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Psychology of Leadership Cornell Certificate Program

Overview and courses.

The ultimate goal of leadership is to get things done by effectively influencing and leading other people. Possessing this ability is of utmost importance for both your career path and the health of your organization. Throughout this certificate, Professor Allan Filipowicz will provide you with time-tested practical tools and cutting-edge behavioral science findings to ensure influencing and leading others are two of your core competencies. You will walk away with a deep understanding of the psychological mechanisms that drive the behaviors, motivation, and performance of yourself and others in order to maximize your potential to lead. 

For the best experience in this program it is recommended to take these courses in the order that they appear.

This program includes a year of free access to Symposium! These events feature several days of live, highly participatory virtual Zoom sessions with Cornell faculty and experts to explore the most pressing leadership topics. Symposium events are held several times throughout the year. Once enrolled in your program, you will receive information about upcoming events.

Throughout the year, you may participate in as many sessions as you wish. Attending Symposium sessions is not required to successfully complete the certificate program.

Course list

The psychology of getting things done, identifying and managing emotions.

Emotions are what makes us human and they can never be fully erased from our interactions. However, as a leader, your emotions can't be your primary driver when making business decisions and managing your team. 

In this course, you will improve your emotional intelligence by better identifying and managing your emotions. Professor Filipowicz will share with you two empirically supported emotion-management tools that you can use on a daily basis, ensuring that your emotional responses are more accurate, adapted and effective.

Interpreting the Behavior of Others

Mastering the essentials of influence.

As a leader, you are always influencing others. However, if you're not mindful of how you exert this influence, it could lead to unforeseen consequences for yourself and your team. Your ability to negatively impact someone's performance, or elevate it to new levels, is powerful and should be taken seriously. 

In this course, Professor Allan Filipowicz discusses how your beliefs drive your subordinates' performance. You'll learn how to identify negative and positive expectancy cycles and get the tools needed to reverse the former and accelerate the latter. 

Applying Strategic Influence

Being able to influence others is the most fundamental characteristic of an effective leader, but many people in positions of power don't know specifically how they are influencing others' behavior in positive directions. They let it happen by chance or use their formal authority—getting people to do things because “the boss said so.” But as leaders gets promoted within their organization, using formal authority becomes less effective as they not only need to influence subordinates, but also peers, external stakeholders, and superiors.  In this course, Professor Filipowicz explores the three complementary levels of influence. First, you will explore heuristics, or rules of thumb, that people use in order to make decisions. Next, you will learn how to influence through reciprocity by uncovering what the person you want to influence wants and needs. Lastly, you will learn how to alter the social and physical environment in order to get the change in behavior you want. By the end of this course, you'll have the skills to consistently draw out the desired behaviors from your team and from those around you. 

Designing an Effective Team Structure

The traditional view of team management focuses on improving interactions within a set structure in order to improve the team's performance. In this course, Professor Filipowicz offers a different perspective, one founded on the premise that how you structure the team from the start is what simultaneously drives the team's interactions and also its performance.    This course is about teams, and thus course completion will require participation in two team-based activities in order to solidify your understanding of how to best run a team. The first activity will require you to gather a team of friends or colleagues to participate in a 30-minute exercise. The second team-based activity will require you to collaborate virtually in a challenge with your fellow classmates. You will be pre-assigned to a team of approximately 5 people upon enrollment in the course, and successful course completion will depend on your active and timely participation in the challenge.   Once you have a solid understanding of the fundamental challenges that every team faces, you'll learn a set of simple, comprehensive checklists that will allow you to both design and run any team for maximum performance. 

Leadership Symposium   LIVE

Symposium sessions feature three days of live, highly interactive virtual Zoom sessions that will explore today’s most pressing topics. The Leadership Symposium offers you a unique opportunity to engage in real-time conversations with peers and experts from the Cornell community and beyond. Using the context of your own experiences, you will take part in reflections and small-group discussions to build on the skills and knowledge you have gained from your courses.

Join us for the next Symposium in which we’ll discuss the ways that leaders across industries have continued engaging their teams over the past two years while pivoting in strategic ways. You will support your coursework by applying your knowledge and experiences to relevant topics for leaders. Throughout this Symposium, you will examine different areas of leadership, including innovation, strategy, and engagement. By participating in relevant and engaging discussions, you will discover a variety of perspectives and build connections with your fellow participants from various industries.

Upcoming Symposium: June 4-6, 2024 from 11am – 1pm ET

All sessions are held on Zoom.

Future dates are subject to change. You may participate in as many sessions as you wish. Attending Symposium sessions is not required to successfully complete any certificate program. Once enrolled in your courses, you will receive information about upcoming events. Accessibility accommodations will be available upon request.

How It Works

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Faculty Author

Allan Filipowicz

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Allan Filipowicz is clinical professor of management and organizations at the Samuel Curtis Johnson Graduate School of Management at Cornell University. Professor Filipowicz’s research focuses on how emotions drive or impede leadership effectiveness, at both the intrapersonal and interpersonal levels. Within this domain, he studies the relationship between emotions and risky decision making; the influence of humor on both leadership and negotiation effectiveness; the impact of emotional transitions in negotiations; and the relationship between genes, chronotype (morningness–eveningness) and performance. His work has been published in the Journal of Personality and Social Psychology, Journal of Behavioral Decision Making, Journal of Operations Management, International Journal of Forecasting, Creativity Research Journal, Journal of Circadian Rhythms, and Scientific Reports.

Professor Filipowicz teaches Managing and Leading Organizations (recently winning a Best Core Faculty Award), Negotiations, Executive Leadership and Development, Leading Teams, and Critical and Strategic Thinking. He has taught executives across the globe, from Singapore to Europe to the US, with recent clients including Medtronic, Bayer, Google, Pernod Ricard, and Harley-Davidson. Professor Filipowicz received his PhD from Harvard University. He holds an MBA from The Wharton School, an MA in International Affairs from the University of Pennsylvania, and degrees in electrical engineering (MEng, BS) and economics (BA) from Cornell University. His professional experience includes banking (Bankers Trust, New York) and consulting, including running his own boutique consulting firm and four years with The Boston Consulting Group in Paris.

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Psychology of Leadership

Key course takeaways.

  • Effectively employ the six levers that allow goal setting to work
  • Identify and remove the most powerful barriers to behavioral change
  • Assess your own level of emotional intelligence and more accurately read the emotions of others
  • Recognize the three fundamental drivers of behavior
  • Actively listen in a way that helps a person articulate the underlying issue
  • Modify your behaviors to bring out the best work in those around you
  • Amplify positive and reverse negative behavioral cycles of your subordinates (i.e. balance execution and development)
  • Combine positive and negative feedback to maximize performance
  • Use the principles of reciprocity to influence others for mutually beneficial outcomes
  • Change the social and physical environment to influence others
  • Solve the fundamental challenges of teams by setting the right goals, allocating roles to maximize individual skills, and avoiding process losses

phd psychology of leadership

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phd psychology of leadership

What You'll Earn

  • Psychology of Leadership Certificate from Cornell Johnson Graduate School of Management
  • 60 Professional Development Hours (6 CEUs)

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Who should enroll.

  • Individual contributors
  • Managers and team leaders
  • Senior managers and executives
  • Any professional looking to become more effective at interacting with colleagues, clients, reports, or superiors

phd psychology of leadership

“eCornell puts you in control of your education entrepreneurship. It allows you to choose what you need to learn and how you need to learn it at the right time.”

“i utilize the information i learned in the psychology of leadership course daily in my professional and personal life.”, “i decided to try an online certificate program because it fit my life and provided me with an ivy league credential. while i was a little unsure what to expect with learning online, it turned out to be the best decision i could have made. the instructors and other students were really dialed in. they always pushed you to the next level, provided unique insights, and answered your questions with real breadth and depth.”.

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Doctoral Program

The doctoral program in Social-Organizational Psychology follows a scientist-practitioner model. It is designed for full-time graduate students who desire fundamental education and skill development in the science and application of psychology to social and organizational situations and activities. Our goal is to provide an environment that is conducive to the development of scientist-practitioners who are prepared to assume the diverse responsibilities of positions at research universities, leading businesses, and professional service firms. Through coursework, field projects with organizations, and close working relationships with faculty members and fellow graduate students, doctoral students are provided with advanced training in the theoretical concepts, research methods, and applications of social-organizational psychology. Students gain critical knowledge and skills that encompass both research and practice.    Some unique aspects of the program include:

  • The integration of both social and organizational psychology;
  • A theoretical, research, and applied focus on understanding multiple levels of organizational functioning from individuals to groups to organizations as a whole, and the dynamic interaction among these levels; 
  • A breadth of coverage including human resource management, organizational behavior, organizational change, leadership, conflict and negotiation, coaching, diversity, organizational demography, motivation, power and authority, group processes, and organizational dynamics;
  • An emphasis on both quantitative and qualitative research methods to address organizational issues;
  • Opportunities to engage in basic research, applied research, and organizational consulting and application activities;
  • Faculty members trained in a broad array of disciplines including social psychology, counseling psychology, industrial-organizational psychology, organizational behavior, and business management — all of whom apply their respective disciplines to social organizational psychology issues.

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Contact Person: Ometria Seebarran

Phone: (212) 678-8109

Email: oks2107@tc.columbia.edu

Touro University Worldwide

Online PsyD Degree in Organizational Leadership

Tuition Information TUW’s tuition for the PsyD is $700 per semester credit unit. Your employer may offer a tuition assistance program so speak with your human resource representative to find out if financial support is available to you. A TUW Tuition Assistance Counselor is available to you in order to determine your eligibility for financial…

phd psychology of leadership

  • Program Information

Distinguish yourself among your peers and competitors as an industry thought leader and engage in a deeper, more profound way of learning by earning a PsyD with concentration in Organization Leadership from Touro University Worldwide (TUW).

The Online Doctoral Degree In Psychology (PsyD)-Organizational Leadership Concentration program’s emphasis is professional-practice and is guided by Touro’s focus on professional graduate education, and specifically in the psychology of organizational leadership. Students in the program will learn to apply the Scholar-Practitioner Model to real-world research and take an evidence-based approach to problem-solving in a variety of organizational settings.

Graduates of the program’s concentration will possess a discerning understanding of how the psychology of organizational leadership applies to a variety of areas such as ethics in organizations, theoretical underpinnings of human resource management, and the theories associated with collaboration both internal and external to an organization.

What makes online PsyD at TUW different?

  • 100% online
  • Affordable tuition
  • Nonprofit Accredited University
  • No residency required
  • No GRE required
  • Accelerated admissions process
  • 6 starts throughout the year
  • 8 weeks session
  • Learn from scholar-practitioners with expertise in the industry.

The program’s concentration provides theory to application through research that will expand competencies to enhance students’ area of interest regarding organizational leadership, in today’s technologically sophisticated, media-connected, and culturally diverse global environment.

Note: This degree does not lead to any form of licensure or certification.

Program Benefit

TUW’s doctoral program is designed to:

  • Provide students with the professional skills and tools to design evidence-based solutions in their professional field
  • Provide a doctoral-level environment that includes faculty research guidance, technology and learning opportunities that lead to the development of the research professional competencies needed to translate theory into practical solutions that lead to successful individual or organizational change and development
  • Provide a support system dedicated to student success at the Doctoral level

The TUW PsyD concentration in Organizational Leadership has several unique features:

  • Instructors themselves are scholar-practitioners actively involved in their own professional work, solving problems and improving performance to keep pace with major trends in today’s world
  • The program is designed to use a unique pedagogy in an online delivery method that gives students the flexibility to conveniently advance their education and still maintain busy schedules, work, and family lives
  • A convenient program course structure, including group course assignments and research options that provide students the flexibility of completing their doctorates at their own pace

What Can You Do With a Doctor of Psychology in Human and Organizational Psychology – Organizational Leadership?

Earning a Doctor of Psychology in Human and Organizational Psychology – Organizational Leadership from Touro University Worldwide prepares graduates as thought leaders in human and organizational psychology. The knowledge and leadership skills graduates learn are transferable to every industry. Graduates often work in research or in academia, although some may seek jobs as leaders in their field at private companies, government agencies, or nonprofits. Potential job titles include:

  • Senior Researcher
  • Policy Expert
  • Workforce Insight Analyst
  • Management Consultant
  • Employee Engagement Analyst
  • Human Resources Systems Developer

The U.S. Bureau of Labor Statistics (BLS) reports that the median annual salary for those in industrial-organizational psychology fields is $144,610.

The online TUW Doctor of Psychology in Human and Organizational Psychology – Organizational Leadership prepares graduates with the leadership skills and knowledge needed for success in these in-demand fields. 

BLS salary source: https://www.bls.gov/oes/current/oes193032.htm Sources for potential jobs: https://www.thechicagoschool.edu/insight/business/industrial-organizational-psychology-careers/

No curriculum information available for this program.

Credit Hours

100% online, 8-week courses

Transfer Credits

Transfer in up to 6 credits

Accreditation

Request information, tuition information.

TUW’s tuition for the PsyD is $700 per semester credit unit.

Your employer may offer a tuition assistance program so speak with your human resource representative to find out if financial support is available to you. A TUW Tuition Assistance Counselor is available to you in order to determine your eligibility for financial aid and other tuition assistance programs.

Program Requirements

TUW’s online doctoral degree gives students the ability to focus their studies in areas of organizational psychology, leadership psychology and industrial psychology. The program allows students to translate theory into practice.

The program includes several steps. The first steps include courses in research and theory to practice. Upon completion of the required courses, the student begins the phase of pre-Dissertation (Proposal) and Dissertation. Each student will work with a faculty dissertation chair  and committee in completion of the proposal and dissertation phase. To personalize their academic journey for greater outcomes, students will choose a topic to help focus on research activities, which allow for skill development that helps conduct applied research resulting in real-world solutions.

For additional information , please visit the  TUW Catalog .

Admission Requirements

Students seeking to enroll in Touro University Worldwide’s PsyD program must meet the following criteria to be considered for admission:

  • Have earned a Master’s degree from an accredited institution. If the degree was awarded oversees, it must be from an institution that is approved by the Ministry of Education.
  • Cumulative GPA of 3.4 in the accredited Master’s Program

Students, who meet the above criteria, will be required to complete the following steps in order to be admitted and enrolled at TUW:

  • Submit an application to the University.
  • Submit official transcripts from all institutions attended. Transcripts must come directly from the issuing institutions. Students who completed college coursework outside the United States must have their transcripts translated and evaluated. (See Foreign Credit for additional information.)
  • Submit two letters of recommendation: one from someone familiar with the prospective student’s academic work; and a professional reference from someone who has supervised the prospective student in a work environment (preferably the current supervisor, excluding family members ).
  • Submit a Doctoral Entrance Essay: The entrance essay is an essential part of the Doctoral Program and serves as the initial component of the student’s research journey.

The Doctoral Admissions Committee will evaluate the essay. Committee members seek evidence regarding critical qualities and abilities including:

  • Motivation, maturity of judgment, and creativity;
  • Evidence of a sound personal agenda that includes achievable personal and professional objectives;
  • Awareness of intellectual strengths as well as skills needing development;
  • Awareness of program requirements
  • Proficiency with standard written English including the ability to express concepts and communicate meaning in concise writing

The Doctoral Entrance Essay components should include the following:

  • Biographical Component Earlier learning experiences, both formal and informal, should be described. Characterize in terms of the nature and general outcome of previous studies, related work experience, and participation in scholarly research (if any).
  • Career Plan Component Explain how a doctoral-level education fits with stated career plan and goals. How will the doctoral study, in conjunction with background and interests, further those goals?
  • The reasons for selecting the TUW program rather than another doctoral program;
  • The particular goals anticipated to be attained through completion of the doctoral curriculum;

Proposed topics being considered for the dissertation or research program/exegesis paper project.

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Neuroscience of Leadership Psychology

Embark on an interdisciplinary understanding of neuroscience and leadership

The Neuroscience of Leadership Psychology concentration focuses on the intersection of neuroscience and leadership psychology. The concentration aims to equip students with a comprehensive understanding of the latest research in neuroscience and how it can be applied to organizational leadership, leadership and followership psychology, leadership development, management practices, and organizational behavior. Through the concentration, students can examine what is known about the human nervous system and brain function, change, and health as applied to constructs in organizational and leadership contexts.   

PsyD in Leadership Psychology

Offered as part of the PsyD in Leadership Psychology program

Students in the Neuroscience of Leadership Psychology concentration (8 – 12 credits) will be required to complete a doctoral project on a topic germane to neuroscience. It is recommended that at least one of their doctoral project committee members be a faculty member who teaches classes in the concentration or a professional with substantial experience or expertise in the field. Doctoral students completing an Area of Emphasis in the Neuroscience of Leadership Psychology (5 – 7 credits) are strongly encouraged but are not required to choose a doctoral project with a neuroscience component. 

Students may enroll in their second year after completing LP764: Neurobiology of Leadership. To do so, students should download and complete the Declaration of Concentration form, return it to the Registrar, and submit a copy to the Concentration Director, Dr. Erika Heilman ( [email protected] ).

Students who choose  to create an Area of Emphasis (5 -7 credits) or a Concentration (8 to 12 credits) in Neuroscience of Leadership Psychology will choose from the following course options:

  • ORG LP724 - Neuroanatomy (credits: 3)
  • ORG LP749 - The Neuroscience of Prejudice) (credits: 2)
  • ORG LP758 - Neuroleadership Research Lab (credits: 3)
  • ORG LP814 - Giving and Receiving Feedback with the Brain in Mind (credits: 2)
  • ORG LP850 - Neuro-Leadership Seminar (credits: 1)
  • ORG LP855 - Advanced Neuro-Leadership Seminar (credits: 1)

Students pursuing these specialties will benefit from completing fieldwork hours as well as doctoral project research within the emphasized area.

Concentration Faculty

If you have any questions, please contact Dr. Erika Heilman

Erika Heilman, PsyD

Director, Neuroscience of Leadership Psychology [email protected]

Kymberlee O'Brien, MEd, PhD

Faculty, Neuroscience of Leadership Psychology [email protected]

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Psychology of Leadership

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The M.P.S. degree in Psychology of Leadership is designed for individuals who are in the early and middle stages of their organizational careers, currently in or aspiring to leadership positions. The content of the program is appropriate for individuals employed in a wide range of functional specialties and industry sectors, including public agencies.

The M.P.S. degree in Psychology of Leadership examines the nature and role of leadership across varied organizational settings. Leadership is broadly defined as the process of influencing others (individually or collectively) in organizational settings. The program is based on well-supported psychological research and theory that have been shown to increase leadership effectiveness in work groups and organizations. While based in research, the program emphasizes the application of learned knowledge. Courses address the ways that various aspects and techniques of leadership can enhance the motivation, attitudes, and performance of individuals and teams in organizations.

Admission Requirements

Applicants apply for admission to the program via the Graduate School application for admission . Requirements listed here are in addition to Graduate Council policies listed under GCAC-300 Admissions Policies .

Educational Background

Students who do not have a GPA of at least 3.0 will be considered on a case-by-case basis depending on the quality of their overall application. Applicants who are still completing their baccalaureate requirements at the time of application may be  admitted to the Graduate School provisionally , pending the awarding of the baccalaureate degree. Students are also expected to have a minimum of two years of full-time work experience prior to admission.

Core Application Packet

  • Completed official online Graduate School application and payment of nonrefundable application fee.
  • Statement of purpose: a 2-3 page essay articulating career and educational goals that demonstrates the student’s written communication skills.
  • A current vita or resume.
  • Three letters of recommendation that attest to the student’s readiness for graduate study and document the requisite minimum of two years of paid work experience. Letters must be submitted through the online application. Within the online application the student will be asked to enter the names and email addresses of three individuals who will be providing recommendations. Those individuals will receive a note via email asking them to complete a brief form that will serve as the recommendation. The student should inform all recommenders they must submit the form in order for the application to be complete.
  • Official transcripts from all post-secondary institutions attended

Degree Requirements

Master of professional studies (m.p.s.).

Requirements listed here are in addition to Graduate Council policies listed under GCAC-700 Professional Degree Policies .

Total required credits for the MPS: 33 credits at the 400, 500, or 800 level; at least 27 must be at the 500 or 800 level, with at least 6 at the 500 level. Students must complete 9 credits of required courses and a 3-credit capstone course that serves as the culminating experience. Students choose the remaining 21 credits from a list of approved electives maintained by the program office.

The culminating experience provides students with an opportunity to apply their knowledge of the psychological theories and principles concerning leadership to an applied research project. The choice of research project topic will be mutually determined by the instructor and each student. A written paper based on the applied project is required and must contain project description, analysis, and interpretation of its findings, as well as a review of relevant published literature.

A graduate minor is available in any approved graduate major or dual-title program. The default requirements for a graduate minor are stated in Graduate Council policies listed under GCAC-600 Research Degree Policies and GCAC-700 Professional Degree Policies , depending on the type of degree the student is pursuing:

  • GCAC-611 Minor - Research Doctorate
  • GCAC-641 Minor - Research Master's
  • GCAC-709 Minor - Professional Doctorate
  • GCAC-741 Minor - Professional Master's

Student Aid

World Campus students in graduate degree programs may be eligible for financial aid. Refer to the Tuition and Financial Aid section of the World Campus website for more information.

Graduate courses carry numbers from 500 to 699 and 800 to 899. Advanced undergraduate courses numbered between 400 and 499 may be used to meet some graduate degree requirements when taken by graduate students. Courses below the 400 level may not. A graduate student may register for or audit these courses in order to make up deficiencies or to fill in gaps in previous education but not to meet requirements for an advanced degree.

Psychology (PSY) Course List

Learning Outcomes

  • Graduates will be able to explain relevant theories underlying and related to the psychology of leadership.
  • Graduates will be able to apply psychological theories to leadership issues and situations.
  • Graduates will be able to synthesize theories to communicate a comprehensive understanding of the psychology of leadership.
  • Graduates will be able to analyze leadership situations in order to evaluate leader behaviors and predict their effectiveness in self and others.
  • Graduates will be able to analyze leadership situations with respect to ethics and understand the implications of leader behavior in self and others.
  • Graduates will be able to evaluate their own leadership behaviors and plan steps for improvement.
  • Graduates will be able to plan strategies for improving leadership and organizational effectiveness.

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Counseling & psychology: transformative leadership, education, & applied research.

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Transform your practice.

Advance social justice, health-promoting behavior, and inclusive communities through leadership, education, and applied research. Lesley University’s doctoral program for mental health professionals and school counselors, prepares you to meet society’s need for these values and objectives in mental health programs, schools, and higher education. Gather with a cohort on Lesley’s campus one weekend per month, guided by faculty-practitioners who will empower you to facilitate change in your field.

Based in Cambridge—an internationally recognized nexus of mental health practice and research—our program is founded on a multidisciplinary approach that integrates knowledge and practices from the related fields of counseling and psychology.

Expand your knowledge of leading-edge theory and technique, from trauma-informed leadership to interpersonal neurobiology to mindfulness. Connect to applied research opportunities within Lesley’s robust network of practitioners, consultants, leaders, and educators. Participate in faculty-led initiatives and become part of our community of scholars. Develop fresh perspectives that lead to meaningful careers in leadership, education, research, consulting, and social entrepreneurship.

Your first doctoral year explores your professional goals, while providing a foundation in theory and research. Build from this theoretical framework during a second year dedicated to applied research and practice. During this time, design your own practicum and pursue relevant field experience. In your third and final year, develop a plan for original research that relates to your professional ambitions and write your dissertation.

Program Structure

Weekend-Intensive Cohort Doctoral Program

  • To be considered for this program, you must: -Have a master’s degree in mental health, school counseling, social work, or equivalent professions such as education, leadership, community organizing, social studies, etc. -Demonstrate good communication skills in the English language, both written and oral, at a level appropriate to doctoral study. -Have at least 3 years of professional experience in the field of mental health counseling or equivalent professions such as education, school counseling, school psychology, social work, organizational leadership, or community organizing, etc.
  • Fall Semester (7 Credits) -Doctoral Seminar: Transformative Leadership I -Research I (Qualitative Methods) -Promoting Social Justice in Counseling and Psychology: Clinical, Educational, and Global Perspectives Spring Semester (8 Credits) -Doctoral Seminar: Transformative Leadership II -Doctoral Seminar: Transformative Leadership III -Research II (Quantitative Methods) -Trauma-Informed Leadership in Agencies, Schools, and Organizations Summer Semester (3 Credits) -Research III Participatory Action Research in Schools and Communities
  • Fall Semester (7 Credits) -Doctoral Seminar: Transformative Education I -Applied Practice I -Applied Research I Spring Semester (8 Credits) -Doctoral Seminar: Transformative Education II -Doctoral Seminar: Transformative Education III -Applied Practice II -Applied Research II Summer Semester (3 Credits) -Social Entrepreneurship: Program Development, Evaluation, and Funding
  • Fall Semester (4 Credits) -Doctoral Seminar: Transformative Applied Research I -Dissertation I Spring Semester (5 Credits) -Doctoral Seminar: Transformative Applied Research II -Doctoral Seminar: Transformative Applied Research III -Dissertation II
  • Students must complete one elective course chosen in consultation with their faculty advisor. The year and semester the elective is completed will also be in consultation with a faculty advisor.

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Weekend Cohort Model

Our PhD in Counseling and Psychology is designed to meet the needs of busy professionals. Meet with an intimate cohort of PhD candidates on Lesley's Cambridge campus one weekend per month, guided by faculty practitioners whose innovative scholarship and commitment to social justice will inspire you to contribute fresh thinking and leadership to your field.

  • Integrate transformative values and applied research objectives into mental health programs, schools, and higher education.
  • Deepen your critical inquiry into an area of study that is professionally meaningful and socially transformative.
  • Develop fresh perspectives on counseling and psychology leadership, education, research, consulting, and social entrepreneurship.
  • Prepare for career advancement and leadership roles in agencies, schools, social service organizations, nonprofits, and more.

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2 women in class

5 Reasons to Get a PhD in Counseling & Psychology

Myisha Rodrigues working with colleagues at a shared desk

Dissertations from Lesley PhD Graduates

With our curriculum that emphasizes diversity, equity, and inclusion, most students center their dissertation on a social justice issue.

The Pursuit of Housing

Centering the voices of transgender supervisees, how children understand disability, counseling while black, navigating parenting a transgender adolescent or child, disrupting cis/heteronormativity and interrogating whiteness, exploring the experience of psychological distress for young adults with cancer, women's lived experience with benevolent sexism, grandparent caregiver well-being and identity development, an exploratory study of an arts-based measure and research model.

  • Counseling Director
  • Mental Health Counselor
  • Senior Counselor
  • Recovery Counselor
  • Professor of Psychology
  • University Professor
  • Inpatient Psychiatric Hospitals
  • Outpatient Clinics
  • Public Schools 
  • Residential Homes
  • Substance Abuse Clinics
  • Domestic Violence Shelters
  • Homeless Shelters
  • Business Leadership

faculty peiwei li

PhD Director, Associate Professor of Counseling & Psychology

Peiwei is an Associate Professor of Counseling & Psychology, the Director for the PhD program in Counseling & Psychology, and a member of the Executive Board of the Society for Qualitative Inquiry in Psychology (SQIP). Her cross-cultural experiences as an immigrant in the U.S. and as a Chinese woman growing up in the late socialist/emerging capitalist era in China have shaped her genuine interest in understanding the intersection of culture, race, gender and class. She is particularly intrigued by the complex power relations of marginalization and dominance that perpetuate and reproduce social and systemic pathologies and inequalities. This also fuels her passion to create conditions for consciousness raising and collective participatory actions toward a better world.

As a teacher, Peiwei’s pedagogy has been shaped by critical and feminist theories that foreground relationship, dialogue, reflection and love. She strives to create openness, trust and authenticity in the classroom that enables critical thinking, dialogues, self-reflection, emotional exploration, and the inclusion of marginalized voices. As a trained counseling psychologist and a research methodologist, Peiwei’s scholarship explores the borderland of critical psychology and critical qualitative methodologies, pertaining to self and identity development, consciousness raising, recognition, and the emancipatory aspect of knowledge. Her most recent critical ethnographic study focuses on the conditions and process of critical consciousness raising during diversity/social justice education.

In addition, Peiwei investigates graduate students’ conception and experiences with research methodology classes, and develops teaching pedagogies that holistically center students’ identities in learning. Peiwei is also passionate about critiquing and reconstructing current code of research ethics to make it more inclusive of historically marginalized and indigenous perspectives, and better attend to layered power relations in knowledge production and dissemination. Inspired by Zen practices, Peiwei is also drawn to the intersection of Eastern spiritual traditions such as Zen Buddhism, and psychotherapy and healing.

faculty susan gere

Interim Co-Chair, Professor, Counseling and Psychology

Susan Gere, Professor and Interim Co-Chair of the Counseling and Psychology department, is Core Faculty and a clinician and consultant in the community. Dr. Gere’s research and teaching interests are in integrative approaches to trauma treatment; understanding the impact of adverse life experience on adult learning; and mental health consultation in clinical, educational, organizational, and community settings. “I am interested in the many ways in which psychosocial knowledge can inform our understanding of educational processes across settings.”

Headshot of Joseph Mageary

Joe Mageary

Associate Professor and Department Chair, Counseling & Psychology

Joe Mageary, PhD, LMHC, CCMHC (he/him) is an Associate Professor in Lesley University’s Department of Counseling and Psychology. As a member of the core faculty, Dr. Mageary has also served as the Director of Field Training for Counseling and Psychology. He is a Massachusetts Licensed School Adjustment Counselor and Licensed Mental Health Counselor (LMHC), as well as a nationally certified Clinical Mental Health Counselor (CCMHC) and a Licensed Professional Counselor (LPC) in the state of Connecticut. He has used his LMHC in inpatient, outpatient, and community-based clinical roles and has extensive experience as a clinical supervisor, having worked as the Director of Emergency Services and Jail Diversion for an eighteen-town catchment area as well as serving as a Clinical Director in therapeutic high school settings for nearly a decade prior to joining Lesley’s faculty.

Throughout his career, Dr Mageary’s clinical work has been rooted in trauma-informed efforts to decrease stigma and suffering associated with mental illness through providing creative, community-based, collaborative, and recovery-oriented services. His clinical approach is influenced by tenets of Narrative Therapy, trauma-informed approaches, critical psychology, and brief therapies as well as by transdisciplinary thinkers such as Gregory Bateson and Edgar Morin. He holds a certificate from the Harvard Program in Refugee Trauma’s Global Mental Health: Trauma and Recovery program and is working interdisciplinarily on multiple projects related to supporting people who have been displaced and/or otherwise impacted by war, natural disaster, and other systemic stresses. Specifically, Dr. Mageary has worked with  Voces Arts and Healing , a group of expressive therapists, clinicians and advocates supporting asylum seekers and their allies in the Juarez, Mexico/El Paso, Texas metropolitan area. He is also actively partnered with the  Lesley University Institute for Trauma Sensitivity  (LIFTS) in weekly consultation and support for teachers and child psychologists in the Kirovohradska region of Ukraine.

Dr. Mageary is interested in exploring creative and body-oriented approaches to healing. He led a team that developed the Visual Reflection Team model: an arts-based version of the Reflecting Team technique used in Family Systems- and Narrative therapies.

In addition to having his LMHC, Dr. Joe Mageary is a:

  • Nationally Certified Clinical Mental Health Counselor (CCMHC)
  • Licensed School Adjustment Counselor and Special Education Administrator in the state of Massachusetts
  • Level one- and two-trained Eye Movement Desensitization and Reprocessing (EMDR) clinician
  • Member of the American Counseling Association (Massachusetts and Rhode Island Association for Counselor Education and Supervision Division) and the Massachusetts Mental Health Counselors Association

Adam Meiselman

Adam Meiselman

Assistant Professor of Counseling and Psychology

Sue Motulsky

Sue Motulsky

Professor of Counseling and Psychology

Sue’s teaching, writing, and research interests are in developmental and relational psychology, including adult development, cultural psychology, gender issues and women’s psychology, identity and relational development, LGBTQ+ career and identity development, and career counseling and vocational development.

Research interests include feminist, relational psychology, identity development, career development and life/career transitions, specifically transgender and nonbinary adults’ career decision-making, and qualitative, constructivist and narrative research.

Headshot of Rakhshanda Saleem

Rakhshanda Saleem

Professor, Counseling and Psychology

Rakhshanda’s scholarship and pedagogy is informed by a transnational and interdisciplinary perspective with a focus on the impact of structural and systemic violence. Her philosophical frameworks are embedded in decolonial, liberatory, and the emancipatory consciousness and the potential of grassroots and community-engaged movements. She is invested in solidarity organizing aimed at dismantling oppressive sociopolitical structural determinants of harm to individual and communal wellbeing and radical reimagining of alternatives to neoliberal and depoliticized theoretical models and wellness industry.  

Examples of her most recent scholarship include understanding issues facing disenfranchised migrant communities and learning about solidarity from the perspectives of impacted community members, activist, and organizers, exploring structural violence and its impact on “undocumented” Latinos (as) immigrants, Muslims (immigrants and non-immigrants), and LGBTQIA+ persons who have experienced incarceration, and identifying pre and post migration factors impacting the wellbeing of South Asian immigrant women.  Another area of interest and a developing project is exploring the trajectory of individuals involved in grassroot movements and community organizing in solidarity and resistance to systemic and structural violence to further understand consciousness raising and change occurs at an individual level.  

Rakhshanda is a licensed psychologist and a clinical neuropsychologist. Her work as a Harvard Medical School clinical instructor included assessment and clinical care for patients with diverse ethnic and cultural backgrounds needing linguistic and culture specific assessment and care.

Donna San Antono

Donna San Antonio

Donna Marie San Antonio has worked as a community organizer, teacher in grades 7-12, school counselor, outdoor educator-counselor, nonprofit administrator, and university instructor. She came to Lesley University in 2011 after teaching for 8 years in the Risk and Prevention Program at the Harvard Graduate School of Education. For 26 years, she directed the Appalachian Mountain Teen Project, an activity-based counseling program that she founded in 1984 to serve low-income and struggling youth in central and northern New Hampshire. 

Dr. San Antonio’s research and practice focus on understanding and supporting social, emotional, and physical wellness during adolescence and emerging adulthood. She has published on topics including developmental transitions for rural adolescents and emerging adults; the influence of social class and trauma in life course design and aspiration; experiential education/adventure-based counseling; school-based and workplace mentoring; school climate and social-emotional development; cross-role and cross-institutional collaboration; and community and school-based participatory action research for social change. Her current research projects include an exploration into the lifelong impact of therapeutic adventure activities during adolescence, and an auto-ethnography on how schools and communities in low-income rural areas support the social integration and well-being of migrant youth and families.  

Dr. San Antonio collaborates with international practitioners and researchers on urgent issues in school and community counseling. She frequently consults with school and community programs seeking to address cultural and economic barriers to success. She serves on the Editorial Board of the Journal of Experiential Education and is a Founding Member of the International Society of Policy, Research and Evaluation in School Counseling. She coordinates Lesley University’s affiliation with the UNESCO-UNITWIN Project on Lifelong Career. 

About her on-going community work, Dr. San Antonio says, "I believe in involving youth as active participants in addressing issues that threaten their well-being, such as poverty, racism, trauma, sexism, and homophobia.” As a classroom instructor and community activist, Dr. San Antonio works to create contexts that offer a high level of active critical reflection and dialogue. She enjoys hiking, biking, canoeing, cross-country skiing, and snowshoeing.   

Holistic Studies faculty member Elizabeth Barragato

Elizabeth Barragato

Visiting Instructor, Counseling & Psychology

Liz Barragato , MA, LMHC, has been an adjunct faculty member at Lesley University since 2014 and is thrilled to be a member of the core faculty starting in the 2021-2022 academic year. Liz has a private counseling and consultation practice in Cambridge, MA, and Liz is also a managing co-owner of Crooked Tree Counseling, LLC , in Cambridge.

Being a masters-level instructor, instead of having areas of scholarship, Liz had areas of clinical interest. Liz is interested in holistic theories and counseling methods, with a special interest in the intersection of Eastern wisdom practices, mental health, and wellness.

Liz brings this interest to the coordination of the Holistic Studies Specialization in the Counseling and Psychology Department. Liz is also deeply influenced by existential and relational psychoanalytic counseling approaches. Through all of these theoretical lenses, Liz see critical theory and issues of social justice permeating the work of counseling and teaching.

Photo of Catalina Tang Yan

Catalina Tang Yan

Catalina Tang Yan 趙嘉蓮 is a transdisciplinary scholar who uses a decolonial and racial equity lens to study the narratives that create epistemic justice at the intersection of health, language, disability, and education. Her research focuses on the ways critical youth and community-based participatory action research approaches can create equitable social policy, unsettling pedagogy, and applied research. 

As an educator, she approaches her teaching as a continuous praxis to humanize the classroom with students and integrate defiant pedagogies shaped by decolonial, critical race, and feminist theories. She is committed to co-creating anti-oppressive and brave communities of learning inside and outside the classroom to facilitate critical reflection, challenge individual worldviews, and embody systemic and liberatory approaches to justice.

As a former immigrant youth leader, organizer, and youth worker in various Out of School Time youth programs in the Greater Boston Area, she seeks to partner with community stakeholders locally and transnationally to support their community organizing efforts in achieving social change and transformation.

  • Tuition $1,350/credit x 48 $64,800
  • Fees PhD Matriculation Fees $12,000 Comprehensive Fee $1,200

All graduate students are reviewed for merit scholarships through the admissions process and are awarded at the time of acceptance. Other forms of financial aid are also available. Review all graduate tuition and fees , and what they cover. Tuition and fees are subject to change each year, effective in the Summer term.

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Students transfer into our doctoral programs from a variety of fields, psychology, education, and leadership studies, to name just a few. Within in the School of Leadership studies, students can choose to enter two different programs:

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  • Program of Interest * Program of Interest PhD in Clinical Psychology PhD in Psychology with an Emphasis in Media & Technology PhD in Psychology PhD in Infant and Early Childhood Development PhD in Human Development PhD in Organizational Development and Change EdD in Leadership for Change MA in Organization Development and Leadership MA in Infant, Child, Family Mental Health and Development MA in Applied Media Psychology Certificate in Evidence Based Coaching Certificate in Media Psychology Neuropsychology Specialization Training Program Postbaccalaureate Certificate in Clinical Psychology Postdoctoral Certificate of Respecialization in Clinical Psychology

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phd psychology of leadership

Anaheim - Chicago - Los Angeles - Dallas -Washington D.C. - Online 

Program overview.

Businesses large and small increasingly recognize the critical distinction between a manager and a leader-between someone who merely assigns tasks, and someone who paints a vision and then inspires employees to work effectively toward achieving it. Organizational leadership professionals work in both for-profit and nonprofit settings, helping to clearly define and communicate organizational objectives and strategy. They ensure that business processes are as effective and efficient as possible, build trust, bolster morale, and help each employee grow professionally and contribute meaningfully to advancing an organization’s mission. Curriculum includes coursework in leadership, research, ethics, interpersonal dynamics, and a range of electives to support each student’s unique career goals-preparing graduates to apply the principles of psychology and leadership theory in a broad range of settings, to more effectively lead individuals and organizations to success.  Graduates are able to select, implement, and manage appropriate leadership methodologies to meet individual, group and organizational needs in non-profit and for-profit settings. 

Program Philosophy 

The Chicago School offers a PhD degree in Organizational Leadership. This program examines field of psychology from an organizational leadership perspective.  It is intended to develop professionals who can apply knowledge about principles of psychology and leadership to work more effectively with specific populations.  The program includes coursework in leadership, research, ethics, interpersonal dynamics, and a range of electives to support each student’s unique career goals preparing graduates to apply the principles of psychology and leadership theory in a broad range of settings, to more effectively lead individuals and organizations to success.  Graduates are able to select, implement, and manage appropriate leadership methodologies to meet individual, group and organizational needs in non-profit and for-profit settings.

Program Learning Outcomes

Upon successful completion of this program students will be able to:

Professional Practice

  • Produce written documents that are well researched, cited, and organized for easy reading and understanding. Students will be able to deliver presentations targeted to business and academic audiences.
  • Describe and apply effective practices within the field of Business Psychology or Organizational Leadership. 
  • Explain and build upon the role that individual and group differences play in the workplace (e.g., race, gender, age, national culture, cognitive style, socio-economic status, job title/power and etc.). Students will be able to demonstrate cross-cultural competence and operate within a framework of global diversity.

Professional Behavior

  • Demonstrate personal integrity and ethical behavior in professional practice.
  • Form effective professional relationships based on attitudes and communication skills that foster trust, open dialogue, and collaboration, regardless of differences in background, education, position in the organization, points of view or other personal characteristics

Scholarship

  • Cite the theoretical knowledge and research integral to their fields of study. Students will be able to describe the philosophies of science underpinning their field’s theoretical knowledge and research. Students will be able to apply published research to the development of new areas for scholarly study. Students will be able to design and conduct research studies. Students will be able to analyze and interpret the data produced by research.
  • Analyze and evaluate the work of others, including probing for more information, searching for logic flaws, and creating alternative solutions to problems.

Admission Requirements

For information on where The Chicago School is currently authorized, licensed, registered, exempt or not subject to approval, please visit   https://www.thechicagoschool.edu/why-us/state-authorization/

Application to The Chicago School’s Organizational Leadership doctoral program is open to any person who has earned a master’s degree from a regionally accredited institution in psychology, the behavioral sciences, organizational discipline or other related field, and who meets other entrance requirements.  If prior coursework does not include at least one course in undergraduate statistics and one psychology course, applicants should refer to the progression requirement policy section below.

It is preferred that candidates have had three or more years of work experience prior to admission.  The Graduate Record Examination is not required for admission.  Applicants are also required to write a 500-word statement on leadership and what leadership means from both a personal and a professional perspective, as well as a statement of their research interests. Additionally, applicants will be required to submit a current Résumé/curriculum vita, highlighting relevant work, volunteer, and research experiences.

Applicants must submit official transcripts from all schools where a degree was earned. It is recommended that transcripts are submitted from all schools where credit was received to enhance their applications.

For Distance Learning Students: In additional to the admission criteria, it is recommended that students have access to a computer that is less than three years old, a broadband or Internet connection, and the Microsoft Office Suite including Word, Excel, and Outlook and, at minimum, the following computing skills:

  • A basic level of comfort with Internet technology
  • The ability to open and attach files from and to email
  • The ability to send and receive email
  • The ability to save documents

Based on meeting these requirements, selected candidates will be invited to interview for further consideration of their application. Please see the application for detailed instructions and information regarding application requirements.  Applications must be submitted with the $50.00 (USD) application fee in order to be evaluated.

PhD Organizational Leadership Progression Requirements

This program requires applicants to have successfully completed at least one (1) foundational course in statistics, and one (1) foundational course in psychology or organizational behavior with a grade earned of ‘C’ or better by the end of their first semester (second online term) of study.  Students who have not done so through previous coursework must successfully meet this progression requirement through one of the following options:

  • A grade of “C” or higher in TCS 390 Introduction to Statistics and TCS 380 Introduction to Psychology
  • A grade of “C” or higher in a comparable course at The Chicago School
  • A grade of “C” or higher in a comparable course at another regionally accredited institution

Applicants accepted who have not successfully completed one (1) foundational course in statistics and one (1) course in psychology or organizational behavior will be required to register for applicable TCS courses in their first ground semester or online term. All students must meet this progression requirement by the end of their first semester (second online term) of study. Students who do not successfully fulfill this requirement will not be allowed to register in any future coursework in the program of study until this requirement is met. Extensions can be granted by the Program Chair or designee when extenuating circumstances prevent completion of the requirement in the specified timeframe.  Requests for an extension must be submitted in writing to the Program Chair for consideration.

Applicant Notification

The Chicago School reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and applicants will be notified regarding the admission decision. The Chicago School does not share information or provide any feedback regarding admission decisions.

If a student is offered admission and in order to secure a place in the incoming class, a non-refundable tuition deposit of $250 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

Articulation Agreements

The Chicago School has established agreements between The MA Psychology and the PhD Organizational Leadership program to allow qualified students to enroll in doctoral level courses while completing thier master’s degree that will then count toward the doctoral degree.  Click on this link    for details.

Degree Completion Requirements

  • Successful completion of 60 credit hours of coursework
  • Successful completion of dissertation
  • Successful completion of Competency Examination
  • Attendance at two residences that are three and a half day each (online students only)

The following policies are located under  Academic Policies and Procedures   : Academic Calendar, Admissions Requirements, Attendance, Satisfactory Academic Progress, Service Learning, and Transfer Credit/Course Waiver. Click the link above for detailed information.

Residency Requirements (Online Students Only)

Online students are engaged in two brief residencies (roughly three and a half days each) at one of our campuses-providing an opportunity for face-to-face interaction and networking with fellow students from around the globe who bring a wealth of diverse leadership experiences and perspectives.  At the first residency, students meet with their cohorts and faculty members and engage in focused seminars.  At the second residency, students participate in their competency exam.

Field Experience Requirements 

Students must have access to an organizational environment that will be available for use in research and reference for course work. 

Ethical Guidelines

Students are expected to engage in all graduate work, including but not limited to course work, research, and scholarship, with a high degree of integrity and professionalism. It is essential that students approach professional working relationships, collegial relationships, and client/partner-contact with respect. Further, students are expected to adhere to the American Psychological Association’s (APA) Ethical Principles of Psychologists and Code of Conduct as well as the “evolving universal code of ethics” (Gauthier, 2005).  Students who choose to seek employment in the field of psychology shall not work beyond their level of competence and shall not use titles governed by credentialing statutes and/or regulations unless authorized by the relevant jurisdictional authority. Students who fail to comply with ethical and professional behavior guidelines are subject to department remediation and/or referral to the Student Affairs Committee for disciplinary action and possible dismissal.

Competency Examination

Every student is required to pass a Competency Examination (CE). The aim of this assessment exercise is to evaluate the student’s knowledge of theory, research, and practice. This is also an opportunity to assess the student’s ability to demonstrate this knowledge and skill in simulations in order to judge his or her abilities as a future organizational leader. The Comprehensive Examination is taken at the end of the student’s second year in the doctoral program

Dissertation

Completion of the dissertation is an essential aspect of a students’ academic experience and professional education. It provides the school the opportunity to evaluate the student’s ability to apply Organizational Leadership theory and research and to think critically and creatively about an issue in the field.

The dissertation should clearly and concisely demonstrate the student’s command of the research in a specific area of Organizational Leadership. In the dissertation, the student will critically evaluate and synthesize relevant research and theory in the topic chosen for study. The student’s dissertation Committee is responsible for determining the appropriateness and acceptability of the dissertation proposal and for final approval of the dissertation.

The Curriculum

Intensive course work that balances theory and practice culminates in completion of the competency exam and the dissertation. Students entering post-master’s must complete 60 graduate semester hours of study:

Required Core: 54 credit hours

Electives: 6 credit hours

Program Total

Ph.D. Organizational Leadership: 60 credit hours

Required Core

  • IO 519 - Statistics and Lab (4 credit hours)
  • PB 400 - Professional Development Seminar (3 credit hours)
  • PB 455 - Research Methods (3 credit hours)
  • OL 539 - Personality and Life Span in the Workplace (3 credit hours)
  • OL 549 - Systems Theory (3 credit hours)
  • OL 551 - Group and Team Leadership (3 credit hours)
  • OL 554 - Management Philosophy and Practice (3 credit hours)
  • OL 556 - Emerging Theories of Leadership (3 credit hours)
  • OL 560 - Ethical and Cultural Considerations (3 credit hours)
  • OL 573 - Organizational Diagnosis and Cultural Dynamics (3 credit hours)
  • OL 576 - Strategic Change Management (3 credit hours)
  • OL 580 - Residency I (auto half time) (0 credit hours)
  • OL 620 - Competency Examination (3 credit hours)(course fee $12)
  • OL 621 - Qualitative Research Methods (3 credit hours)
  • OL 631 - Dissertation Maintenance I (3 credit hours)(auto full time)
  • OL 632 - Dissertation Maintenance II (3 credit hours)(auto full time)
  • OL 633 - Dissertation Maintenance III (3 credit hours)(auto full time)
  • OL 705 - Leadership Self-Development (2 credit hours)(course fee $105)

Students choose one of the following:

  • OL 623 - Advanced Qualitative Research Methods (3 credit hours)
  • PB 528 - Advanced Statistics (3 credit hours)

Choose six hours of elective courses:

  • OL 634 - Virtual and Global Leadership (3 credit hours)
  • OL 637 - Team Interventions (3 credit hours)
  • OL 640 - Governance in Non-profit (3 credit hours)
  • OL 641 - Supervising and Coaching Employees (3 credit hours)
  • OL 642 - Strategic Human Resources Effectiveness (3 credit hours)
  • OL 643 - Social Entrepreneurship (3 credit hours)
  • OL 644 - Leadership Ethics (3 credit hours)
  • OL 645 - Diversity (3 credit hours)
  • OL 646 - The Role of Technology in Organizations (3 credit hours)
  • OL 647 - Public Policy Leadership (3 credit hours)
  • OL 650 - Envisioning the New Health and Human Service Organization (3 credit hours)
  • OL 651 - Community Building and Social Transformation in Health and Human Service Organization (3 credit hours)
  • OL 652 - Ethical, Practical, and Economic Challenges in Health and Human Service Organization (3 credit hours)
  • OL 653 - Advanced Consulting Skills (3 credit hours)
  • OL 654 - Business Development for Consulting Psychologists (3 credit hours)
  • OL 655 - Large Group Methods (3 credit hours)
  • OL 657 - Professional Coaching (3 credit hours)
  • OL 658 - Group Facilitation (3 credit hours)
  • OL 670 - Special Topics I (1 credit hour)
  • OL 671 - Special Topics II (2 credit hours)
  • OL 672 - Special Topics III (3 credit hours)(course fee)
  • OL 675 - Independent Study I (1 credit hour)
  • OL 676 - Independent Study II (2 credit hours)
  • OL 677 - Independent Study III (3 credit hours)

Students may also select elective courses from the Ph.D. Business Psychology    elective pool.

Extension Courses

  • OL 950A-F - Dissertation Extension (1 credit hour) - auto half-time
  • OL 951A-F - Dissertation Extension (1 credit hour) - auto full-time
  • OL 952 - Dissertation Extension (1 credit hour) - Not F.A. eligible
  • OL 953 - Manuscript Preparation (MP) Extension (0 credit hours) - auto full-time
  • OL 954 - Manuscript Preparation (MP) Extension (0 credit hours) - auto half-time
  • OL 955A-L - Dissertation Extension (.5 credit hours) - auto half-time
  • OL 956A-L - Dissertation Extension  (.5 credit hours) - auto full-time
  • OL 957A - Dissertation Extension (.5 credit hours) - Not F.A. eligible.
  • OL 957B - Dissertation Extension (.5 credit hours) - Not F.A. eligible.
  • OL 958A - Manuscript Preparation (MP) Extension (0 credit hours) - auto half-time
  • OL 958B - Manuscript Preparation (MP) Extension (0 credit hours) - auto half-time
  • OL 959A - Manuscript Preparation (MP) Extension (0 credit hours) - auto full-time
  • OL 959B - Manuscript Preparation (MP) Extension (0 credit hours) - auto full-time

Psychreg

The Psychology of Leadership

penguin leaders

Leadership is when one person influences a group to come to a common goal as a result, such as hitting the weekly target, signing up as many customers to a call plan as possible or generating interest for a brand on Twitter.

Different theories of leadership exist, such as process or trait leadership. Process leadership theory suggests that leaders influence groups of workers by applying what they know and their skills. Trait leadership is the view that leaders have certain qualities and character attributes different to other people.

Traits that  may influence leadership include the leader’s susceptibility to stress, personality, locus of control and emotional intelligence . It is likely to be both the process and traits which affect how good of a leader a person might be.

There are also different styles of leadership, such as transformational, transaction, and laissez-faire. Transformational style is when a leader motivates the workers to exceed expectations and do the best possible job.

Transactional style is more focused on achievement levels, as opposed to inner motivation and satisfaction and works on the basis of rewards given for good performance. Laissez-faire or ‘hands-off’ style is when a leader provides little direction to the workers, which can be great for highly skilled and self-motivated workers but may not result in low productivity in other situations. The leadership style is likely to alter the productivity of the workers and also the attitude of the workers towards their job and the respect they might have for their leader.

Personality

  • Famous Type B leader – Richard Parsons, former chairman of Citigroup and the former Chairman and CEO of Time Warner; currently on the Board of Directors for the Commission on Presidential Debates. 
  • Suggestion – Perhaps you cannot change your deep personality traits but you can learn new behaviours that mimic a particular personality type You should ‘fake it, till you make it’, that behaves as a particular personality type until you internalise it and, yourself and others start believing that you do indeed possess that type. 

Stress levels

  • Bill Clinton’s coping mechanisms – Camping, jogging, reading, playing cards, smoking a cigar
  • Suggestion – Do sports , delegate, prioritise certain tasks over others, and rationalise (think ‘what is the worst that could happen?’ and then prepare for that situation mentally), review your goals regularly to see if you are on target 

Emotional intelligence

A study showed that NFL players who had a higher level of emotional intelligence were more successful in terms of having good health, interpersonal relationships, not abusing drugs or alcohol, excelling at work and having a high quality of life.

  • Suggestion – To develop a higher EI you could observe and ask your friends about your attitudes to others, your environment, your reactions to stress, whether you take responsibility for your actions and whether you know how your actions affect others. If any of these areas are lacking, improving in those particular directions would be a start. 

Locus of control

Locus of control is the belief that people how of how much control they have over their life. Locus of control can be internal or external.  Internal locus of control means that individuals think that they control the events in their life. Therefore, they believe that they can change a negative situation or that if they do well at education or in their job, it is the result of their hard work and dedication.

This is the desired locus of control, as it makes people feel in control of their life, which tends to result in a higher likelihood of them being satisfied in life. On the other side of the spectrum (or locus) is having an external locus of control.

This would be a person who attributes all events to external factors. This person will not take any blame or responsibility for negative situations but are likely to blame others, even if they are of their own creation, and will not acknowledge the direct relationship between hard work and positive exam results. 

Research indicates that most leaders have an internal locus of control, and that better performance is achieved by workers who have a leader with an internal rather than external locus of control. Lastly, internal leaders were likely to be highly directed and task-oriented in how they communicated with workers under their control.

A short test on the locus of control

For the statements below, rate your level of agreement (from 1 to 7, where 7 is ‘fully agree’ and 1 is ‘fully disagree’):

  • I try to do things differently to improve my performance.
  • I go to new places and enjoy travelling.
  • When I go to a new restaurant, I order foods I haven’t tried.
  • I volunteer to be the first to learn and do new tasks at work.
  • When people suggest doing things differently, I support them and help bring about change. I don’t make statements like: It won’t work; we’ve never done it that way before, or we can’t do it.

To obtain your locus of control, add up your rating score for all five statements:

31–35: You probably have a strong Internal Locus of Control.

26–30: You probably have an Internal Locus of Control.

21–25: You probably have a tendency toward an Internal Locus of Control.

20: Is the neutral point on this scale.

15–19: You probably have a tendency toward an External Locus of Control.

10–14: You probably have an External Locus of Control.

5–9: You probably have a strong External Locus of Control.

  • Suggestion – To develop an internal locus of control, you could teach yourself to look at what happens and allocate responsibility to it. For instance, you could tell yourself that you decide how you feel, you decide how you view yourself compared to others and that you decide how you think of every event that happens in your life. 

Elizabeth Kaplunov, PhD is a chartered psychologist who evaluates projects about health technology for disabled and vulnerable people. 

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Jaclyn Margolis Ph.D.

Research Findings on the Power of Women Leaders

Women's leadership transforms culture, boosts profits, and advances health..

Posted February 29, 2024 | Reviewed by Ray Parker

Kelly Sikkema / Unsplash

To the celebrated mantra, "Strong women: may we know them, may we be them, may we raise them," I propose an addition: "May we lead like them." As we celebrate Women's History Month, here are four fascinating research findings on the power of women leaders.

Women Leaders and Culture

Jennifer Franczak and I analyzed data from companies featured in the Great Place to Work survey over three years. Our focus? The impact of women in management roles on company culture . By examining the ratio of women in management to the total number of female employees, we uncovered intriguing insights.

Published in the journal Organizational Dynamics , our findings reveal a clear trend: Companies with a higher proportion of women in leadership positions are consistently rated by employees as great(er) places to work. These companies are perceived as safer, more enjoyable, and friendlier environments. This research underscores the positive influence female leaders have on workplace culture.

Women Leaders and the Bottom Line

Corinne Post and Kris Byron analyzed the results of 140 studies covering a vast array of companies worldwide to understand better how women on corporate boards impacted firm financial performance. Publishing their analysis in 2015 in the Academy of Management Journal , the results showed that the presence of women on boards positively impacted accounting returns.

Additionally, factors like operating in nations with higher gender parity magnified this positive outcome. It appears that when women contribute their distinct viewpoints and principles to boardroom dialogues, they release the true power of diversity within their organizations.

Women Leaders During Crises

Kayla Sergent and Alexander Stajkovic's analysis of gubernatorial actions during the COVID-19 pandemic presented an intriguing discovery: States helmed by women experienced fewer COVID-19 deaths—a finding that remained significant even when considering the interplay of variables such as political affiliation, state size, and the governor's age.

Digging deeper, the researchers examined female governors' briefings during the pandemic. They found that the women's communication style was more empathetic and confident than the male governors. Ultimately, this communication helped foster compliance with public health directives.

Women Leaders and Women's Health

A team of researchers from Harvard University, McGill University, and the Instituto de Estudios Superiores de la Empresa (IESE) dedicated themselves to examining all U.S. biomedical patents filed from 1976 to 2010. They discovered that innovations by women significantly prioritized women's health needs, with the trend being most pronounced when the teams comprised entirely of women.

This suggests that when women lead and participate in research teams, they spearhead breakthroughs that broadly benefit women. By nurturing and supporting female scientists and inventors, we have the power to improve women's health and well-being radically.

Reflecting on the words of Isabel Metz from the University of Melbourne:

"There is no scientific evidence that suggests women are in any way inferior to men. Not enabling women to fulfill their utmost potential is not only a personal loss but also a loss for organizations. I am very pragmatic."

Let us also adopt a pragmatic approach as we champion the upcoming cadre of women leaders.

Jaclyn Margolis Ph.D.

Jaclyn Margolis, Ph.D ., is a faculty member at the Pepperdine Graziadio Business School.

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