phd topics on leadership

How it works

Useful Links

How much will your dissertation cost?

Have an expert academic write your dissertation paper!

Dissertation Services

Get unlimited topic ideas and a dissertation plan for just £45.00

Order topics and plan

Get 1 free topic in your area of study with aim and justification

Yes I want the free topic

Leadership Dissertation Topics

Published by Grace Graffin at January 4th, 2023 , Revised On May 30, 2024

Leadership is an attribute of leading and guiding subordinates for collective wellness. Many people aspire to become leaders, but only a few succeed. This is because leadership and management are two relatively different concepts. A manager is not always a leader, and a leader cannot always be a manager. So, a leader knows how to manage a group without having distinguished power.

That said, leadership is an exciting discipline to explore and study. If you have aimed to write your dissertation about leadership and are direly looking for some exceptional leadership research topics, do not worry; we have got your back. Find out the most relevant and striking list of leadership topics for the research.

You can start your leadership dissertation by requesting a brief research proposal from our writers on any of these topics, which includes an introduction to the problem, research question , aim and objectives, literature review , along with the proposed methodology of research to be conducted. Let us know if you need any help in getting started.

Check our example dissertation to get an idea of how to structure your dissertation .

You can review step by step guide on how to write your dissertation here .

List Of Top New Dissertation Topics On Leadership

Artificial Intelligence and the Future of Leadership Development
How to Lead Through Crisis in a Volatile World
How Leaders Can Drive Employee Engagement Through Shared Goals
The Impact of Remote Work on Leadership Styles and Team Dynamics
Building Trust and Transparency in a Hybrid Work Environment
Developing Emotional Intelligence for Effective Leadership in a Digital Age
Can servant leadership foster employee Wellbeing and productivity?
The Gig Economy and the Challenges of Leading a Dispersed Workforce
The Influence of Social Media on Leadership Communication and Public Perception
The Impact of Agile Leadership on Project Management and Team Performance
An Analysis on the impact of Analytics on Making Informed Decisions and Driving Results
How Leaders Can Create a Risk-Taking Environment for Growth
The Evolving Role of Mentorship in Leadership Development Programmes
The Role of Leadership in Managing Conflict within Teams and Organisations
The Impact of Leadership on Employee Wellbeing and Mental Health in the Workplace
How Leaders Can Effectively Navigate Organisational Transformation
How Leaders Can Set Positive Standards and Inspire Ethical Behaviour
How Leaders Can Motivate Teams Through Recognition and Appreciation
The Importance of Strategic Thinking for Effective Leadership
The Role of Leadership in Building a Strong Organisational Culture
The Impact of Leadership on Organisational Reputation and Public Perception
The Evolving Skills Needed for Effective Leadership in the 21st Century
The Impact of Leadership on Customer Satisfaction and Brand Loyalty
How Leaders Can Empower Their Teams for Greater Success
Handling Rapid Change and Disruption in Business
The Importance of Effective Time Management for Leaders
The Role of Leadership in Building High-Performing Teams
The Impact of Leadership on Employee Turnover and Retention Rates
The Power of Networking for Leaders

Want to know what essay structure and style will work best for your assignment?

Problem fixed! We can write any type of essay in any referencing style. We ensure every essay written is beyond your expectations.

Topic 2: Investigate the suitable leadership attributes for handling crises and the financial stability of the business.

Research Aim: The research aims to investigate the suitable leadership attributes for handling crises and the financial stability of the business.

To analyse the leadership attributes ideal for handling crises and unpredictable situations.
To evaluate the factors impacting the financial stability of businesses.
To investigate the suitable leadership attributes for handling crises and the financial stability of the business.

Topic 3: Analysis of the medical leadership response in the NHS during the initial stages of the COVID-19 pandemic in the UK.

Research Aim: The research aims to analyse the medical leadership response in the NHS during the initial stages of the Covid-19 pandemic in the UK.

To analyse the impact of medical leadership on staff morale and the quality of patient care.
To determine the medical leadership in the NHS and its impact on staff productivity and efficiency.
To investigate the medical leadership response in the NHS during the initial stages of the Covid-19 pandemic in the UK.

Topic 4: How does poor leadership impact the overall organisational revenue and culture?

Research Aim: The research aims to analyse how poor leadership impacts the overall organisational revenue and culture.

To analyse the ramifications of poor leadership in organisations.
To evaluate the factors contributing to organisational revenue generation and shaping the organisational culture.
To analyse the impact of poor leadership on overall organisational revenue and culture.

Topic 5: Analysis of the potential use of AI for enhancing leadership performance and decision-making.

Research Aim: The research aims to analyse the potential use of AI for enhancing leadership performance and decision-making.

To analyse how AI contributes to leadership decision-making.
To identify the factors impacting leadership performance and the role of technology.
To analyse the potential use of AI for enhancing leadership performance and decision-making.

Topic no.1: Significance of leadership in business

Research Aim: In times like the present, when there is wavering financial stability, it is imperative for businesses to become as strong as they can be. Only good leaders in a company can help make the right and timely decisions to make it successful. The research will deeply analyse and study the importance of leadership in a business. It will figure out the challenges posed to business due to poor or absence of good leadership.

Topic no.2: Leadership and management

Research Aim: Leadership and management are two different things, but they go hand in hand. But it is significant to understand in what premises and situations leadership becomes more crucial than management and vice versa. It is also significant to find whether or not one is independent of the other. The main of the research will be to find out the answers to all of the aforementioned questions.

Topic no.3: Political leadership; the ramifications of poor leadership

Research Aim: The aim of the research would be to analyse and evaluate political leadership and study the consequences of poor leadership. The researcher can study different political leaders, their model of leadership and their repercussions on the citizens of their state.

Topic no.4: Role of women in educational leadership

Research Aim: Women are no less than men in any field, especially leadership. In fact, women leaders have proved themselves over and over again throughout history. The aim of the research would be to identify and analyse women’s role in educational leadership. It will find out the women who played a centrifugal role in the sector of educational leadership.

Topic no.5: Climate leadership

Research Aim: Fairly a new avenue of leadership, climate leadership is one of the most needed and prospering kinds of leadership. When it comes to saving the earth, many are raising their voices, and some are taking crucial actions. The research would aim to explore the nature of leadership predominating for climate preservation, who are the key leaders at the forefront, what approaches they are using to inhibit global warming, and what recommendations would be in that regard.

Topic no.6: Impact of leadership style on the performance of employees

Research Aim: The aim of the research would be to understand the interrelation of leadership style and the performance of employees. The researcher will evaluate the performance of employees under different types of leadership styles, i.e., authoritative leadership, participative leadership, delegation leadership, transactional leadership, and transformational leadership. It will evaluate the psychological and behavioural traits of employees under each specified type of leadership.

Topic no.7: Traits of Good Corporate Leadership

Research Aim: The aim of the research is to identify the features and characteristics of good corporate leadership and design a model that can be followed to achieve business goals.

Also Read : How to Write Dissertation Aims and Objectives?

Topic no.8: Leadership responses during the pandemic

Research Aim: The aim of the research is to study the role of leaders in crisis management, particularly during the COVID-19 pandemic. The research will study the leadership responses of different countries and evaluate their measures and their repercussion in response to the outbreak.

Topic no.9: Leadership and economy

Research Aim: The economy of a country depends largely on how the leaders are amending the bogus policies and creating effective, updated ones for economic growth. In essence, it is the leaders whose policies lead to a thriving economy. The aim of the research is to find the relationship between leadership and the economy and how good leaders lead to a better economy.

Topic no.10: How leaders are using AI for their optimal performance

Research Aim: The aim of the research is to find out how(if) global leaders are using technology to improve their performances in their respective fields. There are many leaders, apart from technological leaders, who are using different forms of technology to boost their performance and interact with their subordinates.

How Can ResearchProspect Help?

ResearchProspect writers can send several custom topic ideas to your email address. Once you have chosen a topic that suits your needs and interests, you can order for our dissertation outline service which will include a brief introduction to the topic, research questions , literature review , methodology , expected results , and conclusion . The dissertation outline will enable you to review the quality of our work before placing the order for our full dissertation writing service !

Topic no.11: Digital leaders of the future

Research Aim: The aim of the research would be to understand and analyse how digital leaders use information and technology to help an organisation become more receptive to customer needs and changing business requirements.

Topic no.12: Leadership culture

Research Aim: The leadership culture is how leaders interact and communicate with the group of people they are commanding. The aim of the research is to study and evaluate the leadership culture prevalent in our society versus how it should ideally be.

Topic no.13: Leadership and Managing Adversity

Research Aim: The prime aim of the research would be to understand the art of managing adversity and adversaries that leaders employ to swipe off the obstructions that hinder their goals. In order to become a good leader, it is eminent to get familiar with the strategies to get rid of the oppositions that cause damage to the goals.

Topic no.14: Leadership and emotional intelligence:

Research Aim: Emotional intelligence is more important than IQ, and for leaders, it is more than important to hold their nerves to pass the testing times. The aim of the research is to identify and explore the importance of emotional intelligence in leaders and how they use it strategically to cope with difficult times.

Topic no.15: Women's leadership styles vs men's leadership style

Research Aim: Leaders are leaders, and they have nothing to do with gender, but it is said that there are a few differences between women’s leadership and men’s leadership. The aim of the research would be to analyse each one’s leadership styles and determine their differences.

Topic no.16: Leadership and ethical paradigms

Research Aim: The aim of the research would be to analyse leadership in the context of five ethical paradigms. It will understand and evaluate how leaders company different levels of ethics during their period of management.

Topic no.17: A case study of Jacinda Ardern's leadership

Research Aim: New Zealand was the first country to wipe off the covid 19 cases from the first wave. It was attributed to the policies of the state and leadership for impressive achievement. The main aim of the research is to study and analyse the role of Jacinda Ardern in crisis management.

Topic no.18: A case study of Margret Thatcher- the iron lady

Research Aim: Probably no one would be unaware of the first woman prime minister of Britain, Margret Thatcher. The aim of the research is to analyse and evaluate the leadership style that earned her the title of Iron Lady.

Topic no.19: Leadership and Education

Research Aim: Leadership in the education sector is as important as in any other field. The aim of the research is to study the inclusive or exclusive relationship between leadership and education. It will also provide suggestions about how to improve leadership approaches in education.

Topic no.20: Transformational and transactional leadership; the right approach to lead a business

Research Aim: Two main types of leadership include transformational and transactional leadership styles. The aim of the research would be to analyse and evaluate both styles, suggest the benefits and downsides of each style, and determine which approach is the best.

Conducting research on leadership and related topics can be very useful and exciting, but when it comes to writing, students become dreadful. But do not worry, we have got your back. Whether you want a section of the dissertation to be written impeccably or the whole of it, we are here. Don’t wait; click here .

Free Dissertation Topic

Phone Number

Academic Level Select Academic Level Undergraduate Graduate PHD

Academic Subject

Area of Research

Frequently Asked Questions

How to find leadership dissertation topics.

For leadership dissertation topics:

Analyse leadership challenges.
Explore the industry or context.
Study effective leaders.
Examine leadership theories.
Consider organisational issues.
Select a topic resonating with your passion and research goals.

Ph.D. in Global Leadership

Sample Dissertations

Recent dissertations, dr. stephanie thum, 2024.

Entangled: A Phenomenological Study of U.S. Federal Government International Trade Administrative Leaders’ Lived Experiences With Red Tape

This study explored how 10 non-elected U.S. government administrative leaders with extremely complex global leadership roles describe their experiences with red tape at work. Many people intuitively understand red tape as a metaphor associated with hassle in their interactions with government. Red tape also comes with a scholarly theory that centers on arcane, costly, and burdensome processes and rules that consume an organization’s resources but serve no necessary purpose. Thirty years of research connects red tape and its related concepts of burden, regulation, and sludge to inefficiency and negative human experiences. Quantitative evidence shows red tape persists. Therefore, one might presume administrative leaders wish to tackle red tape. After all, government administrative leaders are supposed to work in customer-minded, serviceoriented ways. However, red tape can also serve a protective purpose and administrative leaders must also protect taxpayer interests. A leadership challenge emerges when one considers leader success is based on program uptake, but red tape can keep eligible people from participating in government. Scholars continually discuss whether political or elected leaders are mainly responsible for red tape. One voice that has been missing in scholarship is that of administrative leaders themselves and how they experience red tape in their jobs. This study aimed to fill that gap. Four themes surfaced: boundary-spanning, pragmatism in leading, risk-based leadership choices, and most-cited red tape origination points. Ultimately, this research may inform leadership development decisions and customer and employee experience policies in government administration, thereby contributing to more efficient government services for all.

Dr. Christopher D. Logan, 2024

The Lived Work Experiences of African American/Black Male Full-time Faculty at Midwestern Community Colleges

The purpose of this qualitative study was to explore the lived work experiences of African American/Black male full-time faculty at Midwestern community colleges. Narrative inquiry was used as the design in this study. The data reflects the national statistics indicating the low number of African/American Black male full-time faculty employed at community colleges in the Midwestern region of the United States. The focus of the study is how implicit bias, explicit bias/racism, and stereotyping manifest themselves in day-to-day interactions amongst faculty, administrators, students, and the overall environment within community colleges. The study participants were selected based on gender, ethnicity, community college classification (i.e. rural, urban, or suburban), age range, and years of service. The method of data collection used in this study was through semi-structured interviews, and field notes. Critical race theory (CRT) was utilized as the theoretical framework. CRT explores culture and society, in relation to power, law, and race (Dixson, & Rousseau Anderson, 2018; Price, 2010). CRT is based on “an assumption that racism is not a series of isolated acts, but an epidemic in American life, deeply ingrained legally, culturally, and even psychologically” and offers a “a challenge to traditional claims of neutrality, objectivity, colorblindness, and meritocracy as camouflages for the self-interest of dominant groups in American society” (Job, 2009, p. 83).

The inquiry into this research phenomenon is based on the existence of fear and frustration with African American/Black male full-time faculty members at these institutions of higher education. The results of this study may be beneficial as a future guide to institutions of higher education that seek to implement practices that will help them become more viable global entities.

Dr. Stephen J. Shoda, 2024

Moral Imagination in Aerospace Risk Decision Making: “Houston, We’ve Had a Problem!”

The global aerospace industry performs countless risk decisions every day. These decisions are generally mundane and their correctness trusted upon by stakeholders. As in any human endeavor, there have been several aerospace tragedies. As the industry expands globally, the risk potential for poor decision outcomes expands. Applied global leadership research may provide insights for risk reduction. This applied research study, utilizing Patricia Werhane’s (2008) business ethics theory of moral imagination, synergizes her moral managerial decision-making theory with contextual intelligence model (Kutz, 2017), triune ethics meta-theory (Narvaez, 2016), and responsible leadership theory (Miska & Mendenhall, 2018). Additionally, an understanding of moral virtues was derived from Pine (2022) as a guide for deconstructing moral content from the participants; lived experiences. This multidisciplinary approach holistically combined the theories to reach a deeper understanding of aerospace risk decision-making. The theoretical framework may serve as a basis for other research into moral imagination. A phenomenological research methodology (Creswell & Poth, 2018), informed by the descriptive phenomenological design in psychology (Giorgi, 2009), evaluated moral imagination from a global leadership research perspective. Eight participants provided lived experiences. Eight themes emerged from the analysis. The themes for aerospace leaders from this research were a) safety first, b) issues need identified and addressed in their earliest stages, c) compliance needs achieved while operations need kept moving, d) organizations need viewed as a work in progress, e) discordant moral and ethical behaviors often emerge during problem solving, f) use facts and data when developing solutions and courses of planned action, g) aerospace leaders embody a personal conviction for others safety, and h) aerospace leaders must establish and consistently practice their moral codes. It is intended that the outcomes of this study are useful for applied research in moral imagination and informing recommendations for global aerospace policies on risk decision making.

Dr. Scott Schaller, 2024

A Case Study Exploring the Influence of Education Agents on Indian Students Pursuing Master’s Programs at Universities in the United States

International student recruitment has become a major priority for universities, especially in the United States. With an uptick in international student enrollment expected, higher education institutions are having to compete for international students on a global scale. The current study explores the influence of education agents on Indian students pursuing their master’s degrees from universities in the United States. This study is guided by a theoretical framework comprised of the push-pull theory, model of student choice, and the college choice process model. Through a case study design, the analysis of semi-structured interviews revealed how participants perceived the influence of education agents during the search phase, while on campus, and when it came to further understanding the U.S. culture. This led to the development of two core themes that revealed Indian students perceived education agents as integral resources and were beneficial but with some shortcomings. Universities could use the findings of the current study to help advance the effectiveness of their international student recruitment efforts by communicating additional support for education agents and international students. The study’s findings help advance global leadership by expanding knowledge of the influence that education agents have on international students’ understanding of U.S. culture and capturing universities’ ability to support international recruitment objectives.

Dr. Deirdre Hendersen, 2023

A Narrative Inquiry into the Influence of a Global Mindset of Women in Leadership in Black Greek Letter Sororities

The purpose of the study was to explore the lived experiences of women leaders in Black Greek Letter sororities and how a global mindset informed their leadership. Data collection was conducted using one-on-one interviews. This study provides suggestions on how global leadership and developing a global mindset can enhance opportunities for the organization to expand globally. This study will hopefully influence the conversation about the lack of research on the role of leadership in Black Greek Letter Organizations (BGLO). The emphasis on global leadership and global mindset of BGLO leaders can have a positive impact on its members and other stakeholders. Followership and transformational leadership theories were the theoretical frameworks employed to guide this study. The following themes and sub-themes emerged from the data: (a) challenges, (b) leadership, (c) follower, (d) education and sub-themes (1) transformation, (2) global mindset. This research hopefully provides a platform for addressing major gaps on women’s leadership and the benefits of serving in Black Greek Letter Sororities.

Dr. Jeffrey H. Witte, 2023

Leadership Practices That Promote the Delivery of Customer Satisfaction With Police Services in a Diverse, Multicultural Environment: A Case Study Through the Perspective of Distributed Leadership

A qualitative case study with the Yonkers (New York) Police Department utilized semi-structured interviews and a review of relevant documents and media. Yonkers is one of the most diverse cities in the state and the region, with 31% of residents foreign-born, 46% of households speaking a foreign language, and a school district comprised of students from 100 different cultures and nationalities. Theoretical thematic analysis identified interactions between leaders, followers, and situations that contributed to delivering customer satisfaction and procedural justice. Themes determined through data analysis are: (a) A positive tone and supportive environment from police and city leaders promotes the delivery of customer satisfaction by police officers, (b) Peer officer interaction is the strongest influence in promoting the delivery of customer satisfaction by police officers, (c) Police and city leaders are conduits for gathering information from customers and disseminating it to the police officers who deliver service to the customers, (d) A synthesis of departmental activities, policies, and tools (technology) promotes the delivery of customer satisfaction by police officers, and (e) A variety of departmental performance measures ensure (or promote) the delivery of customer satisfaction by police officers. In addition to identifying interactions within the leader-follower-situation framework, the study led to the creation of a revised model of distributed leadership, which more accurately represents the structure of police agencies. While the study is limited by a relatively small sample size, it demonstrates the viability of the distributed leadership model in understanding how leadership practices evolve within police agencies. The distributed leadership framework provides police leaders with a new way of looking at departmental dynamics and allows them to better understand how and why police officers perform in accomplishing department goals and objectives, so that productive interactions can be fostered, expanded upon, and rewarded.

Dr. Nikki Pham, 2023

Cultivating Global Leaders: A Critical Examination of the Mediating Role of Campus Climate in Asian American College Student Leadership Development

The disparity between Asian Americans’ high level degree attainment and underrepresentation in executive offices suggests that Asian American college students are achieving academically, but somewhere along the journey from college to career they are missing the connections that will transform them into global leaders. In order to prepare Asian American college students to ascend to positions of global leadership, it is imperative that collegiate student leadership development programming is informed by an understanding of how experiences with racism influence the student leadership development process. This mixed methods study addressed gaps in higher education and global leadership studies by furthering understanding of the collegiate experiences and perceptions of the diverse and complex Asian American college student population, and by examining how critical approaches to the statistical analysis of quantitative Asian American college student experience data may provide further insight into their experiences and leadership development process. The findings from this three-part study showed that: (1) campus climate partially mediated the relationship between student experiences and leadership outcomes for Asian American college students, (2) there was not an association between racism-related stress and leadership self-efficacy for Asian American college students, and (3) Asian American college students perceive or experienced racial stress in their college experiences and that Asian American college students’ leadership self-concept was informed by perceptions or experiences with racial stress in their college experiences.

Dr. Melissa Roberts, 2023

Courageous Followership in Student Affairs: An Exploration of Women Serving in Dual Roles as Leaders and Followers

Higher education within the U.S. has become increasingly complex over the past few decades. In a field where the majority of those working within student affairs departments are women, there is little research on the experiences of women serving in these roles. More specifically, there is little research on women serving in dual roles as leaders and followers while working with international students. This study explored the lived experiences of women existing in dual roles as leaders and followers within complex higher education student affairs environments while working with international students. The study sought to provide currently absent insight into the experiences of women working in such complex environments with multicultural student populations, which may assist other women as they navigate their roles working with similarly diverse student populations. The theoretical framework for this study consisted of courageous followership (Chaleff, 2009) and Maslow’s (1943) Hierarchy of Needs. The central research question that guided this qualitative study was: How do women in dual roles of leader and follower describe their experiences as courageous followers in complex higher education student affairs environments while working with international students? The following themes emerged from the research findings: (1) creating community and contributing to increased intercultural awareness for the global good; (2) advocating for and centering students who may not have a voice or seat at the table; (3) changing staff roles in light of the global pandemic, external climate shifts, and the international student population needs; and (4) maintaining awareness of current world events in order to empathize and best support international students.

Dr. Keith Wallace, 2023

A Phenomenological Study Exploring U.S College Students’ Study Abroad Experiences: Understanding Self-Leadership Through Initiators and Outcomes of Transformative Learning

As globalized industries evolve, leaders of today and tomorrow will need multifaceted skills for multilayered engagement in an international environment. One method to develop competencies built for a global setting is study abroad, where U.S. colleges embed students in a travel context beyond classroom walls and borders. Study abroad is made up of pre-departure, in-destination, and reentry that remains less understood across U.S. colleges yet may produce a transformative learning experience. The purpose of this qualitative phenomenological study was to explore the lived experiences of U.S. college study abroad students during the reentry phase. Specifically, this study sought to understand initiators and outcomes of transformative learning in selfleadership development after studying abroad. The following 10 deductive themes and two deductive subthemes emerged: (a) Lacking languages in the United States, (b) Viewing my world in a new lens, (c) Realizing a great sense of empowerment, (d) Catching the travel bug, (e) Seeking transformative lessons, (f) Open mindedness through experiential learning, (g) More inclusivity for a diversified community, (h) Going global for new professional practices, (i) Increased capacity for complexity, and (j) Understanding complexity eases pressure. The two subthemes were (a) Leading with a shifted worldview and (b) Refining leadership with a new worldview. Disorientation profiles were also created for each participant. Findings revealed that initiators of transformative learning took place through disorienting experiences as well as transformative outcomes were realized by students after reentry. The findings of the study have identified for the first time in research the developed frameworks of transformative learning theory, the disorientation index and typology of transformative outcomes, as a functional combined tool to understand initiators and outcomes of transformative learning. These findings may assist international educators, multinational businesses, and global leaders of today and tomorrow.

Dr. Marcus McChristian, 2023

A Qualitative Study Exploring the Cultural Adaptation of U.S. Diplomatic Leaders Working in Africa

The United States government relies upon diplomatic leaders to promote and protect the interest of U.S. citizens all over the world. To successfully carry out these duties, diplomatic leaders are required to establish, build, and maintain relationships with individuals who often have different beliefs, standards, and opinions about how policies and decisions are made. U.S. diplomatic leaders must be able to integrate themselves culturally while managing unavoidable conflict. This study provides information about diplomatic leaders’ conflict management style choices while working in Africa, the most culturally diverse continent in the world. Diplomatic leaders’ ability to integrate into these new cultures and manage conflict while working in African environments often determines their capability to successfully lead host-country nationals and work with local government officials to accomplish U.S. foreign policy agenda.

Dissertation Archive

Dr. philip smith, 2022.

Bahamian Police Leadership and Organizational Culture through a Transformational Leadership Lens

Bahamian leadership throughout history has needed to create a culture of efficiency at fighting global crime (United States Embassy Nassau, 2014). The purpose of this inductive qualitative case study was to understand the organizational culture of the Bahamian Police force as attendees of the International Law Enforcement Academy (ILEA) leadership training. This study explored the organizational culture of participants who graduated from ILEA training and non-attendees. This study explored how leaders within the Royal Bahamian Police force (RBPF) may have influenced organizational traditions and practices. This study employed an inductive qualitative case study methodology that utilized purposive non-probability sampling.Semistructured interviews with open-ended questions provided the narrative data while the ILEA training module and RBPF website provided the supporting evidence. The interview questions explored participant perceptions of leadership behaviors within the RBPF. This study applied a transformational leadership theory lens to describe the Royal Bahamian police organizational culture. Findings revealed that the RBPF leaders had created change within their organizational culture to reflect transformational leadership theory.

Dr. Katie Parrish, 2022

Mainstream Preservice Teachers Perceived Readiness in Knowledge, Skills, and Dispositions to Educate English Learners

This study investigated how mainstream preservice teachers in educator preparation programs (EPPs) in the State of Indiana feel they are ready to meet the growing EL population’s needs. Further, the study investigated how EPP faculty perceive the readiness to educate ELs of the mainstream preservice teachers they prepare. Additionally, this study compared how mainstream preservice teachers and EPP faculty perceive the readiness to educate ELs in knowledge, skills, and dispositions. Using a quantitative, nonexperimental comparative approach, this study explicitly describes how mainstream preservice teachers perceive their readiness to educate ELs’ knowledge, skills, and dispositions. Past literature supports the increase in the EL population, the achievement gap between ELs and their non-EL peers, and a despairing representation of mainstream teachers who hold EL certification to support the academic growth of this increasing population of learners. The results of this study identify the perception of readiness of mainstream preservice teachers and the perception of readiness as evaluated by EPP faculty for the mainstream preservice teachers they prepare in knowledge, skills, and dispositions to educate ELs. Overall, the results showed that mainstream preservice teachers and EPP faculty do not perceive the mainstream preservice teachers ready to educate ELs. The results were the same for the areas of knowledge, skills, and dispositions. The current findings, grounded in the complexity leadership theory, support the notion that EPPs are complex adaptive systems and must respond to the need to integrate EL coursework throughout educator preparation programs to prepare mainstream preservice teachers to educate ELs effectively upon program completion.

Dr. Priscilla Deleon, 2022

A Case Study of Global Leadership in Allied Health: Supporting the Enhancement of Employees’ Engagement and Job Satisfaction

Global allied health leaders play a key role in promoting health and wellbeing for their employees. This study contributes to exploring how global leaders in allied health support employees’ job satisfaction and levels of engagement. This study used a qualitative methodology, employing a case study research design to explore servant leadership and allied health leaders; specifically, whether servant leadership plays a role in job satisfaction and employee engagement. The main component of the theoretical framework used for this study was Greenleaf’s (1970) servant leadership. The findings of this study offered five themes that emerged from the data: importance of leadership, listening and communication, building teams to be successful, job satisfaction and making a difference on the job, and professional development increases job satisfaction. The results of this study may create an opportunity for global allied health leaders to explore whether the characteristics of a servant leader can support employee engagement and job satisfaction in allied health fields

Dr. Saju Alex, 2022

A Phenomenological Study Exploring Global IT Companies in India: Lessons of Experiences on Sustainability

This qualitative study aimed to understand how sustainability leaders in India’s Information Technology (IT) industry perceived the sustainability leader development phenomenon. The four concepts constructed the theoretical framework for the study were: (1) leadership development, (2) sustainability, (3) values-based leadership, and (4) moral development. In addition, the study was framed by a constructivist paradigm, utilizing descriptive phenomenological methodology. The purposeful sampling criteria outlined by Moustakas (1994) were used for participant selection. Ten participants who worked in senior-level management positions at different IT companies and had experience in sustainability ranging from four to eleven years were selected. The data was collected through informal and interactive interviews using open-ended questions.The data were analyzed according to the transcendental phenomenological analysis processes Moustakas (1994) recommended. As a result, seven themes emerged from the participants’ textural descriptions of how they experienced the phenomenon: (1) leadership development, (2) workforce/professional development, (3) global competitiveness, (4) vision and values, (4) sustainability strategies/development, (6) organizational culture, and (7) it’s all about economics. The findings contributed to scholarship an understanding of sustainability leadership development and corroborated global leadership. However, the participants did not comment enough on the environment and social components of sustainable development to emerge as significant themes. As I pointed out, future research should focus on how or why the disconnect came about?

Dr. Kimberly Lehman, 2022

Immigration as an Antecedent for Changes in Leadership Behavior: A Study of How Buddhist Leaders’ Immigration from Myanmar to Indiana Affected Their Self-reported Leadership Behaviors

This qualitative, phenomenological study examined the perceptions of Buddhist leaders to understand if and how these leaders perceived their own leadership behaviors changed as a result of immigrating from Myanmar to Indiana. Between 2006 and 2014, there have been more than7,000 Buddhists who have immigrated to Indiana largely because of civil war and unrest in their home country (Centers for Disease Control and Prevention [CDC], n.d.). This substantial migration of refugees has led to the building of several new Buddhist facilities to support their transition. This study used Liden et al.’s (2008) model of servant leadership as a theoretical framework to better understand this phenomenon. This model of servant leadership includes antecedents, behaviors, and outcomes as a framework to examine the process of servant leadership. The model is appropriate for instances with varying antecedent conditions and in this study, the antecedents of context and culture changed when Buddhist leaders immigrated from Myanmar to Indiana. The data set for this study was a group of six Buddhist leaders who immigrated from Myanmar to Indiana and who are leading congregations in Indiana. The qualitative data for this study was gathered via semistructured interviews with Buddhist leaders who met the requirements outlined in this dissertation with an aim to understand these leaders’ self-perceptions of changes in leadership behaviors. The qualitative data obtained in the interviews was analyzed to understand which, if any, of the seven servant leadership behaviors outlined in Liden et al.’s (2008) model of servant leadership changed and, if so, how they changed. This study contributed to a better understanding of immigrant leader behaviors and servant leadership behaviors in international populations whose context and culture for leading changed as a result of immigrating to a new country. The study also has local significance for Indiana’s religious leaders (Buddhist as well as other faiths), civic leaders, and refugee populations.

Dr. Lizzie Bronte, 2022

A Phenomenological Study Exploring the Lived Experiences of Women Leaders in Information Technology in Nairobi, Kenya

There have been few studies on the experiences of African women in leadership and minimal research in the field of technology. While the number of women in leadership has steadily increased across most industries, this has not occurred in the information technology (IT) industry, especially in the continent of Africa. The IT industry has had slow growth in women’s progression into leadership positions. Studies that examine women and career advancement in technology note barriers to women’s development, including gender bias, lack of interest by women after midcareer, rapidly changing IT trends, lack of trust by male leaders, and cultural biases towards women leaders; these barriers explain the global shortage of women as IT leaders (e.g., Madsen, 2017; Sample, 2018). This qualitative phenomenological study aimed to explore the lived experiences of women leaders who work in IT companies in Kenya. This study explored the characteristics of African women’s lived experiences in their roles as leaders in a volatile and complex IT environment. The study explored the challenges encountered through their journey and how they overcame these challenges, including the support they may have received that enabled them along the way. The researcher used ten broad questions to explore women’s lived experiences in Kenya. The research findings validated the literature in certain areas and revealed opportunities for future research in unexpected places. In Kenya, women leaders in IT were a minority who experienced gender bias due to patriarchal beliefs and cultural expectations for women, inequalities, and prejudice in a male-dominated industry. An unexpected finding of imposter syndrome revealed that women limited themselves due to their beliefs of not being good enough to compete with men. Overcoming these challenges required proactive behaviors such as developing competence, mentoring, and networking with men and women to understand and excel in the workplace.

Dr. Henry King, 2022

A Case Study Exploring How Culturally Intelligent Transformational Higher Education Leaders Foster Organizational Innovations in a Multicultural Student Environment

The purpose of this qualitative single case study was to explore how higher education leaders at a public university in the Southeast United States employed cultural intelligence and transformational leadership to successfully foster organizational innovations to adapt to their growing multicultural student context. The objective of this study was to gain knowledge of how the university’s cultural intelligence transformational higher education leadership phenomenon worked from a holistic process perspective. Transformational leadership theory was introduced and applied as the theoretical framework for the study, while the cultural intelligence theory and organizational innovations concepts were used to support the theoretical framework. The researcher collected in-depth and rich empirical data from 10 higher education leaders at the public university using unstructured open-ended questions through Zoom one-on-one virtual interviews. The researcher also collected data from artifacts such as the university’s strategic plan documents, annual student success reports, transcribed podcasts, and student success book. The following five themes emerged from the robust thematic analysis and triangulation strategy: (a) employ internal and external motivational drivers, (b) employ the ability to strategically adapt, (c) positive influence on self-confidence and affective commitment, (d) employ cultural intelligence, transformational leadership practices, and (e) foster innovative student support solutions and equitable student success outcomes. The five emergent themes addressed the objective of this study and research questions. The knowledge gained from this study contributed to cultural intelligence, transformational leadership, and organizational innovations scholarship and advanced such knowledge in domestic and global higher education leadership studies and practices.

Dr. Dawn Moore, 2022

Attaining Leadership Authenticity: Exploring the Lived Experiences of African American Women Faculty at Predominantly White Institutions

As 21st Century scholars emphasize the importance of globalization, cross-cultural climates that foster genuine engagement with race and gender are becoming increasingly significant to the development of global leaders. African American women faculty, however, are often challenged in attaining authentic leadership, particularly with the intersection of their race and gender at educational institutions that are predominantly White. Consequently, exploring their experiences would provide invaluable insight into the roles that race and gender play in attaining authentic leadership. This study explored nine African American women faculty’s narratives about their lived experiences with senior administration at predominantly White institutions. Analysis of data from interview transcripts identified the emerging themes of adversity, self-authorship, and self-efficacy regarding their difficulties and successes in attaining authentic leadership. This research offered a foundational lens with the theoretical frameworks of authentic leadership, Black feminist thought, and intersectionality for understanding leadership authenticity in cross-cultural climates through the perspectives of African American women faculty at predominantly White institutions as a contribution to the field of global leadership.

Dr. Mustapha Atar, 2021

Predictors of Organizational Commitment in an Intense Global Environment: A Quantitative Study of IT Professions in the United States

Dr. Jennifer Wegleitner, 2021

A Mixed Methods Study Examining Faculty Perceptions of Business Students’ Incivility and Its Impact on Preparing Global Leaders

Dr. Christopher Snyder, 2021

Exploring Philanthropic Perceptions of Millennial Global Leaders

Dr. Laura Lumbert, 2021

Exploring Followers Lived Experiences with Autonomous Motivation and Leader Support During a Global Organizational Restructuring

Dr. Mandy Wriston, 2021

A Case Study of How Leaders in an Appalachian County View Themselves in a Global Society

Dr. Magnus Jansson, 2021

Innovative Work Behavior: Leadership Receptiveness, Individual Perseverance, and Organizational Climate as Enablers

Dr. James Kisaale, 2021

Community Leaders’ Transformational Leadership Style in Fostering Community Development: Kenya’s Christian Impact Mission

Dr. Russ Timmons, 2021

Exploring Global Disruptive Leadership in Practice: A Multi-level Pragmatic Synthesis Model

Dr. Chad Copple, 2021

Rural Community College Internationalization: Experiences, Challenges and Successes of Leaders

Dr. Vanetta Busch, 2021

Glocal Human Resources Leaders Roles, Role Conflict, and Competencies

Dr. Greg Madsen, 2021

Male Allies’ Perception of Gender Bias and the Relationship Between Psychological Standing and Willingness to Engage

Dr. Tariq Zaman, 2021

A Phenomenological Study of Followership Roles from the Perspective of Followers in the Ready-Made Garment Industry in Bangladesh

Dr. Dr. Martha Martin, 2021

Leaders in Libya: A study of Libyan Mid-Level Oil Executives Examining Leadership Transformation from Expatriate Study of 16 Habits of Mind Curriculum

Dr. Fidelis Agbor, 2021

Experiences of African Born Leaders in the U.S. Army

Dr. Heather Finney, 2021

Relationship between Leadership Styles and Total Quality Management in Chemical Manufacturing Companies in India and the United States

Dr. Eric Christensen, 2020

Servant Leadership in a Global Context: Organizational Relationships in Online Mental Health Service Startups

Servant leadership is a theory that suggests desirable organizational outcomes are a function of a leader’s focus on those other than him or herself (Stone, Russell, & Patterson, 2004). Servant leadership has been applied to a variety of organizational contexts, including those in the healthcare industry (Hanse, Harlin, Jarebrant, Ulin, & Winkel, 2016; O’Brien, 2010). However, as technological advancement drives social change, the structure and nature of organizations change as well. Accordingly, this research studies servant leadership in a global organizational context, extending the consideration of this leadership framework to the virtual mental healthcare field. Associations with organizational follower-level variables of empathic concern, public service motivation, affective commitment, and perceptions of organizational innovativeness are considered from a review of literature building on servant leadership theory and a theory of the on-demand economy. Pearson’s correlation analysis revealed servant leadership was significantly correlated with the study’s measure of public service motivation, affective commitment, and perceptions of organizational innovation. Implications for scholarship and practice are discussed. Read Abstract Close Abstract

Dr. Anna Lilleboe, 2020

Courageous Followership in the United States and Japan: Examining the Role of Culture in Ideal Followership

Followership is a nascent yet emerging subject. An increasing number of scholars are recognizing the critical role of followers and that leadership cannot exist without followership. Most followership studies take place in the United States, which constrains knowledge growth on followership from a global perspective. Understanding regarding ideal followership has largely been limited to reflect Western values. One of the most popular propositions regarding ideal followership is the courageous followership concept developed by Ira Chaleff. Chaleff’s book on courageous followership has been published globally in six different languages, yet the argument that the concept represents ideal followership has not been explored outside of the United States. This study contains an examination of whether the belief that courageous followership represents ideal followership is shared between American and Japanese followers as the countries offer an interesting contrast in cultural values and can offer a non-Western perspective. Through a quasi-experimental mixed factor repeated measure design, analysis of variance with covariates revealed how followers from each country perceive courageous followership behaviors as ideal and how often these followers practice such behaviors. The results showed that American participants favored courageous followership as ideal form of followership more so compared to Japanese participants. American participants also reported higher level of courageous followership behaviors in practice compared to Japanese participants—except for behaviors associated with the courage to take moral action. The study’s findings help advance global leadership by expanding knowledge regarding followership from a global perspective, testing courageous followership concept in a non-Western context, and capturing how different followers from different cultures practice followership behaviors. Read Abstract Close Abstract

Dr. Collin Barry, 2020

The Relationships between Authentic Leadership, Job Satisfaction, and Organizational Commitment among Generation Z in the United States Marine Corps

The following study explores the relationships among authentic leadership theory, job satisfaction, and organizational commitment among deployed active duty enlisted Generation Z members serving in the U.S. Marine Corps. It is argued that leaders who influence with authenticity have a greater chance of positively affecting those around them, focusing on the global-operating U.S. military, a melting pot microcosm of American society. Authentic leadership theory is defined, suggesting that the majority of this style’s characteristics can influence Generation Z more effectively than other styles of leadership, thus improving job satisfaction and organizational commitment. The generalized idiosyncrasies of Generation Z are identified, finding common themes among current scholars of generational theory. The leadership style of authoritarianism is explored, postulating that a method once utilized to lead past U.S. military generations is no longer effective. Generational influence within the commonly autocratic-driven U.S. Marine Corps is addressed, suggesting that a positive relationship exists between the qualities of authentic leadership and the follower needs of Generation Z. Hypotheses will be tested by utilizing a quantitative correlational survey design to gather data that may reveal relationships among the predictor variable of authentic leadership and outcome variables of job satisfaction and organizational commitment. Read Abstract Close Abstract

Dr. Tobey Zimber, 2020

Global Followers’ Identities Within the Global Social Movement of the Women’s March: A Phenomenological Study

Complex global business environments have posed significant demands upon leaders and inspired organizations to study ways to achieve organizational effectiveness. Within this complex, global environment, individuals form collaborative relationships where they work toward common goals. Currently, there is limited theorizing and little empirical evidence on global followers and their influence in the leadership process. This study explores the lived experiences of global followers in relation to leaders within the context of the global social movement of the Women’s March. Social identity theory, followership theory, and the construct of global followership are discussed as underlying theoretical and conceptual elements of this research. The two central research questions that guide this investigation are: (1) How do global followers describe their lived experiences associated with the global social movement of the Women’s March? (2) How do global followers of the global social movement of the Women’s March describe how their activities, characteristics, and traits influence their followership? Data was collected through semi-structured interviews, and the interviews were transcribed and analyzed with a qualitative analysis software, Dedoose. Research findings led to the emergence of the following seven themes: (1) We are a community of like-minded people with similar values, (2) I want to be a solution to the problem, (3) I hope to be an inspiration for others, (4) Power of the present and fear of the future, (5), Using my voice to fight global injustice, (6) We need to work for visibility and inclusion, (7) Being in service to something bigger than myself. Findings highlight the collaborative efforts and contributions of global followers as co-creators of leadership and proactive agents within the leadership process. Read Abstract Close Abstract

Dr. Nuchelle Chance, 2020

“Nevertheless, She Persisted”: Exploring the Influence of Adversity on Black Women in Higher Education Senior Leadership

This dissertation explored the concept of adversity and the lived experiences of Black women in higher education senior leadership. Using phenomenology, this study specifically explored how adversity has led Black women to leadership serving in higher education senior leadership. Past literature shows that Black women leaders undergo extreme challenges, including limited role models, the concrete ceiling, double discrimination, and the intersectionality of racism and sexism, as well as tokenism. The current findings validate the literature as some of the more salient codes of adversity that emerged were challenges with identity: (a) cultural diversity and belonging, (b) discrimination such as racism, sexism, ageism and the intersection of these, (c) varying adverse childhood experiences [ACEs], (d) career discernment, (e) divorce and/or dissolving romantic relationships, (f) financial issues, and (g) health issues. Yet Black women are resilient and strong. Referred to as “superwomen,” Black women have been able to overcome countless odds to advance and become pioneers in their fields and reach advanced levels of educational attainment. The results of this study reveal that Black women use adversity as fuel to overcome crucible experiences, thus helping them develop the necessary skills to prepare them for leadership. Their strength through adversity is driven by resilience. Resilience has manifested itself in many ways for the participants of this study, varying from motivation factors such as family and relationships, mentors, community support, self-care and nurturing, friendships and sisterhoods, as well as the support of cultural identity and diversity. The current findings grounded in the crucible leadership theory (Bennis & Thomas, 2002) support the notion that adverse crucible experiences shape Black women into leaders with emphasis on higher education senior leadership. Read Abstract Close Abstract

Dr. Mohamed Yahya Abdel Wedoud , 2020

A Single Case Study Exploring Male Millennial Leaders’ Perceptions of Women as Leaders in a Large Mauritanian Organization

This study used a qualitative case study research design to explore male millennial leaders’ perceptions of women as leaders in large Mauritanian organizations. Transformational leadership theory and social dominance theory were used as the theoretical bases to guide the study. The study raises awareness about aspects of African women leaders through the eyes of the male, millennial leaders in a historically male-dominated society. Furthermore, the study provides data to enhance the understanding of local, regional, and global leaders who work to liberate female leaders through organizational development and gender equality, globally. Perceptions of male leaders were explored to find out what can be done to change perceptions that may limit the possibilities for women to gain access to leadership roles in Mauritanian organizations. Read Abstract Close Abstract

Dr. Abdurrahim Hocagil , 2020

Exploring Global Followership Phenomenon in Global Organizational Context: A Study of Global Followers Within Global Technology Companies

The purpose of the current phenomenological study was to explore the global followership phenomenon within a global organizational context, specifically within global technology organizations to understand the lived experiences of global followers and how they develop their global followership behaviors. The present study used three overarching research questions to explore lived experiences of global followers: (1) How do global followers at global technology organizations describe their lived experiences that help them develop global followership behaviors? (2) How do global followers describe how global organizational context plays a role in global followership development processes? (3) How does global followers’ national culture shapes their global followership behaviors? In light of these research questions, the researcher developed open-ended interview questions that explored participants’ experiences of development of global followership behaviors. The interview questions scrutinized the experiences of global followers, the influence of global organizational context, and the influence of culture on their behaviors. The theoretical framework guided the study was followership theory and the concept of global followership. Purposeful sampling and snowball sampling strategies were used to recruit participants. After selecting individuals who meet the initial criteria, the researcher emailed screening questions to selected individuals and collected self-reported information. Based on their responses to screening questions, individuals who self-reported that they support and practice freely, constructively, and courageously contributing to leadership processes as well as supporting and practicing constructively opposing their leaders’ decisions by voicing their concerns and opinions against their leaders when they see necessary to enhance leadership processes acknowledged as global followers and selected as participants. Data were collected through the use of semi-structured interviews and the interviews were transcribed and then analyzed using NVivo 12 qualitative analysis software. Data analysis led to the development of four core themes that explained the experiences of global followers and their development of effective global followership behaviors: (1) following effectively, (2) following globally, (3) developing continuously, and (4) managing challenges. The current study’s results are consistent with Tolstikov-Mast’s (2016)’s assertions and confirm global followership concept is different than followership in domestic contexts due to the complexities of global environment. The findings of the present study may help future global followers that they could learn the developmental pathways presented by the participants and try to train to be effective global followers and contribute to co-construction of global leadership processes in their organizations. Global leaders could also learn from findings of this study and try to foster global followers that would help them to enhance global leadership outcomes. Global organizations could use the findings of the present study to develop specific global followership development activities or trainings in order to develop effective global followers and enhance global leadership outcomes in their organizations. Read Abstract Close Abstract

Dr. David Ransom , 2020

An Exploration of Perceptions, Internal Mechanisms and External Forces that may Influence Ethical Decision Making

This study sought to explore the underlying perceptions, internal mechanisms, and external forces that may influence the ethical decision-making process of middle managers in a multinational organization. A qualitative phenomenological research approach was undertaken as it provided the best opportunity to develop a common description from participants’ lived experiences that highlighted ‘what’ the participants experienced and ‘how’ they experienced it. This study contributes to the field of global leadership studies by providing an understanding of how global managers perceive an ethical issue, the ways in which they construct their own ethical reality, and how they explain the complexity of their ethical reasoning. In addition, this study shows the value in developing an ethics training program for multinational organizations in order to develop better cross-cultural understanding. Ultimately, this can result in improving the effectiveness of managers’ ethical reasoning skills through a learning environment that is experience-based and involves problem-solving activities and collaboration. Read Abstract Close Abstract

Dr. Eric Pilon-Bignell , 2020

Exploring Improvisation: The Human Element of Decisions Made by Executives in States of Complexity within Consulting Firms

The purpose of this research is to use transcendental phenomenology to explore the lived experiences and events of executives, and how improvisation is experienced when decisions are made in states of complexity within a consulting firm. The central research topic of this doctoral study focuses on executives in moments of complexity. The stated phenomenological method was engaged to explore the lived experiences of management and technology consulting firm executives on how they experience improvisation when making decisions in states of complexity. To guide this study, a theoretical framework consisting of complexity leadership theory, human elements of decisions, and improvisation was developed. Findings from this study highlighted five core themes that emerged from the phenomenon:(1) leading through complexity, (2) using improvisation, (3) leading with no data, (4) leading with only data, and (5) mixing humans and data. For academics and practitioners, the data gathered from this research creates an essence of the experience of how improvisation is experienced in complexity by executives in a consulting firm. The author hopes that this research in some way, will assist current and future executives to better understand the value of improvisation and how it can be applied successfully to lead in the complexities of the global business landscape. Read Abstract Close Abstract

Dr. Kevin Rooney , 2020

Transformational Leadership and Organizational Commitment in a Multinational Organization: The Partial Mediating Role of Cultural Intelligence

Organizations are undergoing unprecedented change, driven mainly by cost effectiveness and globalization. These changes leave organizations seeking a new type of leader, one who can manage a global workforce, navigate the impact of globalization, and foster employee organizational commitment. Through the grounding of transformational leadership theory, the present study examines the partial mediating relationship of cultural intelligence on the relationship between transformational leadership and organizational commitment in an intercultural context. The current study operationalized concepts through three surveys: multifactor leadership questionnaire form-5X (MLQ Form-5X), three-component model commitment survey (TCM), cultural intelligence survey (CQS). Using a sample of 102 full-time professionals who had a geographically dispersed intercultural relationship with their manager provides evidence that cultural intelligence partially mediates the relationship between transformational leadership style and employee normative commitment. Additionally, this study evidenced that cultural intelligence does not partially mediate the relationships between transformational leadership style and affective or continuance commitment. Supplemental analyses supported that a manager’s cultural intelligence had a significant association with their demonstration of transformational leadership style and an employee’s level of affective and normative commitment. Theoretical and practical implications of this study clarify the interactions between cultural intelligence, transformational leadership, and organization commitment addressing a growing concern surrounding how intercultural leaders effectively manage complexity emanating from geographic dispersion, multiculturalism, and organizational cultural diversity; furthering the competencies of effective global leaders. Read Abstract Close Abstract

Dr. Michael Fields , 2020

Exploring the Relationship of Predispositions Before and During the College Experience, Including Study Abroad, Which May Impact Intercultural Competence of University Students

With the continued globalization of the workforce today, it is becoming more and more important for today’s workers to be globally competent. For workers to be globally competent, it is essential that they gain the necessary skills while completing their college education. To gain these competencies, institutions of higher education need to produce graduates with high intercultural competence. Impact of intercultural competence has to be acquired through specific formal and informal experience for students to have the greatest gains during their college experience. These experiences actually begin before college and continue during their time in college. While literature has long stated that study abroad positively impacts intercultural competence, that alone may not be the best or only way to positively impact intercultural competence. This study explores the impact of precollege characteristics, college experiences, and study abroad on students’ intercultural competence at a rural, public, 4-year liberal arts university. To assess this impact of intercultural competence, students were asked to answer a demographic survey capturing the data on precollege characteristics and the college experience, as well as a survey instrument assessing intercultural competence. Read Abstract Close Abstract

Dr. Steven Stauffer , 2019

The Impacts of Business Curriculum Internationalization on Student Completion and Success in Ohio Community Colleges

The purpose of this global leadership study was to investigate the impact community college business curriculum internationalization has on the key components of the Ohio State Share of Instruction (SSI) funding formula. This analysis should assist institutional decision-makers in determining whether or not to incorporate such initiatives at their schools as many accrediting bodies are placing greater emphasis on student success and numerous states are tying public funding to completion rates. Starting in Fiscal Year 2014, the state of Ohio began implementing a new performance-based formula that allocates funding to universities and colleges based on student success instead of enrollment. As community colleges across the state work to adjust to the new formula, many are considering novel methods to expand their resource base through curriculum internationalization. This study sought to determine the existence and degree of a quantitative relationship between business curriculum internationalization and student course completions, program and certificate completions, and success points within the Ohio SSI funding model. Ultimately, the results of this inquiry indicated that no statistically significant relationship existed between the variables, primarily due to a lack of distinctive differences between the various Ohio community colleges in terms of their degrees of business curriculum internationalization. Read Abstract Close Abstract

Dr. Wendy Kobler , 2019

A Phenomenological Study: The Lived Experiences of Women Who Have Achieved CEO Positions in Four-Year Higher Education Institutions

Progress has been made with women gaining more employment opportunity through the years in higher education. The progress has been seen in the lower positions; but the higher a woman climbs in four-year higher education institutions, the fewer positions she will find open to her gender. Notably, gender inequity still exists in higher education leadership and especially in the top leadership positions in this sector. Until 2016, the accepted remedy for this gender equity issue was to create a pipeline for more women to be qualified and ready to flow into the openings of the chief executive officer (CEO) position of four-year higher education institutions as they became available (American Council of Education, 2016). The American Council of Education (ACE) in 2016 declared the pipeline remedy a myth (2016). With that declaration, the American Council of Education stated that there was a need for more research on pathways women can take to successfully reach the top CEO positions in higher education (2016). The purpose of this study was to seek to understand the phenomenon of how women have overcome barriers and secured the presidency in colleges and universities (ACE, 2016). The goal of this phenomenological study was to determine the pathway that these women CEOs took and to answer the call for more research on the pathways of how more women can obtain the position of CEO. It comes at a time when there is possibly the greatest climate that is conducive for women to achieve positions that have seldom been open to them in past history. The study was guided by research by Susan Madsen (2008) on the lived experiences of women university CEOs that is now considered the seminal work in the arena of higher education leadership and gender inequity. Read Abstract Close Abstract

Dr. Danielle Lombard-Sims, 2018

Exploring Antecedents of Organizational Success for Bicultural Global Female Leaders

Global leadership research arose out of a need for organizations to develop individuals who can successfully manage people, markets, and strategies globally (Mendenhall, et al., 2013). As the field is relatively new, there is gap in global leadership literature in understanding the antecedents of success of bicultural global female leaders in multi-cultural organizational environments. In addition, views from a power dynamic of critical theory has not been fully explored. As a result of this gap in the literature, this dissertation study explored the intersectionality of success, gender, and biculturalism to understand, through the voice and lived experiences of bicultural female leaders, how they assign meaning to the attainment of organizational success in global healthcare leadership positions in order to encourage organizational change. Utilizing the phenomenological van Kaam 8-step method of data analysis (Moustakas, 1994), this study identified five themes related to how global leadership competencies, the meaning of success, and organizational influencers impact bicultural female global leader success. This study added unique contributions in understanding (a) the shared meaning of success for bicultural global female leaders across various cultural groups as told through their voice, (b) how gender and biculturalism intersect to inform their experience as global leaders, specifically in empowering them to overcome historical biases that exist in organizations, and (c) actions organizations can do to help more bicultural women become global leaders. In addition to the unique contributions, findings related to successful global competencies, transformational leadership characteristics, and female leaders’ role in assisting with equal opportunities correspond with empirical and theoretical research on the success of global bicultural female leaders. Read Abstract Close Abstract

Dr. James Campbell, Jr., 2018

A Case Study Exploring the Lived Experiences of Direct Support Professionals: Examining the Link between Lived Experiences and Leadership Style

The purpose of this study was to explore the lived experiences of direct support professionals who support people with intellectual and developmental disabilities. As well, this study examined the relationship between the lived experiences of direct support professionals and the leadership and business practices of their organizations. This study employed an embedded mix-method multiple-case study design, which allowed multiple data collection methods that probed the essence of the participants’ lived experiences within their workplace. A sequential mixed-method procedure was commenced by convenience sampling of 50 direct support professionals from each organization to complete a survey instrument that possessed four major categories considered important to direct support professionals. Survey responses served as a guide while conducting face-to-face interviews with the senior leaders of each organization. Prior to interviewing senior leaders, five direct support professionals with at least five years of employment were randomly selected to be interviewed. The interview questions explored the lived experience of participants and their perceptions of the quality of organizational leadership and culture. Read Abstract Close Abstract

Dr. Danielle Lombard-Sims , 2018

Exploring Antecedence of Organizational Success for Bicultural Female Leaders

Global leadership research arose out of a need for organizations to develop individuals who can successfully manage people, markets and strategies globally (Mendenhall, et al., 2013). As the field is relatively new, there is gap in global leadership literature in understanding the antecedents of success of global leaders, and specifically bicultural global female leaders, in multi-cultural organizational environments. In addition, views from a power dynamic of critical theory has not been fully explored. As a result of this gap in the literature, this dissertation study explored the intersectionality of success, gender and biculturalism to understand, through the voice and lived experiences of bicultural female leaders, how they assign meaning to the attainment of organizational success in global healthcare leadership positions in order to encourage organizational change. Utilizing the phenomenological van Kaam 8-step method of data analysis (Moustakas, 1994), this study identified five themes related to how global leadership competencies, the meaning of success, and organizational influencers impact bicultural female global leader success. The five themes identified include (a) successful global leadership organizational competencies (b) meaning of success (c) intersection of gender and biculturalism on organizational success (d) organizational facilitators of success for bicultural global female leaders and (e) organizational inhibitors of success that require change. This study added unique contributions in understanding (a) the shared meaning of success for bicultural global female leaders across various cultural groups as told through their voice, (b) how gender and biculturalism intersect to inform their experience as global leaders, specifically in empowering them to overcome historical biases that exist in organizations, and (c) actions organizations can do to help more bicultural women become global leaders. In addition to the unique contributions, findings related to successful global competencies, transformational leadership characteristics, and female leaders’ role in assisting with equal opportunities correspond with empirical and theoretical research on the success of global bicultural female leaders. Read Abstract Close Abstract

Dr. Jehu Chong , 2018

Workplace Longevity and The Lived Experiences of Senior Leaders’ Perceptions of Millennial Job Satisfaction: A Multigenerational Study of the Dutch Caribbean Financial Sector

The topic of workplace longevity includes a vast area of scholarly writing relating to the themes of organizational success, job satisfaction, work commitment, effective managerial leadership, employee engagement, workforce-retention strategies, and cultural influences on work habits. The focus of this exploration is to discover how job satisfaction impacts the tenure of senior leaders and to uncover the association of emerging trends using a generational perspective that directly derives from senior leaders’ lived experiences. The objective was to solicit responses about the concepts affecting employees’ self-identified organizational motives, thus explaining an employees’ realization, awareness, and understanding of the components that factor into their choice of whether to stay or leave a company. Herzberg’s (1978) motivation theory was introduced and applied to this study as the theoretical framework. This theory explored the hygiene factors and motivator factors that cause job satisfaction or job dissatisfaction. Seven themes emerged from this qualitative transcendental phenomenological research study: (a) millennials, (b) training and development, (c) mentality shift, (d) corporate culture, (e) workplace longevity, (f) change and adaptability, and (g) communication. The research study was promulgated upon a global platform and thus includes a discussion of global implications and a new definition of global leadership. Global leaders in the present work climate are charged with managing diverse populations of employees from assorted cultures, with a mixture of mind-sets, and with a comprehensive collection of ideals, beliefs, values, and principles. This research explored global leadership through the lens of innovation and a team-oriented perspective. Read Abstract Close Abstract

Dr. Michael Call, 2017

Home or Abroad? Determinants of Major Charitable Giving to Domestic Vs. International Causes

This study provides insight into demographic and psychographic distinctions between major donors ($10,000 USD or more in a single gift) to domestic causes, international causes, and both types of causes. A simple random sample telephone survey of 410 U.S. individuals with annual household incomes of $250,000 or more and who have a history of charitable giving provided data for this analysis. Of these 410 respondents, 118 had given only to domestic causes in the past 12 months, 143 had given only to international causes, and 149 had given to both types of causes. All of these gifts met the filter of at least $10,000. Items in the survey included demographic data, number of major gifts to charity, sizes of gifts, type of recipient organization, and psychographic traits. These psychographic traits included experiential traits of childhood extracurricular activities, childhood volunteering, childhood religiosity, childhood traumatic events, adult religiosity, and adult engagement in civic groups. Values-based psychographic analysis relied on Kahle’s List of Values (LOV). A test for Chronbach’s alpha verified the data were reliable. Statistical analyses conducted include tests of correlation and association, multiple regression analysis, discriminant function analysis, and multinomial regression analysis. Results show significant differences between major donors to domestic causes only, major donors to international causes only, and major donors to both types of causes. Determinants of major giving to domestic causes only include the LOV traits of self-fulfillment and sense of belonging, as well as the experiential traits of childhood traumatic event, childhood religiosity, and adult engagement in civic groups; determinants of major giving to international causes only include the LOV value of being well respected and the experiential trait of childhood extracurricular activities. Determinants of major giving to both types of causes include the LOV trait of being well respected and the experiential trait of adult engagement in civic groups, as well as the demographic traits of being a single male not living with or married to a partner. Two models are presented for further research and insights. Read Abstract Close Abstract

Dr. Angel Baez Vega, 2017

The Lived Experiences of Latina Women It Leaders in Global Organizations: Exploring Their Stories on Intercultural Sensitivity and Trust

The goal of this study was to explore the lived experiences of Latina women IT leaders at global organizations as they cultivate trust and acceptance of intercultural differences. Trust and intercultural sensitivity are recognized elements in the development of successful team collaborations. However, little research has been devoted to describe the experiences of Latina women leaders in the IT sector in the process of cultivating trusting and interculturally sensitive relationships with others. That being the case, this study was guided by the following overarching research questions: (1) How do Latina women IT leaders describe their experiences developing trusting and interculturally sensitive relationships with their followers? (2) How do Latina women IT leaders describe their experiences cultivating trust and intercultural sensitivity as they interact with other leaders? (3) What experiences are perceived by Latina Women IT leaders as barriers to the development of an organizational culture that supports trust and acceptance of intercultural differences? This researcher asked interview questions to explore the role of trust and intercultural sensitivity on the effectiveness of Latina women leaders in the IT sector of global organizations.Global leadership, behavioral leadership, intercultural sensitivity and trust theories provided the theoretical framework that guided this study. Semi-structured interviews guided the data collection with the study participants. A purposeful sampling approach was used for the selection of the seven study participants. Data collected was transcribed and with the exception of one discussion that was conducted in English, the interviews were translated from Spanish into the English language. Then, the data was uploaded for analysis into Dedoose® social research analysis software. Five core themes emerged from the data analysis addressing issues concerning the development of a working environment that foster trust and intercultural sensitivity: (1) cross-cultural competence, (2) good working relationships, (3) asymmetry, (4) organizational culture and (5) effective leader. From this study findings, the “Behavior-based Trust and Inter-cultural Sensitivity Development” Model was developed showcasing the connection between the behavior of leaders and the core dimensions that emerged from the interviews in the study. Read Abstract Close Abstract

Dr. Mia Johnson , 2017

Resilience and Intercultural Competence: Examining the Relationship in Community College Transformational Leaders

The main purpose of the study was to determine if there was a correlation between resilience and intercultural competence in transformational leaders at Ivy Tech Community College. Kouzes and Posner’s Five Practices of Exemplary Leadership was used to establish leaders’ transformation leadership qualities; the Connor-Davidson CD-RISC was used to assess leaders’ resilience, and Fantini’s Assessment of Intercultural Competence (YOGA Form) was used to measure leaders’ intercultural competence. The study population included leaders in supervisor roles from two regions within Ivy Tech Community College. The findings of the study indicate there was no significant correlation between resilience and intercultural competence in transformational leaders. Read Abstract Close Abstract

Dr. Kristina Creager , 2017

Emotional intelligence & academic success: A study of academically underprepared students in the second semester

The globalization of higher education and changing demographics of the collegiate classroom necessitate the ability for students to regulate their own feelings, recognize others’ emotions, solve real-world problems, communicate effectively across cultures, build relationships, and ultimately manage stress. This emotional intelligence is especially true in the growing population of academically underprepared students. Through analysis of correlations between emotional intelligence and academic success factors – semester and cumulative GPAs, persistence data, as well as demographic variables, this study closes the gap in the literature focused on this specific student population and contributes to the field of global leadership in practice within higher education. This dissertation argues that emotional intelligence is a critical leadership trait, skill and practice regardless of capacity or field. Likewise, the study persists that emotional intelligence is a skill necessary for academically underprepared students to develop early on in their educational careers and it is an aspect directly correlated to the success of global leaders inside and outside of the university setting. Read Abstract Close Abstract

Dr. Thomas Lawrence , 2017

Followership in a Global Context: Examining the Relationship between Chinese National Culture and Follower Role Orientation

Followership is an emergent field of study dedicated to the contributions of followers to the processes and outcomes of leadership. The discipline privileges followers at the center of theory development and acknowledges their central role as causal agents. The study of followership has largely been a phenomenon constrained to the U.S. Thus, the role of national culture remains unexplored. Drawing from Uhl-Bien et al.’s (2014) reversing the lens theory of followership and Hofstede’s (2010) national culture dimensions, this study examined the relationship between national culture and follower role orientation, including the moderating effects of considerate leadership, among Chinese adults living and working throughout mainland China. Using a survey design, data was collected from 178 Chinese workers using three validated instruments. Relationships between the concepts of study were explored using descriptive inferential statistics, including hierarchical linear regression. The findings support Uhl-Bien et al.’s contention that leadership outcomes result from the interactive product of follower behavior, guided by implicit following schema, and the concomitant response by leaders to deliberate influence attempts. Analysis revealed Hofstede’s dimensions of power distance, uncertainty avoidance, and collectivism contributed to the development of follower’s underlying role schema and belief in the co-production of leadership. The study also confirmed the fundamental role of context in the development of follower beliefs. Leader consideration acted as a moderator of power distance in a sub-set of the sample (first-level supervisors) and contributed the greatest effect in the predictive model. This dissertation contributes to the field of global leadership by expanding knowledge of followership, testing the validity of followership theory beyond the U.S., and supporting organizational development in culturally heterogeneous contexts. Read Abstract Close Abstract

Dr. Julia Porter , 2017

Factors that Support Student Success and Their Perceptions of Success: Lessons from a Scottish University

In this qualitative study, a case study approach was utilized in order to explore the factors that contribute to student success as well as students’ own perceptions of success at Abertay University in Dundee, Scotland. Twelve participants were interviewed including seven students who were had passed all of their courses and were on track to graduate and five faculty members that had experience in teaching successful students. This study particularly focuses on trait theory and how the Big Five contribute to student success as well. The study identified the themes that contributed to Scottish student success, which were: (1) the ability to find employment following graduation, (2) support from others, (3) academic achievement, (4) acquiring new skills, and (5) personal dedication to their studies and Abertay University. Additionally, through the analysis of the data and in understanding the themes, it was indicated that the traits most exhibited by those who found success at Abertay University were extraversion, agreeableness, conscientiousness, and openness to experience. Read Abstract Close Abstract

Dr. Alicia Wireman , 2017

International Students and U.S. Faculty in Complex Educational Environments: Exploring the Need for Global Leadership in the Classroom. A Case Study

Global leadership scholars have attempted to understand global leadership in a variety of contexts. However, the complex environment of the classroom in higher education is an area that has not been explored. Classrooms in higher education are becoming more complex due to their complexity and uncertain nature, thus creating situations where global leadership is necessary. The purpose of this case study was to determine a need for global leadership in the classroom by exploring perceptions of instructors’ leadership behaviors and communication apprehension in the complex classroom. The study is an exploratory embedded single-case of instructors’ communication apprehension and leadership behaviors at a private institution of higher education. Data collection included institutional documents, surveys, and focus groups. The case’s data included an analysis of institutional documents as well as a survey with faculty regarding their communication apprehension and leadership behaviors when interacting with international students in the complex classroom. The survey used the Personal Report of Intercultural Communication Apprehension (PRICA) and the Leadership Behavior Description Questionnaire (LBDQ) to examine instructors’ communication apprehension and leadership behaviors when interacting with international students in the classroom. Then, a follow-up focus group with faculty was used to understand their survey responses. Finally, the case’s data collection included a focus group with international students, which aimed to explore their perceptions of instructors’ communication apprehension and leadership behaviors. The findings of the study (a) indicated leadership behaviors that are important for instructors in higher education, (b) communicated international students’ needs for instructors’ leadership behaviors, and (c) focused on the need to train and develop instructors to be global leaders. Read Abstract Close Abstract

Dr. Charles Dunn , 2016

The Real Deal: Exploring the Lived Experiences of Authentic Global Leaders within International Cooperative Organizations

The purpose of the current phenomenological study was to understand the developmental experiences of authentic leaders by documenting their own stories of how they view their growth into a successful global leader. The study used three overarching research questions: (1) How do leaders within international cooperatives describe their lived experiences that contributed to their development into successful and authentic global leaders? (2) How do cooperative leaders explain how they apply/use the principle of stewardship on a daily basis? (3) What experiences are described as challenges in the application of authentic leadership? Using these overarching questions as a guide, the current study posed interview questions that explore participants’ experiences in developing into an authentic leader. The study also explored how operating in a global environment has influenced their ability to be authentic in their leadership. Additionally, interview questions explored the context of authentic leadership and global leadership within cooperative organizations and how the role of being a steward for the organization influences their leadership style. The theoretical framework for the study was guided by global leadership theory, authentic leadership theory, and stewardship theory. Purposeful sampling and snowball sampling were used to select study participants who are senior leaders within international cooperative organizations. Data was collected through the use of semi-structured interviews, and the interviews were transcribed and then analyzed using NVivo qualitative analysis software. The information collected and subsequent analysis may help future cooperative leaders develop into successful and authentic global leaders, as well as help close the gap in the literature on leadership within international cooperatives. The research findings led to the development of five themes surrounding the phenomenon of developing into an authentic leader within an international cooperative: (1) leading successfully, (2) leading globally, (3) developing authentically, (4) meeting the leadership challenge, and (5) cooperative appeal. Read Abstract Close Abstract

Dr. Stephen Young , 2016

Follower Perceptions of Frequent Leadership Rotations: A Sequential Explanatory Study

Current leadership study is well established within the context of developing leaders in the global organization through leadership development initiatives to include leadership rotational programs. Leadership rotational programs are an accepted practice to develop the skills of global leaders. Studies have shown the positive results that these strategies can produce within the global organization and towards the development of global leaders’ skills. Empirical research has focused on the advantages to the leader but has failed to fully identify the potential consequences to the follower within the organization. This study addresses the follower perceptions and feelings towards leadership rotations that are not currently found in current leadership research and literature. The purpose of this sequential explanatory study was twofold. First, this study aimed to discover the types of followers found in the global organization. Second, and the primary focus of this research was to explore the perceptions of followers when subjected to rotating leadership. This exploration fully identifies the effect of the leadership rotation phenomenon and addresses the research question: How do differing types of followers within complex adaptive systems of a global organization experience frequent leadership rotations? A two-phase, sequential explanatory design was used to gather the experiences of the organizational follower through a non-experimental survey, semi-structured interviews, and a phenomenological analysis of collected data. Followers were first classified in to one of five follower types. Participants from each follower were then interviewed. An interview protocol was followed and participant responses were analyzed to develop themes related to the phenomenon of rotating leadership. The outcomes of this study offer four conclusions related to the followers in the global organization and how these individuals perceive rotating leadership. This research advances the current understanding of the relationship between the leader and follower and offers new insight into how the common leadership development practice of rotating leaders within the organization affects both the global organization and the organizational follower. Read Abstract Close Abstract

Dr. Joyce Parks, 2015

Preparing Global Citizens for the 21st Century: Examining the Intercultural Competence of Study Abroad Students

In today’s rapidly changing global society, college graduates will need to develop skills that will prepare them for the 21st century. More importantly, intercultural skills that will be beneficial in terms of helping students become global citizens and having the ability to compete for jobs in a global workforce. This study examines the impact short-term study abroad programs have on the intercultural competence of students. Additionally, the study provides strategies to increase the intercultural competence of students to assure students gain the following intercultural abilities; skills, awareness, knowledge, and attitudes which are skills that are necessary to interact effectively with individuals from diverse backgrounds. An explanatory quantitative correlational research design was utilized for the study and a sample size of 125 students from a university in the Midwest. The Accessing Intercultural Competence (AIC) section 7 was utilized to measure the intercultural competence of study abroad students to determine if the students were developing intercultural competence. The independent sample t test was used and indicated a significant difference in the intercultural competence of students who studied abroad and students who did not study abroad. The implications of the findings are beneficial to study abroad administrators and higher education institutions by providing suggestions and improvements for short-term study abroad programs. The study is also an important contribution to the literature in terms of the impact study abroad programs have on the intercultural competence students who travels abroad. Read Abstract Close Abstract

Dr. Frank Banfill , 2015

Multiple Case Studies in Effective Africa Leadership: A Study of the Leadership Behaviors of Effective Local Church Pastors in the Africa Inland Church Tanzania Mara and Ukerewe Diocese

This study explores the behaviors of effective local Christian church pastors in Tanzania, East Africa and it addresses gaps in the current knowledge related to African religious leadership, leadership theory in the African context, leadership across African cultures, and African leadership in relationship to followership. A qualitative research method using a multiple case study design was employed to provide an understanding of effective African pastors as local leaders who contribute to African social welfare. Effective pastor leaders with a demonstrated record of numerically growing their churches while also conducting development projects for the betterment of local communities were interviewed, along with focus groups of members from their congregations. Additional data were gathered through observations and by reviewing documents. Results of transformational leadership theory surveys (Multifactor Leadership Questionnaire-MLQ) completed by Tanzanian pastors are also presented. The study found that effective Tanzanian pastors demonstrated behaviors consistent with transformational leadership behaviors, improved the lives of parishioners and community members, and were instrumental in growing the numerical membership and financial base of their churches. The study identified the activities taken by effective pastors when they began their tenures, as well as the ongoing and decision-making/problem resolution activities throughout their tenures. Read Abstract Close Abstract

Dr. Joseph Lestrange , 2015

Values Based Leadership 2.0: A Multi Method Study Toward the Development of a Theoretical Framework for Global Leaders

The continuously expanding and rapid pace of globalization has created a climate of ambiguity, uncertainty and change as businesses struggle to find new paradigms of leadership that can be used cross culturally; mainly because many previously tried and tested approaches such as transactional leadership no longer seem effective in the global context (Robinson & Harvey, 2008). This multi-method research study explored whether or not Values Based Leadership (VBL) is an appropriate leadership framework to assist global leaders in navigating the multiplicity, interdependence, ambiguity and flux of today’s global leadership environment. Based on research gaps discovered during the literature review, this study developed a definitive theoretical framework for VBL in the context of global leadership that distinguishes it from other confused and/or overlapping theories. The methodology consisted of an integrative literature review and subsequent interviews conducted in the phenomenological discipline. Through the process of inductive, thematic analysis; a total of 10 themes emerged based on the participants’ “lived experience.” These themes were: Creates a Positive Organizational Valance by Inspiring Followers and Maintaining Presence, Empowers Others Through Active Follower Engagement, Displays Empathy, Respect & Genuine Caring for Others, Projects Legitimacy by Building Relationships on Trust, Encourages a Learning Organization, Possesses Strong Character, Develops a Strategic Vision & Focuses Resources Accordingly, Strives for Organizational Excellence, Demonstrates Humility & Stewardship, and Promotes Transparency by Effectively Communicating with Followers. This new VBL framework provides insight into universally endorsed leadership values held by today’s global leaders operating across multiple world cultures and contexts. If developed further, the research suggests that this framework could provide a strong foundation to assist global leaders in navigating the multiplicity, interdependence, ambiguity and flux found it today’s modern global business environment. Read Abstract Close Abstract

Dr. Lisa Kindred , 2015

Leadership Fit as a Condition for Meaningful Work: A Study of Iraqi-Born Employees

In this qualitative study a phenomenological approach was utilized to explore the experiences and perceptions of meaningful work for Iraqi refugees in South Bend, Indiana. The central research question examined how the participants constructed meaningful work. This study had a particular focus on the characteristics associated with leadership fit and how leadership fit contributed to perceptions of meaningful work. The research procedure consisted of fifteen in-depth, semi-structured interviews. The findings revealed five overarching themes that contributed to perceptions of meaningful work: 1) having an impact, 2) relationships with others, 3) distinguished from others, 4) correspondence with oneself, and 5) environmental correspondence. While leadership fit did not emerge as a central issue, the participants’ preferred way of relating with a leader was revealed. This study contributes to the growing literature on meaningful work by strengthening a theoretical model and expanding the model with the inclusion of a new pathway to meaningful work. Additionally, this study highlights the importance of applying person-environment fit models with current meaningful work theory. Finally, this study provides practical application for refugee relocation agencies and employers based on the findings and offers suggestions for future meaningful work research. Read Abstract Close Abstract

Dr. Brett Whitaker , 2015

An Analysis of the Academic Disciplinary Development of Global Leadership Education

This research examined the development of global leadership degree granting programs within higher education. This research utilized an organizing framework of academic disciplinary development, and drew upon current theoretical literature describing the nature of global leadership. The two stated purposes of this study were, “to examine the field of global leadership education as compared against established criteria of academic disciplines”, and “to describe the manifestation of global leadership education in three institutions of higher education.” A qualitative, multiple case study approach was utilized in this research. Inductive reasoning formed the basis for inquiry, as this research was exploratory and attempted to describe the nature and history of several degree granting programs. Rigorous qualitative methods were employed, utilizing multiple data sources to gather information and triangulate understanding of each case institution. Within-case and cross-case analysis was conducted to develop emergent themes, and this analysis was augmented through the use of a qualitative analysis software. Verification was achieved through the use of member checking, journaling, and a peer-debrief. Themes emerged for each case institution, and were organized into themes related to the emergence of each program, and themes related to program outcomes. Within the cross-case analysis, three themes emerged: the pragmatic and politically driven emergence and development of programs, the tendency for global leadership programs to be tied to a related disciplinary area and that area to be more strongly represented in the curriculum, and a value orientation among the outcomes of each program. Each of these themes was supported by relevant data, quotes, and observations. The findings of this study support the notion that while global leadership has indeed begun to emerge within higher education, it remains somewhat underdeveloped. Some elements of disciplinary development are present, but most are not. Educators, administrators, and ultimately, students, stand to benefit from rigorous inquiry into the nature of how global leadership is being manifested in higher education. Comprehensively describing the current state of the discipline, will allow program stewards to more intentionally design programs that align with current theoretical and empirical scholarship of global leadership. This research provides the beginning point of that scholarship. Read Abstract Close Abstract

Dr. Paul Hayes, 2014

Virtual Environmental Factors and Leading Global Virtual Teams

This correlative study focuses on the leaders of global virtual teams and determines if there is a comparative advantage in using 3D avatar-based collaborative environments instead of more traditional 2D audio and video teleconferencing environments in terms of fostering engaging environments that lead to improved leader and member interaction. Sixty freshman student volunteers from random Southeastern and Central Florida colleges collaborated in face-to-face and virtual reality environments. The participants were comprised of individuals born in 13 different countries, including the USA. Six participants acted in the role of leader and 24 participants acting in the role of subordination. Each group was comprised of six, five-member teams. The sample consisted of 46 males and 14 females ranging in age from 18 to 30 years old. The study suggests face-to-face participants perceived higher, statistically significant levels of engagement than the teams using Second Life. No statistically significant difference was found between reported levels of leader-member exchange (LMX) quality for either the members of Face-to-Face collaboration or the members of Second Life collaboration. There was no statistically significant difference between composite ratings of LMX relationship quality with measures of engagement as provided by the ITC Sense of Presence Inventory. All employees need training to maximize virtual team collaboration efforts in avatar-based collaboration to ensure collaboration focuses on solving problems and not just re-creating “real world” problems in a virtual world or computer mediated environment. Read Abstract Close Abstract

About Stanford GSB

The Leadership
Dean’s Updates
School News & History
Commencement
Business, Government & Society
Centers & Institutes
Center for Entrepreneurial Studies
Center for Social Innovation
Stanford Seed

About the Experience

Learning at Stanford GSB
Experiential Learning
Guest Speakers
Entrepreneurship
Social Innovation
Communication
Life at Stanford GSB
Collaborative Environment
Activities & Organizations
Student Services
Housing Options
International Students

Full-Time Degree Programs

Why Stanford MBA
Academic Experience
Financial Aid
Why Stanford MSx
Research Fellows Program
See All Programs

Non-Degree & Certificate Programs

Executive Education
Stanford Executive Program
Programs for Organizations
The Difference
Online Programs
Stanford LEAD
Seed Transformation Program
Aspire Program
Seed Spark Program
Faculty Profiles
Academic Areas
Awards & Honors
Conferences

Faculty Research

Publications
Working Papers
Case Studies

Research Hub

Research Labs & Initiatives
Business Library
Data, Analytics & Research Computing
Behavioral Lab

Research Labs

Cities, Housing & Society Lab
Golub Capital Social Impact Lab

Research Initiatives

Corporate Governance Research Initiative
Corporations and Society Initiative
Policy and Innovation Initiative
Rapid Decarbonization Initiative
Stanford Latino Entrepreneurship Initiative
Value Chain Innovation Initiative
Venture Capital Initiative
Career & Success
Climate & Sustainability
Corporate Governance
Culture & Society
Finance & Investing
Government & Politics
Leadership & Management
Markets and Trade
Operations & Logistics
Opportunity & Access
Technology & AI
Opinion & Analysis
Email Newsletter

Welcome, Alumni

Communities
Digital Communities & Tools
Regional Chapters
Women’s Programs
Identity Chapters
Find Your Reunion
Career Resources
Job Search Resources
Career & Life Transitions
Programs & Services
Career Video Library
Alumni Education
Research Resources
Volunteering
Alumni News
Class Notes
Alumni Voices
Contact Alumni Relations
Upcoming Events

Admission Events & Information Sessions

MBA Program
MSx Program
PhD Program
Alumni Events
All Other Events
Requirements
Requirements: Behavioral
Requirements: Quantitative
Requirements: Macro
Requirements: Micro
Annual Evaluations
Field Examination
Research Activities
Research Papers
Dissertation
Oral Examination
Current Students
Entering Class Profile
Education & CV
GMAT & GRE
International Applicants
Statement of Purpose
Letters of Recommendation
Reapplicants
Application Fee Waiver
Deadline & Decisions
Job Market Candidates
Academic Placements
Stay in Touch
Fields of Study
Student Life
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, your summer 2024 podcast playlist, why investors throw money at eccentric ceos, psst — wanna know why gossip has evolved in every human society.

Priorities for the GSB's Future
See the Current DEI Report
Supporting Data
Research & Insights
Share Your Thoughts
Search Fund Primer
Teaching & Curriculum
Affiliated Faculty
Faculty Advisors
Louis W. Foster Resource Center
Defining Social Innovation
Impact Compass
Global Health Innovation Insights
Faculty Affiliates
Student Awards & Certificates
Changemakers
Dean Jonathan Levin
Dean Garth Saloner
Dean Robert Joss
Dean Michael Spence
Dean Robert Jaedicke
Dean Rene McPherson
Dean Arjay Miller
Dean Ernest Arbuckle
Dean Jacob Hugh Jackson
Dean Willard Hotchkiss
Faculty in Memoriam
Stanford GSB Firsts
Class of 2024 Candidates
Certificate & Award Recipients
Teaching Approach
Analysis and Measurement of Impact
The Corporate Entrepreneur: Startup in a Grown-Up Enterprise
Data-Driven Impact
Designing Experiments for Impact
Digital Business Transformation
The Founder’s Right Hand
Marketing for Measurable Change
Product Management
Public Policy Lab: Financial Challenges Facing US Cities
Public Policy Lab: Homelessness in California
Lab Features
Curricular Integration
View From The Top
Formation of New Ventures
Managing Growing Enterprises
Startup Garage
Explore Beyond the Classroom
Stanford Venture Studio
Summer Program
Workshops & Events
The Five Lenses of Entrepreneurship
Leadership Labs
Executive Challenge
Arbuckle Leadership Fellows Program
Selection Process
Training Schedule
Time Commitment
Learning Expectations
Post-Training Opportunities
Who Should Apply
Introductory T-Groups
Leadership for Society Program
Certificate
2024 Awardees
2023 Awardees
2022 Awardees
2021 Awardees
2020 Awardees
2019 Awardees
2018 Awardees
Social Management Immersion Fund
Stanford Impact Founder Fellowships and Prizes
Stanford Impact Leader Prizes
Social Entrepreneurship
Stanford GSB Impact Fund
Economic Development
Energy & Environment
Stanford GSB Residences
Environmental Leadership
Stanford GSB Artwork
A Closer Look
California & the Bay Area
Voices of Stanford GSB
Business & Beneficial Technology
Business & Sustainability
Business & Free Markets
Business, Government, and Society Forum
Get Involved
Second Year
Global Experiences
JD/MBA Joint Degree
MA Education/MBA Joint Degree
MD/MBA Dual Degree
MPP/MBA Joint Degree
MS Computer Science/MBA Joint Degree
MS Electrical Engineering/MBA Joint Degree
MS Environment and Resources (E-IPER)/MBA Joint Degree
Academic Calendar
Clubs & Activities
LGBTQ+ Students
Military Veterans
Minorities & People of Color
Partners & Families
Students with Disabilities
Student Support
Residential Life
Student Voices
MBA Alumni Voices
A Week in the Life
Career Support
Employment Outcomes
Cost of Attendance
Knight-Hennessy Scholars Program
Yellow Ribbon Program
BOLD Fellows Fund
Application Process
Loan Forgiveness
Contact the Financial Aid Office
Evaluation Criteria
English Language Proficiency
Personal Information, Activities & Awards
Professional Experience
Optional Short Answer Questions
Application Fee
Reapplication
Deferred Enrollment
Joint & Dual Degrees
Event Schedule
Ambassadors
New & Noteworthy
Ask a Question
See Why Stanford MSx
Is MSx Right for You?
MSx Stories
Leadership Development
How You Will Learn
Admission Events
Personal Information
Reference Letters
GMAT, GRE & EA
English Proficiency Tests
Career Change
Career Advancement
Daycare, Schools & Camps
U.S. Citizens and Permanent Residents
Faculty Mentors
Current Fellows
Standard Track
Fellowship & Benefits
Group Enrollment
Program Formats
Developing a Program
Diversity & Inclusion
Strategic Transformation
Program Experience
Contact Client Services
Campus Experience
Live Online Experience
Silicon Valley & Bay Area
Digital Credentials
Faculty Spotlights
Participant Spotlights
Eligibility
International Participants
Stanford Ignite
Frequently Asked Questions
Operations, Information & Technology
Political Economy
Classical Liberalism
The Eddie Lunch
Accounting Summer Camp
Videos, Code & Data
California Econometrics Conference
California Quantitative Marketing PhD Conference
California School Conference
China India Insights Conference
Homo economicus, Evolving
Political Economics (2023–24)
Scaling Geologic Storage of CO2 (2023–24)
A Resilient Pacific: Building Connections, Envisioning Solutions
Adaptation and Innovation
Changing Climate
Civil Society
Climate Impact Summit
Climate Science
Corporate Carbon Disclosures
Earth’s Seafloor
Environmental Justice
Operations and Information Technology
Organizations
Sustainability Reporting and Control
Taking the Pulse of the Planet
Urban Infrastructure
Watershed Restoration
Junior Faculty Workshop on Financial Regulation and Banking
Ken Singleton Celebration
Marketing Camp
Quantitative Marketing PhD Alumni Conference
Presentations
Theory and Inference in Accounting Research
Stanford Closer Look Series
Quick Guides
Core Concepts
Journal Articles
Glossary of Terms
Faculty & Staff
Researchers & Students
Research Approach
Charitable Giving
Financial Health
Government Services
Workers & Careers
Short Course
Adaptive & Iterative Experimentation
Incentive Design
Social Sciences & Behavioral Nudges
Bandit Experiment Application
Conferences & Events
Reading Materials
Energy Entrepreneurship
Faculty & Affiliates
SOLE Report
Responsible Supply Chains
Current Study Usage
Pre-Registration Information
Participate in a Study
Founding Donors
Location Information
Participant Profile
Network Membership
Program Impact
Collaborators
Entrepreneur Profiles
Company Spotlights
Seed Transformation Network
Responsibilities
Current Coaches
How to Apply
Meet the Consultants
Meet the Interns
Intern Profiles
Collaborate
Research Library
News & Insights
Program Contacts
Databases & Datasets
Research Guides
Consultations
Research Workshops
Career Research
Research Data Services
Course Reserves
Course Research Guides
Material Loan Periods
Fines & Other Charges
Document Delivery
Interlibrary Loan
Equipment Checkout
Print & Scan
MBA & MSx Students
PhD Students
Other Stanford Students
Faculty Assistants
Research Assistants
Stanford GSB Alumni
Telling Our Story
Staff Directory
Site Registration
Alumni Directory
Alumni Email
Privacy Settings & My Profile
Success Stories
The Story of Circles
Support Women’s Circles
Stanford Women on Boards Initiative
Alumnae Spotlights
Insights & Research
Industry & Professional
Entrepreneurial Commitment Group
Recent Alumni
Half-Century Club
Fall Reunions
Spring Reunions
MBA 25th Reunion
Half-Century Club Reunion
Faculty Lectures
Ernest C. Arbuckle Award
Alison Elliott Exceptional Achievement Award
ENCORE Award
Excellence in Leadership Award
John W. Gardner Volunteer Leadership Award
Robert K. Jaedicke Faculty Award
Jack McDonald Military Service Appreciation Award
Jerry I. Porras Latino Leadership Award
Tapestry Award
Student & Alumni Events
Executive Recruiters
Interviewing
Land the Perfect Job with LinkedIn
Negotiating
Elevator Pitch
Email Best Practices
Resumes & Cover Letters
Self-Assessment
Whitney Birdwell Ball
Margaret Brooks
Bryn Panee Burkhart
Margaret Chan
Ricki Frankel
Peter Gandolfo
Cindy W. Greig
Natalie Guillen
Carly Janson
Sloan Klein
Sherri Appel Lassila
Stuart Meyer
Tanisha Parrish
Virginia Roberson
Philippe Taieb
Michael Takagawa
Terra Winston
Johanna Wise
Debbie Wolter
Rebecca Zucker
Complimentary Coaching
Changing Careers
Work-Life Integration
Career Breaks
Flexible Work
Encore Careers
Join a Board
D&B Hoovers
Data Axle (ReferenceUSA)
EBSCO Business Source
Global Newsstream
Market Share Reporter
ProQuest One Business
Student Clubs
Entrepreneurial Students
Stanford GSB Trust
Alumni Community
How to Volunteer
Springboard Sessions
Consulting Projects
2020 – 2029
2010 – 2019
2000 – 2009
1990 – 1999
1980 – 1989
1970 – 1979
1960 – 1969
1950 – 1959
1940 – 1949
Service Areas
ACT History
ACT Awards Celebration
ACT Governance Structure
Building Leadership for ACT
Individual Leadership Positions
Leadership Role Overview
Purpose of the ACT Management Board
Contact ACT
Business & Nonprofit Communities
Reunion Volunteers
Ways to Give
Fiscal Year Report
Business School Fund Leadership Council
Planned Giving Options
Planned Giving Benefits
Planned Gifts and Reunions
Legacy Partners
Giving News & Stories
Giving Deadlines
Development Staff
Submit Class Notes
Class Secretaries
Board of Directors
Health Care
Sustainability
Class Takeaways
All Else Equal: Making Better Decisions
If/Then: Business, Leadership, Society
Grit & Growth
Think Fast, Talk Smart
Spring 2022
Spring 2021
Autumn 2020
Summer 2020
Winter 2020
In the Media
For Journalists
DCI Fellows
Other Auditors
Academic Calendar & Deadlines
Course Materials
Entrepreneurial Resources
Campus Drive Grove
Campus Drive Lawn
CEMEX Auditorium
King Community Court
Seawell Family Boardroom
Stanford GSB Bowl
Stanford Investors Common
Town Square
Vidalakis Courtyard
Vidalakis Dining Hall
Catering Services
Policies & Guidelines
Reservations
Contact Faculty Recruiting
Lecturer Positions
Postdoctoral Positions
Accommodations
CMC-Managed Interviews
Recruiter-Managed Interviews
Virtual Interviews
Campus & Virtual
Search for Candidates
Think Globally
Recruiting Calendar
Recruiting Policies
Full-Time Employment
Summer Employment
Entrepreneurial Summer Program
Global Management Immersion Experience
Social-Purpose Summer Internships
Process Overview
Project Types
Client Eligibility Criteria
Client Screening
ACT Leadership
Social Innovation & Nonprofit Management Resources
Develop Your Organization’s Talent
Centers & Initiatives
Student Fellowships

Leadership and Management Dissertation Topics

February 18, 2022

Dr Jana Martiskova

Click here to place an order for topic brief service to get instant approval from your professor.

Leadership and Management Dissertation Topics: Leadership and management are two distinct but related concepts. Leadership is the ability to inspire and guide individuals or groups to achieve a common goal. Management is the process of planning, organizing, and overseeing the work of a team to accomplish a task or goal.

Effective leadership involves setting a clear vision, communicating expectations, and providing support and guidance to team members. It also involves the ability to motivate and inspire others, build relationships, and make tough decisions.

Effective management involves organizing and allocating resources, setting goals and objectives, and measuring and evaluating progress. It also involves the ability to delegate tasks and responsibilities, solve problems, and make decisions based on data and analysis.

Both leadership and management are important for the success of any organization. While they are distinct concepts, they often overlap and are complementary skills that a successful leader or manager should possess.

Best Leadership and Management Dissertation Topics for college students

Although both leadership and management are different aspects of personality and have their own individual areas of operations.

However, when combined together, they provide a new area for students to research and check for. Dissertation topics in leadership and management focus on all those areas that provide combined results of leadership and management.

Studying these two topics separately does not provide as inclusive results as their combination can provide. Therefore, researchers always go for both these areas in a collective manner.

If you are also interested in understanding how leadership and management work together, you can take a look at our chosen list of research topics in the field that has been given below:

Leadership and management in mental health services: focusing on the role played by consumers in the field.
Governance, management and leadership in the domain of school federations: a descriptive approach.
Leadership versus management: how they are different and the same at the same time?
Teaching leadership and management to university level students through strategic planning: a qualitative analysis.
Studying the impacts of leadership and management practices on teacher engagement at university levels.
The role played by law in the domain of leadership and management in school federations: a review of the literature.
Leadership and management practices for the first-line social workers and managers: a quantitative approach.
Educational leadership and management: research methods being employed in the field.
Relationship between decision-making and leadership and management: a systematic analysis.
Relationship between leadership, management and spirituality in the healthcare domain: a correlational analysis.
Investigating the place of females in the domain of leadership and management: a historical analysis.
Cross-cultural leadership and management: the UK versus China.
Why is leadership and management training necessary for community nurses? A survey research design.
A comparative analysis of educational and organizational sectors on transformational leadership, commitment to change, and change management.
Relationship of transformational leadership and management practices and compliance with work behavior in the healthcare sector.
Women competing for leadership and management positions in organizations: potential challenges and interventions.
Factors related to the impacts of decision-making on leadership and management in organizational setups.
Leadership and management strategies in African organizations: a review of the literature.
Relationship between charismatic leadership and management in organizations: a descriptive approach.
Leadership and management in operation theaters: how the hospital industry is linked with this field?
Leadership and management in IT-centered organizations: a review of the literature.
Relationship between change management and change leadership: a historical analysis.
Impacts of leadership and management practices on organizational performance levels: a quantitative study.
Instructional leadership and organizational management in school sector: a review of the literature.
Effects of leadership on performance, knowledge sharing and efficacy in management teams: a systematic review.
Leaders versus managers: focus on the field of public administration.
Effects of leadership development programs on building managerial capacity in nonprofit organizations.
The future of educational leadership and management: a descriptive approach.

Above is the best list of Leadership and Management Dissertation Topics if you are still looking for dissertation topics in leadership and management fill out the form below and get a dissertation topic mini proposal on your requirements. Click here to place an order on Leadership at a 25% discount!

Paid Topic Mini Proposal (500 Words)

You will get the topics first and then the mini proposal which includes:

An explanation why we choose this topic.
2-3 research questions.
Key literature resources identification.
Suitable methodology including raw sample size and data collection method
View a Sample of Service

Note: After submitting your order please must check your email [inbox/spam] folders for order confirmation and login details. If the email goes in spam please mark not as spam to avoid any communication gap between us.

Get An Expert Dissertation Writing Help To Achieve Good Grades

By placing an order with us, you can get;

Writer consultation before payment to ensure your work is in safe hands.
Free topic if you don't have one
Draft submissions to check the quality of the work as per supervisor's feedback
Free revisions
Complete privacy
Plagiarism Free work
Guaranteed 2:1 (With help of your supervisor's feedback)
2 Instalments plan
Special discounts

Online Ph.D. in Leadership Studies

Prepares you to guide organizations, solve challenges, and make a lasting impact.

Man leading lecture in front of classroom

Programs & Requirements

Mission & goals.

Career Outcomes
Request Info

Every company, community, and country needs inspiring and capable leaders.

With a PhD in Leadership Studies, you could prepare to guide and lead educational organizations, solve the challenges facing today’s schools and learners, and make a lasting impact in your community. With the flexible option to study online, you can pursue our online doctoral program in leadership studies on your schedule — even while working full time. When you speak with us about your professional goals in leadership, be sure to learn your financial aid options to make reduce the financial burden while you learn.

A doctorate in leadership studies focus on the theory and practice of organizational leadership. Explore how strategic organizational leadership can help you effectively guide, manage, and improve educational settings, from companies to higher education to nonprofits.

By the Numbers

Doctor of philosophy (phd) in leadership studies.

The PhD in Leadership Studies Online at University of the Cumberlands is designed to help you guide educational organizations into the future. You’ll learn the skills you need to lead with empathy and insight, inspire staff and students, and contribute insightful research to your field. Online courses and flexible scheduling make it possible to earn your Ph.D. in Leadership. and set your sights on new goals—even while working full time.

With our online PhD in Leadership Studies you will participate in a comprehensive study of effective leadership and administrative methods, while gaining an in-depth look at the political factors involved in organizational decision making. Program planning, assessment strategies, and global trends in leadership round out the online Ph.D. leadership curriculum.

Additionally, if you are a current educator wishing to obtain Kentucky Rank 1 certification, you may complete an approved Educational Specialist (Ed.S.) program through the School of Education and transfer up to thirty (30) hours of the program toward the Ph.D. in Leadership Studies. Note that a Ph.D. or Ed.D. alone will not lead to the Kentucky Rank 1 certification without first completing an Ed.S. through the School of Education. Our knowledgeable advisors are here to help you enroll in the classes you need to complete your Rank 1 certification and then the Ph.D. in Leadership Studies.

Course Requirements

LEAS 730 The Politics of Organizational Decision-Making

LEAC 731 Learning in Adulthood

LEAS 732 Program Planning and Assessment

LEAS 830 Leadership in Theory and Practice

LEAS 833 Higher Education in America

LEAS 835 The Change Process

LEAC 834 Leadership in Historical Context

LEAS 836 Current Trends and Issues in Leadership

DSRT 734 Inferential Statistics in Decision-making

DSRT 736 Dissertation Seminar

DSRT 834 Advanced Statistical Applications

DSRT 837 Professional Writing and Proposal Development

DSRT 839 Advanced Research Methods

DSRT 850 Qualitative Research

DSRT 930 Dissertation

DSRT 931 Dissertation

Students pursuing a PhD in leadership studies at Cumberlands are required to complete ONE specialty area.

Criminal Justice

CROL 631 Law Enforcement Administration
CROL 632 Critical Issues in Law Enforcement: Race & Gender
CROL 633 Corrections Administration
CROL 634 Critical Issues in Community Based Corrections
CROL 635 Legal and Ethical Issues in Homeland Security
CROL 636 Critical Issues in Homeland Security
CROL 637 Juvenile Justice Administration and Management
CROL 641 Violent Offenders: Crimes & Psychology
CROL 651 Recovery and Relapse
CROL 674 Advanced Statistical Analysis (Ph.D. Elective hours only)
CROL 677 Applied Leadership (Ph.D. Elective hours only)
CROL 681 Proseminar in Criminal Justice
CROL 683 Criminal Justice Program Evaluation
CROL 685 Qualitative Methods in Criminal Justice (Ph.D. Elective or CJ Spec hours)
CROL 687 Legal Research and Analysis
CROL 689 Life-Course Criminology
CROL 691 Drugs and Crime

Education courses EdD and PhD students may enroll in.

Some courses require field/clinical hours that students must complete to earn a passing grade. Some courses listed may have prerequisites and may not be available to students who have not previously completed the prerequisites

ADOL 631 School Program Improvement
ADOL 633 Applied Research
ADOL 636 School Law I
ADOL 637 School Law II
ADOL 643 Special Education and School Leadership
ADOL 655 Team Leadership
COOL 633 Children and Adolescent Counseling
EDOL 542 Change, Pd, and Teaching Improvement
EDOL 547 Diversity in a Multicultural Society
EDOL 562 Theory of Teaching and Learning
EDOL 634 Curriculum Management And Assessment
EDOL 636 Problems In Education
REOL 633 Literacy Leadership
SPOL 530 Characteristics, Identification, and Instruction of Students with Disabilities
SPOL 631 Special Education Assessment and Evaluation
SPOL 632 Consultation and Collaboration for Curriculum Design
SPOL 636 Advanced Assessment Strategies and Prescriptive Writing
ENGL 534 Studies in British Literature
ENGL 535 Studies in Modern Literature
ENGL 550 Practice of Creative Writing
Approved electives

Health Professions

LEAC 847 Diversity and Multicultural Education for Health Professions
LEAC 848 Student Assessment in Health Professions
LEAS 849 Current Topics and Trends in Healthcare
LEAC 840 Foundations of Instructional Technologies
BADM 667 Legal and Ethical Issues in Healthcare Elective

Elective (Select one course):

HHP 638 Administrative and Management Strategies (3 hours)
BADM 668 Strategic Management in Healthcare Administration
BADM 663 Healthcare Policy and Economics
Approved HHP 500 or 600 level courses

Health Science

HHP 532 Applied Nutrition
HHP 533 Health and Fitness Psychology
HHP 534 Exercise Physiology
HHP 535 Exercise Testing and Prescription
HHP 536 Foundations of Physical Activity in Health Promotion
HHP 537 Coaching and Fitness Leadership
HHP 630 Health Promotion through Physical Activity
HHP 631 Advanced Coaching and Fitness Leadership
HHP 632 Current Issues in Health Promotion
HHP 633 Current Issues in Coaching and Fitness Leadership
HHP 634 Strength and Conditioning
HHP 635 Youth Health and Fitness
HHP 636 Supplementation for Health and Human Performance
HHP 637 Applied Sports Medicine
HHP 638 Administrative and Management Strategies
HHP 639 Special Topics
HIST/HIOL 531 Selected Topics

Mathematics

MAOL 530 Topics in Mathematics I
MAOL 630 Topics in Mathematics II

Missions and Ministry

Required courses (6 credits):

MMOL 537 Christian Education
MMOL 634 Christian Leadership Development

Approved electives (6 credits): Select 2 of the following

MMOL 531 Old Testament Survey I
MMOL 532 Old Testament Survey II
MMOL 533 New Testament Survey I
MMOL 534 New Testament Survey II
MMOL 535 Christian Theology I
MMOL 536 Christian Theology II

Additional electives (6 credits): Select 2 of the following

MMOL 631 Focused Study of the Old Testament
MMOL 632 Focused Study of the New Testament
MMOL 635 Church Administration
MMOL 637 Planting High Impact Churches
MMOL 538 The Church and Contemporary Culture
Any other 500 or 600 level MMOL course
NURS510 Theoretical Basis for Advanced Nursing Practice
NURS 520 Issues in Advanced Practice
NURS 530 Epidemiology
NURS 532 Healthcare Technologies and Informatics in Advanced Nursing Practice
NURS 550 Advanced Nursing Research and Evidence Based Practice
NURS 590 Advanced Pharmacology
NURS 592 Advanced Health Assessment
NURS 594 Advanced Pathophysiology
NURS 670 FNP Advanced Practice I, 6 hrs.
NURS 672 FNP Advanced Practice II, 6 hrs.
NURS 674 FNP Advanced Practice III, 6 hrs.
NURS 690 FNP Advanced Practice Internship, 6hrs.

Student Personnel Services

EDOL 631: Advanced Human Development, Learning and Behavior
LEAC 781 Higher Education and Student Personnel Services
LEAC 782 Higher Education Enrollment Management
LEAC 783 Higher Education Law and Policy in Student Services
BADM 533 Marketing Management
COUN 539 Counseling Theories & Techniques I OR COUN 633 Counseling During Grief and Crisis

Courses in the following Masters will matriculate as the Doctoral specialty if the program is completed as a second Masters:

Master of Science in Global Blockchain Tech.
Master’s in Project Management
Master’s in Strategic Management
Or other approved electives

Information Systems

Instructional Technology

LEAC 840 Foundations of Instructional Technologies
LEAC 841 Trends and Issues in Instructional Technology
LEAC 842 Leadership and Instructional Technology
LEAC 843 Ethical and Legal Issues related to Instructional Technology
LEAC 835 Teaching and Learning Online*

Elective (Select one):

LEAC 844 Management and Evaluation of Instructional Technology and Design
LEAC 845 Instructional Multimedia Integration
LEAC 846 Digital Game-Based Learning

Public Administration

Required Core:

BUPA 660 Fundamentals of Public Administration
BUPA 661 Public Enterprise Systems
BUPA 662 Emergency Management & Continuity of Operations
BUPA 663 Administrative Law & Regulatory Processes
BUPA 664 Public Sector Budgeting
BACC 632 Governmental and Not-for-profit Accounting
BADM 665 Healthcare Policy and Economics
BADM 623 Project Management Processes
BADM 632 Advanced Human Resource Management
BADM 652 Strategic Organizational Design

The Leadership Certificate (Tier I) is a twelve (12) credit hour graduate-level online certificate program designed to equip students with advanced leadership skills such as strategic planning, team management, effective communication, and problem-solving. Combined with a deepened professional knowledge, students will strengthen their commitment to professional service and ethical decision-making.

Learning Outcomes:

Learners will be able to clearly differentiate between private, public, for-profit, and non-profit organizations, understanding their unique characteristics, operational frameworks, and impact on leadership styles and organizational strategies.
Learners will demonstrate the ability to discuss foundational organizational and leadership theories and apply these theories in various contexts, including the development of a capstone project. This outcome emphasizes the practical application of theoretical knowledge in real-world scenarios.
Learners will develop the ability to analyze and evaluate the roles and responsibilities of organizational leaders across different types of organizations, including the impact of these roles on organizational performance and culture.
Learners will show proficiency in integrating knowledge and skills acquired from previous courses, applying concepts, principles, and practices associated with organizational leadership to address complex issues, particularly in the development of a capstone project.
Learners will gain a comprehensive understanding of organizational behavior theories and concepts, focusing on the challenges of dealing with organizational change, employee relations, motivation, conflict management, and the dynamics of group and team relationships within business environments.

Course Requirements (12 hours)

LEAD 530 Foundations of Organizational Leadership (3 semester hours)
LEAD 531 Introduction to Non-Profit Management (3 semester hours)
LEAD 639 Organizational Leadership Capstone (3 semester hours)
BADM 532 Organizational Behavior (3 semester hours)

Successful completion of the program provides the education needed to understand the basic components of Leadership and how this it can be applied and implemented in the business, government and non-profit organizations. Graduates of the program will also be eligible for admission to the Master of Science in Organizational Leadership degree program upon completing an application and submitting all required documentation.

A minimum undergraduate cumulative GPA of 2.0 is required to be admitted to the Leadership Certificate (Tier I) Program.

Take the Next Step

Schedule a Visit

Request Information

This mission of the PhD in Leadership Studies degree program at Cumberlands is to prepare you for ethical and effective leadership in your company, community, or country.

Leadership Careers & Outcomes

All stats from U.S. Bureau of Labor Statistics

Top Executive: $100,090

Top executives plan strategies and policies to ensure that an organization meets its goals.

Chief Executive: $189,520

Determine and formulate policies and provide overall direction of companies or private and public sector organizations within guidelines set up by a board of directors or similar governing body. Plan, direct, or coordinate operational activities at the highest level of management with the help of subordinate executives and staff managers.

University Administrator: $99,940

Postsecondary education administrators oversee student services, academics, and faculty research at colleges and universities.

Administrative Services Manager: $101,870

Administrative services and facilities managers plan, direct, and coordinate activities that help an organization run efficiently.

Marketing Manager: $138,730

Advertising, promotions, and marketing managers plan programs to generate interest in products or services.

Management Analyst: $95,290

Management analysts recommend ways to improve an organization’s efficiency.

Common Questions

A Ph.D. in Leadership or Leadership Studies is a research doctorate that focuses on the theory and practice of organizational leadership. In many programs, students have the opportunity to study leadership within a specific field, such as education. In this case, you’ll explore how strategic leadership can help you effectively guide, manage, and improve educational organizations—from schools to colleges to nonprofits. Courses in subjects such as decision making, program planning and assessment, change management, and other skill areas will prepare you for leadership opportunities that call for advanced scholarship and expertise.

While many working educators opt to earn a Ph.D. in Leadership, these programs differ slightly from practitioner degrees such as the Ed.D. Namely, research plays a larger role in the Ph.D. You’ll take courses in research methodology, including qualitative and quantitative research methods, inferential statistics, and statistical analysis. And you’ll embark on an original dissertation that furthers the body of knowledge in your field.

With a Ph.D. in Leadership, you can pursue growing career paths in educational organizations such as schools, colleges, and universities. The U.S. Bureau of Labor Statistics projects that postsecondary administrator jobs will increase over the next decade as more students pursue higher education to achieve their goals. Postsecondary administrators bring together expertise in organizational management and education to lead and manage academic programs, research activities, and student services. Alternatively, candidates who pursue additional requirements for certification could become administrators at the elementary, middle, and high school levels.

With a research doctorate under your belt, you could also pursue a career as a postsecondary teacher . Overall, this field should grow at a faster-than-average rate of 12 percent over the next decade, according to the Bureau of Labor Statistics. Most roles require a doctoral degree—generally, a Ph.D.

Finally, earning a doctorate in leadership could equip you for a management analyst career path. Management analysts evaluate organizations and suggest strategies for solving problems, improving efficiency, and growing profits. The Bureau of Labor Statistics projects that management analyst jobs will grow by 14 percent over the next decade—much faster than average.

Is an online Ph.D. in Leadership a respected credential? Will earning your Ph.D. be a worthwhile investment in your career? For most candidates, the answer is yes. Not only could your doctorate in leadership studies help you stand out in the job market, but now that online learning is a popular and credible way to earn a degree, there’s no difference between a traditional and online Ph.D. in Leadership beyond the convenience of studying in a virtual setting. Potential advantages include:

Career opportunities. Earning a doctorate is typically a requirement for roles such as postsecondary administrator and postsecondary teacher. With a Ph.D. in Leadership Studies, you’ll learn the skills you need to take your career to the highest level.
Higher earnings. With a Ph.D., you could qualify for roles that command a higher salary. According to the Bureau of Labor Statistics, postsecondary administrators earned a median annual salary of $96,910 in 2021. Postsecondary teachers earned $79,640 in the same period.
A bigger impact. Leading your school or organization into the future calls for advanced preparation. Earning a doctorate in leadership studies will equip you with the theory, skills, and research experience you need to solve urgent problems, drive positive change, and make a lasting difference.

Are you a current educator wishing to obtain Kentucky Rank 1 certification via our online leadership doctorate? You can achieve your goals by taking additional coursework within the School of Education. Keep in mind that a Ph.D. or Ed.D. alone will not lead to the Kentucky Rank 1 certification without an accompanying planned program from the School of Education that includes the courses required for Rank 1. Our knowledgeable advisors are here to help you enroll in the classes you will need for both your Ph.D. in Leadership Studies and the Kentucky Rank 1 certification.

All programs at University of the Cumberlands are offered at some of the lowest rates in the nation – and we even include free textbooks through our One Price Promise! For more information on how affordable this program would be for you, visit our Financial Aid page.

I would give my highest recommendation of this program. My perspectives and understanding about leadership has reached a level beyond my imagination. The faculty at UC always go the extra mile to create a phenomenal learning environment with the highest professionalism and the most compassionate personal cultivation and care. My PhD journey at UC has been the most uplifting and enlightening one for me. Way to go, UC! Dr. Amy West Graduate, PhD in Leadership Studies

Faculty Experts

Find out more about the caring and experienced faculty at Cumberlands.

Dr. Robert Meade

Contact information.

Dr. Matthew P. Ewers

Dr. Jacob (Jake) Bryant

Have any questions? Ask away! We'll reach out to you soon.

Chat with a Live Advisor Live Chat
1-800-NAT-UNIV (628-8648)
Bachelor of Arts Degree in Early Childhood Education (BAECE)
Bachelor of Arts in Early Childhood Development with an Inspired Teaching and Learning Preliminary Multiple Subject Teaching Credential (California)
Bachelor of Arts in English
Bachelor of Arts in History
Master of Arts in Social Emotional Learning
Master of Education in Inspired Teaching and Learning with a Preliminary Multiple and Single Subject Teaching Credential and Intern Option (CA)
Master of Arts in Education
Master of Early Childhood Education
Education Specialist
Doctor of Education
Doctor of Philosophy in Education
Doctor of Education in Educational Leadership
Ed.D. in Organizational Innovation
Certificate in Online Teaching (COT) Program
Online Medical Coding Program
Building Our Team Through Community Policing
Inspired Teaching and Learning with a Preliminary Single Subject Teaching Credential
Inspired Teaching and Learning with a Preliminary Multiple Subject Teaching Credential and Internship Option (California)
Preliminary Administrative Services Credential (CA Option)
Preliminary Education Specialist Credential: Mild/Moderate with Internship Option (CA)
All Teaching & Education
Associate of Science in Business
Bachelor of Business Administration
Bachelor of Science in Healthcare Administration
Bachelor of Arts in Management
Master of Business Administration (MBA)
Master of Public Health (MPH)
Master of Science in Data Science
Master of Public Administration
Doctor of Criminal Justice

Doctor of Philosophy in Organizational Leadership

Doctor of Business Administration
Doctor of Philosophy in Business Administration
Post-Baccalaureate Certificate in Business
Post-Master's Certificate in Business
Graduate Certificate in Banking
Certificate in Agile Project Management
All Business & Marketing
Bachelor of Science in Nursing (BSN) (California)
Bachelor of Science in Nursing (BSN) Second Bachelor Degree (California)
Bachelor of Science in Clinical Laboratory Science
Bachelor of Science in Public Health
Master of Science in Nursing
Master of Science in Health Informatics
Master of Healthcare Administration
Doctor of Nurse Anesthesia Practice (DNAP)
Doctor of Health Administration
Doctor of Nursing Practice in Executive Leadership
LVN to RN 30 Unit Option Certificate
Psychiatric Mental Health Nurse Practitioner Certificate
Family Nurse Practitioner Certificate
Emergency Medical Technician Certificate
All Healthcare & Nursing
Bachelor of Arts in Psychology
Bachelor of Arts in Integrative Psychology
Bachelor of Science in Criminal Justice Administration
Bachelor of Arts in Sociology
Master of Science in Applied Behavioral Analysis Degree
Master of Arts Degree in Counseling Psychology
Master of Arts in Consciousness, Psychology, and Transformation
Doctor of Clinical Psychology (PsyD) Program
Doctor of Philosophy in Marriage and Family Therapy
Doctor of Philosophy in Psychology
Doctorate of Marriage and Family Therapy
Graduate Certificate in Trauma Studies
Post-Master's Certificate in Psychology
Post-Baccalaureate Certificate in Applied Behavior Analysis
Pupil Personnel Services Credential School Counseling (PPSC)
University Internship Credential Program for Pupil Personnel Services School Counseling (California Only)
All Social Sciences & Psychology
Bachelor of Science in Cybersecurity
Bachelor of Science in Electrical and Computer Engineering
Bachelor of Science in Computer Science
Bachelor of Science in Construction Management
Master of Science in Cybersecurity
Master of Science in Computer Science
Master of Science in Engineering Management
Doctor of Philosophy in Data Science
Doctor of Philosophy in Computer Science
Doctor of Philosophy in Technology Management
Doctor of Philosophy in Cybersecurity
All Engineering & Technology
Associate of Arts in General Education
Bachelor of Arts in Digital Media Design
Bachelor of Arts in General Studies
Master of Arts in English
Master of Arts in Strategic Communication
Foreign Credential Bridge Program
All Arts & Humanities
Graduate Certificate in Forensic and Crime Scene Investigations
Bachelor of Public Administration
Bachelor of Science in Homeland Security and Emergency Management
Minor in Business Law
Master of Criminal Justice Leadership
Master of Forensic Sciences
Master of Science in Homeland Security and Emergency Management
Doctor of Public Administration
All Criminal Justice & Public Service
Paralegal Specialist Certificate Corporations
Paralegal Specialist Certificate Criminal Law
Paralegal Specialist Certificate Litigation
Associate of Science in Paralegal Studies
Bachelor of Arts in Pre-Law Studies
Bachelor of Science in Paralegal Studies
Juris Doctor
Associate of Science in Human Biology
Associate of Science in General Education
Bachelor of Science in Biology
Bachelor of Science in Mathematics
All Science & Math
Program Finder
Undergraduate Admissions
Graduate Program Admissions
Military Admissions
Early College
Credential & Certificate Programs
Transfer Information
Speak to an Advisor
How to Pay for College
Financial Aid
Scholarships
Tuition & Fees
NU offers a variety of scholarships to help students reduce their financial burden while focusing on achieving their goals. Explore Scholarships
Office of the President
Board of Trustees
Accreditation
Course Catalog
Workforce and Community Education
Academic Schools/Colleges
Academies at NU
NU Foundation
President’s Circle
Military & Veterans
Coast Guard
Space Force
National Guard & Reservist
Military Spouses & Dependents
Military Resources
NU proudly serves active duty and Veteran students from all branches of the military — at home, on base, and abroad. Military Admissions
Online Degrees & Programs
Consumer Information
Student Login
Graduation Events
Student Portal
Student Bookstore
Student Resources
Dissertation Boot Camp
Show your NU pride and shop our online store for the latest and greatest NU apparel and accessories! Shop Now
Request Info
Our Programs

No Residency

We have no residency requirements, no GRE/GMAT

No Group Work

Allowing you to earn your degree anywhere

100% Online Learning

Complete your Doctor of Criminal Justice online

National and Northcentral have merged, and this program is now offered by NU. Learn more .

Our online PhD in Organizational Leadership program allows you to examine leadership in a multitude of dimensions. Upon completion of the program, you will have gained the knowledge to evaluate major theories and contribute to the body of knowledge in the field of organizational leadership. Fully accredited by Accreditation Council for Business Schools and Programs (ACBSP), a leading accreditation association for business education, this program is aligned with best practices that contribute to continuous improvement of business education.

A challenging, fulfilling, in-depth study of leadership

NU’s Doctor of Philosophy in Organizational Leadership program offers a uniquely flexible and individualized approach to your education. With a class size of one, you’ll get valuable one-to-one interaction with our all-doctoral faculty. Plus, there are no entrance exam requirements, saving you time and money.

The Western Association of Schools and Colleges (WASC) accredits public and private schools, colleges, and universities in the U.S.

*The Ph.D. OL program is accredited by ACBSP; however, the Health Services, Industrial/Organizational Psychology, and Information Technology specializations are not.

As a leading accreditation association for business education, the Accreditation Council for Business Schools and Programs (ACBSP) “develops, promotes, and recognizes best practices that contribute to continuous improvement of business education.” The Association emphasizes the importance of “learning how to learn,” balancing teaching and research activities to enhance the quality of classroom instruction and contribute to student learning. To learn more about the ACBSP, visit their website.

Course Details

Course listing, course name.

This course is the first step in transitioning from knowledge consumer to knowledge producer. Scholar-practitioners will learn to use business theory, advance scholarly inquiry, aid business practices, and form realistic program completion goals. Preparation will be done in the context of an examination of modern trends in business theory.

In this course, students have the opportunity to gain foundational knowledge in 15 different areas important to business and management including accounting, finance, law, ethics, marketing, global business, information systems, research, leadership, strategic management, operations management, human resources, organizational behavior, and micro and macroeconomics. This course serves as a foundation for success in future courses.

Capacity building, an integral aspect of organizational leadership, involves investing in the right people for the right roles, and implementing the necessary systems to optimize their success. In this course, students will learn theories and best practices having to do with leadership’s role in building and maintaining organizational capacity.

The Theory and Practice of Organizational Leadership course focuses on theories of leadership as they apply to organizational success. In this course, students will learn about various theoretical and applied leadership theories and practices. Students will also identify theories and practices appropriate for their own use in their own organizations.

In this course, students gain a deep understanding of the complexity of organizational ethics and ethical leadership through critical analysis and research regarding ethical principles. Students will research and evaluate consequences of unethical leadership, and how to build and maintain a culture of ethics. Students will assess ethics as they pertain to the globalization of organizations.

Communication is never more important than during times of change. Leaders play an integral role in leading organizational change by helping others understand the need and purpose of change through effective communication. In this course, you will examine leadership theories which underpin communication strategies and practices to successfully manage organizational change.

Coaches and consultants (internal and external) have become an important part of organizational reality. In this course, students will examine coaching and consulting theories and application. Students will also explore their skills in adapting their styles to particular organizational contexts, through both effective communication and astute analyses and recommendations.

Leadership strategies are often unique to a specific organizational sector (corporate, governmental, nonprofit, etc.). In this course, you will examine cross-disciplinary leadership theories and strategies for their appropriateness to particular sectors. You will also evaluate the role of leadership in organizational development, organizational culture, and organizational change.

In this course, you will engage in the process of scholarly literature reviews and academic writing. With an emphasis on how to (a) conduct effective literature searches, specifically in preparation for the dissertation, (b) develop a plan for writing comprehensive, critical, and synthesized reviews of research literature, and (c) critically review and write about underlying theory/conceptual frameworks, you will develop a foundation for future research. The overarching goal of this course is for you to conduct an exhaustive search of the peer-reviewed research literature in your topic area and identify potential areas of inquiry for your dissertation.

In this course, you will cultivate a statistical mindset through learning and nurturing skills needed to perform and interpret univariate inferential statistics. The course will facilitate building your statistical confidence in assessing and performing statistics. The course will cover univariate parametric and non-parametric statistical tests, interpretation of statistical output, and introduce skills needed to select statistical tests based on quantitative research questions.

In this course, you will learn advanced statistical principles and how to apply them to quantitative research in the study of organizations. You will be provided an overview of advanced statistical concepts used in empirical research, including inferential analysis. Advanced computations will be performed using commonly used statistical software. The focus involves helping you build independent scholarly skills with an emphasis on understanding multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts, and presentation of statistical results.

During this course, as a scholar-practitioner, you will build the skills essential for designing quantitative studies; analyzing the data collected in these studies, and interpreting the results of data analyses. You will explore designs and statistical techniques to use with their envisioned dissertation research.

During this course, you will examine qualitative methods for studying human behavior including grounded theory, narrative analysis, ethnography, mixed methods, and case studies. You will explore designs and methodologies to use with your envisioned research.

The Pre-Candidacy Prospectus is intended to ensure you have mastered knowledge of your discipline prior to candidacy status and demonstrated the ability to design empirical research as an investigator before moving on to the dissertation research coursework. You will demonstrate the ability to synthesize empirical, peer-reviewed research to support all assignments in this course. The Pre-Candidacy Prospectus is completed only after all foundation, specialization, and research courses have been completed.

Students in this course will be required to complete Chapter 1 of their dissertation proposal including a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee approved (against the minimum rubric standards) Chapter 1 is required to pass this course successfully. Students who do not receive approval of Chapter 1 to minimum standards will be able to take up to three supplementary 8-week courses to finalize and gain approval of Chapter 1.

Students in this course will be required to work on completing Chapters 1-3 of their dissertation proposal and receive committee approval for the Dissertation Proposal (DP) in order to pass the class. Chapter 2 consists of the literature review. Chapter 3 covers the research methodology method and design and to includes population, sample, measurement instruments, data collection and analysis, limitations, and ethical considerations. In this course, a completed, committee-approved Chapters 2 and 3 are required and, by the end of the course, a final approved dissertation proposal (against the minimum rubric standards). Students who do not receive approval of the dissertation proposal will be able to take up to three supplementary 8-week courses to finalize and gain approval of these requirements.

Students in this course will be required to prepare, submit, and obtain approval of their IRB application, collect data, and submit a final study closure form to the IRB. Students still in data collection at the end of the 12-week course will be able to take up to three supplementary 8-week courses to complete data collection and file an IRB study closure form.

In this dissertation course students work on completing Chapters 4 and 5 and the final Dissertation Manuscript. Specifically, students will complete their data analysis, prepare their study results, and present their findings in an Oral Defense and a completed manuscript. A completed, Committee approved (against the minimum rubric standards) Dissertation Manuscript and successful Oral Defense are required to complete the course and graduate. Students who do not receive approval for either or both their Dissertation Manuscript or defense can take up to three supplementary 8-week courses to finalize and gain approval of either or both items as needed.

The PHD-OL allows students to select courses from a broad range of electives to fit their personal and professional goals. Students must complete a minimum of 9 credit hours at the 7000 or 8000 level for the elective requirements. Students may choose from courses across the University.

Degree Requirements

The University may accept a maximum of 12 semester credit hours in transfer toward the doctoral degree for graduate coursework completed at an accredited college or university with a grade of “B” or better.

The PhD-OL degree programs have the following graduation requirements:

A minimum of 48 credit hours of graduate instruction must be completed through the University
Grade Point Average of 3.0 (letter grade of “B”) or higher
Satisfactory completion of the PhD-OL Pre-Candidacy Prospectus
University Approval of Dissertation Manuscript and Oral Defense completed
Submission of the approved final dissertation manuscript to the University Registrar, including the original unbound dissertation manuscript and an electronic copy
Official documents on file for basis of admission: a conferred master’s degree from an accredited academic institution
Official transcripts on file for all transfer credit hours accepted by the University
All financial obligations must be met before the student will be issued their complimentary diploma

Program at a Glance

Total Credit Hours: 60 Credit Hours Courses: 20 Courses Recommended Completion Time: 38 Months Next Start Date: Every Monday Classroom Size: One

Program Learning Outcomes

At National University, you can earn your Doctor of Philosophy in Organizational Leadership online, when it’s convenient for you. And although you attend class online, you still receive the personal support and guidance you deserve thanks to our one-to-one learning model. We also have no residency requirements, no GRE/GMAT requirements, and no group projects. This offers the flexibility you need to fit higher education into your busy schedule.

Learning Objectives

Upon successful completion of National University’s PhD in Organizational Leadership program, you’ll be able to:

Evaluate theories of organizational leadership for their academic and practical value
Assess an organization’s potential for positive change
Contribute to the body of knowledge in the field of organizational leadership
Formulate strategies to solve contemporary organizational issues

Career Potential

Leadership professionals with specialized knowledge and skills are in demand and can pursue a broad range of career opportunities. According to Emsi labor market analytics and economic data* some of the top occupations in the filed include:

General and operations managers
Human resources managers
Directors of diversity and inclusion
Computer and IT managers
Management analysts and consultants
Financial and marketing managers
Educational administrators
Business transformation specialists

Emsi also confirms some of the top employers for professionals who have earned this degree include Amazon, Boeing, and many others across a wide variety of industries including:

Management /Business Consulting (Guidehouse, Accenture, Deloitte)
Finance (Wells Fargo, Citigroup)
Healthcare (Anthem, Highmark Health, Humana)
Biotech/Pharma (Pfizer, Thermo Fisher Scientific)
IT/Computer (Microsoft)

Organizational Leadership at the master’s or PhD education level often leads to director-level positions responsible for senior management and organizational oversight responsibilities. There are also a variety of niched career fields that offer excellent opportunities for graduates with academic backgrounds in:

Organizational change
Leadership studies
Strategic planning
Project management

*SOURCE: Emsi Labor Analyst- Report. Emsi research company homepage at https://www.economicmodeling.com/company/ (Report viewed: 4/18/2022). DISCLAIMER: The data provided is for Informational purposes only. Emsi data and analysis utilizes government sources to provide insights on industries, demographics, employers, in-demand skills, and more to align academic programs with labor market opportunities. Cited projections may not reflect local or short-term economic or job conditions and do not guarantee actual job growth. Current and prospective students should use this data with other available economic data to inform their educational decisions.

Enrolling in a university is a big decision. That’s why our dedicated admissions team is here to guide you through the admissions process and help you find the right program for you and your career goals.

To that end, we’ve simplified and streamlined our application process, so you can get enrolled in your program right away. Because we accept and review applications year round, you can begin class as soon as next month, depending on your program and location of choice.

Learn more about undergraduate, graduate, military, and international student admissions, plus admissions information for transfer students. You can also learn more about our tuition rates and financial aid opportunities.

To speak with our admissions team, call (855) 355-6288 or request information, and an advisor will contact you shortly. If you’re ready to apply, simply start your application today

Man in a button-down shirt smiles at a young boy in glasses who also wears a backpack

Weekly Course Starts

Finish Your Dissertation!

Dissertation Completion Pathway (DCP) is a 100% online pathway helping students “All But Dissertation” finish their doctoral degree.

Block transfer of credit from your previous institution
Flexible monthly start dates
Highly trained faculty providing feedback each week on your dissertation
Strategic support and targeted resources to help you finish

Why Choose National University

Four-Week Courses
190+ Degree Programs
Online or On-Site
Year-Round Enrollment
Military Friendly

We’re proud to be a Veteran-founded, San Diego-based nonprofit. Since 1971, our mission has been to provide accessible, achievable higher education to adult learners. Today, we educate students from across the U.S. and around the globe, with over 230,000 alumni worldwide.

“National University has impacted my career. You can immediately apply what you learn in class to your business.”

-Francisco R., Class of 2016

Useful Links

Doctorate Degree: What Is a Doctorate or Doctoral Degree?

A mother sits on a couch with a laptop and smiles at her toddler-aged son, who is looking forward.

FLEXIBLE SCHEDULE

Frequently Asked Questions

A Doctor of Philosophy (PhD) in Organizational Leadership is a research-based degree that prepares students for leadership roles in various organizations. The program provides students with advanced knowledge and skills in leadership, organizational behavior, change management, and other topics. It typically requires students to complete coursework, research, and a dissertation on a topic related to organizational leadership. Graduates are prepared for leadership positions in a variety of fields and can pursue careers in business, government, or non-profit organizations.

The length of a PhD program in Organizational Leadership can vary depending on your course load and personal circumstances. This program will take around 45 months (just under 4 years) to complete. Students also complete a dissertation in their chosen field.

If you’re looking to level up your career and become a top-tier leader, a doctorate in Organizational Leadership is the perfect choice. This program will equip you with all the skills and knowledge you need to succeed in leadership roles across a diverse range of industries. With a doctorate in Organizational Leadership, you’ll be ready to take on any challenge and make a real impact in the world. Graduates can work as top-level executives, management consultants, HR directors, and organizational development specialists, and more. This degree can also open up opportunities for those interested in teaching and research in academia.

The Key Grant Scholarship

Do you qualify for a needs-based scholarship? Learn more about the NU Key Grant Scholarship and other scholarship opportunities to unlock the door to your dreams!

The Accreditation Council for Business Schools and Programs (ACBSP)

Program Disclosure

Successful completion and attainment of National University degrees do not lead to automatic or immediate licensure, employment, or certification in any state/country. The University cannot guarantee that any professional organization or business will accept a graduate’s application to sit for any certification, licensure, or related exam for the purpose of professional certification.

Program availability varies by state. Many disciplines, professions, and jobs require disclosure of an individual’s criminal history, and a variety of states require background checks to apply to, or be eligible for, certain certificates, registrations, and licenses. Existence of a criminal history may also subject an individual to denial of an initial application for a certificate, registration, or license and/or result in the revocation or suspension of an existing certificate, registration, or license. Requirements can vary by state, occupation, and/or licensing authority.

NU graduates will be subject to additional requirements on a program, certification/licensure, employment, and state-by-state basis that can include one or more of the following items: internships, practicum experience, additional coursework, exams, tests, drug testing, earning an additional degree, and/or other training/education requirements.

All prospective students are advised to review employment, certification, and/or licensure requirements in their state, and to contact the certification/licensing body of the state and/or country where they intend to obtain certification/licensure to verify that these courses/programs qualify in that state/country, prior to enrolling. Prospective students are also advised to regularly review the state’s/country’s policies and procedures relating to certification/licensure, as those policies are subject to change.

National University degrees do not guarantee employment or salary of any kind. Prospective students are strongly encouraged to review desired job positions to review degrees, education, and/or training required to apply for desired positions. Prospective students should monitor these positions as requirements, salary, and other relevant factors can change over time.

Search the site

Modal window with site-search and helpful links

Featured Programs

Business and Management
Computer Science
Teaching and Credentials

Helpful Links

Admissions & Application Information
Online College Degrees & Programs
Student Services
Request Your Transcripts

Terms & Conditions

By submitting your information to National University as my electronic signature and submitting this form by clicking the Request Info button above, I provide my express written consent to representatives of National University and National University affiliates (including City University of Seattle) to contact me about educational opportunities. This includes the use of automated technology, such as an automatic dialing system and pre-recorded or artificial voice messages, text messages, and mail, both electronic and physical, to the phone numbers (including cellular) and e-mail address(es) I have provided. I confirm that the information provided on this form is accurate and complete. I also understand that certain degree programs may not be available in all states. Message and data rates may apply. Message frequency may vary.

I understand that consent is not a condition to purchase any goods, services or property, and that I may withdraw my consent at any time by sending an email to [email protected] . I understand that if I am submitting my personal data from outside of the United States, I am consenting to the transfer of my personal data to, and its storage in, the United States, and I understand that my personal data will be subject to processing in accordance with U.S. laws, unless stated otherwise in our privacy policy . Please review our privacy policy for more details or contact us at [email protected] .

By submitting my information, I acknowledge that I have read and reviewed the Accessibility Statement .

By submitting my information, I acknowledge that I have read and reviewed the Student Code of Conduct located in the Catalog .

National University

Chat Options

45,000+ students realised their study abroad dream with us. Take the first step today

Meet top uk universities from the comfort of your home, here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

Leadership Dissertation Topics

Updated on
Jan 10, 2023

A dissertation is a lengthy essay that is based on the independent research of the author. In the final semester of UG , PG , and PhD courses, it is submitted. The dissertation requires a lot of research and written documentation, so it usually takes 1-2 years to finish. The purpose of a dissertation is to evaluate a student’s capacity for research. Through this, students can improve their research , problem-solving , project management , and numerical skills. Students learn how to present their evidence-based conclusions to the thesis they selected while writing a dissertation.

This Blog Includes:

Leadership dissertations, leadership and organisational culture, negative leadership and its effects on the organization, how employee productivity can lead to effective leadership, how decision making can make an influence ethical leadership, how organisational challenges can be solved through a leadership role, additional leadership dissertation topics, skills required, organize your time first, leave the introduction until the conclusion, don’t wait until the very last minute to ask your boss for feedback.

Leading and guiding subordinates for group well-being is a quality of leadership . Few people actually succeed in achieving their dream of becoming a leader. It’s because management and leadership are two very dissimilar ideas. Neither a manager nor a leader can be both at the same time. Consequently, a leader is capable of managing a team without having formal authority.

Having said that, exploring and studying the field of leadership is fascinating. If you want to write a dissertation on leadership and are in desperate need of some outstanding leadership research topics , don’t worry; we’ve got you covered. Find the most interesting and pertinent list of leadership research topics.

Below mentioned is a suitable list of leadership dissertation topics to guide you as a potential researcher.

To analyse how leaders can help in improving the culture of the organization.

To check how negative leadership can affect the organization.

To examine how the productivity of employees can turn out in leadership quality.

To analyse how effective decision-making can make ethical leadership.

To analyse how leaders can be helpful in sorting out organisational challenges.

Check out the additional leadership dissertation topics mentioned below:

How Leadership & Sustainability can lead to Climate Crisis
Transformations and leadership
How emotional intelligence can enhance leadership development
Team Behavior and Aspects of Leadership
Effective leadership learning processes in an organisation
How do your innovation strategy and leadership create a business?
A closer look at leadership in evidence-based management
How can communication skills enhance leadership development?
How do leadership and management relations build up a business?
Analysis of leadership style on the performance of employees
Exploring the link between poor leadership and organizational culture?
A critical analysis of social and leadership skills for new Entrepreneurs

No matter what kind of dissertation you write or what subject you choose, you must demonstrate the following skills:

Defining and outlining a research topic with a particular issue: determining the most significant issues.
Getting the required information: Taking its reliability and validity into account.
Considering the evidence from both sides of a debate to reach a well-informed decision
putting your study’s results into a coherent, engrossing, and persuasive presentation while adhering to all formatting requirements.

Effective Dissertation Writing Tips

Some of the main writing tips to write a dissertation are as follows:

Create a schedule for the day and specify your deadlines. Determine how long a section or chapter will take to write. Select the time and begin working on it. You’ll be able to finish this within the allotted time if you do it in this manner.

Keep in mind that the first draught of your essay is not the finished product. Verify your writing several times for errors. This will force you to be more specific when describing your augmentations.

To give yourself time to collect your thoughts, try to write the main body first. As you have been working on the introduction for a while, you will be able to present it clearly in this way.

Try to share your research work more frequently and much earlier than the deadline to give yourself plenty of time to correct any mistakes. You might be able to avoid having to rewrite several chapters and sections.

Use a reference manager to save time and make it simpler for you to cite sources.

To get a sense of how to organise your dissertation, look at our example. Here is a guide that will walk you through the process of writing a dissertation.

One challenging quality for leadership skills is “Self-Awareness”.

It represents a study of theories, approaches to its development, and styles of leadership.

Becoming an effective leader depends on the leader’s leadership style. Successful leaders have vision and charisma, also Leaders should have an ongoing personality, and be talkative, careful and self-disciplined.

These were some popular leadership dissertation topics common for recruitment and admission processes. Hopefully, this blog has given you a better insight into leadership. For further assistance on how to prepare an application to universities abroad, seek help from the Leverage Edu experts to make your dream come true. Our mentors will help you draft a perfect application and guide you with other admission-related rounds.

Heena Pahuja

Heena Pahuja is a versatile professional who combines the roles of a Content Writer and a Mental Health Practitioner. With her unique blend of skills and expertise, she is committed to creating impactful content while also providing support and guidance in the field of mental health. By combining her skills as a Content Writer and Mental Health Practitioner, she is uniquely positioned to create informative and empathetic content on mental health-related topics. Additionally she raise awareness, reduce stigma, and offer practical guidance for individuals seeking support or information. With a strong foundation in both content creation and mental health support, she is passionate about utilizing words to inspire positive change and promote holistic well-being.

8 Universities with higher ROI than IITs and IIMs

Grab this one-time opportunity to download this ebook

Connect With Us

45,000+ students realised their study abroad dream with us. take the first step today..

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

January 2024

September 2024

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

Have something on your mind?

Make your study abroad dream a reality in January 2022 with

India's Biggest Virtual University Fair

Essex Direct Admission Day

Why attend .

Don't Miss Out

	You might be using an unsupported or outdated browser. To get the best possible experience please use the latest version of Chrome, Firefox, Safari, or Microsoft Edge to view this website.

Best Ph.D. In Leadership Online Programs

Best Ph.D. In Leadership Online Programs Of 2024

Updated: Oct 11, 2023, 10:48am

Organizations across industries and sectors require strong leaders to meet goals, motivate workers and oversee departments. Whether these leaders manage workers at private companies or oversee government departments in the public sector, leadership is key to meeting business forecasts and delivering results.

The highest level of leadership degree is a doctorate, which often appears as a Ph.D. These doctoral programs prepare graduates to pursue leadership and executive roles in many professional fields, often featuring specializations that align with particular industries. Some schools have even pivoted to the virtual space by offering online Ph.D. in leadership programs.

Online degree programs offer greater flexibility in completing assignments and scheduling classes, also extending learners’ access to faraway universities. Our in-depth guide explores the top online Ph.D. in leadership programs, including accreditation and tuition costs.

Why You Can Trust Forbes Advisor Education

Forbes Advisor’s education editors are committed to producing unbiased rankings and informative articles covering online colleges, tech bootcamps and career paths. Our ranking methodologies use data from the National Center for Education Statistics , education providers, and reputable educational and professional organizations. An advisory board of educators and other subject matter experts reviews and verifies our content to bring you trustworthy, up-to-date information. Advertisers do not influence our rankings or editorial content.

6,290 accredited, nonprofit colleges and universities analyzed nationwide
52 reputable tech bootcamp providers evaluated for our rankings
All content is fact-checked and updated on an annual basis
Rankings undergo five rounds of fact-checking
Only 7.12% of all colleges, universities and bootcamp providers we consider are awarded

Our Methodology

We scored five accredited, nonprofit colleges offering online Ph.D. in leadership degree programs in the U.S. using 15 data points in the categories of credibility, affordability, student outcomes and student experience.

We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites. Data is accurate as of January 2023.

We scored schools based on the following categories:

Student Outcomes :

Overall graduation rate
Median earnings 10 years after graduation

Affordability :

In-state graduate student tuition
In-state graduate student fees
Alternative tuition plans offered
Median federal student loan debt
Percentage of students in federal student loan deferment

Student Experience :

Student-to-faculty ratio
Socioeconomic diversity
Availability of online coursework
Total number of graduate assistants
More than 50% of graduate students enrolled in at least some distance education

Credibility :

Fully accredited
Programmatic accreditation status
Nonprofit status

We listed all five schools in the U.S. that met our ranking criteria.

Find our full list of methodologies here .

Best Online Accounting Degrees
Best MBA In Finance Online
Best Online Finance Degrees
Best Online Master’s In Accounting Degrees
Best Online Master’s In Finance

Best Online Ph.D. in Leadership Degree Options

Should you enroll in an online ph.d. in leadership program, accreditation for an online ph.d. in leadership, how to find the right online ph.d. in leadership for you, frequently asked questions (faqs) about online ph.d. in leadership programs, concordia university-chicago, johnson university, indiana institute of technology, beulah heights university, adler university.

Graduate Tuition

$753/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

Headquartered in River Forest, Illinois, Concordia University Chicago (CUC) offers an organizational leadership Ph.D. entirely online. With options for either a Ph.D. or an Ed.D., CUC offers doctoral-level leadership degrees with a specialization in organizational leadership.

This business-focused degree includes coursework in inclusive leadership, the follower-leader relationship and developing human capital for organizations. Along with a comprehensive exam, each student completes a nine-credit dissertation to graduate.

Our Flexibility Rating: Learn on your schedule
School Type: Private
Application Fee: Free
Degree Credit Requirements: 67 credits
Program Enrollment Options: Full time
Notable Major-Specific Courses: Quantitative analysis, leading the knowledge enterprise
Concentrations Available: Organizational leadership
In-Person Requirements: No

$715/credit

The online Ph.D. in leadership studies at Johnson University (JU), headquartered in Knoxville, Tennessee, and Kissimmee, Florida, includes concentrations in business and faith-related areas. JU offers competitive scholarships for doctoral students based on academic potential, experience with leadership and financial need.

Coursework spans from big-picture issues like global policy to more interpersonal concepts, like cultural considerations in leadership. Learners must complete a dissertation, working closely with faculty to propose, research, present and defend a topic relating to leadership studies.

Application Fee: $15
Degree Credit Requirements: 60 credits
Notable Major-Specific Courses: Applied ethics, principles of research
Concentrations Available: Educational leadership, ministry leadership, missional leadership, organizational leadership, philosophy of leadership, theology of leadership

$928/credit

At Fort Wayne’s Indiana Institute of Technology , students can pursue a transfer-friendly, online Ph.D. in global leadership. Indiana Tech offers leadership concentrations in business, health and education, along with a business administration pathway for MBA graduates.

Amid online coursework, students must also complete yearly, in-person residency weekends. These practical experiences allow learners to connect with peers and instructors on campus. Each student must produce a dissertation and defend their findings to a panel of faculty members.

Degree Credit Requirements: 57 credits
Notable Major-Specific Courses: Leading in a time of global change, global leadership development
Concentrations Available: Global health leadership, higher education administration, organizational leadership, organizational leadership/higher education administration
In-Person Requirements: Yearly residency

$538/credit

Beulah Heights University , located in Atlanta, Georgia, features a 60-credit Ph.D. in organizational leadership available through online and hybrid delivery. The curriculum blends theoretical concepts and real-world applications in faith-based coursework to prepare graduates to act as ethical decision-makers.

Coursework is divided between a foundation and research block, core courses, electives and a dissertation. After completing classes in areas like development, communication and planning for organizations, each student must propose, research and defend a dissertation topic to faculty members.

See our notes on institutional accreditation for clarification on Beulah Heights’ accreditation status.

Our Flexibility Rating: Learn around your 9-to-5
Application Fee: $100
Notable Major-Specific Courses: Biblical leadership, organizational change
Concentrations Available: N/A

$924/credit

The organizational leadership Ph.D. online program at Adler University , available entirely online, takes a socially conscious approach to management. Coursework centers methods for researching and analyzing data to implement policy in communities, businesses and nonprofit organizations.

This transfer-friendly program allows students with relevant master’s degrees to cover up to 39 credits of the Ph.D. Along with a comprehensive exam and a dissertation, each learner also completes a social justice practicum experience.

Application Fee: $30
Degree Credit Requirements: 69 credits
Notable Major-Specific Courses: Followership, advanced group dynamics
In-Person Requirements: Social justice practicum

As online education has grown in recent years, many schools have expanded their distance offerings to include Ph.D. programs in organizational leadership and other related fields. But before applying to an online Ph.D. in leadership program, make sure to take stock of your personal and professional obligations.

Consider your bandwidth and personal learning style as you research Ph.D. in leadership online programs. While online degrees can offer greater freedom in scheduling courses and completing assignments, this flexibility requires you to independently stay on top of coursework with little oversight. Distance programs may also offer fewer opportunities for networking and directly interacting with instructors.

Keep these factors in mind while comparing schools, along with the following considerations.

Institutions of higher education and individual degree programs can voluntarily seek accreditation by third-party organizations through a stringent evaluation process. Accrediting agencies assess schools, departments and programs for their academic rigor, student outcomes and preparation for the workforce.

Institutional Accreditation

Attending an institutionally accredited school qualifies you to receive federal student aid, transfer credits between schools and qualify for certain professional credentials. The following agencies, recognized by the U.S. Department of Education (ED) and the Council for Higher Education Accreditation (CHEA), are the most common institutional accreditors:

Higher Learning Commission
Association for Biblical Higher Education
Southern Association of Colleges and Schools Commission on Colleges
Middle States Commission on Higher Education
WASC Senior College and University Commission
Northwest Commission on Colleges and Universities
New England Commission of Higher Education

However, ED and CHEA approve other agencies to accredit higher education institutions as well. Beulah Heights University, for example, holds institutional accreditation from two faith-based agencies: the Association for Biblical Higher Education Commission on Accreditation and the Transnational Association of Christian Colleges and Schools Accreditation Commission. CHEA and ED recognize both organizations.

Programmatic Accreditation

This form of accreditation applies to programs and departments within universities. Accreditors for leadership programs may vary depending on which department houses the program.

For example, organizational leadership programs, usually housed within business departments, may hold accreditation from a business-focused agency, such as the Association to Advance Collegiate Schools of Business, the Accreditation Council for Business Schools and Programs, or the International Accreditation Council for Business Education.

Similarly, a doctorate in educational leadership may hold accreditation from the Council for the Accreditation of Educator Preparation.

Regardless of the specific field, programmatic accreditation indicates that a department or program has undergone rigorous review for its educational offerings and outcomes and meets industry standards.

Consider Your Future Goals

At this point in your education journey, you likely have a strong grasp on your professional goals. Pursuing a Ph.D. requires a significant investment of time, energy and finances, often as the culmination of many years spent in higher education. To find the right online Ph.D. in leadership, consider your professional aspirations.

For example, if you want to work in the business world as an executive or in another managerial role, an organizational leadership Ph.D. online program may offer the best pathway. Similarly, if you want to craft school-wide policies for colleges and universities, a concentration in higher education administration may be an ideal option. Allow your goals to guide your program choice.

Understand Your Expenses and Financing Options

Attending higher education at any level requires a serious financial investment. Some Ph.D. programs are “funded,” meaning the school covers tuition in exchange for an assistantship or other related work program, often with a monthly stipend. On average, the schools in this list charge about $48,500 in total tuition.

To help lower your overall financial burden and focus on your studies, look to student aid. File a FAFSA to learn which financial aid sources you qualify for; these may include grad PLUS loans and unsubsidized loans. But before relying on loans, which require repayment, seek out scholarships and grants, which do not.

How long does it take to get a Ph.D. in leadership?

Earning a Ph.D. in leadership typically takes three to seven years. You will need about three to four years for coursework and several more to complete research and/or dissertation requirements. However, degree timelines for doctoral programs vary widely.

Can you teach with a Ph.D. in leadership?

Yes, you can teach college courses with a Ph.D. in leadership. However, to teach in public elementary, middle or high schools, you’ll need a state teaching license.

Why get a doctorate in organizational leadership?

A doctorate in organizational leadership is the highest level of degree in the field. Earning this degree demonstrates your mastery of the field and allows you to pursue executive-level roles across industries, including in education administration.

Matt Whittle has experience writing and editing accessible education-related content in health, technology, nursing and business subjects. His work has been featured on Sleep.org, Psychology.org and NurseJournal.org.

How Does a PhD in Global Leadership and Change Prepare You for Success?

Natural leaders often find themselves looking for that next big step in their career. If you feel like you're ready to take your career to the next level, you may be considering a doctoral degree. Depending on your industry, you likely have a number of options to choose from when it comes to degree programs.

But what if you're looking for something that will allow you the flexibility to pursue visionary leadership opportunities in a variety of industries—non-profit, for-profit, education, and even government? You'll want to find a doctoral program that is well-rounded, challenging, reputable, and aligns with your personal values.

The PhD in Global Leadership and Change program at Pepperdine University's Graduate School of Education and Psychology checks all those boxes and more. Read on to find out how this dynamic leadership program can set you up for success in whatever path you choose.

What is a PhD in Global Leadership and Change?

The PhD in Global Leadership and Change program prepares doctoral students to become visionary leaders and change-makers across a number of global sectors, including for-profit, non-profit, government, and academic settings.

This researcher-scholar model of doctoral training is a rigorous program designed to hone their leadership skills through a global perspective. The three-year program includes core courses in leadership theory and practice, ethics, organizational behavior, international policy, and advocacy, among other specialization courses.

Combined with national and international trips, interaction with prominent global experts and expert faculty members, and a two-year dissertation requirement where doctoral students have the opportunity to contribute unique academic literature to their field, graduates will leave the program well-prepared to pursue a wide array of career outcomes.

Who Should Pursue a PhD in Global Leadership and Change?

The PhD in Global Leadership and Change is designed for both domestic students and international students who want to increase their earning potential and are looking for opportunities to lead global initiatives in their industry of choice. Candidates for the program should have a strong belief in social responsibility and be ready to invest their time and resources into the study of leadership.

The flexible schedule of both in-person and online instruction makes this program ideal for working professionals. The admissions requirements for this academic program include a Bachelor and Master's degree in a closely related field, as well as official transcripts, a statement of purpose, letters of recommendation,Your resume, writing samples, application, and a personal interview.

6 Ways a PhD in Global Leadership and Change Can Prepare You For Success

Pursuing a highly-competitive degree program such as this offers so much more than just another degree on your resume. You'll gain real-world experience that will set you up for success in any professional context.

1. Enhance Decision-Making and Strategic Thinking Skills

Throughout this PhD program, you’ll encounter situations that mimic real-world challenges. You'll be required to analyze data, consider multiple perspectives, and make important decisions that have a wide range of implications. You'll sharpen your critical thinking skills so you're prepared to face high-pressure situations with confidence and use strategies that are innovative, sustainable, and impactful.

2. Gain a Deep Understanding of Leadership Theory

The core curriculum will give you a better grasp of the traditions, methodologies, and development of research questions in leadership. You'll discover tools and analysis commonly used in leadership research and engage with research literature in leadership that covers themes such as:

faith and purpose
diversity and inclusiveness

You'll also begin to develop your own personal leadership style, solidifying your personal vision for leadership, strengthening your emotional intelligence, and practicing ethical decision-making. These are crucial skills that will shape you into a responsible leader who has the power to influence change.

3. Develop a Global Perspective and Understand Cultural Context of Complex Issues

A PhD in Global Leadership and Change will encourage you to expand your thinking beyond your current experiences and consider global challenges from a variety of different cultural perspectives. Through international learning experiences, you'll learn how cross-cultural issues influence the dynamics of organizations, policy decisions, and organizational effectiveness.

These experiences will teach you to navigate and lead in varying social, economic, and political climates. This immersive experience turns theoretical knowledge into practical knowledge, equipping you with the ability to lead diverse teams and make informed decisions that consider multiple cultural factors.

4. Network With Other Future-Ready Leaders in Your PhD Program Who Share Your Passions

One of the best ways to improve your own leadership skills is to surround yourself with other exemplary leaders. A significant advantage of this doctoral study program is the opportunity to network and learn from your fellow students and the highly-regarded faculty at Pepperdine University. You'll meet like-minded professionals who share your passions and interests, and learn from accomplished professionals who hold doctorates from some of the most prestigious schools around the world.

5. Make a Contribution to Current Literature Through Your Chosen Doctoral Dissertation Topic

Doctoral dissertations are an immense source of pride for PhD students. This is your opportunity to shine by contributing unique research to the academic field. The dissertation isn't just a long essay or a formality; it's a rigorous process where you propose new ideas or findings to the global academic community. It requires creativity, critical thinking, and perseverance. When you finish your dissertation, you have not only a diploma to hang on the wall but, more importantly, a tangible representation of your expertise and hard work that has the potential to influence your peers and leaders across industries.

The oral defense part of the process is your opportunity to present and defend your findings before a panel of experts. You'll have the opportunity to field questions, clarify points, and demonstrate your expertise. You'll also get feedback from other scholars who've been where you are and who can provide valuable insights.

6. Stand Out in a Competitive Job Market and Secure a Leadership Role

Advanced degrees are becoming much more common than they used to be. A PhD in Global Leadership and Change sets you apart from others in your field and tells potential employers that you have a strong grasp of advanced leadership theory and research methods.

Whether you’re aiming for a C-suite position, a role in government, or leadership in a non-profit organization or for-profit professional setting, this PhD will give you an edge over the competition. It shows that you're not just ready to take on the job, but also to drive change and inspire growth.

Career Outcomes With a PhD in Global Leadership and Change

Whether you're looking for a role in a Fortune 500 company, seeking a position in academia, or want to lead a non-profit organization, this PhD program will prepare you the knowledge, skills, and insights to become an effective leader in any industry you choose.

C-Level Executive

As an executive at the top of an organization, you'll make the major decisions that guide the strategic direction and overall success of the company. You'll be responsible for driving growth and development and using your expertise to collaborate with other key leaders. Your vision will heavily influence company culture, shape ethical practices, and establish the benchmarks that define success in your industry.

University Faculty or Administrators

University faculty can work at the community college or university level in undergraduate programs, or work as faculty in graduate and doctoral programs. You'll be able to use your unique knowledge to lead future generations who follow in your footsteps. There is also the opportunity to conduct continued academic research and contribute to academic journals and publications.

If you're looking for a leadership position in academia, you may also find roles such as Academic Dean or Chief Academic Officer, where you'll oversee student services and other faculty members and have the opportunity to guide the overall direction of the departments you oversee.

Nonprofit Director/Founder

If you have a heart for service, you may choose to work in the non-profit world. Whether you start your own non-profit organization or find a leadership role within an existing non-profit, you'll be able to use your knowledge for a cause you feel passionate about.

Fundraising is a major part of the success of non-profit businesses, so if you have a strong background in finance, this may be a great fit for you. Your financial expertise will be helpful in allocating resources and ensuring longevity of the organization.

Leadership/Executive Coach

Executive coaches can work as either consultants or in-house staff at a large organization. You'll be responsible for assessing and coaching team members, creating action plans for improvement and growth, and providing support and guidance to leaders within the organization. Leadership coaches often work with department heads and mid-level managers to help them improve their skills.

Learning & Development Leader

A Learning and Development leader works with HR departments to help with hiring, training, and developing team members within an organization. They're often seen as the bridge between the employees and the company; helping everyone work together to achieve goals. You may be the leader of an entire development department, or work alongside the HR department. In this role, your insights will directly contribute to building talent and creating an environment of continuous learning that supports the organization's objectives.

Organizational Consultant

Organization consultants are similar to leadership coaches, but they work with the entire organizational setting as a whole, rather than the individual leader. You'll have the opportunity to use your knowledge of psychological research to help create a strong and positive workplace culture.

You may take on responsibilities such as training new hires or working with management and C-level leaders when conflicts arise. As an organizational consultant, you'll need to be able to see things at a higher level and guide leaders towards improving the organization as a whole.

Research Manager

If research is your area of expertise, you may choose to work as a leader who supervises the process of research projects in educational or government settings. You'll be responsible for things like drafting proposals, managing funding, hiring research staff, and presenting findings.

In addition to these responsibilities, you'll likely have a pivotal role in shaping research directions and ensuring the integrity and quality of the work. Your leadership will drive the success of individual projects as well as influence future research and policy development.

Human Resources Director

HR directors usually work in for-profit corporate settings, overseeing all aspects of human resources. You'll have a strong influence over company practices and policies, hiring and recruiting, and even organizational operations. If you love working with people and have strong communication skills, you may be a great fit for a role as an HR director.

Military Leadership

If you have a military background, there are plenty of opportunities to work in military leadership. You'll need to demonstrate the ability to work in high-pressure settings and make critical decisions in high-stress environments. You'll likely have a number of direct reports underneath you, who you'll be responsible for training and managing.

Policy Director

The role of policy director varies depending on the sector you work in, but you'll likely be responsible for influencing and creating laws and policies, as well as implementing strategies to carry out organizational agendas. You'll need to be well-versed in local, state, and federal laws and ordinances and have the ability to influence change on a number of levels. You'll need to have excellent people skills, as you'll likely work with many key stakeholders and community officials.

Explore the PhD Program in Global Leadership and Change at Pepperdine University

Pepperdine University's PhD in Global Leadership and Change is designed for professionals who want to lead with purpose and acquire a deep understanding of today’s complex societal and organizational challenges.

The program requires 66 credit hours plus 2 per term for your dissertation. The core courses and electives are designed to expand your leadership capabilities. You can expect to study current issues in global leadership, ethics, and strategic change management, giving you a deeper understanding of what it means to lead in a diverse world.

For more information about the academic experience, application deadlines, and degree requirements, attend an information session or request more info online.

Help Us Shape the Content You Love:

Blog Topic Feedback Survey.

Pick the topics you love from the dropdown menus below.

Select the topic that most interests you.

Additional Suggested Topic

MA in Teaching
MA in Social Entrepreneurship and Change
MA in Clinical Psychology
MS in Applied Behavior Analysis
MS in Leadership Pre-K to 12 Education
MS in Organizational Leadership and Learning
PhD in GLobal Leadership and Change
MS in Learning Design and Technology
MA in Clinical Psychology with MFT (Evening Format)
EdD in Organizational Leadership
MS in Leadership in Higher Education
Master's Degree
PsyD in Clinical Psychology

Privacy Policy
GDPR Privacy Notice
Clery Notice
Terms of Use
Title IX
Web Accessibility

Facts and Figures
Undergraduate Admissions
Graduate Admissions
Non-traditional Admissions
Pay Deposit
Undergraduate Majors
Graduate Programs
Honors College
Study Abroad
Professional & Continuing
Online Programs
Career Planning
Living on Campus
Clubs & Organizations
Spirit & Traditions
About Harrisonburg
Pay Your Deposit
Office of Financial Aid
Freshman Scholarships

James Madison University -->
Ph.D. in Strategic Leadership Studies
About the School
School Highlights
E-Newsletters
Admission Requirements
Curriculum Overview
Current Ph.D. Students
Resources for Students
Admitted Students
Registration Guide
Scholarly & Professional Development Opportunities
Funding Opportunities
Research & Scholarship Travel Grants
Forms & Policies
Scholarly Activity
Donate to SSLS
College of Business Home

Two students discussing a research presentation board

Alumni Dissertations

The Relationship between Leader Composure and Career Derailment Potential, and the Moderating Effect of Race, James D. Krauss, Ph.D.

Promoting Attainment: Examining the Impact of Institutional Expenditure Patterns on Graduation Rates, Matthew Lovesky, Ph.D.

The "New" Normal" A Mixed Methods Study of the Effect of the COVID-19 Pandemic on College Student Sense of Belonging, Hunter Swanson, Ph.D.

Systems Leadership on Seamless and Transparent National-Level Transfer Credit System: A Mixed Methods Study , Sevinj Iskandaraova, Ph.D.

An Entrepreneurial Mindset: Not Just For Entrepreneurs Lindsay M. King, Ph.D.

An exploration of knowledge type and firm performance: A study in the MLB, Adam Lindberg, Ph.D.

Post-Application Factors Affecting Community College Enrollment, Kyle McCarrell, Ph.D.

Experiencing the Pull and Push: Influences on Independent Contractor Motivation and Job Satisfaction , Andy Miller, Ph.D.

Transformational Leadership: The Role of Leader’s Education and Professional Training , Ahmet Shala, Ph.D.

Using Grit Scale Scores to Predict Retention and Persistence , Kristen Sowden, Ph.D.

Analysis of Alumni Giving at a Public Tier 1 Post-secondary Institution Based on Student Activity Involvement: Multivariate Logistic Regression Modeling for Alumni Giving Six to Nine Years from Graduation , Michael Speight, Ph.D.

First class teachers, second class citizens: A mixed methods investigation of the predictors of organizational commitment among non-tenure track faculty , Melissa Altman, Ph.D.

An integrated developmental model and measure of intercultural competence , N. Simone DuMerville, Ph.D.

Making work-life policies and perceptions public: An examination of corporate websites and employee ratings of work-life balance , Alyse Scicluna Lehrke, Ph.D.

Predicting attrition of new Student Affairs professionals through perceptions of work-related quality of life, synergistic supervision, and executive servant leadership , Wendy Lushbaugh, Ph.D.

Examining the Corrosive Effects of Government Corruption on Social Capital in Afghanistan: A Mixed Methods Study , Samiullah Nuristani, Ph.D.

Religiosity and national political leadership as essential conjoined social determinants of volunteerism: Implications for international non-governmental organization leaders , Theresa L Koepfler Reimbold, Ph.D.

Determining faculty capacity for transdisciplinary instruction , Nick Swayne, Ph.D.

Influence of remaining unmet financial need on the persistence behaviors of students enrolled at a small, liberal arts institution of higher education , Zachary Yoder, Ph.D.

Failure to launch?: Advancing the case for financial literacy interventions in postsecondary education , Cathleen Snyder, Ph.D.

Leading from the Field: Funded international nongovernmental organizations and the participatory development of long-term impact assessments , Geary A. Cox II, Ph.D.

Theatre as an intervention for empathy development among undergraduate students , Jonathan Stewart, Ph.D.

Perceived principal servant leadership and teacher stress , Donald "Greg" Harris, Ph.D.

Examining the impact of transformational and transactional leadership style on work attitudes, motivation, and work outcomes in nonprofit organizations , Kim Hartzler-Weakley, Ph.D.

The influence of engaging centralized student support on the academic achievement of student veterans , Paul Morgan, Ph.D.

Organizational factors associated with quality perinatal care , Lisa H. Akers, Ph.D.

Beyond beneficiaries of corporate philanthropy: The practice of corporate social responsibility in nonprofit firms , Roxann Allen, Ph.D.

Cultural influences on nonprofit servant leadership , Sungil "Calvin" Chung, Ph.D.

Developmental evaluation: Complexity leadership theory in practice-A mixed methods study , Terrence S. Fernsler, Ph.D.

The power of feedback: An indicator of mentor effectiveness during student teaching , Dara M. Hall, Ph.D.

Buying equal student achievement opportunities , Abbott W. Keesee, Ph.D.

Argument education in higher education: A validation study , Paul E. Mabrey III, Ph.D.

Clicks, likes, and shares: Using the theory of planned behavior, self-efficacy, and impression management to predict digital activism activities , Aaron Noland, Ph.D.

Leader self-efficacy in youth leader development: A mixed methods study , Christopher J. Rehm, Ph.D.

The impact of student leadership engagement on meaning in life and work during college , Heather Janel Strine-Patterson, Ph.D.

The achievement gap and students living in poverty: The role of core self-evaluation and transformational leadership in teachers , India Harris, Ph.D.

Predictors of private school sustainability using IRS form 990 , Paul G. Leaman, Ph.D.

Leadership, empowerment, and social capital in a civil society mental health program population in El Salvador , Samuel V. Nickels, Ph.D.

Exploring nonprofits in the social economy: The social enterprise phenomena , Kofi S. Adimado, Ph.D.

The congruence of the social and conventional entrepreneur: An examination of goal split distribution, emergence by age, and antecedent model congruence , Eric M. Korn, Ph.D.

The impact of college leadership experiences on long term well-being , Kevin Meaney, Ph.D.

Nonprofit leadership: A study of governance changes over time , Daisha M. Merritt, Ph.D.

A mixed-methods study of Head Start Family Service worker qualifications and Family Services utilization: Implications for policy and leadership , Laura H. Trull, Ph.D.

Transformational leadership and resilience, African-American women nonprofit leaders: A mixed-methods study , Donovan Branche, Ph.D.

The effects of academic libraries’ resource, expenditure, and service decisions on library use: An analysis of ACRL and NCES data , Jody C. Fagan, Ph.D.

Combating occupational apartheid plaguing internationally trained professionals: A mixed methods description of activist entrepreneurship in cross-sector partnerships , Stephen Wayne Lambert, Ph.D.

Influence of entrepreneurship education on entrepreneurship development in post-secondary education , Kenneth Newbold, Ph.D.

Engaged citizenship: A longitudinal study of student engagement and early adulthood , Jennifer Rau, Ph.D.

Predictive modeling of alumni donors: An engagement model for fundraising in postsecondary education , Nicholas Rau, Ph.D.

Changes in leadership self-efficacy, leader identity, capacity for socially responsible leadership, and curiosity due to a structured leader development program , Lori K. Pyle, Ph.D.

Expenditures
Accessibility
Social Media

College of Education

PhD Educational Leadership

Educational Leadership Home

MA Educational Leadership

EdS Educational Leadership with Superintendent Endorsement

EdD Educational Policy and Leadership Studies

Superintendent Endorsement

The PhD in Educational Leadership is designed to provide you with a strong background in leadership, policy, and research. The program prepares scholarly professionals who discover, integrate, and apply knowledge as transformational leaders.

Program Requirements

Plan of Study - Educational Leadership PhD planning worksheet

UI General Catalog Listing

Download printer-friendly master course grid

Additional Policies

Academic progress.

We follow closely the Graduate College policies regarding grades and progress toward degree. As such, students should be aware that any grade below a “C-“ is considered a failing grade and will not count toward your degree. Students should also be mindful of the threshold for academic probation status. These and other academic policies are detailed in the Graduate College Manual.

Marks Carrying Graduate Credit

These are A+, A, A-, B+, B, B-, C+, C, C-, and S--satisfactory.

Marks Carrying No Graduate Credit

These are D+, D, D-, F, I--incomplete, W--withdrawn without discredit, R--registered, U--unsatisfactory, AUS--audit successful, and AUU--audit unsuccessful.

Doctoral Students

A doctoral student on regular status shall be placed on probation if, after completing 8 hours of graduate work, the student's cumulative grade-point average on graduate work done at the University of Iowa falls below 3.00. If, after completing 8 more semester hours of graduate work at this university, the student's cumulative grade-point average remains below the required level, the student shall be dropped from the program and denied permission to reregister unless the student applies and is accepted for a nondoctoral degree or certificate program. If, after completing the second 8 semester hours, the cumulative grade-point average is at least 3.00, the student is returned to good standing.**

** This requirement shall apply to students entering doctoral programs beginning with the Fall 1979 Semester. A minimum cumulative grade-point average of 2.70 is required of students admitted to doctoral programs prior to that session.

Restriction on Students on Probation

A student on probation shall not be permitted to take comprehensive or final examinations leading to any degree or certificate, nor may the student receive any graduate degree or certificate.

More information about residency, updating old credits, and registration requirements can be found on the Graduate College website.

Comprehensive Exams and Dissertations

Upon completing the PhD curriculum, students will undergo a comprehensive examination. The comprehensive examination is an opportunity for PhD students to demonstrate they can apply the knowledge gained in the program curriculum to a series of questions linked to a specific case or problem. In addition to the written comprehensive exam, an oral examination is required. Students must have completed all required core and specialization courses prior to their examination. Comprehensive exams are not administered in the summer.

A dissertation is a required part of the doctoral program at the University of Iowa. Educational Leadership PhD students identify a dissertation topic with the assistance of their faculty advisor. Although students may take up to five years after successful completion of the comprehensive exam, to successfully defend the dissertation, it is strongly recommended that you finish as quickly as possible following your comprehensive exam. Although their coursework is completed, students must continue to be registered until the semester of their actual graduation. Consult the Graduate College manual for more information.

Examining Committees

PhD students should work with an advisor to construct examining committees to include faculty members with varying, but related, areas of expertise. The college encourages departments and programs to construct PhD examining committees which are comprised of faculty members with varying, but related, areas of expertise. The comprehensive and final examinations are conducted by committees of no fewer than five members of the Graduate Faculty appointed by the dean upon recommendation of the major department or program.

The constellation of the committee must include:

At least four of the faculty members must be members of the University of Iowa tenure-track faculty.
At least two of the faculty members are from the major department—EPLS-- (defined as faculty members who hold any appointment in the major department or program), and are members of the University of Iowa tenure-track faculty.
At least one of the faculty members is from outside the major department on a thesis committee. This committee member can be an appointee if four tenure-track faculty are serving on the committee. A comprehensive exam committee would only need an outside member if a student is writing on a question from that area.

In the Educational Leadership program, written exams are take-home. Students typically have one week to complete written exams and dates for exams are by the Graduate College. Oral exams follow completion of written exams. Students typically are responsible for scheduling oral exams with their committee upon completion of written exams.

Departments and programs may request the dean's permission to replace one of the five members of the Graduate Faculty by a recognized scholar of professorial rank from another academic institution. This request must demonstrate that the external scholar brings expertise or experience not available among University of Iowa faculty.

*The policies of the Graduate College and College of Education will take precedence over program policies.

As part of the Educational Leadership PhD program, you will work with renowned faculty members to complete at least 18 semester hours of research design, quantitative, and qualitative required methods. The program also culminates in an original research dissertation in an area of educational leadership.

Admissions and Application

Application Deadlines

March 1 (Fall semester)
September 1 (Spring semester)
Applications will be considered after these dates until seats are filled.

Admissions Requirements

A bachelor’s degree from a Regionally Accredited American College or University , or an equivalent degree from another country as determined by the Office of Admissions
Undergraduate grade-point average (GPA) of 3.00 or better on a four-point scale
English Proficiency Requirements (international applicants)

Required Supplemental Materials

Official transcripts from all post-secondary institutions
Official TOEFL scores may be required for some non-native speakers of English
Three to five pages (double-spaced) statement of purpose, addressing your educational philosophy, past leadership experience, and career aspirations with respect to K-12 leadership. Statements should include a portion detailing your potential research/dissertation interests and rationale, and should be connected to scholarship in the field.
*Three letters from individuals who can speak to your promise as a leader or as a researcher/scholar

Please review the required supplemental documents above before starting the general graduate application. To begin the application process, set up an account with an existing email address and password

Application questions can be directed to: Anne Sparks, 319-335-2146, [email protected] .

We look forward to receiving your application!

Harvard Business School →
Doctoral Programs →

PhD Programs

Accounting & Management
Business Economics
Health Policy (Management)
Organizational Behavior
Technology & Operations Management

Students in our PhD programs are encouraged from day one to think of this experience as their first job in business academia—a training ground for a challenging and rewarding career generating rigorous, relevant research that influences practice.

Our doctoral students work with faculty and access resources throughout HBS and Harvard University. The PhD program curriculum requires coursework at HBS and other Harvard discipline departments, and with HBS and Harvard faculty on advisory committees. Faculty throughout Harvard guide the programs through their participation on advisory committees.

How do I know which program is right for me?

There are many paths, but we are one HBS. Our PhD students draw on diverse personal and professional backgrounds to pursue an ever-expanding range of research topics. Explore more here about each program’s requirements & curriculum, read student profiles for each discipline as well as student research , and placement information.

The PhD in Business Administration grounds students in the disciplinary theories and research methods that form the foundation of an academic career. Jointly administered by HBS and GSAS, the program has five areas of study: Accounting and Management , Management , Marketing , Strategy , and Technology and Operations Management . All areas of study involve roughly two years of coursework culminating in a field exam. The remaining years of the program are spent conducting independent research, working on co-authored publications, and writing the dissertation. Students join these programs from a wide range of backgrounds, from consulting to engineering. Many applicants possess liberal arts degrees, as there is not a requirement to possess a business degree before joining the program

The PhD in Business Economics provides students the opportunity to study in both Harvard’s world-class Economics Department and Harvard Business School. Throughout the program, coursework includes exploration of microeconomic theory, macroeconomic theory, probability and statistics, and econometrics. While some students join the Business Economics program directly from undergraduate or masters programs, others have worked in economic consulting firms or as research assistants at universities or intergovernmental organizations.

The PhD program in Health Policy (Management) is rooted in data-driven research on the managerial, operational, and strategic issues facing a wide range of organizations. Coursework includes the study of microeconomic theory, management, research methods, and statistics. The backgrounds of students in this program are quite varied, with some coming from public health or the healthcare industry, while others arrive at the program with a background in disciplinary research

The PhD program in Organizational Behavior offers two tracks: either a micro or macro approach. In the micro track, students focus on the study of interpersonal relationships within organizations and the effects that groups have on individuals. Students in the macro track use sociological methods to examine organizations, groups, and markets as a whole, including topics such as the influence of individuals on organizational change, or the relationship between social missions and financial objectives. Jointly administered by HBS and GSAS, the program includes core disciplinary training in sociology or psychology, as well as additional coursework in organizational behavior.

Accounting & Management

Business economics , health policy (management) , management , marketing , organizational behavior , strategy , technology & operations management .

The Doctor of Philosophy (Ph.D.) in Ethical Leadership Program

The Master of Arts (M.A.) in Ethical Leadership Program
Bachelor of Science in Leadership
Project CLEAR
Project Charlie
Project NLERA
Project Delphi
News & Events

Be the leader our world needs

In today’s complex and rapidly changing world, ethical leaders are in higher demand than ever before. Become the leader within an organization who develops ethics training and compliance programs. Play a vital role in ensuring your organization is operating ethically and responsibly. Create a culture of trust and respect throughout your organization. Inspire others to be the best they can be.

The Woods Global Ph.D. in Ethical Leadership is specifically designed to prepare you to be a leader who is ready to make a tangible difference and inspire others to do the same.

Ethical leaders are the architects of a thriving environment, cultivating powerful relationships that unleash the full potential of individuals. Armed with profound self-awareness, an expert grasp of group dynamics, and a mastery of organizational effectiveness strategies, they don’t just lead – they ignite unparalleled success and growth. Become the catalyst for positive change, where leadership is not just a role but a transformative force.

This isn’t your average online degree program. We’ve combined more than 150 years of academic excellence with up-to-the-minute topics to ensure you’ll graduate with the skills and knowledge you need to succeed. The program is designed specifically for working professionals who want to advance their careers and make a real difference in the world. Our expert faculty have created an advanced curriculum that is aligned with the needs of today’s corporations and communities.

Ignite your leadership journey with the Ph.D. in Ethical Leadership. Tailored for professionals, this program seamlessly blends ethical principles and leadership theories for immediate impact in diverse environments. Ideal for those in management, government, public service, higher education, educational administration, business, healthcare, and more, our cross-disciplinary curriculum offers project-based learning experiences. Elevate your career, infuse ethical prowess into every facet of your work, and join a vibrant scholarly community committed to making a difference. Your transformation begins here.

Career Trajectory

The Ph.D. in Ethical Leadership is designed for full-time working professionals serving or aspiring to serve organizations as:

Business Executives
Industry Professionals
Non-Profit Directors,
Federal, State, & Local Government Administrators
Leadership & Management Consultants
Policy-Makers & Advisors
School & District Administrators, Superintendents, & Principals
Higher Education Faculty & Administrators
Change Makers

Program Highlights

Maximum Accessibility: Fully online courses with intensive program residencies to establish professional networking opportunities and once-in-a-lifetime experiential learning opportunities create flexibility to allow learners to prioritize work and family while prioritizing their own development.
Affordability: An affordable price point well below our national competitors provides learners with quality without the financial burden.
Pace of the Program: Within a span of three (3) calendar years, the program accommodates full-time working professionals for completion (54 total credits, taken one 3-credit hour course per 8-week term).
Transfer Credits Accepted: Adaptive credit-transfers policies allow students to accelerate their program and graduate in a fraction of the time.
Rolling Admissions: Applications are reviewed on a rolling basis to ensure for convenient start dates.
Ease of Application: A personalized admissions advisor is provided to every prospective student ensuring consistent and timely communication, while not requiring a standardized test (e.g., GRE, GMAT, etc.) to create ease for the applicant.
Learner-Focused Faculty: Relational nationally renowned faculty members work with students to be adaptive to the complications of work, family, and personal obligations.
Dissertation Options: Three dissertation options are provided to align with the learners’ career trajectory and passions (more information below).

Imagine working side-by-side with military personnel on an integrated advance to rescue the passengers of a capsized vessel, or having a behind-the-scenes tour of an art museum with access to interview artists and musicians about how creativity creates the foundation for how we can lead better, or sitting with industry professionals and policy-makers to wrestle with the complex challenges of our world. These are only a few of the experiences that we have carefully cultivated for you to provide a distinctive experience well beyond your expectations.

As a hallmark of the Ph.D. in Ethical Leadership program, the Residency Experience engages students in collaborative activities that promote networking with peers, faculty, and industry professionals while creating a supportive community. Experiential learning through immersive activities creates a pathway for students’ application of theoretical knowledge in real-world scenarios that advance their organizations. The relationships forged during the residency serve as a foundation for ongoing collaboration, mentorship, and support, paving the way for persistence and success throughout the PhD journey and beyond. Residencies are the key component in shaping well-rounded ethical leaders ready to make a positive impact in their respective fields.

However, the residencies are not just for the program students. We believe that it is important to validate the sacrifice and commitment of our Ph.D. students’ families. As such, destination residencies allow for family vacations and specialized leadership development sessions for spouses and children that create a one-of-a-kind experience for all.

Residencies are held at three points during the students’ 54-credit academic journey in alignment with transition points (e.g., First-Year Networking, Second-Year Career Integration, and Third-Year Dissertation).

LDR 710 – Leadership Foundations*

The purpose of this course is to provide students with an overview of theoretical foundations for the program including program expectations and core competencies.

LDR 760 – Interpersonal Leadership

Students within this course will develop capacity for self-reflection, a deeper understanding of self, personal hardiness, a more integrated philosophy of leadership, and a more transcendent perspective on how they and others can maximize individual growth and create more emotionally intelligent and psychologically safe organizations.

LDR 750 – Decision-Making & Moral Imagination

This course develops capacity for moral imagination aimed at advancing organizational decision-making. Students will engage in experiential activities to improve decision analysis and leadership effectiveness. Additionally, students will discover biases in judgment, the possibilities, and pitfalls of rapid cognition, and incorporate structured decision-making techniques to shape cultures of effective delegation, crisis management, and design thinking in organizations.

LDR 720 – Communication & Influence*

Students within this course will explore theoretical foundations for interpersonal communication, influence, and persuasion as they apply to shaping organizational growth and maximizing performance and motivation.

LDR 715 – Culture & Inclusion*

This course focuses on the historical, cultural, political, and social influences that have shaped the systems that govern organizational practice. Strategies for advocacy and change surrounding organizational and community diversity, equity, and inclusion through leadership set the foundation for this course.

LDR 740 – Coaching & Talent Management

Students within this course will develop the capacity to maximize the performance of those whom they work with in organizational settings. Students will learn applied processes grounded in transitional and developmental coaching to maximize individual and organizational performance. Students will also explore the major facets of talent management from developing core competencies to the design and implementation of performance management systems to recruit, assess, and develop talent to drive employee engagement and retention.

LDR 730 – Crisis & Change*

This course explores crisis as not a single event but a series of errors involving humans. Proactive and applied leadership practices for dealing with crisis will be analyzed and create the foundation for effective change management and enhanced organizational resilience.

LDR 755 – Creativity, Innovation, & Disruption*

This course focuses on the processes of creativity, innovation, and disruption with respect to capturing markets, cultivating organizational support, and building organizational sustainability.

LDR 765 – Assessment & Evaluation

Students within this course will explore and develop formative, summative, and developmental assessment and evaluation metrics. Students will learn about, design, and apply key performance indicators (KPI) and collaboration, learning, and adaption (CLA) practices that will advance organizational projects and strategic initiatives. Additionally, students will learn about how to justify and articulate return on investment (ROI) to stakeholder groups and customer bases.

LDR 725 – Strategic Leadership & Globalization

This course leverages strategic thinking and global leadership strategies amidst an ever-changing global landscape. Students will develop capacities for leading across international boundaries and in a changing geopolitical arena.

LDR 770 – Complex Problems

This course explores questions in human well-being, organizational sustainability, and community development building upon a foundation for addressing challenges associated with our most pressing global problems. Transdisciplinary experts will lead diverse and innovative experiences engaging students in discussion-based inquiry, complex adaptive problem-solving, and the integration of economic, environmental, health, political, and social systems and perspectives.

RHS 715 – Research Methods

This course focuses on applying the principles, practices, and strategies for conducting research in the social sciences, particularly dealing with the interface of the human dimension in the social and behavioral sciences.

RHS 720 – Quantitative Research

This course examines theory and practice in the design, conduct, analysis, and interpretation of experimental, quasi-experimental, and survey procedures for research and evaluation of programs. The development of basic skills required in the understanding, planning, and executing of a research study will be covered.

RHS 740 – Qualitative Research

This course explores the methods and procedures used in qualitative research. Topics include the philosophical basis for the method, the conceptualization of research questions, and selection of appropriate research designs, data collection data, manual and computerized data analysis, and the drawing of inferences.

DIS 780 – Dissertation I

Students will develop a doctoral research plan in collaboration with their chair. This course and the accompanying content create the trajectory for the culminating research experiences within the Ph.D. in Ethical Leadership program. Additionally, students will develop an introduction to the problem, background, context, and abbreviated theoretical framework, the purpose of the study, research objectives/hypotheses, the significance of the study, investigator scope, definition of terms, and an organizational timeline for completion of the doctoral research process.

DIS 781 – Dissertation II

Students will submit their IRB application and develop their literature review including theoretical and/or conceptual frameworks. Additionally, students will develop their research methodology/design including research purpose, objectives/hypotheses, data treatment, data collection, and data analysis.

DIS 790 – Dissertation III

Students will collect and analyze data associated with research in collaboration with the chair and compose the findings and results section of the doctoral research process.

DIS 791 – Dissertation IV

Students will compose the resulting implications, recommendations, and study limitations. Additionally, the student will prepare a formal presentation for the chair and committee members in hopes of successfully defending their dissertation or implementing the results from their applied dissertation process.

LDR XXX – Special Topics in Ethical Leadership*

Students interested in curricula and topics not included in the Ph.D. in Ethical Leadership formal course progression can elect to develop an alternative project, research endeavor, systematic review, meta-analysis, etc. associated with expanding their knowledge for the broad fields of ethical leadership, leadership learning, leadership development, and leadership studies. Special Topics listings are offered in concert with a faculty mentor and can be substituted for other courses to maintain the pace of the program pending approval of the faculty mentor working with the student and the Ph.D. in Ethical Leadership Program Director.

*These courses are currently undergoing title changes to align more closely with the emerging literature influencing the broad fields of ethical leadership, leadership learning, leadership development, and leadership studies. The future titles have been provided.

**Please note that the preceding course order follows the traditional progression for students completing the program. Each course builds upon the previous allowing students to continually deepen their knowledge and applications of leadership theory and practice within contemporary settings.

Research can be defined as a systematic and persistent approach to answering questions (Gall, Gall, & Borg, 2007). As such, the dissertation process is about informing passions and answering the critical questions that provide implications for the diverse fields of leadership and our world. To this end, we created three (3) dissertation options to align with the diverse students and industries that we serve.

Traditional Dissertation – The traditional dissertation process yields a product that is generalizable to a given population or transferable to like contexts. It provides a traditional approach to developing a five-chapter document explaining the context for the study, the theoretical and conceptual foundations, methodology, findings, and conclusions/recommendations.

Article Dissertation – The article dissertation is a process that leads to the development of a minimum of three articles within a given line of inquiry. The articles form a cohesive body of work that supports a theme or themes providing implications for a population or context. This allows doctoral candidates to share their work with a much broader audience and increase the scope of their impact.

Applied Dissertation – The applied dissertation is specifically applicable to a tangible means for advancing a given organization. These can include but are not limited to analytic reports, white papers, design, facilitation, and evaluation of curriculum, training, etc., ROI (Return on Investment) metric development and application, strategic planning and strategic implementation framework, comprehensive marketing plans, large-scale assessments, evaluation plans, processes, and metrics, and diffusion/adoption strategies. Doctoral candidates will work closely with their doctoral research chair and committee to choose which option can maximize benefit for the candidate and align with career aspirations.

Join us on our journey. It only takes a second.

Contact information, message us or contact us on our social media.

Your message (optional)

Health Care Leadership

What do you need to lead a business in the health care sector?

About Health Care Leadership

Why is health care so expensive in America? How can digital technologies improve outcomes? What is the impact of racial disparities on patients and providers?

Health care is a complex, multidisciplinary endeavor, requiring leaders to direct and motivate diverse teams representing varying educational and cultural backgrounds as well as different business functions.

Health Care Leadership is designed for emerging leaders in provider, payer, and life sciences organizations. The series includes courses in business strategy, economics, and digital health, delivering key lessons in leadership and management for today’s health care landscape. Taken together, these courses allow you to develop a comprehensive approach to health care leadership and consider strategies for an ever evolving sector.

Health Care Leadership courses are developed with health care professionals in mind. Harvard University faculty guides you through topics with a specific focus on the current state of the US health care system and how you can apply innovative strategies to make improvements within your organization.

Health Care Leadership Courses

Innovations in teamwork for health care.

In this course, experts from Harvard Business School and the T.H. Chan School of Public Health teach learners to implement a strategy for organizational teamwork in health care.

Health Care Strategy

Learn from HBS Professor Leemore Dafny how to align the principles of business strategy with the unique challenges and structures of health care organizations to capture value, define your mission, and lead your organization to success.

Health Care Economics

Taught by Harvard Medical School faculty, this course provides insights into the interactions between industries in the US health care sector and teaches what economic forces are shaping health care.

Reducing Racial Disparities in Health Care

In partnership with the Disparities Solutions Center at MGH, this course will help you deliver high-quality health care to all through organizational change.

Digital Health

Digital technologies and big data offer tremendous opportunities to improve health care.

Earn A Certificate of Specialization

The Health Care Leadership Certificate of Specialization offers participants a Learning Path to accelerate their professional development. This Learning Path provides unparalleled access to a faculty of experts who introduce cutting-edge solutions to current industry challenges using the methods you can only find at Harvard.

Participants can take courses that are part of the Health Care Leadership Learning Path in any order, but we suggest they begin with Health Care Economics , then move on to complete any two of the courses listed above to gain deeper insights and expertise based on their professional needs.

Those who successfully complete three courses from the Health Care Leadership Learning Path within 18 months will earn a Certificate of Specialization, which can elevate professional standing and signify to employers a commitment to growth and lifelong learning.

In less than 18 months, learners will develop relationships with other rising leaders around the globe and cultivate skills they can immediately apply to advance their careers, strengthen their teams, and become changemakers within their organizations.

How To Get Started

Begin your Health Care Leadership Learning Path by applying for the next cohort of Health Care Economics or one of the other courses listed above.

LEARN MORE ABOUT LEARNING PATHS

Who Will Benefit

Rising Leaders

Researchers - Entrepreneurs

Medical Providers

Doctors - Nurses - Clinicians

Administrators

Support Staff - Insurers - Managers

About the Faculty

These series courses represent the breadth and depth of Harvard University and its faculty. Learn from professors across disciplines—from Harvard Medical School to Harvard Business School—and hear from experts in leading industries around the globe. Benefit from this wide ranging expertise, studying topics from different points of view and with different categories of emphasis.

Health Care Leadership Courses in Development

In the internet age, and especially with social media, anyone can believe themselves an expert in a given field. While false information can be dangerous in a variety of contexts, reliable public health information can be a matter of life and death. This course aims to present the challenges and opportunities faced by health experts and public health advocates, scholars, journalists, and those working in related fields to promote effective dissemination and comprehension of information about and related to public health.

More on Health Care Leadership

Blogs, webinars, and more, the business of health care in the united states.

The business of health care in the United States is complicated. How can we ensure that patients have access to care while still adopting important, life-saving innovations that have the potential to improve health and health care?

Addressing Racial Disparities in Health Care

A discussion with health care leaders, moderated by Aswita Tan-McGrory, Director of the Disparities Solutions Center at Massachusetts General Hospital.

How To Earn CME Credits with Harvard Online Courses On Health

Harvard University faculty guide you through topics with a focus on the current state of the US health care system and how you can apply innovative approaches to make improvements within your organization.

Related Courses

Bioethics: the law, medicine, and ethics of reproductive technologies and genetics.

Bioethics provides an overview of the legal, medical, and ethical questions around reproduction and human genetics and how to apply legal reasoning to these questions.

Innovating in Health Care

Innovating in Health Care (IHC) explores how creating successful global business ventures in health care will not only improve access, but also better meet the needs of consumers and societies.

Improving Your Business Through a Culture of Health

This course provide businesses with strategies, tactics, and tools to gain a competitive advantage by implementing a Culture of Health to address these issues and stay ahead.

Global Health Delivery

Drive global healthcare transformation with an understanding of the challenges facing healthcare delivery and the factors influencing health and disease.

montreal drumfest

Steps to creating top notch dissertation.

List Of Impressive PhD Thesis Topics About Leadership

Leadership is one of the few things that keep us going in life. We have seen examples of great leaders that have made several sacrifices at great levels and have rose through the ranks. If you are to write a paper on this subject, there will certainly be a few things that you will have to account for. While there are certain elements that need to be considered in detail, you will have to be extremely careful about the selection of topic.

17% OFF on your first order Type the code 17TUDENT

Selecting a topic on leadership is one of the most difficult things about the job in general. You will understand that there are several topics on which people have already written a lot on leadership. You can still choose one of these topics and be sure about what you are writing in the first place or use a thesis generator for creating custom thesis topics. So here are a few topics that you might find useful when writing about leadership.

Impressive thesis topics for PhD

Differences in gender and development of charismatic leadership

You are always free to choose new and preferably self-made topics about leadership. These are just a few pointers that will help you gain better understanding of the subject as a whole. Another great way is to read books on leadership. You will be able to extract several new topic ideas for your PhD thesis on leadership.

Being on the Board of Division 42 has provided an opportunity to understand the workings of a large division and have input into the decisions the board makes for the future of the division. This is a critical time for private practitioners, especially with the inclusion of master’s level therapists joining APA.

What does a typical workday look like for you?

I mainly work in the field of “family forensic,” including parent coordination, coparenting counseling, family therapy, and consultation with attorneys. Since covid , I have been primarily working virtually, which I enjoy more than I expected!

What are you most proud of?

I am most proud of juggling a long career with raising a family. It is not an easy task. One of the main reasons I went into private practice was to be able to have control over my schedule so I could be present for my children. I had no preparation for this in graduate school, so I learned gradually from amazing peers who guided me.

IMAGES

PhD in Leadership Studies by California Baptist University
33 Best Leadership and Management Dissertation Topics
300+ Best Leadership Research Topics to Deal With
Leadership PhD Dissertation Sample
A PhD In Leadership: 9 Academic Skills That Turn You Into A Boss
37 Dissertation Topics in Leadership and Management

VIDEO

PhD Topics in Business Management
PhD Topics
Research Topics in Business Management
PhD in Leadership Studies at International Leadership University- Kenya
QUICK QUERIES session
Wellness Wednesday

COMMENTS

Leadership Dissertation Topics & Ideas
List Of Top New Dissertation Topics On Leadership. Artificial Intelligence and the Future of Leadership Development. How to Lead Through Crisis in a Volatile World. How Leaders Can Drive Employee Engagement Through Shared Goals. The Impact of Remote Work on Leadership Styles and Team Dynamics. Building Trust and Transparency in a Hybrid Work ...
Organizational Behavior
In the field of Organizational Behavior, researchers draw on the methods and concepts of psychology and sociology to examine complex organizations and the ways that people behave within them. Scholars in the doctoral program in Organizational Behavior at Harvard Business School are prepared to pursue an interdisciplinary inquiry into issues ...
Sample Dissertations
The following themes and sub-themes emerged from the data: (a) challenges, (b) leadership, (c) follower, (d) education and sub-themes (1) transformation, (2) global mindset. This research hopefully provides a platform for addressing major gaps on women's leadership and the benefits of serving in Black Greek Letter Sororities. Read Abstract.
Organizational Behavior
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.
Research Areas
HBS faculty conduct research on a wide variety of topics. In the application you must indicate your top three choices of research areas, in order of preference, from the topics listed below. Top applicants will be matched with faculty-designed research project based on their indicated interests. 1. Corporate Social Responsibility research ...
PhDs in Business & Management: Five Hot Research Topics
Here, course leaders identify five of the most in-demand areas of business research. 1. Managing technology & innovation. "Management of innovation and technology is of particular importance right now," says Sabatier. "Questions about R&D, strategy and business models, and innovation are very important both from a theoretical and ...
33 Best Leadership and Management Dissertation Topics
Leadership is the ability to inspire and guide individuals or groups to achieve a common goal. Management is the process of planning, organizing, and overseeing the work of a team to accomplish a task or goal. Effective leadership involves setting a clear vision, communicating expectations, and providing support and guidance to team members.
Ph.D. in Leadership Studies
With a PhD in Leadership Studies, you could prepare to guide and lead educational organizations, solve the challenges facing today's schools and learners, and make a lasting impact in your community. With the flexible option to study online, you can pursue our online doctoral program in leadership studies on your schedule — even while working full time.
Leadership and Organizational Strategy PhD in Management
Explore our PhD in Management Leadership and Organizational Strategy specialization. Challenge your critical thinking abilities by testing conventional organizational strategies and structures in this specialization. Develop alternative conceptualizations of management, understand what a socially conscious leader is, and create 21st-century ...
PhD in Leadership Studies
A PhD in Leadership Studies prepares graduates to work in any industry imaginable. Students immerse in an interdisciplinary learning experience that is designed to meet their professional interests and goals. Through a combination of research and coursework, students identify real-world problems and apply leadership theory to solve them.
Online PhD in Organizational Leadership, PhD-OL
A Doctor of Philosophy (PhD) in Organizational Leadership is a research-based degree that prepares students for leadership roles in various organizations. The program provides students with advanced knowledge and skills in leadership, organizational behavior, change management, and other topics.
Leadership Dissertation Topics
Leadership Dissertation Topics. A dissertation is a lengthy essay that is based on the independent research of the author. In the final semester of UG, PG, and PhD courses, it is submitted. The dissertation requires a lot of research and written documentation, so it usually takes 1-2 years to finish. The purpose of a dissertation is to evaluate ...
PhD Dissertation, Leadership development of high potentials in
development is the least explored topic within the field of leadership research and theory (Avolio, 2007; Day et al., 2008), even although it seems to be very much a point of interest.
Best Ph.D. In Leadership Online Programs Of 2024
Online degree programs offer greater flexibility in completing assignments and scheduling classes, also extending learners' access to faraway universities. Our in-depth guide explores the top ...
PhD and Honours research topics
PhD and Honours research topics. Discover your research potential at the Department of Management. Embark on a transformative academic journey with our Department's globally recognised PhD program. Experience personalised mentorship, cutting-edge research opportunities, and a vibrant research community. We foster an environment where your ...
PDF Leadership as a model for PhD students
The resonant leader, in this case, the thesis supervisor acts as a model, as a mirror in front of their PhD students, resonating as such with every step that is taken. It is logical that many PhD students feel admiration for the person who is chosen to lead them in their project, looking to them for knowledge and certain skills and abilities ...
How Does a PhD in Global Leadership and Change Prepare You for Success
A PhD in Global Leadership and Change will encourage you to expand your thinking beyond your current experiences and consider global challenges from a variety of different cultural perspectives. Through international learning experiences, you'll learn how cross-cultural issues influence the dynamics of organizations, policy decisions, and ...
Dissertations
A Phenomenological Study of African American Women's Experiences in Church Leadership. Dwayne Castro | 2023. Abstract. Leadership is among the most discussed topics in the contemporary world, as increased competence fosters the institutions' success; however, continued research has shown that the phenomenon has been a reserve of the masculine males for many decades, leading to women being ...
Strategic Leadership Studies Scholarly Activity
The impact of college leadership experiences on long term well-being, Kevin Meaney, Ph.D. Nonprofit leadership: A study of governance changes over time, Daisha M. Merritt, Ph.D. A mixed-methods study of Head Start Family Service worker qualifications and Family Services utilization: Implications for policy and leadership, Laura H. Trull, Ph.D.
PhD Educational Leadership
Educational Leadership PhD students identify a dissertation topic with the assistance of their faculty advisor. Although students may take up to five years after successful completion of the comprehensive exam, to successfully defend the dissertation, it is strongly recommended that you finish as quickly as possible following your comprehensive ...
PhD Programs
The PhD program in Health Policy (Management) prepares students to effect powerful change rooted in data-driven research on the managerial, operational, and strategic issues facing a wide range of organizations. Coursework includes the study of microeconomics theory, management, research methods, and statistics.
The Doctor of Philosophy (Ph.D.) in Ethical Leadership Program
Students interested in curricula and topics not included in the Ph.D. in Ethical Leadership formal course progression can elect to develop an alternative project, research endeavor, systematic review, meta-analysis, etc. associated with expanding their knowledge for the broad fields of ethical leadership, leadership learning, leadership ...
Health Care Leadership
Health Care Leadership is designed for emerging leaders in provider, payer, and life sciences organizations. The series includes courses in business strategy, economics, and digital health, delivering key lessons in leadership and management for today's health care landscape. Taken together, these courses allow you to develop a comprehensive ...
A Collection Of Great PhD Thesis Topics About Leadership
List Of Impressive PhD Thesis Topics About Leadership. Leadership is one of the few things that keep us going in life. We have seen examples of great leaders that have made several sacrifices at great levels and have rose through the ranks. If you are to write a paper on this subject, there will certainly be a few things that you will have to ...
How's your Leadership Fit?
Matt Poepsel, PhD is the author of Expand the Circle: Enlightened Leadership for Our New World of Work and host of the Lead the People podcast. He serves as Vice President & Godfather of Talent Optimization at The Predictive Index. He holds a PhD in Psychology, an MBA, and a Harvard Business School Certificate of Management Excellence.
Meet the division volunteer: Nancy A. McGarrah, PhD
Of course, I ended up living in Atlanta for most of my life! Contact: Nancy McGarrah. Nancy A. McGarrah, PhD, joined Division 42 to connect with independent practice psychologists and now finds fulfillment in her leadership role, balancing a career in family forensic psychology with raising a family, and enjoying the flexibility of virtual work.

Useful Links

Leadership Dissertation Topics

List Of Top New Dissertation Topics On Leadership

Want to know what essay structure and style will work best for your assignment?

Trending Leadership Dissertation Topics

Topic 2: Investigate the suitable leadership attributes for handling crises and the financial stability of the business.

Topic 3: Analysis of the medical leadership response in the NHS during the initial stages of the COVID-19 pandemic in the UK.

Topic 4: How does poor leadership impact the overall organisational revenue and culture?

Topic 5: Analysis of the potential use of AI for enhancing leadership performance and decision-making.

Topic no.1: Significance of leadership in business

Topic no.2: Leadership and management

Topic no.3: Political leadership; the ramifications of poor leadership

Topic no.4: Role of women in educational leadership

Topic no.5: Climate leadership

Topic no.6: Impact of leadership style on the performance of employees

Topic no.7: Traits of Good Corporate Leadership

Topic no.8: Leadership responses during the pandemic

Topic no.9: Leadership and economy

Topic no.10: How leaders are using AI for their optimal performance

How Can ResearchProspect Help?

Topic no.11: Digital leaders of the future

Topic no.12: Leadership culture

Topic no.13: Leadership and Managing Adversity

Topic no.14: Leadership and emotional intelligence:

Topic no.15: Women's leadership styles vs men's leadership style

Topic no.16: Leadership and ethical paradigms

Topic no.17: A case study of Jacinda Ardern's leadership

Topic no.18: A case study of Margret Thatcher- the iron lady

Topic no.19: Leadership and Education

Topic no.20: Transformational and transactional leadership; the right approach to lead a business

Free Dissertation Topic

Frequently Asked Questions

You May Also Like

Quick Links

Sample Dissertations

Dr. Christopher D. Logan, 2024

Dr. Stephen J. Shoda, 2024

Dr. Scott Schaller, 2024

Dr. Deirdre Hendersen, 2023

Dr. Jeffrey H. Witte, 2023

Dr. Nikki Pham, 2023

Dr. Melissa Roberts, 2023

Dr. Keith Wallace, 2023

Dr. Marcus McChristian, 2023

Dissertation Archive

Dr. Katie Parrish, 2022

Dr. Priscilla Deleon, 2022

Dr. Saju Alex, 2022

Dr. Kimberly Lehman, 2022

Dr. Lizzie Bronte, 2022

Dr. Henry King, 2022

Dr. Dawn Moore, 2022

Dr. Mustapha Atar, 2021

Dr. Jennifer Wegleitner, 2021

Dr. Christopher Snyder, 2021

Dr. Laura Lumbert, 2021

Dr. Mandy Wriston, 2021

Dr. Magnus Jansson, 2021

Dr. James Kisaale, 2021

Dr. Russ Timmons, 2021

Dr. Chad Copple, 2021

Dr. Vanetta Busch, 2021

Dr. Greg Madsen, 2021

Dr. Tariq Zaman, 2021

Dr. Dr. Martha Martin, 2021

Dr. Fidelis Agbor, 2021

Dr. Heather Finney, 2021

Dr. Eric Christensen, 2020

Dr. Anna Lilleboe, 2020

Dr. Collin Barry, 2020

Dr. Tobey Zimber, 2020

Dr. Nuchelle Chance, 2020

Dr. Mohamed Yahya Abdel Wedoud , 2020

Dr. Abdurrahim Hocagil , 2020

Dr. David Ransom , 2020

Dr. Eric Pilon-Bignell , 2020

Dr. Kevin Rooney , 2020

Dr. Michael Fields , 2020

Dr. Steven Stauffer , 2019

Dr. Wendy Kobler , 2019