southeastern University

Nova Southeastern University has been helping students invest in their future since 1964. This private postsecondary school Offers more than 150 academic disciplines in small class sizes to students seeking undergraduate or graduate degrees.

Research in technology is built into every course offered at Nova Southeastern University in order to help students become global competitors in their field.

Nova Southeastern University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools.

14. Pepperdine University

Helping students achieve their academic goals since 1937, Pepperdine University is well known for its academic excellence and rigorous course content. This private Religious- based University offers an assortment of undergraduate, graduate, and doctoral degrees.

It has over seventy academic areas of study that include organizational leadership, business, and law.

Pepperdine is accredited by the Western Association of Schools and Colleges—Senior College and University Commission.

15. Regent University

Regent University was founded in 1977 as a private theological postsecondary school. Offering both online and in-class curriculums, Regent University has a path for students to earn a two-year, four-year, or graduate degree in a plethora of academic fields.

Students around the globe turn to Regent University for their excellence in educational and spiritual guidance.

Regent University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

16. Southeastern University

With more than sixty-five-degree options leading to a bachelor’s, master’s, or doctoral degree, Southeastern University has been serving the community since 1935.

Located in Lakeland, Florida, Southeastern University helps more than 7,000 students pursue private education each year through traditional courses and distance learning options. Popular programs include business, organizational leadership, and health care.

SEU is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

17. University of Massachusetts – Global

Opened in 1958, the University of Massachusetts Global is a private postsecondary school that provides education to a diverse student population. Students attending UMass Global have the option to attend courses online or through campus-based learning programs.

UMass Global offers numerous academic programs that lead to undergraduate, graduate, or doctoral degrees to help students become leaders in their field.

The University of Massachusetts Global is accredited by the WSCUC Senior College and University Commission.

18. University of Southern California

The University of Southern California first started offering educational services to the public in 1880. Located in the heart of Los Angeles, his public school enrolls more than 50,000 students every year in undergraduate, graduate, and doctoral degree programs.

The University of Southern California encompasses is a global population through distance learning in study abroad programs.

The University of Southern California is accredited by the Western Association of Schools and Colleges.

19. University of the Cumberlands

The University of the Cumberlands open its doors in 1888 and has been working to help students gain higher education ever since. This private school offers a means of achieving an undergraduate or graduate degree. Still, it also allows students to turn community service into college credit when related to the academic subject.

The University of the Cumberlands  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

20. The Chicago School of Professional Psychology

Commenced in 1979, the Chicago School of Professional Psychology is a private educational entity that provides a diverse, inclusive atmosphere for all learners. CSPP helps students to earn their undergraduate, graduate, or professional degree in over twenty academic areas.

Serving students throughout the world, CSPP brings fieldwork, practical learning, and critical thinking to all educational disciplines.

The Chicago School of Professional Psychology is accredited by the Western Association of Schools and Colleges Senior College and University Commission.

Online Doctorates in Organizational Leadership

You’ll have several options when it comes to an online PhD in leadership. You could even look outside of the “organizational leadership” label since there are plenty of business-related degrees that offer specializations and concentrations in leadership theory.

Select the program that most interests you to jump to that section of the guide:

PhD in Organizational Leadership

Edd in organizational leadership.

There are two main types of organizational leadership degrees, and while they’re quite similar, they have some notable differences as well.

The most straightforward path, however, is a doctorate in organizational leadership. This degree can help prepare you for senior-level positions in a wide variety of agencies and organizations. It has a multidisciplinary focus that brings together subjects like business, finance, economics, education, technology, policy and more.

A Doctor of Philosophy (PhD) in Organizational Leadership has a strong emphasis on research. You can expect to have to find, track, pull, analyze and systematize data from various sources, and you’ll probably generate a fair bit of your own, especially for your dissertation.

After you graduate, your PhD can help qualify you for everything from professorships to pastorships. With this degree, you can pursue work in many different fields, including education, healthcare, human resources, international business and more. You may also stay in academia as a researcher or industry scholar.

A Doctor of Education (EdD) in Organizational Leadership is designed for students who want to go into research, education or a mixture of both. From a business perspective, it could mean managing organizations from the top down or even teaching or training others to do the same.

Practically speaking, an EdD has a bit more of a “real-world” reputation to it. It’s commonly attained by working professionals rather than full-time students, and once you graduate, it can be applied to many different types of careers that involve supervising or instructing others. Every industry needs people to train fresh recruits.

Organizational Leadership Careers & Salaries

What can you do with a doctorate in organizational leadership? The short answer is “a lot.” Depending on your specialization, you could potentially become everything from a university professor to the head honcho of a private business.

Good leadership is a critical component in any industry, so whether you’re interested in business, education, finance, technology, retail or dozens of other fields, an online degree in organizational leadership can open a lot of doors.

The payoff for your education may be quite impressive. According to the Bureau of Labor Statistics, the median salary for a PhD holder is $110,200 per year. High earners in the organizational leadership field can top $100,000 and $150,000 per year.

Some careers that may await you after grad school include:

It’s important to note that these numbers only represent median salaries. Full pay ranges will be much broader. For example, management analysts can earn anywhere from $50,990 – $156,840 per year, but their median pay is $87,660. Additionally, having an online PhD in leadership will bump the median pay to $110,200.

Keep all of this in mind as you browse wage information. You’ll want to make smart and accurate assessments of your future earning potential before you enroll in a degree program.

Organizational Leadership Specializations & Concentrations

If you already have a specific field of interest, you might want to consider a concentration or emphasis for your organizational leadership degree. It can qualify you for a higher, more specialized tier of jobs, and it can teach you the skills that you’ll need to succeed once you’re there.

• Business Leadership: Designed for future business leaders, this is a concentration that can draw on everything from communication and delegation to organizational design and infrastructure.
• Ecclesial Leadership: This is a track offered by faith-based schools that can prepare students for work in religious institutions or missionary groups.
• Educational Leadership: Educational leadership is a wide-ranging specialization that can cover everything from primary school principals to college deans and school board directors.
• Entrepreneurial Leadership: This specialty is focused on the creation and development of businesses just as much as the management of them. It can be ideal for future consultants, liaisons and problem solvers.
• Global Consulting: With an international focus, this specialization is designed for globetrotting business or government leaders who expect to work a lot with different countries and cultures.
• Healthcare Leadership: Healthcare leadership is focused on running the industry from the non-medical side, so expect classes in administration, ethics, technology and policy.
• Higher Education Administration: Another administrative-based specialty, this one is devoted to education professionals on the postsecondary level.
• Human Resource Development: Human resources is a common career track for organizational leadership students, and this specialization covers the basics, including payroll, talent acquisition, employee conflicts and more.
• Primary Education Leadership: This concentration is for the unique challenges faced by primary-level educators, administrators and directors.

You can also look into professional certifications in your field of choice. Some universities even offer degree credits for them.

Choosing a Doctorate in Organizational Leadership Degree

What makes a good doctorate program? While everyone has their own criteria, there are certain standards and benchmarks that you can use to narrow down your options.

The first thing to consider is the quality of the college. Is it accredited? Does it have professors who are highly accomplished in their fields? Where does it rank with sources like the US News and World Report?

Since you’ll be earning your degree online, you’ll also want to consider how classes and fellowships are handled for long-distance learners. You might need to put in some facetime for practicums, dissertations or research opportunities, so what arrangements will you be expected to make with the school?

Finally, consider the degree that you want. Think about the specializations that are available to you and the classes and internships that you can experience. Which schools offer the most bang for your buck in terms of what you’re excited about in a PhD program?

Organizational Leadership Curriculum & Courses

When it comes to PhDs, no two programs are alike. This is especially true for organizational leadership PhDs that can draw from a wide range of academic disciplines depending on its areas of focus.

If you’re concentrating on business leadership, for example, your days might be filled with finance and economics. If you’re studying educational leadership, you might attend a lot of seminars on K-12 infrastructure.

Here’s a small list of courses that you might take for doctorate-level organizational leadership. It’s by no means an exhaustive list, but it should give you a general idea of what your experience might be like as a PhD candidate.

• Organizational Design: One of the most common courses for organizational leadership students, Organizational Design focuses on the different ways that companies structure themselves.
• Research Methods: Since research is a critical component of earning a PhD, you might be expected to take classes in everything from textual analysis to technical writing.
• Data Analytics: These classes have many different names, but they’re all related to the gathering, tracking, analyzing and organizing of data for the purpose of things like organizational efficiency and risk management.
• Leadership Theory and Practice: These courses cover the basics of leadership, including communication, personnel management and strategic decision making. They frequently have an in-person element for real-world practice as an authority figure.
• Policy: Policy is the meter that moves many factions of business, including specialties like healthcare and nonprofit management. These classes cover policy from creation to implementation.
• Business Administration: While you might have covered this topic on the bachelor’s or master’s level, a doctorate program in organizational leadership can help prepare you for administrative challenges as a high-level professional.
• Strategic Foresight: Another area of study that can go by different names, Strategic Foresight revolves around the assessment of markets, economies and sociopolitical trends to predict future business prospects.
• Diversity and Inclusion: It’s become increasingly common for business-related degree programs to offer classes in cultural sensitivity. Some are optional electives while others are required credits for graduation.
• Fieldwork: Many PhD programs have an unavoidable “fieldwork” component that can take the form of residencies, internships, fellowships, practice seminars and more. If you’ll be earning an online degree, you’ll need to figure out how these requirements are handled for distance learners.
• Dissertation: A dissertation is required of almost all PhD programs, so expect to spend one or more semesters on proposals, drafts, reviews and other necessary elements of completing it.

For a closer look at organizational leadership courses on the PhD level, contact the university that you’re interested in and ask about their specific programs.

Admissions Requirements

You’ve probably heard about the difficulty of getting into a good PhD program. While it’s true that competition can be fierce, you can increase your odds of success by understanding the school’s admissions requirements and knocking it out of the park with the entire application process.

• Transcripts: Most PhD programs will ask for your full academic record, including your bachelor’s and master’s degree transcripts.
• GMAT/GRE Scores: While “test-optional” universities are becoming increasingly common, it’s still the norm for doctorate programs to require either the GMAT or the GRE.
• Letters of Recommendation: You’ll need several letters of recommendation from professors and industry professionals. If you know any alumni of the school that you’re applying to, that can be a big bonus.
• GPA: A low GPA isn’t an automatic disqualification for a PhD program, but your admission might come with restrictions.
• Statement of Purpose: This is your chance to personalize your application as well as include any other important accomplishments related to work, research or volunteerism.

You’ll also want to pay attention to deadlines. It’s common for PhD programs to require several months of preparation, so don’t wait until the last minute to start gathering your transcripts and getting your letters of recommendation.

Accreditation

As someone who’s already been through several years of college, you’re probably familiar with the importance of accreditation, but it’s just as relevant to your doctorate program as your bachelor’s and master’s programs.

It can impact things like credits, transfers and financial aid opportunities, and it can play a big role in how future employers determine the legitimacy of your degree.

If you need a refresher, here are the three types of accreditation:

• Regional accreditation
• National accreditation
• Programmatic accreditation

Regional and national accreditation is also called “institutional accreditation” since it’s applied to entire universities. Programmatic accreditation, on the other hand, is applied to specific schools, departments and degree programs within universities.

For additional information about accreditation, check out accrediting organizations like the Council for Higher Education Accreditation (CHEA). They even have a searchable database on their website where you can look for specific schools and their accreditation statuses.

Organizational Leadership Professional Organizations

As a future leader of your field, you could benefit tremendously from the resources and networks of professional organizations. Not only do they offer things like scholarships, job boards, certification programs and discounts on industry-specific products and services, but they can put you in contact with people that you’ll need to know for the future.

Here are just a few groups that might interest you as a student of organizational leadership:

• American Leadership Development Association: The ALDA is for leaders who want to train other leaders. It offers a variety of resources for both free and paid members, including articles, awards and networking groups.
• National Management Association: With more than 22,000 members, the NMA is a fast-growing nonprofit organization that hosts everything from speech contests to annual conferences and expos.
• Organization Development Network: Dedicated to organizational development specialists, the OD Network is an international group for managers, directors and leaders of all types.

You can also look for other professional organizations that are dedicated to business leaders and educators. For example, the Association for Talent Development (ATD) might boost your career in human resources. The Academy of International Business (AIB) might be relevant to your interests as a student of global affairs.

What Can You Do With a Doctorate in Organizational Leadership?

A doctorate in organizational leadership can prepare you for high-level careers in a variety of fields.

As befitting the leadership label, many jobs will have “manager,” “director” or “chief officer” in the title. Your coursework should prepare you for the challenges of things like supervising teams and analyzing business structures.

If you choose to concentrate your studies in something specific, you can also find niche or specialized jobs in your chosen field.

For example, if you want to go into human resources, you might become a recruitment officer, benefits administrator, department director or employee relations manager. Even though they’re all senior-level positions in HR, there are different degrees and certificates available for their different focus areas.

What is an Organizational Leadership Degree?

A degree in organizational leadership can help prepare you for the realities of creating, managing and restructuring businesses. It can teach everything from workflow operations to human psychology, and it can lead to jobs in finance, education, healthcare, government, information technology and more.

For those who have already obtained a bachelor’s or master’s degree, a PhD or EdD can represent the very top of their educational summit. It might be the last thing that they need to qualify for a high-level job in a position of professional authority.

Are Online PhD Programs Credible?

While you should definitely be on alert for fraudulent colleges that promise fake degrees, there are plenty of real, trustworthy programs for online PhDs and EdDs. Here are a few signs of legitimacy:

• Accreditation. They have regional or national accreditation through their university, or they’ve been programmatically accredited by an industry-recognized organization.
• Reputable origins. Some online degree programs are just extensions or alternatives to the degree programs that are offered on a college’s physical campus. They’ll still come from the same school, have the same professors and require the same academic rigor.
• High standards. Be wary of an online program that makes too many promises or offers too many shortcuts. If it seems too good to be true, it probably is.

Always do your research when it comes to online degrees, especially when they’re as important as a PhD.

What is a Doctorate of Strategic Leadership?

A Doctor of Strategic Leadership (DSL) is a degree that’s quite similar to a Doctor of Philosophy (PhD) or a Doctor of Education (EdD) in Organizational Leadership. They’re all focused on smart, effective leadership in professional settings, and in many cases, employers will view them interchangeably.

They differ in some of the subjects that they teach and some of the specializations that they can have.

Is a PhD in Organizational Leadership Worth it?

While everyone has their own opinion about what constitutes a good, worthwhile degree, a doctorate in organizational leadership can offer a lot of benefits to prospective students.

For starters, it’s a very flexible degree. You can earn either a PhD or EdD in it, and you can choose whether to study leadership as a general subject or with a specialized focus in a particular field.

An organizational leadership degree can also open doors in many different industries. Whether you’re interested in business, retail, healthcare, government or even religion, every industry needs leaders.

Last but not least, a doctorate in organizational leadership can be rewarding. It isn’t uncommon for the top earners of the field to reach six figures or more. It’s definitely a degree that has the potential to pay for itself down the line.

How Long Does it Take to Get a PhD in Organizational Leadership?

It typically takes anywhere from 3 – 5 years to get an online PhD in organizational leadership. Full-time students usually graduate faster than part-time students.

Your timetable can also depend on the coursework and fieldwork requirements of your particular university: If you’re enrolled in a program that has a lot of practicums, you might take longer to finish than someone with a more self-paced, research-based degree.

What is the Difference Between an Organizational Leadership EdD and PhD?

There’s a lot of overlap between a PhD and an EdD. These programs also bear striking similarities to online MBA in organizational leadership programs, DSLs and other doctorate degrees.

Their difference lies in their educational experiences:

• A PhD tends to be more research-based than other degrees and typically requires a dissertation with original research and analysis before you can graduate.
• EdDs and DSLs tend to have more of a real-world focus. They may or may not require a dissertation, and if they do, the research usually involves real-world problems and solutions rather than purely theoretical research.

You might also see EdDs and DSLs referred to as “professional doctoral degrees” since they can be considered specialty degrees that are offshoots of a “regular” doctoral degree.

Are There Any Affordable Doctoral Programs in Organizational Leadership?

The cost of PhD programs vary drastically from school to school. It’s hard to even talk about ballpark figures since your bill can depend on multiple factors:

• Are you receiving any financial aid in the form of grants, loans or scholarships?
• Are you enrolled in any fellowships or assistanceships that will lower your tuition costs?
• Are you eligible for a stipend?

Some students are able to get fully-funded PhDs where all costs are covered by their university. As you might imagine, however, these free rides are both limited and highly competitive, and you might not be eligible for them as an online student. Talk to your school to figure out your options when it comes to affording your PhD.

How Much Can You Make With a PhD in Organizational Leadership?

Doctorate degrees can be highly lucrative, especially those related to organizational leadership. If you’re able to secure a senior staff position at a successful company, you could earn as much as six figures per year.

Just keep in mind that the average salaries that you see online aren’t always a true representation of earning potential.

According to the U.S. Bureau of Labor Statistics, for example, training and development managers make an average of $115,640 per year. However, their full salary range is $66,270 – $200,210 per year.

You could wind up making less than half or twice as much as the average.

Getting Your Doctorate in Organizational Leadership Online

Maybe you’re planning for the future as a bachelor’s or master’s student. Maybe you’re already working in your chosen industry, but you want to go back to school to further your career prospects or increase your earning potential.

Whatever your reasons for looking at online PhD programs in organizational leadership, you’re making a wise choice. It’s a degree that can offer a lot of flexibility and opportunity to graduates. The salaries can top six figures per year, and the job options can range from business and finance to academia and religious leadership.

Reach out to universities and ask about their organizational leadership degrees. Competition can be fierce for admission to PhD programs, so it never hurts to inquire early.

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What Can You Do With an Organizational Leadership and Learning Degree?

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A major shift we are seeing in workplace culture is the acknowledgment that one can be a manager without being a leader. It’s reflected in the increasing number of employees changing jobs or careers due to toxic work cultures, bad management, lack of opportunities for development or advancement, or poor work-life balance — all four of which can be attributed to organizational leadership. One way to combat that and increase employee satisfaction is by investing in meaningful organizational change — and for some, that means investing in a degree in organizational leadership and learning.

What does a graduate degree in organizational leadership and learning teach?

An organizational leadership and learning graduate degree helps practitioners to put the development of people first. The focus shifts from the management and resourcing of employees to cultivating and growing employees for positive outcomes. It involves recognizing that change is not a top-down process but, rather, is happening at every level. The sooner organizational leaders embrace these principles, the more effective they can be in leader effectiveness and performance.

This may mean addressing work-life balance, remote work capabilities, investing in employee and talent development, and more. Understanding not just how individuals work but also the environment and the organizational settings in which we work — and thrive in — are key to advancing organizational leadership and learning.

Why would I benefit from a degree in organizational leadership and learning?

If you’ve found yourself bumping up against your capabilities — such as having been promoted into a higher level of management or given more responsibilities — a master’s degree in this field can provide you with the abilities to match your new role. You’ll gain knowledge, skills, and understanding in how organizations work, and how individuals work within organizations. As your competence grows, so does your ability to increase income, pursue advanced career opportunities, and make a meaningful contribution to your organization’s employees and culture — while finding greater value and meaning in your own career.

At the doctoral level, students are encouraged to consider a specific problem or passion of practice they’d like to explore and resolve as it pertains to their own professional experience. Coursework is built upon deepening one’s knowledge throughout the curriculum, positioning the student to be a change agent upon completing the degree. Dr. Julia Storberg-Walker , associate professor within the Human and Organizational Learning department at the George Washington University Graduate School of Education (GSEHD), shared that “A good question is a priceless catalyst that is much more important than a definitive answer in a certain moment.” It can catalyze conversation between collaborators, work groups, and teams — and it can be the linchpin to becoming an effective leader.

What should I consider before pursuing a career in organizational leadership and learning?

Because the principles underlying this topic are so vast, it means your classmates are likely to come from a diversity of industries and experiences. The benefit of this in a structured academic setting is you’ll have the opportunity to consider new perspectives and angles to apply to your own work. To maximize this diversity of thought, it is crucial that one be prepared to step outside of what you think you know and allow employees, direct reports, or people you collaborate with to really co-create solutions needed by your respective organization. It also requires some reflection — are you more interested in people, learning, development, and making the world a better place? Or are you more interested in the economics of growing a business and advancing a career?

When asked about the distinction between the two, Dr. Russell Korte , department chair and associate professor of Human and Organizational Learning at GSEHD shared, ”We are very focused on developing people not just to be better managers but to be better people in the world. We’re not interested in just developing organizations to be more competitive and profitable but to be better organizations and help people improve their lives in the world.” Understanding where your interests lie can help you determine whether you should pursue an advanced business degree or an organizational leadership graduate degree.

What sort of career can I expect with a degree in organizational leadership and learning?

The beauty of an organizational leadership and learning degree is that its applications range across a multitude of organizational and career interests. Graduates cover every industry within every sector from government agencies, healthcare, manufacturing, service, retail, nonprofits, consulting, and more. Responsibilities range from corporate training and development, leadership coaching and mentoring, organizational change management, to name a few. It’s also a growing industry, which means there are plenty of opportunities to apply an organizational learning master’s or an Ed.D. in organizational leadership to advance your knowledge and your career.

If becoming an effective manager and leader is of interest to you, consider applying to one of our programs at the George Washington University’s Graduate School of Education and Human Development. You’ll learn about leadership theories and practices, communication skills, psychology and motivation, and ways to maximize organizational performance — all in a way that helps develop both you and your fellow employees within an organization. To learn more about our programs, request information from a GSEHD  admissions coach .

Admissions Visit Opportunities

Master of arts in industrial/organizational psychology.

"My professors served as amazing mentors and coaches," said Geronda Wollack ’15 M.A., an operations analyst in HR strategy at Gartner. "They were very focused on my success and were readily available to discuss my career goals. I have built relationships with my professors that I believe will last for a very long time."

Learn to transform organizations and individuals’ work experience

With a master's in industrial/organizational psychology, you will bring psychological principles to the workplace to benefit both employees and employers.

• Learn to work with individuals and groups on organizational change and development, leadership and management development, conflict management, team dynamics, and strategic human resource management
• Benefit from opportunities to participate in internships or complete thesis research.
• Enjoy a flexible course curriculum and schedule that accommodates graduate assistantships, internships, or full-time jobs
• Have the option to complete a practicum project at the organization where you are currently employed
• Complete the program in two years (full time) or less than three years (part time)
• Have the option to choose concentrations in industrial-human resources psychology, organizational development and consultation, psychology of conflict management (a graduate certificate in psychology of conflict management is also available), and talent analytics
• Be part of a cohesive and supportive community that extends long past graduation
• Benefit from attending professional development events and participating in professional associations
• Begin forming your professional network with fellow students and young professionals
• GRE is not required
• Rolling admissions
• Merit-based scholarships and assistantships are available (if offered).

Read the latest MAIOP Infoline Newsletter

Careers in INDUSTRIAL/ORGANIZATIONAL PSYCHOLOGY

A number of HR-related positions are among the 25 fastest growing jobs over the last five years in the U.S., according to LinkedIn’s new report, 2023 Jobs on the Rise , with three positions making the top 5. The Society for Industrial and Organizational Psychology reports that the median salary for M.A. graduates in I/O is $87,500 , two to four years after graduating. 2022 Report (See page 7)

Human Resources Analytics Managers

#2 fastest-growing job in 2023

Diversity and Inclusion Managers

#3 fastest-growing job in 2023

Employee Experience Managers

#5 fastest-growing job in 2023

* Salary figure is based on average for job listings posted to LinkedIn, observed the week of March 13, 2023.

Concentrations

Conflict Management Concentration

In any organization, conflict is inevitable. Through this concentration, students gain the knowledge and skills to work with interpersonal and intergroup conflict in productive ways. Students will learn the role of communication, power, identity and culture in the constructive resolution of conflict. They also learn the skills involved in negotiation and mediation of interpersonal conflict in the workplace.

Industrial-Human Resources Psychology

Students will be able to apply psychological principles to enhance human resources and organizational functions covering key areas in training and development and performance management. This concentration will prepare students for roles in HR, where they can influence organizational strategies and contribute to the development of a thriving workplace environment.

Organization Development & Consultation

Change is a constant in the life of any organization. This concentration offers a valuable educational pathway for students aiming to master the dynamics of organizational change and the nuances of effective consultation. Students will have the skills to hold influential roles in organization development, consulting, change management, and beyond, making them highly desirable candidates.

Talent Analytics Concentration

Students choosing this STEM eligible concentration will be able to apply techniques of data analytics to workplace and talent management. Specifically, students will be equipped with knowledge and skills needed to source, analyze, and visualize workplace related data to inform decisions and make recommendations that will enhance organizational success.

This course provides an overview of the frameworks, theories, critical issues, and practices associated with the psychological well being of people in the workplace. The study of worker well-being, a sub-area of occupational health psychology, includes topics such as work-life integration, alternative employment schedules and employment relationships, antecedents, moderators and consequences of work stress, and organizational interventions to facilitate the health and well-being of workers in organizations.

Analysis of various theories of organizational and managerial behavior emphasizing the work organization and its internal processes. Psychological factors at play in organizational settings, including motivation, incentives, and conflict, are explored. Research findings relevant to an understanding and prediction of human behavior in organizations are also examined.

Theories, assumptions, and constraints underlying construction and application of psychological tests and measures in industry. Emphasis on selection, validation, and interpretation of appropriate standardized tests and surveys for specific applications in organizations such as employment testing and employee attitude assessment.

The meaning of work, theories of motivation, values and expectations, performance and reinforcement, job satisfaction and motivation, pay as an incentive, interventions to increase work motivation.

The University of New Haven offers a wide variety of in-depth courses that create a transformational educational experience for our students. To view the complete list of courses you'll take while pursuing a master’s degree in Industrial/Organizational Psychology, check out the Academic Catalog:

Industrial/Organizational Psychology, M.A. - General Concentration

Industrial/Organizational Psychology, M.A. - Industrial-Human Resources Psychology Concentration

Industrial/Organizational Psychology, M.A. - Organizational Development and Consultation Concentration

Industrial/Organizational Psychology, M.A. - Psychology of Conflict Management Concentration

Industrial/Organizational Psychology, M.A. - Talent Analytics Concentration

The latest issue of MAIOP Infoline, the official newsletter of the University’s master’s degree program in industrial/organizational psychology, features faculty discussing their research, an alumni spotlight, student reflections, and a look at how students in the program create a work-life balance.

The Society for Human Resource Management student members of the University of New Haven are committed toward the preparation of all of our members for careers in the Human Resources and Industrial/Organizational Psychology fields through the development of skills and abilities in the following areas:

• Effective Communication
• Group Problem Solving
• Technological Application
• Community Service

Learn from professors who are dedicated to your success.

Our faculty are leaders and innovators in their fields, bringing both deep professional experience and academic rigor to the classroom.

Alanna Dukas ’23 M.A.

Industrial/Organizational Psychology Grad Student Says Program Has Been ‘Life Changing’

BRADLEY MILLER '22

Made for an Outstanding Experience

PEARLY NG '22

This Program Puts a Great Emphasis on Working in Teams

Get an inside look at what differentiates the University of New Haven and how your experiences as a student will prepare you for success.

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Nationally recognized center for career development.

All University of New Haven students have access to the many resources available through the University’s Career Development Center , which has been named one of the best in the nation by The Princeton Review .

From career assessments, networking, and job shadowing to on-campus interviews and salary negotiation, the Career Development Center provides the skills and connections to identify a meaningful career and an opportunity to pursue your passion.

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Cross-Disciplinary Case Competition Presents a Sneak Peek into Resolving Real-World Problems

The recent competition was an exciting opportunity for graduate students to build their creativity and teamwork skills while building their confidence and gaining important experience.

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Candidates for the master’s degree in Industrial/Organizational Psychology must have:

• An undergraduate degree from an accredited college or university
• An introductory understanding of psychological concepts, principles, and methods
• Taken an undergraduate course in statistics before enrolling in required graduate statistics courses

All applications must provide:

• Undergraduate transcript
• Two (2) letters of recommendation
• Personal statement (up to 500 words)

NOTE: GRE scores are optional

The University of New Haven Graduate School is an excellent value with reasonable tuition. Of course, you will still have bills to pay and the Financial Aid office can help.

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Online Graduate Certificate in Organizational Development

The online Graduate Certificate in Organizational Development helps you develop skills to analyze organizational factors and their impact, and to improve organizational effectiveness through evidence-based practices. This program emphasizes providing you with the practical knowledge and skills to develop organizational plans, lead change, and improve organizational capacity.

Application Deadlines

Admission to Boise State’s Graduate Certificate in Organizational Development is offered every spring, summer and fall semester. All application materials must be received by the deadline to be considered for the program. You must apply separately for admission to Boise State University.

Program Details

The online Graduate Certificate in Organizational Development is an 16-credit program that includes the following:

• Required Courses – 10 credits
• Elective Courses – 6 credits. Choose from the courses to meet this credit requirement. If you are earning more than one certificate, you cannot apply the same electives used toward one certificate to another. The electives applied must be unique to each certificate.

Review the following table for details on required courses and electives.

This content is provided as a quick reference for planning your academic schedule. All official course descriptions and degree requirements are published on the graduate catalog site .

Boise State Online offers reasonably priced tuition, ongoing support and financial aid options to help ensure you reach your goals quickly and efficiently. Review the following table for details on program costs.

*The per-credit fees listed above are for the 2024-25 academic year. Future academic year per-credit fees may vary slightly and are finalized each May.

**Most courses use books that are available as free ebooks from Albertsons Library. Some courses require e-learning development software but can be accessed through free trials; purchasing is optional.

***Costs for room, board and transportation are used to calculate financial aid and are included to disclose the full cost of attendance. These costs are not required for students pursuing a fully online program.

Note to Boise State and other Idaho higher education employees: Fee waivers do not apply to this program.

Admissions Requirements

To be considered for the online Organizational Development certificate, applicants must meet the following requirements:

• Documented evidence of an earned baccalaureate degree from an accredited institution.
• A cumulative GPA of 3.0 for all undergraduate credits. All course work must be verified by official transcripts. If a person fails to meet the GPA requirement, that person may submit a petition to the Organizational Performance and Workplace Learning Program Committee.
• Appropriateness of background experience and of the fit between the prospective student’s career goals and what the program offers.

This content is provided as a quick reference for planning. All official admission standards are published on the graduate catalog site .

Application Deadlines by Semester

Admission is offered each fall, spring and summer semester. Space is limited, so early application is recommended. Admission decisions are made on a rolling basis. Review the following table for priority deadlines to submit materials.

To Apply For This Program

Step 1 – apply to boise state university.

Complete the Boise State Graduate Admissions Application . On the Degree Path page within the application, select “Organizational Development Graduate Certificate-Online” from the Program or Certificate drop-down list.

Step 2 – Request Official Transcripts

Request official transcript(s) from all previous colleges and universities you attended.

Please note: All transcripts must be RECEIVED by Graduate Admissions and Degree Services by the application deadline.

If you have served in the military, please make sure to send your Joint Services Transcript and/or Community College of the Air Force transcript .

Step 3 – Apply to the Online Organizational Development Certificate Program

After submitting the graduate admission application (Step 1) and requesting your transcripts (Step 2), you will complete the online Workplace Performance Improvement certificate program application which includes the following:

Submit a resume that reflects your professional work experience.

Statement of Purpose

Submit a statement of purpose containing the following:

Formatting/Style

• 500-1,000 words, single-spaced, devoid of errors (spelling, punctuation, word choice or grammar), uses proper syntax (sentence and paragraph structure), includes sufficient detail and is clear and has coherence (logical progression of ideas and information with internal consistency)
• Heading that includes your name, email address, telephone and the program(s) to which you are applying
• Description of your career goals and how the program coursework or programs to which you are applying will help you reach those goals
• Description of the strategies you will use to be successful in online graduate study

Submit your program application using the online graduate admission application form.

If you fail to meet the 3.0 undergraduate GPA requirement you will also be required to submit a petition to the Organizational Performance and Workplace Learning Program Committee.

Career Opportunities

The Organizational Performance and Workplace Learning field is growing. By 2030, the occupation is estimated to grow by 16% in the U.S., 7% in western states and 57% in Idaho. Many jobs are also eligible for remote work.

In addition, program faculty and staff assist with internship placements and the job search process after graduation. We’re committed to helping you succeed!

Possible careers:

• Organizational Development Specialist /Manager
• Human Resource Specialist / Manager
• Organization Effectiveness Manager
• Talent Development Manager
• Organizational Development Consultant
• Succession Planner
• Executive / Leadership Position

We’re Here to Help

The online Organizational Performance and Workplace Learning program at Boise State features a network of individuals who are here to make sure you are a success in the program. From student success coaches who guide you through the admissions process, to advisors who help you overcome challenges as you navigate your degree plan, to faculty with real-world experience, to staff who work to remove barriers and solve problems for students—we are here to help.

Contact a Student Success Coach

Meet the Staff and Instructors

Certificate Outcomes

• Align industry and organizational factors to plans for change and impact 
• Advocate for organizational development principles to improve impact
• Apply evidence-based practices to organizational development work
• Recommend interventions to improve organizational effectiveness

More Organizational Performance and Workplace Learning Options

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Contact our enrollment and student success team for support by emailing us at [email protected] or calling (208) 426-5921 .

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School of Education Launches New Degrees, Certifications through Samford Online

Samford University’s Orlean Beeson School of Education is expanding its reach and accessibility through a number of new undergraduate and graduate degree programs and certifications with Samford Online .

Samford Online helps students work at a pace that is right for their needs, while still providing the top quality in academic excellence for which Samford University is known. Students can expect an educational experience anchored in Christian understanding, world class faculty and a commitment to ensuring quality online content and delivery.

For many, higher education seems out of reach, impractical and even impossible, but Samford Online’s undergraduate and graduate degrees are tailor-made to reach students where they are and at any season of life.

Orlean Beeson School of Education is devoted to producing top quality graduates and professionals who make the world a better place in their community-focused and people-oriented professions. These new online offerings represent Samford’s unwavering commitment to provide leading academic programming and career preparedness in higher education and to foster positive change across the globe.

Samford Online’s Bachelor of Arts in Human Development and Family Science

Samford Online is now offering a Bachelor of Arts in Human Development and Family Science. The program focuses on interpersonal relationships, their connection to and their impact on human flourishing in families and communities. Skills are applied as students conduct family science research and complete internship hours in local community settings. This major prepares students for family-centered careers and provides an excellent foundation for graduate study in numerous areas.

“This course curriculum is designed to equip graduates with all the skills necessary to move into roles with significant human impact,” said Kristie Chandler, professor and chair of the human development and family science department. “Preparing students to work with and advocate for families and children in non-profit or ministry settings, government, business, education and other fields is vital to ensuring healthy and thriving communities.”

Samford Online’s Master of Science in Organizational Leadership

Samford Online is now offering a Master of Science in Organizational Leadership . The program builds upon adult learning principles, culturally responsive leadership, purpose-oriented project management, organizational communication, and values-based performance appraisal, graduates will acquire the advanced knowledge, skills, and dispositions that characterize faith-informed leadership.

“Research indicates that our nation is experiencing a shortage of qualified, ethical, and moral leadership,” said Anna McEwan, dean of Orlean Beeson School of Education. “This program seeks to fill that shortage with the highest quality leaders and professionals.”

This program offers a direct pathway from Samford Online’s Bachelor of Arts in Organizational Leadership , to those interested in pursuing one of the university’s doctoral programs and is considered the perfect prerequisite for those interested in the School of Education’s Doctorate of Education .

Samford Online’s New Certifications

For many, continuing studies through one of Samford Online’s programs or certifications is an excellent resource for building one’s portfolio and resume, or for distinguishing their degrees. As such, the following new certifications are tailer-made for those pursuing or polishing careers in the Human Development and Family Science fields.

• Parenting in the 21 st Century

Students can expect to unlock the keys to raising children who embody the virtues of compassion, integrity and resilience as parents learn to foster a nurturing home environment through this comprehensive certificate program. Specializing in character development, this program guides students through proven strategies and timeless wisdom from character development specialists. Delve into 30 hours of enriching educational content designed to empower you as a parent.

• Caring for Children with Special Needs

Students will embark on a transformative journey of learning and empowerment with this comprehensive online certificate program in caring for children with special needs. This program equips parents, guardians, teachers or caregivers with invaluable insights and practical skills to positively impact the lives of those they care for. Learn effective communication strategies, behavior management techniques, practices for supporting daily living, skills for accessing support services, methods for promoting social inclusion and peer relationships and caregiver self-care practices in this 30-hour immersive educational experience.

• Caring for Adolescents and Young Adults with Special Needs

This certificate offers 30 hours of educational content tailored for parents, caregivers, educators and advocates, designed to address this critical age group's unique challenges and opportunities. Explore topics such as transition planning, vocational skills development, fostering independence and promoting social and emotional well-being. Whether navigating the transition to adulthood with a family member or supporting individuals in educational or vocational settings, this program equips you with the knowledge and tools needed to make a meaningful difference in the lives of adolescents and young adults with diverse abilities.

With a variety of options for those interested in pursuing academic studies, Samford remains steadfast in creating a place where students’ passion meets purpose.

“Our faculty are devoted to providing a valuable education to all of Samford’s students,” said McEwan. “Whether this be in the classroom or through distance-learning opportunities, we will never stop pursuing our calling to educate, lead and serve.”

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What Can You Do With a Master’s in Organizational Leadership?

What is organizational leadership? Organizational leadership uses an understanding of building meaningful relationships to better facilitate common goals, conflict resolution and engaging communication to bring together people of different perspectives, backgrounds and talents.

But how do you get people to trust and follow you? Whether you’re a business manager, sports coach, leading a volunteer group or something in between, a degree in organizational leadership is one way to develop those skills

We spoke with Gretchen Oltman, JD, PhD , Master of Science in Organizational Leadership program chair at Creighton University, to find out what makes a good organizational leader and what you can do with this degree.

What makes a good organizational leader?

“When people think of the word leader, they often think of someone who is just an expert in their field,” says Oltman. People may assume a leader in information technology, for example, is in that position solely due to their knowledge of and expertise in the software and applications applicable to their role. But being a great organizational leader is more than that.

“There’s a balance between being a technical expert and understanding the human element,” she says. “If you’re a technical expert but can’t raise others to follow you toward achieving a goal, it can be very difficult to succeed as a leader.”

That balance requires soft skills, which many employers are looking for, according to an article in the journal Heliyon . Those soft skills include:

• Ethical thinking and behavior
• Critical and analytical thinking
• Flexibility
• Problem solving

The Center for Creative Leadership takes this even further, listing the 12 essential leadership qualities as being:

• Self-awareness
• Communication
• Learning agility
• Collaboration

“Compassion is really important and something we teach here at Creighton,” says Oltman. “To be a good leader, you have to be caring and compassionate.”

Being a compassionate leader can help reduce your team’s stress as well as help them develop self-compassion, according to an article in Frontiers in Psychology . The authors describe self-compassion as involving “a loving, non-judgmental understanding of one’s own shortcomings, placing the perception of one’s suffering and difficulties into a larger perspective of what it means to be human.” Helping your team develop self-compassion can have a positive impact on job performance and satisfaction as well as improving team communication, according to the article.

“The more that we recognize that employees are people who have their own lives and goals, the more valued they feel and the more invested they are in the organization,” says Oltman.

Besides these soft skills, a good organizational leader also needs to believe in the idea of developing others. This means helping your team see the potential in themselves and giving them the tools and opportunities to excel in their role. It may lead to some team members either getting promoted out of their roles or leaving the company for new opportunities, but that just means you’ve done your job right.

“Sometimes we see leaders who want to keep people where they are because it's comforting, and it allows us to maintain our stability in our own lives,” Oltman says. “A good leader sees what other people are trying to do—what their hopes and dreams are, what their talents are—and really focuses on helping them hone those talents and achieve those dreams.”

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What you can do with a master’s in organizational leadership

Earning a master’s degree in organizational leadership won’t necessarily lead to a specific career. It is for individuals who wish to lead positive change in their workplace and community. This includes responsibilities such as inspiring and motivating employees or team members; anticipating and responding to internal and external challenges; and handling challenges quickly and assuredly.

“The skills that you leave with won't necessarily bucket you into one role,” says Oltman. “They can, however, open the door to opportunities beyond what you imagine.”

Earning this degree could help you move into leadership roles in a variety of organizations and businesses, including:

• Higher education
• Training and development
• Athletic departments
• Public health

“Many graduates stay in their current roles—whether that’s a public or private entity—and are promoted due to leadership capacity and a demonstrated understanding of others,” says Oltman. “Other students have found a new purpose.”

For example, one graduate worked in the trucking industry but found a passion for teaching while in the degree program. While he is still in trucking, he has started teaching as well. In another example, a graduate who worked in higher education started her own consulting firm to help communities in need. There were also former college athletes who graduated from the program and went on to become assistant coaches for college sports teams.

The bottom line: No matter what career path you’re on, a master’s in organizational leadership could help you move up or move on to new horizons.

Earn your master’s in organizational leadership

If you’re a lifelong learner, willing to be introspective and committed to professional and personal growth, you could be a great fit for a master’s in organizational leadership.

“Our students come from backgrounds of having grown up on a family farm, serving in the military or working in a variety of fields like marketing, insurance or education,” says Oltman. “Our students see a bigger purpose to their lives and that their identity is not all about a title and role. They know they can make a difference wherever they are, and they spend time in our courses learning and practicing how to do just that.”

If you’re interested in growing your leadership skills, learn more about Creighton’s online master’s in organizational leadership or reach out for more information .

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