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About the DPS in Organizational Leadership

Unlock your leadership potential and drive meaningful change at the executive level with your online Doctor of Professional Studies in Organizational Leadership from the University of Arizona Global Campus (UAGC). Designed for experienced professionals who want to deepen their knowledge, strengthen their ability to solve complex problems, and create impact in organizations and communities, this applied doctorate focuses on leadership principles, organizational psychology, and human performance strategies to enhance operations and execution. Aligned with public purpose and workforce demand and built for those who seek more than advanced credentials alone, this practice-focused program equips working leaders with career-ready expertise to create sustainable solutions using disciplined inquiry, enhance team performance, and support transformative change across private, public, and nonprofit sectors.

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Doctoral Degree Courses and Specializations

Your doctorate in Organizational Leadership program combines advanced research with leadership strategy and a practice-based applied Doctoral Project. You’ll begin by strengthening your foundation in doctoral-level research, writing, and critical thinking, before moving into a chosen specialization in which you will leverage your applied research skills to meet the demands of the modern workplace. Choose from Organizational Effectiveness, Education Innovation Leadership, Performance Psychology Leadership, or Human Services Leadership.

Admissions Requirements
Year 1
Year 2
Year 3
1

Year 1

  • This course focuses on the foundational competencies for doctoral learning and research.  Students self-assess current skills and develop a learning plan aimed at aligning professional advancement with doctoral degree expectations.  Academic writing, research rigor, ethics, professional communication and incorporating feedback are emphasized. This course requires live workshop sessions with faculty and peers.

  • The course will provide an overview of the key events and accomplishments that have played an important role in the historical evolution of the psychology of leadership and the systems that form the basis of the discipline. A review of the history of organizational psychology introduces several important distinctions that define the discipline and theoretical models and perspectives that trace the evolution of theory and practice. The learning activities emphasize the dichotomy between the science and applications of organizational psychology and leadership. The course approaches the psychology of leadership from three different perspectives 1) objectives for research and practice in the field, 2) basic methodological orientation of practitioners and 3) the systems and research-based foundations that form the basis of organizational psychology and the psychology of leadership.

  • 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. Students will also start to establish a foundation of doctoral level research and presentation.

  • This course explores ethical theories and professional standards guiding organizational leadership in complex, multidisciplinary contexts. Students examine moral dilemmas, assess the influence of social and systemic dynamics on ethical decision-making, and develop ethically grounded leadership strategies that promote accountability, equity, and sustainability.

  • This course addresses the alignment of organizational culture with organizational structure and strategy. The role of leaders in creating, maintaining, and changing culture is emphasized. The course includes contemporary applications of theory and practice in the role leaders have in guiding organizational culture toward successful outcomes.

  • 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.

2

Year 2

  • Effective leadership in today’s organizations relies on the ability to leverage data science for ethical problem-solving and decision-making. This course equips students with practical knowledge of data analytics. Students new to data science will gain a working knowledge of data usage, while experienced students will develop more advanced strategies and language for integrating analytics into their workflow. Through the exploration of data sets, case studies, and diverse cross-functional perspectives, students will learn how to ethically apply data-driven insights to tackle complex workplace challenges and drive successful team outcomes. 

  • This course provides a foundation for the design, implementation, and interpretation of quantitative research. Students will evaluate the strengths and limitations of quantitative methodologies and align appropriate approaches with defined problems of practice. Students will develop skills in quantitative data analysis through the application of appropriate statistical techniques, while also learning to communicate results effectively. Students will interpret and apply quantitative findings to generate actionable solutions that inform decision-making. Prerequisite: RES 705.

  • This course provides a foundation for the design, implementation, and interpretation of qualitative research. Students will evaluate the strengths and limitations of qualitative methodologies and align appropriate approaches with defined problems of practice.  Students will develop skills in qualitative data analysis through the application of established methodologies and emerging technological tools, while also learning to communicate results effectively. Students will interpret and apply qualitative findings to generate actionable solutions that inform decision-making. Prerequisite: RES 710.

  • This course guides students through the systematic process of identifying and refining a problem of practice within an applied setting. Students will evaluate the significance, scope, and practical implications of the identified issue, ensuring it is relevant to their field of study and professional context. Emphasis is placed on aligning the problem with an appropriate research approach and clearly defined purpose, leading to the development of focused research questions. By the end of the course, students will be prepared to articulate intended project outcomes that not only address the problem of practice but also demonstrate scholarly rigor and practical value.

  • This course develops students’ ability to critically examine and contextualize problems of practice within established bodies of knowledge and existing paradigms. Through synthesis of concepts from scholarly and professional publications, students will incorporate evidence-based perspectives to justify the intended project. Particular attention is given to evaluating underlying assumptions in research, fostering the ability to question, analyze, and apply knowledge with rigor and relevance. Prerequisite: RES 720.

  • This course equips students with the skills to design a rigorous and ethically sound approach to their proposed project. Students will identify viable data sources, determine appropriate sampling strategies, and assess the sample size necessary to produce credible results. Students will select and secure the resources and materials needed for project execution and create clear data collection and analysis protocols. Prerequisite: RES 730.

3

Year 3

  • This course emphasizes the ethical and methodological rigor required to conduct research aligned with intended project outcomes. Students will adhere to Human Protection Standards and Institutional Review Board (IRB) requirements while collecting, storing, and evaluating data. Students will be held to the highest standards of scholarship and integrity throughout the data management process. Prerequisite: RES 740.

  • This course requires students to analyze and present research findings using rigorous methodologies  and ethical responsibility. Students will utilize technologies essential to achieving their research goals while applying appropriate quantitative and/or qualitative analyses. Students will align results with the identified purpose of the project. Students will transform raw data into findings relevant to their research. Prerequisite: RES 750.

  • This course prepares students to contribute original research through rigorous analysis, application, and communication of findings. Students will evaluate the strengths and limitations of applying research in practice while exercising ethical discernment in translating results to real-world contexts. Emphasis is placed on reporting research according to generally accepted standards including descriptive and visual means. Prerequisite: RES 760.

  • This course is the culmination of the student's applied doctoral project. Students will deliver objective solutions that address relevant workforce and stakeholder needs addressing their problem of practice. Students will defend their completed project and submit a final written manuscript. Prerequisite: RES 770.

Prepare to Lead in Your Chosen Specialty

As a student in the Doctor of Professional Studies in Organizational Leadership program at UAGC, you will tailor your doctoral experience through leadership pathways that align with your professional goals. Each specialization connects leadership theory with real-world practice, preparing you to lead change in your chosen industry.

Education Innovation Leadership Specialization:
Human Services Leadership Specialization:
Organizational Effectiveness Specialization:
Performance Psychology Leadership Specialization:
1

Education Innovation Leadership Specialization:

Prepare to lead transformational change within educational systems and learning organizations. The curriculum emphasizes the integration of research-informed practice, systems thinking, and strategic leadership to address challenges in teaching, learning, and institutional effectiveness. Students examine the social, cultural, political, and organizational forces that shape educational environments while developing the capacity to design and implement strategies that expand equitable learning opportunities across diverse contexts. The specialization develops scholar-practitioners who can analyze policy, evaluate educational systems, and implement evidence-based innovations that improve learner outcomes and organizational performance. The program emphasizes collaborative leadership, ethical decision-making, and data-informed approaches to curriculum development, program design, and educational governance. Graduates will be able to influence policy, guide organizational transformation, and lead sustainable improvement initiatives across educational institutions, community organizations, and learning-focused enterprises. Courses include:

  • In this course, students will explore what it means to lead with vision, ethics, and equity in today’s educational landscape. Using real-world case studies, students will critically examine leadership theories and practices while applying research and systems thinking to challenges across PreK–12 and higher education contexts. Through iterative analysis, reflection, and synthesis, students strengthen their capacity as scholar-practitioners-leaders who connect evidence-based inquiry with meaningful organizational transformation. Culminating in the creation of an original, research-informed leadership case study, students will demonstrate mastery by translating theory into practice, articulating ethical and systemic insights, and contributing their own voice to the evolving discourse on educational leadership.

  • This applied doctoral course introduces educational leaders to inquiry as a leadership practice, drawing on principles of action research and insider inquiry. The course emphasizes how leaders examine and respond to complex problems of practice within their own organizational contexts through cycles of reflection, evidence, and action. Students explore foundational concepts such as scholar-practitioner identity, knowing-in-action, positionality, ethics, and organizational context as they relate to leadership decision-making. Rather than focusing on implementation, the course centers on the design of an action-research-informed leadership inquiry that is responsive to context, values, and organizational dynamics. Through engagement with scholarly literature, applied examples, and peer dialogue, students develop a structured inquiry plan that prepares them to lead thoughtful, ethical, and evidence-informed change.

  • This course offers participants a chance to explore the diverse aspects of educational politics and policy creation at all educational levels. It emphasizes the development of educational policies, the political dynamics surrounding both non-profit and for-profit learning environments, the rise of new educational technologies, and governance across various educational settings. The course will investigate the impact of societal shifts, examining significant reform movements and potential future developments in education from local to national scales. Key topics include the process of shaping educational policies, the global dimensions of educational politics, the politics surrounding learning environments, issues of inclusivity and exclusivity in education, and the dynamics of educational reform. This course is designed to be accessible and relevant to individuals working or involved in all levels of education.

  • In this course, students will analyze educationally relevant factors and historical events that have influenced educational practices, and how innovation and technology can prepare students for the future. Particular attention will be paid to educational technology and innovation. Learners will evaluate the application of theories, frameworks, and models of change with emphasis on the role of the change agent. In addition, learners will develop competencies to build organizational or institutional capacity by fostering personal growth and promoting transparency within the organizational change process, and proposing innovative, technology-focused solutions to a problem of practice.

2

Human Services Leadership Specialization:

Prepare to lead complex human service organizations through strategic program management, financial stewardship, and evidence-informed decision making. Coursework emphasizes performance and quality management, grant and financial administration, program evaluation, and organizational operations within human services settings. Students develop the leadership and administrative competencies needed to oversee programs, ensure accountability, and strengthen service systems that address community needs. Graduates are prepared to guide mission-driven organizations with a focus on quality improvement, ethical leadership, and measurable outcomes for the populations they serve. Courses include:

  • This course will provide students with a comprehensive step-by-step approach to performance and quality management in human service organizations that provide   
    services to underserved communities. Students will investigate the quality of service delivery, assess risks, and identify quality/outcome indicators associated with the efficacy of the programs provided by human service organizations. Additional focus will be placed on the areas of methodological, ethical, political, and organizational foundations that enable students to create a performance and management plan to improve service delivery that is supported by research evidence that stakeholders may use to enhance their programs’ effectiveness.

  • This financial and grant management course critically examines and identifies various accounting and financial knowledge related to the establishment and monitoring of financial strategies, policies, and tools within a government or private human services organization or service. In addition, financial management roles and responsibilities, advanced grant writing principles and techniques, and ethical financial practices and accountability will be explored and developed.

  • This practical program review and evaluation course for the human services discipline will employ a hands-on approach ultimately culminating in a hypothetical program evaluation and service-level improvement by completing weekly process goals, to include analysis of a completed needs assessment survey. The course will provide students with all materials needed in order to evaluate the complex program presented and complete tasks to ultimately modify it by the end of the term.

  • In this course, students will analyze educationally relevant factors and historical events that have influenced educational practices, and how innovation and technology can prepare students for the future. Particular attention will be paid to educational technology and innovation. Learners will evaluate the application of theories, frameworks, and models of change with emphasis on the role of the change agent. In addition, learners will develop competencies to build organizational or institutional capacity by fostering personal growth and promoting transparency within the organizational change process, and proposing innovative, technology-focused solutions to a problem of practice.

3

Organizational Effectiveness Specialization:

Gain an understanding of how human resources can extend beyond an operational function into a strategic leadership discipline that shapes culture, drives measurable outcomes, and advances organizational resilience, and lead the strategic integration of people, performance, and organizational strategy at the highest levels of practice. This curriculum emphasizes the design and alignment of human capital systems with enterprise strategy, the development of sophisticated performance management frameworks, and the cultivation of coaching-centered leadership practices that enhance individual and organizational effectiveness. Courses include:

  • 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 advanced course explores the theory and strategic application of performance management systems. An emphasis is placed on 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 activities and increased organizational effectiveness.

  • This advanced graduate seminar examines coaching as an essential component of leadership responsibilities. Students will explore models and approaches to supporting teams and team development, and will develop a thorough understanding of team challenges and factors leading to improved team performance. The role of leader as coach and personal leadership competencies will be analyzed in context of developing high performance teams.

  • This course focuses on the role of training, coaching, and mentoring as they relate to strategic talent development utilizing an evidence-based approach. Students will learn to integrate and align a development strategy with the long term goals and needs of the organization. Connections will be made to tools and methods used for performance management, identification of high potential leaders, and succession planning. Topics include the role of talent management in increasing the effectiveness of the organization, alignment of talent management strategies with organizational vision and direction, talent management approaches, use of data in talent management, and current trends in talent development.

4

Performance Psychology Leadership Specialization:

Prepare to lead transformational change by applying psychological principles to enhance individual, team, and organizational performance. The specialization curriculum emphasizes the integration of research-informed practice, behavioral science, and strategic leadership to address challenges related to motivation, resilience, decision-making, and sustained high performance across personal and professional environments. Students examine the cognitive, emotional, and social dynamics that influence performance within organizations while developing the capacity to design and implement evidence-based strategies that strengthen human potential and organizational effectiveness. The curriculum emphasizes ethical leadership, data-informed decision-making, and collaborative approaches to developing high-performing individuals, teams, and organizational cultures. Graduates of the specialization will guide organizational transformation, influence leadership practice, and implement sustainable performance improvement initiatives across corporate, athletic, educational, military, and professional contexts. Courses include:

  • In this course students will analyze the foundational principles of performance psychology, exploring mind-body practices that are essential for optimal individual and team performance in diverse settings. Students will learn to both apply and teach core skills to manage systemic arousal and enhance focus. Students will acquire the tools necessary to construct detailed performance profiles, considering individual variables such as age, gender, and cultural parameters. This deep level of analysis serves as a crucial foundation for effectively integrating mind-body practices to enhance performance. Throughout the course, students will also evaluate and apply strategies for measuring the efficacy of these practices across various professional, organizational, and creative settings.

  • In this course, doctoral students will evaluate and implement the helping relationship in the context of performance psychology to enhance performance in self and others. The curriculum includes foundational topics, including selecting theoretical orientations and identifying consulting fundamentals. Students will also explore relevant issues regarding ethics, supervision, and referral. Importantly, students will learn how to use consulting skills in a variety of performance domains.

  • This course will develop a deep understanding of the primary outcome of performance enhancement programs: peak experiences and the acquisition of expertise. The central emphasis is on developing advanced awareness skills crucial for attaining self-mastery in any high-performance domain. Students will learn how to effectively guide individuals and groups toward goal achievement, ensuring congruence with their current capabilities. The ultimate aim for students is to recognize and cultivate individual and collective experiences characterized by optimal performance, actualization, effortless awareness, flow states, and peak experiences across diverse contexts such as business, organizations, leadership, music, military, and sport.

  • In this course, doctoral students will explore the helping relationship in the context of performance psychology to enhance performance in self and others. The curriculum includes foundational topics like selecting theoretical orientations and identifying consulting fundamentals. Students will also explore relevant issues regarding ethics, supervision, and referral. Importantly, students will learn how to use consulting skills in a variety of performance domains.

Why Choose UAGC for Your Doctoral Degree?

At UAGC, you will experience the credibility of a WSCUC-accredited institution and the benefits of a university designed for working adults, with dedicated academic support and faculty who bring their professional expertise to the classroom. Our flexible online format with accelerated 6-week courses allows you to fit your program into your busy life. Along the way, you’ll join a global community of lifelong learners – peers, alumni, and professional networks that will extend your education beyond the classroom and position you for long-term career success.

University of Arizona Global Campus Doctoral Hooding Ceremony University of Arizona Global Campus Doctoral Hooding Ceremony
Accelerated 6-week courses
1 course at a time
$0 Application Fee
No GMAT/GRE Required

Frequently Asked Questions (FAQ)

  • The online Doctor of Professional Studies (DPS) in Organizational Leadership is an applied doctorate designed for experienced professionals who want to strengthen their leadership practice and impact. This program is built around leadership, human performance, and applied research to improve organizational operations and strategic execution, and graduates are prepared to tackle senior-level roles across multiple industries.

  • Yes. A Doctoral Degree is the pinnacle of education, and the program enhances your leadership and critical thinking capabilities through applied research techniques designed to create change at the executive level. Unlike purely academic programs, this degree prepares you with in-demand, workforce-ready skills identified by Hanover Research and the U.S. Bureau of Labor Statistics, ensuring you can make an immediate impact in the public, private, or nonprofit sectors faster and with greater clarity.

  • UAGC offers a flexible online format designed for working adults. The DPS in Organizational Leadership consists of 60 credits and 120 weeks of instructional time. Including scheduled breaks, students may complete the program within 2.5 to 3 years. You can access all your courses online 24 hours a day, seven days a week, from any device with internet access.

  • No. The DPS in Organizational Leadership replaces the traditional dissertation with an applied doctoral project, in which you’ll identify a real challenge from your professional field and design solutions that deliver immediate value. This unique approach gives you the opportunity to create change within your organization or community while completing your degree.

  • Yes. At UAGC, the DPS in Organizational Leadership focuses on applied learning, durable skills, and career-relevant outcomes while emphasizing practical coursework, industry-aligned competencies, and projects that demonstrate what you can do, not just what you know. Further, your doctoral program includes specializations in Organizational Effectiveness, Education Innovation Leadership, Performance Psychology Leadership, or Human Services Leadership, allowing you to align your studies with the industry or role where you want to make the greatest impact.

Program Costs

Before you enroll in any degree program, you need to know exactly how much it will cost. Below you will find a detailed breakdown of the anticipated costs of tuition and fees.

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Program Requirements

To be eligible for the DPS in Organizational Leadership, a student must successfully complete the following: 

  • The approved program consisting of 60 credits; 
  • Applied doctoral project requirements; and 
  • A minimum cumulative grade point average of 3.3 in all coursework attempted at the University.
Licensure and Certification Terms and Conditions

This program is not designed to meet the state educational requirements for a specific professional license or certification in any state. Students seeking licensure or certification in a particular profession shall carefully research the requirements prior to enrollment and regularly review the requirements as they are subject to change. Requirements vary by state. The University of Arizona Global Campus does not guarantee that any professional organization will accept a graduate’s application to sit for any exam for the purpose of professional certification. Further, a criminal record may prevent an applicant from obtaining licensure, certification, or employment in their field of study.

DPS in Organizational Leadership Faculty & Support

The UAGC qualified and distinguished doctoral faculty members are here to support you on your journey to earning your online DPS in Organizational Leadership. All courses are taught by faculty members who have earned doctorates themselves. They also have experience practicing in their respective fields, which allows them to teach theory as well as the practical applications of the curriculum. Your instructors will enliven your discussions and enhance your feedback with real-world lessons from their workplace experience.

Kelly Olson Stewart portrait

College of Professional Advancement

Kelly Olson Stewart, EdD, MEd

Department Head Elementary, Secondary & Higher Education Professions - Associate Professor

 Lisa Smith, PhD

College of Professional Advancement

Lisa Smith, PhD

Faculty - Associate Professor

 Headshot of Dr. Michelle Rosser-Majors

College of Professional Advancement

Michelle Rosser-Majors, PhD

Assistant Dean - Professor

 Heidi Smith

College of Integrative Learning

Heidi Smith

Department Head - Professor

 Dr. Todd Fiore

College of Integrative Learning

Todd Fiore, Ph.D.

Program Chair, PhD Organizational Development & Leadership - Assistant Professor

 Josh Herron's photo

College of Integrative Learning

Josh Herron

Lead Faculty - Associate Professor

 Stephanie L. Anderson, PhD

College of Integrative Learning

Stephanie Stubbs, PhD

Program Chair, Doctoral Research - Associate Professor
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