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Are you currently a licensed RN?

This program requires you to be a current licensed registered nurse. Please check out other programs to reach your education goals such as the BA in Health and Wellness.

What is a Doctor of Philosophy in Organizational Development and Leadership?

Reach the peak of graduate studies in leadership with the Doctor of Philosophy (PhD) in Organizational Development and Leadership from the Forbes School of Business and Technology® at the University of Arizona Global Campus. This doctorate in organizational development will demonstrate your ability to assess organizations by relying on research and evidence. You will also develop your ability to anticipate the impact of strategic initiatives and organizational change. Then you will pursue more advanced courses with research, statistics, and measurement, as you work toward your dissertation. This online PhD in organizational development is designed with the working professional in mind, as many of the concepts and theories learned can be practical to your current or future career.

Accelerated 6- to 9-week courses
Transfer up to 30 approved credits
1 course at a time
$0 Application Fee

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Learn more about how to get started in your degree program.

Degree Completion Journey

The PhD in Organizational Development and Leadership includes 10 core courses, plus one elective research course, six specialization courses, and a capstone seminar. Your coursework includes discovery and applications in areas such as performance management, organizational change, employee motivation, executive coaching, ethics, and more, and leads up to your doctoral dissertation, which includes two dissertation planning courses as well as five units of the dissertation course. All of your organizational development courses are instructed by experienced faculty members who all have earned doctorates themselves. Their experience in the field allows them to develop and deliver a high-quality online education to you.

1

Year 1

  • This course develops students’ knowledge and understanding of contemporary leadership and management theory and practice. Students gain an understanding of the differences between leadership and management as well as implications of and reasons for these differences. Students analyze core leadership and management practices and evaluate and communicate their relevance to effective organizational performance in a complex, diverse and rapidly changing globalized business environment. This class will encourage students to develop and reflect on their own leadership and management competencies and experiences.

  • This course takes a broad perspective on the theory and strategic application of performance management systems design and implementation, with an emphasis on the more complex issues and questions associated with these advanced systems. This advanced course explores strategic issues and best practices in employee engagement, leadership development, succession planning, evaluative performance feedback, and compensation models. The ways that the changing nature of work and changing demographics in the business world are influencing performance management systems are examined, including globalization, generational differences, multinational operations and cross-cultural issues. Based on current theories and applications for performance management systems, students explore current literature and case examples to implement and support organizational development and increased organizational effectiveness.

  • In this course students will learn foundation skills for searching the academic literature and constructing a sound argument. Students will develop a detailed topic outline and an annotated bibliography of resources in an area of interest. This course will give students the opportunity to develop the research skills to succeed in their coursework and complete either an Applied Doctoral Project or Dissertation.

  • This seminar examines cutting edge trends in organizational change, the current global business climate, forces driving change, and issues related to positioning organizations for the future. The topics selected will connect change with culture, existing organizational strategies, and the process of change in future directions. Major case study examples of organizational change are included in the learning process.

  • This advanced graduate seminar explores issues and models for leveraging human resources to execute business strategy. Topics include succession planning, leadership development models, workforce staffing models, compensation models, and training and development strategies.

  • This course involves the advanced study of research design, and the quantitative methods that can be used in addressing research questions. Students will gain experience developing their own research ideas and learning how to select and apply appropriate research designs to test those ideas. Through the process of critiquing research articles, students will also learn how to evaluate which research designs would be appropriate to test various areas of inquire, as well as how to communicate the methods and results of particular quantitative studies. Students will be required to complete a training on ethics in research, as well as complete a quantitative research proposal in an area of interest, which may include dissertation related research.

  • This advanced graduate seminar explores issues and models for leveraging human resources to execute business strategy. Topics include succession planning, leadership development models, workforce staffing models, compensation models, and training and development strategies.

  • Due to the rapidly and continually changing nature of industrial and organizational (I/O) psychology, it is important for scholars, researchers, and practitioners to stay abreast of current and emerging issues in the field. Given that many of the changes occurring in the field of I/O are due to the globalization of the business would, particular emphasis will be focused on the role and practice of I/O in the complex environment of global organizations. In this advanced seminar, students explore current and global issues that attract the attention of researchers and practitioners in I/O psychology, as evidenced by the published literature, with an emphasis on learning the application and implementation of best practices and emerging theories in the field. Topics in the seminar will evolve along with the issues that appear most often in the I/O literature, issues that receive the most attention in the professional and business press, and current lines of research having the most impact on the field.

2

Year 2

  • This course involves the advanced study of research design, in general, and the qualitative inquiry, in particular, that can be used in addressing research questions. The epistemological assumptions underlying the qualitative methodology will be explored as students become familiar with the philosophical issues underlying how we know what we know. The ability to choose a researchable topic and create associated research questions will be emphasized. Students will become familiar with a variety of approaches including ethnography, grounded theory, phenomenology, narrative, participatory action research, and case study. A variety of common data collection methods will be studied, such as observation, interviews, surveys, and historical document collection. Validation and reliability standards, as well as evaluation criteria for qualitative approaches will be addressed. Students will be required to complete training on ethics in research, as well as complete a qualitative research proposal in an area of interest, which may include dissertation related research.

  • This advanced seminar examines enduring issues in business and professional ethics and applying proven approaches to ethical professional practice and organizational operations to contemporary organizational environments and issues.

  • This course will include an examination of the major instructional design models and their theoretical, empirical, historical, and philosophical foundations in technology and media. Students will evaluate current theories and models and examine the historical and philosophical foundations of these theories and will present their analyses of instructional design examples as well as prepare an outline for an instructional design project, incorporating relevant learning theory, media, and other technology applications.

  • This course involves the advanced study of the theory and practice of psychological measurement. Students review and apply the concepts of measurement (levels of measurement, variables, and validity and reliability of instruments and measurement procedures), and basic principles of statistics (descriptive statistics, univariate inferential statistics for comparisons of sample means, correlation, and regression), as a basis for exploring the proper use of tests and measurements in psychological research. Students will explore published research based on psychometric instruments and other measurement methodologies, and design a quantitative research proposal in an area of interest, which may include dissertation related research.

  • This course addresses the key relationships among organizational culture, executing business strategy, structuring organizations into teams and workgroups, and aligning these with culture. The role of leaders in creating, maintaining, and changing culture gets special emphasis. The course includes current theories on the role of culture in organizational success and the role of leadership in guiding the organization and its culture toward successful outcomes.

  • This course involves the study of the theory and practice of objective personality assessment and its application to executive coaching and organizational leadership. The course focuses on how objective personality assessment is used to provide insights into readiness for leadership and management roles. Primary emphasis is on those published instruments and inventories commonly used in executive coaching, organizational leadership assessment and organizational development, including instruments such as: FIRO-B, Social Style Profile, Myers-Briggs Type Indicator, CPI 260, Thomas-Kilmann Conflict Mode, Campbell Leadership Index, Workplace Big Five, Change Style Indicator, Campbell Organizational Survey, and Conflicts Dynamics Profile. (All of the above will not necessarily be included in each session of the course; instructors will select representative examples from classes of instruments.)

  • This highly experiential course explores current issues and practices in the application of leadership and organizational development processes and systems. Topics include succession planning, facilitation skills, leading across global cultures, strategic planning, transforming organizational cultures, implementing effective leadership development programs, and other current topics. Learning methodology include simulated organizational environments and the development of realistic strategic plans, systems, and processes that address the issues that impact the performance of organizations viewed as a whole.

  • This course will build on the work students began in Scholarly Argument I and the research skills honed throughout the curriculum. Organization of content and formulating a well-researched scholarly argument are key learning outcomes. Students will produce a first draft of a literature review in their content areas and review potential research methodologies for completing either an Applied Doctoral Project or Dissertation.

3

Year 3

  • Students with interest in qualitative research, or with a desire to utilize this methodology for their respective doctoral dissertation, will be given an opportunity to greatly expand their existing knowledge base on qualitative research methodology. Students may elect to begin working on a preliminary proposal for their doctoral dissertation (or select and explore a topic of interest that may become the dissertation topic) for the culminating project in this course.

  • This seminar provides students the opportunity to apply what they have learned in their curriculum to highly realistic case studies related to their fields of specialization for the doctorate. Through discussions among students and the instructor, students will review, analyze and evaluate case studies emphasizing the practice of the content in their curriculum. The course will involve the analysis and evaluation of one or more case studies. Students will contemplate complex questions posed by their instructor, reply to those questions, respond to other students’ analyses and evaluations, and receive faculty feedback. Each student will submit a final assignment on each case, involving his or her critical thinking on the core issues presented in the case and the presentation and defense of an approach to addressing those core issues. (This course may not be transferred in.)

  • In this course, students begin drafting their dissertation under instructor supervision. Students working individually on their dissertation drafts focus on the description of their topic, refinement of their research questions, and outlining their review of the literature with feedback and recommendations for revisions from their instructor. Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during, or after their enrollment and completion of Dissertation Planning I and II.

  • In this course students continue drafting their dissertation from Dissertation Planning I under instructor supervision. Students working individually on their dissertation drafts focus on further refinement of the description of their topic, the final draft wording of their research questions, and beginning to write their review of the literature and research methodology with feedback and recommendations for revisions from their instructor. Students will exchange research concepts and proposed approaches about their research methodology with other students proposing similar methods (qualitative, quantitative, mixed, action). Final approval of these drafts of portions of the dissertation rests with the student's individual dissertation committees, as described in the current University of the Rockies Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during or after their enrollment and completion of Dissertation Planning I and II.

  • Students writing a dissertation must complete a total of 5 credits by registering for five consecutive terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices and procedures in the Dissertation Handbook.

4

Year 4

  • Students writing a dissertation must complete a total of 5 credits by registering for five consecutive terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices and procedures in the Dissertation Handbook.

  • Students writing a dissertation must complete a total of 5 credits by registering for five consecutive terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices and procedures in the Dissertation Handbook.

  • Students writing a dissertation must complete a total of 5 credits by registering for five consecutive terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices and procedures in the Dissertation Handbook.

  • Students writing a dissertation must complete a total of 5 credits by registering for five consecutive terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices and procedures in the Dissertation Handbook.

Program Requirements

To be awarded the PhD in Organizational Development and Leadership at UAGC, you must complete the program coursework of 62 credits with a 3.0 minimum cumulative grade point average. You will need to complete three non-credit In-Residence Workshops.* You will also need to complete all dissertation requirements.**

*For the PhD in Organizational Development and Leadership, you are required to attend three In-Residence weekend workshops.

**As a requirement for graduation from the University of Arizona Global Campus with a degree of Doctor of Philosophy (PhD), each student must complete and successfully defend a dissertation. The purpose of the dissertation is to ensure that the student has mastered the ability to pursue a systematic investigation that examines significant issues or problems. The dissertation requirement is also designed to contribute to the student’s knowledge, skills, and research expertise. Students choose a topic that addresses carefully chosen research questions that the student then investigates with quantitative or qualitative research, with a meta-analysis, or with a program design or program evaluation. Prerequisites, timelines for completion, and attendance requirements for dissertation, as well as a detailed explanation of each step in the process, are described in the Dissertation Handbook.

Special Terms and Conditions

The Doctor of Philosophy in Organizational Development and Leadership program is not a licensure program. Global Campus cannot confirm whether its courses or programs meet requirements for professional licensure in your state. For information regarding professional licensure requirements in your state, you should contact the applicable licensing board or agency in your state and determine whether the program meets requirements for licensure in the state where you reside.

Certain degree programs may not be available in all states.

While the University of Arizona Global Campus does not collect applicant criminal background, certain criminal histories may prevent students from obtaining licensure, certification or employment in their chosen field of study.

Customize Your Organizational Development and Leadership Degree with a UAGC Specialization

Personalize your PhD in Organizational Development and Leadership with a Standard Organizational Development and Leadership Doctoral Specialization, which includes 6 courses and consists of 18 credits.
  • Step into the role of leader with the Doctor of Philosophy in Organizational Development and Leadership, Standard Program of Study from the University of Arizona Global Campus. In this program, you will learn how to rely on research and evidence to anticipate the impact of strategic initiatives and organizational change. Develop the skills to be a problem-solver at any business or organization. Your specialization may require prerequisite course work. Please talk to your advisor for more information.

    Learn More

Careers in Organizational Development and Leadership

Hone the skills to be an influential leader in any business or organization. Your Doctor of Philosophy in Organizational Development and Leadership delivers the high-level knowledge you need to assess organizations and develop business solutions. With this doctoral degree, you will be prepared for careers such as:

 

  • Strategic organizational consulting
  • Management consulting practice
  • College and university teaching
  • Senior management in human resources
  • Organizational development
  • Executive coaching
  • Corporate training
  • Leadership development
  • Operations management
  • Organizational research
  • High-potential succession planning
  • Organization planning
  • Municipal employee entrance testing  
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Are you currently a licensed RN?

This program requires you to be a current licensed registered nurse. Please check out other programs to reach your education goals such as the BA in Health and Wellness.