Exploring Curricular Variations in Leadership

Doctoral Education

Taylor Peyton Roberts & Lindsey McDougleUniversity of San Diego

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Background

The study of leadership has become one of the fastest growing academic fields in higher education.1

At the doctoral level, such programs are intended to educate students to become leadership scholars, academics, researchers, and/or practitioners.

The multidisciplinary nature of leadership education yields curricular variations by institution. 2

1 Brungardt, 1996; Brungardt Gould, Moore, & Potts, 1997; Rost, 1991; Rost & Barker, 2000; Doh, 2003; Daloz Parks, 2005 2 Klenke, 1993

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Background

Crawford, Brungardt, Scott, and Gould (2002):

At the master’s level, the above authors found that most organizational leadership degree programs were grounded in “both theory and practice,” but the level and quality of research offerings in these programs varied (p. 73). For instance, courses in research methods and statistics were “generally replaced by applied methods, if required at all” (p. 73).

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Background

The level and quality of educational preparation students receive in academic programs related to the study of leadership may differ substantially.

Limited research exists on the curricular content of academic programs in leadership.

The extent to which such variation also exists among leadership-oriented Ph.D. programs and the importance of any such potential variation remains unknown.

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Purpose

The purpose of this research was to explore the curricular content and degree requirements of Leadership, Leadership Studies, and Organizational Leadership Ph.D. programs.

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Primary Questions

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Is there a substantial difference in the curricular content between Leadership, Leadership Studies, and Organizational Leadership Ph.D. programs?

What are the degree and course (i.e., research and elective) requirements for these programs?

Where are these programs located within universities?

Method: Program Selection

Examined 21 interdisciplinary Ph.D. programs in the United States specifically focused on:--Leadership--Leadership Studies--Organizational Leadership

Internet search for programs included the following terms:--Ph.D., doctoral, doctorate--Leadership studies, organizational leadership, leadership

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Method: Program Selection

Criteria for program inclusion:1)Offered at a college or university as a doctoral degree granting program2)Degree program in Leadership studies, Organizational Leadership, or Leadership3)Curricular focus primarily oriented towards leadership as opposed to management education, education, or other academic disciplines4)Generic in nature rather than focusing on a particular subgroup or specific area of leadership

(e.g., healthcare leadership or educational leadership)

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Method: Program Analysis

Content analysis included:--Program websites--Brochures--Graduate bulletins

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Method: Program Analysis

Analysis per program focused on:--Degree type--Location within the college/university--Maximum time allowed for degree completion--Core requirements--Research requirements--Elective requirement3

--Requirements for advancement into doctoral candidacy and dissertation--Carnegie Foundation basic classification

3 For programs that did not specifically classify degree requirements into separate categories (core/research/elective), course descriptions were assessed in order to determine the best categorization for each course.

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FindingsLeadership-Oriented Ph.D. Programs in the U.S.

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Findings

The most commonly required core courses across all programs were in the following areas:--Leadership theory, foundations, and development--Organizational theory, development, and behavior--Ethical and legal issues in leadership

The average number of minimum required research credits differed by program type, as Ph.D. in Leadership programs required the least research credits and Ph.D. in Organizational Leadership programs required the most research credits (Slide 13).

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FindingsAverage Number of Required Research Credits

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Findings

Many leadership-oriented Ph.D. programs granted advancement to candidacy only upon successful completion of a comprehensive or qualifying examination(s), although the content and structure of these examinations differed by program.

Maximum time allowable for completion ranged across programs: 6-10 years.

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Findings

The Carnegie Foundation basic type classifications of the institutions studied primarily ranged from “high research activity” doctoral institutions to “smaller programs” master’s institutions.

Many of the universities offering these programs were private institutions.

Although leadership has long been a component of management education, 18 of the 21 leadership doctoral programs studied were not situated within schools of business.

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FindingsCore Course Requirements in Leadership,

Organizational Leadership, and Leadership Studies Ph.D. Programs

LT OT EL POL GFE P/I NG CM DS SPR IT RCI SSL ALD DIV QM FIN HR

Ph.D. in Leadership

Alvernia College x xx x x x

Southern Baptist Theological Seminary2 x x x xx

Ph.D. in Organizational Leadership

Eastern University xx xx xx x x x

Gannon University3 x xx x

Regent University xxx x x x x

University of Maryland Eastern Shore xxx x

University of Oklahoma x xx x x x x x x x

University of the Incarnate Word x xx x xxx x

Ph.D. in Leadership Studies

Dallas Baptist University4 xxx x x xx x x

Gonzaga University x x xx x x

Indiana University of Pennsylvania5 xx x x x xx

Marian University xx x

North Carolina A&T University x x x x x x x x x

Our Lady of the Lake University4 x xx xx xx x x xx x x x

University of Central Arkansas xxx x x x x

University of San Diego x x x x x x

Total # of Courses 24 23 13 7 7 5 4 4 4 4 4 3 3 3 3 1 1 1

Course KeyLT -- Leadership Theory, Foundations & DevelopmentOT -- Organization Theory, Development & BehaviorEL -- Ethical and Legal Issues in LeadershipPOL -- PolicyGFE -- Global, Future, and Emerging LeadershipP/I -- Practicum/ Internship/ Capstone ProjectNG -- Negotiation and Conflict ResolutionCM -- CommunicationDS -- Decision and StrategySPR -- Spirituality and Leadership IT -- Information TechnologyRCI -- Research and Critical InquirySSL -- Sector Specific LeadershipALD -- Adult Learning and DevelopmentDIV -- Diversity and LeadershipQM -- Quality ManagementFIN -- FinanceHR -- Human Relations

1 x = number of required courses in each program related to the topic or subject area. 2 This program also requires a series of colloquium in core content. 3 This program also requires a case analysis as a core content course. 4 This program also requires two readings courses in core content. 5 This program also requires a proseminar as a core content course.  Note: The program at Andrews University (Ph.D. in Leadership) requires job related competencies in lieu of coursework. The program at Antioch University (Ph.D. in Leadership and Change) requires a series of academic milestones. The programs at Temple Tennessee University (Ph.D. in Leadership), Alliant University (Ph.D. in Leadership), and Grand Canyon University (Ph.D. in Leadership) are currently under development. As such, the core curricular requirements for these programs are not included here.

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Conclusion

Notable differences exist among the myriad programs stemming from the growing academic interest in the field of leadership studies.

Additional research in this area can provide valuable information to those involved in the development and administration of leadership-oriented doctoral programs.

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Conclusion

Further research comparing the offerings of doctoral programs in leadership will also be helpful to leadership students in search of graduate programs that can adequately prepare them for their future careers.

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Future Research Questions

Why is there such a heavy concentration of leadership-oriented doctoral programs in schools of education and professional schools of graduate study?

What kinds of professions are most commonly pursued by students from each degree type?

What are the variations in curricular content of doctoral leadership programs compared to doctoral programs in Management? How do such differences influence student learning and professional outcomes?

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Selected References

Crawford, C. B., Brungardt, C. L., Scott, F., & Gould, B. (2002). Graduate programs in organizational leadership: A review of programs, faculty, costs, and delivery methods. Journal of Leadership and Organizational Studies, 8(4), 64-74.

Doh, J. P (2003). Can leadership be taught? Perspectives from management educators. Academy of Management Learning and Education, 2(1), 54-67.

Rost, J. C. & Baker, R. A. (2000). Leadership education in colleges: Toward as 21st century paradigm. The Journal of Leadership Studies, 7(1), 3-12.

Wish, N. B., Mirabella, R. M. (1998). Curricular variations in nonprofit management graduate programs. Nonprofit Management & Leadership, 9(1), 99-109.

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