PhD in Leadership & Change

The PhD in Leadership and Change is a post-masters, full-time program delivered in a unique and distinctive model:

• Intense faculty and staff support, from the first day to dissertation completion
• Low Residency hybrid delivery means face-to-face meetings 3 times a year
• Professional Seminar for small and large group discussions and workshops throughout the year
• Credit for demonstrating learning rather than seat time in a course
• Learner flexibility within an annual structure, cohort progress through the program, and individual interests
• Dissertation Phase for conducting original scholarly research

At the heart of study is the student’s own practice in professional life. The program enables learners to continuously reflect on and integrate their real-world experience with scholarship and methods of inquiry. The program encourages students to integrate theory and practice in order to enrich their own practice and expand relevant theory. This is not about an ivory tower, but about taking your learning into your workplace and community to help make positive change, improve outcomes, and engage individuals in ways that benefit the common good.

These are the types of curiosities our students bring to their study. These are the places of wonder that frame discussions, demonstrations of learning, real-world change initiatives, and the dissertation. This PhD program is an opportunity to explore in-depth, evidence-based ways to practice and lead change that can make a difference.

The majority of students in the program are mid to senior-level practitioners. This means that for many, the program journey and achieving their PhD deepens the career paths they are already on. For some, securing a PhD offers the opportunity for new positions, and provides them with the expertise to open consulting practices, teach at the local college or university, or help them become a more public intellectual in their professional networks. Learn more about the impactful work of our learning community members within our newsletters and Facebook announcements of alumni and student career and community achievements.

Three residencies (2 on-site and 1 virtual)

Reflective Leadership Essay – The student demonstrates the ability to reflect in-depth on the personal meaning (e.g. personal values, personal organizational interests) of his/her past, present and marginalization systems and diverse populations prospective roles as a leader in an organization. This assignment is a demonstration of learning from the Reflective Leader module, which includes residencies, readings, and discussions.

Case Studies of Leading Change – The student demonstrates an ability to apply key issues and concepts to the complexities of real-life leadership and change situations. The case study and analysis must be substantial enough to enable the student to apply the literature and explore change situations. This assignment is a demonstration of learning from the Case Study module, which includes residencies, readings, and discussions.

Ethics in Leadership and inquiry – The student demonstrates familiarity with and understanding of leadership theories, concepts, and themes and their application to an area of the student’s interest. This assignment is a demonstration of learning from the Ethics module, which includes residencies, readings, and discussions, as well as the completion of the CITIMODULE.

Nature of Leadership Essay – The student demonstrates familiarity with and understanding of leadership theories, concepts, and themes and their application to an area of the student’s interest. This assignment is a demonstration of learning from the Nature of Leadership module, which includes residencies, readings, and discussions.
Proseminar 1 – A year-long cohort-based Proseminar with on-site and online learning activities. The focus of Proseminar 1 is the core curriculum areas and the development of reflective practice as a learner.

Learning plan – Student identifies overarching learning goals, their challenges as a learner, and directions for year 2.

Three residencies (2 on-site and 1 virtual)

Organizational Change Project – The student designs, leads, and evaluates a change initiative based on an assessment of needs, theoretical and practical considerations in the field of leadership and organizational change, and a commitment to participatory leadership styles and ethical professional practice. This assignment is a demonstration of learning from the Organizational Change module, which includes residencies, readings, and discussions,

Critical Review of Research – Students demonstrate an understanding of research designs, including basic, applied, and integrative research; and research paradigms, including both qualitative and quantitative approaches, in the literature of their field. Students are expected to critique the research studies in their own professional fields, including the quality of the research question(s), method(s) of inquiry, appropriateness of the data analysis procedures, and validity of inferences and conclusions drawn. The student is expected to explore the design models and critique their strengths and weaknesses. This assignment is a demonstration of learning from the Research module, which includes residencies, readings, and discussions.

Research Redesign – The student demonstrates deep knowledge of at least two research methods by selecting two published peer-reviewed studies in the field, one qualitative and one quantitative, and redesigning them. This assignment is a demonstration of learning from the Research module, which includes residencies, readings, and discussions./li>

Proseminar 2

A year-long cohort-based Proseminar with on-site and online learning activities. A significant aspect of this year’s Proseminar is the development of and reflection on leading change.

Three residencies (2 on-site and 1 virtual)

Cultural Dimensions of Leadership – The student demonstrates his/her ability to examine and synthesize ideas and concepts she/he has acquired and to prepare for the next stage of their development within the program and their practice. The specific focus of this essay invites students to reflect on leading change in a world of cultural differences, unequal access to power, and unresolved or unaddressed issues of social justice. This assignment is a demonstration of learning from the Cultural and Global Dimensions of Leadership Module, which includes residencies, readings, and discussions.

Individualized Learning Modules – These are two in-depth study opportunities, one in a content area related to the dissertation direction and one in the research method intended to be used in the dissertation.

Proseminar 3 – A year-long cohort-based Proseminar with on-site and online learning activities.

Three residencies (2 on-site and 1 virtual)

Dissertation – Students must complete a Doctoral dissertation demonstrating their ability to conduct original, scholarly research. A dissertation begins with a well-designed question or issue meriting investigation. The issue should emerge from and carry forward an existing body of theory and knowledge. The dissertation should demonstrate scholarship, creativity, and originality and have implications for a particular issue in the field of leadership and change in the professions and/or communities. The Dissertation Defense is a student’s presentation of the work at a residency or other approved venue.

Dissertation Proposal – Students design a study and prepare the Dissertation Proposal, which is the first three chapters of the Dissertation. The Dissertation Hearing is the culmination of this phase, and once approved by the Committee, the student then secures the appropriate Institutional Review Board and proceeds with conducting the research phase.