Organizations & Strategy

Academic Information

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

Required Coursework
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.
Primary Methods Courses
MKT 611 Theoretical Foundations
STA 537 Statistics for Research I [Or PSY 521]
STA 538 Statistics for Research II [Or PSY 522]
MKT 612
STA 579 Applied Multivariate Methods
Supplemental Methods Courses (select two)
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.

Research Assistantship
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.