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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.

• Over 3,868 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 .

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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 Curriculum

The Ph.D. in Global Leadership with a Concentration in Organizational Behavior and Change or the Business Administration Concentration at Saint Mary-of-the-Woods College is a 60-credit-hour program. You will enroll in one course at a time over 8 weeks, completing the coursework in three years in addition to successfully completing the dissertation process. Participating in cultural immersions will increase your global mindset. Publications with the guidance of your individual mentor will better prepare you for the doctoral dissertation process. Students who have their MBA will receive 18 credit hours for the Business Administration concentration, leaving 42 hours needed that can be completed in two years.

This doctoral program will build your knowledge about global leadership. Learn to strategically lead a team of diverse people, and collaboratively analyze and address complex problems that transcend borders. Both scholarly and practical perspectives are threaded throughout the curriculum, ensuring that you will be poised to apply your knowledge directly to your career.

Course Catalog

Ph.d. in global leadership student handbook.

This handbook will guide you through the process from start to finish.

Immersive Virtual Format

New cohorts of students begin their Ph.D. in Global Leadership pursuit each August. The courses are delivered in an 8-week online format, including face-to-face virtual webinars, online discussions, immersive video materials and group projects. All students in the program will have access to an online database of current faculty and students that will help you network and get to know others in the program better.

SMWC has 40+ years of experience supporting online learners and provides direct access to professors and library staff who can help you succeed. You will also receive academic and personal support from your faculty mentor who is dedicated to helping you through each stage of this doctoral program.

Cultural Immersions and Publications

Students will have the option to attend doctoral program engagement experiences on-campus, including an annual spring event that coordinates with the Global Leadership Institute of SMWC’s conference.

Each student will complete three cultural immersions prior to graduation, such as a faculty-led study abroad, virtual study abroad, training program, etc. Students in recent years have immersed in Ecuador, Greece, Ireland, and more locations throughout the world!

Each student will complete two publications in the form of presentations, virtual posters, journal articles (or another peer-reviewed option of your choice) with the help of your coursework and individual mentor.

Learning Outcomes

The program is divided into three, 6-course components. Students who complete with core Global Leadership and Research components will be able to:

• Differentiate between leadership and management of a diverse group of stakeholders and colleagues in global organizations.
• Design and conduct original ethical research creating new theories and knowledge in global leadership and disseminate their work visually to a global community of colleagues. 
• Demonstrate a holistic understanding of global leadership and culture by ensuring that the core value of “virtue” and “knowledge united” includes developing an ethical unbiased consciousness and the awareness of equality, diversity, inclusion and social justice within international organizational structures.
• Discover and use their personal strengths and global leadership competencies.

Upon completing the Organizational Behavior & Change concentration, students will be able to:

• Analyze and integrate the knowledge of organizational behavior in the context of social and political contexts to make decisions that enhance an organization’s performance.
• Develop and lead an innovative learning organizational environment to ensure adaptability in dynamic global settings. 
• Apply multidisciplinary theories across sectors to address global challenges to organizational success.
• Analyze and synthesize the influence of the three determinants (individuals, groups and structures) on global organizational effectiveness.

Upon completing the Business Administration concentrations, students will be able to:

• Exhibit a deep level of understanding about management knowledge and skills through interdisciplinary business competencies.
• Demonstrate an awareness of the global business community and a willingness to grow in an understanding and appreciation for world cultures.
• Participate, lead and manage a team of diverse members in a simulated and/or experiential learning role to implement personal strengths.
• Apply leadership and management theories using critical thinking and communication skills for career preparation.
• Identify, collect, analyze and translate empirical results through storytelling to make data-driven business decisions.

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Learn More and Apply Global Educational Leadership Online (PhD)

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 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)

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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

Discovering Missional Paradigms for the Next Generation (Spring 2025) Spring Qtr Application Deadline: January 24, 2025 Class Starts: March 2025

Developing Flourishing Communities Cohort: Gender, Power, & Organizational Dynamics (Fall 2025) Fall Qtr Application Deadline: July 25, 2025 Class Starts: September 2025

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

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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!

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Doctor of Professional Practice in Global Leadership and Management

The world needs a new brand of leaders and managers who can navigate the complex systemic and cross-sectoral dynamics of the Fourth Industrial Revolution to develop new strategies, structures, relationships and solutions to address these increasingly pressing challenges.  Thunderbird School of Global Management has developed a unique and first of its kind program, the  Doctor of Professional Practice (DPP)  in Global Leadership and Management. Designed to prepare practitioners who are responsive to the opportunities and challenges presented by this unprecedented time of rapid disruption, this program prepares leaders from across industries and sectors and is available online from anywhere in the world. ASU Sync provides students with technology-enhanced, fully interactive remote learning with classes delivered online. This format provides working professionals the greatest convenience and flexibility while still benefiting from the live delivery of courses provided by Thunderbird’s world-class faculty.

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Minimum years of experience

Doctor of professional practice (dpp), who should attend.

• Organization and industry practitioners seeking to develop their leadership and management capabilities for the Fourth Industrial Revolution and Anthropocene Epoch to help organizations transform.
• Individuals serving as faculty or trainers in organizations and institutions seeking to advance the development of their leadership and management knowledge application and expertise.

Core curriculum

This program will offer opportunities for integrating and customizing the course of study depending on student objectives. The 60-credit program includes 45 credits from DPP courses and 15 transfer credits obtained through a Masters' degree. Of these 45 DPP course credits, 18 come from required Thunderbird core courses, 6 hours from graduate-level electives with DPP Faculty and other ASU unit approval, 18 credit hours of required research courses, as well as 3 credit hours of a required culminating experience. The program will use synchronous approaches, including pro-seminars, colloquia, and flipped classroom delivery, with asynchronous content discussion and application. 

2024-25 Program calendar

Class schedule.

Financial aid and costs

There are many different options available to help you finance your education at Thunderbird. More than 96% of Thunderbird students receive financial assistance through loans, scholarships, or other awards. Arizona State University's Financial Aid team works with you hand-in-hand to find the financing solutions for your unique situation. 

Scholarships are available for this program. 

Program costs

Over 96% of Thunderbird students receive financial assistance.

Program FAQ

This program is not eligible for F1 visa issuance. 

The DPP’s ASU Sync is delivered fully online with synchronous classes held every other Friday, Saturday and Sundays. Classes are not held in person.

Graduates of Thunderbird’s Doctorate of Professional Practice will not receive a Ph.D. 

No, ASU sync does not provide grant for F1 visa.

ASU Sync provides students with technology-enhanced, fully interactive remote learning with classes delivered live online. This format provides working professionals the greatest convenience and flexibility while still benefiting from the live delivery of courses by Thunderbird's world-class faculty. 

Application requirements

• Graduate admissions application and application fee
• Personal statement
• Official transcripts
• Professional resume
• Two letters of recommendation 
• Select interview(s) with Thunderbird faculty and staff
• Proof of English proficiency
• Applicants to the DPP program are expected to have earned an accredited master’s degree. Exceptional individuals with a bachelor’s degree may also be considered.
• Applicants should possess a global perspective and a desire for an applied focus in their program. This information should be reflected in their application personal statement.
• Eight years of senior-level work experience is preferred for admission to the program. This information should be reflected in the applicant's professional resume.
• Although students holding degrees in any field may be accepted, all applications are reviewed to ensure that students have the optimal academic background required to be productive in the program. Deficiency courses may be added if the committee deems this necessary for student success.

* 15 credit hours from an accredited masters program, graduate certificate, or graduate level course work are required and must be approved as part of acceptance into the program.

Applicants are required to meet certain English proficiency standards for acceptance. If your English proficiency scores are below acceptance standards, you may be required to take pre-degree English instruction to ensure you meet the level of English proficiency needed to succeed in your graduate studies.  Learn more.  View the minimum and direct entry scores  here.

Application deadlines

The DPP offers three application deadlines. Applicants are encouraged to apply by the priority decision deadline of January 30 in order to receive priority admission and scholarship consideration. Two additional deadlines are offered as well.

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2024 Best Online PhD in Global Leadership [Doctorate Guide]

If your goal is to become a visionary leader who can direct and implement effective change in policies and systems, then you might consider pursuing a PhD in Global Leadership.

Whether your passion lies in the nonprofit, for-profit, government, or academic sector, this degree path can help prepare you for leadership in today’s cross-cultural environment.

You can discover how to thrive as a leader in a global or local environment while promoting innovation, growth, and positive change. With a heavy focus on research, a global leadership PhD may also lead to a career in research and academia.

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Universities Offering Online Doctorate in Global Leadership Degree Program

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

Colorado Technical University

Colorado Technical University offers a Doctor of Management in Executive Leadership. The program is mostly online, but students do need to come to campus for a symposium. The courses are designed to be flexible, and there are multiple start dates every year. Students can potentially graduate in 3 years.

Colorado Technical University is accredited by the Higher Learning Commission.

DePaul University

At DePaul University, students can earn a PhD in Global Education Leadership completely online. The program is flexible and allows students to enroll part-time or full-time. There are three concentrations to choose from: General, Global Catholic, and International Baccalaureate. The last of these gives students the chance to earn an International Baccalaureate Educator Certificate in Leadership Practices.

DePaul University is accredited by the Higher Learning Commission.

East Tennessee State University

East Tennessee State University offers a Doctor of Education in Global Sport Leadership that can be earned 100% online. The program requires the completion of a doctoral capstone project rather than a traditional dissertation. Potential courses include Strategic Planning and Thinking for Global Sport Leaders, Interpreting and Applying Analytics in Sport, and Effect of Governing Bodies on Sport Leaders.

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

Fuller Theological Seminary

Fuller Theological Seminary’s Doctor of Global Leadership program is designed for students who feel called to missionary work. The degree can be earned primarily online, and students progress through the program with a cohort of just 10 to 15 students. It requires the completion of 54 units of coursework and can typically be completed in 4 years.

Fuller Theological Seminary is accredited by the Western Association of Schools and Colleges Senior College and University Commission.

George Fox University

George Fox University offers a Doctor of Leadership in Global Perspectives. The program is mostly online but does require three on-campus intensives. To graduate, students must complete 38 semester credit hours, which can typically be done in 3 years. Classes include weekly Zoom meetings with a cohort of 12 to 18 students.

George Fox University is accredited by the Northwest Commission on Colleges and Universities.

Pepperdine University

Pepperdine University offers a PhD in Global Leadership and Change. Students in the program typically complete 3 years of coursework with a small cohort, and then spend 1 to 2 years working on a dissertation. The program uses a hybrid of face-to-face and online instruction. It also includes international trips to help students develop a global perspective.

Pepperdine is accredited by the Western Association of Schools and Colleges – Senior College and University Commission.

Saint-Mary-of-the-Woods College

At Saint Mary-of-the-Woods College, students can earn a PhD in Global Leadership. The program requires the completion of 60 credit hours. Each course is 8 weeks long and completed in an immersive virtual format. Students are also required to come to campus for a brief residency. The program offers a variety of study abroad opportunities as well.

Saint Mary-of-the-Woods College is accredited by the Higher Learning Commission.

Tiffin University

Tiffin University offers an online program for a PhD in Global Leadership and Change. The program takes on average 4 years to complete and was designed with working professionals in mind. To graduate, students must complete 60 credit hours of coursework, attend three on-campus residency events, and successfully defend a dissertation.

Tiffin University is accredited by the Higher Learning Commission.

Troy University

Troy University offers a Doctor of Philosophy in Global Leadership. This unique online program is designed to help students develop a global perspective and learn to work in a variety of cultural contexts. Students can choose a track in either Higher Education or Organizational Leadership.

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

Walden University

Walden University offers an online program for a PhD in Criminal Justice with a specialization in Global Leadership. The curriculum consists of courses such as History and Contemporary Issues in Criminal Justice and Policy and Analysis in Criminal Justice Systems. Students must also participate in four residencies.

Walden University is accredited by the Higher Learning Commission.

Online PhD in Global Leadership Programs

Global leadership PhD programs are designed to prepare professionals to lead in today’s global and multifaceted environment.

A key focus of this type of program is to help you develop strong leadership and innovative-thinking skills in order to meet the demands of fast-changing environments. These acquired skills are intended to meet the pressing challenges of institutions, and even the world, depending upon which sector you choose to enter into.

Graduates may choose to enter into the higher education, business, healthcare, nonprofit, or even government sector, depending on their goals.A global leadership program will also focus heavily on cultural awareness, analytics, communication, and research.

Graduates who successfully complete a Ph.D. in Global Leadership program may be able to:

• Address global leadership challenges by applying multidisciplinary theories
• Advance the success of organizations through designing action plans
• Apply an international perspective to various sectors, such as military, education, and business
• Develop and analyze global and national leadership policies to generate social change
• Make strategic decisions that impact growth in high-level organizations
• Advance research on effective policy development, social advocacy, and leadership
• Manage complex cross-cultural relationships within organizations

During the course of your program, you may also gain international perspectives on policy development, entrepreneurship, funding, economics, healthcare, and more.

In your program, you may also have the chance to choose a leadership concentration, such as:

• Organizational leadership
• Higher education administration
• Business administration
• Global health leadership

Depending on your school, opportunities for international travel during your studies may also be available. While usually not required, studying overseas can provide students with unique, real-world global experience and perspectives.

Global Leadership Careers & Salaries

Doctoral programs in leadership can prepare graduates to enter into a variety of sectors, depending on their concentration.

Career roles can range from leadership positions in non-profit and for-profit organizations to leadership roles in government and higher education. According to the Bureau of Labor Statistics , here are the median salaries for some of the positions related to advanced studies in global leadership.

There are many career paths in various sectors that fall under the umbrella of top executive and management positions.

Since global leadership PhD programs also involve heavy analytics and research, research positions in higher education and operations analytics may also be available to qualified graduates. Experience in policy direction may also provide opportunities in local, regional, or federal government or even in military leadership.

In general, many of these opportunities revolve around management, key decision making, analysis, policy design, and working closely with key stakeholders and community officials.

Doctor of Global Leadership Curriculum & Courses

Much like in an online masters in global management program, the core curriculum of a global leadership online PhD focuses on advanced leadership theory, policy development research, strategy, psychology, social learning, analysis, and more.

Below is a glimpse of what courses in your program may look like:

• Advanced Leadership Theory and Research : In this course, you’ll learn how to effectively use research tools and perform analysis in leadership research.
• Advanced Policy Development and Research : This course will focus on the core concepts and philosophies behind effective policy research and development.
• Intercultural Competency : This course will focus on helping you develop specific skills, behaviors, and attitudes that allow you to communicate appropriately and effectively in cross-cultural interactions.
• Strategic Leadership and Management of Global Change : This course will focus on major world trends, collaboration, innovation, and current change theory.
• Advanced Multivariate Analysis : This course emphasizes the application of statistics throughout the research process.
• Psychology of Leadership : This course will examine psychological principles as related to leadership practice and theory.
• Social Learning Theory and New Media : This course will allow you to dive deep into learning and leadership theories as well as future disruptive technologies, such as artificial intelligence.
• Law and Dispute Resolution : This course will help you develop an understanding of legal, political, and regulatory processes and how they impact organizations.
• Research Design and Analysis : In this course, you’ll learn how to conduct, design, analyze, and interpret research as well as how to determine research credibility.
• Leadership, Advocacy, and Policy Development : This course focuses on the major theories on policy development in local, national, and global sectors.

Most PhD programs also require students to complete a formal dissertation in order to complete the program. This could include one or several courses of dissertation research, along with a dissertation paper and oral defense.

Global Leadership PhD Admissions Requirements

Admissions requirements for a PhD in Global Leadership, much like a PhD in  International Business , can vary depending on your school, but several common requirements may include:

• Official transcripts of baccalaureate and master degrees
• Professional recommendations
• Statement of purpose
• Resume or CV
• Minimum GPA requirement, often of 3.0 or higher

A growing number of schools no longer require applicants to submit GRE scores. You can check with the admissions department of your university to determine exactly what your program requires.

Global Leadership Doctoral Programs Accreditation

Before pursuing a global leadership PhD, it’s beneficial to make sure your institution is accredited. Accreditation is quality assurance that your chosen college or university meets pre-defined standards of quality.

Whether a school is accredited can determine your future employment opportunities, as some employers only accept degrees from accredited universities. In addition, accreditation can also affect your ability to receive financial aid. Regional accreditation is most highly valued by degree holders and institutions.

There are only seven regional accrediting organizations, and you can verify that your university has been recognized by one of them by visiting the Council for Higher Education Accreditation ’s website.

Financial Aid and Scholarships

Many students pursuing a global leadership online PhD require financial assistance to complete their program. There are many financial aid opportunities at both the federal and state level that are available to online degree in business students who qualify.

Federal aid commonly exists in the form of student loans. Loans and grants can also apply at your state level, depending on where you live or where your school is located. You can fill out the Free Application for Federal Student Aid (FAFSA) to see if you qualify for need-based aid.

You may also be eligible for private grants and scholarships from various institutions. Some schools even offer assistantships for doctoral students. If you’re currently employed, your employer may also offer tuition assistance. Many companies offer employer programs that are designed to allocate a portion of funds to employee education.

What Is a PhD in Global Leadership and Change?

A PhD in Global Leadership and Change is designed to prepare professionals for the challenges and opportunities found in leadership environments. This preparation can set the foundation for graduates to become effective agents of change and visionary leaders in various sectors, including government, non-profit, for-profit, and academic institutions.

The skills acquired in this PhD program can also prepare students to conduct cross-cultural, organizational, and policy development research in a global context. Global leadership students can also expect to learn how to design action plans and policies that help advance the success of various organizations.

What Can You Do with a PhD in Global Leadership?

Depending on their chosen sector, professionals with a PhD in Global Leadership may pursue careers in executive or administrative positions in business, government, nonprofits, or higher education.

Those in executive positions in organizations have the opportunity to make key decisions that impact growth and globalization. Graduates may also pursue policy development or leadership roles in the local or federal government. The heavy research requirements of this degree path can also prepare students for research careers in the field.

According to the Bureau of Labor Statistics, overall employment of management occupations is projected to grow 8% over the next ten years.

How Long Does It Take to Get a Global Leadership Doctorate Online?

How long doctoral programs in leadership take to complete can depend on a few factors. In general, a PhD takes around 3 to 5 years of full-time study to complete, depending on the number of credit hours your online business school requires.

The amount of credit hours can vary from program to program, so it’s helpful to look at your specific curriculum for an accurate timeline. A PhD in Global Leadership usually involves completing a dissertation as well, which can add to your time to completion.

Without a dissertation, a doctoral program can generally be completed in 3 years with full-time study. Some schools also offer various tracks, depending on your specific goals.

Is a PhD in Global Leadership Program Worth It?

Yes, a PhD in Global Leadership program is worth it for many students. According to the Bureau of Labor Statistics, employment of top executives is projected to grow 6% over the next ten years. Management occupations overall are expected to see 8% job growth.

Due to the varied experience professionals can acquire from a PhD in Global Leadership, they can find opportunities in many sectors, from business management opportunities to government-level positions. Plus, graduates in an on-campus or an online international business degree may also pursue research, administration, or teaching positions in institutions of higher education.

Getting Your PhD in Global Leadership Online

Getting your PhD in Global Leadership online can be a convenient and flexible way to advance your professional qualifications.

Those with a PhD in this field tend to pursue visionary leadership opportunities. This degree path can offer challenging coursework that sets the foundation for graduates to advocate for and implement change on a global or local level. This PhD can also prepare graduates for high-level research and analytics in regards to global leadership theory and social change, much like an on-campus or online masters in international relations can.

Some professionals are interested in leading organizations with a global perspective, while others want to design and implement policy decisions at the local and national level. You can research PhD programs from accredited schools to find the one that best fits your goals.

Discover the online degree that fits your needs—click “Find My Program” to begin.

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Courses Leadership

• PhD in Business Management

PhD in Business Management, Leadership

School of business, technology, and health care administration.

The PhD Leadership specialization emphasizes multi-disciplinary scholarly literature and emerging trends in the leadership field, advancing the theory or practice of leadership to meet the challenges of leading in a dynamic global business environment. The specialization helps learners develop leadership qualities that support integrating multiple perspectives by building the skills in systems thinking, critical thinking, creative thinking, reflective thinking, and statistical thinking that enable leaders to build productive relationships and strengthen an organization’s viability. The specialization focuses on helping leaders become aware of and shift their beliefs and behaviors as leaders enabling them to more effectively influence and impact the organization and its external environment.

Core courses:

In addition, choose one of the following two categories:

For quantitative research:

For qualitative research:

Specialization courses:

Upon completion of all required coursework:

Learners must register for GBUS9960 a minimum of four times to fulfill their specialization requirements.

One Elective Course

At least 4 quarter credits

Choose any business management (BMGT) course(s).

At least 90 quarter credits

* Denotes courses that have prerequisite(s). Refer to the descriptions for further details.

Learners who do not complete all program requirements within quarter credit/program point minimums will be required to accrue such additional quarter credits/program points as are associated with any additional or repeat coursework necessary for successful completion of program requirements.

What Can I Expect?

Each unit consists of readings, discussions, and other activities you will be expected to complete throughout the week. Assignments are due on Sundays, though not every course requires an assignment each week.

In each course, you will receive a detailed scoring guide that describes expectations for every graded assignment.

Grades are based on your participation in weekly reading discussions and completion of assignments. You will also be assessed on your ability to demonstrate an understanding of expected outcomes for your program or specialization. These outcomes are based on the needs and performance standards of your field or discipline.

Learn more about  online learning  at Capella.

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Whether you're completing additional credits for your own education, want to see if online learning is right for you, or are simply interested in a specific topic, you can enroll in many of Capella's online courses without committing to a degree program. We recommend speaking with an enrollment counselor to discuss your goals and ensure that the credits you earn now may be applicable to a Capella degree program.

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Doctorate Program: Frequently Asked Questions

Let us help you get started..

There are many things to consider when deciding where to get a degree. Here are the questions we hear most often, and the answers to help you decide if Tiffin University is right for you. You can also contact us with questions at any time: 

Dr. Kenneth Rauch Director – Ph.D. Global Leadership and Change [email protected] 

Interest in the process of obtaining a PhD is something that is unique and generated within a potential student. Capacity is determined by the application process and after that, the student commitment and persistence is the final requirement to achieve the degree.

This program has been developed for the adult professional who requires flexibility and the non-traditional approach to curriculum delivery and completion. Faculty and staff are committed to the development and success of each student.

Each course is offered during an 7-week session and students need to budget 10-15 hours each week.  Some courses may exceed this estimate while others may require less weekly commitment of time.

Completion and final defense of a dissertation determines the final timing for graduation.  A student should anticipate a 4-5-year commitment.

Potential students are asked to provide the following: completed application, official transcripts, three letters of recommendation, completed 2-3-page essay on your expectations of a PhD program, professional goals, and how you propose to manage the commitment, and complete a personal interview. Results are then reviewed by a committee for admission recommendation. Students can apply for admission during any of the five terms each year.

While a GRE/MAT or GMAT test is not required, the program reserved the right to request this as part of the application process as needed.

Courses are offered within the online format (Moodle platform). Professors are available for synchronous meetings and students are allowed the flexibility to complete course requirements within their schedule.

Students are required to attend annual two-day residencies on the Tiffin University campus as a degree requirement. Residencies feature keynote speakers, faculty networking, strategies for PhD level coursework, research skills, and program completion elements.

Tuition is $800.00 per credit hour and students are responsible for travel and related costs for residency attendance.

The current discount groups that have been approved for the Ph.D. program include the following:

• Tiffin University Graduates
• Members of the Association of Independent Colleges and Universities of Ohio (AICUO)
• Members of the Ohio Foundation of Independent Colleges (OFIC)
• Member of the Ohio Association of Community Colleges (OACC)

Members of these groups will be awarded a discount of $150.00 for each credit hour in the Tiffin University Ph.D. Global Leadership and Change program.

Ph.D. Program Requirements

Doctorate programs.

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• Download Doctorate Degree Requirements
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• Residency & Dissertation FAQ

At a Glance

• Advance your career as a visionary leader
• Faculty are accomplished practitioners and researchers
• Develop your research and dissertation skills
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‘I Actually Cried’: The Scholarship Call That Brought This Argentinian to Darden

By David Buie-Moltz

Imagine receiving a phone call that changes the course of your life. For Ines de Estrada (MBA ’24), that call came with the news of scholarships to the University of Virginia Darden School of Business. Ines, originally from Buenos Aires, Argentina, had always dreamed of advancing her career on a global stage, but the economic challenges in her home country made that dream seem distant. Today, as a recent graduate of Darden and a member of Amazon Web Services’ HR Leadership Development Program, Ines reflects on her journey, the impact of that life-changing scholarship and why she’s committed to giving back.  

What brought you from Argentina to Darden?

I was working at AB InBev in Buenos Aires, supporting the New York headquarters from an HR perspective. Two women I worked with, both MBAs, were making a huge impact, and I saw how their degrees gave them a deeper understanding of the business. That really inspired me. The tough economic situation in Argentina also pushed me to look for opportunities abroad, and Darden, with its strong leadership focus and community feel, was the perfect fit.  

How did scholarships affect your Darden experience?

The Forte Fellow and Impact Fellow scholarships were life-changing for me. When I got the call, I actually cried. Coming from Argentina, where the economy is challenging, the scholarship made attending Darden possible. It wasn’t just financial relief; it made me feel truly supported by the School. Knowing Darden believed in me enough to invest in my education pushed me to give my all, both in academics and leadership roles.  

Why did you give to the class giving campaign?

I want to make sure other students, especially those from underrepresented backgrounds, have the same opportunities I had. My message to my peers is simple: if Darden has impacted your life, even in the smallest way, give back. Every contribution helps bring diverse voices to Darden, enriching the experience for everyone.  

What were you passionate about as a Darden Student Association leader?

As vice president of international student affairs, I was passionate about advocating for the international student community, particularly around career services and financial aid. The job market was tough, and visa uncertainties made it even harder for international students. I worked closely with the administration to create more opportunities and address concerns about loans when Discover pulled back its international loan program. I also felt a strong responsibility to help future international students navigate the same journey I had just gone through. Leaving home and starting over in a new country is tough, and I wanted to make that transition easier for others. It was important to me that international voices were heard and valued in every aspect of the Darden experience.  

Who was your favorite professor?

Mark Lipson was a huge influence on me. I met him during the Darden Before Darden program, and he encouraged me to run for a leadership role before I even started classes. His belief in me was a turning point. He saw something in me that I didn’t fully see in myself. His mentorship pushed me out of my comfort zone and shaped my entire Darden experience. It was about more than academics — it was about building confidence and seeing myself as a leader.

How are you using your MBA skills at Amazon?

I’m in the HR Leadership Development Program at AWS, and it’s been incredible. Darden’s case method taught me to think on my feet, which is crucial in my role. The leadership skills I developed at Darden have also been essential, especially in a fast-paced company like Amazon. Whether I’m leading a project or navigating difficult conversations, the training I received at Darden has been invaluable.

Why do you plan to stay involved with Darden?

I believe in the power of education to change lives, just like it changed mine. I want to help make Darden even more inclusive and accessible to students from all backgrounds. Whether through mentoring, fundraising or sharing my story, I hope to inspire future students and help Darden continue to grow as a global leader in business education.

Make a Global Impact

Suport scholarships for all.

Every gift to the Darden Annual Fund , no matter the size, directly supports scholarships that empower students from all walks of life, including international students. Your contribution helps fund opportunities for global talent to thrive at Darden. To make a difference today, make a gift .

Create a Lasting Legacy  Establishing an endowed scholarship ensures perpetual support for students. To learn more about how you can endow a scholarship, please contact Samantha Hartog, Senior Associate Vice President of Advancement, at +1-434-981-4025 or [email protected] .

The University of Virginia Darden School of Business prepares responsible global leaders through unparalleled transformational learning experiences. Darden’s graduate degree programs (MBA, MSBA and Ph.D.) and Executive Education & Lifelong Learning programs offered by the Darden School Foundation set the stage for a lifetime of career advancement and impact. Darden’s top-ranked faculty, renowned for teaching excellence, inspires and shapes modern business leadership worldwide through research, thought leadership and business publishing. Darden has Grounds in Charlottesville, Virginia, and the Washington, D.C., area and a global community that includes 18,000 alumni in 90 countries. Darden was established in 1955 at the University of Virginia, a top public university founded by Thomas Jefferson in 1819 in Charlottesville, Virginia.

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Ph.D. in Global Leadership

Sample Dissertations

Recent dissertations, dr. stephanie thum, 2024.

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

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

Dr. Christopher D. Logan, 2024

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

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

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

Dr. Stephen J. Shoda, 2024

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

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

Dr. Scott Schaller, 2024

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

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

Dr. Deirdre Hendersen, 2023

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

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

Dr. Jeffrey H. Witte, 2023

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

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

Dr. Nikki Pham, 2023

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

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

Dr. Melissa Roberts, 2023

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

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

Dr. Keith Wallace, 2023

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

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

Dr. Marcus McChristian, 2023

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

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

Dissertation Archive

Dr. philip smith, 2022.

Bahamian Police Leadership and Organizational Culture through a Transformational Leadership Lens

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

Dr. Katie Parrish, 2022

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

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

Dr. Priscilla Deleon, 2022

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

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

Dr. Saju Alex, 2022

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

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

Dr. Kimberly Lehman, 2022

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

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

Dr. Lizzie Bronte, 2022

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

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

Dr. Henry King, 2022

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

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

Dr. Dawn Moore, 2022

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

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

Dr. Mustapha Atar, 2021

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

Dr. Jennifer Wegleitner, 2021

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

Dr. Christopher Snyder, 2021

Exploring Philanthropic Perceptions of Millennial Global Leaders

Dr. Laura Lumbert, 2021

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

Dr. Mandy Wriston, 2021

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

Dr. Magnus Jansson, 2021

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

Dr. James Kisaale, 2021

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

Dr. Russ Timmons, 2021

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

Dr. Chad Copple, 2021

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

Dr. Vanetta Busch, 2021

Glocal Human Resources Leaders Roles, Role Conflict, and Competencies

Dr. Greg Madsen, 2021

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

Dr. Tariq Zaman, 2021

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

Dr. Dr. Martha Martin, 2021

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

Dr. Fidelis Agbor, 2021

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

Dr. Heather Finney, 2021

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

Dr. Eric Christensen, 2020

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

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

Dr. Anna Lilleboe, 2020

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

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

Dr. Collin Barry, 2020

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

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

Dr. Tobey Zimber, 2020

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

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

Dr. Nuchelle Chance, 2020

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

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

Dr. Mohamed Yahya Abdel Wedoud , 2020

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

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

Dr. Abdurrahim Hocagil , 2020

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

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

Dr. David Ransom , 2020

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

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

Dr. Eric Pilon-Bignell , 2020

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

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

Dr. Kevin Rooney , 2020

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

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

Dr. Michael Fields , 2020

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

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

Dr. Steven Stauffer , 2019

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

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

Dr. Wendy Kobler , 2019

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

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

Dr. Danielle Lombard-Sims, 2018

Exploring Antecedents of Organizational Success for Bicultural Global Female Leaders

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

Dr. James Campbell, Jr., 2018

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

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

Dr. Danielle Lombard-Sims , 2018

Exploring Antecedence of Organizational Success for Bicultural Female Leaders

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

Dr. Jehu Chong , 2018

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

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

Dr. Michael Call, 2017

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

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

Dr. Angel Baez Vega, 2017

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

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

Dr. Mia Johnson , 2017

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

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

Dr. Kristina Creager , 2017

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

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

Dr. Thomas Lawrence , 2017

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

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

Dr. Julia Porter , 2017

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

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

Dr. Alicia Wireman , 2017

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

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

Dr. Charles Dunn , 2016

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

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

Dr. Stephen Young , 2016

Follower Perceptions of Frequent Leadership Rotations: A Sequential Explanatory Study

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

Dr. Joyce Parks, 2015

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

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

Dr. Frank Banfill , 2015

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

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

Dr. Joseph Lestrange , 2015

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

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

Dr. Lisa Kindred , 2015

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

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

Dr. Brett Whitaker , 2015

An Analysis of the Academic Disciplinary Development of Global Leadership Education

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

Dr. Paul Hayes, 2014

Virtual Environmental Factors and Leading Global Virtual Teams

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

PhD in Global Leadership and Change FAQs

  do i need a master's degree to apply to the phd in leadership and change program.

Yes, all applicants must have a master's degree from a regionally accredited college or university. We do not require that applicants have a master's degree in a specific field; we take a holistic approach to application review. If you are currently pursuing your master's degree, you can still apply for the program as long as your degree is posted before the doctoral program begins.

  What is the required GPA?

We ask that candidates to our PhD in Leadership and Change program have a minimum 3.0 cumulative GPA from both their master's and baccalaureate programs; however, we review all applications holistically for individuals who show potential for success in our program. If you are concerned about your GPA, you are welcome to include a brief "GPA Statement of Explanation" with your application.

  Do I have to take the GRE?

No GRE or standardized tests are required.

  When does the program start?

The PhD in Global Leadership and Change program begins with a Community-Building Workshop and Orientation in August. Classes start mid-September, which will be face-to-face at our West Los Angeles Graduate Campus.

  What does rolling admission mean?

We begin reviewing applications once the full completed application is received. It typically takes 4-5 weeks to receive an admissions decision.

If an application is received after the deadline, it will be reviewed on a space-available basis. If the program is full, the applicant will be considered for the following year.

  Is there an interview process?

Please refer to our Admission Requirements webpage.

  How long does the PhD program take to complete?

The first three years of this doctoral program are dedicated to completing coursework. Following coursework, all students are required to complete their comprehensive exam and dissertation in order to graduate.

For our doctoral programs, students generally complete the programs in 3.5- 4 years, but students have up to 8 years to complete their entire program.

  I am an international applicant. What additional admission requirements do I need to submit?

Please visit our Admissions Requirements page for a full list.

  How much does the program cost?

Please visit our Financial Aid page for current information on program costs, financial aid, scholarships, and grants.

Our financial aid award packages can consist of Colleagues grants, federal direct loans, and departmental scholarship. To be eligible for the most amount of aid, we encourage all applicants to submit their FAFSA applications .

  When are the policy trips?

The international policy experience and national policy trips are course requirements. The international policy trip takes place during the first summer of the program. Students will have the opportunity to explore an international location.

The national policy trip takes place in the second summer of the program in Washington D.C. Actual dates vary by year.

  Where is the program offered?

The PhD in Leadership and Change program is primarily online with required meetings at the West Los Angeles Graduate Campus.

  When are classes held?

This program is online with face-to-face meetings two weekends per term at the West Los Angeles Graduate Campus.

  What is the difference between a PhD and EdD?

The PhD is research-focused while the EdD is oriented toward educational practice and the application of theory and research. Both degrees require dissertations.

  What kind of job opportunities will be available to me once I graduate from this program?

Graduates of the program are likely to hold senior-level positions in NGOs, think tanks, higher education, health care, military leadership, federal and state government, and other organizations.

  How can I learn more about this doctoral program?

You are welcome to attend one of our formal in-person or online information sessions. To see the upcoming schedule and to RSVP for a meeting, please visit our page on information sessions .

If you are unable to attend an information session, you are welcome to connect with the Admissions and Recruitment Team at [email protected] to schedule a personal consultation.

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