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Leadership Dissertation Topics

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

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

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

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

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

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

List Of Top New Dissertation Topics On Leadership

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

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Trending Leadership Dissertation Topics

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

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

Objectives:

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

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

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

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

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

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

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

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

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

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

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

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

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

Topic no.1: Significance of leadership in business

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

Topic no.2: Leadership and management

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

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

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

Topic no.4: Role of women in educational leadership

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

Topic no.5: Climate leadership

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

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

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

Topic no.7: Traits of Good Corporate Leadership

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

Also Read : How to Write Dissertation Aims and Objectives?

Topic no.8: Leadership responses during the pandemic

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

Topic no.9: Leadership and economy

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

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

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

How Can ResearchProspect Help?

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

Topic no.11: Digital leaders of the future

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

Topic no.12: Leadership culture

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

Topic no.13: Leadership and Managing Adversity

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

Topic no.14: Leadership and emotional intelligence:

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

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

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

Topic no.16: Leadership and ethical paradigms

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

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

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

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

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

Topic no.19: Leadership and Education

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

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

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

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

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Frequently Asked Questions

How to find leadership dissertation topics.

For leadership dissertation topics:

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

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In the field of organizational behavior we research fundamental questions about the behavior of individuals, groups and organizations, from both psychological and sociological perspectives.

A distinguishing feature of Stanford’s PhD Program in organizational behavior is the broad interdisciplinary training it provides. Our students benefit from their interactions with scholars from many disciplines within the Graduate School of Business, as well as from Stanford University’s long-standing strength in the study of psychology, organizations, and economic sociology.  The program is broken down into two broad subareas: Macro Organizational Behavior and Micro Organizational Behavior .

Cross-registration in courses, access to faculty, and participation in colloquia are available in other Stanford departments, such as sociology and psychology . Strong relations with these departments mean that students can build their careers on the foundation of strong disciplinary training in psychology and sociology, respectively.

A small number of students are accepted into the program each year, with a total of about 20 organizational behavior students in residence.

The doctoral program places a heavy emphasis on training students through active engagement in the process of doing research. In addition to formal seminars with invited presenters, our faculty and students exchange research ideas and advice at informal weekly lunches and lab meetings. Students work as research assistants and are expected to conduct independent research early in the program. 

Macro Organizational Behavior: Organizational Theory and Economic Sociology

The Macro OB track is dedicated to training students who will be leading researchers in the fields of organizational theory and economic sociology. Our faculty members are among the foremost scholars who bring a sociological approach to the study of organizations and markets.

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The study of how individuals and groups affect and are affected by organizational context. Drawing primarily on psychological approaches to social science questions, this area includes such topics as:

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There is also a formal institutional link between the behavioral side of marketing and the micro side of organizational behavior, which is called the Behavioral Interest Group. The Stanford GSB Behavioral Lab links members of this group. This lab supports work across field boundaries among those with behavioral interests.

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All students are required to have, or to obtain during their first year, mathematical skills at the level of one course each of calculus and linear algebra, probability, and mathematical statistics.

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William p. barnett, robert a. burgelman, glenn r. carroll, julien clement, amir goldberg, helena miton, hayagreeva rao, sarah a. soule, jesper b. sørensen, micro organizational behavior faculty, justin m. berg, jennifer eberhardt, francis j. flynn, michele j. gelfand, deborah h. gruenfeld, michal kosinski, brian s. lowery, ashley martin, david melnikoff, dale t. miller, benoît monin, charles a. o’reilly, jeffrey pfeffer, emeriti faculty, michael t. hannan, roderick m. kramer, joanne martin, margaret ann neale, jerry i. porras, recent publications in organizational behavior, social norm change: drivers and consequences, bayesianism and wishful thinking are compatible, changes in social norms during the early stages of the covid-19 pandemic across 43 countries, recent insights by stanford business, why investors throw money at eccentric ceos, psst — wanna know why gossip has evolved in every human society, unlocking the “iron cage” of corporate conformity.

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

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

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

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

What is a PhD in Global Leadership and Change?

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

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

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

Who Should Pursue a PhD in Global Leadership and Change?

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

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

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

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

1. Enhance Decision-Making and Strategic Thinking Skills

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

2. Gain a Deep Understanding of Leadership Theory

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

• faith and purpose
• diversity and inclusiveness

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

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

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

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

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

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

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

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

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

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

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

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

Career Outcomes With a PhD in Global Leadership and Change

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

C-Level Executive

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

University Faculty or Administrators

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

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

Nonprofit Director/Founder

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

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

Leadership/Executive Coach

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

Learning & Development Leader

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

Organizational Consultant

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

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

Research Manager

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

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

Human Resources Director

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

Military Leadership

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

Policy Director

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

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

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

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

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

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• MA in Teaching
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• Harvard Business School →
• Doctoral Programs →
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• Program Requirements

Current HBS Faculty

• Julie Battilana
• Ethan S. Bernstein
• Alison Wood Brooks
• Edward H. Chang
• Gerald C. Chertavian
• Amy C. Edmondson
• Amit Goldenberg
• Ranjay Gulati
• Jonas Heese
• Linda A. Hill
• Jillian J. Jordan
• Christian Kaps
• Nancy F. Koehn
• Karim R. Lakhani
• Jacqueline Ng Lane
• Dutch Leonard
• Joshua D. Margolis
• Kathleen L. McGinn
• Nitin Nohria
• Joseph Pacelli
• Leslie A. Perlow
• Jeffrey T. Polzer
• Ryan L. Raffaelli
• Lakshmi Ramarajan
• Raffaella Sadun
• George Serafeim
• Sara M. Torti
• Emily Truelove
• Michael L. Tushman
• Eric J. Van den Steen
• Ashley V. Whillans
• Julian J. Zlatev

Current Management Students

• Jonathan Palmer

Current HBS Faculty & Students by Interest

Recent placement, laura weimer, 2023, michael y. lee, 2019, yusaku takeda, 2022, michael christensen, 2021.

Doctor of Philosophy

The PhD in Leadership has been recognized as one of the top online doctorate programs in organizational leadership degree programs in 2024 by Intelligent.com . The program is designed to provide advanced capabilities for scholars and practitioners alike in an area of immense interest in contemporary society. It is well recognized that organizational success or failure is closely connected to leadership. However, there is debate about what constitutes good leadership and how much it may vary depending upon the context or domain within which it is practiced. Similarly, there are a variety of mechanisms currently being employed to identify good leaders and to assist those in leadership roles to become better leaders with varying degrees of success.

Students in the program will be exposed to advanced bodies of knowledge in the attributes essential to good leadership and in the processes likely to identify and develop it. They will also gain a mastery of leadership theories and practices applicable to an array of professional contexts. In addition, students will learn advanced research methods both qualitative and quantitative, and progress to completing a dissertation that produces original scholarship.

The program can be completed with a concentration (area of focus) or otherwise. Students can choose to specialize in an area by completing 9 credits of coursework in that area. Concentrations are available in the following areas: Ministry ; Justice ; Technology ; Politics ; Healthcare Administration ; International Relations ; Sociology ; Communications ; Business ; Public Administration . Those who are not interested in a concentration can complete the program by choosing courses from diverse areas without being limited to any one area. Students who opt for a concentration must complete their dissertation in a topic that fits within the concentration after approval by their chair. Students who choose not to do a concentration can write their dissertation in any aspect of leadership after appropriate consultation and approval by their dissertation chair.

• Synthesize, evaluate, and contextualize leadership approaches and theories
• Choose and create an original, scholarly research project culminating in a written, presented, and orally defended dissertation that advances leadership theories and contributes substantively to the body of knowledge in the student's chosen concentration
• Demonstrate a high level of comprehension of leadership theory through practical individual and organizational application
• Analyze social, political, economic, religious, and organizational events relative to the influence of leaders and leadership approaches
• Integrate scholarly research and leadership skills by putting theory into practice

Admissions Requirements

• Completed application
• Master's degree or equivalent from an accredited institution with a minimum 3.00 cumulative GPA
• Official transcripts from previously attended institutions
• No GMAT or GRE required

*For questions regarding the program or transfer credits, please contact Trudy Owens at [email protected]

© 2019-2024 Carolina University

Doctor of Education Leadership

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

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

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

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

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

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

Curriculum Information

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

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

Sample HGSE Courses

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

View  all courses  in the Academic Catalog.

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

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

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

Paid Residency 

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

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

Strategic Project 

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

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

Sample Topics

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

Sample Summaries 

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

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

Program Faculty

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

Faculty Director

Frank D. Barnes

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

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

Introduce Yourself

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

Program Highlights

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

Do We Need Happiness Teachers?

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

Combatting Chronic Absenteeism with Family Engagement 

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

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Online Ph.D. in Leadership Studies

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

Programs & Requirements

Mission & goals.

• Career Outcomes
• Request Info

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

With a Ph.D. in Leadership Studies, you could prepare to guide and lead educational organizations, solve the challenges facing today’s schools and learners, and make a lasting impact in your community. With the flexible option to study online, you can pursue your online doctorate in leadership studies on your schedule — even while working full time.

A doctorate in leadership is a research doctorate that focuses on the theory and practice of organizational leadership. Explore how strategic leadership can help you effectively guide, manage, and improve educational organizations, from companies to colleges to nonprofits.

By the Numbers

Doctor of philosophy (phd) in leadership studies.

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

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

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

Course Requirements

LEAS 730 The Politics of Organizational Decision-Making

LEAC 731 Learning in Adulthood

LEAS 732 Program Planning and Assessment

LEAS 830 Leadership in Theory and Practice

LEAS 833 Higher Education in America

LEAS 835 The Change Process

LEAC 834 Leadership in Historical Context

LEAS 836 Current Trends and Issues in Leadership 

DSRT 734 Inferential Statistics in Decision-making

DSRT 736 Dissertation Seminar

DSRT 834 Advanced Statistical Applications

DSRT 837 Professional Writing and Proposal Development 

DSRT 839 Advanced Research Methods

DSRT 850 Qualitative Research 

DSRT 930 Dissertation

DSRT 931 Dissertation

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

Criminal Justice

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

Education courses EdD and PhD students may enroll in.

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

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

Health Professions  

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

Elective (Select one course):  

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

Health Science

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

Mathematics

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

Missions and Ministry

Required courses (6 credits):

• MMOL 537 Christian Education
• MMOL 634 Christian Leadership Development

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

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

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

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

Student Personnel Services

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

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

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

Information Systems

Instructional Technology

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

Elective (Select one):

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

Public Administration

Required Core: 

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

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

Learning Outcomes: 

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

Course Requirements (12 hours)

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

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

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

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

Leadership Careers & Outcomes

All stats from U.S. Bureau of Labor Statistics

Top Executive: $100,090

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

Chief Executive: $189,520

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

University Administrator: $99,940

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

Administrative Services Manager: $101,870

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

Marketing Manager: $138,730

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

Management Analyst: $95,290

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

Common Questions

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

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

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

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

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

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

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

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

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

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

Faculty Experts

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

Dr. Robert Meade

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Dr. Jacob (Jake) Bryant

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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 Management Program

A phd in management: where business research and education intersect.

Become an industry thought leader while preparing tomorrow’s business leaders.

Our fully funded PhD in Management is designed for ambitious students and professionals interested in a career in university teaching and research.

This residential program, based at the Samuel Curtis Johnson Graduate School of Management in Ithaca, NY, combines Ivy League rigor and real-world relevance to prepare you for successful careers in academia.

Why Get a PhD in Management?

With a strong focus on management science and applied research, this doctoral degree is ideal for someone looking to teach at the university level and contribute to the greater body of industry knowledge. Pursuing a PhD in Management is also an ideal next step for executives and senior managers who want to make a transition to academia or enhance their research skills for a successful consulting career.

Fully Funded, Highly Flexible: What Makes Cornell’s Management PhD Different?

As you explore PhD programs’ degree requirements, faculty engagement, and campus experience, Cornell stands alone.

In Cornell’s highly flexible program, you’ll choose a specific area of study and build your own dissertation committee. Our program faculty are genuinely interested and invested in your intellectual development. In this small and highly selective program, you will get to know the faculty and your peers well. 

The SC Johnson Graduate School of Management is home to leading research centers and a high-impact academic journal; these open you up to unique learning and mentorship opportunities.

Business Simulation Lab

The Debra Paget and Jeffrey Berg Business Simulation Lab facilitates in-person and online behavioral research related to decision-making and problem-solving.

Discover More About BSL

Our Three-Pronged Approach to a PhD in Management

The Johnson School’s doctoral degree in management combines the best of theory and practice, building on a three-pronged foundation:

Hands-on Experience

Develop your research and analytical skills. You’ll work with classmates to examine existing literature and theories for class deliverables, which will often include your own original research.

Customizable Curriculum

Design your own academic pathway. You’ll choose one of six primary areas of study and create your own dissertation committee.

University-Wide Coursework

Draw on the expertise from across Cornell. You’ll get to select graduate-level courses from schools and colleges devoted to law , hospitality , engineering , labor relations , and other fields.

At a Glance: Cornell’s Fully Funded PhD in Management

The fully residential, fully funded PhD in Management program includes a tuition waiver and a stipend for living expenses. Here’s a quick overview of what to expect:

Degree Awarded

PhD in Management

Program Location

Ithaca, NY, with options in New York City

Program Format

Foundational coursework, original research, and six potential areas of study

Hear from Our Community

“PhD is a marathon, not a sprint, and collaborating with great people is paramount. At Cornell, I’ve found a place where amazing people come together, supporting my research and personal growth. Choosing Cornell means joining a community that knows how important it is to work with exceptional people to excel in the program.” – Elina Hur PhD ’23

Customize Your Path: Our Areas of Study

When you apply to the Johnson School’s PhD in Management, you will select a primary area of study. Choosing a concentration allows you to gain specialized skills and knowledge while growing a portfolio of original research.

Examine the role of accounting information in firms and financial markets. PhD-level research at Cornell explores topics such as how firms report information to investors, how accounting information is used to manage firms, and the nature of auditing.

Strategy & Business Economics

Use modern tools and methodologies to gain a better understanding of the world. PhD students in this area explore many aspects of economics including industrial, behavioral, labor, and organizational.

Dive deep into the financial structure and issues of organizations. Your research might look at how conflicts of interest affect corporate policy, how investor psychology affects asset pricing, or how to detect price bubbles.

Learn how theories from operations research, economics, psychology, and sociology intersect to inform corporate and consumer decisions. Your PhD studies will explore both quantitative and behavioral perspectives of marketing.

Management & Organizations

Prepare for a research-focused career in academia or industry. This versatile concentration develops skilled, innovative, analytical researchers through a broad curriculum and close faculty collaboration.

Operations, Technology, & Information Management

Develop the technical skills and behavioral analysis knowledge you need to address high-impact managerial decisions. This focus area also offers an option to complete coursework at Cornell Tech in New York City.

Idea Generation to Publication: A Career in Teaching and Research

The majority of our PhD in Management students pursue careers in academia. After graduation, many land tenure-track teaching positions at top-tier business schools and continue to advance knowledge through original research. Johnson School PhD students often field multiple offers and see starting salaries range from $150,000 to $250,000.

Finding Your Place at Cornell: Meet Our Current PhDs

Students from around the United States and across the globe arrive at the Johnson School to earn their PhD in Management —and their diverse research interests, educational backgrounds, and professional experiences make for a vibrant, enriching learning environment. MEET CURRENT PHD STUDENTS

Research and Placements: Making an Impact in the Management Field

After earning the PhD in Management, our alumni go on to teach and inspire future leaders at top-tier institutions. Not only do they teach and conduct research alongside some of the most brilliant minds in business, but they also advance the field through publishing in leading journals and presenting their work at industry conferences.

Recent PhD in Management Placements

• Piyush Anand, PhD ’21, assistant professor of marketing, Jones Graduate School of Business, Rice University
• Guarav Kankanhalli, PhD ’20, assistant professor, Joseph M. Katz Graduate School of Business, University of Pittsburgh
• Eunjee Kim, PhD ’21, assistant professor, Mays Business School, Texas A&M University
• Sarah Lim, PhD ’21, assistant professor, Gies College of Business, University of Illinois Urbana-Champaign
• Xuege Lu, PhD ’22, assistant professor, Carlson School of Management, University of Minnesota
• Subrina Shen, PhD ’21, assistant professor, McCombs School of Business, University of Texas at Austin

Recent Research Publications

• “ Do Real Estate Values Boost Corporate Borrowing? Evidence from Contract-Level Data ” in the Journal of Financial Economics (2022) — Gaurav Kankanhalli, PhD ’20, with Murillo Campello, Robert A. Connolly, and Eva Steiner
• “ Converging Tides Lift All Boats: Consensus in Evaluation Criteria Boosts Investments in Firms in Nascent Technology Sectors ” in Organization Science (2021) — Xirong (Subrina) Shen, PhD ’21, with Huisi (Jessica) Li, PhD ’20, and Pamela S. Tolbert 
• “ Initial and Longer-Term Change in Unit-Level Turnover Following Leader Succession: Contingent Effects of Outgoing and Incoming Leader Characteristics ” in Organization Science (2020)— Huisi (Jessica) Li, PhD ’20, with John Hausknecht and Lisa Dragoni

“ Does Regulatory Jurisdiction Affect the Quality of Investment-Adviser Regulation? ” in American Economic Review (2019) — Alan Kwan, PhD ’17, with Ben Charoenwong and Tarik Umar

Our Faculty: Accomplished Researchers, Dedicated Teachers

When you join the PhD in Management program at the Johnson School, you’ll be part of a learning community comprising more than 100 accomplished academics and thought leaders. 

Not only will you take courses with renowned professors from across the Cornell SC Johnson College of Business, but you also will have the opportunity to build your own faculty committee—a group that will become instrumental as you select your dissertation topic and embark on your original research.

Faculty Spotlight: Learn from Leading Thought Leaders

Throughout the PhD program—from foundational coursework to your dissertation—you’ll work closely with dedicated teacher-scholars like these:

Kristina Rennekamp

Dr. Rennekamp’s research focuses on financial accounting from a behavioral perspective. She’s widely published, with work appearing in leading academic journals such as The Accounting Review , Contemporary Accounting Research , and The Journal of Financial Reporting .

Karan Girotra

Dr. Girotra studies the digital transformation of companies, whether it’s looking at emerging tools and practices or exploring new business models. He’s frequently interviewed in an array of mainstream business media outlets, including Bloomberg BusinessWeek , Fortune , and Forbes .

Kaitlin Woolley

Dr. Woolley studies the psychological processes behind consumer motivation. She’s an award-winning educator and researcher with work published in academic journals and national media outlets including the Journal of Consumer Research , Journal of Marketing Research , and The Wall Street Journal .

EXPLORE JOHNSON SCHOOL FACULTY

What You’ll Learn: Curriculum Overview

As you pursue your PhD in business management , you’ll begin with a set of foundation courses and progress into advanced coursework in your area of interest. Through it all, your faculty committee will help make sure you’re on the right track.

Foundational Management Coursework

Early in your doctoral program, you will complete foundational coursework in management and other fields. Many of these will focus on the research process and prepare you for your dissertation.

Advanced Coursework in Your Concentration Area

As you progress in the PhD in Management program, you’ll take electives and advanced courses that align with your research area of interest; these classes can be in the Johnson School and across Cornell.

Your Dissertation: Creating Original Research

During the final part of the program, you begin work on your dissertation—the culmination of your original research. You choose the topic of research in conjunction with your committee.

VIEW PROGRAM SPECIFICS

Beyond Business: Cross-Disciplinary Collaboration and Dialogue

Tap into the experience and expertise of faculty members from across Cornell University.  

Management is a broad science. Business leaders serve in a variety of roles in industries of all kinds: healthcare, consumer goods, agriculture, biotechnology, media, and consulting to name just a few. At Cornell, you can enrich your education and expand your research opportunities by taking courses and finding mentors beyond the college of business.

Explore fields like computer science, psychology, sociology, communication, engineering, and data science—and then connect the dots back to your management research.

Interact with peers and professors from other disciplines by participating in student organizations and special interest groups or by attending public lectures, workshops, and networking events.

Admissions Overview: How to Apply to the Management PhD Program

The ideal candidate for the Johnson School’s doctorate degree in management will have a strong record of academic excellence, a solid understanding of the research process, and an entrepreneurial approach to problem-solving. An MBA or master’s degree is not a requirement for admission. 

Our admissions page offers more details about program prerequisites, selection criteria, requirements, deadline information, and a checklist of materials you need to submit with your application.

Connect With Cornell Admissions

The Johnson School admissions team is available to answer your questions about the program and the application process. Stop in or reach out by phone or email today.

253-D Sage Hall Johnson Graduate School of Management Cornell University Ithaca, NY 14853-6201

Phone: 607-255-5340 Email: Graduate Research Programs Office

The Cornell Campus: Where You Will Learn, Grow, and Thrive

Learn, grow, and thrive on one of the most beautiful college campuses in the United States. As a PhD student, you’ll spend a lot of time in Sage Hall, a Gothic-style building dating back to 1875. You’ll find more high-tech learning spaces just off campus at the Breazzano Family Center for Business Education. You’ll also have access to the innovative campus of Cornell Tech in New York City—particularly relevant to students focused on technology and information management. 

Attending Cornell also means you’ll call Ithaca, NY, home for about five years. Our eclectic downtown is full of eateries, shops, activities, and all of the amenities you’d need for everyday life. When you’re not in class or studying, you can explore all that the Finger Lakes region has to offer.

PhD in Management FAQ: What You Need to Know

Before you apply to a research-focused graduate program, you’re likely to want to do some deep research of your own. For instance, how does a fully funded PhD in Management work? What’s the typical completion time?

We have a robust Frequently Asked Questions section to help you learn more about our program, the admissions process, and dissertation requirements. For our international applicants, you’ll also find specific details about earning your PhD in Management.

May I speak to someone about my interest in the program and visit?

You are welcome to reach out to any professor with whom you see a good research fit. Our website also has a wealth of information about the program.

Is an interview part of the process?

We offer interviews only to a few applicants after their first screening.

May I talk to a professor or advisor?

You are welcome to contact any professor with whom you see a research match. Faculty are more likely to respond to specific research queries.

I have questions; may I write to this program email address?

Yes. Our response time will vary. We are not able to answer detailed questions that are better assessed by faculty during the application process.

May I schedule a campus tour?

Admissions does not offer campus tours for PhD program applicants. However, you may arrange an appointment with a faculty member.

Fraud alert – beware of third-party post-doc scams.

Cornell University recently has been made aware of fraudulent activity targeting overseas students and researchers, including at least one third party website falsely stating that it is offering a postdoctoral or visiting scholar program in association with Cornell. These scams, which may seek to obtain money and/or personal details from interested applicants, are fraudulent. 

Cornell wishes to warn the public about these fraudulent activities being perpetrated purportedly in the name of Cornell, and/or its officials. Please be advised that: 

• Cornell does not, nor has it, worked in collaboration with third-party companies or organizations to offer postdoctoral or research certificate programs.
• Third parties do not collect tuition or fees on behalf of Cornell.
• Cornell does not work with or endorse such organizations including, but not limited to, Shanghai Lufei Education Technology Co., Ltd. (Chinese name: 上海璐斐教育科技有限公司) and Shenzhen Guoyan Era Education Technology Co., Ltd. (Chinese name: 深圳市国研时代教育科技有限公司).

Cornell’s postdoctoral positions are listed on the Academic Career Opportunities website and postdoctoral fellowship programs are available for viewing. If you suspect a third party of falsely advertising a Cornell program, please notify [email protected]. Victims of such scams may also report them to their local law enforcement authorities for appropriate action.

Start the Application Process Today

Ready to apply to our highly selective, fully funded PhD in Management? We look forward to learning more about you and your research goals. Start the application process today at the Cornell Graduate Admissions website. [You’ll first need to register for an account or log in to an existing one.]

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Leadership Dissertation Topics

• Updated on  
• Jan 10, 2023

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

This Blog Includes:

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

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

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

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

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

To check how negative leadership can affect the organization.

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

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

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

Check out the additional leadership dissertation topics mentioned below:

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

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

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

Effective Dissertation Writing Tips

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

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

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

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

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

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

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

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

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

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

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

Heena Pahuja

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

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Steps to creating top notch dissertation.

• Higher mathematics PhD dissertation
• Sociology thesis proposal
• Doctoral thesis about innovation

List Of Impressive PhD Thesis Topics About Leadership

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

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

Impressive thesis topics for PhD

• Development and balancing of leadership: the fundamentals and beyond
• Professional growth and self-insight: development of leadership
• What would be the future of leadership without motivation?
• Executive and inclusive practices that help in building all-round leadership around us
• Managing human resources and a few evolving practices that are doing the rounds
• Leadership issues: the contemporary mess created all around
• Is self-discipline a viable alternative to leadership? State a few tenets that can be followed
• A short handbook on leadership: what needs to be corrected now?
• The role of ethnicity and discourse in leadership
• Full articles and text books in leadership development: what matters and what does not?
• The persisting economic management styles in economy of the world
• The definition of a leader: what qualities make a leader in any field?
• The role of tradition and culture in determination of business culture
• Leadership in multi-leadership business organizations: where are we faltering?
• CEO: the term that defines leadership in the corporates
• The underlying controversies about some of the most charismatic leaders of our times
• Some attributes that all charismatic leaders share in common

Differences in gender and development of charismatic leadership

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

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How to Make Your Leadership Potential More Visible

If you’re an aspiring leader trying to get to the next level, this episode is for you.

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Do people see your leadership potential?

Suzanne Peterson says many talented professionals miss out on leadership roles for relatively intangible reasons. But she argues that aspiring leaders can learn to alter their everyday interactions in small ways to have a big influence on their professional reputation.

Peterson is an associate professor of leadership at Thunderbird School of Global Management at Arizona State University, and the coauthor of the HBR article “ How to Develop Your Leadership Style: Concrete Advice for a Squishy Challenge .”

In this episode, she explains how to adopt markers of different leadership styles, so that you can be seen as both influential and likable. She also discusses why it’s important to focus on relationship building as you progress in your career. As she says, “Mid-career and rising senior level, now it’s all about the relationships. It’s all about how you’re perceived.”

Key episode topics include: leadership, leadership development, managing yourself, power and influence, leadership style, reputation management, aspiring leaders, careers.

HBR On Leadership curates the best case studies and conversations with the world’s top business and management experts, to help you unlock the best in those around you. New episodes every week.

• Listen to the original HBR IdeaCast episode: Defining and Adapting Your Leadership Style (2020)
• Find more episodes of HBR IdeaCast .
• Discover 100 years of Harvard Business Review articles, case studies, podcasts, and more at HBR.org .

HANNAH BATES: Welcome to HBR on Leadership , case studies and conversations with the world’s top business and management experts, hand-selected to help you unlock the best in those around you.

What’s your leadership vibe? Is it confident or compassionate? Aggressive or collaborative? Or maybe none of the above.

Suzanne Peterson says many talented professionals get held back from leadership roles for relatively intangible reasons – like their vibe. But she argues that aspiring leaders can learn to alter their everyday interactions in small ways that can have a big influence on their professional reputation.

Peterson is an associate professor of leadership at Thunderbird School of Global Management at Arizona State University.

In this episode, you’ll learn how to adopt markers of different leadership styles to be seen as influential or likable or both. You’ll also learn how to shift your thinking from a focus on competence alone, to building relationships that will help you move forward.

If you’re an aspiring leader trying to get to the next level, this episode is for you. It originally aired on HBR IdeaCast in November 2020. Here it is.

CURT NICKISCH:  Welcome to the HBR IdeaCast from Harvard Business Review.  I’m Curt Nickisch.

There’s a roadblock many people run into at work.  They get the feedback that they’re not ready for a promotion or a new project and when they ask why, no one puts a finger on it.  They’re missing a certain something – something intangible.  Which, to be honest, is not very helpful.  But it’s common that when it comes to leadership to identify leaders that it’s a bit squishy.  For too many superiors, leadership is a vibe that someone gives off and some people give it off more evidently than others.  And some people show it much better than others.  Our guest today has some advice for this situation: how to know your own leadership styles, how to understand how others see it, or don’t, and then how to change your behavior so that you can break through to the next level.

Suzanne Peterson is an associate professor of leadership at the Thunderbird School of Management at Arizona State University.  She’s also a partner at the consultancy CRA and she’s the coauthor with Robin Abramson and R.K. Stutman of the HBR article, “How to Develop Your Leadership Style: Concrete Advice for a Squishy Challenge.”  Suzanne, thanks for coming on the show.

SUZANNE PETERSON:  Thanks so much for having me, Curt.  Happy to be here.

CURT NICKISCH:  Does that situation I just described sound familiar?

SUZANNE PETERSON:  It absolutely does.  And it’s, it truly is a squishy challenge and I have to tell you as much as this applies to people at work, what we find is this is relevant to anybody.  I mean whether you are trying to be more collaborative with a team, whether you want to impress that new father-in-law, whether you’re trying to influence your spouse, be more authoritative with your kids, be a trusted friend, hoping to impress team, you team at the University that you’re going to work with at a group, at an MBA class.  Style matters and it tends to be something that we find people are constantly trying to navigate, but it isn’t always at the level of awareness of what am I doing, or not doing that really makes a difference in how I’m perceived?

CURT NICKISCH:  It sounds like it’s not only your own awareness, but also the awareness of managers above you.  I mean, hey, I was thinking about, well let me just end it there.  It’s not only your own awareness, but also the awareness of managers above you as part of the problem.

SUZANNE PETERSON:  It absolutely is and all too often when we’re talking to managers of people we coach and we simply say, what’s the biggest challenge here?  Usually we’ll hear something like, you know they’re just not really ready yet to sit at the table.  They just don’t quite have the gravitas.  They’re not engaging enough.  They’re not charismatic enough.  They’re not dynamic.  Or, it can be another version of you know, they’re a little off putting.  They haven’t really figured out how to manage the relationships.  They’re not politically savvy.  There’s something that comes up, but when it comes to actually delivering say a performance review, they’re not very good at actually saying, let me tell you what it would look like for you to be more influential.  Or, for you to disagree a little differently than you do.  They simply give these large, general buckets that leave people feeling a little bit confused in terms of I understand what you mean, but I don’t know what to do on Monday.  And that’s a frustrating place to be.

CURT NICKISCH:  It made me think of, and this is a digression we may take out of the interview, but thinking about this made me think about how the U.S. Army develops leaders for instance.  And they actually turn leaders into leaders before they’re ready, not when they show something that they’re ready.  They will make somebody a Second Lieutenant and put them in charge of a squad and a platoon, and their job actually is to learn how to be a leader in that time.  It’s recognized that they’re going to fail at it for some time, but they’re not, they are really to lead the squad there.  They’re to learn to lead it and then lead to make Captain and be a Captain.  So, so when I thought about that I just thought it was, it’s interesting that it seems like people have to show their leaders before they’re given leadership authority or recognize this leader, leader’s.  And that isn’t always the way to develop people the best.

SUZANNE PETERSON:  Boy, I think that’s right and it really hits on this idea that what happens to most, is early in our careers, and when everybody starts out, there’s a deep focus on competence.  You have to show you’re good at your job.  You’re a subject matter expertise.  You have the technical skill.  You have everything you need to really get to the next level to prove you, you can perform.  But then all of a sudden there’s a little bit of a plateau where just being good at your job doesn’t really get you into the ballpark anymore.  People say we expect you to be good at your job, but now we want these intangibles that we’re really never taught.  We were supposed to figure it out along the way.  So, it’s not surprising that early in our career we will focus more on am I really, do I have the merit to get to that next level?  But that mid-career and rising senior level, now it’s all about the relationships.  It’s all about how you’re perceived and really there was no real develop along those, the way for that like there is in the skill based areas.

CURT NICKISCH:  So, if your own manager can’t put a finger on it, and you can’t put a finger on it, and you’re in that place to be, how do you start working on it?  What can you do?

SUZANNE PETERSON:  Yeah, well this is really interesting.  And as we started this work, when my colleagues and I are not working on leadership style, we’re actually spending our time much more focused on leadership behavior.  This notion of —

CURT NICKISCH:  Sorry.  I’m going to stop.  I feel like I’m jumping to advice a little too quickly.

SUZANNE PETERSON:  OK.

CURT NICKISCH:  And maybe not.  Maybe we’ll get there, but, but so you’re in that position where your manager can’t put a finger on it and you don’t really have a lot of guidance and it’s not a fun place to be.  What’s happening there?  Like what, what is it that that manager can’t put a finger on, that you can’t figure out?  What’s going on there?

SUZANNE PETERSON:  Well time and time again, when we talk to managers, they can, they are able to tell us a feeling.  They’re able to say, this person just doesn’t really have what it takes.  They seem tentative.  They seem unconfident.  They throw out these attributions again, but they’re never able to say what exactly is that person doing?  And then the real problem is people when they’re given this feedback of you need to be more confident, or you need to be more assertive, they take that as being personality.  And so it’s very difficult to say, you know, maybe I can’t change that.  Maybe I’m not confident.  Maybe I’m not assertive.  Maybe I am a little too direct.  Whatever feedback I’m getting, we read it as quite attributional and really what we like to say is, style and personality are not the same.  Personality is much more who you are, largely unchangeable.  It can be changed a little bit over time, the research has shown, but by and large it’s considered immutable.  And style on the other hand is not personality.  It’s a set of behaviors.  It’s a set of habits.  It’s what you do.  So, the quickest thing we come to when we talk to a manager, or somebody that we’re coaching, and we say you know, people really find you arrogant.  Well, frankly, we don’t care so much whether the person is or isn’t arrogant by personality.  Instead what we’re looking at is well, what is the behaviors that equal arrogance?  Because the truth is when you’re arrogant, typically you might interrupt.  You might hold the floor too long.  You might have nonverbal’s that very quickly are dismissive to other people.  And you might even have a tone that sounds quite off putting to some.  That’s what arrogance looks like behaviorally.  And we can change those things if we can bring it to awareness.

CURT NICKISCH:  So, when the manager say, you’re putting off these attributions and they say not confident.  What are those, what are those behaviors that they’re.  What are the behaviors that are leading to the manager or supervisor having that opinion or giving that attribution?  Like, what are they seeing?

SUZANNE PETERSON:  Yeah, what we found very quickly is that when we’re working with leaders, and my colleagues and I spent most of our time really looking at leadership behavior.  And leadership behavior, we’re looking at the behaviors of the world’s most admired leaders regardless of what area that is.  And really over 30 years ago we just started studying behavior, to identify the secrets of these world class leaders.  And after exhausted interviews with leaders, colleagues, family, friends, we did realize that outstanding leadership really doesn’t depend on what the leader knows or thinks, or believes, it’s really rather what they do.  But so what would happen is we would go in and we’d say OK, we’re studying the leadership behavior.  We’re looking at the behaviors of these admired leaders, but pretty quickly we’d find that even if they had the behaviors, sometimes something went a little bit off in the delivery.  And I’ll give an example.  Maybe we coach leaders to say, there’s a certain way that the best leaders and the admired leaders really are going to deliver feedback.  They deliver it forward instead of backward.  So, go do that.  Now that’s very behavioral and they’ll go try that.  And they might say OK, I did that, but it didn’t work.  Well we know this works.  We know certain behaviors are going to work, but maybe there’s a style component and the style looks like this.  You deliver the feedback in the way we told you, but you delivered it with hesitation.  You didn’t look them in the eye when you delivered it.  You did it over a crowed lunch where you couldn’t really hear very well.  So, maybe this feedback isn’t heard with the same gravity it would be if you spent the time being deeply present with someone.  Really allowing for 30 minutes of uninterrupted time and engaging in a much more listening and their perspective, as much as you were talking and giving that feedback, you were asking them questions.  Now, notice that’s not so much about the content of the behavior.  It’s not about did you deliver feedback like A, or B?  It’s the style of which you delivered it didn’t make it as effective.  So, that’s how we knew that there was something else here.  That it wasn’t just about a toolkit of behaviors, but it was also about the delivery of that leader on those behaviors.  And that really opened this area for us.

CURT NICKISCH:  So, what are some common, I don’t want to call them, I don’t want to call them mistake signals, but what are some common signals that people send out that, that lead to conclusion that there, they’re not leaders, or don’t have leadership potential?

SUZANNE PETERSON:  Yeah, the biggest ones usually we will hear when we get indicators is that people will fall into one of two buckets.  And we, we’ve labeled these based on our research and research that came years ago from Howard Giles who is a Sociolinguistics, who identified these social markers.  And what we’ve identified is that very quickly people fall into really one of two buckets.  They either are giving off what we call the power behaviors or they’re giving off what we call the attractive behaviors.  Now, neither one is good or bad.  We, in fact, I think what most people are surprised to hear is how easy it is, how we have both of these and how easy it is to move those.  And we could talk about that, but the idea is the power behaviors in the positive, is when you get these attributions of dynamic, charismatic, confident, commanding, an expert, articulate, easy to listen to, influential.  But on the downside that power style sometimes is intimidating, aggressive, off putting, cold, not relational.  And so we started to see that that was, sometimes when someone’s in a meeting they say, wow that person’s very abrasive.  What we’ll find is they’ll say, well I’m just direct.  But actually it’s really that they, not that they were direct or had a comment that disagreed, but they disagreed in a very disagreeable way.  They interrupted the person.  Maybe not once, but two or three times.  Two, they pretty much said, you’re wrong and I’m right.  That’s what made them abrasive.  Not the fact that they disagreed.  But on this whole other side of the spectrum, is this, these attractive markers as well, which those attributions are passive, quiet, differential, nice, easy to talk to, great mentor, great teammate, collaborator, all good stuff.  But on the downside sometimes it was, it was all the things around weak, too passive, too differential.  Not really a leader.  Doesn’t have gravitas.  Doesn’t get listened to.  Too detailed oriented.  Didn’t, not articulate enough.  Too many qualifiers in their statements.  Too many ums and ah’s when they speak.  And this hurt them a little bit.  So, we all have the ability to go one side or the other.  Just depends on when they’re used.

CURT NICKISCH:  I feel like that attractive name could be, could be better.  You’re not talking about physical attraction or attractiveness and it’s not emotional necessarily either.  It’s just that these, this attractive style is essentially more diplomatic and more, yeah more, more likeable probably.

SUZANNE PETERSON:  Yeah, in many ways that is, it is a proxy for likeability in some ways, but you’re so right.  We get this a lot Curt.  This, the attractive name, people don’t love, i.e. it comes from the theories so we wanted to stick true the theory.  Another word for it might be approachable.  That person is very, leans very approachable.  I feel like I can go toward them, engage with them.  I’m comfortable with them.  But it also might mean, but I got to be honest.  I don’t listen to them that much when they talk.  Whereas, this power style, I might find them a little off putting, or even intimidating or that there’s some distance or formality there.  But, I also might say wow, when that person speaks, I certainly listen.  Whether it’s in the negative, I have to listen and it’s hard to, or whether I listen and it’s engaging and charismatic.

CURT NICKISCH:  Do you feel like this, these models cover all types of leadership?  I just think about level five leaders, being people who are very approachable and very attractive in their style and not necessarily, they do not come across as powerful, as a powerful style, I think.

SUZANNE PETERSON:  Yes, and —

CURT NICKISCH:  And so, I just, I’m just curious if the leadership, gold standard we’re looking at is that, is that a bit of an archetype that’s always kind of been the White male in organizations?  Or, what are you thinking of here?

SUZANNE PETERSON:  Well, I think certainly leadership is a normative construct and we very quickly, people still, when you ask about leadership they see a man.  And so, there is a level of something that’s expected that I think is still out there that people say, this is kind of what a leader looks like and how a leader behaves.  And yet, to your point, level five leaders, or all types of different leaders really don’t fit that profile.  And what we’re really looking for, we think the most effective leaders when it comes to style, and is really powerful once people really think about what this means for their own leadership, is we want them to be powerful enough to get listened to, but attractive enough to be followed.  Again, attractive meaning more approachable enough to be followed.  So, we all want to be powerful enough that we get respect and that people listen to us and our ideas have merit.  At the same time, we don’t want to go so far that people say, I hear you.  You’re really loud, but I don’t want to follow you.  So, we want to be warm enough that people say, you know what?  Not only do I listen to you, but I actually want to be around you.  I want to engage you.  I want to follow you.  If you’re a leader, I want to be loyal to you and committed to you.  And that is a difficult balance, but that’s why we think really, the best leaders seem to hit that just in the middle where you say, I really feel compelled to listen to this person, but I’m certainly, I’m rooting for them.  They’re not off putting at all.  I want to do things for them and with them.

CURT NICKISCH:  And where do people, most people who are at that juncture where they’re, where they become technically competent, or good at their jobs, and they are looking to advance and gain more leadership and influence in their organizations, where do their styles typically hold them back?  Is it when people tend to have a more attractive, approachable, likable style?  Or, is that just a nature of where they are in their careers and it’s difficult to get a more powerful style, or the other way around?  Like what’s the common pathway here?

SUZANNE PETERSON:  Yeah, I think it’s a great question and certainly context matters, culture matters, the industry matters in terms of what’s more perpetuated as a style that works.  What works in finance, the finance industry, might not work in the tech industry, or the fashion industry.  But to your point, what we find, if I can tell you which ones easier, we clearly find that it is a little bit easier to coach people to go from a powerful style to an attractive style.  So, easier to get somebody who might be a little too abrasive, too difficult to get along with, too dominate.  Whatever the attribution is.  Easier to give them tools to lean more attractive than it is to give people who naturally lean a little bit more attractive, to get them to move up to power.  Certainly not impossible.  We do it all the time with people.  But that’s a little harder.  But I think to answer your question more directly, probably when we see somebody get a little bit stuck in their career, it’s more often the lean attractive.  A little too attractive, I don’t feel like I get listened to, I don’t have the influence, I want to video call and I don’t feel like I can jump in.  I feel other people get listened to more than I do.  People don’t come to me.  They don’t include me.  I’m told to speak up.  I’m told to do more and I’m not sure how to do that.  And then they start to lose confidence which only puts them more in the attractive side and they don’t know how to use their strengths of being warm and engaging and relational without showing the other side of that coin, the downside of the attractive style, which is sometimes to be tuned out.  That’s probably more common.

CURT NICKISCH:  Yeah, and then the reaction for a lot of people was to try to take charge, or take ownership of a project and lead and they think that leadership is authority.  And they often, as they adopt kind of a more powerful stance, that often, they often get pushback for that.  That often does, you know, that often works against them.  Does that sound familiar to you?

SUZANNE PETERSON:  Yeah and it’s a classic over rotation style.  It’s very minor.  Tweaks can make big differences.  So, usually when we do, and we have so many clients that really want to listen and want to take the advice, and what they’ll do if we tell them, this is an example recently.  I’m working with someone who needs to lean a little bit more powerfully to get listened to.  So, and I go to him and I say here’s two or three things you can do.  Well, he instead of doing two or three things, does five or six of them.  So, now he’s starting the conversation.  He’s interrupting during the conversation.  He’s raising his hand on their video conference every five seconds.

CURT NICKISCH:  Sitting at the head of the table.  Yeah.

SUZANNE PETERSON:  Making intense eye contact.  He’s standing instead of sitting.  He understood the behaviors and said I get it.  I need to make a few tweaks and changes, but we’re always backing off saying, you know what?  Not that much.  Really one or two would have been fine.  It’s just a slight flex.  We want you to flex your style.  We’re not trying to change anybody.  We need people to all be very authentic to who they are, but we all have range.  And as soon as we find somebody’s range and say we think your range from going powerful to attractive is about here.  Stay within your range and it’s all very authentic.  Trying to push someone out of their range, I worked with a woman who, she was from China.  She came over to the United States for a Board meeting, a global company obviously.  She came over here and the room was largely a bunch of high power marker people.  The CEO very quickly told her, afterwards, I need a bulldog, not a diplomat.  So, now we’re talking not only about who someone is authentically as a person.  We could have cultural differences here.  So, what would be the chances that I’m going to go to this woman, it would be really poor coaching for me to say listen.  You need to go in there.  You need to stand.  You need to use really intense body language.  You’re going to have to interrupt.  You’re going to have to tell people they’re wrong.  It would be poor coaching and it would never feel authentic to her.  But she had no problem when we said, when you’re able to be in the situation, let’s have you give the legal perspective first.  Also, please try to weigh in at least once or twice on other business cases so that you have an opinion on other functions in the business.  And, when you need to disagree, disagree.  But let’s have you disagree a little bit differently.  Let’s have you disagree in a way that’s more comfortable for you, rather than just plain saying, that’s ridiculous.  Which is what some of those counterparts were doing.  Then she felt very authentic doing that.  But any more than that would have been an authenticity violation for her.

CURT NICKISCH:  Yeah, I was going to say, this feels like for a lot of people, it feels like they’ve already set a precedent at their job, and they’re known in a certain way and that to change, or to really change some of these behaviors and try to adopt a different style or position can feel, might feel foreign at some point, right?  Or, inauthentic.  Like you’re not really being yourself, or at least the work self that you’ve created in the culture of your organization, and in your experience there.

SUZANNE PETERSON:  Yes, I think one of the things we tell people all the time, to convince them that they won’t have to make sweeping changes and this is very much within their own wheelhouse.  An example I like to use is how we’re all changing our style, all the time.  I mean the truth is if we just brought it to awareness, every situation you go into, if you’re strategic at all, without just being somebody, there are some people that just say it doesn’t matter who’s with me, what audience, I never behave even slightly differently.  Most of us understand that how you behave at a happy hour is a little different than a Board meeting.  That there’s a natural flex without becoming a different person.  But the example I like to use is, imagine you’re on an airplane.  Remember when we all use to do that a little more?  When we were on, you’d go on an airplane and let’s say you were trying to put your bag in the overhead compartment and it’s all full.  It’s full.  You were too late on the plane.  You don’t know where you’re going to put your bag.  You don’t really want to check it.  And you notice that the person sitting in the rows with you, they just put some things up like a really small purse or bag.  There’s, their food up there, their hat.  I always ask people, what would you do naturally?  Are you the type that’s going to move people’s stuff around and put your bag up there?  Are you going to ask people, would you mind putting that under the seat so I can put my bag up there?  Or, are you a person naturally who’s going to say, I’m just, I wouldn’t interrupt people and tell them to move their things.  I would never touch other people’s things.  I’ll ask the flight attendant to help, or I’ll just check my bag and deal with it.  No right or wrong here.  We have kind of a natural place.  But then I give people a couple ideas.  I say, well let’s assume that that person who’s stuff was in the overhead that had the food and the bag and the small hat, or whatever, was a 17 year old with headphones sitting there.  Would you be more apt to go to that 17 year old and say hey, excuse me, not that you’d be rude, but would you mind putting these few things under your seat so I can get my bag up there?  And most people, even if they originally said without context that I wouldn’t move people’s things, say, well maybe if it was a 17 year old, I would.  And then I say OK.  Well, what if instead it happened to be your CEO?  Are you going to, the person that said I would definitely move peoples bags around.  I’m not checking my bag.  If your CEO were sitting right there, are you still going to go to the CEO and say, hey do you mind moving your hat?  Most people will go, probably not.  If I’m going to sit next to my CEO on the ride, I probably don’t want the first conversation to be me moving his stuff around or her stuff around.  So, the point is people go you’re right.  I would probably change my behavior and it’s based on resources.  When we feel resourceful, we behave more powerfully.  Resourceful meaning I’m the most senior.  I’m older than this person.  I’m of the dominate, you know, I’m a White male perhaps.  I’m a subject matter expertise, expert in the room.

CURT NICKISCH:  I just accepted a job offer at another place and I’m leaving anyway.

SUZANNE PETERSON:  Yes.

CURT NICKISCH:  Yeah.

SUZANNE PETERSON:  Right.  All those things that say I feel resourceful.  So, no problem acting a little more powerfully.  I’m going to disagree with that person.  I’m going to move that bag.  I’m going to jump in.  I’m going to interrupt.  I’m going to raise my hand.  But now, imagine in all the implications we have for diversity inclusion as well, now I’m in a situation where I don’t feel resourceful.  Because I’m brand new.  What about today?  I just joined this company in April.  I never even met my colleagues and now I’m supposed to be influential through video?  The idea of I’m the only woman.  I’m the youngest person here.  I’m a person of color.  Whatever it is for you, we all have different resources.  Why would you feel that confident?  So, in the plane example, what I, the biggest thing is yeah, well you have the resource in this case if you’re an adult over 17.  Let’s say you’re in your 30s, 40s, 50s, through 80s.  You may say with a 17 year old.  I have the resource of age, wisdom and experience and I’m going to politely ask this younger person to move.  My CEO, I might say, you know, I feel naturally a little deferential.  I don’t have to bow down to this person.  But maybe I would be more apt to just kind of check my bag.  So, we’re changing it all the time.  But we always tell people, now I want you to think more specifically in every situation you go into.  How do you want to be seen?  Because if you want to be seen as the subject matter expert, that commanding, the commanding person, the person who owns the show, who runs the show, who’s moving up in the ranks, maybe you do need to lean more powerfully.  But if you’re trying to be seen as a great listener, a great supporter, cheerleader, a great peer, an advisor, well maybe you need more attractive markers.  More of a listener.  And that can go for any situation.

CURT NICKISCH:  Well, let’s talk through those two styles and how to adopt them more.  And let’s start with an easier situation that you said.  That you’re seen as a more powerful person, or you have a more powerful style and you’re trying to adopt more attractive markers and send off these, more approachable signals.  What are some things you can do?  We mentioned a few, but what’s a classic example of somebody changing a behavior, sending a different signal so that they come across this less powerful?

SUZANNE PETERSON:  So, usually where we go to very quickly is there’s three different areas that we try and adjust people stylistically.  One, is nonverbal behavior.  Two, is verbal style.  And three would be contextual markers.  Like you mentioned one earlier.  Like sitting at the head of the table is a contextual marker.  That clearly sends a signal.  So, the, usually we know that verbal style is the hardest to change.  Not impossible once people get some practice.  But if someone qualifies statements a lot, or they use a lot of um, ah, hard to cut that out just overnight.  So, we’ll look maybe first for the contextual markers and then maybe for the nonverbal’s next.  So, if we were telling someone listen, we want you to be seen as a little more warm, a little more engaging, a little more approachable.  So, perhaps go into this meeting and start with, let’s have you ask questions.  Instead of make statements, why don’t you ask people where we want to start, or how can we make these changes?  Or, how can we better make these meetings more dynamic?  Start with some more inquiry, rather than just some statements.  Two, maybe in, if we were face to face, maybe you do sit in a different position.  Maybe you decide to dress down a little bit.  If you were a person that’s more formal in dress, and maybe you decide to dress a little bit differently.  Maybe you normally, you’re trying to go from you’re really powerful and typically you disagree with people by saying a very common statement.  I can see where, or that could work, but I see it you know.  This is how I would go about doing it.  Instead, maybe we have you disagree more agreeably, which is to say something like this.  I see where you’re coming from.  I think that makes perfect sense in, if we were in any other different context.  But I think given where we are today, we see it a little bit differently, and let me share that perspective with you.  Notice that’s a much softer way to say I’m about to tell you why I don’t agree with you, but I also validated your perspective.  So, there would be some things like that that we would very quickly go in, or eye contact.  We would say, often you’re not present and that’s a big power marker.  You’re consistently looking at your phone, looking off, not really looking at people.  You look distracted.  Give people deep present attention.  That’s a great attractive marker that says you’re listening.

CURT NICKISCH:  And then the, so that’s nonverbal.  You mentioned verbal and what was the third?  I’m trying to.

SUZANNE PETERSON:  The status markers or anymore what we would call contextual markers.

CURT NICKISCH:  Right.  Which we also talked about.  OK, got you.  All right so now let’s turn the tables so to speak.  If you are trying to adopt a more powerful style and you’re already known as somebody that people like, but you’re not necessarily seen as a, as an authority.  How can you start to adjust your style to be seen more as a leader that way?

SUZANNE PETERSON:  Well one of the first things we would do, we’d go to the same markers and we’d watch what this person’s doing.  It would say, all right we noticed that you didn’t speak up once in the previous meeting.  You had trouble jumping in.  When you did get a chance to speak, you probably held the floor a little too long, gave too many details that weren’t relevant.  So, we’re analyzing that behavior a little first to see what are they actually doing that’s making people tune them out or not listen to them.  A big frustration with people is to say something and think they made a point, and then two minutes later have a peer make the same point and people say oh absolutely.  That makes perfect sense.  I think, but I just said that.  And the issue is usually because of the fact that how you said it just wasn’t compelling enough.  So, we will go in and say in order for you to lean a little bit more powerfully, let’s make sure you speak earlier in the conversation.  Let’s maybe tell, we’ll coach them to say, you don’t need to heard 10 times, you need to be heard once.  And maybe if you could just be heard once in the conversation that would be enough for you.  And secondly we might simply say, watch that you don’t, everything isn’t a question.  Do you think, you know, do you think we should do this?  One leader I’m coaching right now, what he says all the time is some version of sort of the situation looks like this.  I think sort of we could do that.  There’s something like that.  Now, it just becomes something that he’s saying regularly, but noticed how that’s very un-powerful language.  I think maybe we could do that.

SUZANNE PETERSON:  And people think well, I think maybe we could do that.  You don’t sound very confident, so why am I going to be confident?  So, we will usually look at it with the attractive style moving to powerful.  Some of it is you need to say things more directly, more succinctly and watch too much jargon, too much detail that gets you attributed as boring or we need to pull up the headlines.  And then sometimes it is their non-verbal style.  They lean forward so much.  They might use body language that says they, and eye contact is down.  That’s usually a big marker, at least in this, in the United States culture.  This isn’t necessarily how eye contact plays around the world.  But what we find is in U.S. culture, when your eye contact is down, that’s often read as I’m less confident.  And when you look someone in the eye, it’s more confident.  Now of course again, go over to Asia or other places where you would purposely look down to show appropriate deference.  So, the markers exist around all cultures of the world we found.  But hey obviously play a little differently based upon the cultural norms.

CURT NICKISCH:  Yeah.  And obviously your organization and the types of leaders that are already there and tend to be selected for that kind of, that can change a lot.  I suppose, I mean it sounds, it sounds like this is a process right?  It’s not really sort of changing your style overnight, but it’s trying some things on, seeing how they perform and really trying to work towards something rather than really just flip a switch, so to speak.  And that can maybe be frustrating because there’s a lot of uncertainty and you’re not really sure how well it’s working as you’re going along and you, another where you might have to, is that you might draw too much attention to the fact that you’re trying to, trying to change.  What advice do you have for people who want to set out on this process of adjusting their style so that they are seen more with that intangible quality that managers seem to be looking for?  What do you tell people about this journey?  What should they expect?

SUZANNE PETERSON:  Usually what we tell people, first of all is make small changes.  So, don’t try and do too much.  Sometimes one, two of these markers as we look through the list, it’s even in the article, picking one or two things is plenty for you to start to change perceptions.  So, that we, it’s not as big of an area, it’s not as big as a shift as you might think.  And two, we tell people don’t get so wrapped up in how you feel.  Focus on more on the behavior.  Too much I think development and we would often say is about you have to feel confident and then you can go be confident.  And sometimes frankly, we’re going to go into situations and say, I do not feel confident.  But the question is, I really don’t want people to know that, so what can I do that shows confidence that has me behave more confidently?  So, we often will tell people, you might not feel confident, but we can help you posture more confidently.  You might not feel that agreeable, but we can help you behave more collaboratively.  And the idea is those emotions catch up with the behavior.  We don’t want people to operate in a place where they’re always feeling out of sync with their behavior, but you do sometimes.  When I give a presentation for example, there’s no way 100 percent of the time you’re going to feel confident.  But if I walk out there looking down, my shoulders down, I can’t look at the audience, I start out and say, so glad to be here, but I, and thank you, and I sound tentative.  I’ve already maybe lost that audience.  So, if I think let’s see, I need to go out there.  I need really good posture.  I need to look the audience in the eye.  It doesn’t mean it’s always easy, but I go out there and I need a strong, two minute start where I’m able to say, here’s three or four things I’m going to talk to you about today that are going to fundamentally change your leadership for example.  Now, I have the audience’s attention.  Which then begins to give me some confidence for example.  And now I say, actually I’m OK.  But if I go out there already not posturing confidence, it’s like blood in the water.  The audience smells it right away and not that we’re all giving large speaking engagements.  I mean again, this could be your father-in-law that you’re meeting for the first time and you’re nervous about it and you want to seem confident, or you want to seem really engaging.  So, it doesn’t really matter the situation.  Gosh, any of us that are parents out there, or anybody who is, we do this with our kids.  Sometimes we can’t be the authoritarian and the authoritative style every time.  Eventually it’s like yeah, you’re a dictator.  But we also can’t, we feel we can’t be open and diplomatic and whatever you want, be your best friend, but sometimes saying, gosh, my child’s going through something tough.  How do I want to be perceived today?  I want to be perceived as a great listener.  And the next day, I need to be perceived as the authority that’s going to say that behaviors not OK.  So, it changes if you flex it.  If not, we get attributions as parents too.  You’re this.  And people that flex more, don’t get those same attributions.  They’re more strategic with their style.

CURT NICKISCH:  And is that something you think people should strive for to try to not say develop a persona, but have one that’s more flexible to adapt to the situations so that it’s not, yeah, so that you’re always thinking and working and adjusting it all the time based on where you are and what situation you’re in.

SUZANNE PETERSON:  Absolutely.  We tell people all the time, behavior number one, and question number one, you’re about to go into a situation.  It doesn’t matter whether it’s with a spouse or partner, a child, your boss, a Board room, ask yourself, how do I believe I need to be seen today, in this moment?  It might be different 20 minutes later.  But in this moment, if you’re, if your initial instinct is I need to be seen as warm, as a great listener, well then think about what markers that would bring up for you.  How many people say this?  I’m sure you’ve seen this before too, Curt.  Somebody says, really I’m just a listener in this conversation.  Funny how they talk the whole time.  Right?  So, that behavior has to line up.  If you go in and say I really want to be a listener.  I don’t need to be a talker.  I need to be, I don’t need to be heard.  I want to listen today.  Then you’re nonverbal should be nodding.  You should be recognizing.  You should be letting people know you’re on the same page.  You hear them.  But that doesn’t mean in the next meeting you don’t say, you know what?  I need to be seen as somebody who’s not going to back down because this is important.  So, I am going to talk first and I am going to talk more than I’m going to ask questions, and I am going to use strong statements.  So, now notice it’s hard to get labeled if you’re one way in one meeting and another in another meeting.  And the question is again, don’t go too far outside your range, or people will label you as you’re different in every meeting, if you go too strong, but most of us have that sense.  I mean in what I do, I can go up and lean powerfully in a speech, but then coach somebody one on one and be a listener the whole time.  But obviously I can’t just be the listener in a speaking engagement.  So, it’s still all me.  I don’t ever feel inauthentic.  But I choose markers.  And that’s the thing.  All of us that do this work, I mean we have to practice it every day ourselves.  It’s all types of leadership discipline.  Discipline, habits, routines and really wanting to make changes more so than it’s just who you are, or a trait, or a characteristic, or something to aspire to.

CURT NICKISCH:  Yeah.  There’s some deliberation there.  What about for women, or people of color, how do they need to think about this differently?  The research on the double bind for women for instance is where they clear right?  They have to show warmth and competence so it feels like flex.  The flex you’re talking about is already built into that that double bind that they have.  But yeah, what do they, how does this thinking change if you’re, if you’re approaching this problem as a woman, or as a person of color?

SUZANNE PETERSON:  Yeah, it’s a big issue, one we get asked a lot.  First of all style does apply to everybody.  In many cases, I mean we work with just as many men on their style as women, or people of color.  But make no mistake, it can be a little tougher in those areas.  Because of the fact that if we just take women for example, there is a natural tradeoff.  The research is clear that the more successful that women become, their likeability factor often goes down.  Somehow we aren’t rooting for the successful woman.  The comments are, ugh, who does she think she is?  Oh, she’s so, right?  Or, gosh she’s abrasive.  She’s difficult.  I wouldn’t want to be with her in the meeting.  And there’s a level of it, it’s harder for women in many cases to shoot to that right, that middle ground.  So, we don’t shy away from it.  We’re not going to fix all biases and problems, but we are telling women to be careful a little bit more so, just so they can still be absolutely who they are, but we want them to bring their strength as a leader, not have it be framed as ugh, you know that woman leader.  We want it to just be as a leader.  So, what we might say is absolutely.  You need to disagree.  You need to be able to negotiate hard for your promotions or your compensation.  We would never tell them to stand down, but we might say, even more important that you disagree a certain way.  Even more important that you really show and engage in the warmth side of things so that when you go powerful you show balance.  Or, if it’s the opposite side, you’re very warm, you’re very engaging, people love being around you, but interesting how you’re never invited to those two and three person meetings on the management team.  They tend to happen without you.  How do you step into that without calling them out and be considered abrasive?  But how do you naturally make sure you’re not excluded?  So, we will say the problem’s the same for everybody, but certainly it’s highlighted a little bit more when women or people of color don’t tend to display the same traits.  Or, really my favorite one and this one most of us can related to.  Its how a woman will be labeled emotional.  Like you’re a little emotional.  That person’s emotional.  She’s drama.  But the man is just intense.  He’s intense, he’s dedicated, he’s passionate.  It’s really the same behavior read a little differently perhaps because of gender and that’s usually the thing to overcome is to say, hey, I don’t know if we can fix that today, but what we can fix is let’s don’t have you be read as emotional, but let’s have you get your point across and let’s help you do that.

CURT NICKISCH:  How does the pandemic, how does the pandemic change all of this?  I just think about so many people now working from home.  So, they’re connecting with their managers over video conference.  They’re not in those same meetings and can’t see whether people are getting bored, or rolling their eyes or whatever, when they talk.  It’s just harder to pick up on clues maybe.  I just wonder, is it more, yeah, how has it changed in this situation where so many people are working from home and trying to change their style or to be seen as a leader over video conference?

SUZANNE PETERSON:  Right and it’s true.  Probably the biggest inquiries we’re getting right now around style would be this combination of what does it look like to, what does your style look like virtually?  Does it translate virtually?  Does this idea of how do you lean powerfully in a virtual environment?  How do you lean more attractive in a virtual environment?  And even going down to we have lots of inquiries around business development in general because that really plays on the idea of how are we building relationships?  People who naturally could maybe get away frankly without being as relational or attractive because what you can do is, yeah you can pay for a nice dinner, you can go out and that kind of masks some of the real relationship skill.  Now, they’re left saying I can’t really do those things, so now I really do have to be warm and engaging when that was just before I didn’t really, I could kind of fake that a little bit, by just having a nice dinner to go around it.  So, now we do get a lot of this and for sure those styles still plays virtually.  I’ll give you just some examples.  A couple clients in different cases and I’m not being prescriptive with this.  Nothings right or wrong about these.  They’re just markers that come out because gosh, we all know that during this pandemic we all have real lives that are living in the background, literally in the background.  Dogs and kids and all sorts of things.  But by the, you know, style still it does show up and it can contaminate certain situations, if you’re trying to achieve a certain look and feel through video.  A woman I was talking to, she in the background happened to have, which was probably one of her children’s, but it was a cereal bowl, but the angle of her camera, it was like Fruit Loops or something like that that was just sitting there with a spoon in there.  And the whole time I’m listening to her and she’s brilliant and all I can look at is the cereal bowl.  So, again —

CURT NICKISCH:  That’s like a newscaster, when they have a crooked tie, you kind of lose track of what the news is.

SUZANNE PETERSON:  Yeah.  You just can’t help it.  And so, clearly she probably didn’t mean for that one, but a couple of things that are, you know, we pay attention to is we’re now looking at your life.  And so, by the way, sometimes what you want is to say listen, I’m this powerful and strong leader and sometimes you don’t see me that warm and engaging.  And I’m OK that my dog’s going to sit on my lap for a second and there’s a cereal bowl and my kids artwork on the background.  Maybe that’s exactly what you need to draw people in.  Those attractive markers will actually be the thing that draws your team to you like never before.  But there’s other people who already have that type of followership and those relationships that actually need to use this time to show a little bit more formality.  And we don’t want so much formality that your background is so plain it looks like where are you?  You’re very sterile.  Maybe that’s in too formal.  It really depends, right.  Again, everybody’s situations different.  But we’ll talk to people about a couple key markers.  You know energy matters.  So, a power marker is how much energy can you project through that video?  It’s harder.  You actually have to take it up 20 percent to come through normal.  So, energy, people that just speak too long on a video.  I mean now, we already have an attention span issue and now you’re taking up a video over talking.  That would be an attractive marker gone wrong, you know, bad lighting, looking in the wrong place in the camera.  Some of these rules we’re all getting better at because we all start, we’re all on a learning curve around this.  But these are some of the things we look at.  One of my clients has like six Red Bulls lined up in the background.  And I couldn’t, I couldn’t decide if this was good to show he was energetic, or if was oh gosh, please drink some water.  I didn’t know what I wanted to say to him, but I know it’s a distractor.  And people that aren’t paying attention on their video calls because other things are popping up.  But these are all style pieces and there’s a level of normality, but there is still, when you go and get on video, and you say, how do I want to show up?  Gosh, am I trying to be deeply accessible and warm and hey, life’s a mess today?  Well then go for it.  Or, are you actually trying to say, listen, I made this meeting very important.  I dressed for the occasion.  I made sure the background and the lighting was right because I’m projecting something else.  I can give you on example too which was a good one because sometimes it can go the opposite.  I, with one of my clients, I had back to back meetings.  One was a presentation on video and I was dressed more formally because it was a large scale presentation.  Well, right when —

CURT NICKISCH:  So, much of this seems to be about perception, right and we can often err in our own perception of how we’re coming across.

SUZANNE PETERSON:  Yeah, we want to tell people also, whether it’s your manager or a peer, maybe let people know what you’re striving for.  Listen, I am trying not to be so dominate in the conversation.  I’m trying to create space for other people.  I have some things I’m going to try today.  Will you let me know how I do?  Because then you’re actually really, you’re trying, you know someone’s going to come to you that you trust and say, I think you still interrupted 14 times.  You need to cut that back.  And that’s absolutely, I mean that’s what we’ll do even with each other.  We’ll watch each other a lot and it’s clear if someone dominates and it’s also clear to say you weren’t heard at all and that’s the third time.  What’s going on?  Are you not feeling a certain way, or do you just need to use some markers to make you step up a little bit?

CURT NICKISCH:  Yeah.  It really does sound like a process where you have to experiment, try, get good feedback, right?  And act on the results.

CURT NICKISCH:  I was just curious, what’s one of your favorite success stories about this?  What can people look forward to?

SUZANNE PETERSON:  Well, I think obviously when it comes to the work environment, one of the best success stories for us really is when people, they try a couple things, they’re really disciplined in what they try and they come back and they say, it was, it felt very different for me.  I was amazed at how people really looked at me when I was speaking and my ideas.  And what they say is all I did was, you know, I wore a brighter color.  Again, this isn’t about dress, but that might have been their one choice that time.  I wore a brighter color, which seemed to maybe drew more attention to me.  Two, I managed to step in and I disagreed once with a comment, rather than just waiting until after the meeting.  But I did so diplomatically.  And maybe three, all I did was sit next to somebody in the room that was maybe a little more influential.  I used to just sit with my peers, but I sat up a level which probably gave me some cache.  That’s all I did, but I thought I got listened to.  So, we love those stories and we certainly love it when people come back and say, I for so long, I’ve been told I wasn’t quite ready to get promoted, and now I got promoted and I don’t feel like I did that much differently.  Because again, they already had the competence.  It was really just the style.

CURT NICKISCH:  Suzanne, who out there is somebody that a lot of people will know who you feel like really bridges this likeable, attractive and powerful divide, you know, in really deft ways and people are, people feel like yeah.  And you think is successful at, at showing leadership in a, that’s a little clunky.  Suzanne, who out there is somebody that maybe a lot of listeners would have heard about or know that you think really bridges this divide between likeability, attractiveness and a powerful style really well?

SUZANNE PETERSON:  Yeah, we do get asked this question a lot.  People want examples and I think a couple come to mind that immediately make, that people can relate to.  I’ll use one for the athletic realm and one from maybe the military realm.  I think, Roger Federer, the famous tennis player. Not only are many people a fan of him because of his play, but clearly here you have someone who is deeply competent, very confident.  He’s formal in many ways, how he dresses.  His record is quite dominate.  He has an intensity when he plays.  He’s prepared.  He’s disciplined.  All these seem to be power markers.  But on the other hand, so engaging when he’s interviewed.  So, humble.  Deeply appreciative, likeable.  He seems to be very honest with his feelings when he’s lost and how it’s hurtful.  So, he tends to be, he’s quite popular with so many.  And I think it’s this combination of great at his job, but also people are really drawn to him.  And many of his opponents don’t necessarily have that feeling.  So, he’s one example that comes to mind.  The other might be a Colin Powell who seemed to always walk that line as well of clearly general, right and so command and deeply articulate and also formal, measured, decisive would be descriptions.  But known as a great listener.  Huge, you know, very measured in his decision making as well.  Let others weigh in, in the right situations.  Tended to be liked on both sides of the political spectrum and could reach across all these, all these divides.  People also had similar feelings, generalizing of course, but by and large have similar feelings of gosh, powerful enough to get listened to.  Attractive enough to bet followed.  And so those are two.

CURT NICKISCH:  Well, Suzanne, thanks so much for coming on the show to talk about your research and to help people with this.

SUZANNE PETERSON:  Thank you so much for having me.  It was a pleasure.

HANNAH BATES: That was Suzanne Peterson – in conversation with Curt Nickisch on the HBR IdeaCast . She’s an associate professor of leadership at Thunderbird School of Global Management at Arizona State University.

We’ll be back next Wednesday with another hand-picked conversation about leadership from Harvard Business Review. If you found this episode helpful, share it with your friends and colleagues, and follow our show on Apple Podcasts, Spotify, or wherever you get your podcasts. While you’re there, be sure to leave us a review.

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This episode was produced by Mary Dooe, Anne Saini, and me, Hannah Bates. Ian Fox is our editor. Music by Coma Media. Special thanks to Rob Eckhardt, Adam Buchholz, Maureen Hoch, Erica Truxler, Ramsey Khabbaz, Nicole Smith, Anne Bartholomew, and you – our listener.

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Thinking of Pursuing a PhD in Economics? Info on Graduate School and Beyond

Kasey Chatterji-Len and Anna Kovner

Becoming a PhD economist can provide a fulfilling and financially secure career path. However, getting started in the field can be daunting if you don’t know much about the preparation you’ll need and the available job opportunities. If you’re wondering what it means to be an economics researcher or how to become one, please read on. We’ll review how to prepare for a career in economics research, what an economics PhD program entails, and what types of opportunities it might bring. Economic education is a core component of the Federal Reserve Bank of New York’s mission to serve the community. To empower would-be economists, this post provides information for students who seek a career in economics research. We hope this information will be helpful to students interested in economics, regardless of their background and economic situation.  This information is most applicable to students applying to programs in the United States.  

The Breadth of Economics Research  

Academic disciplines conduct research in different ways, so it’s important to have a basic understanding of the types of questions economists ask and how they approach answering them. There are many definitions of economics, but a broadly useful one is the study of how people, organizations, and governments make decisions under different constraints, and how those decisions may affect their outcomes. 

When answering these questions, economists seek to ground their analyses in models and to be quantitatively precise about the effects they assign to any given cause. The range of topics economists can study is wide, but the accepted approaches to answering questions are stricter. Some examples of what economists might ask: 

• How do different public housing programs affect the children who live there? 
• Does a certain type of law encourage businesses to innovate? 
• How will a change in the interest rate affect inflation and unemployment rates? 
• How much does affordable health insurance improve people’s health? 
• How can poor countries eradicate poverty? 

There are many different subfields within economics, including, but not limited to behavioral, econometrics, energy/environmental, development, financial, international, monetary, public, and urban economics. You can familiarize yourself with the latest work in economics by subscribing to working paper series, such as NBER’s New This Week or the New York Fed’s Staff Reports . To get an idea of the breadth of questions economists can answer, you could listen to Stephen Dubner’s “ Freakonomics Radio ” podcast. You may also want to explore the Journal of Economic Perspectives , the New York Fed’s Liberty Street Economics blog, VoxDev , or VoxEU .  

What Is a PhD Program Like?    

Economics PhD programs typically last five to seven years. Unlike masters programs, they are often fully funded with a stipend, though most require students to complete teaching assistant and/or research assistant (RA) work as part of their funding package. In the first two years, students take classes, many of which are mathematically demanding. The rest of the program can include additional classes but is primarily devoted to original research with the aim of producing publishable papers that will constitute the dissertation.  

Faculty advisors are a central part of PhD programs, as students look to them for guidance during the research process. Economics PhD programs are offered within university economics departments, but there are similar programs in public policy and business schools. You can look at their websites to understand any differences in coursework and subsequent job placements. 

What Can You Do with an Economics PhD?  

Upon graduation, students can obtain jobs in a variety of industries. Many PhD students hope to become university professors. Governments and public policy-related institutions such as the Federal Reserve System, the U.S. federal government, the World Bank, and the International Monetary Fund (IMF) also hire economists to work on policy, lead programs, and conduct research. Finally, economics PhD graduates can also find employment at a variety of private sector companies, including banks, economic consulting firms, and big tech companies. The pay for these different positions can vary. According to the American Economics Association (AEA), the average starting salary for economics assistant professors in 2022-23 was approximately $140,000 at PhD granting institutions and $98,000 at BA granting institutions. 

Programs often publish the placements of their PhD graduates, so you can look online to see specific employment outcomes. See, for example, the University of Maryland’s placements . Ultimately, economists are highly regarded as authorities on a variety of topics. Governments, nonprofits, philanthropic foundations, financial institutions, and non-financial businesses all look to economists to answer important questions about how to best achieve their goals. Thus, earning an economics Ph.D. can potentially help you to influence issues that are important to you. 

Preparing for an Economics PhD Program  

There are several components to an economics PhD program application: college transcripts, GRE scores, letters of recommendation, and personal statements. Please download the Appendix linked below to learn more about transcripts and letters of recommendation. The Appendix details ways in which you can select coursework, obtain research experience, and develop relationships to position yourself for success as a PhD applicant.  

If you feel that you are too far along in your academic career to take enough of the classes described in the Appendix, this does not necessarily preclude you from pursuing an economics PhD. For example, it’s possible to take some of these classes through a master’s program, or through a pre-doctoral RA job. Some pre-doctoral RA jobs, such as the one here at the New York Fed , may enable you to take classes in preparation for graduate school. If you are concerned about your transcript, reach out to an economist at your university for advice; program standards for coursework and grades vary, and it’s a good idea to get more personalized advice. 

Research Experience   

If you’re interested in becoming an economics researcher and applying to PhD programs, it’s best to get research experience as soon as possible. Working as an RA is a great way to learn how to conduct research and get a better idea of whether it’s the right career path for you. Additionally, it can help you obtain a letter of recommendation for graduate school applications and improve your qualifications.  

All types of academic research can be enriching, but it’s beneficial to gain experience working directly with an economist. To find a position, you can reach out to professors whose work you find interesting or find an RA program at your school. Typical RA tasks may involve data collection and cleaning, as well as running analyses and creating charts to represent results. This is where coding skills become crucial; having taken math, statistics, and econometrics courses will also enable you to take on more responsibilities. 

You may also have the opportunity to conduct your own research, possibly under the supervision of a professor at your university. This research could be self-initiated or part of a course such as a thesis workshop. Self-directed research is a great opportunity to learn about all stages of the research process. It’s also an excellent opportunity to create a writing sample for graduate school applications. Ultimately, though, your motivation for conducting your own research project should be that you want to answer a question.  One thing economists have in common is a love of answering questions using data and theory. 

Research experience is also often obtained after completing an undergraduate or master’s degree. Taking on a full-time RA position before applying to PhD programs is very common and can make you a more competitive applicant. You may either get an RA job working for a professor or participate in a pre-doctoral RA program.  

Research assistant programs are more structured than positions with individual professors or projects, which could be helpful. Universities, parts of the government, think tanks, research organizations, and the Federal Reserve System are all good places to look for research assistant programs. To help you decide which opportunities are most desirable, you may want to ask potential employers : Where do people in this program tend to go afterward? Will I be working directly with an economist? How much of my time will be spent on academic research work? Will I be able to take classes as part of this program? Considering whether an economist will be able to evaluate your performance is an important factor for recommendation letters. The ability to take classes, either through tuition reimbursement or waivers, can also be an important benefit. 

The Research Analyst program here at the Federal Reserve Bank of New York is one example of these programs and you should check it out here . The Federal Reserve Board of Governors also has a large program, and many other regional Federal Reserve Banks have similar programs. In addition, the PREDOC website and the  NBER post listings of RA opportunities. J-PAL and IPA also tend to recruit RAs for economic development projects. Another source of RA opportunities is the @econ_ra account on X. 

Who Should Get a PhD in Economics?  

A PhD may not be for everyone, but it is for anyone—people of all genders, religions, ethnicities, races, and national origins have PhDs in economics. Many economists majored in economics, but others majored in math, physics, or chemistry. Because economics is such an integral part of policymaking, it is important that economists come from a wide range of backgrounds so policy can be stronger and more effective. The inclusion of differing perspectives helps ensure that the contribution of economists to work in public policy, academia, and beyond effectively serves the broadest range of society. 

• Coursework Appendix

Kasey Chatterji-Len is a research analyst in the Federal Reserve Bank of New York’s Research and Statistics Group.

Anna Kovner  is the director of Financial Stability Policy Research in the Bank’s Research and Statistics Group.

How to cite this post: Kasey Chatterji-Len and Anna Kovner, “Thinking of Pursuing a PhD in Economics? Info on Graduate School and Beyond,” Federal Reserve Bank of New York Liberty Street Economics , May 31, 2024, https://libertystreeteconomics.newyorkfed.org/2024/05/thinking-of-pursuing-a-phd-in-economics-info-on-graduate-school-and-beyond/.

You may also be interested in: AEA: Resources for Students

PREDOC: Guidance for Undergraduates

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When the PhD path leads to career struggles

A doctoral degree is a major commitment. Think carefully.

I appreciated reading Kara Miller’s The Big Idea column “PhD: Pretty heavily disappointed” (Business, May 22), about people with doctoral degrees struggling to build careers in academia. It made me think back to a conversation I had when I was about to graduate from high school.

I happened to run into a former track coach of mine, and as we were reminiscing he asked me what I planned as a major in college. “History,” I responded. He said, “Why don’t you take some computer classes also? It never hurts to be able to do something useful.”

I did not reflect on his motivation at the time, but my track coach was a young guy, and he was probably giving me advice straight from his own life, as a parent trying to raise his own young children. I did take computer classes in college and ultimately received a PhD in chemical engineering. I always remember that conversation as being a kind of turning point.

Earning a doctoral degree is a life commitment of great proportion. It can take, as Miller notes, between four and seven years. If we think of working life as roughly between the ages of 22 and 65, then a PhD requires more than 10 percent of a person’s working life. People need to think carefully about that investment.

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Two powerful arguments in favor of the path of science, technology, engineering, and math are that there tend to be more STEM jobs for PhDs, and many universities’ STEM departments are generous in covering their PhD students’ tuition and cost of studies, including a stipend toward food, rent, and other expenses.

Stuart Gallant

Not much has changed in 30 years

As I prepared to graduate in 1995 with a doctor of education degree from the Harvard Graduate School of Education, my mother memorably said to me, “Of my four children, you are the one with the most education and the smallest salary.” Apparently not much has changed in 30 years.

I must congratulate these students, however, on following their passion rather than following the money. I can’t help but think that their lives, though stressful, may contain greater happiness.

Peggy Clark

Lawyers & electricians & philosophers, oh my!

Kara Miller’s column on the career challenges for people with doctoral degrees generated more than 260 comments on Boston.Globe.com. The following is an edited sample of readers’ reactions:

Lots of law school grads are underemployed as well. (PL)

So true, PL. The market in Massachusetts is flooded with talented lawyers seeking work. (Roforma)

Supply and demand, the market at work. (guk)

Investing in education and research in all fields is the hallmark of a society with staying power. Disinvesting from these endeavors signals decline and decay. (Massachusetts citizen)

Electricians, plumbers, mechanics, and other skilled technical professions have no problems getting $100k jobs with great benefits. (ramsen)

Not enough turnover from tenured professors, leaving little space for new faculty. Although the tenured, well-established professors are needed, it’s the junior faculty who are hungry and with new ideas that help build new programs. The whole graduate program model is a bad model. I worked two jobs, had my tuition and some type of minimal student health insurance and could barely cover the rent with my stipend, and the second job paid for everything else. Though I was working on many faculty projects, it was the faculty who said this would be good for me. Never did they say it was also good for them. (TravelerofNJ2)

I just retired from a tenured faculty position in science. I’m in my early 70s. I have colleagues who are still doing what they do well into their 70s, a couple approaching 80. There is no active incentive from the university to move the older faculty on, to make way for a new generation. (Lola-lola)

The next step is for adjuncts to go on strike across the nation and hold colleges and universities accountable. The current system is completely absurd. (Wordsmith2358)

Universities should be required to release disclosure data about the fate of their PhD graduates. (davidman820)

I knew an attorney who managed a Cheesecake Factory. She had worked in food services through school. As an attorney, she really did not make that much money and was not doing the field of law of her choice. How many real estate closings can you do without dying of boredom? She went into management in the food industry and makes the same salary. (Antietem)

It was always a question and puzzling to me why people study philosophy. (Blazer27)

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UC College of Nursing researcher accepted for prestigious fellowship for nurse leaders and innovators

Samantha Boch, PhD, RN, assistant professor at the University of Cincinnati College of Nursing and affiliate faculty of the James M. Anderson Center for Health Systems Excellence at Cincinnati Children's Hospital is one of 16 nurse scientists accepted to the fifth cohort of the Betty Irene Moore Fellowship for Nurse Leaders and Innovators . The fellowship program, funded by grants from the Gordon and Betty Moore Foundation , recognizes and advances early-to-mid-career nursing scholars and innovators with a high potential to accelerate leadership in nursing research, practice, education, policy and entrepreneurship.

The Gordon and Betty Moore Foundation seeks to prepare nurses as collaborative leaders with the skills and confidence to inspire others, enact change and challenge the status quo. Through the creation of the Betty Irene Moore Fellowship for Nurse Leaders and Innovators, the foundation supports nurse leaders who take ideas to scale that advance high-quality, high-value care and optimal health outcomes.

“Our motto is UC Nurses. We See Leaders ,” Interim Dean Gordon Gillespie, PhD, DNP, RN, FAAN, says. “Sam is the epitome of a nursing leader and scholar; I can’t wait to see the impact her project will have in advancing health equity and education in our country.”

Samantha Boch, PhD, RN

As a part of the three-year fellowship program , Boch will receive $450,000 to conduct an innovative project focused on better understanding the health of and use of health services by children in foster care who also experience parental incarceration. Mentored by Cincinnati Children’s Hospital CHECK (Comprehensive Health Evaluations for Cincinnati’s Kids) Foster Care Center Medical Director Mary Greiner, MD, MS, and Scientific Director for Child Welfare Research Sarah Beal, PhD, Boch will leverage CHECK’s data to identify opportunities to better care for those children.

She will also partner with Ebony Underwood, CEO & Founder of WE GOT US NOW , the nation’s leading organization advancing the wellbeing of children and young adults with incarcerated parents, to co-design care guidelines for children who experience parental incarceration.

"I am thrilled to be in partnership with Sam,” Underwood says. “Her commitment to uplifting and elevating the subject matter expertise of those closest to this issue is a testament to her leadership and dedication in advancing the health equity and well-being for the vulnerable population of children impacted by parental incarceration."

A forensic nurse scientist, Boch’s program of research centers on the social determinants of health with particular emphasis on understanding and mitigating the consequences of mass incarceration on child and family health.

“I’m deeply honored to have been chosen as part of the cohort for the Betty Irene Moore Fellowship for Nurse Leaders and Innovators,” says Boch. “This is a unique opportunity to further develop my leadership skills and partner with amazing organizations, mentors, and individuals with lived experiences of parental incarceration to positively impact care and the health of these families.”

Featured top image of the UC College of Nursing. Photo provided.

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Samantha Boch, PhD, RN, assistant professor at the University of Cincinnati College of Nursing and affiliate faculty of the James M. Anderson Center for Health Systems Excellence at Cincinnati Children's Hospital is one of 16 nurse scientists accepted to the fifth cohort of the Betty Irene Moore Fellowship for Nurse Leaders and Innovators. The fellowship program, funded by grants from the Gordon and Betty Moore Foundation, recognizes and advances early-to-mid-career nursing scholars and innovators with a high potential to accelerate leadership in nursing research, practice, education, policy and entrepreneurship

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Trump is first convicted former US president. Which other democracies convicted ex-leaders?

Former President Donald Trump’s felony convictions Thursday marked the first time in U.S. history that an ex-president was convicted of a crime, sending shockwaves from the marbled halls of power to the dinner tables of everyday voters . While it’s a stunning development for Americans, citizens of more than a half-dozen democracies worldwide likely have a more muted reaction: been there, done that.

More: Who else from the White House has faced criminal investigation?

In the 21st century alone, more than a dozen democracies have either convicted or indicted their ex-leaders, most of them presidents but also including prime ministers. A handful of liberal democracies — Argentina, France, and South Korea — have convicted more than one former president and, in one instance, convicted the same leader twice.

Here’s a list of 10 democracies that have brought charges against their former leaders in recent years:

Cristina Fernández de Kirchner, former president and vice president of Argentina, was convicted of fraud in 2022, sentenced to six years in prison, and is banned from holding political office. She was president from 2007 to 2015 and vice president from 2019 to 2023.

Prep for the polls: See who is running for president and compare where they stand on key issues in our Voter Guide

The current Brazilian president, Luiz Inácio Lula da Silva , who also led the country from 2003 to 2010, was convicted in 2017 on charges of money laundering and corruption. The conviction was overturned in 2021, opening the door to running for president again and unseating former President Jair Bolsonaro in 2022.

Former Croatian prime minister Ivo Sanader was found guilty of corruption in 2020 and sentenced to eight years in prison, and is currently serving out his term behind bars.

In France, whose constitutional preamble is inspired by the American Declaration of Independence and has long been one of the United States’s closest allies, not one but two former presidents have faced criminal charges. They are Presidents Jacques Chirac, who was in office from 1995 to 2007, and Nicolas Sarkozy, president from 2007 to 2012.

Chirac was convicted of corruption in 2011 and given a two-year suspended jail sentence. A decade later, former President Sarkozy was convicted of corruption in 2011 and also given a suspended jail sentence. However, a few years later, Sarkozy faced another set of charges—this time over allegedly hiding illegal overspending during his 2012 campaign. In February, a French appeal court confirmed the conviction, handing down a six-month jail sentence.

Former president Moshe Katsav, in office from 2000 to 2007, was convicted in 2011 of rape and served five years of a seven-year jail sentence. He was released in 2016 at the age of 71.

Israel’s prime minister between 2006 and 2009, Ehud Olmert, was convicted of fraud in 2016 and was released from prison early in 2017. Meanwhile, current Prime Minister Benjamin Netanyahu was indicted in 2019 for a series of charges, including fraud and bribery. His trial is ongoing.

Former Prime Minister Silvio Berlusconi served in office three separate times over four governments between 1994 and 2011. He amassed more than two dozen criminal charges over the years, becoming one of Europe’s most scandalous political figures. He largely avoided punishment after a series of acquittals, including on charges of paying for sex with a minor, tax evasion, corruption and bribery.

The coastal nation’s former prime minister, José Sócrates, was indicted on corruption charges in 2017, encompassing tax fraud, bribery, money laundering. Some of the larger corruption charges were dismissed in 2021.

Prime Minister Adrian Nastase served in office from 2000 to 2004, and has faced two convictions and two jail sentences over corruption. He was released from jail early both times, most recently in 2014.

South Africa

Former South African president Jacob Zuma is entangled in an ongoing corruption trial over money laundering and racketeering charges. The 2021 charges allege Zuma accepted hundreds of bribes before becoming president, including cash from a French arms dealer. A pre-trial hearing is scheduled for mid-August, with a trial not expected until April 2025.

South Korea

In the past ten years, South Korea has convicted two former presidents: Lee Myung-bak, in office from 2008 to 2013, and his successor, the nation’s first woman president, Park Geun-hye , in office from 2013 to 2017. Both were convicted on corruption charges but have since been pardoned.

Former President Chen Shui-bian ran the country from 2000 to 2008, and the year after he left office, he was charged with bribery, money laundering, and embezzlement. In 2015, he was released from prison for medical reasons.

The list goes on

Several other nations with either teetering democracies or semi-democratic systems have indicted or charged former leaders in recent years, including Ecuador, Malaysia and North Macedonia. Ex-leaders of several countries such as Lithuania, Latvia, Philippines and Taiwan who once faced prosecution have been acquitted or seen their charges dropped.

Kathryn Palmer is an elections fellow for USA TODAY. Reach her at [email protected] and follow her on X @KathrynPlmr.