university of utah phd organizational behavior

AMELIA STILLWELL

University of utah profiles.

• Assistant Professor , Management Department

Contact Information

Research Summary

• Current Courses
• Memberships in Professional Organizations
• Presentations
• Publications
• Honors & Awards
• In the Media
• Internal Service

Dr. Stillwell studies the norms and stereotypes that maintain group distinctions and inequality. Other projects investigate the influence of shared racial group membership on backlash towards female leaders, backlash towards women making harassment claims, stereotyping in high-conflict nations, employee voice in Saudi Arabia and other tight cultures, and the impact of racial incivility in the workplace.

• PhD, Organizational Behavior, Stanford Graduate School of Business. Project: Gendered Racial Boundary Maintenance: Social Penalties for White Women in Interracial Relationships
• B.A. , Psychology, Gender & Sexuality Studies, Haverford College. Project: Social Categorization and Intergroup Bias in Affective Facial Memory

The Graduate School

University information technology (uit), main navigation, ph.d. degree requirements.

Ph.D. Degree   •   Supervisory Committee   •  Program of Study   •  Residency Enrollment   •  Approval of Program of Study   •  Qualifying Examination   •  Registration   •  Language Requirements   •  Dissertation   •  Final Examination   •  Time Limit   •  Exceptions

• The Doctor of Philosophy degree is awarded for high achievement in an advanced specialized field of study. It requires competence in independent research and an understanding of related subjects.
• The degree is not awarded simply for the fulfillment of residence requirements and the accumulation of credits.
• The committee chair and the majority of the committee must be tenure-line faculty in the student’s department.
• The outside member is normally from another University of Utah department.
• The dean of The Graduate School may approve requests to appoint a committee member from another university where appropriate justification and supporting documentation is provided.
• approving the student’s academic program,
• preparing and judging the qualifying examinations (unless delegated to a departmental examination committee),
• approving the dissertation subject and final dissertation,
• and administering and judging the final oral examination (dissertation defense).
• Some departments require more, check department’s handbook.
• More time may be required.
• In truly exceptional cases, a shorter period of time in graduate work may be approved by the dean of The Graduate School. 
• If a supervisory committee finds a graduate student’s preliminary work deficient, the student may be required to register for and complete supplementary courses that do not carry graduate credit.
• This form, which lists course work and research hours, is due one semester before graduation in order for the graduate coordinator to enter that information online in a timely manner.
• Faculty Consultation, course number 7980, does not count toward dissertation hours or the fulfillment of degree requirements, and should not be listed on the program of study.
• Courses taken through alternative delivery methods (e.g., via EDNET or the Internet) are approved on a programmatic basis through the Graduate Council.
• When a student proceeds directly from a master’s degree to a Ph.D. degree with no break in the program of study (except for authorized leaves of absence), the residency requirement may be fulfilled at any time during the course of study.
• Three hours of Thesis Research: Ph.D. (course number 7970) is also considered a full load after the residency requirement is fulfilled.
• The Graduate Council may approve departmental or programmatic exceptions to the minimum residency requirements and proposals for new programs or academic offerings using distance-learning technologies and/or off-campus sites, as provided by Graduate School policy.
• *Does not refer to or fulfill State Residency Requirements
• One semester prior to graduation, graduate students are required to meet with their graduate advisor to check that they have met all the requirements for their degree.
• Once enrolled in all required coursework, the graduate advisor will move coursework from the graduate student's transcript to their program of study in the Graduate Student Summary .
• They verify the graduate student has met all degree requirements then approve the program of study with their electronic signature.  
• After all approvals have been submitted, the graduate student's program of study will show as complete in the Program Plan Audit page of the Graduate Student Summary .
• The nature and format of these examinations are established by individual departments subject to approval by the Graduate Council.
• An examination or parts of an examination may be repeated only once and only at the discretion of the student’s supervisory committee .
• A department has the option of appointing a departmental examination committee that administers the qualifying examinations and ensures that examinations are properly prepared and evaluated.
• Once a graduate student has passed their Ph.D. Qualifying Exam this advances them to candidacy.
• The candidate must complete at least 14 hours of Thesis Research (course number 7970, Thesis Research: Ph.D.).
• The candidate must also be regularly enrolled at the University and registered for at least one course during the semester in which the final oral examination (dissertation defense) is taken.
• For details, see Minimum Continuous Registration as well as departmental and program requirements.
• The degree of proficiency in foreign language(s) required of candidates is determined by the policy of the academic departments.
• In some instances, language proficiency may be verified by individual departments if appropriate procedures have been approved in advance by the dean of The Graduate School.
• In most cases, however, fulfillment of the language requirements must be verified by the Department of World Languages & Cultures.
• The Language Verification form for certification is available in the Department of World Languages & Cultures .
• The candidate must submit a dissertation embodying the results of scientific or scholarly research or artistic creativity.
• The dissertation must provide evidence of originality and the ability to do independent investigation and it must contribute to knowledge or the creative arts.
• The style and format are determined by departmental policy and registered with the thesis and dissertation editor, who approves individual dissertations in accordance with departmental and Graduate School policy.
• At least three weeks before the final oral examination (dissertation defense), the student should submit an acceptable draft of the dissertation to the chair of the supervisory committee ; committee members should receive copies at least two weeks before the examination date.
• The entire dissertation is submitted to UMI Dissertation Publishing, ProQuest Information and Learning, and copies are made available for public sale.
• The abstract only is published if the entire dissertation has been previously published and distributed, exclusive of vanity publishing. The doctoral candidate may elect to microfilm the entire previously published work.
• Regardless of the option used for meeting the publication requirement, an abstract of each dissertation is published in UMI Dissertation Publishing, ProQuest Information and Learning, Dissertation Abstracts International.
• Detailed policies and procedures concerning publication requirements, use of restricted data, and other matters pertaining to the preparation and acceptance of the dissertation are contained in A Handbook for Theses and Dissertations .
• The student must pass a final oral examination before graduation.
• The examination must follow the receipt of the dissertation by the supervisory committee .
• The committee schedules and announces a public oral examination at which the candidate must defend the dissertation.
• This final oral examination may be chaired by any member of the supervisory committee consistent with departmental policy.
• The time limit for completing a Ph.D. degree is determined by individual departmental policy approved by the Graduate Council.
• Requests to exceed established time limits must be recommended by a candidate’s supervisory committee and approved by the departmental director of graduate studies and the dean of the Graduate School.
• Students whose studies have been interrupted for long periods of time and who have been granted extended time to complete their degrees may be required to complete additional courses, to pass examinations, or otherwise to demonstrate that they are current in their field. (PPM 6-203 III.B).
• Most departments require a seven year time limit for their PhD students.
• Petition for an extension of a Graduate student career
• Individual student exceptions to these general requirements for the Ph.D. must be approved by the dean of The Graduate School upon the recommendation of the student’s supervisory committee and director of graduate studies or department chair.
• Each program requires a distinct, complete set of courses. Course work used to meet the requirements of one program may not be used to meet the requirements of another.

Tepper School of Business

Ph.D. Program in Organizational Behavior and Theory

Interdisciplinary approach & methodological rigor.

Understanding human behavior in organizations and solving problems requires the integration of a variety of social science and related disciplines. A distinguishing feature of the Tepper School's OBT Ph.D. program is the broad interdisciplinary training it provides across an array of areas (e.g., psychology, sociology, economics, strategy, and computer and data science). Not only do OBT doctoral students interact with other students and faculty within the Tepper School of Business, through cross-registration in courses and participation in colloquia, OBT doctoral students also have opportunities to interact with students and faculty in departments such as Engineering and Public Policy, Human-Computer Interaction, Social and Decision Sciences, Psychology and a variety of departments at the University of Pittsburgh. A cornerstone of the OBT Ph.D. program is its methodological training and rigor. From computer science courses in machine learning and AI to courses in advanced statistical methods, students develop a deep understanding of analytical methods and tools.

Collaborative Culture

A small number of students are accepted into the group each year, with a total of about 10 OBT doctoral students in residence. Student-faculty relationships are close, which permits the tailoring of the program of study to fit the background and career goals of the individual.

Course of Study

Our program emphasizes preparation for careers in scholarly research, and graduates of the program usually pursue careers in academic or research institutions. During their course of study, students have the opportunity to engage with faculty in doctoral seminars and joint research, meet with visiting scholars, and interact with other faculty and students across campus. We prepare our graduates to be competitive on the academic job market by getting them involved in research from Day 1.  Program requirements include the successful completion of two research-based papers in the first and second years of the program, qualifying exams, a “minor” area requirement and a doctoral dissertation.  

Research Specializations

Diversity, inclusion, and human capital.

Diversity is at the core of many important organizational problems and many of our OBT faculty make important contributions to the growing knowledge base on diversity and its impact on individual, group, and organizational outcomes.

FACULTY RESEARCH INTERESTS

• Rosalind Chow: gender and promotion processes
• Oliver Hahl: gender, race, and cultural capital effects on supply and demand for human capital in markets (i.e., hiring and career outcomes)
• Denise Rousseau: the employment relationship, evidence-based management
• Catherine Shea: gender issues in management, advice seeking, interpersonal dynamics
• Laurie Weingart: gender and non-promotable tasks in the workplace, gender and negotiation, interdisciplinary teams
• Anita Williams Woolley: gender diversity, cognitive diversity and team collective intelligence

Ethics and Justice

Unethical and unjust behaviors are costly to organizations and society. The OBT group in the Tepper School has three members with expertise in the areas of business ethics and social justice (Aven, Chow, and Cohen). The Tepper School is also home to ethics scholar Tae Wan Kim, whose research takes philosophical perspectives on business ethics.

• Brandy Aven: relational attributes of fraud and corruption
• Rosalind Chow: perceptions of and responses to social inequality
• Taya Cohen: interpersonal misconduct, workplace deviance, moral character, guilt, shame, trust and trustworthiness
• Tae Wan Kim: artificial Intelligence ethics, future of work, business ethics

Groups and Teams

The OBT group in the Tepper School houses three scholars who are leaders in the areas of groups and teams (Argote, Weingart, and Woolley) and others whose work is directly relevant (Aven, Chow, Cohen, and Hahl). The Tepper School and Carnegie Mellon more broadly host several other faculty who work in this area (Carley, Kiesler, and Krackhardt). We regularly graduate students who conduct research on groups and teams.

• Linda Argote: learning, transactive memory and knowledge transfer within and between groups
• Brandy Aven: networked teams
• Rosalind Chow: power and status within/between groups, impacts of diversity on group functioning and performance
• Taya Cohen: cooperation and conflict within and between groups, pathways to status and leadership in groups
• Oliver Hahl: perceptions of status, authenticity and identity within/between groups
• Laurie Weingart: conflict in teams, multiparty negotiation, negotiation and group dynamics
• Anita Woolley: collective intelligence, team strategic orientation, team performance

Knowledge Transfer and Learning in a Technologically-Driven World

The OBT group in the Tepper School includes scholars whose work has been foundational to the field of organizational learning (Argote) and includes four other scholars who are substantially engaged in the growing body of work on knowledge transfer and learning (Aven, Hahl, Lee, and Woolley). Reflecting the Tepper School's focus on the intersection of business and technology, faculty research involves responses to rapid change, coordination of work distributed across time and place, organizational learning. Our work also connects to scholars working in related areas in Information Systems (Mukhopadhyay and Singh) and Economics (Epple) at the Tepper School, as well as researchers at Heinz (Krishnan), Engineering (Fuchs), and Computer Science (Carley, Dabbish, and Rose) at Carnegie Mellon, also conduct research relevant to learning.

• Linda Argote: transactive memory systems, knowledge transfer, organizational learning, the effects of technology on learning and knowledge transfer
• Brandy Aven: transactive memory systems, the effects of technology on networked systems for learning and knowledge transfer
• Oliver Hahl: learning and knowledge transfer, effect on firm performance
• Sunkee Lee: organizational learning, effect of the spatial design of workplaces and incentive systems on organizational learning, knowledge transfer, exploration vs. exploitation, learning from own and others’ experiences
• Anita Woolley: learning and collective intelligence in groups and organizations, increasing collective intelligence in human-computer systems

Networks and Organizations

Research on the formation and consequences of social networks in organizations and markets have become central to our understanding of how organizations and markets work. The OBT group in the Tepper School hosts four scholars who work on important areas related to the role of social networks in organizations (Argote, Aven, Hahl, and Shea). Researchers at Heinz (Krackhardt) and Computer Science (Carley) at Carnegie Mellon, also conduct research in areas that inform our knowledge of social networks as well as the methodologies employed to distinguish their antecedents and effects.

• Linda Argote: learning and knowledge transfer through social networks
• Brandy Aven: formation of social networks, persistence (or not) of social networks, learning and deviance within social networks, knowledge sharing in social networks
• Oliver Hahl: identity in social networks, perceptions of brokers in networks, organizational networks and individual performance
• David Krackhardt: social network analysis theories and methods, informal organizations
• Catherine Shea: social network cognition, network formation, experimental methods in social networks

Entrepreneurial and Organizational Strategy

The “Carnegie School” has long influenced research on strategy, particularly by looking at the microfoundations of strategic selection, implementation, and performance. The OBT group in the Tepper School hosts four scholars who work on important areas in firm strategy (Argote, Aven, Hahl, and Lee) that all tie back to the Carnegie School’s foundations in the Behavioral Theory of the Firm . Additionally, scholars in Economics and Marketing (Miller, Epple and Derdenger) at the Tepper School and in the Engineering and Public Policy school at Carnegie Mellon (Fuchs and Armanios) also collaborate in research with Tepper faculty and students research in areas that inform organizational theory, entrepreneurial strategy, firm strategy selection and implementation, and firm performance.

• Linda Argote: organizational learning and capability development, micro foundations of strategy and firm performance, behavioral theories of strategy
• Brandy Aven: entrepreneurial strategies, entrepreneurial teams, behavioral theories of entrepreneurship and strategy
• Oliver Hahl: identity-based strategies, categories, diversification, status and authenticity in markets, human capital management and firm performance, microfoundations of strategy and firm performance, behavioral theories of strategy
• Sunkee Lee: organization design, exploration/exploitation, incentives, spatial design, response to performance feedback, firm acquisition behavior and performance, microfoundations of strategy and firm performance, behavioral theories of strategy

P lease visit our Ph.D. Student Profiles page t o view the profiles of our current doctoral candidates.

Program details.

• Requirements
• Tepper 2023
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• Tepper Information Center
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Behavioral Science & Community Health

College of health, behavioral science and community health (ms / phd) overview.

The Behavioral Science & Community Health Research Theme strives to advance scientific understanding of the multi-leveled impact of individual, group, organization, community, and system factors on health and health behaviors. We examine strategies to improve health through the creation, dissemination, and implementation of evidence-based intervention and work to understand the mechanisms that underlie success of these interventions. Finally, our theme is particularly focused on work that eliminates health disparities and advances health equity.

Research Pillars

• Community-based participatory research
• Dissemination and implementation science
• Optimal health and wellness
• Tobacco control, substance use prevention, and disease prevention

Research Facilities

Coming Soon!

MS Thesis Program Details

You will have a primary mentor but also be supported by all faculty in the Behavioral Science and Community Health Research Theme.  You will complete a 36-hour program of study along with your thesis.  Your courses will emphasize content area knowledge, research methods and statistics, seminar experiences with your mentors, and the completion of your thesis.  Your completed thesis will be in manuscript form and submitted to a journal upon completion. 

Required for this Program

• BS in Kinesiology, psychology, public health, or a related field
• Undergraduate GPA of 3.0 or higher
• The GRE requirement has been suspended.  You do not need to submit your scores during the application process.

PhD Program Details

You will have a primary mentor but also be supported by all faculty in the Behavioral Science and Community Health Research Theme.  You will complete a 67-hour program of study along with your dissertation.  Your courses will emphasize content area knowledge, research methods and statistics, specialized content knowledge, seminar experiences with your mentors, and the completion of your dissertation.  Your dissertation will consist of multiple manuscripts. 

• Degree in behavioral science, community health, or a related field.
• Students entering the PhD program must have a demonstrated capacity for independent research. This capacity is often demonstrated through completion of a master’s thesis. However, other experiences, such as, but not limited to, intensive undergraduate research experience, community experience, clinical research or practice, or experience publishing research can be examples of a capacity for independent research. Students with a bachelor’s degree who wish to enroll in the PhD program are encouraged to speak with a prospective mentor about their suitability for the PhD program.
• Undergraduate and Graduate GPA of 3.0 or higher
• The GRE requirement has been suspended.  You do not need to submit your scores during the application process.
• If you have any questions about these requirements, please reach out to the graduate program director or a prospective mentor.

Core Faculty

• Paul Estabrooks, PhD

Julie Lucero, PhD

• Glenn Richardson, PhD
• Julia Franklin, PhD

Graduate Students

• Jones, Shannon
• Xie, Yuhuan

Co-Directors of Graduate Studies

Tanya Halliday, PhD

Genevieve Albouy, PhD

Program Manager

Andrea Moss

Graduate Resources

Graduate Handbook 2023-2024

• Financial Aid & Scholarships
• Graduate Programs Overview

PhD Program

• K12 EdD Program
• K12 EdD with Administrative Licensure
• EdD in Higher Education Administration
• MEd with an Emphasis in Student Affairs
• MEd K12 School Leadership
• MEd K12 Teacher Instructional Leadership
• MEd with Secondary Licensure
• Joint MPA-PhD/EdD
• Community College Leadership and Teaching Certificate

Department of Educational Leadership and Policy College of Education

Application Deadline: 12/01/23

Program Information

Students can specialize in either K12 or Higher Education. Coursework includes topics in educational leadership, organizations, educational policy, or critical studies in education.

Independent research in an area chosen by the student will be the basis of the final dissertation. Assistantships are available to full-time students (20 hours a week and receive a stipend along with a full tuition waiver.)

For most studies, the following information should be explained in separate sections of your proposal document:

Problem Statement and Research Questions

What is the problem to be investigated? In other words, what is the purpose of the study? What are the specific research questions the study will seek to answer?

Conceptual Framework & Related Literature

What theories, concepts, and research provide the best framework to explain or study the problem? Offer conceptual definitions of study variables where appropriate.

Significance

Why is the problem important? How will the proposed study fill an important need for knowledge or chart a new area for investigation?

Include methodological considerations such as:

(A) sample or data sources (B) data collection procedures (C) instrumentation or measurement tools and issues, including operational definitions of variables where appropriate (D) study design (including checks on possible bias or threats to study validity) (E) data analysis

Assumptions and Limitations 

What are the assumptions and expected limitations of the study?

Implications

What might be the implications of this study for future scholarship and educational practice?

How have your doctoral course work, assistantship and/or internship, and previous experience prepared you to do this scholarly work?

What is the expected timeline for completing your study?

Pre-Defense to Publication, A Checklist for Graduate Students

At a Glance

Application Fee

For domestic applicants the application fee is $55, for international applicants, the fee is $65. You can pay your fee online through the Slate application system.

Transcripts

All applicants should upload an unofficial copy of their academic transcripts in the online application. Current students or graduates of the University of Utah will not be required to submit their U of U transcripts. If you are admitted to our program, you will be required to provide an official copy of your transcripts, sent directly from your previous school to the address below:

The University of Utah 201 S 1460 E Room 250 S SSB Salt Lake City, UT 84112

Under the Program Information section on the application, first choose your program of interest, Educational Leadership & Policy PhD. Then choose your area of emphasis – either Higher Education or K12.

A Master's Degree is required with a minimum 3.0 GPA (or enrollment in joint MPA/PhD program).

Please upload the following under the appropriate sections on the Slate application:

-RESUME  that includes professional and leadership experience.

-STATEMENT OF INTENT AND RESEARCH INTEREST ( 1000 words or less )

Describe the following:

• Your educational journey to this point and your career aspirations upon completing a PhD • How you see the ELP PhD program fitting into your academic and professional trajectory • Concise statement of your research interests • Which ELP faculty member(s) best match your research interests and why

ARGUMENTATIVE ESSAY

Select and answer one of the following essay topics:

Topic A : Education has long been viewed as the "great equalizer" through which individuals and groups that have traditionally been marginalized in the broader society can attain greater economic and social equity. However, evidence suggests that education has fallen short of this goal, particularly in relation to historically marginalized students in educational settings (e.g., students of color, students from lower socioeconomic backgrounds, immigrant students, LGBT students, and students living with disabilities).

In the face of enduring challenges to provide all students with high-quality learning opportunities in higher education, what role, in your opinion, does educational leadership and/or policy play in creating more socially just educational environments?

Topic B: It is often believed that education is beneficial to both individuals and society. Describe some of the major individual and societal benefits of education. Is it possible that educational attainment is differentially beneficial for particular groups in the population (e.g., racial, social, sexual identity, gender, ability, etc...)? Discuss the idea of education as a public versus private good. What role do educational leaders and policymakers play in ensuring that the benefits of education are equitable for all? Please limit your response to 1000 words or less.

Letters of Recommendation -- Three recommendations are required as part of the application process. These should be written by those who can speak to your leadership and academic ability and potential. We HIGHLY recommend that at least one letter be written by a faculty from whom you have previously taken a class. This can be done through the Slate application website.

All application materials are provided on or prior to the application deadline of December 1. Applications that are incomplete at the deadline will not be considered.

If you have questions or concerns at any time please contact our Academic Coordinator, Marilynn Howard, at 801-581-6714 or  [email protected] .

Degrees are awarded when students have completed t he Graduate School Thesis Editor's  requirements for release to the Registrar.

Student Stories

Amber roderick-landward.

Director of Instructional Supports Educational Leadership & Policy PhD, 2019 Amber is a strategic thinker,...

PhD | Management

The Ph.D. in Management

Stern’s Ph.D. program in management prepares students to understand how organizations need to compete in challenging and volatile business environments and how managers must manage in complex and changing workplaces. The training is broad based and interdisciplinary, drawing on the fields of economics, psychology, and sociology. Areas of focus within the management doctoral program at Stern include strategy, the study of the competitive dynamics of firm performance; organizational behavior, the study of the behavior of individual employees and managers within organizations; and organization theory, the study of organizational structures and processes.

Explore Management

Discover our other fields of study.

• Harvard Business School →
• Doctoral Programs →
• PhD Programs
• Accounting & Management
• Business Economics
• Health Policy (Management)

Organizational Behavior

• Technology & Operations Management
• Program Requirements

Scholars in the doctoral program in Organizational Behavior at Harvard Business School are prepared to pursue an interdisciplinary inquiry into issues that are broadly related to the functioning of individuals within groups, at either the micro or macro level. Graduates of our program go on to become the leading researchers and thinkers in organizational behavior, shaping the field and advancing theoretical understanding in posts at schools of management or in disciplinary departments.

The Organizational Behavior program is jointly administered by the faculty of Harvard Business School and the Department of Sociology in the Faculty of Arts and Sciences, and students have the opportunity to work with faculty from both the Faculty of Arts and Sciences and Harvard Business School.

Curriculum & Coursework

Our program offers two distinct tracks, with research focused either on the micro or macro level. Students who choose to focus on micro organizational behavior take a psychological approach to the study of interpersonal relationships within organizations and groups, and the effects that groups have on individuals. In macro organizational behavior, scholars use sociological methods to examine the organizations, groups, and markets themselves, including topics such as the influence of individuals on organizational change, or the relationship between social missions and financial objectives.

Your core disciplinary training will take place in either the psychology or sociology departments, depending on the track that you choose. You will also conduct advanced coursework in organizational behavior at HBS, and complete two MBA elective curriculum courses. Students are required to teach for one full academic term in order to gain valuable teaching experience, and to work as an apprentice to a faculty member to develop research skills. Upon completion of coursework, students prepare and present a dossier that includes a qualifying paper, at least two other research papers, and a statement outlining a plan for their dissertation. Before beginning work on the dissertation, students must pass the Organizational Behavior Exam, which presents an opportunity to synthesize academic coursework and prepare for an in-depth research project.

Research & Dissertation

Examples of doctoral thesis research.

• Cross-group relations, stress, and the subsequent effect on performance
• Internal group dynamics of corporate boards of directors
• Organizational mission and its effect on commitment and effort
• Psychological tendencies and collaboration with dissimilar others

Aurora Turek

Justine Murray

Jaylon Sherrell

“ In HBS’s Organizational Behavior program I receive outstanding, rigorous training in disciplinary methods and also benefit from the myriad resources that HBS has to offer. HBS scholars are looking to apply their research to real-world problems, come up with interventions, and make a real difference. ”

Current Harvard Sociology & Psychology Faculty

• George A. Alvarez
• Mahzarin R. Banaji
• Jason Beckfield
• Lawrence D. Bobo
• Mary C. Brinton
• Joshua W. Buckholtz
• Randy L. Buckner
• Alfonso Caramazza
• Susan E. Carey
• Paul Y. Chang
• Mina Cikara
• Christina Ciocca Eller
• Christina Cross
• Fiery Cushman
• Frank Dobbin
• Samuel J. Gershman
• Daniel Gilbert
• Joshua D. Greene
• Jill M. Hooley
• Rakesh Khurana
• Alexandra Killewald
• Talia Konkle
• Max Krasnow
• Michèle Lamont
• Ellen Langer
• Joscha Legewie
• Ya-Wen Lei
• Patrick Mair
• Peter V. Marsden
• Katie A. McLaughlin
• Richard J. McNally
• Jason P. Mitchell
• Ellis Monk
• Matthew K. Nock
• Orlando Patterson
• Elizabeth A. Phelps
• Steven Pinker
• Robert J. Sampson
• Daniel L. Schacter
• Theda Skocpol
• Mario L. Small
• Jesse Snedeker
• Leah H. Somerville
• Elizabeth S. Spelke
• Tomer D. Ullman
• Adaner Usmani
• Jocelyn Viterna
• Mary C. Waters
• John R. Weisz
• Christopher Winship
• Xiang Zhou

Current HBS Faculty

• Teresa M. Amabile
• Julie Battilana
• Max H. Bazerman
• David E. Bell
• Ethan S. Bernstein
• Alison Wood Brooks
• Edward H. Chang
• Julian De Freitas
• Amy C. Edmondson
• Robin J. Ely
• Alexandra C. Feldberg
• Carolyn J. Fu
• Amit Goldenberg
• Boris Groysberg
• Ranjay Gulati
• Linda A. Hill
• Nien-he Hsieh
• Jon M. Jachimowicz
• Summer R. Jackson
• Leslie K. John
• Jillian J. Jordan
• Rakesh Khurana
• Joshua D. Margolis
• Edward McFowland III
• Kathleen L. McGinn
• Tsedal Neeley
• Michael I. Norton
• Leslie A. Perlow
• Jeffrey T. Polzer
• Ryan L. Raffaelli
• Lakshmi Ramarajan
• James W. Riley
• Clayton S. Rose
• Arthur I Segel
• Emily Truelove
• Michael L. Tushman
• Ashley V. Whillans
• Letian Zhang
• Julian J. Zlatev

Current Organizational Behavior Students

• Jennifer Abel
• Yajun Cao
• Hanne Collins
• Grace Cormier
• Megan Gorges
• Bushra Guenoun
• Elizabeth Johnson
• Caleb Kealoha
• Kai Krautter
• Justine Murray
• C. Ryann Noe
• Dominika Randle
• Elizabeth Sheprow
• Jaylon Sherrell
• Yoon Jae Shin
• Erin Shirtz
• Samantha N. Smith
• Tiffany Smith
• Channing Spencer
• Yuval Spiegler
• Emily Tedards
• Aurora Turek
• Julie Yen

Current HBS Faculty & Students by Interest

Recent placement, nicole abi-esber, 2023, elliot stoller, 2023, ariella kristal, 2022, leroy gonsalves, 2020, alicia desantola, 2019, catarina fernandes, 2019, rachel arnett, 2018, evan defilippis, 2023, hayley blunden, 2022, lumumba seegars, 2021, karen huang, 2020, stefan dimitriadis, 2019, elizabeth hansen, 2019, erin frey, 2018, jeff steiner, 2023, ahmmad brown, 2022, yanhua bird, 2020, jeffrey lees, 2020, alexandra feldberg, 2019, martha jeong, 2019.

Master of Public Administration

College of social & behavioral science, main navigation.

David Carter, PhD

Associate Professor

Tim Tingey, D.A.

Assistant Professor (Lecturer)

Steve Ott, PhD

Emeritus Faculty

Chris Simon, PhD

Phillip Singer, PhD

Assistant Professor

Lorri Economy, MPA

Jesús Valero, PhD

Andrea Bott, MPA

Sandi rideout pershing, phd.

Research Interests:

• Policy Analysis
• Regulatory Program Design and Implementation

Contact Information:

801-581-7031 [email protected]

FACULTY PROFILE FOR David Carter

• Nonprofit and NGO Governance and Organizations
• Organization Theory and Behavior
• Organizational Change
• Administrative Theory

801-585-7406 [email protected]

• Alternative Energy
• Criminal Justice
• Homeland Security & Land Use Policy
• Military Sociology
• Sustainability & Governance

801-585-3544

[email protected]

FACULTY PROFILE FOR Chris Simon

• American Politics
• Health Politics and Policy
• Public Health

FACULTY PROFILE FOR Phillip Singer

Lina Svedin, PhD

• Crisis Management and Conflict Resolution

FACULTY PROFILE FOR Lina Svedin

• Nonprofit Organizations
• Public Sevice Leadership
• Cross-Sector Collaboration
• Technology Adoption in the Public/Nonprofit Sector

801-581-7031 [email protected]

FACULTY PROFILE FOR Jesús Valero

Adjunct Faculty

*Denotes Major Research Paper professor/instructor

• Undergraduate
• Master of Accounting
• Full Time MBA
• Evening Executive MBA
• Weekend Executive MBA
• Charlotte Executive MBA

PhD in Organizational Behavior

Organizational behavior.

Our Organizational Behavior (OB) PhD Program prepares you to conduct high-impact research on a broad range of topics critical to businesses and managers. Since 2018, our students have secured job placements at many top research schools.

Our faculty have expertise in a wide range of research areas such as leadership (including ethical leadership), emotions, team dynamics, decision-making, motivation, power and influence, negotiations, employee well-being, creativity, voice, and cross-cultural issues. They use cutting-edge methodological approaches including lab experiments, experience sampling, meta-analyses and qualitative interviews.

Through your coursework and research alongside innovative, supportive and passionate faculty, you will learn the necessary skills to become a high-quality researcher and faculty member at a top research university.

While direct research experience is not required, familiarity with academic research in organizational behavior or psychology is a plus to ensure you are prepared for the rigors of conducting research.

We do not narrow our search to students who graduated from a “top” university or have achieved a specific score on a standardized test. We take a holistic approach. We aim to admit students who demonstrate passion for exploring organizational questions and the motivation to put in the work to learn the complex skills and methodological approaches needed to become a high-quality scholar.

We have found the most successful students are self-directed, enjoy problem-solving and are unafraid – if not excited – about digging into some of the most complex challenges facing organizations.

We look for students who are friendly, collaborative and seek a welcoming and intellectually stimulating academic environment.

We welcome potential applicants from all experiences and backgrounds. The UNC Kenan-Flagler OB PhD Program prides itself on a diverse and inclusive student body. Our thriving and collaborative culture (both with faculty and between students) is a focal point to our department. Join us!

Typical course schedule by year

During the first two years of the PhD Program, you will focus on coursework that develops the tools you need to produce high-quality research. Sample classes include:

• Introduction to Organizational Behavior
• Introduction to Social Psychology
• Research Methods
• Dependent Variables
• Groups and Teams
• Interpersonal Processes
• Negotiation, Conflict and Diversity

After the second year, you are required to successfully complete comprehensive exams which covers all of the OB and leadership courses you take in the first two years of the PhD Program.

• Complete a third-year paper
• Full-time research
• Dissertation and oral defense are expected prior to the end of your fifth year.
• Prepare for the job market

We encourage you to attend bi-weekly brown bag lunches organized by PhD students as well as our field’s annual conference – The Academy of Management.

We believe the best scholars are crafted through impactful mentoring relationships. When you begin the program, you will be assigned to one (or two) faculty members with overlapping research interests. These advising relationships are aimed at being both professionally and personally productive for you. From day one you will begin working on research projects (whether self-directed or ongoing faculty projects) alongside these faculty members as they seek to teach you the skills you need to conduct high-quality work and develop your own research identity.

If you ask a UNC Kenan-Flagler OB student the classic question “Who do you work with?” be prepared for a long answer involving multiple faculty. We encourage our students to work with several faculty members to take advantage of the diverse skill sets, theoretical perspectives and research approaches they offer. These collaborations happen informally as you progress and grow within the program and give you flexibility and breadth of resources as you pursue your research passions.

As part of our larger mission to make academia an inclusive place where people of all identities and life experiences can thrive, we view it as a moral imperative to foster a diverse PhD student body that represents the next generation of scholars.

Ensuring that all feel welcome to pursue a doctoral degree is not only the right thing to do – it also is important for producing better science. Identities and life experiences shape the questions that we ask about the world and the knowledge that we produce.

We believe that our understanding of organizational behavior is incomplete if our scholarly community does not reflect the rich diversity of identities, experiences and perspectives that are found in the broader population. Inviting people of all walks of life to enter into our intellectual community can therefore result in better scholarship because it opens the door for new questions to be asked and new truths to be uncovered.

We strive to be a community where every student feels supported in their scholarly journey. We encourage all interested individuals to apply to the program, especially those who belong to historically underrepresented populations. We look forward to learning from you and welcoming you!

View our current Organizational Behavior PhD students .

Related Research

Ashamed to take a break.

UNC Kenan-Flagler researchers show that employees feeling bad that they took breaks can lead to unethical, costly behavior.

You can be too careful

Researchers show what happens when leaders focus too much on preventing errors.

What’s race got to do with it?

Research shows that Black women negotiators receive more favorable offers and outcomes compared with white women and Black men.

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BA/BS - Educational Psychology

Department of educational psychology, main navigation, undergraduate major in educational psychology, why major in educational psychology.

• Prepare to work in the helping professions with people of various ages and in a range of settings
• Understand the social, emotional, and cognitive aspects of human development and learning
• Develop skills in individual and group counseling, behavior change, consultation, collaboration, and multicultural competence
• Gain real-world experience through supervised field placements
• Graduate with endless career possibilities!

So.... I have questions!     

What is educational psychology.

• Educational Psychology is a branch of psychology that seeks to understand human growth, behavior, and learning from multiple perspectives.
• In working with people, it is important to understand differences in physical, cognitive, social, emotional, and cultural development.
• Educational psychological principles of motivation, learning, and behavior are integral skills for careers in which people teach, train, assess/evaluate, counsel, manage, consult, and collaborate with a variety of clients (children, adolescents, parents, teachers, employees) in multiple contexts (homes, schools, community agencies, hospitals, business).

What are my career options with this degree?

The career possibilities are endless!

• Registered Behavior Technician (RBT) (*during the program)
• Board Certified Assistant Behavior Analyst (BCaBA) Certification (*upon graduation)
• School Interventionist/Behavior Specialist in the Schools
• Autism Spectrum Disorder Specialist
• Child Life Advocate
• Academic Advisor
• Admissions Evaluator
• College Recruiter
• Wilderness Therapy Guide
• College/Employment Counselor
• Employee Relations Specialist
• Personnel Recruiter
• Community Program Manager
• Activities Director
• (General/Special Education) Paraprofessionals
• Student Support Assistant
• Home Health Aides and Personal Care Aides
• Probation or Parole Officer
• Management Analyst
• Psychiatric Aide/Technician
• Substance Abuse Counselor
• Victim’s Advocate                                                                                    

The University of Utah also offers guidance and support for students' entering the job market: https://careers.utah.edu/

Will I get professional certifications?

• RBT : While in the program, students have an opportunity to be credentialed as a Registered Behavior Technician (RBT). The RBT is a paraprofessional certification in *behavior analysis.
• BCaBA : Upon graduation, students have an opportunity to be credentialed as a Board Certified assistant Behavior Analyst (BCaBA). The BCaBA is an undergraduate-level certification in behavior analysis. 
• BCBA : Through additional coursework in a graduate program, students have an opportunity to be credentialed as a Board Certified Behavior Analyst (BCBA). The BCBA is a graduate-level certification in behavior analysis.

*Behavior Analysis is concerned with describing, understanding, predicting, and changing behaviors. It’s been used to help people in areas of diet, exercise, drug addiction, juvenile delinquency, classroom learning, social skills, skill acquisition, behavior reduction, and organizational change.

Average Annual Income

Registered Behavior Technician (RBT): $35,000 - $45,000

Board Certified Assistant Behavior Analyst (BCaBA): $45,000 - $55,000

Board Certified Behavior Analyst (BCBA): $60,000+

What are my graduate school options after I graduate?

The B.A. or B.S. in Educational Psychology can prepare you for master’s and doctoral programs in:

• School Psychology (EdS/Ph.D.): https://ed-psych.utah.edu/school-psych/
• School Counseling (M.Ed): https://ed-psych.utah.edu/school-counseling/
• Clinical Mental Health Counseling (M.Ed): https://ed-psych.utah.edu/prof-counseling/
• Counseling Psychology (Ph.D.): https://ed-psych.utah.edu/counseling-psych/index.php
• BCBA Certification: https://special-ed.utah.edu/graduate/grad-specializations/grad-bcba.php
• Health Education & Wellness Coaching (M.S.): https://health.utah.edu/health-kinesiologygraduation-programs/health-education-wellness-coach
• Parks, Recreation, & Tourism (M.S.): https://health.utah.edu/parks-recreation-tourism/degrees/masters
• Social Work (M.S.W.): https://socialwork.utah.edu/msw/
• Human Development & Social Policy (M.S./Ph.D.): https://fcs.utah.edu/
• Clinical Psychology (Ph.D.): https://psych.utah.edu/graduate/clinical.php
• Education, Culture, & Society (M.A./M.Ed./M.S./Ph.D): https://ecs.utah.edu/
• Education, Leadership, & Policy (Ed.D./M.Ed./Ph.D.): https://elp.utah.edu/

What's the difference between the BA and the BS degree?

• A Bachelor of Science (B.S.) degree demonstrates proficiency in math. The B.S. degree requires two Quantitative Intensive (QI) courses.
• A Bachelor of Arts (B.A.) degree demonstrates proficiency in a second language. The B.A. degree requires fourth semester proficiency in a second language.  You can take a language proficiency test to prove language proficiency or be placed in the appropriate level class: https://languages.utah.edu/language-requirements/language-placement-testing.php

How do I apply?

Click HERE for our application form!

Print our program brochure HERE .

Information Sessions

Tuesday, February 6 th  at 3:00PM

https://us06web.zoom.us/j/86081931914

Tuesday, March 12 th  at 2:30PM

https://us06web.zoom.us/j/85434104025

Thursday, April 11 th , at 3:30PM

https://us06web.zoom.us/j/83524188527

Thursday, May 2 nd , at 12:00PM

https://us06web.zoom.us/j/82269766244

Julia Hood Program Director

SAEC 3253 - 3rd floor, Educational Psychology Area

Search Utah State University:

Scott Hammond

Clinical Professor

Contact Information

PhD, Organizational Communication, University of Utah, 1997 MS, Organizational Behavior, Brigham Young University, 1987 BA, Political Science, Brigham Young University, 1984

Interactions

Intermountain Growth Summit Speaker - 2021

Research Area(s)

Complex problem solving processes; lost person behavior; cross cultural management

Scott C. Hammond is a Clinical Professor in the Department of Management, with internationally known expertise in teams.  Scott’s groundbreaking work on highly reliable teams makes him a sought-after teacher, speaker, and consultant.  He has presented his research practical training throughout the US and Canada, and in the United Kingdom, Iceland, Romania, and other countries.

Much of Dr. Hammond’s current research is based on his experience with search and rescue.  He has studied and published in the field of lost person behavior (see references below), exploring the mindset of people who get lost in work, life, and the wilderness.  His current research is inspired by search and rescue teams who routinely face complex problems with high consequence of failure. 

Dr. Hammond is a member of the Utah County Sheriff’s Search and Rescue Team, a K-9 specialist, and a veteran of over 400 search and rescues.  He is the co-editor of the International Journal of Search and Rescue, as well as an editorial board member and reviewer for other journals.  He is also the producer and host of the Management Minute on KSL Radio, a daily management idea for leaders in organizations.  He has been quoted in “Fast Company, The Denver Post, Nerd Wallet,” and other publications, and has been interviewed by on the “Hugh Hewitt Show”, Utah Public Radio, Wyoming Public Radio, and many others.

Dr. Hammond has consultancies with the National Association for Search and Rescue (NASAR), Big D Construction, Boart Longyear, Amway, Johnson & Johnson, Ashley Regional Medical Center, The National Park Service, and many others.  He has worked for the Department of Defense in the National Security Study Group (2001).

In 2015, Dr. Hammond won the “Best Paper” award from the Journal of Management Inquiry.  In 2018, Dr. Hammond was awarded the USU Presidential Faculty Award for Community Engagement, highlighting his commitment to practical learning from a strong theoretical base.

“I have never had a day in my 30 plus years of teaching when I did not want to cheer the new pathways, the new ideas, and the old wisdom my students have discovered,” says Hammond. 

2021 Intermountain Growth Summit: Jennie Taylor and Scott Hammond

Publications

Journal articles, academic journal.

• Jones Chrsitensen, L., Hammond, S.C, (2015). Lost (but not missing) at Work: Organizational Lostness as an employee response to change . Journal of Management Inquiry

Professional Journal

• Hammond, S., (2014). Lessons of the Lost: Finding Hope and Resilience in Work, Life, and the Wilderness . *
• Hammond, S., (2013). Lessons of the Lost: Finding Hope and Resilience in Work, Life, and the Wilderness . iUniverse/Berrett/Koeler

Book Chapters

• Hammond, S.C, Jones Chrsitensen, L., Senior, J., (2015). Finding the Lost Freshman: Helping Students through the Wilderness of their First Year . Self *
• Hammond, S., Finding the Lost Freshman . iUniverse *
• Hammond, S., (2014). Lessons of the Lost: Finding Hope and Resilience in Work, Life, and the Wilderness . audiblecom *

An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.