phd in global leadership online

PhD in Global Leadership and Change

The Doctor of Philosophy in Global Leadership and Change degree program prepares students to become visionary leaders and agents of change in strategy and policy for nonprofit, government, for-profit, and academic institutions.

Pepperdine University's selective Global Leadership and Change PhD program employs the researcher-scholar model of doctoral training, in which academics and research are conjoined. Three years of rigorous coursework incorporate national and international trips, providing students with a global perspective on leadership and policy and access to prominent global experts, followed by a one-to-two-year dissertation process*, where each student will contribute new knowledge to the field of their selected topic of research.

Program Benefits

Global access format.

This highly selective doctoral program's hybrid format, which is 60% face-to-face and 40% online, is formatted to be ideal for working professionals.

Values Centered

Students are empowered to make a lasting impact through GSEP's core values of academic excellence, social purpose, and meaningful service.

Quick Facts

Cohort Model

Enables students to build upon leadership skills while forging valuable relationships with colleagues.

Outstanding Faculty

Scholar-practitioners with exemplary academic achievements and professional expertise. Direct and personalized feedback from PhD faculty mentors.

Comprehensive Curriculum

Incorporates core courses shared between all doctoral offerings, program-specific classes, and elective options to customize your learning experience.

Reputable Program

Highly selective doctoral program at one of the top universities in the US, committed to the highest standards of academic excellence.

Small Class Sizes

Provide an environment for faculty mentorship

Scholarships Available

Policy Trip

International Trip

Course Format

Take the Next Step

Reach out to us to learn more about Pepperdine's PhD in Global Leadership and Change program.

Get in Touch

Fill out the Request Information form to learn more and get in contact with an enrollment officer.

Attend an Info Session

Experience an in-depth overview and meet program leaders.

Start Your Application

Submit the application form early to meet scholarship and enrollment deadlines. It takes fewer than 15 minutes.

Request Information

Program deadline.

Fall 2024: Application Complete - Submit all supplemental application materials . 

Information Sessions

Program Details

• Offering the Global Access Hybrid format, this PhD in Global Leadership program is ideal for working professionals to take advantage of the best features of both face-to-face and online modalities. The online portion provides flexibility, while the classroom component offers an enhanced experience, a personalized/hands-on approach, relational interaction with peers, and increased quality of learning.
• Robust online modules feature engaging synchronous and asynchronous learning experiences.

Face-to-Face classes are conveniently located on our West Los Angeles Graduate Campus, close to Los Angeles International Airport (LAX), and just off the 405 freeway.

• Cohort model designed to build upon leadership skills, peer support, and lifelong relationships with colleagues.
• Small class sizes and a low faculty: student ratio provides a supportive learning environment, meaningful student-faculty interactions, and long-term professional and personal relationships.

Curriculum Overview

This doctoral program includes 66 units of coursework and a dissertation. You will experience a curriculum focused on preparing leaders with well-rounded and unparalleled global leadership theory and practice courses, research, policy development, funding, economics, entrepreneurship, and many others. Research methods and applications are accomplished through both coursework and a final dissertation. To gain an international perspective on policy development, students will visit an international location, meet local and national leaders, and observe and examine industries and organizations.

Program Learning Outcomes

GSEP is committed to a learner-centered approach in the programs we offer. Each program has a set of objectives that a student graduating from the program is expected to achieve. The knowledge and skills taught in the program might be introduced in some courses. In other courses, students are asked to apply knowledge by practicing skills and demonstrating their abilities. Within the program, the values and dispositional attributes important for individuals entering the profession are emphasized. Graduates of the PhD in Global Leadership and Change program.

International Student Opportunities

• This program is approved for international students perusing an F-1 or any other type of visa.
• A dedicated Enrollment Services Officer will make your admissions process easy and comfortable with experience in supporting both international and domestic students.
• Integration of domestic and international students across campuses. Dedicated support for international students is provided through the Office of International Student Services (OISS) .
• Opportunities to participate in university social, sporting, cultural, and spiritual events.
• Robust alumni network.
• Partnerships with professional networks and conferences.

Career Outcomes

This PhD from Pepperdine provides a strong opportunity for employment growth and earning potential. As a graduate, you will be prepared to increase your earning potential and help make a lasting difference in a variety of business and academic roles.

Scholarships & Financial Aid

Pepperdine GSEP generously offers over $6,000,000 in scholarships every year, with the majority of students receiving financial assistance . There are numerous scholarship opportunities that are both merit and need-based in addition to discounts for meeting application deadlines .

GSEP welcomes federal and state aid eligibility and veteran benefits which may further reduce tuition cost.

The Financial Aid Office is available to answer questions and help you navigate funding your education at GSEP through numerous scholarship, grant, loan, and other opportunities. 

To help determine your total cost of tuition and living expenses for this specific program, please refer to our GSEP tuition calculator . 

Alumni and Faculty Spotlight

"What led me to Pepperdine was initially the face-to-face. I really enjoyed being able to start off by coming in every week to class and meeting with my peers and my professors, and building a camaraderie. Being able to connect with everybody, knowing that there’s such a huge diversity, I think that really exceeded my expectations." - Dr. Asia Ghazi, Alumni

What Our Alumni Are Saying

"I have become a better leader and help people on my team lead better, which is the greatest joy I derived from the program."

- Frederique Covington Corbett, PhD in Global Leadership and Change '21

"I enjoyed the setup of the cohort system implemented in the program because it was an extra layer of accountability, which helped all of us get through the program."

- Victoria Queen Brown, PhD in Global Leadership and Change '21

Why Pepperdine

Passion and purpose driven, reputable university, distinguished faculty, alumni network, student and career support, veteran and military support.

Since our founding in 1937, Pepperdine University has had one mission: to strengthen students for lives of purpose, service, and leadership in a learning environment where academic excellence is rooted in a Christian faith and values.

Our graduate programs empower students to transform into the best possible expression of themselves for meaningful work and purposeful lives. That legacy is alive today more than ever, as we help students all over the world gain the skills they need to achieve personal fulfillment, lead with purpose, and make a lasting impact in the lives and communities they serve.

GSEP offers prestigious programs at one of the top universities in the US, committed to the highest standards of academic excellence. Consistently ranked as one of the most beautiful places to study, Pepperdine is where you're inspired to learn as you learn to inspire.

Best-Value Schools

U.S. News & Report

Best College Value in the West/SW

Most Entrepreneurial Universities

• GSEP faculty are nationally-recognized scholar-practitioners with exemplary academic achievements, industry expertise, educational experience, and scholarly credentials.
• Professors are accomplished professionals who balance theory and real-world application in a practitioner-based curriculum informed by their desire to prepare students to make a difference.
• Average class size of 14 students and a 12:1 faculty-student ratio provides a supportive educational setting, meaningful interactions, and long-term professional and personal connections.
• Extensive Pepperdine alumni network creates influential business connections with more than 110,000 professionals. Our alumni network has 32 chapters and affinity programs in the U.S. and abroad.
• Pepperdine alumni, faculty, staff, and parents make themselves available to offer the resources you need and help graduates build professional, personal, and purposeful relationships with Pepperdine people all over the world.
• As a Pepperdine alumnus, you have exclusive access to the PeppConnect Mentoring Program, a global network of alumni who are willing to mentor and offer career or industry advice.
• GSEP Student Services supports our rigorous curricula through academic advising, records, writing support, library, student groups, and much more.
• Students are further supported through our Office of Student Accessibility, world-class facilities, and highly competitive programs, all of which contribute to our exceptional programs and rankings.
• GSEP Career Services operates from an innovative model of career education and holistic career counseling for today's rapidly changing job market helping students and alumni construct their career narrative, build lifelong employability skills, and connect with alumni and industry leaders.
• The Office of International Students Services (OISS) values our international students for what they bring to our campus—diversity, global perspective, cultural respect, determination, and a wonderful sense of adventure. We welcome students from all nationalities, faiths, and education systems, as they provide a diverse perspective in our classrooms.

Pepperdine has served veterans and their family members for over 75 years and is proud to support nearly 500 enrolled veterans, service members, and dependents. 

As an active participant in the Yellow Ribbon G.I. Education Enhancement Program , we proudly offer tuition support to Yellow Ribbon-eligible students. Pepperdine invests almost $3M annually to help cover 100% of tuition costs for eligible students.

Under the Yellow Ribbon program, Pepperdine in the VA matches all remaining tuition costs. Pepperdine also does not limit the number of eligible students who can utilize the Yellow Ribbon program. 

Accreditations and Recognitions

Inva Lumi Enrollment Officer Pepperdine GSEP

310.568.5532 Email   Schedule an Appointment

Take The Next Step

Learn more about Pepperdine's PhD in Global Leadership and Change program.

Related Programs

• EdD in Organizational Leadership
• EdD in Educational Leadership Pre-K to 12

Copyright  ©  2024  Pepperdine University

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

Doctor of Philosophy

• Ph.D. Global Leadership & Change

taking the lead in training tomorrow’s global leaders

To be a successful leader, you need a global perspective that works within all cultural contexts. Tiffin University’s Ph.D. in Global Leadership and Change is designed with a curriculum that focuses on the challenges and tremendous opportunities within today’s complex, cross-cultural work environments. Offered in a convenient online format with limited residency requirements, our program is built for the busy working professional who wishes to pursue a Ph.D. Ready to thrive in today’s fast-changing, interconnected environment? Acquire the global awareness and skills you’ll need to become a visionary leader and agent of change.  

Adult professionals are an underserved group in the area of doctoral studies. Tiffin University’s Ph.D. in Global Leadership and Change is designed for working adults who wish to pursue a Ph.D. while continuing their careers within their business or educational setting.

degree completion

The average completion time of the Ph.D. program is estimated at 3-1/2 to 4-1/2 years. You’ll have up to six years to successfully defend a dissertation and may petition for a seventh. Based on demonstrated academic ability, you may request to take an additional course during any term. The online program will assist you in the balancing of personal, professional and educational needs.

committed to your success

While Ph.D. students typically work independently, the Tiffin University program makes a deep commitment that our students never work alone. Our professional library services are fully engaged with each Ph.D. student and always available through email, text, chat and one-on-one appointments to support your needs, as well as provide course supplements, research guides and weekly research webinars.

Each Ph.D. student is assigned a faculty advisor and the graduate advising department assigns a second advisor. Annual academic progress letters are sent to you to review your progress and develop planning for each new year. Faculty and staff are responsive and actively engaged in your success and achievement.

Admission requirements

A master’s degree or a minimum of 30 credit hours of graduate level coursework is required. Based on the post-graduate nature of the Tiffin University Ph.D. program, no standardized testing is required. Other criteria and submission elements are evaluated for admission decisions.

residency requirements

Residencies are two-day gatherings of active Ph.D. students on the Tiffin University campus. Students will be required to attend three residency events as a degree requirement. The third residency involves the development and submission of a paper or presentation proposal for an academic conference, under the direction of a faculty member.

Demystifying the Residency and Dissertation

potential residency activities

• New student orientation that will address Moodle and class scheduling, a Q & A session, a discussion on potential student difficulties and more
• Library database access and advance academic database research strategies
• Program policies and process such as scheduling, annual academic process and more
• Basic research terminology and design element review
• Strategies for Ph.D. level coursework and program completion
• Specific qualitative or quantitative research seminars for advance training
• Keynote speakers – leading authors of global leadership theory research
• Conference presentation and scholarly publishing training for Ph.D. students
• Faculty networking
• Research interest breakout sessions with faculty and development of individual student dissertation topics
• Mock dissertation defense and an actual “live” dissertation defense as program develops

graduation requirements

• Complete a minimum of 60 doctoral credit hours of coursework
• Maintain a cumulative GPA of 3.25 and a grade of B or higher in all program coursework
• Completion of all three residency requirements
• Successful defense of dissertation

INFORMATION NEEDED FOR APPLICATION:

• Official master’s transcript
• Admissions essay/statement of purpose (1500 words)
• Professional resume or CV
• Minimum of 3 professional letters of recommendation

Once Essay is received, applicants schedule a Zoom interview.

After all documents are submitted and the Zoom interview is completed, the student’s file is sent to the remaining PhD admissions committee members for review.

Once all committee members have submitted a decision, the Assistant Director performs operations functions to admit students and release admit letters.

As we experience global and social change within personal and professional environments, the Tiffin University Global Leadership and Change program examines two essential questions:

• How can we help individuals and organizations navigate the stages of global change and develop an understanding of cultural uniqueness?
• How can we provide special attention to individuals who are struggling with change?

The program will explore, identify and examine innovation and change strategies to prepare students to become strong leaders in the global context. Key elements of the curriculum include globalization, individual and group behaviors, organizational cultural and change, systems thinking, innovation, cross-cultural communication and social responsibility.

Students graduate with well-developed skills in global leadership, critical thinking, academic writing, and qualitative and quantitative research method understanding and application.

Each professor within the program is a recognized content expert within the course that they teach. Within the curriculum, faculty will assist you in the examination and implementation of the skills necessary to write and publish professional papers for international conferences. As the culminating project, you (while being mentored by your professor) will write and prepare a non-empirical paper for submission to a peer reviewed conference, hopefully launching your academic publishing career.

SAMPLE COURSES

Leadership and Change Theory and Practice (GLC 710) – The course focuses on global leadership and change theory and knowledge that is relevant to leadership practice. The course presents leadership and management theories/concepts that have emerged over the past several decades within the global environment. It provides students the opportunity to apply these theories through case analysis and to enhance personal skill development through self-assessment exercises. Included in the course are identification of current leaders and leadership as well as contemporary global perspectives on change, ethics, networking, coaching, organizational culture, diversity, learning organizations, strategic leadership and crisis leadership. Theories and applications of knowledge of cross-cultural behaviors in the organizational setting include individual, group and institution processes.

Academic Writing (RES 710) – This course will develop the skills needed to successfully write in the academic environment. The student will learn to do research and develop ideas that are supported by the existing academic literature. The purpose will be for the student to learn how to convey evidence-based meaning concerning complex ideas or concepts in the areas of global leadership and change. Emphasis will be in the format of academic writing, including use of the third-person perspective, a clear focus on the research problem under investigation and precise word choice. It will also emphasize the application of APA format to the academic writing process.

Qualitative Research Methods (RES 720) – The purpose of this course is to compare qualitative research methods to quantitative research. The student will demonstrate how qualitative research must and can be conducted with the same intellectual and methodological rigor as is quantitative research. Qualitative research content will feature solid epistemological and theoretical foundations in philosophy (phenomenology, hermeneutics) composed of various schools of thought, notably grounded theory and ethnomethodology. It leads to very concrete research methods, such as various forms of interviews, participant observation methods, case studies, focus groups and more. Actual case studies will be used in the course.

Quantitative Research Methods (RES 722 ) – This course requires students to become familiar with the characteristics, language and logic of qualitative research. The emphasis will be on the appropriate selection, application and interpretation of both parametric and non-parametric hypothesis tests while understanding the nature of the basic linear regression model and its statistical underpinnings. Basic assumptions will be developed. A component of this course is to understand the available techniques for quantitative data analysis by the reading and evaluation of research methods of articles within the students’ areas of interest and to recognize and assess quality and rigor in evaluating a quantitative research study. Actual case studies will be part of this course and the challenge of reliability and validity in cross-cultural research will be discussed.

Change, Innovation, and Entrepreneurial Motivation (GLC 660) – Students examine change processes, innovation, entrepreneurship, barriers to change, successful structures and strategies aimed at improving the total organization. Theoretical and practical orientation to the strategies organizations use to create and sustain industry-changing innovations are examined. Elements of the course explore global perspectives of strategic organizational change and innovation opportunities. This course explores how the multinational organizational depends critically on its technological and related skills to achieve strategic innovation and change objectives. Students become familiar with theories and models which focus on effective change. Students have the opportunity to examine and apply practical tools for individual and organizational change through case studies and class projects. Key elements of the course include globalization, individual and group behaviors, organizational culture and change, systems thinking, innovation, entrepreneurial motivations and social responsibility.

Online – Offered in two terms per semester starting August and January

The Tiffin University Ph.D. Global Leadership and Change program provides the knowledge and skills necessary for global leadership in today’s complex work environments. The program benefits career development, creating new and rewarding opportunities for professional advancement. As a graduate of the program, you’ll be prepared to join a wide range of organizations, including:

• Community colleges
• Consulting firms
• Corporations
• Government – federal, state and local positions
• Nonprofit organization
• Private and public educational organizations
• Universities

Common position and job titles include:

• Academic Dean
• Business Consultant
• Chief Academic Officer
• C-Level Executive
• Curriculum Specialist
• Entrepreneurial Business Owner
• Human Resources Director
• Leadership/Executive Coach
• Learning & Development Leader
• Military Leadership
• Nonprofit Director
• Organizational Consultant
• Policy Director
• Private Equity Fund Researcher
• Program Coordinator
• Research Manager
• University Administrator
• University Faculty

what is global leadership and change?

Global leadership and change refers to the processes and actions by which an individual influences a variety of internal and external components and people from multiple national cultures and geographic locations. Global leadership and change involves substantial levels of responsibilities as well as an understanding of how to manage complex relationships.

what is a ph.d. in global leadership and change?

A Ph.D. in global leadership and change is designed with a curriculum that prepares students for the challenges and tremendous opportunities within today’s cross-cultural work environment.

what is can i do with a degree in global leadership and change?

With a degree in global leadership and change, you will be qualified for a variety of global career opportunities, including academic dean, business consultant, chief academic officer, c-level executive, curriculum specialist, entrepreneurial business owner, human resources director, leadership/executive coach, learning & development director, military leadership, nonprofit director, organizational consultant, policy director, private equity fund researcher, program coordinator, research manager, university administrator, university faculty and more.

Ph.D. Program Requirements

We’re here for you.

Nick Bollinger, M.B.A.

Kenneth Rauch, Ed.D.

Doctorate programs.

• Download Doctorate Degree Requirements
• Doctorate Program FAQ
• Residency & Dissertation FAQ

Calculate Your Monthly Tuition Payment

Doctorate in global leadership and change, at a glance.

• Advance your career as a visionary leader
• Faculty are accomplished practitioners and researchers
• Develop your research and dissertation skills
• Online format and limited residency requirements

“The Ph.D. in Global Leadership and Change provides practitioners in a variety of disciplines the skillsets and tools that are necessary to make an impact in their communities. Throughout the program I felt supported, challenged, and grew enormously.”

Featured Video

• Why Should You Get a Ph.D.?

Student Spotlight: Erin Marchant, Ph.D. Global Leadership and Change

Student Spotlight: David Simms, Ph.D. Global Leadership and Change

5 Reasons Why It Pays to Earn Your Ph.D.

Are you a high school student hoping to attend Tiffin University?

• Future Students
• International Students
• Military & Veterans
• Parents & Family
• Community & Outreach

Quick Links:

Ph.D. in Global Leadership

Program info, lead in an interconnected world with a global ph.d. in organizational leadership.

Today’s global environment requires innovative leaders who can adapt to fast-changing environments and create solutions to some of the world’s most pressing challenges. These leaders must be culturally aware, analytics-savvy and able to anticipate challenges. They must also have the skills to communicate with and influence people across cultures and continents. To respond to this need and develop a new generation of strong global leaders, Troy University has developed a one-of-a-kind, fully online Ph.D. in organizational leadership program: the Doctor of Philosophy in Global Leadership. If you want to lead businesses, organizations, universities or even government institutions, the TROY Ph.D. in global leadership equips you with a unique skill set and interdisciplinary knowledge to help you excel in your role, whether domestically or abroad.

A Ph.D. in Leadership with a Focus on Global Competence

A global leadership degree from a global university, global leadership program curriculum.

• Global Leadership Seminar
• Cultures, Values, and Ethics in a Global Environment
• Policy and Politics in Global Leadership
• Innovation in Global Leadership

Global Leadership Program Locations

The Doctor of Philosophy in Global Leadership is offered exclusively online, accommodating students worldwide. For more information about program availability and delivery options, call 1-800-414-5756 .

Going Global: The International Internship

At TROY, we are intentionally international, striving to offer a uniquely global doctorate degree in leadership. We not only bring a worldwide focus to the coursework, but we also put your focus on the world and help you develop international leadership skills through first-hand experiences.  As part of your global leadership coursework, you’ll travel to a country outside of the United States to meet and learn from the leaders who are changing the world. You’ll gain direct experience confronting the challenges facing international organizations and a mentor, guide and coach who will help prepare you to succeed in the international marketplace. To arrange the internship, you’ll work with a faculty advisor to identify an opportunity that aligns with your skill set and dissertation interests. Examples of the internship include shadowing a senior leader in a commercial firm or international organization; working on a project for a commercial firm, nonprofit or government agency; attending a faculty practicum seminar; or designing your own immersive experience (under the direction of your advisor).

Career Opportunities for Ph.D. in Organizational Leadership Graduates

Faculty profiles.

Dr. Pamela Lemoine - Program Contact

Dr. Dionne Rosser-Mims

Dr. Basil Read

Choose an in-demand ph.d. in leadership concentration, faq about the global leadership ph.d. program, helpful links.

Developing Leadership Skills for an Interconnected World

When we think of leadership in businesses, corporations, government agencies and other types of organizations, it’s easy to assume there is a uniform, time-tested set of leadership skills needed to manage at the top and get the job done successfully.

INTERESTED IN APPLYING TO TROY?

• Best Ph.D. In Leadership Online Programs

Best Ph.D. In Leadership Online Programs Of 2024

Updated: Oct 11, 2023, 10:48am

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

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

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

Why You Can Trust Forbes Advisor Education

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

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

Our Methodology

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

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

We scored schools based on the following categories:

Student Outcomes :

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability :

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

Student Experience :

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

Credibility :

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

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

Find our full list of methodologies here .

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

Best Online Ph.D. in Leadership Degree Options

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

Graduate Tuition

$753/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

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

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

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

$715/credit

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

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

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

$928/credit

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

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

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

$538/credit

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

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

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

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

$924/credit

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

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

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

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

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

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

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

Institutional Accreditation

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

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

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

Programmatic Accreditation

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

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

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

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

Consider Your Future Goals

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

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

Understand Your Expenses and Financing Options

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

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

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

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

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

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

Why get a doctorate in organizational leadership?

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

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

Ph.D. in Global Leadership

Step up to the challenge.

Whether you are looking to strengthen your organizational leadership skills or advance in your scholarly pursuits, a Ph.D. in Global Leadership from Saint Mary-of-the-Woods College will give you the knowledge, connections and experiences needed to become a stronger leader in the global context. Our immersive virtual format adapts to your needs as a professional, with a wide variety of virtual and in-person opportunities to apply your skills as a leader. You will work closely with a diverse cohort of students and faculty while experiencing travel abroad opportunities to widen your cross-cultural perspective.

At a Glance

60 or 42 with your MBA

Credit Hours

Online Immersive Virtual

Learning Format

2024 Cohort Start

Go Beyond the Classroom

Transcend borders with a flexible format that allows you to work, attend immersive residencies and study abroad.

A Flexible Format that Fits Your Schedule

Our immersive virtual course format blends immersive online coursework with program engagement opportunities that are flexible enough to fit your schedule.

Expert Doctoral Faculty

Study under expert faculty that have real-world experience working with leaders around the globe.

Lamprini Pantazi, Ph.D., MBA, MS

Dean of Business and Leadership

Kimberly LaComba, Ph.D.

Director of the Ph.D. in Global Leadership Program / Assistant Professor of Global Leadership

Jennie Mitchell, Ph.D.

Emeritus Professor, Adjunct Faculty

Dan Hiltz, Ph.D.

Adjunct Faculty

Vicky Gordon, Ph.D.

Mission Statement

Our mission is to develop global leaders in scholarship and practice who collaborate with diverse teams to analyze and solve complex problems transcending cultural and geographical borders. The program inspires a scholarly curiosity to synthesize and globally share findings and solutions that draw from both theoretical backgrounds and practical experiences in a spirit of virtue .

The vision of the Ph.D. in Global Leadership is to create an international community of global leaders who embrace a deep understanding of the global environment by focusing on human values and growth to make a positive impact on the world .

Value Statement

Based on the tradition of Saint Mother Theodore Guerin and her approach to Virtus Cum Scientia ( Virtue with Knowledge United ), the Ph.D. Program in Global Leadership creates an environment where students can develop both local and global leadership identities that empower them to be catalysts for positive change in their own and global communities . Global leadership is a complex phenomenon, encompassing an ability to perceive and adapt to cultural nuances; to be morally resilient during uncertainty, and embrace “virtue” and core values while leading positive global change. The mission focuses on two interrelated perspectives: Scholarly and Practitioner . Both perspectives are threaded throughout the curriculum because the career pathway needs both the scholar and the practitioner to leverage interdisciplinary knowledge to solve complex challenges the world faces today and tomorrow.

Related Links

Launching your future is just a click away.

We’re here to help.

Tuition and Fees

The investment in yourself is worth it.

Request Information

Find out more about the opportunity that awaits you.

Share this page content with others

• Interesting for you
• My settings

Global Leadership and Change

The Doctor of Philosophy in Global Leadership and Change degree program at Pepperdine University prepares students to become visionary leaders and agents of change in strategy and policy for nonprofit, government, for-profit, and academic institutions.

Pepperdine University Multiple locations Malibu Beach , California , United States Not ranked Studyportals University Meta Ranking 4.6 Read 8 reviews

Pepperdine University's selective Global Leadership and Change Ph.D. program employs the researcher-scholar model of doctoral training, in which academics and research are conjoined. 

Features 

• Three years of rigorous coursework incorporate national and international trips, providing students with a global perspective on leadership and policy and access to prominent global experts, followed by a one-to-two-year dissertation process, where each student will contribute new knowledge to the field of their selected topic of research.

Programme Structure

Curriculum: 

• Leadership Theory and Practice 
• Organizational Behavior, Theory, and Design 
• Ethics and Personal Leadership 
• Advanced Data Analysis and Interpretation 
• Leadership, Advocacy, and Policy Development 

Key information

Start dates & application deadlines.

Deadline: February 27 

Disciplines

Academic requirements.

We are not aware of any specific GRE, GMAT or GPA grading score requirements for this programme.

English requirements

Other requirements, general requirements.

• Application Form
• Bachelor & Master's Degrees
• Transcripts
• Letters of Recommendation
• Statement of Purpose
• Writing Sample

Tuition Fee

International.

In order for us to give you accurate scholarship information, we ask that you please confirm a few details and create an account with us.

Scholarships Information

Below you will find PhD's scholarship opportunities for Global Leadership and Change.

Available Scholarships

You are eligible to apply for these scholarships but a selection process will still be applied by the provider.

Read more about eligibility

• missing or incomplete ?"> Missing or incomplete content
• wrong or outdated ?"> Wrong or outdated content

Other interesting programmes for you

Our partners.

Go to your profile page to get personalised recommendations!

Applied Research | Financial Aid and Scholarships

Doctor of Global Leadership

School of mission and theology.

Fuller’s Doctor of Global Leadership is designed for leaders in the global missions field to deepen their calling and advance their mission. In this primarily online program, students learn in a supportive cohort, integrating theory and practical research to develop an action plan to effect change in their particular service context.

The DGL is also fully available in Korean .

Holistic Formation

Benefit from supportive, formational guidance toward your growth as a leader

Individually Tailored

Customize your research to accomplish concrete change in your specific context

Stay in Your Context

Develop your ministry effectiveness without leaving your context of service

Collaborative Community

Be sharpened, challenged, and supported by peers within your cohort

Request more information about the doctor of global leadership studies.

Overview and Curriculum

Created for leaders holding a master’s degree and having at least three years’ field experience doing missiology or intercultural work, the Doctor of Global Leadership (DGL) is a four-year program consisting of annual nine-month modules representing the major stages of completing an applied research dissertation. The modules require an average time commitment of 12–16 hours per week. Guided by expert faculty practitioners, DGL students apply missiological and theological principles to a specific need for change in their ministry context, engaging in research that culminates in a contextually applied dissertation with a robust action plan.

Please note that this program is currently pending authorization for online studies in some US states. Please contact [email protected] for more specific information about authorization in your state.

"In our dramatically changing world, we need to reimagine how the gospel is shared in our unique settings. The Doctor of Global Leadership degree creates an environment where missional leaders like you, serving in churches and other organizations, can develop missiological frameworks that lead to dynamic change in their unique contexts." – Kurt Fredrickson, Associate Dean for Professional Doctoral Programs and Associate Professor of Pastoral Ministry

Learn in a Supportive Cohort

DGL students progress through the program with the same cohort of 10–15 students, led by faculty members who are scholar-practitioners. Students are able to stay in their contexts and study in various formats including fully online, or, depending on the cohort, online with an annual in-person intensive. Either way, the program’s cohort model allows students to further sharpen and support one another, creating lasting relational bonds and expanding their ministry network as they journey together in a learning community.

Upcoming Cohort Application Deadlines

Missiology for the 21st Century Cohort (Fall 2024) Fall Qtr Application Deadline: July 26, 2024 Class Starts: September 2024

Bible Translation and Scripture Engagement in Today's World (Fall 2024) Fall Qtr Application Deadline: July 26, 2024 Class Starts: September 2024

Applied Research

The DGL equips students to make an impact on a significant issue, problem, or opportunity in their context to effect change. After reviewing relevant literature, students move on to researching any gaps and information needed to impact their particular context. Considering how you might focus your own work in the DGL? Visit our Digital Commons for a list of titles and abstracts from prior graduates’ dissertations.

After losing his leg in a car accident, doctoral student Chris Ng finds a new, unexpected mission field

Financial Aid and Scholarships

The DGL is a 54-unit program. Current tuition is $590 per unit . Effective Fall 2023, tuition increases to $602 per unit .

• Total tuition for the 54-unit program is $31,860 USD; effective Fall 2023, total tuition is $32,508 USD.
• Tuition due for year 1-3 is $7,080 USD per year;
• Tuition due for year 4 is $9,440 USD
• Student fee: $105 USD per registered course.
• One-time new student fee: $140 USD

Please check the Tuition and Fees schedule for current per-unit tuition rates and additional fees. Students should also consider the cost of books, as well as travel and lodging for the annual intensives (if applicable). 

New Student Scholarships vary by program and quarter. Contact your Admissions Counselor for more information about institutional scholarships you may qualify for. US Citizens and Permanent Residents may also apply for US federal aid and work study. Additionally, missionaries from these partner mission agencies are eligible to receive a 10 percent tuition discount, which can be combined with institutional scholarship. 

You May Also Be Interested In

PhD in Intercultural Studies (PhD ICS)

The highest credential we offer, the PhD provides students the opportunity to design, develop, and complete a customized research plan

ThM in Intercultural Studies (ThMICS)

The Master of Theology in Intercultural Studies enables practitioners to build on previous graduate work, pursuing concentrated coursework in one area of missiological study

MA in Global Leadership (MAGL)

Experienced leaders strengthen and sharpen their ministry in context through this primarily online, cohort-based program

get to know your admissions counselor | Debi Yu

I started at Fuller in 2012 to work on my Master's of Arts in Theology degree. Following graduation, I continued my educational journey and am now in the 4th year of my PhD program here in Theology. At the same time, I began my position as an admissions advisor for the DMin program in 2014 and am now the advisor for both the DMin and the Doctor of Global Leadership program. Oftentimes, students to the DMin and DGL program come because they are at a crossroads in their ministry – they may have a recurring issue in ministry or may feel stuck or are seeking further training beyond what they have received. Students also often come with the hurts often associated with ministry. Seeing the empowerment, the retooling, and even the healing that comes with the degrees is something I believe in and am proud to be a part of. I look forward to discerning next steps with you!

[email protected] 626.584.5315

Chat with an Admissions representative

Office Hours

Monday–Friday 8 am – 5 pm (Pacific Time)

To view in-person Welcome Center hours for the Pasadena, Arizona and Houston campuses, click here.

Academic Resources

• Academic Calendar
• Academic Catalog
• Academic Success
• BlueM@il (Email)
• Campus Connect
• DePaul Central
• Desire2Learn (D2L)

Campus Resources

• Campus Security
• Campus Maps

University Resources

• Technology Help Desk

Information For

• Alumni & Friends
• Current Students
• Faculty & Staff

Graduate Programs

• Bilingual-Bicultural Education (MA/MEd)
• Curriculum Studies (EdD)
• Curriculum Studies (EdS)
• Curriculum Studies (MA/MEd)
• Curriculum Studies (PhD)
• Educational Leadership (EdD)
• Educational Leadership (EdS)
• Educational Leadership (MA/MEd)
• Educational Leadership (PhD)
• Degree Requirements
• Concentration Requirements

Admission Requirements

• Value-Creating Education for Global Citizenship (MEd)
• Value-Creating Education for Global Citizenship (PhD)
• World Language Education (MA/MEd)
• Admission & Aid
• Student Resources
• Request Info
• Apply Online
• Visit Campus

College of Education > Academics > Leadership, Language & Curriculum > Graduate Programs > Global Educational Leadership (PhD)

Global Educational Leadership (PhD)

Earn an online doctorate in education leadership today.

DePaul offers a fully online PhD in Global Education Leadership. Tailored to fit around your busy schedule, our flexible program allows you to choose when you learn. You can decide how quickly you want to earn your degree by enrolling either full- or part-time.

Throughout your program coursework, you’ll gain an effective blend of current theory and real-world experience. Here, you’ll critically examine educational leadership as you become equipped with the tools you’ll need to promote the socially conscious leadership of schools and organizations.

As you pursue your online doctorate in Global Educational leadership, you’ll choose one of three concentrations.

• The General concentration provides a rich knowledge base to analyze administrative practices with a focus on pre-K–12 education, higher education and related fields.
• By choosing the Global Catholic concentration , you’ll become equipped to lead within Catholic organizations across the globe. You’ll learn to understand and apply Catholic social teachings within the context of leadership practices from a global lens.
• The International Baccalaureate concentration provides you with an International Baccalaureate Educator Certificate in Leadership Practices, alongside the PhD degree. You’ll learn to demonstrate the habits of mind and leadership, which are the foundation of an IB school.

A world-class experience full of connections at your fingertips

Here, you’ll hone your skills, build your knowledge and expand your perspective. By studying exclusively online, you’ll gain access to the experiences of educators around the United States and around the world. You’ll see how instructors, students, theories and resources can connect through a common mission.

Application Deadlines

Applications are reviewed on a continuous basis. Priority deadlines for scholarships are:

• Fall: August 15
• Winter: December 1
• Spring: March 1
• Summer: May 1

Submit an online application, official transcripts, résumé, letters of recommendation, a personal statement and a writing sample.

Required Courses

You’ll take six core courses, seven research courses, an elective, four concentration courses and two dissertation courses.

DePaul’s Educational Leadership doctoral program stands as the 4th largest in the country.

of Educational Leadership graduates were employed, continuing their education or pursuing other goals within six months of graduation.

Alumni Network

As a leader in education, you join a worldwide community of educators in administration, in positions ranging from principals, curriculum directors, superintendents, enrollment managers and more.

Scholarships

Graduate school is an investment in your future. Learn more about the financial aid and scholarship opportunities available to you.

Contact Information

For more information, contact the Office of Graduate Admission for DePaul’s College of Education at (773) 325-4405 or [email protected] .

Take the next step

We’ll send you information about the degree, admission requirements and upcoming info sessions. Let’s get started.

Learn More and Apply Global Educational Leadership Online (PhD)

No results found, please try again. Reset selections .

 The Doctor of Philosophy of Education (PhD) in Global Educational Leadership is a fully online doctoral program that engages educators in examining global leadership and global education from social justice and critical democracy perspectives. Students engage in rigorous inquiry and analysis of the globalization of policy, pedagogy, and practice in different contexts. The Global Educational Leadership PhD terminates in a comprehensive dissertation of original research.

The Doctor of Philosophy (PhD) in Global Educational leadership consists of three concentrations: Standard, International Baccalaureate (IB) Leadership Practices, and Global Catholic Educational Leadership. These three concentrations support candidates working in a variety of environments.  The Standard Concentration provides candidates preparation to engage in leadership positions within any educational context.  The IB concentration offers candidates the opportunity to earn the International Baccalaureate Leadership Practices Education Certificate from the International Baccalaureate Organization along with the PhD degree.  Candidates in this program are then equipped to lead IB schools or organizations.  Candidates in the Global Catholic concentration are equipped to lead within Catholic organizations across the globe.

The program's schedule allows students to attend full-time or part-time. Graduates of the program may wish to enter into a new career or strengthen their knowledgebase for their current position. Career options may include leadership positions in PK-12 or related fields in education agencies, faculty positions in higher education, leaders in Catholic educational organizations, International Baccalaureate organizations, or other educational institutions. 

Concentrations

The Global Educational Leadership Standard Concentration provides theoretical and practical knowledge in global education leadership, informed by theory and the experience of successful school leaders. This program engages students in rigorous study of practices of leadership within educational or other cultural organizations that have an international dimension as students work toward a dissertation of original research.   

International Baccalaureate Leadership Practices

The Global Educational leadership with a focus on International Baccalaureate leadership provides a focus on leadership within the context of International Baccalaureate schools as students work toward a dissertation of original research.  This program of study includes coursework meeting the requirements of IB leadership practices from the International Baccalaureate Organization (IBO).

Global Catholic Educational Leadership

The Global Catholic Educational Leadership concentration provides students a focus on Catholic context of global educational leadership as they work toward a dissertation of original research. Candidates in the Global Catholic Leadership concentration will be prepared for leadership in Catholic educational institutions at all levels, grounded in the philosophy and theology of Catholic education and the research needed to be an agent of transformation in a Catholic educational.

Standard Concentration

Students will be able to:

• Facilitate, develop, and implement a shared notion of learning and curriculum from input of all stakeholders.
• Identify, understand, and apply relevant theory to create a professional learning community of growth for all stakeholders.
• Understand, utilize, and assess processes and policies for procedures with respect to efficient operations and management.
• Identify, understand, and apply legal standards to prevent, mitigate, and redress harm to all stakeholders.
• Understand, implement, and evaluate all practices to ensure success of all students through integrity and fairness.
• Demonstrate the ability to design and conduct original research in their chosen fields of concentration.
• Apply a rich knowledge base to analyze global leadership practices with a focus on global minded education.
• Engage in critical study and discourse of global educational policy and practices.

Catholic Concentration

• Understand and apply Catholic social teachings within the context of leadership practices from a global lens
• Expand perspective and take action as an ally and activist for Catholic educational reform and social justice.

International Baccalaureate Leadership

• Apply the practices and principles to serve as leader within an IB school
• Demonstrate the habits of mind and leadership which are the foundation of the IB school
• Engage in research and analysis of current contexts of International Baccalaureate educational practices.

College Requirements

​dispositions.

The academic programs within the College of Education have set forth these dispositions as educational and professional expectations for all students. Students should be aware that failing to abide by DePaul University or College of Education policies including, under certain circumstances, these dispositions, could result in adverse consequences for the student, including removal from his or her program, the College of Education, or the University.

• Is receptive to faculty feedback and acts meaningfully and professionally upon suggestions
• Reflects on his or her own progress and identifies strengths and weaknesses, including evaluating strategies for success, finding alternatives for inappropriate strategies, and modifying future practices
• Demonstrates a positive attitude and commitment to the profession
• Demonstrates thoughtful, effective verbal and non-verbal communication and listening skills
• Respects and considers cultural contexts in order to determine how to be responsive to learners and to proactively promote all students' learning
• Is committed to collaboration with colleagues, families, and communities in order to promote all students' learning and development
• Demonstrates professional ethical and legal behavior as defined by the respective codes of ethics and laws
• Recognizes and fulfills professional responsibilities and habits of conduct (e.g., dress, language, preparedness, attendance, punctuality, etc.)
• Demonstrates concern for and protection of safety and well-being of others 

Degree Conferral and Graduation

The awarding of a degree is not automatic. You must submit an application to be considered for the degree. DePaul awards and posts degrees at the end of each regular academic term (autumn, winter, spring, summer).

It is your responsibility to initiate the degree conferral application process by submitting an online application. Submitting an application means you intend to finish your degree requirements by the end of the term for which you have applied.

Graduate students must be approved for student teaching and complete student teaching, seminar, and induction courses to be cleared for the degree. Student must submit graduation application for the quarter you are completing the final course (student teaching is considered a course).

After you submit the application, you cannot register for any term after the one selected in the application.

To apply for degree conferral, log on to Campus Connection. Select FOR STUDENTS, then GRADUATION, then APPLY FOR DEGREE CONFERRAL. On screen instructions will take you through the application process.

Provided that all requirements and financial obligations are met, degrees are posted 30 days after the official end of the term. Official dates are listed on the Academic Calendar.

DePaul holds one commencement ceremony each year in June. If you intend to participate, you must first apply for degree conferral for the current academic year and then submit a cap and gown order. Honors are not announced at the ceremony for undergraduates completing their final courses in spring quarter because a final GPA is not available at the time of the ceremony.

Additional information about degree conferral and graduation can be found on the College of Education website.​

PhD Degree Requirements

Specific degree requirements are determined according to the concentration chosen by the student. Doctorate of Philosophy (PhD) concentrations are available in Standard Concentration, International Baccalaureate, and Global Catholic.

Please review the concentration requirements pages for more information.

Please note: a dissertation of original research is completed for all Global Educational Leadership PhD concentrations in conjunction with faculty advisement. Preparation for the writing of the dissertation includes a Candidacy Paper and Dissertation Proposal. Oral examination for Candidacy, Dissertation Proposal and Dissertation are required. Consult the Doctoral Program Handbook for additional information.

Academic Standards

Students must maintain an overall GPA of 3.0 prior to the completion of 36 credit hours and 3.3 after the completion of 36 credit hours. Students are allowed no more than two grades of “C.” Upon receiving a third grade of “C,” students must retake the class in which the grade was received. Grades of “D” and “F” require that the course be retaken.

Concentrations, tracks and specializations provide focus to the major. In addition to any college core requirements and major requirements, students are required to choose one of the following:

• Global Catholic Educational Leadership, Global Educational Leadership (PhD)
• Global Educational Leadership with International Baccalaureate, Global Educational Leadership (PhD)
• Global Educational Leadership, Global Educational Leadership (PhD)

Print Options

Send Page to Printer

Print this page.

Download Page (PDF)

The PDF will include all information unique to this page.

Ready to Apply?

Public Health, Global Health Leadership, Dr.P.H.

Become an innovative leader who can address complex public health problems with IU Online’s Doctor of Public Health in Global Health Leadership. With its global curriculum, global faculty, and global network, this program will heighten your ability to impact the health of populations anywhere in the world.

• Request Info

Course Delivery : 80-99% Online

Total Credits : 45

In-State Tuition Per Credit : $750.00

Out-of-State Tuition Per Credit : $1500.00

Cost of attendance may vary by campus. View the total cost calculator

Degree Overview

The IU Online Doctor of Public Health in Global Health Leadership is a three-year, cohort-based distance education program. It leverages relationships with international schools and programs and includes opportunities to collaborate with faculty and scholars around the world.

As a student in the program, you'll take classes via real-time video, meet your classmates face to face three times a year in years 1 and 2, and complete your dissertation or a field-based project in year 3. You’ll cultivate leadership skills through diverse experiences and exposure to a wide range of perspectives. You’ll learn experientially through highly interactive debates and discussions.

You’ll graduate with an Indiana University degree respected by employers worldwide—and you can work on yours anytime and anywhere. Plus, you’ll enjoy personalized support services throughout your academic journey.

And the benefits start long before graduation. More than half of IU Online students advance in their careers before they complete their degree.

To be accepted to this program, you must have:

• Master's degree or doctorate
• 3.0 GPA or above on a 4.0 scale

To apply to this program:

Complete an online application that includes:

• Transcripts
• Three letters of recommendation
• Statement of purpose and objectives
• Resume 

All finalists for admission to the Dr.P.H. will be interviewed at a distance by representatives of the admissions committee. 

Career Outcomes

The IU Online Doctor Program in Global Health Leadership prepares you for top positions in government agencies, foundations, non-governmental organizations, not-for-profit or for-profit organizations, and health ministries, including positions such as:

• Chief executive officer 
• Agency commissioner/secretary
• Executive director

Degree Requirements

To graduate with the Dr.P.H. in Global Health Leadership, you must complete 45 credit hours.

Requirements are broken down as follows:

• Leadership courses (15 credit hours) 
• Public health courses (7 credit hours) 
• Research courses (14 credit hours)
• Dissertation or a field-based, culminating project (9 credit hours)

Find course descriptions with our Search Schedule of Classes/Courses tool .

Find the answers you need or start your application. We’re here to help!

• Request Information

Apply now link and Social media

• Facebook for IU
• Linkedin for IU
• Twitter for IU

Give Feedback

50 Best Online PhD in Leadership Programs [2024 Doctorate Guide]

Explore PhD in Leadership Programs for 2024. No GRE. Online PhD, DBA, and EdD programs offered online.

If you are ready to attain a higher leadership role, then the right degree can help you grow out of your current position.

Leadership degrees are in high demand, as they help students to move into executive project management, team leadership, business administration, and healthcare administration.

Editorial Listing ShortCode:

A PhD (Doctor of Philosophy) is often seen as the most prestigious degree in organizational leadership, but every path at the graduate level can lead students to a rewarding career in upper management and executive leadership positions.

Universities Offering Online PhD in Leadership (or Doctorate)

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer online doctorate degree programs online or in a hybrid format.

1. Abilene Christian University

Established in 1906, Abilene Christian College is a Christian university that started with a class size of just 25 students. Today, the school has 5,200 students per year and hosts a virtual campus with top-notch programs.

The online school of educational leadership at Abilene is an entirely virtual degree program. Students in the online doctorate program take courses in resource development, organizational assessment, collaboration, organizational culture, and personal development. tudents can work full-time and enjoy a completely online doctorate program that increases the core competencies in leadership. While the school does have faith-based programs, you can earn your leadership doctorate in two years and head into a career with engaging new skills with their accelerated programs.

Doctorate Degree Programs

• Online EdD Organizational Leadership

ACU  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

2. Andrews University

Founded in 1974, Andrews University was once Battle Creek College. The school was started by Seventh Day Adventists, and it was the church’s flagship school. It’s also the second-largest Christian school program in the world. Students can take classes on the campus in Southwest Michigan, or they can attend leadership courses in an entirely online platform.

The School of Graduate Studies hosts a rigorous Ph.D. program in leadership that is entirely available online. Students are able to complete 90 credit hours. The online doctorate program is delivered at a custom pace, but you can finish this degree in as little as two years. The courses include topics in leadership framework.

Full-time students are typically using leadership degrees for healthcare administration, education, military, government agencies, pastoring, and business roles.

• Online Doctor of Leadership

Andrews  is accredited by the Higher Learning Commission and is a member of the North Central Association of Colleges and Schools.

3. Antioch University

In 1852, Antioch University was established thanks to an educator and dreamer named Horace Mann. The university had campuses across the US, including in locations like Yellow Springs, Ohio and Keene, New Hampshire. Today, Antioch has an amazing Ph.D. program in leadership and change. This program, titled Engaging in the Art and Science of Leading Positive Change, was created for adults who are already working.

While the program is mostly online, students will need to take part in on-campus residencies regularly over the course of the three-year degree program. The programs are designed to help those who already work, so the degree can still be accomplished if you work full-time. The virtual campus has been praised for its interactive design and professors’ communication.

• Online Ph.D. in Leadership and Change

Antioch  is accredited by the Higher Learning Commission.

4. Arizona State University

ASU, or Arizona State University, was founded in 1885 and has a long-standing history for long-distance degree programs. Noted as a public metropolitan research facility, they have multiple campuses in the Phoenix area. There are over 75,000 students enrolled at ASU, and their Online Doctor of Leadership and Innovative Education program helps students who already work in education.

The ASU online doctorate in leadership program is geared toward educational careers. Students can learn completely online or take hybrid courses, but students are encouraged to enroll from all over the world due to the successfulness of their online program. The entire online doctorate requires 90 credit hours, taking about 7 ½ weeks to complete each course.

• Online EdD in Leadership and Innovation

ASU  has been continuously accredited by the Higher Learning Commission since 1931.

5. Baylor University

You can complete an EdD in Learning and Organizational Change at Baylor University in just four years. The program is designed for students who want to go into administrative roles or lead senior teams in business organizations. There are 61 credit hours required to graduate, and students must spend some face-to-face time through the virtual classroom with teachers and students.

• Online EdD in Learning and Organizational Change

Baylor  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

6. Cabrini University

The online Ph.D. in Organizational Development at Cabrini University is an entirely online doctorate. While there is a campus in Radnor, Pennsylvania, students can take all of their coursework through the institution’s virtual classroom. The online doctorate program has both theoretical and research-based courses.

• Online EdD in Educational Leadership

Cabrini  is fully accredited by the Middle States Commission on Higher Education (MSCHE).

7. Capella University

In 1993, Capella University was started with the idea of providing more distance learning options for students across the Midwest. While their headquarters is in Minneapolis, Minnesota, most of their programs have online courses. There are 142 undergraduate and graduate degrees available. There are 1,600 course options online, including their Doctor of Philosophy in Business Management with a specialty in Leadership.

Their program offers a hybrid format with classes that are mostly online. However, students must take three on-campus resident programs. There are 11 core programs and five specializations to choose from. Students may have to go to campus for certain exams and for their dissertation, but the programs are still designed for full-time workers who want to move up in educational leadership.

• Online DBA – Leadership
• Online DHA in Health Care Leadership
• Online DHS – Leadership and Organizational Management
• Online EdD in Educational Leadership and Management
• Online Ph.D. in Business Management – Leadership
• Online Ph.D. in Education – Leadership for Higher Education
• Online Ph.D. in Education – Leadership in Educational Administration
• Online Ph.D. in Education – Special Education Leadership

Capella  is accredited by the Higher Learning Commission.

8. City University of Seattle

Often called CityU, the City University of Seattle started in 1973. The private college has grown considerably, but it remains committed to adult learners. The college has a primary campus located in Seattle, but there are 50,000 students enrolled in programs from all over the world.

The Doctor of Education in Leadership program offers students 90 credit hours to learn about organizational leadership, specialized studies in entrepreneurship, and strategic innovation and decision making.

Students can take courses for nonprofit leadership and healthcare administration as well. With many specializations, the program is designed to help students expand their concentration and move into senior leadership within their fields. There are 90 credit hours total in the online doctorate program, which can be completed in less than three years. You can also take more time to complete the courses, particularly if you still work full-time.

CityU  is accredited by the Northwest Commission on Colleges and Universities.

9. Colorado State University

One of the most historical colleges on this list, Colorado State University was founded in 1870 and offers curriculum completely online for multiple undergraduate and graduate degrees. While the private school started off small, the latest student enrollment numbers boast over 34,000 students. Their online Ph.D. program offers students the chance to earn an Education and Human Resources Studies degree.

The online doctorate program was designed to help students who are already working full-time and want to steer their career path toward senior leadership. Students learn about how to research programs, diversity culture, and organizational leadership practices.

The online doctorate program has 90 credit hours and can be completed in less than 5 years. There are a variety of formats you can use in their virtual classroom, including video, audio, texts, and discussion forums.

• Online Ph.D. in Education and Human Resource Studies – Higher Education Leadership

CSU  is accredited by the Higher Learning Commission.

10. Colorado Technical University

Colorado Technical University started in 1965 and provided long-distance learning opportunities for military families and students. Vocational and technical careers were available at first, but the programs have expanded over the years. The courses are all delivered online today, but some classes are still available at their campus located in Colorado Springs, Colorado.

Colorado Technical University offers a Doctor of Management Program in Executive Leadership. In this online doctorate program, students have the opportunity to learn about different research methods, management philosophies, non-profit leadership, global leadership, and project management.

The courses are designed to be flexible and require 90 credit hours to complete. Students also have to go to an in-person symposium and complete a dissertation.

• Online Doctor of Management – Executive Leadership
• Online Doctor of Management – Global Leadership
• Online Doctor of Management – Healthcare Management and Leadership
• Online Doctor of Management – Non-Profit Leadership

CTU  is accredited by the Higher Learning Commission.

11. Concordia University – Chicago

Established in 1864, Concordia University Chicago was originally a seminary school founded by Saxon-German immigrants. Parochial teachers originally enrolled in courses at the campus in River Forest, Illinois, and now, the university has expanded to include over 100 courses of study and caters to 5,000 students per year. The Doctoral Specialization in Organizational Leadership helps full-time teachers move up in their roles.

The online doctorate program focuses on researching and developing methodologies that support coaching, group leadership, organizational leadership, and government agency principles. Students must complete 67 credit hours and a dissertation. The courses are offered completely online, including comprehensive exams.

• Online EdD in Sports Leadership
• Online EdD/Ph.D. in Leadership – Curriculum and Instruction
• Online EdD/Ph.D. in Leadership – Early Childhood Education
• Online EdD/Ph.D. in Leadership – Education Technology
• Online EdD/Ph.D. in Leadership – Educational Leadership
• Online EdD/Ph.D. in Leadership – Higher Education
• Online EdD/Ph.D. in Leadership – Organizational Leadership
• Online EdD/Ph.D. in Leadership – Reading, Language and Literacy
• Online EdD/Ph.D. in Leadership – Special Education
• Online EdD/Ph.D. in Leadership – Teacher Leadership
• Online Ph.D. in Leadership – Gerontology
• Online Ph.D. in Leadership – Health & Human Performance

Concordia University – Chicago  is accredited by the Higher Learning Commission.

12. Cornerstone University

Located in Grand Rapids, Michigan, Cornerstone University is a historical college that has an intense online EdD program in organizational leadership and development. Students take most of the coursework online, but there are also three-day residencies required to graduate.

• Online EdD in Organizational Leadership and Development

Cornerstone  is accredited by the Higher Learning Commission.

13. Creighton University

Founded by the Society of Jesus, Creighton University was originally created in 1878. Their campus is located in Omaha, Nebraska, but courses can be taken entirely online. There are 10 different colleges that make up the school, and 8,400 students enroll at Creighton on a yearly basis. Many students are encouraged to become volunteers.

The online Doctorate Program in Education focuses on interdisciplinary leadership. Creighton University has multiple online programs, but their leadership program helps adult learners with courses in management, group leadership methodologies, and facilitation.

The program is faith-based, which means that there are also courses in human dignity, justice, and faith. Many graduates further their careers as school administrators, marketing leaders, business administrators, and teachers.

• Online EdD in Interdisciplinary Leadership

Creighton  is accredited by the Higher Learning Commission.

14. Drexel University

Drexel University was started in 1891 as the Drexel Institute of Art, Science, and Industry. Founded by Anthony Drexel, the school was named after the philanthropist and early investor who wanted an art and science school in Philadelphia, Pennsylvania. Since its early beginnings, the school has grown, adding more distance learning and virtual programs in the last few decades. There are currently over 26,000 students enrolled at Drexel.

Students who attend Drexel can take courses in the online doctorate program in Educational Leadership and Management (EdD). The degree has a contemporary philosophy on leadership and organizations.

The online doctorate program can be taken part-time or full-time, but all courses are available in the online format. Students typically complete the program in three to five years. Courses include peer support and collaboration studies.

Drexel  is accredited by the Midd le States Commission on Higher Education.

15. East Tennessee State University

East Tennessee State University is a public university that is located in East Johnson, Tennessee. It also has campuses in Kingsport and Elizabethton and is the fourth-largest university in Tennessee.

The university’s origins go back to 1911 when it was first established as a school to educate teachers. It has undergone various changes since and is now enrolls around 14,000 students.

• EdD in Educational Leadership

East Tennessee State University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

16. Eastern University

In 1925, Eastern University was started as a Christian faith-based institution that provided seminary courses through the American Baptist Church. The school has expanded since that time, but the headquarters remains in St. Davids, Pennsylvania, with a total enrollment of 4,300 students each year. The school continues their affiliation with the church, but it has expanded their online programs considerably.

Eastern University now offers a Ph.D. in Organizational Leadership, which is a blended format that caters to professional teachers who want to advance their careers.

The interdisciplinary degree offers executive leadership courses and helps students move into senior leadership positions within different specializations. Students must complete residencies on campus each year, including lectures, classes, and networking meetups.

• Online DMin in Contextual Leadership
• Online Ph.D. in Organizational Leadership

Eastern  is accredited by the Middle States Commission on Higher Education.

17. Fielding Graduate University

The Fielding Graduate University first started in 1974. The school was originally called the Field Graduate Institute and was centrally located in Santa Barbara, California. The school offered distance learning programs through nonprofit programs. The school offers master’s, doctoral, and professional certificate programs. The School of Leadership Studies and School of Psychology also offers certificate programs in the same field.

The online doctorate degree is mainly for full-time workers who want a distance learning program. Students can enroll in the Doctor of Education in Leadership for Change at Fielding University. It was designed to help students who want to move into human services systems as leaders.

The program has a blended format with both online and physical courses. Students can take courses internationally through Fielding Graduate University as well, making it a good program for military students.

• Online EdD in Leadership for Change

Fielding  is a nonprofit organization accredited by the WASC Senior College and University Commission (WSCUC).

18. Franklin University

The online EdD program in organizational leadership at Franklin University is available online through the institution’s virtual classroom. Students take courses online or may attend classes on campus in Columbus, Ohio. The coursework can be completed in less than five years, and students will have to complete a dissertation in a specific field of study related to organizational leadership to graduate.

• Online DPS in Instructional Design Leadership
• Online EdD in Organizational Leadership

Franklin  is regionally accredited by the Higher Learning Commission.

19. Grand Canyon University

The Arizona Southern Baptist Convention established Grand Canyon University as a way for local students to go to a faith-based institution despite the distance. The school was founded in 1949, but the campus was moved in 1951 to Phoenix, Arizona. Today, there are several campuses, and students can take over 200 degree programs at the bachelor’s, master’s, and doctoral levels. The school has an extensive virtual classroom.

The Doctor of Education (EdD) online doctorate program offers a degree in Organizational Development at GCU. Students can take the courses fully online, or they can take on-campus courses. The programs include sustainable organization skills, ethical leadership, stewardship, corporate responsibility, and behavioral health. There are 60 credit hours required to complete the degree.

• Online DNP – Educational Leadership
• Online EdD in Organizational Leadership – Behavioral Health
• Online EdD in Organizational Leadership – Christian Ministry
• Online EdD in Organizational Leadership – Health Care Administration
• Online EdD in Organizational Leadership – Higher Education Leadership
• Online EdD in Organizational Leadership – K-12 Leadership
• Online EdD in Organizational Leadership – Organizational Development
• Online EdD in Organizational Leadership – Special Education

GCU  is regionally accredited by the Higher Learning Commission (HLC).

20. Gwynedd Mercy University

Founded in 1948, the school was started by the Sisters of Mercy of Merion in Philadelphia, Pennsylvania. Gwynedd Mercy University is a Catholic college that focuses on undergraduate and graduate degrees in technical fields. With 30 different undergraduate majors and a variety of graduate programs, the programs are mostly held online.

The Executive EdD Program offers an online Doctorate in Education Leadership. The online degree program requires 54 credit hours to complete, and students are able to finish the doctorate within three years. The courses are quite technical and focus on programming at educational policy organizations, schools, universities, and administration within school districts. Each student can also pick a specialization.

• Online Accelerated Executive Doctorate in Educational Leadership

GMercyU  is accredited by the Middle States Commission on Higher Education.

21. Indiana Institute of Technology

Established in 1930, Indiana Technical College was originally called the Indiana Institute of Technology. The two-year technical school was started to provide career-oriented degrees. However, the school changed in 1948 and became a non-profit university that provided degrees in education.

There are five colleges at the school that offer hundreds of degree programs. Over 10,000 students enroll at Indiana Tech each year and largely complete their degrees online.

The Ph.D. Program in Global Leadership offers students courses in leadership practices, government administration, policy leadership, research, and diverse cultures. Students can complete the coursework within three years, but they will also need to complete a dissertation. Students from around the world can enroll in courses at Indiana Tech.

• Online Ph.D. in Global Leadership

Indiana Tech  is accredited by the Higher Learning Commission.

22. Indiana Wesleyan University

Indiana Wesleyan University was founded in 1920, but it went by another name back then. First established as Marion Normal College, it became the Marion Normal Institute, and changed the name again in 1928 to the current name. It’s the largest postsecondary school in Indiana state, and the campus underwent a makeover recently to expand and include a new virtual program.

The Ph.D. program in Organizational Leadership offers a hybrid format where courses are taken online and on-campus. Students must connect weekly to the courses online. However, they are made for students who are attending courses and working full-time. The program can be completed in 40 months or less. Catholic and faith-based coursework is also included in the program.

IWU  is accredited by The Higher Learning Commission and is a member of the North Central Association of Colleges and Schools.

23. Johnson University

Originally named the School of the Evangelists, Johnson University has a long-standing history in the United States. Originally founded in 1893, the school changed its name but never their headquarters. The school still remains in Kimberton Heights, Tennessee, despite starting several online programs. Students can take associate’s, bachelor’s, master’s, and doctoral programs online.

Johnson University offers an online Ph.D. Program in Leadership Studies and Organizational Leadership. The degree takes four years to complete on average, and the first year requires 18 hours of courses within the Leadership Core Curriculum. In the second year, students have to take 15 credit hours within the program, and by year three, students can take all elective credit hours and write their final dissertation.

• Online Ph.D. in Leadership Studies

JohnsonU  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

24. Lamar University

Lamar University was started in 1923 as a research-oriented school that offered special doctoral programs. The campus is located in Beaumont, Texas, and enrollment has grown to over 15,000 students. With hundreds of undergraduate and graduate degree programs, Lamar University is an international institution that enrolls students from around the world.

The school’s Center for Doctoral Studies offers a Doctorate in Educational Leadership with different specializations. Students can take the Global Educational Leadership coursework. Most of the programs are designed to be accelerated and taken completely online. Students typically enroll full-time in the online program, and they can take accelerated courses to finish the program earlier.

LU  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

25. Liberty University

Liberty University was created as a Christian research college. Established in 1971, the school was the only Christian research college in Virginia. It was created by the church leader Jerry Falwell. It became a part of the Christian Academy Community, and it eventually became a more prominent school with over 90,000 students. The online school has the highest enrollment, and there are over 550 academic programs offered on the virtual campus.

The online Doctor of Business Administration offers a program with a leadership focus. Students can specialize in a variety of courses to enhance their field of study for different careers. Students may want to go into business leadership, professional management, human resources, or marketing. Some of the courses in the program include organizational design and structure, leading organizational change, and leadership theory.

• Online DBA in Leadership
• Online Doctor of Strategic Leadership
• Online EdD in Christian Leadership – Ministry Leadership

Liberty  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

26. National University

Since its founding in 1971, National University has been dedicated to providing flexible, quality education that can help busy adults meet their educational and career goals. Headquartered in San Diego, California, NU is a network of nonprofit educational institutions with a wide variety of degree programs that can be completed online or on campus at several locations in CA.

NU offers a Ph.D. in Organizational Leadership. The program’s virtual classrooms offer comprehensive ways for students to collaborate and learn. The curriculum covers topics such as cultural diversity, problem analysis, administration leadership, and conflict mediation. It requires the completion of 20 courses for a total of 60 credit hours and typically be finished in 38 months.

• Online DBA in Homeland Security: Leadership and Policy
• Online DBA in Organizational Leadership
• Online DNP in Executive Leadership
• Online Ph.D. in Educational Leadership

National University  is accredited by the WASC Senior College and University Commission.

27. North Carolina A&T State University

Established in 1891, North Carolina A&T is also known as the North Carolina Agricultural and Technical State University. Located in Greensboro, NC, the school enrolls over 12,000 students each year in a variety of undergraduate and graduate programs. They are the largest historically black college in the country.

The Doctor of Philosophy Program in Leadership Studies (LEST) provides full-time educators with the ability to move into senior leadership positions within business administration, public administration, and healthcare administration fields.

The program includes over 60 credit hours and offers an interdisciplinary focus with research, behavioral studies, and social sciences. There are many specializations that you can take within the program, and it partners well with other degree programs in engineering, history, healthcare, education, religious studies, and sociology.

• Online PhD in Leadership Studies

NC A&T  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

28. Northeastern University

Founded in Boston in 1898, Northeastern University was first established as the Evening Institute for Younger Men. It was an interdisciplinary school that partnered with the local YMCA. However, the school has now cut ties with the organization and became Northeastern University in 1948. The school has over 25,000 students each year.

Northeastern is well-known for its Doctor of Education program that offers a specialization in Situated Leadership. The focus helps students with challenges in educational leadership. The theory and research behind this program leads to better problem-solving and helps students who want to move up within public administration and educational roles.

• Online EdD in Curriculum, Teaching, Learning and Leadership
• Online EdD in Organizational Leadership Studies

Northeastern  is accredited by the New England Commission of Higher Education.

29. Nova Southeastern University

Established in 1864, Nova Southeastern University began with only 17 students. The campus was located in Davie, Florida, which allowed distance learning for students in Fort Lauderdale and Miami. The school now offers over 150 fields of study, and enrollment has grown to over 22,000. The school’s Doctoral Program in Organizational Leadership can be taken completely online.

The courses are designed around concentrations for real-life organizations. Students can learn about public administration, healthcare administration, research, business administration, and global leadership. The program requires over 60 credit hours and can be completed in three years. In addition, students have to write a dissertation.

• Online EdD in Higher Education Leadership

NSU  is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

30. Pepperdine University

With a location in Los Angeles, California, Pepperdine University was founded in 1937 as a research university by the Church of Christ. Since its history started within the Great Depression, the school has great pride in its arts and education programs. Most courses are taught on the main campus, but the school also has hundreds of online courses.

Pepperdine University offers the Graduate School of Education and Psychology as the main online school for the Doctor of Education in Leadership. The courses are hybrid and require students to go to the campus for certain exams and projects. With a lot of research, students are able to complete this degree within 3.5-4 years.

• Online EdD in Educational Leadership, Administration, and Policy
• Online PhD in Global Leadership and Change

Pepperdine  is accredited by the Western Association of Schools and Colleges—Senior College and University Commission (WSCUC).

31. Piedmont International University

Founded in 1945, Piedmont International University is a private college with a graduate school. Classified as a bible college at first, Piedmont International University turned into a distance learning school and online university. The school has an online PhD program in leadership. The program is meant to be flexible for those who are currently working within education or public administration roles.

After earning the PhD, students go on to careers in healthcare administration, social services, education, and even business. There are a variety of specializations within the program. Students are required to take 60 credit hours and can finish the degree in 3 years. Since the degree is mostly research-oriented, students will need to write a dissertation to graduate.

• Online PhD in Leadership

Piedmont  is accredited by the Transnational Association of Christian Colleges and Schools and maintains membership in the American Association of Christian Colleges and Seminaries.

32. Regent University

Established in 1977, Regent University was founded as a private research school by the Christian Church. Originally named the Christian Broadcasting Network University, Pat Robertson founded the school. In 1990, the school’s name changed to Regent University. With its main campus in Virginia Beach, Virginia, the school also has other satellite locations.

The PhD in Organizational Leadership in Individualized Studies is offered through Regent University completely online. Regent University also noted that they were the first to offer the program online in 1995. The program still has a short residency. Students learn about research, public administration, organizational leadership, and applied theory practices.

• Online DMin – Christian Leadership & Renewal
• Online DMin – Ministry Leadership Coaching
• Online DSL – Healthcare Leadership
• Online EdD in Advanced Educational Leadership
• Online EdD in Christian Education Leadership
• Online EdD in Higher Education Leadership & Management
• Online EdD in K-12 School Leadership
• Online PhD in Education – Advanced Educational Leadership
• Online PhD in Education – Christian Education Leadership
• Online PhD in Education – Higher Education Leadership & Management
• Online PhD in Education – K-12 School Leadership
• Online PhD in Organizational Leadership

Regent  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

33. Saint Leo University

Saint Leo University was founded in 1889, but it was closed briefly and re-opened in 1959. The school was established thanks to the Holy Name Monastery. The Benedictine Monastery Saint Leo Abbey is near the campus. Saint Leo is one of the top Catholic schools in the country, #26 in the Best Colleges is Regional Universities South by U.S. News & World Report . They were also one of the first schools to offer distance learning options for full-time and military students.

The Doctor of Education in School Leadership at Saint Leo is offered through the university’s College of Education and Social Services. The online program can be taken away from campus completely. There is also an on-campus residency every July. Students must attend these seminars to graduate. Most graduates will go onto careers as organizational leaders in elementary and high schools.

• Online EdD in School Leadership

Saint Leo  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

34. Saint Thomas University

Saint Thomas University, or STU, was founded in early 1961. This is a private university that was founded with the help of the Catholic Church. The curriculum includes over 25 different undergraduate studies as well as almost 30 graduate programs. In addition, their leadership degree program is one of five doctoral programs offered at STU. Their campus is located on Miami Beaches.

Saint Thomas has a variety of online learning options, and their courses have expanded recently thanks to a new virtual classroom. The school offers a Doctor of Education in Leadership and Innovation. Each student can specialize in their own interests and write a dissertation based on their research. Students must take 60 credit hours to complete the program.

STU  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

35. Saybrook University

Founded in 1971, this school was started by a group of psychologists. These doctors were leaders in their fields, and they founded the humanist psychological movement. Saybrook University offers residency programs for master, doctoral, and professional certification programs. The PhD in Managing Organizational Systems: Educational Leadership Specialization is a top program offered through their online school.

Students can learn how to lead at primary, secondary, and postsecondary levels. The curriculum helps students learn about different management practices. In addition, students learn about mediation, professional support, and ethical principles. Students may be required to complete residencies on campus at the beginning of each semester.

• Online PhD in Managing Organizational Systems – Leadership Development

Saybrook  is accredited by the WASC Senior College and University Commission.

36. Southeastern University

Southeastern University was founded by the Southeastern Bible Institute located in New Brockton, Alabama. The school was opened in 1935 as a liberal arts university founded by the Christian Foundation. Located in Lakeland, Florida, the main campus is one of many, as there are 80 other sites. Each campus is also located in Florida. There are 55 degree programs, ranging from baccalaureate to doctoral programs.

The PhD Program in Organizational Leadership is a hybrid degree program that includes both online and on-campus coursework. Students who are employed full-time can finish the program with 40 credit hours due to its accelerated program. Students must work on an active research project and present a dissertation to graduate.

SEU  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

37. The Chicago School of Professional Psychology

The Chicago School of Professional Psychology at Chicago was founded as a unique institution in 1979. The school was for studying psychology specifically, and the school has remained dedicated to the research and methodologies of psychology ever since. The school now has campuses in Los Angeles, California and Grayslake, Illinois.

The PhD program in Organizational Leadership is a research degree program that can be taken entirely online. The program offers a three-year accelerated course to those who want to improve their leadership skills in administration. The program revolves around courses in ethics, organizational interventions, diversity, psychological theories, and interpersonal dynamics.

The  Chicago School  is accredited by the WASC Senior College and University Commission.

38. Trident University

Established just 20 years ago, Trident University started as a private college with coursework offered completely online. Students don’t have to come in for any residencies, as all coursework is completed through the virtual classroom.

The school offers bachelor’s, master’s, and doctoral programs, as well as certification programs. The main offices are located in Cypress, California. This research-based college offers courses to mostly military members and veterans. There are over 30,000 students yearly.

The PhD program in Educational Leadership can be taken online completely. Students in the program work on research projects and engage in leadership within the teaching administration field. These advanced consulting skills can come in handy in helping students collaborate with other faculty members and support research projects.

• Online PhD in Business Administration – Leadership
• Online PhD in Educational Leadership

Trident  is accredited by the WASC Senior College and University Commission.

39. University of Arkansas

The University of Arkansas was founded in 1871 and also goes by the name of UA or U of A. The school started as a doctoral research institution with public land-grant status. Another nickname for this school is “the Hill.” The school campus overlooks the Ozark Mountains. Their campus is located in Fayetteville, Arkansas. The school has grown over the years and now has an enrollment of 28,000 students.

The Doctor of Education in Educational Leadership offers students a chance to research and explore careers in administration, policy, and organizational leadership. The whole program is available online and allows students to take the course in just 42 credit hours.

U of A  is accredited by the Higher Learning Commission.

40. University of Charleston

Established in 1888, UC, or the University of Charleston, began under the name Barboursville Seminary of the Southern Methodist Church. The school’s campus is located in Charleston, West Virginia. There are other campuses as well, located in Martinsburg and Beckley, Virginia. The school was ranked highly by  US News & World Report  as one of the best regional colleges in the south.

The college offers a Doctor of Executive Leadership (DEL) with online courses through the virtual classroom known as Moodle. The program has a cohort organization, and each cohort is designed for 12 to 15 students. There are 58 credit hours needed to graduate.

• Online Doctor of Executive Leadership

UC  is accredited by the Higher Learning Commission and is a member of the North Central Association.

41. University of Illinois – Urbana Champaign

You can earn an online EdD in education policy, organization, and leadership through the University of Illinois. The coursework can be completed within three years, and the programs are all available online. Students learn about different theories in organized leadership and education policy.

• Online EdD in Educational Administration and Leadership

University of Illinois – Urbana Champaign  is accredited by the Higher Learning Commission.

42. University of Massachusetts – Global

With over 25 different campuses in Washington and California, the University of Massachusetts Global has a state-of-art virtual platform and offers a variety of degree programs, including a rigorous Doctor of Education (EdD) in Organizational Leadership program.

The program’s curriculum has courses in creativity and sustained innovation, collaborative relationships, diversity, strategic thinking, transformational leadership, and political intelligence. The program offers a hybrid degree program that accommodates students who work full-time.

While students don’t have to come to campus to take courses, some projects and a dissertation must be presented in person.

The University of Massachusetts Global is accredited by the WSCUC Senior College and University Commission.

43. University of New England

Founded in 1831, the University of New England still has its historical campus in Biddeford, Maine. The school is also called UNE and has international campuses in Tangier and Morocco. There are over 70 undergraduate and graduate degree programs offered online, including The Doctor of Education in Educational Leadership (EdD).

UNE requires three cohorts to begin the program each year. The program starts in Spring, Summer, or Fall. Students can complete the program in three years and must write a dissertation. Students must also partake in action-oriented research and take on opportunities to collaborate with other students.

• Online EdD in Transformative Leadership

UNE  is accredited by the New England Commission of Higher Education.

44. University of North Carolina – Chapel Hill

The University of North Carolina at Chapel Hill was started in 1798 under the North Carolina General Assembly. The school was chartered under the United States Constitution as the first public university. UNC at Chapel Hill was the only school to offer higher educational degrees in the 18th century. The school has a beautiful campus at Chapel Hill in North Carolina. The total enrollment has reached over 30,000 students.

It is considered an Ivy League school due to its history. The Executive Doctoral Program in Health Leadership is a hybrid format. The coursework is available online with some residencies required to graduate. The program was created for those who are already working in healthcare and want to advance to a senior leadership role. The minimum amount of credits required is 45 hours.

• Online Executive Doctoral in Health Leadership

UNC – Chapel Hill  is accredited by the Southern Association of Colleges and Schools Commission on College.

45. University of Southern California

The University of Southern California (USC) was founded in 1880. It’s the oldest research institution in California in the private school circuit. The school opened to just a few students who paid just $15 for the program. There are now 27,000 students in the program. The campus is located at University Park in Los Angeles, California.

The online doctoral program in Organizational Change and Leadership offers opportunities to teachers and administrators who want to move up in government agencies, social services, non-profit organizations, healthcare administration, and other roles. The coursework is offered online, but students must participate in real-world experiences to complete the program.

• Online EdD in Organizational Change and Leadership

USC  has been accredited by the Western Association of Schools and Colleges (WASC) since 1949.

46. University of the Cumberlands

Founded in 1889, the University of the Cumberlands is located in Williamsburg Kentucky and was originally established by the Kentucky Baptist Convention. The school has a yearly enrollment of 7,000 students.

The PhD program in Leadership is designed to help students who want leadership positions in non-profit organizations, government agencies, and educational institutions. The program can be completed in under three years. Students may also take on additional courses for the Kentucky Rank 1 certification.

• Online Executive PhD in Leadership

UCumberlands  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

47. Valdosta State University

Located in Valdosta, Georgia, this college offers an online PhD program in organizational leadership, requiring 55 credit hours to graduate. Coursework is taken completely online, and students learn about planning, organizational theory, administration policies, and interdisciplinary analysis.

• Online EdD in Leadership

VSU  is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

48. Vanderbilt Peabody College

Founded in 1873, Vanderbilt has a sterling reputation for its academic excellence. The school has been building its leadership program online for over five years. The Department of Leadership, Policy, and Organizations at Vanderbilt offers a Doctor of Education curriculum in leadership and learning in organizations. Students typically complete the program in 36 months and must complete 54 credit hours to graduate.

• Online EdD in Leadership and Learning in Organizations

Vanderbilt  is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC).

49. Walden University

In 1970, Walden University was established as a distance learning school with doctoral degree programs. Today, the school has over 57,000 students and boasts an extensive online school program. The PhD in Management with a Specialization in Leadership and Organizational Change offers students more flexibility. The program is 86 credit hours and can be completed in 4-8 years.

• Online EdD in Community College Leadership
• Online EdD in Higher Education Leadership and Management
• Online PhD in Education – Early Childhood Leadership and Advocacy
• Online PhD in Education – Educational Policy, Leadership, and Management
• Online PhD in Education – Higher Education Leadership and Policy
• Online PhD in Education – Higher Education Leadership, Management, and Policy

Walden  has been accredited by The Higher Learning Commission (HLC) since 1990.

50. Wilmington University

Located in Philadelphia, Wilmington University offers a Doctor of Education (EdD) in Organizational Leadership, Learning, and Innovation. Intended to be an interdisciplinary degree, this doctoral program can be completed 100% online (or on campus, if preferred) and prepares students for leadership positions that drive organizational growth.

• Online DNP – Leadership
• Online EdD in Organizational Leadership, Learning, and Innovation

WilmU  is accredited by the Middle States Commission on Higher Education.

Online PhD Leadership Doctoral Programs

A variety of doctoral leadership concentrations are available online. Select the leadership concentration that most interests you:

• Business Management
• Educational Leadership
• Financial Management
• Healthcare Management
• Management Information Systems
• Non-Profit Leadership
• Organizational Leadership
• Public Administration
• Project Management

The U.S. Bureau of Labor Statistics estimates that management positions will earn average salaries of over $109,760 per year, and the field is expected to grow by 9% over the next ten years.

Business Management Doctorate

A PhD in Business Management is one of the final stepping stones for anyone who is looking to reach the very heights of knowledge and business-savvy. Acquiring the highest level of educational degree in this field can help you access the necessary knowledge to handle the demands of senior leadership roles.

Such a program can help you stand out in a highly competitive crowd where an MBA is now commonplace. After completing a PhD in Business Administration, you will likely be looking at new job opportunities at the very top of the corporate world, either as an operational director or as a management consultant.

Educational Leadership Doctorate

A PhD in Educational Leadership is an achievement by itself. However, it is also a remarkable combination that includes the best of two seemingly opposed worlds. This degree can help you refine the advanced strategies needed to both teach in a traditional classroom setting and to effectively command and manage a research team in a tertiary education setting.

This is the kind of specialization that can help enable you to enact new strategies and changes in places as varied as a K-12 school, a military training facility, and even universities.

Financial Management Doctorate

Any PhD in a Business field should certainly be an important and fruitful investment. However, such an advanced degree in Financial Management can open unique doors in specialized companies. For example, large companies that devote themselves to insurance, asset management, and financial investment are likely to be full of proven talent.

To rise to Senior Management in such a company, you will most likely require a degree at the PhD level. Financial Management specialists often find opportunities as policymakers and consultants as well.

Healthcare Management Doctorate

Healthcare is a dynamic field, as well as one of the most rapidly growing ones in the country. Managing a healthcare institution requires a superb commitment to quality, as well as routine liaisons with a variety of professionals – often with contradicting desires and priorities.

At the Master’s level, a specialization in Healthcare Management can help enable you to handle large hospital institutions. A PhD program can help bring your knowledge pool to a level suited to direct research, design public policy, or act as a consultant for healthcare groups.

Management Information Systems Doctorate

A PhD in Management Information Systems builds on a solid STEM foundation to provide its students with the tools needed to become researchers and scholars in a technical field. This is an eminently practical degree that includes a deep focus on the organizational and management aspects required for technological experimentation.

For graduates, there is a range of highly coveted job opportunities in the private and public sectors alike, as well as teaching positions or as leaders of corporate training departments.

Non-Profit Leadership Doctorate

Non-profit leadership and non-profit management are remarkably flexible fields, as they combine many aspects of political science, public policy, law, and business administration. Pursue this at the PhD level can help you acquire a well-developed foundation in all these fields.

In addition, there is a strong emphasis on the development of research skills and policy-making strategies, which you’ll need to perform as a senior manager in a nation-wide non-profit organization.

Opportunities for employment are not limited to charitable organizations; as a consultant, there is also the possibility of working at for-profit companies who run community outreach programs.

Organizational Leadership Doctorate

PhD programs in Organizational Leadership online provide their graduates with a solid foundation on the theoretical aspects of leadership, which by themselves, involve extensive knowledge in behavioral psychology, marketing, and human resource theory. It also encompasses several modules that address the practical skills needed to manage a large group of people.

This is an advanced degree that requires a significant time and financial investment. However, it can be a powerful tool to develop niche skills and to gain a competitive edge in the job market. A traditional or online PhD in Organizational Leadership can help you pursue a career directing operational research initiatives, management analysts, and postsecondary institutions.

Public Administration Doctorate

Normal MBAs are not only becoming increasingly common, but they are very focused on the tactics and values prized by the private sector. A PhD in Public Administration, on the other hand, can help provide you with a different outlook and a series of much more specialized skills.

Public administration experts require a more thorough knowledge of the nuances of publicly funded and non-profit organizations. In addition, these programs also place a stronger emphasis on long-term planning strategies and on policy-making. Finally, they offer a good training ground to cultivate contacts among the country’s movers and shakers.

Online Project Management Doctorate

Project management is a fast-paced field with numerous job opportunities, which means that the talent pool is also investing in specializations and in higher education. At the PhD level, a degree in Project Management can help you pursue a senior position in many different industries.

These range from technological development to supply chain management and risk management. In addition, this may be an ideal degree for those who want to start a large-scale business process outsourcing or consultancy venture.

Online Doctorate in Leadership Programs

You can earn doctorate-level leadership degrees in the following programs:

• PhD in Leadership

DBA in Leadership

• EdD in Leadership

Graduate programs for leadership degrees offer the best chance for students to learn in the field of organizational leadership, policy analysis, intercultural behavior, worldview, and global leadership strategy. Graduates may go on to work in hospitals, schools, non-profit organizations, businesses, or government agencies.

PhD in Leadership Programs

The PhD program offers students the highest degree of scholarship with coursework that challenges them to think about specializations within organizational leadership. Many PhD programs require 30% or more course credits to graduate, and you have to prove a dissertation to show your research and in-depth knowledge of your specialization.

You can earn any of the following degrees:

• PhD in Non-Profit Management
• PhD in Special Education Leadership
• PhD in Education – Leadership, Policy and Change
• PhD in Education – Adult Education Leadership
• PhD in Education – Community College Leadership
• PhD in Education – K-12 Education Leadership

Students who earn a PhD will likely go on to work in education as a professor, or they may become consultants or human resource directors. There are many opportunities within the field for those who have a PhD, but typically, students will head into research rather than move into the field.

Opting for a PhD also means that you have completed the required coursework and achieved a higher GPA to get into the program. There are typically 60 or more credit hours required to complete a PhD leadership program. Students typically need at least a 3.0 GPA to qualify as a candidate for a PhD.

Some specializations include business administration, healthcare administration, education, human resources, mission leadership, entrepreneurial leadership, and higher education roles.

DBA in Leadership Programs

For those who want to enhance their business administration skills and advance to executive management roles, a Doctor of Business Administration (DBA) may be a good degree option. A DBA can help students learn about strategic planning, statistical approaches to business, financial accounting, supervision theory, and creative management.

The key to a DBA is your specialization. You may be thinking about entrepreneurship or perhaps you want to go into executive leadership. Your coursework will define how you approach a DBA and what career paths will be best suited for your major. A DBA typically requires 40-60 credit hours, and while it’s not as rigorous as a PhD, students in this specialization still conduct research and take on residencies to complete the program.

Students who want to earn a DBA program must earn their undergraduate degree in a related field, maintain a 3.0 GPA on average, and propose a dissertation based on their research. Graduates typically earn their DBAs faster than a PhD due to fewer credit hours and research needs.

EdD in Leadership Programs

The Doctor of Education, or EdD , offers students the chance to work in K-12 educational settings, as well as universities. It’s up to the student how far they take their specialization, but many students design their EdD programs around teaching and working with other students.

With specific learning theories, students often go on to become skilled teachers who have a strong background in higher education administration and educational psychology. Depending on your specialization, you can pursue one of these degrees:

• Doctor of Education – Educational Leadership
• Doctor of Education – Leadership in Higher Education
• Doctor of Education – Organizational Leadership
• Doctor of Education – Administrator Leadership for Teaching & Learning
• Doctor of Education – Reading and Literacy Leadership
• Doctor of Education – Teacher Leadership

The EdD program is usually the fastest of all doctoral leadership degrees. This is mainly because it typically doesn’t require as many credit hours. Students typically finish their degrees in less than three years after taking 40 to 45 credit hours. The coursework is designed to students to become advanced educators with skills in administration and diverse learning theories.

Students who want to advance their leadership abilities can research different specializations in higher education and complete a dissertation to graduate.

Most students who want an EdD already work in education as a teacher or administrator, but they may choose to focus on a new area to advance their careers. Some teachers choose to get an EdD in organizational leadership and school law or human resource management. The choice depends on the student and what’s desirable for their career path.

Leadership Curriculum for Doctoral Students

Interested in what types of courses you’re likely to take in your online PhD leadership program? Scan our course lists for your intended degree.

PhD or EdD in Education

The following courses provide a sampling of what you may expect to find in either an EdD or PhD in Education program:

• Educational Leadership & Change
• Creative Strategies for Educational Leaders
• Using and Integrating Learning Technologies
• Program Evaluation in Organizations
• Transformative Leadership
• Educational Research Design
• Quantitative Research Methods and Data Analysis
• Leadership Theory and Practice
• Learning In Organizations
• Organizational Theory and Behavior
• Responsible Leadership & Ethics
• Leading Diverse Organizations
• Public Policy and Administration
• Human Capital and Talent Management
• Psychological Perspectives on Learning
• Learning and Design in Context
• Designing for Learning in Communities

You’ve probably studied many of these same topics in your master’s program, but these courses are designed to go more in-depth.

The following courses are a sampling of some of the leadership curriculum that may be available in a DBA:

• Organizational Leadership: Theory and Practice
• Business Strategy and Innovation for Competitive Advantage
• Quantitative Business Data Analysis
• Change Management
• Sustainability
• Multicultural Management
• Advanced Business Research Methods
• Strategic Supply Chain Management
• Human Resource Development
• Organizational & Executive Coaching
• Quality Management and Productivity
• Strategic Thinking for Decision-Making
• Strategic Allocation of Financial Resources
• Leadership Theory
• Leading Organizational Change
• Organizational Design & Structure

Each of these classes is designed to give you real-world skills you can apply in your current and future positions.

Leadership Careers

As you can imagine, earning a Doctorate can help put you in high demand. According to the Bureau of Labor Statistics, some job titles that you might be able to earn once you graduate include:

• Education Administrator: These degrees can pay as much as $97,500 per year, and they have a high projected growth rate of 8%.
• Executive Manager: Students who head into this career path may make over $100,000 per year on average. The expected growth rate is around 8%.
• Financial Manager : Graduates who go into this specialization work under CFOs and help with an organization’s financial health. Many students go on to work at a bank or another financial institution where they learn more about income, modeling financial projections, and creating financial reports. The average annual salary for this role is quite high at $134,180 or more. This job is expected to be more in demand, reaching up to an estimated 17% growth rate.
• Public Relations and Fundraising Manager: Those who work in PR or the non-profit sector may make over $118,430 on average each year. The expected rate of growth for this degree is 13%.
• Training and Development Manager : These are human resource positions that are expected to help find the company’s best talent and keep employees happy. Most professionals work in management, or they may seek out jobs in technology firms. The average salary for these jobs is $115,640. This job is expected to grow faster than the average, at 11% growth rate, in the next few years.

Leadership Salaries

You may also teach at the university-level with your terminal degree as you train others to enter your field of specialization. Depending on your position, you might also be earning $100,000 or more for your services.

Admissions for Leadership Degree Programs

Every institution has a unique approach to their on-campus or online organizational leadership degree programs . In some cases, students need only to provide their undergraduate coursework and show proof of their GPA, while others require a GRE and letters of recommendation.

Applications are typically on a rolling basis, and students should apply to at least three or four graduate programs, which gives you a better chance of getting into one that you truly like.

To get into these programs, students must already have a traditional or online master’s in organizational leadership , professional experience, and a minimum GPA. Check the school’s website or talk to their Admissions Department for more information.

University Accreditation

At this level of education, you probably know how important a school’s accreditation is. Here’s just a friendly reminder not to take it for granted. Always investigate the university you’re applying to and verify that they are currently accredited by a reputable body.

You can check a school’s accreditation easily by searching the Database of Accredited Postsecondary Institutions and Programs . You’ll see information on each of the university or college’s campuses, schools, and even individual programs.

Financial Aid & Scholarships

Having made it this far in your studies, you’re also probably no stranger to how expensive a valuable education can be. At this level, your best bet is to apply for grants from the universities themselves, sponsorship from professional organizations, and tuition reimbursement from your employer.

Licenses and Certificates

The doctoral curriculum in leadership can help prepare you for the following certifications and licenses:

• Six Sigma Master Black Belt
• Certified Analytics Professional
• Certified Business Process Leader
• Certified Scrum Master
• AMA Certificate in Leadership Development

Achieving any of these expert certificates/licenses can help show potential employers your level of expertise in your field.

Resources for Leadership Doctoral Students

If you’re serious about leadership and looking for more education opportunities while you’re earning your doctorate and even after, look into these conferences and journals.

• Global Leadership Summit
• Journal of Organizational Behavior
• Journal of Applied Christian Leadership
• Journal of Leadership & Organizational Studies
• Harvard Business Review

Filled with the latest scholarship leadership studies, attending a conference or reading the literature is sure to help you bolster your education and professional skills.

Leadership Professional Organizations

Finally, it never hurts to have friends, and some of the friends you’ll want in the Leadership world may be right here:

• National Society of Leadership and Success
• International Leadership Association
• American Leadership Development Association

Consider joining these groups for news and networking. If you get involved, you may even find yourself gaining an official post in the organization, which can prove to be another feather in your cap and attractive line on your resume.

Should I Get My Doctorate in Leadership?

Whether it’s a company or school, organizations need talented leaders who know how to organize a project and successfully complete it. Students with online PhD’s in Leadership often go on to incredibly dynamic roles in administration and higher education, where they can truly excel as leaders.

They may take on roles in which they are able to build teams and strategically plan projects, or they may want to take on a role in higher education working with other research students.

If you decide to get a doctorate in leadership, you may want to opt for a DBA or EdD as they are typically faster programs and easier to get into than a PhD program. This is mainly because a PhD program usually requires that you have multiple years of experience as a working professional, and there are more credit hours required.

Most students will also have to complete residency courses and attend on-campus meetings for hands-on classroom knowledge. It’s important to know what specialization you want to focus on, as it can help you decide on coursework and a career path for after you graduate.

What Can I Do with a Doctorate in Leadership?

There are endless fields to study with a doctorate in leadership. You may want to go into business, or perhaps you want to be an advanced educator at the professorial level. Earning a leadership degree is just the first step in working in a management role and moving into administration.

Most leadership degrees teach students about practical problems that face teachers in the classroom or how to work together with different teams at a business. Leaders must be organized and apply theories of policy and organization to keep everyone on task.

Some of the careers most popular for leadership degree graduates include:

• Executive management
• Postsecondary education administrator
• Human resources manager
• Financial manager
• Public relations manager
• Non-profit manager
• Marketing manager
• Project manager
• Training and development manager

As these jobs are expected to grow through the next ten years, it’s clear that students will likely have all the control when it comes to picking their specialization. They may choose to go into product development, finance, marketing, human resources, education, or healthcare administration, which makes it a diverse degree to earn for anyone who wants to pursue a potentially six-figure administration position.

Are Online Doctorate Degrees in Leadership Respected?

There is a common misconception that just because degrees are earned online that they won’t be considered “as good as” a degree earned on a physical campus. However, there’s usually no distinction between degrees earned at a traditional university or via an online program.

Students may earn the same doctoral degrees at an online institution as they would at a physical university in their hometowns.

The benefits of an online doctoral program outweigh the need for an Ivy League college, as you can typically earn a degree in less time, pay less for the degree, and learn everything you need to go onto become a successful education administer.

Can You Earn a PhD in Leadership Entirely Online?

There are many online programs that offer exclusively online PhD programs. The question is whether you get the same value as a physical on-campus course or a hybrid course that may require a few visits to campus.

The answer is that students have to decide what their best options are for attending classes. If you work full-time or live far away from campus, you may decide that the online program is the perfect blend of convenience and professional degree programs.

Some programs may also seem like they are entirely online, but they may have a residency program where you have to go to school part of the time to learn and get grades while working in the field.

How Long Does It Take to Get a Doctorate in Leadership?

Each program is different. Some schools want you to have comprehensive coursework that takes years to complete, while others know that you are working full-time and trying to move up quickly.

Typical doctoral leadership programs require at least a 40 credit hour completion, but many of the schools have changed to 60 credit hours. While you may be able to complete 40 credit hours in two to three years, you could be spending more time on your degree if you need 60 credit hours.

Most students who want a PhD must stay in school for four to five years.

How Much Does a Doctorate in Leadership Cost?

Your tuition is largely based on the classification and location of the school. You can expect a class to cost anywhere between $400 and $900. With higher costs, private universities typically charge more, but they may offer more aid to military veterans.

Students should expect to pay a minimum of $15,000 for a doctoral degree in leadership, but depending on the region and school accreditation, that number could go up to $50,000 or more. Students should also factor in the costs of books, computers, and a living stipend.

What’s the Difference Between a PhD and an EdD?

A Doctor of Philosophy degree in leadership is the highest degree that you can earn within the field. Students with a PhD in this field tend to move into the academic field, pursuing higher education administration roles or leading research projects about different applied leadership theories.

An EdD is a more practical application of the degree. Students are usually able to earn this degree much faster and typically have to take fewer credit hours than a PhD to graduate. While both degrees may require a dissertation, students with an EdD are expected to know about educational topics more than research. A growing number of Doctor of Education no dissertation programs are available.

This means that EdD candidates have in-depth knowledge of skills and techniques to keep students engaged in the classroom and apply different strategies for teaching material through the K-12 grades.

Candidates who plan on earning a PhD should think about their prerequisites as well. Most graduate schools require that PhD candidates apply early, maintain a 3.0 GPA, and have some working experience in the field.

What’s the Difference Between a PhD and a DBA?

While a PhD teaches students about research and focusing on a specialization, Doctor of Business Administration graduates go onto career paths in business and non-profit organizations. They may become financial account managers, project managers, or healthcare administrators.

Students who earn a professional doctorate can apply their skills and education to a specific role within a business. For example, students who earn a DBA may become human resources managers or public relations managers. This is why coursework mainly focuses on communication, business administration, marketing, project management , and financial accounting.

What’s the difference between an online PhD leadership degree and an organizational leadership Ph.D. online doctorate?

An online PhD in Leadership and an online PhD in Organizational Leadership are both advanced degrees focused on the study of leadership, but there can be some differences in their specific emphasis and scope.

Here’s a general comparison:

• PhD in Leadership : The online PhD leadership program typically focuses on leadership theories, practices, and principles across various contexts, including business, education, government, and non-profit organizations. It explores leadership at a broader level, examining individual, group, and societal dynamics.
• PhD in Organizational Leadership : This program specifically concentrates on leadership within the context of organizations. It delves deeper into topics such as organizational behavior, change management, strategic leadership, team dynamics, and the application of leadership theories within the organizational setting.

Getting Your Doctorate in Leadership Online

When you’re ready to apply to a doctoral leadership program, here’s what you’ll want to do:

• Decide on which degree best suits your goals (PhD, EdD, or DBA)
• Determine your intended field of study and specialization
• Narrow down which online schools fit your criteria
• Apply and search for possible financial aid opportunities

Once you’re accepted, you’ll be on your way to earning a doctorate degree in your field!

AN INTERGOVERNMENTAL UNIVERSITY UNDER UNITED NATIONS TS 49006/7 — EUCLID RESPONSIVE SITE —

• Overview | Legal Status
• Memberships | Partnerships
• Accreditation | Recognition
• Officials | Administration
• Participating States
• EUCLID Institutes
• HQs and Offices
• History | Timeline
• Annual Reports
• Groups and Procedures
• General Public
• Government Officials
• Scholarship Programs
• Why choose EUCLID?
• ECOWAS Region Applicants
• Registrar’s Office
• Master’s Programs @ EUCLID
• PhD Programs @ EUCLID
• Tuition and Fees
• Pedagogical Approach
• Faculty Profiles
• Academic Standards
• Joint and Dual Degrees
• Online Programs @ EULER
• Alumni Profiles and Quotes
• Academic Journal IRPJ
• News & Events
• EUCLID Institutional and CMS
• EUCLID Treaty Site
• LinkedIn (Academic)

Online PhD in Global Governance

Quick access, program type, school / institute.

Online (Asynchonous)

USD 169 per credit hour

Scholarships

Full (officials of PS); 15% off (ECOWAS and IGOs)

EUCLID, an  intergovernmental  treaty-based organization with university mandate, offers to select students from the general public its flagship external (distance or online) degree program called the  EUCLID Online PhD in Global Governance (DGG being the program code for this full PhD / Doctorate of Philosophy).

It is the only online PhD program in global governance organized by an intergovernmental institution whose programs are officially used by active diplomats over 4 continents, many of whom have reached high governance levels (ambassador, minister).

This program is an advanced academic program for future academic leaders (professors, deans) and global leaders (NGO leaders, senior civil servants) delivered by a treaty-based and treaty-practicing institution, and as stated by the United Nations in a rare instance of explicit confirmation, “the UN Secretariat recognizes Euclide- Pole Universitaire Euclide and the other four UN institutions … as being accredited.”

Academic Presentation

EUCLID’s PhD in Global Governance represents 90 US credits (120 ECTS) of coursework beyond the Bachelor’s (in application of international standards for recognized PhDs). In practice, students may enter the DGG with a relevant Master’s degree, complete 30 to 35 US credits of core doctoral courses, followed by the actual writing of the dissertation in 5 phases. The resulting thesis should be a publishable book offering a clear contribution to the field and establishing the author as a subject-matter expert.

Among the suggested areas of focus are:

• New global economic and financial architecture
• ESG and SDGs
• Regional diplomatic affairs
• Small Islands / Small States issues
• Inter-ethnic and inter-religious relations
• International and treaty law
• Sustainable development
• IGOs and non-governmental organizations
• Nation-specific dissertations

EUCLID = INTERNATIONAL RELATIONS IN PRACTICE

Photo above: King Abdullah of Jordan greets and congratulates EUCLID’s fist Secretary General Syed Zahid Ali when presenting the UN World Interfaith Harmony Week first prize medal (2016).

Photo above: EUCLID’s Robin van Puyenbroeck, panel speaker at the  UN Academic Impact  conference on “Eurozone in Crisis” held at the United Nations Dag Hammarskjöld Auditorium, May 2013.

MORE INFORMATION:

• Admissions Checklist
• Accreditation
• Admissions Group
• Alumni Profiles

Requirements

Featured video, program outline.

Note: to consult the current and official curriculum/list of courses from the EUCLID CMS database, please visit: EUCLID Available Degree Programs and follow the program link.

Employment Outlook

Why Study @ EUCLID?

EUCLID is the only intergovernmental, treaty-based university with a UN registered charter and recognized expertise in diplomacy. Join the alma mater of ambassadors and senior officials globally.

Note: if the PDF brochure is unavailable (or outdated by 2 years), please contact [email protected]

EUCLID AT WORK: RECENT NEWS AND ARTICLES

Gambia to Host OIC Summit

On the 04th and 05th of May 2024, the Republic...

EUCLID publishes 2023 Annual Report

The EUCLID Secretariat General is pleased to announce the release...

EUCLID Secretary-General Dookeran delivers UN ECLAC lecture

As part of the commemoration of the seventy-fifth anniversary of...

EUCLID Delegation at COP28

EUCLID (Euclid University) was officially approved as an intergovernmental observer...

The appropriate office and officials will reply within 2 business days. If calling a EUCLID office, make sure to call the correct location based on your profile.

The application review process takes 4-6 business days after receipt of documents.

EUCLID (Pôle Universitaire Euclide |Euclid University) A treaty-based organization with international liaison and representative offices in: New York, Washington DC, Montpellier (France)

Headquarters: Bangui, Central African Republic Commonwealth / ECOWAS Headquarters: Banjul, The Gambia

Studying with EUCLID

• Ph.D. / Doctorate
• Master's degrees
• Bachelor's degrees
• Habilitation and Post-Doc
• Specialized Certificates

Quick Access

• News and Events

Legal Protection Switzerland

About EUCLID

• Legal Status
• Offices and HQs

The EUCLID Charter in UNTS

EUCLID | WWW.EUCLID.INT: THE GLOBAL, INTER-DISCIPLINARY, TREATY-BASED UNIVERSITY

Doctor of Education : Doctor of Education

Johns Hopkins’ newly redesigned, global online Doctor of Education is at the forefront of education doctoral programs with the most innovative, challenging, and student-centered program of its kind.

Celebrating its 10th anniversary, the program continues to lead with the “EdD 2.0” offering, which is ideal for the busy education practitioner within any professional context. Our program recognizes that learning is both lifelong and occurs outside of formal schooling.

The vision of the Johns Hopkins EdD program is to prepare education-practitioners across the country and around the world to think critically about problems within their education environment and develop the insights and capacity to lead positive, sustained change.

Questions? Please reach out and we’ll be in touch soon.

Upcoming admissions events.

Have questions about our degree programs, the application, or financial aid and costs? Join us for an inside look at a graduate experience defined by innovation and driven by evidence-based research. Learn more about your area of interest or career path, meet some of our faculty, and connect to the Johns Hopkins School of Education community. Check out our admissions events and register for a virtual information session today.

No Events at this time.

Core Faculty

Yolanda abel, edd.

Associate Professor

Affiliation

Advanced Studies in Education

Administration, Organization & Leadership, Education Policy & Politics, Social Context of Education

Camille Bryant, PhD

Joshua travis brown, phd.

Assistant Professor

Marcia Davis, PhD

Associate Professor (Research) Co-Director, Center for Social Organization of Schools Director of Research, Baltimore Education Research Consortium

Center for Social Organization of Schools, SOE Leadership

Learning & Instruction, Research, Evaluation & Assessment

Christine Eith, PhD

Keri guilbault, edd.

Counseling & Educational Studies

Gifted Education, Learning & Instruction

Ranjini Mahinda JohnBull, PhD

Learning & Instruction, Mind, Brain, & Teaching

Olivia Marcucci, PhD

Advanced Studies in Education, Center for Safe and Healthy Schools

Social Context of Education

James Diamond, PhD

Educational Technology, Learning & Instruction

Wendy Osefo, PhD

E. juliana pare-blagoev, edd, eric rice, phd.

Social Context of Education, Urban Education

Laura Flores Shaw, EdD

Assistant Professor Faculty Lead, Doctor of Education

Learning & Instruction

Henry M. Smith, EdD

Administration, Organization & Leadership, Education Policy & Politics

Program Overview

Exceptional education-practitioners will engage with an internationally renowned faculty to cultivate and practice curiosity, critical discourse, and perspective taking in a unique and rigorous course of study using the lenses of social justice, systems thinking, appropriate research methods, and empirical inquiry.

Coursework includes the latest research on the social determinants of education; mind, brain, and teaching; entrepreneurship; data and measurement; and technology. The redesigned program allows our doctoral students to customize their program by expanding their choice of electives so that they may focus more deeply on their professional interests that align with their problem of practice. Our online EdD prepares education practitioners to be transformational leaders within their professional settings.

The vision of the Johns Hopkins EdD program is to impact complex educational problems across the globe by preparing education practitioners to think critically and systemically about problems within their professional settings and develop deep understanding and insights to lead positive, sustained change within those settings.Our graduates create new areas of research, promote distribution and utilization of research findings in professional practice, and contribute to wider public discourse and policy.

Areas of Interest

The EdD program includes areas of interest. Applicants can indicate one or more areas of interest they think are related to a problem of practice and would like to explore. Current areas of interest are:

Creativity, Advanced Learning, and Twice Exceptionality

Digital age learning and educational technology, entrepreneurial leadership in education, mind, brain, and teaching, urban leadership.

Courses in this area of interest are designed to prepare candidates for leadership roles in advanced academics and gifted education with an emphasis on research and application of current best practices in the field. Based on the National Association for Gifted Children (NAGC) and Council for Exceptional Children (CEC) Advanced Standards in Gifted Education Teacher Training, candidates will develop specialization in leading and evaluating programs and services for students who are creative, advanced, gifted, and twice exceptional. This area of interest is appropriate for candidates who: (a) want to deepen their expertise and prepare for leadership roles in their school, district, or state; (b) work in related nonprofit organizations, independent schools, or plan to develop their own educational enrichment programs; and (c) aspire to move into teacher preparation and research roles.

Available Courses:

• Twice Exceptional Learners
• Creativity in Education
• Seminar I in Gifted and Talented Education
• Leadership of Gifted Education and Talent Development Programs
• Seminar II in Gifted Education and Talent Development Programs
• Research in Gifted Education, Creativity, and Twice Exceptionalities

The Digital Age Learning and Educational Technology area of interest in the EdD program provides students opportunities to take courses in educational communication and technology. Select courses are available from the School of Education’s Digital Age Learning and Educational Technology (DALET) master’s degree program. This program prepares aspiring and practicing professionals and entrepreneurs in the field of educational communication and technology to design, develop, implement, and evaluate digital technology-supported tools and environments for learning across the lifespan in a variety of formal and informal settings, including pre-K–12, higher education, industry, government, and museums.

• Computational Thinking for K-12 Educators
• Explorations in Blended and Hybrid Learning
• Foundations of Online Teaching and Learning
• Fundamentals of Design Thinking
• Gaming and Simulations for Learning
• Instructional Design for Online Learning
• Maker Education: Cultivating Curiosity, Creativity, and Problem Solving in Theory and Practice
• Technology for Learner Variability
• Technology Integration for the 21st Century Learner
• Technology and the Science of Learning

Entrepreneurial Leadership in Education offers a unique opportunity for school and other educational organization leaders in both public and private educational environments. Students develop their knowledge, skills, and dispositions as they engage in leading efforts to build new venture opportunities in varied educational organizations. Through multidisciplinary lenses, educational leaders promote innovation in the paradigms, strategies, values and culture in school systems, social entrepreneurial ventures, and education companies. Each of the courses offers an opportunity to explore leadership theoretical frameworks, identify a Problem of Practice, and create a plan of action, through analysis and synthesis of presentations, readings, and discussion of the current state of multiple educational environments and the visions and challenges for the future.

• Entrepreneurship in Education
• Talent Management and Organizational Finance for Entrepreneurial Leaders
• Data Driven Decision Making
• Partnerships and Educational Organizations

Mind, Brain, and Teaching is designed for educators interested in exploring research from cognitive theories and neurosciences and its potential to inform the education field. Courses promote integration of diverse disciplines that investigate human learning and development. This area of interest builds upon basic and applied research from the fields of cognitive science, psychology and brain sciences, neurology, neuroscience, and education. It provides educators with knowledge of how emerging research in the learning sciences can inform teaching and learning. Students gain the knowledge and skills to interpret basic and applied research and apply relevant findings to educational practices and policies. This area of interest is designed to support the development of knowledge, insights, and competencies among students with two different levels of prior knowledge in the learning sciences: those who have had limited formal exposure to the learning sciences, and those who have a master’s degree or master’s certificate in the learning sciences.

• Fundamentals of Cognitive Development
• Neurobiology of Learning Differences
• Cognitive Processes of Literacy and Numeracy
• Special Topics in Brain Sciences

Cities are usually characterized by diverse populations with rich communities made up of many different races, classes, languages, and nationalities, and this dynamism is a chief strength of urban areas. However, urban schools typically serve populations characterized by high concentrations of poverty and therefore face difficult choices about how to allocate scarce resources. Urban Leadership is designed for educational professionals interested in exploring this dual nature of urban schools through a deep understanding of a Problem of Practice based in their unique context of professional practice. This area of interest prepares educational leaders to work in urban environments through a focus on topics such as building a strength-based understanding of the complexities of urban communities, engaging the latest research on urban educational programs, developing strategies for program improvement, and building partnerships with families, communities, and other organizations.

• Approaches to Urban Education
• Individuals in Urban Context
• Organizations and Institutions
• Partnerships and Community Organizing

Graduates from our EdD program work in diverse areas, including executive roles in educational organizations and start-ups, leadership in K-12 school districts and systems, consultancy in specialized education fields, and more.

• Administrator
• Superintendent
• Instructional Designer
• Chief Learning Officer

100% Online

Continue your full-time career and apply what you learn in real time as you earn your degree 100% online.

Legal Disclosure

State-specific information for online students.

Students should be aware of additional state-specific information for online programs . Johns Hopkins University is a member of the Carnegie Project on the Education Doctorate , which is the knowledge forum on the EdD. It has a membership of over 100 schools of education in the U.S., Canada, and New Zealand working collaboratively to improve professional preparation in education at the highest level.

• Paycom Portal
• Room Scheduling
• Academic Calendar
• Human Resources

Quick Links

• Warrior Dollars
• Employee Recognition
• Emergencies, Crisis Response, Title IX & Reporting
• Ethics Hotline
• Maintenance Services and Support
• IT Services & Support
• McMillen Library
• Articles & Databases
• University Registrar
• Career Services
• Make a Payment
• Wellness Clinic
• Student Success
• The Writing Center
• Warrior Information Network

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

Doctor of Education Leadership

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

America needs transformative leaders in preK–12 education whose passion for education quality and equity is matched by a knowledge of learning and development, the organizational management skills to translate visionary ideas into practical success, and a firm grasp of the role of context and politics in shaping leadership. Graduates of the three-year, multidisciplinary Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education will be prepared to become those leaders.

The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level leadership positions in school systems, state and federal departments of education, and national nonprofit organizations. Ed.L.D. is a full-time, three-year program built on a cohort learning model. Cohorts consist of up to 25 students from diverse professional backgrounds (including district/charter management leaders, nonprofit directors, principals, teachers, and policy researchers) who progress through the program together.

All Ed.L.D. students receive a full tuition funding package plus stipends, work opportunities, and a paid third-year residency at a partner organization.

The Ed.L.D. Program prepares graduates to do work for the public good in the American public education sector, whether that be at the system or state level. Specifically, the program is designed to accelerate the progress graduates make toward achieving meaningful impact in influential roles and/or crossing boundaries in the following spaces in the public education sector:

• PreK–12 district or CMO leadership roles : superintendent of schools, chief academic officer, and/or deputy superintendent
• Foundation/philanthropy roles:  director, president and CEO, senior fellow
• Education nonprofit roles : president or executive director of backbone or collective impact organizations which support preK–12 schools. Ed.L.D. graduates will lead education nonprofits that explicitly focus on improving outcomes and opportunities for children, families, and communities.
• State or federal education leadership roles : commissioner or deputy commissioner roles. Could also include public education advocacy or education policy advisers to senior government officials.
• Social Entrepreneurship and Innovation roles:  Founder, CEO, president

Curriculum Information

The Ed.L.D. curriculum is a balance of multidisciplinary coursework and practice-based learning. Core courses and electives are taught by recognized leaders from across Harvard’s graduate programs in fields like data-based education reform, organizational change and innovation, and effective leadership strategies for urban schools. You will develop and test your leadership skills through team projects and an immersive third-year residency.

All students in the cohort take the same classes in four foundational content areas: learning and teaching, leadership and organizational change, politics and policy, adult development, and leadership inside and out (including one-on-one executive coaching). Courses taken during the first-year focus on practice-based learning and serve as the framework of your first-year experience.

Sample HGSE Courses

• Leading Change
• How People Learn
• Ed.L.D. Proseminar
• Leadership, Entrepreneurship, and Learning
• Race, Equity, and Leadership
• Practicing Leadership Inside and Out
• Sector Change
• The Workplace Lab for System-Level Leaders

View  all courses  in the Academic Catalog.

Each cohort member works with program advisers to choose an individualized sequence of electives from any of the Harvard graduate schools. You will work closely with the program faculty and staff during your second year to determine the best match with a partner organization for your third-year residency. Matches are driven by mutual interest between the resident and the partner organization, and each student's career and learning goals and geographic preferences.

• Second Year Practicing Leadership Inside and Out
• Driving Change 
• Education Sector Nonprofits
• Negotiation Workshop
• Coaching with Equity in Mind
• Ethnic Studies and Education
• Deeper Learning for All:  Designing a 21st Century School System
• Institutional Change in School Organizations, Systems, and Sectors

You will take part in a 10-month paid residency at one of our partner organizations. There, you will work on a strategic project which synthesizes your experience and learning into a written Capstone project. You will stay connected to your Ed.L.D. cohort and HGSE through technology and by returning to Harvard periodically for intensive workshops.

Paid Residency 

Our partner organizations include school systems and departments of education, as well as some of the nation's most influential and dynamic nonprofit, mission-based for-profit, and philanthropic organizations.

You will be intentionally pushed out of your comfort zones and asked to work systemically and make a significant contribution to the partner organization. In addition, the residency will provide you with the professional mentoring, practical experiences, and network of connections they need to position themselves as future leaders in the education sector. 

Strategic Project 

You will define (with supervisors from your partner organization) a strategic project on which to focus. You will have the opportunity to lead one or two major efforts on behalf of the organization, such as the creation or implementation of current initiatives. The project allows you to practice and improve leadership skills, add important value to the mission and strategy of the partner organization, work systemically, and hold high-level accountability.

During the residency period, you will produce a written Capstone. The Capstone is a descriptive, analytic, and reflective account of your third-year leadership contributions to a strategic project within an Ed.L.D. partner organization. It is a demonstration of your ability to engage others, develop strategy to successfully address and diagnose challenges, work toward a vision and goals, and learn from the results.

Sample Topics

• Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District
• Leadership Development for Entrepreneurial Education Leaders Working to Build Public & Private Sector Support
• Disrupting Teacher Preparation: Lessons in Collaboration and Innovation Across the Learning to Teach Community of Practice
• Pursuing Educational Equality for English Language Learners

Sample Summaries 

• Breaking Down Silos in a School District: Findings from an Ed.L.D. Project in Montgomery County
• Expanding Students' Access to Meaningful STEM Learning Opportunities Through Strategic Community Partnerships
• Developing a New Teacher Leadership and Compensation System in Iowa: A Consensus-Based Process
• Finding Great Teachers for Blended-Learning Schools

GSE Theses and Dissertations from Digital Access to Scholarship at Harvard (DASH)

Program Faculty

Ed.L.D. students learn with renowned faculty from the Harvard Graduate School of Education, Harvard Business School, and Harvard Kennedy School. Faculty from the three schools share their individual expertise in the Ed.L.D. Program and work collaboratively to provide a challenging and coherent experience for students. Faculty who teach in the Ed.L.D. core curriculum and advise Ed.L.D. students include:

Faculty Director

Frank D. Barnes

Frank Barnes is faculty director of the Doctor of Education Leadership Program. He has over 30 years experience as an educator, researcher, and organizer. As a chief accountability officer, he led turnaround efforts for large public school districts, including Boston Public Schools and Charlotte-Mecklenburg Schools.

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Education Leadership experience and the impact its community is making on the field:

Do We Need Happiness Teachers?

After a trip to meet with the Dalai Lama, an Ed.L.D. student says we do

Combatting Chronic Absenteeism with Family Engagement 

As post-COVID absenteeism rates continue unabated, a look at how strong family-school engagement can help

Free Application Code

A $25 Value

Ready to take the next step? Pick your path. We'll help you get there. Complete the form below and receive a code to waive the $25 application fee.

CSU Global websites use cookies to enhance user experience, analyze site usage, and assist with outreach and enrollment. By continuing to use this site, you are giving us your consent to do this. Learn more in our Privacy Statement .

Colorado State University Global

• Admission Overview
• Undergraduate Students
• Graduate Students
• Transfer Students
• International Students
• Military & Veteran Students
• Non-Degree Students
• Re-Entry Students
• Meet the Admissions Team
• Tuition & Aid Overview
• Financial Aid
• Tuition & Cost
• Scholarships
• Financial Resources
• Military Benefits
• Student Success Overview
• What to Expect
• Academic Support
• Career Development
• Offices & Services
• Course Catalog
• Academic Calendar
• Student Organizations
• Student Policies
• About CSU Global
• Mission & Vision
• Accreditation
• Why CSU Global
• Our Faculty
• Industry Certifications
• Partnerships
• School Store
• Commitment to Colorado
• Memberships & Organizations
• News Overview
• Student Stories
• Special Initiatives
• Community Involvement

Search CSU Global

Quick links.

• Undergraduate Degrees
• Undergraduate Certificates
• Undergraduate Certificate in Cybersecurity
• Undergraduate Certificate in Project Management

Online Master of Business Administration (MBA)

Program details, request information.

• Related Links

$675 per credit (30 credits)

Industry-aligned, 100% online.

Master Leadership and Strategy: CSU Global’s Accelerated Online MBA

CSU Global’s online MBA program is a dynamic, comprehensive course designed for professionals at any career stage. It uses problem-based learning, such as case studies and simulations, to emphasize key business areas, including leadership, strategy, innovation, globalization, and ethics. 

This flexible program can be completed in under two years, offering a tailored learning path with 19 focus areas such as finance, project management, and cybersecurity. Graduates are equipped with essential strategic planning and financial analysis skills, highly valued in today's diverse business landscape, preparing them for informed decision-making and success in various industries.

• Download the Program Sheet

CSU Global’s online Master of Business Administration (MBA) is a 30-credit-hour program combining accounting, finance, economics, management and marketing. Tailored for those aiming for upper-level management and executive roles, this program offers more flexibility than traditional classes. Through problem-based learning, students enhance their skills in leadership, strategic thinking, decision-making, and ethics, while gaining insights into globalization and business innovation. The curriculum also focuses on organizational management, financial literacy, conflict resolution, and business development, applicable across public, private, government, and nonprofit organizations.  

What skills will I gain with a master’s in business administration?

Our online MBA offers 19 focus areas, from project management to cybersecurity. Upon completion of the program, you'll be able to:

• Master resource management, leadership principles, and human capital development to align organizational goals
• Create strategies to boost operational efficiency, financial security, and overall performance
• Analyze company issues and propose actionable solutions
• Evaluate the financial performance of companies
• Assess business scenarios using numerical and qualitative measures
• Develop comprehensive business plans for project success
• Navigate the global landscape effectively  

What can you do with a business administration master's degree?

The CSU Global MBA program opens doors to diverse opportunities in the business world, ranging from roles as financial managers and compliance managers to senior analysts. 

• Management Analyst | 2022 Median Pay: $96.220
• Operations Manager | 2022 Median Pay: $98,100
• Financial Manager | 2022 Median Pay: $139,790
• Chief Executives | 2022 Median Pay: $189,520

Salary information is based on Lightcast data from O*NET Online by the U.S. Department of Labor, Employment and Training Administration. 12/2023

Courses in this program.

CSU Global’s online Master’s in Business Administration degree requires the completion of 30 core credits – six core MBA courses, and four specialization courses. 

View Course Catalog

Specific Admission Requirements

Bachelor’s degree from a regionally accredited institution with a cumulative undergraduate GPA of 3.00 or higher. A student without a bachelor’s or graduate degree from a business-accredited (ACBSP, AACSB, or IACBE) program must demonstrate knowledge in accounting, finance, economics, and marketing. This can be achieved by:

• Completion of individual courses in each of these areas
• Completion of CSU Global’s 3-credit BUS500 (Foundations of Business) course: This course reviews the underlying principles of business topics including marketing, finance, accounting, management, law, economics, ethics, information systems, quantitative methods, and policy within domestic and global perspectives. The broad focus of the course provides students without an undergraduate degree in business a foundation of business terminology and concepts that support entry-level knowledge for graduate-level study.
• Completion a similar prerequisite course or program at another institution

Note: Some Master of Business Administration students may also be required to take RES501 as part of their program if they have an undergraduate GPA below 3.00. In this case, the degree is 33 credit hours.

MBA510 - Creating and Implementing Marketing Strategies

MBA520 - Financial Accounting and Reporting

MBA530 - Financial Decision Making

MBA540 - Managing Operations and Supply Chains

MBA550 - Data-Driven Decision Making

MBA560 - Developing and Leading Strategy

When you earn your master's degree through CSU Global, you will customize it with a graduate specialization in a subject that matches your professional goals or personal interests. 

Most Popular Specializations:

• Organizational Leadership and Change Management
• Project Management
• Healthcare Administration
• Human Resource Management
• Organizational Learning and Performance

Additional Available Specializations for this Program:

• Applied Business Management
• Artificial Intelligence and Machine Learning
• Fraud Management
• Global Management
• Human Resource Performance
• Information Technology
• International Management
• Strategic Innovation and Change Management

Affordable Tuition

As a not-for-profit public university, our goal at CSU Global is to make your online tuition cost as affordable as possible. We offer low-cost online degree tuition rates without taking anything away from the quality of the education you receive. We also lock in that low tuition rate with our tuition guarantee , and we provide additional discounted tuition rates for members of the armed forces and employees of our corporate affiliate partners.

Learn more about CSU Global tuition rates and explore financial aid options available that can help cover the cost of your education.

Frequently Asked Questions

An MBA sets students up for middle to upper management roles, as well as financial managers, accounting managers, and analysts, or starting your own business. The MBA is the next step for students serious about a business career with advanced earning potential.

The MBA at CSU Global is an applied degree designed to provide professionals at all stages of their careers with the business principles and skills necessary to make informed decisions. To support successful navigation of dynamic business environments, the curriculum develops abilities in the areas of leadership, strategy, innovation, globalization, systems thinking, decision making, and ethics. Students will learn by doing through the application of core business principles via problem-based learning (case studies, applied simulations) integrated into the curriculum. Students can also customize their learning path by choosing from one of our graduate specializations, including finance, project management, and cybersecurity.

The MBA degree is well known for preparing students for business success. Individuals with a solid business education have the knowledge, technical abilities, and workplace skills needed to excel in a variety of industries. Demand for graduates with a business-related degree is strong and should remain so in the future. The Bureau of Labor Statistics estimates that business and financial occupations will grow by 8% from 2020 to 2030, faster than the average for many occupations, and will result in about 750,800 new jobs. Employment growth is expected to be driven by the formation of new organizations and the expansion of existing ones, which should require more workers to manage these operations. 

Job titles for MBA students include senior analysts (business, financial, and data), financial managers, supply chain and operations managers, area directors, and senior healthcare leadership.

CSU Global is proud to be regionally accredited by the Higher Learning Commission. Regarding industry-related or degree-specific accreditation, CSU Global's new MBA program will be eligible for Accreditation Council for Business Schools and Programs (ACBSP) accreditation in 2024, and we plan to apply as soon as the program is eligible. Please note: All other existing business-related programs at CSU Global are ACBSP accredited.

Yes, the three universities of the Colorado State University System are CSU Global, Colorado State University (Fort Collins), and Colorado State University Pueblo. See below for a comparison of MBA options.

Salary and compensation will depend upon many factors – industry, type and size of the organization, and position responsibilities. The US Bureau of Labor Statistics provides data for typical salaries by areas and specialties.

CSU Global allows a student to customize their learning path by choosing from one of several focus areas, including finance, project management, and cybersecurity.

CSU Global's MBA can be completed in as little as one year with continuous enrollment. However, the program can be completed in a longer timeframe if more flexibility is needed. For most, 1.5-2 years is a typical completion timeframe. 

There are many factors to consider when addressing the difficulty in obtaining an online higher-level degree. The time you invest and the level of dedication you give to your studies will equate to a better learning experience and educational outcomes. CSU Global's online MBA is rigorous and demanding enough to thoroughly prepare you for a successful career in business administration, but being 100% online, it offers the ability to establish your own pace and flexibility. Our faculty are here to support you along the way.

Earning your MBA online has many advantages. The online format allows learners to complete coursework that can be scheduled around work and personal responsibilities. Courses are designed and taught by professionals working in the field, providing both appropriate rigor balanced with current and trending practices. Our learning management system is easy to use and designed to help you collaborate easily with fellow classmates. 

Demand for graduates with a business-related degree is strong and should remain so in the future. Employment growth is expected to be driven by the formation of new organizations and expansion of existing ones, which should require more workers to manage these operations. Additionally, salary and compensation for those holding an MBA degree is often on the higher end of a salary range, including senior and executive-level business positions.  

The MBA at CSU Global is designed to provide professionals at all stages of their careers with the business principles and skills necessary to make informed decisions, as well as developing abilities in the areas of leadership, strategy, innovation, globalization, systems thinking, decision making, and ethics. Students learn by doing through the application of core business principles via problem-based learning (case studies, applied simulations) integrated into the curriculum thus preparing graduates to begin applying what was learned immediately in a new or existing position.

Career Outlook

247,100 jobs.

More than a quarter-million job openings for Top Executives are projected each year, on average, from 2020-2030.

Common Job Titles with MBA Degree

Some job titles commonly held by those who have earned an MBA include: Senior Analyst, Financial Managers, Operations Managers and Senior Leadership

$98k+ Median Salary

According to the BLS, the average annual salary for Top Executives in 2021 was over $98k.

Want To Know More?

Ready to learn more about how to move forward with CSU Global? Complete the form below and we’ll be in touch to answer any questions and help you get started.

Institutional Accreditation

Institutional accreditation by the Higher Learning Commission (HLC) means your degree comes from a top-quality, trusted university.

Pursuing my graduate degree with CSU Global has had a tremendous impact on my life and career. Achieving my education goals has given me the confidence to realize my life ambitions. Brett Shoulders M.S., Management

Hear It From the Students

Faces of global | alumna makayla machacek, faces of global | mba student robert van natta, faces of global | caitlin groeger.

• Student Success
• Contact Enrollment