Students complete the core curriculum in two years. Most students finish their minor and research methods courses during the third year, giving them an opportunity to tailor the program to their specific interests and take courses most relevant to their dissertation research.
Minimum Total Credit Requirements Credits Coursework
15 Courses (beyond the Business Core Knowledge Requirements)
45 Dissertation Hours
24 Minimum Total Credits
|–||Organizations & Strategy Ph.D. Seminars|
|Mgt. 621||Designing Effective Organizations|
|Mgt. 622||Seminar in Macro Organizational Behavior|
|Mgt. 623||Overview of Strategic Management|
|Mgt. 624||Managing the Strategy Process|
|Mgt. 625||Contemporary and Global Issues in Strategic Management|
|Students must also complete 21 hours of methods courses. Each of the primary methods courses must be completed, with an additional two supplemental methods courses from the second group.|
|MKT 611||Theoretical Foundations|
|STA 537||Statistics for Research I [Or PSY 521]|
|STA 538||Statistics for Research II [Or PSY 522]|
|STA 579||Applied Multivariate Methods|
|IOP 627||Structural Equation Models in Organizational Research|
|MKT 613||Qualitative Research Methods|
|IOP 569||Applied Measurement for IOP|
|IOP 605||Advanced Research Methods in Psych.|
|STA 578||Categorical Data Analysis|
|Students take a comprehensive exam during the summer of the second year. In the remainder of the program, students conduct independent dissertation research with an advisor and dissertation committee.|
In their first year, students are assigned to a faculty member for a 20-hour-a -week assistantship based on their research interests. Students often work informally on other projects with faculty either self-initiated projects or projects faculty already have underway. In their second year, students rotate to work with a different faculty member so they get exposure to other research topics and approaches.
In the first year, most students take a course in teaching pedagogy. Their initial teaching assignment may be assisting a professor with a large lecture class, followed by assuming complete responsibility for a class. Students typically find their teaching experience to be enriching and positive and feel well-prepared to teach successfully as an assistant professor.
Recent work by doctoral students:
Murnieks, C. Y., Cardon, M. S., Sudek, R., White, T. D., & Brooks, W. T. (2016). “Drawn to the fire: The role of passion, tenacity and inspirational leadership in angel investing,” Journal of Business Venturing, 31(4), 468-484.
Boss, A, Reger, R.K., and Yan, J. Accepted 2016. “A Theory of Optimal Entrepreneurial Persistence,” Academy of Management Meetings, Anaheim, August 2016.
Accepted 2016: “Who am I—Scientist or Academic Entrepreneur? Identity Based Views on Academic Entrepreneurship,” Technology Transfer Society, panel discussion with Maximilian Goether, Sanjay Jain, William Meek, Nick Mmbaga, Rhonda Reger (session chair), Daniel White, and Matthew Wood (November 3-4, 2016) Phoenix, AZ.
Reger, R.K., Williams, E.; White, T.D. 2015. “Self-identity Conflicts of Academic Entrepreneurs: When Scientists Are Asked to Define Themselves by Who They Are Not (Entrepreneurs),” Babson (BCERC), June, Natick, MA.
White, T.D., Reger, R. K. Williams, E. 2015. “Traditional Scientist to Academic Entrepreneur: Why It’s Hard to Teach an Old Dog New Tricks,” presented at the Strategic Management Society Meetings, Denver, September.