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Educational and Organizational Learning and Leadership Dissertations

Seattle University's Doctorate in Educational and Organizational Learning and Leadership (EOLL) prepares leaders with a passionate commitment toward transformative social change.

EOLL students participate in Group Thematic Dissertations that connect research and inquiry with real-world leadership practice. Information regarding dissertations completed prior to 2020 can be found within the EOLL program's dissertation listings and copies of pre-2020 dissertations can be accessed through Lemieux Library and McGoldrick Learning Commons .

Theses/Dissertations from 2023 2023

In the Shape of a Paisley: An Autoethnography Study of the Gap in Iranian Immigrant Women With Government Executive Leadership Roles , Marjan Atashkhayer Didra

Redefining the Narrative of Women in Leadership: A Qualitative Study of Latina Leaders in K-12 Education , Casie J. Dimsey

Faculty Cultural Competency Preparedness for Multicultural Higher Education Classrooms in Public Institutions Where Faculty is not Representative of the Student Demographics: A Systematic Qualitative Review , Rajani Lata

An Evaluation of International Students’ Perceptions About U.S. Institutions of Higher Education Post COVID-19 , Yani Liu

Advancing Equity-Minded Leadership Practices to Improve Educational Outcomes for Black Immigrant Students: A Phenomenological Case Study , Charmaine Caroline Marshall

Increasing Historically Underserved and Underrepresented Student Completion in STEM Pathways at a Hispanic-Serving Institution: An Action Research Study , Inez F. Olive, Kyle J. Winslow, Osurè L. Brown, and Eric R. Marshall

Mindfulness and Identity Awareness: Tools to Support Teachers and Leaders Towards Diversity, Equity, and Inclusion (DEI) Practices in Schools , Joslyn Williams

Theses/Dissertations from 2022 2022

Factors Affecting On-Time Graduation for Students with Disabilities in Washington State , Cynthia M. Gale

A Modern Game of Telephone: Knowledge Sharing, Remote Work, and Organizational Crisis in a Public Library System , Crystal Hess, Colin Watrin, and Cal Erwin-Svoboda

Implementing Organizational Change in a Multidimensional Community College District: A Case Study , Stacy Hicks, Sean Lassiter, Ashley Miller, and Julius Moss

Theses/Dissertations from 2021 2021

Crisis Management: PK-12 Leaders & Resilience Building Practices During the COVID-19 Pandemic , Shafiga Abramova, Oruba Anthony, and Haley Brown

Refugee and Asylee Housing Resettlement Experiences in King County, Washington , Alicia Al-Aryan, Chase Huffman, and Obed Kabanda

Ethiopian Orthodox Church Leadership Support of Youth from Ethiopian Immigrant Families in the United States , Beimnet Bekele

A Seat at the Table: A Phenomenological Study of the Gap in African American/Black Women with Nonprofit Executive Leadership Roles , Angela J. Griffin

The “Seven Equity Ins” – Institutional Inadequacy and Incompetency, Invisibility at the Intersectionality of Inequity and Injustice: The Workplace Experiences of African American Women Diversity, Equity, and Inclusion Professionals in the California Community College System , Anissa Cessa Heard-Johnson

A Qualitative Study of Lived Experiences of Black Women in Leadership Positions in K-12 Educational Settings , Shukri Olow

Out on a STEM: Gender wage gap and factors that impact salary in science, technology, engineering, and mathematics careers , David R. Orozco

Theses/Dissertations from 2020 2020

Funnel Vision: Through the Looking Glass of Recruitment and Admission Practices , Adekunbi O. Ajiboye, Heather L. Anderson-James, Jennifer Fountain, and Jose Alejandro Vega-Gutiérrez

Women Leaders in Social Entrepreneurship: Leadership Perception, And Barriers , Almas Aldawood

Community Cultural Wealth in the Community College: A Systematic Review of Latinx Student Engagement , Amity Butler, Erik Engstrom, Gena Lusk, and Shurla Rogers-Thibou

Repaying the Education Debt Through Professional Development: An Equity Audit , Jenai Choi, Britney D. Holmes, and Todd Martinez-Simmons

A Document Analysis of Leadership Language That Enhances Family-School Collaboration in Efforts to Narrow the Achievement Gap , Andrew Johnson and Daryl Wright

Barriers to Digital Equity: A Case Study of King County , Supanee McLean, Victoria Frazier, and Tony Vo

Libraries and Digital Information: How Library Services Impact Digital Equity , Sheila Walton and Cristine Fowler

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Home > SBPS > Organizational Leadership > Organizational Leadership Theses

Master of Arts in Organizational Leadership Theses

Theses from 2023 2023.

Depolarizing Leaders – A Peacebuilding Approach to Healing the Divide , Suzanne Damberg

Leaders Need Spiritual Intelligence , Susan L. Fairchild

Online Public Denunciation: A Preliminary Inquiry on the Experience of those who Call-Out on Social Media , Margaret I. Montgomery

Theses from 2022 2022

Working Through Ideological Conflict: Utility of Authentic Leadership to Build Community , Jennifer J. McMurray

Theses from 2021 2021

Advancing Pay Equity in Nonprofits through Feminist Leaders , Emily Anderson

Tibetan American Women Leaders: Constructing their own cultural paradigms for leadership , Tenzin Lhamo Banari

‘One of the Guys’: Women Leaders and Tokenism in Male-Dominated Environments , Beth Duyvejonck

Leading with Stage Fright: Female-Identifying Leaders Navigating Imposter Feelings in the For-Profit Sector , Keeley Norton

Factors that Impact Career Development in Virtual Environments , Elena Procaccini

The Impact of the COVID-19 Pandemic on the Minnesota Hospice Industry , Anna Lee Roberts

The Toxic Triangle: A Qualitative Study of Destructive Leadership in Public Higher Education Institutions , Carrie S. Schneider

Off the Mat, Into the Office: How a Regular Yoga Practice Transformed Eight Corporate Leaders and their Leadership , Pamela Kay Smith

“I Know Who I Am”: Asian American Women Leaders in the Nonprofit Sector on the Quest Toward Authenticity , Amanda Steepleton

“Of the Utmost Importance” A Study of Followers and Followership , Jennifer L. Thorson

Theses from 2020 2020

Best Practices for Women Seeking Sponsorship in Corporations , Kimberly Hayman

Women Beyond Tea: Fostering Tibetan Women Leaders of Tomorrow , Tenzin Nordon

Mentoring and its Impact on Young Adults in Church Congregations , Linnae Stole

Theses from 2019 2019

The Value of Sabbaticals to Revitalize and Retain Nurse Leaders in a Hospital Setting , Deborah Ann Scott

Theses from 2018 2018

Navigating Perceptions and Stereotypes of Leaders who Identify as Non-Religious in the U.S.: A Qualitative Thesis Examining How Individuals who Identify as Non-Religious Navigate Stereotypes and Perceptions of their Identity to Establish Themselves as Credible Leaders , Sarah Kruger Hilger

Childfree Women: Navigating Perceptions and Developing a Leadership Identity , Stephanie McCluskey

Leader Perspectives on Factors that Shape Their Change Leadership Practice , Michelle A. Shields

Theses from 2017 2017

Stranger than Fiction: A Qualitative Thesis Examining Leaders, Followers and the Distribution of Power in the 2016 United States Presidential Election , Shannon L. Casey

Theses from 2016 2016

Female Executive Worldviews that Support Professional Endurance , Rebecca Taylor Kipp

Theses from 2015 2015

Employee Contributions to Organizational Decision-Making Processes and Outcomes , Melissa A. Bearth

Providing Culturally Appropriate Physical Therapy to Somali Refugees in Minnesota , Jessica J. Scholl

Theses from 2014 2014

Coworker Discretionary Support: Developing and Exploring a Construct , Margaret M. Collins

Corporate Responsibility, Ethics, and Animal Welfare , Elizabeth A. Gray

Creating Economic and Social Impact: Leadership Decision-making in the Context of Shared Value , Nicole Hines

Ranked Choice Voting in Minneapolis 2013 Elections , Erica L. Mauter

Theses from 2013 2013

Guiding Leadership in the Development and Management of Organizational Culture A Case Study of an Organizational Culture Change Effort , Sarah A. Calkins

The Convergence of Hierarchical Management and Project Management and How it Impacts Organizational Outcomes , Lisa J. Dahle

Promoting Library Leadership: How to Develop Leaders through Multidisciplinary Post-Graduate Coursework at St. Catherine University , Laura M. Deshler

A Pilot Study to Explore the Results from Learning a Self-empowered Energy Healing Technique as an Emotional Regulation Tool Intended to Improve Service Industry Leaders' Affect, Well-being, and Performance , Carolyn Dunow

Nothing to Remember Except the Story: How the Ethical Will Inspires Authentic Leadership , Andrew J. McIlree

Theses from 2012 2012

LinkedIn: Key Principles and Best Practices for Online Networking & Advocacy by Nonprofit Organizations , Andrew M. Calkins

Effective Processes for Dealing With Destructive Managers , Mary Featherston

The Pursuit of Personal Development Preparing for a Holistic Mentoring Relationship , Mary Forseth

Best Practices in Creating a Healthy School Lunch Program , Connie Hakanson

To Clamp or to Delay the Clamp: Implement Best Practice , Kimberly Kay Popp

The Collective Wisdom of Female Entrepreneurs: Success Factors That Contribute to Positive Financial Growth for Entrepreneurial Companies , Melanie Jean Tillander Shirley

Theses from 2011 2011

Blind Spots in Corporate Evolution: The 21st Century Organizational Assessment , Christine Capra

The Employee as the Customer: Leading the Development of Services by Utilizing Marketing Management Practices , Stephanie Anne Gieseke

Employer Use of Facebook as a Tool in Pre-Employment Screening of Applicants: Benefits and Ethical, Legal, and Privacy Implications , Beth E.H. Lory

Exit Strategies for "Leaving Well" , Patricia J. McDonald

Running up the Curve: Adult Learning Styles and Employee Onboarding , Jolynn M. Nelson

How Leaders Leverage Life Cycle Assessment (LCA) Data: A Guide for the North American Residential Window Industry , Annie Perkins

Successful Boundary Management Strategies for Optimal Fit and Minimal Role Strain , Brianne K. Sampson

The Creation of an Inclusive Culture: A Case Study of the Midwestern Region of a Large Retail Banking Organization , Katherine T. Sherlock

Theses from 2010 2010

Application of Leadership Principles in Theatrical Direction , Rebecca L. Rizzio

Advancing Sustainable Food Systems in Minnesota: Strategic Planning Recommendations for Local Businesses , Mia L. Taney

Theses from 2009 2009

Global Leadership Values in Practice: A Case Study of Cargill , Jill Bryan Ehr

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Leadership Dissertation Topics

Published by Grace Graffin at January 4th, 2023 , Revised On August 15, 2023

Leadership is an attribute of leading and guiding subordinates for collective wellness. Many people aspire to become leaders, but only a few succeed. It 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 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 .

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2022 Leadership Dissertation Topics

Topic 1: a comparative analysis of the impact of transformational and servant leadership style on employee satisfaction and performance..

Research Aim: The research aims to conduct a comparative analysis of the impact of transformational and servant leadership styles on customer satisfaction.

Objectives:

• To analyse the factors impacting employee satisfaction and performance.
• To determine the similarities and differences among transformational and servant leaders.
• To conduct a comparative analysis of the impact of transformational and servant leadership styles on customer satisfaction.

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 analyze 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 could be. Only good leaders in a company can help make the right and timely decisions for making it successful. The research will deeply analyze 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 analyze and evaluate political leadership and study the consequences of poor leadership. The researcher can study different political leaders and tehriu 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 analyze 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 are they using for inhibiting global warming, and what would be the recommendations 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 leveraging 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 analyze how digital leaders use information and technology to help an organization 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 up 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 bit differences between women’s leadership and men’s leadership. The aim of the research would be to analyze 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 analyze 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: Newzealand was the first county to swipe off the covid 19 cases from the first wave. It was attributed to the policies of state and leadership for impressive achievement. The main aim of the research is to study and analyze 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 analyze and evaluate her leadership style that earned he 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 analyze and evaluate both styles and 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.

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Frequently Asked Questions

How to find leadership dissertation topics.

For leadership dissertation topics:

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

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• How It Works

Program Overview

Students will use their Divine Design, God-given talents and passions, as Organizational Leadership scholars to serve Christ and the world in their life, careers and ministry, learning, and leadership. They will exemplify leader traits (Be), leadership studies (Know), and work in academia or business (Do). Courses contain face-to-face (F2F) residencies on SEU campus in Lakeland, Florida, and virtual asynchronous and synchronous components online.

Doctor of Philosophy in Organizational Leadership (PhD)

A research-based, multidisciplinary program for individuals called to serve others in the advancement of Organizational Leadership scholarship through college/university teaching and conducting research, or being a researcher for business, nonprofit organizations, educational institutions, government agencies, or think tank consultant.

Program Learning Outcomes (PLO)

Upon completion of the program, students will be able to do the following:

• Core 1: Demonstrate an in-depth knowledge of leadership theory by analyzing and evaluating organization trends.
• Core 2: Apply qualitative, quantitative, and mixed methods research to study and advise organizations.
• PhD 1: Advance Organizational Leadership scholarship toward current and future applications.
• PhD 2: Conduct Organizational Leadership scholarship through regular publication, collaboration, and education.

Career Options

• College/University Professor - teaching and research
• Researcher for business, nonprofit organizations, educational institutions, government agencies
• Think Tank Consultant

Program Summary

The PhD in Organizational Leadership consists of 16 courses (48 credit hours) plus a minimum of 12 credit hours of dissertation work. Our delivery model is hybrid. We will conduct residencies each semester. Summer residency is 5 days in early May, typically the week before Mother’s Day. Fall residency is 3 days, just before and during Labor Day weekend at the end of August, beginning of September. Spring residency is 3 days in March and coincides with SEU’s Leadership Forum. It falls during the middle of that semester. Courses are offered in 8-week sessions. Some courses contain face-to-face classroom time during residencies. Others are completely online. These will contain both asynchronous and synchronous sessions, like webinars and virtual lectures.

Graduation Requirements

• PhD students complete 48 hours of course work and 12 hours of dissertation for a total of 60 credit hours
• 3.0 cumulative GPA for all courses with no more than two “C” grades
• Give at least one presentation at an academic or professional conference
• Submit at least one article in an academic or professional journal for publication
• Pass all questions on comprehensive exam, proctored on campus at SEU
• Complete dissertation

Entrance Requirements

Prospective students must provide evidence of character, excellence in scholarship, experience with leadership, and potential to conduct scholarly research and presenting results at the doctoral level. Requirements:

• Master’s degree from a regionally accredited college or university with a minimum GPA of 3.0. Official transcripts are required.
• Resume or Curriculum Vita. We will holistically evaluate this to determine how the person’s past education and work experience have established a basis for continued development of higher-level academic skills in the study of leadership.
• Two professional letters of recommendation that address person’s character, experience with leadership, and ability to complete the doctoral program.
• Admission Essay that addresses why you chose SEU for your doctoral studies, your goals for the program, talents and experiences that can lead to success, and how you will contribute to others. See specific requirements.

PhD Admission Essay : Please complete these essay questions to assist in evaluating your fit with our doctoral program. This is an opportunity to articulate your goals for the program, talents and experiences that can lead to success, and how you will contribute to others. Answer the following questions in approximately 1000 words. Your essay should be e-mailed directly to the Admission Office at [email protected].

• Doctor of Philosophy in Organizational Leadership (PhD): A research-based, multidisciplinary program for individuals called to serve others in the advancement of Organizational Leadership scholarship through college/university teaching and conducting research, or being a researcher for business, nonprofit organizations, educational institutions, government agencies, or think tank consultant.
• Why have you selected Southeastern University to help you achieve your goals?
• Doctoral programs in the Jannetides College of Business and Entrepreneurial Leadership are rigorous and rewarding. Comment on personal attributes and experiences that demonstrate your ability to successfully complete a doctorate-level program. Include previous academic and professional experiences that document your capacity for learning.
• Servant leadership is important to the Southeastern University community. Comment on how your personal characteristics and faith inform your concept of servant leadership and how you will contribute to the program, faculty, and fellow students.
• Doctoral Writing Sample that demonstrate your research, writing, analytical, and problem-solving skills. See specific requirements.

Doctoral Writing Sample : Writing samples play an important role in helping the Admissions Committee evaluate a doctoral applicant’s research, writing, analytical and problem-solving skills. Please provide a 600-word essay addressing the topic. E-mail your doctoral writing sample to the Admission Office at [email protected].

• Thesis Development and Critical Thinking. The thesis expresses the main idea of the paper in one sentence and informs the reader of the paper’s focus. Critical thinking is the act of examining, analyzing, and evaluating information followed by drawing accurate conclusions.
• Paper is a professional product. It is separated into clear sections. It includes a clear transition from one section to the next. Paper is free of capitalization, format, grammar, punctuation, and spelling errors.
• Correct writing style. Professional publications require specific writing styles in order to get published. Compose the writing sample in APA, MLA, or other acceptable style. Please state the style you use. Ensure you use the styles paper format, in-text citations, and reference/works cited/bibliography section.
• Use one leadership book, one scholarly journal article, and one online news article in your essay.

Other policies specific to this program 

Transfer credits.

Doctoral coursework from regionally accredited universities may be transferrable to your doctoral program on a case-by-case basis. Transfer courses must have been at the doctoral level, earned a grade B or higher, and should be an appropriate match to the courses required in SEU’s doctoral program. If you have completed graduate coursework after your master’s degree that was not included in another degree and which you believe should be counted toward your doctoral plan of study, discuss these courses with your academic advisor in your first advising session. You must submit copies of your unofficial transcript, the course catalog description, and official information from the institution’s catalog. Transfer courses must be approved by the academic advisor at the point of admission to the program. Future courses from other universities will not be transferred without prior approval from the academic advisor and PhD Coordinator.

Overview of the Dissertation Process 

Once you have passed your comprehensive exams, you must continuously register for dissertation credits. The dissertation is the capstone research and writing project designed to demonstrate program mastery and to make an original contribution to the leadership literature. The dissertation is required and all doctoral candidates must enroll in a minimum of three dissertation credits each semester while working on the dissertation. A minimum of 12 dissertation credits must be earned before students can graduate. Students will be actively involved in selecting their dissertation chair and committee members, and will be expected to collaborate and communicate with their chair and committee members on a regular basis throughout the entire dissertation process. The dissertation consists of six phases.

• Proposal & Chapter 1 Introduction. The first phase of the dissertation process is designed to prepare doctoral students to develop and defend a research proposal.
• Chapter 2 Literature Review. Second, students will conduct and write a review of literature related to their dissertation research.
• Chapter 3 Methodology. Third, students will write the research methods section of the dissertation and begin the data collection phase of the dissertation.
• Chapter 4 Results. Fourth, students will analyze their research data and write the results section of the dissertation.
• Chapter 5 Discussion. Fifth, students will write the discussion section of the dissertation.
• Defense. This is the final phase of the dissertation. Students will defend the research study and prepare the dissertation for dissemination to the public.

Course Plan/Sequence. See course plans and audit sheets.

• PhD Org Ldr Program Plan
• PhD Org Ldr Degree Audit

Program Plan

PhD in Organizational Leadership Program Plan    

Academic Requirements - 60 Hrs

• LDRS 6113 - LEADERSHIP THEORY Credits: 3
• LDRS 6123 - ORGANIZATIONAL SYSTEMS AND MANAGEMENT Credits: 3
• LDRS 6133 - SITUATIONAL AND TRANSFORMATIONAL LEADERSHIP Credits: 3
• LDRS 6143 - ORGANIZATIONAL CHANGE AND STRATEGIES Credits: 3
• LDRS 6213 - ETHICAL LEADERSHIP Credits: 3
• LDRS 6223 - FOLLOWERSHIP Credits: 3
• LDRS 6233 - MOTIVATION AND INFLUENCE Credits: 3
• LDRS 6243 - CULTURAL INTELLIGENCE Credits: 3
• LDRS 6253 - TEAMWORK DYNAMICS Credits: 3
• LDRS 7123 - FOUNDATIONS OF RESEARCH Credits: 3
• LDRS 7213 - QUANTITATIVE RESEARCH METHODS Credits: 3
• LDRS 7223 - QUALITATIVE RESEARCH METHODS Credits: 3
• LDRS 7313 - ADVANCED QUANTITATIVE METHODS Credits: 3
• LDRS 7323 - ADVANCED QUALITATIVE METHODS Credits: 3
• LDRS 6153 - SERVANT AND AUTHENTIC LEADERSHIP Credits: 3
• LPHD 9013 - DISSERTATION I Credits: 3
• LPHD 9023 - DISSERTATION II Credits: 3
• LPHD 9033 - DISSERTATION III Credits: 3
• LPHD 9043 - DISSERTATION IV Credits: 3

Electives - 3 Hours

Select one of the following:

• LDRS 8113 - COACHING, CONSULTING, TEACHING, COURSE DESIGN, AND PUBLISHING Credits: 3
• LDRS 8123 - CREATIVITY, CRITICAL THINKING, & DESIGN THINKING Credits: 3
• LDRS 8133 - NEGOTIATION AND CONFLICT RESOLUTION Credits: 3
• LDRS 8143 - ORGANIZATIONAL CULTURE AND DESIGN Credits: 3
• LDRS 8153 - PLANNING AND FORECASTING Credits: 3
• LDRS 8163 - ENTREPRENEURSHIP Credits: 3

Total - 60 Hrs

Anaheim - Chicago - Los Angeles - Dallas -Washington D.C. - Online 

Program overview.

Businesses large and small increasingly recognize the critical distinction between a manager and a leader-between someone who merely assigns tasks, and someone who paints a vision and then inspires employees to work effectively toward achieving it. Organizational leadership professionals work in both for-profit and nonprofit settings, helping to clearly define and communicate organizational objectives and strategy. They ensure that business processes are as effective and efficient as possible, build trust, bolster morale, and help each employee grow professionally and contribute meaningfully to advancing an organization’s mission. Curriculum includes coursework in leadership, research, ethics, interpersonal dynamics, and a range of electives to support each student’s unique career goals-preparing graduates to apply the principles of psychology and leadership theory in a broad range of settings, to more effectively lead individuals and organizations to success.  Graduates are able to select, implement, and manage appropriate leadership methodologies to meet individual, group and organizational needs in non-profit and for-profit settings. 

Program Philosophy 

The Chicago School offers a PhD degree in Organizational Leadership. This program examines field of psychology from an organizational leadership perspective.  It is intended to develop professionals who can apply knowledge about principles of psychology and leadership to work more effectively with specific populations.  The program includes coursework in leadership, research, ethics, interpersonal dynamics, and a range of electives to support each student’s unique career goals preparing graduates to apply the principles of psychology and leadership theory in a broad range of settings, to more effectively lead individuals and organizations to success.  Graduates are able to select, implement, and manage appropriate leadership methodologies to meet individual, group and organizational needs in non-profit and for-profit settings.

Program Learning Outcomes

Upon successful completion of this program students will be able to:

Professional Practice

• Produce written documents that are well researched, cited, and organized for easy reading and understanding. Students will be able to deliver presentations targeted to business and academic audiences.
• Describe and apply effective practices within the field of Business Psychology or Organizational Leadership. 
• Explain and build upon the role that individual and group differences play in the workplace (e.g., race, gender, age, national culture, cognitive style, socio-economic status, job title/power and etc.). Students will be able to demonstrate cross-cultural competence and operate within a framework of global diversity.

Professional Behavior

• Demonstrate personal integrity and ethical behavior in professional practice.
• Form effective professional relationships based on attitudes and communication skills that foster trust, open dialogue, and collaboration, regardless of differences in background, education, position in the organization, points of view or other personal characteristics

Scholarship

• Cite the theoretical knowledge and research integral to their fields of study. Students will be able to describe the philosophies of science underpinning their field’s theoretical knowledge and research. Students will be able to apply published research to the development of new areas for scholarly study. Students will be able to design and conduct research studies. Students will be able to analyze and interpret the data produced by research.
• Analyze and evaluate the work of others, including probing for more information, searching for logic flaws, and creating alternative solutions to problems.

Admission Requirements

For information on where The Chicago School is currently authorized, licensed, registered, exempt or not subject to approval, please visit   https://www.thechicagoschool.edu/why-us/state-authorization/

Application to The Chicago School’s Organizational Leadership doctoral program is open to any person who has earned a master’s degree from a regionally accredited institution within the behavioral sciences, organizational discipline or other related field, and who meets other entrance requirements. Applicants will be judged on their overall ability to do graduate work. 

Factors and materials to be considered for admission will include: 

• Completed application and $50 application fee.  
• Generally, a graduate GPA 3.2 or higher on a 4.0 scale. 
• Official Transcripts  
• Students must submit official transcripts from all schools where a degree was earned.  
• It is recommended that transcripts are submitted from all schools where credit was received to enhance their applications. 
• Resume/CV or Work History (e.g. employer letter, LinkedIn profile, or other document that reflects your work history)  
• Two Letters of Recommendation  
• Essay (between 500-750 words) 
• Please write a personal statement of your desire to become an organizational leadership consultant or practitioner at the doctoral level, what experiences or insights have led you to pursue a doctoral degree in this program, and how this program will support your efforts in working with richly diverse colleagues and clients. 
• Statement of Research Interests (up to 500 words) 
• Please share your research interests (regarding business psychology/organizational leadership), and why you believe this is worth studying?   
• Preferred 3 or more years of work experience prior to admission. 
• Completion of two courses below with C or better (contingent) 
• Undergraduate level Statistics course 
• Upper level undergraduate or master’s level organizational behavior or psychology 

PhD Organizational Leadership Progression Requirements

This program requires applicants to have successfully completed at least one (1) foundational course in statistics, and one (1) foundational course in psychology or organizational behavior with a grade earned of ‘C’ or better by the end of their first semester (second online term) of study.  Students who have not done so through previous coursework must successfully meet this progression requirement through one of the following options:

• A grade of “C” or higher in TCS 390 Introduction to Statistics and TCS 380 Introduction to Psychology
• A grade of “C” or higher in a comparable course at The Chicago School
• A grade of “C” or higher in a comparable course at another regionally accredited institution

Applicants accepted who have not successfully completed one (1) foundational course in statistics and one (1) course in psychology or organizational behavior will be required to register for applicable TCS courses in their first ground semester or online term. All students must meet this progression requirement by the end of their first semester (second online term) of study. Students who do not successfully fulfill this requirement will not be allowed to register in any future coursework in the program of study until this requirement is met. Extensions can be granted by the Program Chair or designee when extenuating circumstances prevent completion of the requirement in the specified timeframe.  Requests for an extension must be submitted in writing to the Program Chair for consideration.

Applicant Notification

The Chicago School reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and applicants will be notified regarding the admission decision. The Chicago School does not share information or provide any feedback regarding admission decisions.

If a student is offered admission and in order to secure a place in the incoming class, a non-refundable tuition deposit of $250 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

Articulation Agreements

The Chicago School has established agreements between The MA Psychology and the PhD Organizational Leadership program to allow qualified students to enroll in doctoral level courses while completing thier master’s degree that will then count toward the doctoral degree.  Click on this link    for details.

Degree Completion Requirements

• Successful completion of 60 credit hours of coursework
• Successful completion of dissertation
• Successful completion of Competency Examination
• Attendance at two residences that are three and a half day each (online students only)

The following policies are located under  Academic Policies and Procedures   : Academic Calendar, Admissions Requirements, Attendance, Satisfactory Academic Progress, Service Learning, and Transfer Credit/Course Waiver. Click the link above for detailed information.

Residency Requirements (Online Students Only)

Online students are engaged in two brief residencies (roughly three and a half days each) at one of our campuses-providing an opportunity for face-to-face interaction and networking with fellow students from around the globe who bring a wealth of diverse leadership experiences and perspectives.  At the first residency, students meet with their cohorts and faculty members and engage in focused seminars.  At the second residency, students participate in their competency exam.

Field Experience Requirements 

Students must have access to an organizational environment that will be available for use in research and reference for course work. 

Ethical Guidelines

Students are expected to engage in all graduate work, including but not limited to course work, research, and scholarship, with a high degree of integrity and professionalism. It is essential that students approach professional working relationships, collegial relationships, and client/partner-contact with respect. Further, students are expected to adhere to the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct as well as the “evolving universal code of ethics” (Gauthier, 2005).  Students who choose to seek employment in the field of psychology shall not work beyond their level of competence and shall not use titles governed by credentialing statutes and/or regulations unless authorized by the relevant jurisdictional authority. Students who fail to comply with ethical and professional behavior guidelines are subject to department remediation and/or referral to Student Community Standards for disciplinary action and possible dismissal.

Competency Examination

Every student is required to pass a Competency Examination (CE). The aim of this assessment exercise is to evaluate the student’s knowledge of theory, research, and practice. This is also an opportunity to assess the student’s ability to demonstrate this knowledge and skill in simulations in order to judge his or her abilities as a future organizational leader. The Comprehensive Examination is taken at the end of the student’s second year in the doctoral program

Dissertation

Completion of the dissertation is an essential aspect of a students’ academic experience and professional education. It provides the school the opportunity to evaluate the student’s ability to apply Organizational Leadership theory and research and to think critically and creatively about an issue in the field.

The dissertation should clearly and concisely demonstrate the student’s command of the research in a specific area of Organizational Leadership. In the dissertation, the student will critically evaluate and synthesize relevant research and theory in the topic chosen for study. The student’s dissertation Committee is responsible for determining the appropriateness and acceptability of the dissertation proposal and for final approval of the dissertation.

The Curriculum

Intensive course work that balances theory and practice culminates in completion of the competency exam and the dissertation. Students entering post-master’s must complete 60 graduate semester hours of study:

Required Core: 54 credit hours

Electives: 6 credit hours

Program Total

Ph.D. Organizational Leadership: 60 credit hours

Required Core

• IO 519 - Statistics and Lab (4 credit hours)
• PB 400 - Professional Development Seminar (3 credit hours)
• PB 455 - Research Methods (3 credit hours)
• OL 539 - Personality and Life Span in the Workplace (3 credit hours)
• OL 549 - Systems Theory (3 credit hours)
• OL 551 - Group and Team Leadership (3 credit hours)
• OL 554 - Management Philosophy and Practice (3 credit hours)
• OL 556 - Emerging Theories of Leadership (3 credit hours)
• OL 560 - Ethical and Cultural Considerations (3 credit hours)
• OL 573 - Organizational Diagnosis and Cultural Dynamics (3 credit hours)
• OL 576 - Strategic Change Management (3 credit hours)
• OL 580 - Residency I (auto half time) (0 credit hours)
• OL 620 - Competency Examination (3 credit hours)(course fee $12)
• OL 621 - Qualitative Research Methods (3 credit hours)
• OL 631 - Dissertation Maintenance I (3 credit hours)(auto full time)
• OL 632 - Dissertation Maintenance II (3 credit hours)(auto full time)
• OL 633 - Dissertation Maintenance III (3 credit hours)(auto full time)
• OL 705 - Leadership Self-Development (2 credit hours)(course fee $177)

Students choose one of the following:

• OL 623 - Advanced Qualitative Research Methods (3 credit hours)
• PB 528 - Advanced Statistics (3 credit hours)

Choose six hours of elective courses:

• OL 634 - Virtual and Global Leadership (3 credit hours)
• OL 637 - Team Interventions (3 credit hours)
• OL 640 - Governance in Non-profit (3 credit hours)
• OL 641 - Supervising and Coaching Employees (3 credit hours)
• OL 642 - Strategic Human Resources Effectiveness (3 credit hours)
• OL 643 - Social Entrepreneurship (3 credit hours)
• OL 644 - Leadership Ethics (3 credit hours)
• OL 645 - Diversity (3 credit hours)
• OL 646 - The Role of Technology in Organizations (3 credit hours)
• OL 647 - Public Policy Leadership (3 credit hours)
• OL 650 - Envisioning the New Health and Human Service Organization (3 credit hours)
• OL 651 - Community Building and Social Transformation in Health and Human Service Organization (3 credit hours)
• OL 652 - Ethical, Practical, and Economic Challenges in Health and Human Service Organization (3 credit hours)
• OL 653 - Advanced Consulting Skills (3 credit hours)
• OL 654 - Business Development for Consulting Psychologists (3 credit hours)
• OL 655 - Large Group Methods (3 credit hours)
• OL 657 - Professional Coaching (3 credit hours)
• OL 658 - Group Facilitation (3 credit hours)
• OL 670 - Special Topics I (1 credit hour)
• OL 671 - Special Topics II (2 credit hours)
• OL 672 - Special Topics III (3 credit hours)(course fee)
• OL 675 - Independent Study I (1 credit hour)
• OL 676 - Independent Study II (2 credit hours)
• OL 677 - Independent Study III (3 credit hours)

Students may also select elective courses from the Ph.D. Business Psychology    elective pool.

Extension Courses

• OL 953 - Manuscript Preparation (MP) Extension (0 credit hours) - auto full-time
• OL 954 - Manuscript Preparation (MP) Extension (0 credit hours) - auto half-time
• OL 958A - Manuscript Preparation (MP) Extension (0 credit hours) - auto half-time
• OL 958B - Manuscript Preparation (MP) Extension (0 credit hours) - auto half-time
• OL 959A - Manuscript Preparation (MP) Extension (0 credit hours) - auto full-time
• OL 959B - Manuscript Preparation (MP) Extension (0 credit hours) - auto full-time

Research Project Extension Courses - Semester Based Program Versions (Doctoral Level)

These courses are used in accordance with the Research Project Courses policy.  Students in Semester Based doctoral programs may use only these courses as extensions for dissertations, theses, advanced applied projects, advanced research projects, and applied research projects. RPX courses may not be repeated, substituted, or combined with term-based research project extension courses.

• RPX 501 - Research Project Extension 1 (3 credit hours) (Auto full-time)
• RPX 502 - Research Project Extension 2 (3 credit hours) (Auto full-time)
• RPX 5031 - Research Project Extension 3 (Summer 1) (1.5 credit hours) (auto full-time)
• RPX 5032 - Research Project Extension 3 (Summer 2) (1.5 credit hours) (auto full-time)
• RPX 504 - Research Project Extension 4 (3 credit hours) (Auto full-time)
• RPX 505 - Research Project Extension 5 (3 credit hours) (Auto full-time)
• RPX 5061 - Research Project Extension 6 (Summer 1) (1.5 credit hours) (auto full-time)
• RPX 5062 - Research Project Extension 6 (Summer 2) (1.5 credit hours) (auto full-time)

Research Project Extension 7, 8, 9, and External IRB require the written approval of the department prior to enrollment.

• RPX 507 - Research Project Extension 7 (3 credit hours) (Auto full-time)
• RPX 508 - Research Project Extension 8 (3 credit hours) (Auto full-time)
• RPX 5091 - Research Project Extension 9 (Summer 1) (1.5 credit hours) (auto full-time)
• RPX 5092 - Research Project Extension 9 (Summer 2) (1.5 credit hours) (auto full-time)
• RPX 510 - Research Project Extension External IRB (1 credit hour) (auto full-time)

Research Project Extension Courses - Term Based Program Versions (Doctoral Level)

These courses are used in accordance with the Research Project Courses policy.  Students in Term Based doctoral programs may use only these courses as extensions for dissertations, theses, advanced applied projects, advanced research projects, and applied research projects. RPX courses may not be repeated, substituted, or combined with semester based research project extension courses.

• RPX 551 - Research Project Extension 1 (1.5 credit hours) (auto full-time)
• RPX 552 - Research Project Extension 2 (1.5 credit hours) (auto full-time)
• RPX 553 - Research Project Extension 3 (1.5 credit hours) (auto full-time)
• RPX 554 - Research Project Extension 4 (1.5 credit hours) (auto full-time)
• RPX 555 - Research Project Extension 5 (1.5 credit hours) (auto full-time)
• RPX 556 - Research Project Extension 6 (1.5 credit hours) (auto full-time)
• RPX 557 - Research Project Extension 7 (1.5 credit hours) (auto full-time)
• RPX 558 - Research Project Extension 8 (1.5 credit hours) (auto full-time)
• RPX 559 - Research Project Extension 9 (1.5 credit hours) (auto full-time)
• RPX 560 - Research Project Extension 10 (1.5 credit hours) (auto full-time)
• RPX 561 - Research Project Extension 11 (1.5 credit hours) (auto full-time)
• RPX 562 - Research Project Extension 12 (1.5 credit hours) (auto full-time)

Research Project Extension 13 through 18, and External IRB A and B require the written approval of the department prior to enrollment.

• RPX 563 - Research Project Extension 13 (1.5 credit hours) (auto full-time)
• RPX 564 - Research Project Extension 14 (1.5 credit hours) (auto full-time)
• RPX 565 - Research Project Extension 15 (1.5 credit hours) (auto full-time)
• RPX 566 - Research Project Extension 16 (1.5 credit hours) (auto full-time)
• RPX 567 - Research Project Extension 17 (1.5 credit hours) (auto full-time)
• RPX 568 - Research Project Extension 18 (1.5 credit hours) (auto full-time)
• RPX 569 - Research Project Extension External IRB A (0.5 credit hour) (auto full-time)
• RPX 570 - Research Project Extension External IRB B (0.5 credit hour) (auto full-time)

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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

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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. 

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4 Ways an Organizational Leadership Doctorate Can Support Your Career Progression

When it comes to markers of workplace success — from employee retention to meeting success goals — the quality of an organization’s leaders makes a tremendous impact. The 2023 edition of the world’s most extensive leadership study, DDI Global Leadership Forecast, revealed that leaders who excel in five key leadership skills are far more likely to engage and retain top talent, prevent employee burnout, and feel comfortable and confident working in a digital business environment. Those leadership skills are:

• Identifying and developing future talent
• Strategic thinking
• Managing successful change
• Decision-making/prioritization
• Influencing others

Only 12 percent of leaders surveyed in the DDI study rated themselves as effective in performing all five skills. With an incomplete skillset, leaders will likely struggle with essential components of their role, such as team building, vision-casting, and strategizing. 

An organizational leadership degree can equip professionals with the skills they need to lead effectively in any organizations. Such a program is designed to prepare visionary, innovative leaders who spark change and inspire success in a rapidly changing world. 

What Is a Doctorate in Organizational Leadership?

The term “doctorate in organizational leadership” may refer to one of two types of degree programs: a Ph.D. in Organizational Leadership or a Doctor of Education (Ed.D.) in Organizational Leadership. These organizational leadership degrees are considered terminal degrees, meaning they are the highest degrees one can earn in a given field. 

However, the course of study and the desired career paths tend to differ across the two degrees. The curriculum in a Ph.D. program generally emphasizes academic research into the topic of organizational leadership, which prepares graduates for roles in academia or research. An Ed.D., on the other hand, is designed to equip graduates for applied research in real-world settings ranging from schools and nonprofits to corporations and government agencies. 

For the professional who wants to be an effective, skilled leader who guides people and organizations toward success, an Ed.D. is likely the best choice of degree program. 

4 Ways an Ed.D. in Organizational Leadership Can Support Your Career Progression

As a degree program prioritizes applied research, an Ed.D. in Organizational Leadership will provide professionals interested in management careers and leadership positions with the practical skills they need. Consider four ways that an Ed.D. in Organizational Leadership can help you reach your career goals.

1. Learn to Lead An Organization and Lead Organizational Change

While each workplace is unique, every single one needs qualified leaders who know how to guide an organization to its fullest potential. During an Ed.D. in Organizational Leadership program, professionals learn to apply theories and best practices in concrete ways. By emphasizing leadership topics such as systems thinking, team leadership, and development, coursework directly relates to the real world—including the fact that the real world is ever-changing.

The constant evolution of the working environment calls for leaders skilled in adapting and transforming . An Ed.D. in Organizational Leadership teaches professionals how to prioritize their continual growth and personal development, what it looks like to enact adult learning theory as it relates to transformational leadership values, and how to implement change projects successfully. 

2. Learn How to Integrate Technology in Organizations

Technology is a transformative tool that can enhance and empower leaders and their organizations. To effectively lead in the 21st century, leaders must have a lifelong learning approach to technology. An Ed.D. in Organizational Leadership builds the scaffolding for that approach by educating professionals on how technology systems affect organizations and systems. 

Coursework may include technology applications for processes such as professional development, institutional management, and transparent communications. Through classes in technology integration, professionals learn how to develop strategic plans and policies for technology use in their organizations. 

3. Gain Organizational Crisis and Conflict Management Skills

Skilled leaders know that their goal is not to avoid all negative events but to respond to them with preparedness and confidence. An Ed.D. in Organizational Leadership program can help professionals prepare for the unexpected in their workplaces. 

Coursework in crisis and conflict management includes understanding the various challenges today’s leaders face. Through literature, best practices, and practical projects, professionals will learn how to initiate and direct the process of recovery from a conflict or a crisis. 

4. Dissertation in Practice 

Since the heart of an Ed.D. in Organizational Leadership is the practical application of leadership skills in the workplace, Marymount University offers a dissertation in practice (DiP) instead of a traditional dissertation. With faculty guidance, professionals in the program choose a real-world problem in their community or organization. The DiP seeks to provide meaningful solutions to real problems through applied research that prioritizes practical applications and outcomes. 

The faculty support element of the Marymount DiP is formalized through the Lead Doctoral Faculty Member (LDFM) program. Students are strategically paired with an LDFM during the fourth semester of the program. The LDFM serves as the student’s dissertation chair, mentor, and guide through the dissertation process. To ensure that significant progress is made on the dissertation in practice, Marymount introduces LDFMs earlier than many programs introduce students to their dissertation chairs.

LDFMs at Marymount are practicing scholars with diverse backgrounds. They are paired with students through an in-depth matching process, including personal working styles, research design, topic, and methodology. 

Examples of Marymount Ed.D. in Organizational Leadership dissertations in practice include:

• Leadership Matters: Affecting Social Transformation in Africa 

• The Lack of Hispanic Leadership in Higher Education: A Qualitative Study of Current Leaders at U.S. Universities 

• The Relationship Between English Language Proficiency Level and Growth in Reading: A Quantitative Analysis of English Learners in First, Second, and Third Grade


As these dissertation topics reveal, the Dissertation in Practice empowers students to look into the problems or injustices that affect their workplaces and communities, giving them the tools they need to propose actionable solutions.

Become a Skilled Leader through the Online Doctorate in Education (Ed.D.) in Educational Leadership & Organizational Innovation at Marymount University

Do you want to develop the critical leadership skills needed in today’s schools, organizations, and corporations? Are you interested in how innovation, technology, and responding to change will guide the future of industry and education? 

Consider the 100% Online Doctorate in Education (Ed.D.) in Educational Leadership & Organizational Innovation. The flexible program allows professionals to balance their current responsibilities while completing the program in as few as three years. Students gain advanced knowledge in practical applications of leadership theories and best practices with valuable support from expert faculty members. The online Ed.D. in Educational Leadership and Organizational Innovation will enrich your view with diverse perspectives and professional experiences, readying you to lead as a change agent. Take interdisciplinary courses on social justice, ethics, and equity that will equip you to apply research for the longevity of your career.

Prepare to stand out as an accomplished leader with a published dissertation and the highest level of education through Marymount University’s fully online Doctor of Education in Educational Leadership and Organizational Innovation. Connect with an enrollment advisor to get started.

Out-of-State Students

Clinical placement requirements are unique for each state. Please see our list of program offerings by state or contact us to determine whether our programs fulfill your state requirements.

CCNE Accreditation

The baccalaureate degree program in nursing at Marymount University is accredited by the Commission on Collegiate Nursing Education, 655 K Street, NW, Suite 750, Washington, DC 20001, 202-887-6791.

Requirements Not Met

To proceed with either the BSN to MSN FNP or the BSN to DNP FNP or the BSN to DNP PMHNP or the MSN PMHNP, you are required to have a bachelor’s degree and hold your RN license.

To proceed with either the PMC-FNP or the PMC-DNP or the PMC-PMHNP, you are required to have a master's degree and hold your RN license.

To proceed with the ABSN, you are required to have a bachelor's degree.

If you don’t meet these requirements but would still like further information, please contact us .

To proceed with the EdD in Educational Leadership and Organizational Leadership degree, you are required to have a master’s degree.

If you don’t meet this requirement but would still like further information, please contact us .

To proceed with the Doctor of Business Administration - Business Intelligence degree, you are required to have a master’s degree.

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Organizational Leadership Dissertation Topics

Graduating with a PhD in organizational leadership is an honor that many look forward to throughout their graduate school. The training gives you the skills needed to build strong organizational cultures, motivate staff, and grow enterprises from one level to another. However, to get this highly revered accreditation, you need to start by identifying the best dissertation topics organizational leadership, which is, in many cases, a serious challenge for students.

Definition Of Organizational Leadership Dissertation

This is a comprehensive type of academic writing done by graduate students as a requirement for qualification to be awarded with a PhD. Unlike other types of academic assignments, such as essays or term papers that focus on a single or several subjects, a dissertation is about all that you have learned in a graduate school. Finally, you also have to defend the dissertation.

How to Choose Interesting Organizational Leadership Dissertation Topic

• Only choose the dissertation topic that is interesting to you.
• The topic should allow you to contribute to the knowledge base in the field of organizational leadership.
• The best topic should be easy to handle and have ample resources.
• Use top websites for dissertation topics such as Topics Base.

Advantages of TopicsBase

Every student who uses this website comes back with positive feedback. So here are some incredible advantages of using the site to identify top dissertation topics for organizational leadership.

• Easy to use.
• Has very many topics.
• All the listed topics are relevant.
• The topics are generated by experts.

Top Organizational Leadership Dissertation Topics

• How can different work groups be managed by leaders in the army?
• How have the skills of those in roles of leadership in the Dallas police department be improved by Caruth Police Institute ?
• What Blended-Learning Techniques have boosted the critical thinking skills of leaders in the Army ?
• How will leadership seminar and quality standard influence future of health care system?
• Is United States of America preparing the leaders that it will rely on tomorrow?
• How can planning based on assumption save money?
• How does the nature of organization affect the leadrship roles in organization?
• How have leaders in companies in different parts of the world influenced the overall culture?
• How have Wal-Mart managers been taught to inspire their employees ?
• What are the best administrative services that can be rendered in the hospitality sector by a leader?
• An investigative method to counter balance power in leadership and management structures of multinational companies.
• The effect of leadership and proper administration in R&D consumer goods manufacturers department.
• A comparative study of the styles of leadership and management between developed and developing nations in the world.
• A literature review on the effect of gender in leadership positions on management.
• Leadership roles in the operating room – current practice and issues in the United Kingdom.
• Problems of Leadership and management in international soccer teams – a look at the Manchester United Football Club.
• A systematic review of nursing leadership and management roles in caring for patient dignity and respect in the healthcare sector in UK.
• What are the ways United States is using to develop the leaders that it will depend on tomorrow?
• How decisions of leadership d to effect new business strategies can have an impact on the organisational culture – A case of Nokia
• How will leadership seminar and quality standard improve the healthcare sector in the future?
• Analyzing the distinctions between individual charismatic leadership and traditional organisational leadership
• Organizational leadership in a multicultural environment-A case study of Saudi Arabia
• Usefulness Of organisational Leadership In Developing Nations – A Case Study Of Any Local Company
• The impact of organisational culture and leadership behaviours on practices of knowledge management in small and medium sized enterprises
• Characteristics of a prevention-oriented and charismatic leader for the successful operation of medium-sized companies
• Agility of the organization; the relevance of technological innovation for survival in difficult times. A case study on mobile telecommunications
• The influence of the production of mobile phones on telecommunication firms
• How the popular use of free calling and messaging apps have influenced mobile telecommunication revenues.
• How women use male leadership styles in organizations previously dominated by men and the employees perception on this.
• A strong assessment of the management and leadership contingent role for middle level managers
• The function of leadership change in organization
• An Assessment of the functions of middle level managers in making decision in a company
• The relevance of change in management of an organization.
• Factors of motivation that can help managers to implement changes

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