Gannon University

As a result of the variety of backgrounds in the applicant pool, the program provides the flexibility for students to fulfill the cognate and major area of study coursework in accordance with their individual educational, professional and research needs. This model balances the benefits of an interdisciplinary cohort model with the flexibility necessary for individual student matriculation and administrative efficiency in program delivery. Individuals who complete the program will gain enhanced opportunities and qualifications for additional positions either through more flexibility in positions or improved upward mobility in their current organization.

PHILOSOPHY 
The goal of Gannon’s graduate programs is to prepare students for leadership, scholarship and service. This focus is reflected in the goals and objectives of the values-based interdisciplinary Doctor of Philosophy Degree in Organizational Learning and Leadership. The development of this doctoral degree represents the coalescence of several elements: the needs of the local community, changes in institutional leadership, expansion of service to exiting students and the natural evolution of the learning organization. This doctoral degree was designed to respond to the call for academically strong leaders in our region who work in a variety of organizations. Additionally, it will prepare leaders to address the challenges of the 21st century. These leaders will be able to readily respond to roles that are rapidly changing and becoming more demanding, as well as successfully guide complex organizations through the change process. The program will prepare individuals to assume leadership roles in their organizations in order to meet the challenges of an ever more complex world.

PROGRAM GOALS AND OBJECTIVES
This program is designed to:
• Provide the working professional with the knowledge, skills and understanding to lead his or her organization in adapting, evolving and learning in an ever- changing environment
• Provide the participant with a breadth of knowledge to facilitate examination of issues or opportunities from diverse systemic and individual perspectives
• Provide the participant with the opportunity to develop an ability to identify creative and innovative responses to the issues and opportunities within their profession and their organization
• Facilitate the development of advanced analytical and problem solving techniques that are grounded in sound research

UNIQUE FEATURES OF THE PROGRAM
The characteristics of a learning organization, i.e., collegiality, teamwork and the development and sharing of knowledge both within and outside of an organization, set the foundation for this interdisciplinary program. This program features a unique interdisciplinary approach that operates at three levels:
Curricular: The curriculum is designed to be interdisciplinary with its integration of coursework reflective of numerous disciplines.
Instructional: The faculty who will provide instruction in the program will be drawn from Social Sciences, Business, Education, Health Sciences and others.
Participant: The students who will be admitted to the program will come with their own diverse content/professional expertise.

TECHNOLOGY
Students will be taught in traditional classroom settings with the use of ANGEL Course Management System which provides the opportunity for Web-enhanced or blended learning.

ADMISSIONS REQUIREMENTS
Applicants must hold a master’s or other post-baccalaureate professional graduate level degree from a regionally-accredited institution of higher education. Applicants should have a minimum graduate GPA of 3.5 on a 4.0 scale, have two years of post baccalaureate work experience, and have experience in, or potential for, leadership positions. Admission is based on a review of a total profile with careful attention to the fit between the needs of the student and what the program has to offer.
Each applicant must submit the following information:
• A completed application providing demographic, employment, and academic information
• Copies of the Graduate Record Exam taken within the past three years reflecting quantitative, verbal, and written scores
• Three letters of recommendation
• Transcripts of all previous college work
• A resume delineating the scope, responsibilities, and functions of all positions held within the past five years
• A Statement of Purpose (limited to 500 words) that summarizes the value of the doctoral study for personal and professional growth and development and that reflects educational and professional experiences that serve as the foundation for doctoral study
• A statement that addresses how work expectations, personal and educational responsibilities will be balanced during the pursuit of the doctoral degree
• A statement that attests to the applicant’s computer literacy
Applicants for whom English is not their first language will also be required to submit scores on Test of English as a Foreign Language and Test of Written English along with a financial declaration and supporting documentation.
**All applicants who meet admission requirements will be required to attend an on-campus personal interview.

CAPSTONE AND INTEGRATIVE ELEMENT
The Ph.D. will culminate with a required dissertation. The dissertation and the corresponding seminars are the capstone elements of the Ph.D. The dissertation is designed to assist students to explore and identify solutions to problems as they arise in their respective fields. The seminars will facilitate integration of knowledge and research and the application to identified problems.

STATUTE OF LIMITATIONS
Gannon University’s policy for doctoral level study is that all students must complete their coursework and dissertation within seven (7) years. Students enrolled in the Doctor of Philosophy in Organizational Learning and Leadership will be expected to meet this requirement following enrollment in the Multidisciplinary Core, Research and Dissertation level of the program.

DOCTORAL CONTINUOUS ENROLLMENT POLICY
A student admitted to a doctoral program must register each fall and spring semester for a minimum of 3 graduate credits from original matriculation until the completion of all course requirements, written and oral comprehensive exams, and 9 dissertation credits. When these requirements are met doctoral students must register for a minimum of 1 credit each semester until final copies of the dissertation are submitted and approved. Students receiving funding such as assistantships, fellowships, loans, grants, scholarships or traineeships or needing to maintain appropriate visa status may be required to register for more than 1 credit to meet full-time status requirements. These students should check with their program advisor regarding such requirements to ensure that they remain qualified for funding and/or in good standing. Doctoral students do not have to register for graduate credits during summer sessions unless they plan to make use of University facilities or faculty time. If they plan to utilize facilities or faculty time they must enroll for 1 graduate credit. If degree requirements are completed during the summer term, the student must be registered for a minimum of 1
graduate credit during that term.

Unless excused by an official Leave of Absence (which in no case may exceed one year throughout the student’s degree program), all doctoral students are subject to the Continuous Enrollment Policy and must pay tuition and fees in order to remain in the program. If the student fails to obtain a Leave of Absence or maintain continuous enrollment, he or she will be required to apply for re-admission, to pay the Graduate College application fee, and pay all overdue tuition and fees, including cumulative late penalties. No tuition or registration waivers will be applied retroactively.

ACCREDITATION
Although the program itself does not require the approval of a disciplinary accrediting body, it does accommodate and give credit to those who have completed a 2006 PDE-approved program of Principal Certification and Superintendents Letter of Eligibility. Courses taken in fulfillment of either of these programs will be incorporated into the requirements of the Foundations level of the program as appropriate.

THE CURRICULUM
Foundation* (30 credits) - Learning, Leadership and Cognate(s)
Appropriate courses may have been completed prior to enrollment in the doctoral program. Courses will be selected in consultation with the academic advisor and approved by the program director.
Learning (12 credits) - This set of coursework focuses on the Learning Triangle of Curriculum, Instruction, and Assessment. Courses can include such topics as Learning and Cognition, Curriculum Development, Instructional Design, Organizational Learning, Adult Learning Issues and Life-long Learning. For those who have not had significant instructional experience, coursework shall include an experiential component.
Leadership (12 credits) - This set of coursework focuses on the role of the individual as a leader and follower and that provides the participant an understanding of the context and culture in which they operate. Courses can include such topics as Politics, Law, Styles of Leadership, Legitimacy and Effectiveness, Ethics, Diversity, Beliefs, Organizational Culture, Conflict Resolution, Organizational Change, Project Management and Performance Evaluation.
Cognate (6 credits) - This includes post-master’s coursework relevant to the student’s career plans or dissertation coursework.
* Transfer credits in Foundation Level cannot exceed 15

Multidisciplinary Core, Research, and Dissertation: ** (36 credits)
Multidisciplinary Core (15 credits)
GOLL 801 Advanced Organizational Theory (3 credits)
GOLL 802 Advanced Leadership Theory and Skills Application (3 credits)
GOLL 803 Case Analysis of a Learning Group (3 credits)
GOLL 804 Understanding Organizations as Learning Systems (3 credits)
GOLL 805 Quality Management in Multidisciplinary Environments (3 credits)
Research (12 credits)
GOLL 808 Doctoral Statistics I (3 credits)
GOLL 809 Doctoral Statistics II (3 credits)
GOLL 821 Research Methods I (2 credits)
GOLL 822 Research Methods II (2 credits)
GOLL 823 Research Methods III (2 credits)
Dissertation (9 credits)
GOLL 896 Dissertation Seminar I (1 credit)
GOLL 897 Dissertation Seminar II (1 credit)
GOLL 898 Dissertation Seminar III (1 credit)
GOLL 899 Dissertation (1-3 credits)
** Multidisciplinary Core, Research, and Dissertation must be completed in its entirety through Gannon University

COURSE DESCRIPTIONS
GOLL 801: Advanced Organizational Theory
3 credits
This course is designed to enhance understanding of the organization as a vehicle for a group of people to organize and utilize resources in the pursuit of shared goals. The course originates from a view of the organization as a system embedded in an environmental context. Students will investigate how resource dependencies confer power to certain firms and expose others to dependencies. Students will participate in discussions about organizational processes that allow fi rms to integrate strategy, structure and internal process in an attempt to best adapt to environmental change. In addition, time will be spent examining the inside of the firm, with a particular emphasis on culture as a complement to formal structure and the roles leadership and motivation play in advancing the firm toward its goals.

The course will focus on major contemporary topics, issues, and contributions from the literature, with emphasis on the effective integration of human capital within the formal structure of the fi rm. It will also stress the applicability of the theory of organizing to all forms of organizations: public and private, for profi t and not-for-profit.

GOLL 802: Advance Leadership Theory and Skills Application
3 credits
This is a doctoral level reading and practicum course that focuses on established “classical” as well as “cutting edge” leadership theory. Looking at organizations through the lenses of the commonly recognized “seven schools” --- formalism, managerial ideology, social systems, political, decision making, policy studies, and environmental context --- participants are asked to make application to their own organizations, in terms of theoretical insights of each school. On the basis of interviews and class seminars with CEO level practitioners, this course concludes with seminar participants
fashioning and then sharing their own leadership philosophy.

GOLL 803: Case Analysis of a Learning Group
3 credits
In this course, group participants attempt to learn from their own process and use this awareness to guide further exploration. Important elements in this process include; authority relations, leadership, roles, coalitions, intimacy and personal boundaries, personality, the development of an indigenous normative system, the affective understructure (unconscious motivations of the group), and group development.

The course involves a series of video-taped working sessions followed by replay of each session. Feedback is provided to the group members through their completion of SYMLOG Rating forms – a series of methods developed by Robert Bales and others to document structural development of the group.

GOLL 804: Understanding Organizations as Learning Systems
3 credits
This course examines leadership and learning in organizations. Effective organizations, and the people who lead them, understand that the capacity to learn brings competitive advantage, sustains innovation, and helps to develop and retain valuable human resources. This course helps organizational leaders to understand the dynamics and processes of organizational learning, the relationship between learning and change, and how to develop and lead a culture that supports learning.

GOLL 805: Quality Management in Multidisciplinary Environments
3 Credits
This course is designed to expose students from diverse organizational backgrounds to quality management techniques and to demonstrate how these techniques can help the organization create value for its stakeholders. Contemporary Quality Management allows the firm to go beyond a focus on the end-point quality of consumer demand to a focus on continuous improvement of the processes that link the firm’s resources. Thus, Quality Management will be seen as value creating effort, one that directly links the quality of the output and the elimination of mudas, or waste, in organizational processes to the strategic imperatives of the organization.

GOLL 808: Doctoral Statistics I
3 Credits
Statistics I is a second course in applied statistics. It assumes knowledge of fundamental statistical methods including; measures of central tendency and variability, hypothesis testing, basic graphics, analysis of variance and/or regression analysis. This course begins with a brief review of these topics. Statistical methods covered include; data screening (missing data, outliers, normality, linearity, homoscedasticity, and data transformation), multiple regression, curvilinear regression, and dummy variable regression. Instruction in the use of statistical software for all calculations is provided.

GOLL 809: Doctoral Statistics II
3 Credits
Prerequisite: GOLL 808: Doctoral Statistics I
Statistics II covers a variety of multivariate techniques encountered in dissertation research, evaluation research, and the professional literatures of many academic disciplines. The principal goal for the student is to develop a working knowledge of multivariate techniques in which qualitative and quantitative variables are on either side of the equation (i.e. as independent or dependent variables). Also included are methods for detecting underlying dimensions accounting for patterns of relationships among measured variables. These dimensions may then be incorporated as independent or dependent variables in later analyses.

GOLL 821 : Research Methods I
2 credits
Co-requisite: GOLL 896: Dissertation Seminar I
The Research Methods I course involves the systematic examination of the research process and the various quantitative and qualitative methodologies available to researchers. Focus is on the methods and processes of exploration, including critical analysis of existing research studies. This course provides students with the fundamental knowledge to conduct a literature review and formulate an appropriate research question. The major emphasis includes defining an area of research, identifying a research question, exploring the literature and critiquing literature relevant to the research area.

GOLL 822: Research Methods II
2 credits
Prerequisite: GOLL 821: Research Methods I and GOLL 896: Dissertation Seminar I
Co-requisite: GOLL 897 Dissertation Seminar II
The Research Methods II course continues with the systematic examination of the research process and the development of the second discussion paper. Focus is on sampling, design, and measurement techniques. Emphasis is placed on the interrelationships among the various design, implementation, and evaluation components of research. The major emphasis includes determining the appropriate method to answer or address the research question.

GOLL 823: Research Methods III
2 credits
Prerequisite: GOLL 822: Research Methods II and GOLL 897: Dissertation Seminar II
Co-requisite: GOLL 898: Dissertation Seminar III
The Research Methods III course continues with the systematic examination of the research process and the development of the third discussion paper, which will lead to an approximate dissertation proposal. Focus is on the application of the principles of ethics in research, the use of appropriate interpretative techniques in data analysis, and the reporting and communicating of the research findings. Upon completion of this course, students will have the skills necessary to develop a quality research proposal.

GOLL 896: Dissertation Seminar I
1 credit
Co-requisite: GOLL 821 Research Methods I
The purpose of Dissertation Seminar I is to provide Multidisciplinary Core cohort members with the knowledge and skills necessary to move actively forward in their journey towards the dissertation. The understanding of research skills is important both for reading others’ research and conducting one’s own research. Through reading in their potential area of interest, exposure to collegial insights into the nature of research and annotated bibliography writing, participants will deepen their understanding of skills necessary to develop a good research question that is supported and referenced from the literature.

GOLL 897: Dissertation Seminar II
1 credit
Prerequisite: GOLL 821: Research Methods I and GOLL 896: Dissertation Seminar I
Co-requisite: GOLL 822: Research Methods II
The purpose Dissertation Seminar II students will learn how to complete a systematic review of the literature in their research area of interest. Each student will consider an array of research designs approaches to research questions suggested by literatures reviews. Other learning opportunities will include seeking feedback from colleagues of student’s own efforts and providing feedback on the efforts of colleagues. Students will blend the Second Discussion Paper completed in Research Methods II and systematic literature review in a presentation to their colleagues.

GOLL 898: Dissertation Seminar III
1 credit
Prerequisite: GOLL 822 Research Methods II and GOLL 897: Dissertation Seminar II
Co-requisite is GOLL 823: Research Methods III
The purpose of Dissertation Seminar III is to not only prepare student for dissertation process, but to progress them toward their dissertation proposal. In the previous two dissertation seminars the student has produced two discussion papers. While the Third Discussion Paper produced in this course will not by definition be a dissertation proposal, it is designed to more closely approximate the dissertation proposal. The student will have the opportunity to both develop and critique presentations of a research problem, reviews of literature that justify the research problem and the methodologies that best address the research question(s). Other learning opportunities will include seeking feedback from colleagues of student’s own
efforts, providing feedback on the efforts of student’s colleagues, reading and discussion completed dissertation work, and questioning colleagues who have completed the process.

GOLL 899: Dissertation
1-3 credits
Prerequisite: GOLL 821, 822, 823: Research Methods I, II, III, GOLL 896, 897, 898: Dissertation Seminar I, II, III, Doctoral Candidate Status
The dissertation is the capstone experience in a student’s academic career. In addition to supplementing a body of knowledge, it represents an original piece of work that establishes the students as an expert on a specific topic. The dissertation project should make a contribution to professional practice and knowledge. It should embrace the skills and knowledge that student has gained from their course work, readings, and discussions. The doctoral candidate should have a passion to investigate and analyze an issue or practice aspect that will increase others’ understanding of it through his or her research. Dissertations will be individual projects.

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