Doctor of Philosophy in Organizational Development and Leadership

University of the Rockies // Degree Programs // Doctor of Philosophy in Organizational Development and Leadership // Social Media and Technology // Doctor of Philosophy in Organizational Development and Leadership

Social Media and Technology Courses

(All courses are 3 credits unless otherwise noted and are listed in the recommended sequence.)


PSY 7512 Psychology of Leadership
The course will provide an overview of the key events and accomplishments that have played an important role in the historical evolution of the psychology of leadership and the systems that form the basis of the discipline. A review of the history of organizational psychology introduces several important distinctions that define the discipline, and theoretical models and perspectives that trace the evolution of theory and practice. The learning activities emphasize the dichotomy between the science and applications of organizational psychology and leadership. The course approaches the psychology of leadership from three different perspectives 1) objectives for research and practice in the field, 2) basic methodological orientation of practitioners and 3) the systems and research-based foundations that form the basis of organizational psychology and the psychology of leadership.

ORG 8530 Influence, Motivation & Persuasion in the Workplace
This advanced graduate seminar explores theories of motivating adult performance in the workplace. The exploration includes theories and application of methods for leaders to influence and persuade others in ways that motivate and engage them in their work and their organization's mission.

ORG 7500 Diversity in the Workplace
This course is a systematic study of multi-cultural issues in the workplace, emphasizing respect for diversity of people and families, particularly with regard to matters of race, ethnicity, gender, religion, and sexual orientation. Specific ethnic groups are studied in regard to family relations and cultural impacts on workplace behaviors. Attention is given to ethnocentrism and racism in society and traditional culture-bound organizational human resources approaches. Through this course, students better understand themselves (including expectations and biases toward others based on their ethnic families of origin. Positive and negative feelings about ethnicity are also explored.

ORG 8511 Advanced Topics in Performance Management
This course takes a broad perspective on the theory and strategic application of performance management systems design and implementation, with an emphasis on the more complex issues and questions associated with these advanced systems. This advanced course explores strategic issues and best practices in employee engagement, leadership development, succession planning, evaluative performance feedback, and compensation models. The ways that the changing nature of work and changing demographics in the business world are influencing performance management systems are examined, including globalization, generational differences, multinational operations and cross-cultural issues. Based on current theories and applications for performance management systems, students explore current literature and case examples to implement and support organizational development and increased organizational effectiveness.

ORG 8510 Advanced Seminar: Leading Organizational Change
This seminar examines cutting edge trends in organizational change, the current global business climate, forces driving change, and issues related to positioning organizations for the future. The topics selected will connect change with culture, existing organizational strategies, and the process of change in future directions. Major case study examples of organizational change are included in the learning process.

ORG 8518 Professional & Business Ethics in Organizational Leadership*
This advanced seminar examines enduring issues in business and professional ethics, in addition to the application of proven approaches to ethical professional practice and organizational operations to contemporary organizational environments and issues.

RES 7410 Research Design & Methods - Qualitative
Readings and exercises in this course emphasize design, analysis, and research concepts most appropriate to investigating intangibles and common data in psychological modeling. Techniques of methodological design related to observational, evaluative, systemic, psycho-historical, phenomenological, heuristic, mythic, and case methods are emphasized. Other course topics include data collection, reliability, validity, data summary and analysis, data reporting, influences on response rate, techniques of survey sampling (mail, questionnaire, and telephone surveys), and semi-structured interview schedules. Research issues of protection of human subjects, privacy, and confidentiality are also addressed. Students are supervised and share experiences gained while preparing to develop, administer, and analyze qualitative research projects. Emphasis is placed on the role that qualitative methodologies play in the world of research.

RES 7400 Research Design & Methods - Quantitative
This course extends a student's knowledge of the principles and procedures involved in complex behavioral sciences research. The goal is to provide the student with an educational experience that allows him or her to become an informed consumer of scholarly psychological research. The course also prepares the student to conduct advanced research. Topics include philosophy of science, advanced research methods, and analysis of variance.

RES 7402 Advanced Tests & Measurements
This course involves the advanced study of the theory and practice of psychological measurement. Students review and apply the concepts of measurement (levels of measurement, variables, and validity and reliability of instruments and measurement procedures), and basic principles of statistics (descriptive statistics, univariate inferential statistics for comparisons of sample means, correlation, and regression), as a basis for exploring the proper use of tests and measurements in psychological research. Students will explore published research based on psychometric instruments and other measurement methodologies, and design a quantitative research proposal in an area of interest, which may include dissertation related research.

ORG 7101 Assessment Tools for Organizational Leadership*
This course involves the study of the theory and practice of objective personality assessment and its application to executive coaching and organizational leadership. The course focuses on how objective personality assessment is used to provide insights into readiness for leadership and management roles. Primary emphasis is on those published instruments and inventories commonly used in executive coaching, organizational leadership assessment and organizational development, including instruments such as: FIRO-B, Social Style Profile, Myers-Briggs Type Indicator, CPI 260, Thomas-Kilmann Conflict Mode, Campbell Leadership Index, Workplace Big Five, Change Style Indicator, Campbell Organizational Survey, and Conflicts Dynamics Profile. (All of the above will not necessarily be included in each session of the course; instructors will select representative examples from classes of instruments.)

RES 7415 Advanced Statistics
This course emphasizes inferential statistical concepts related to methods most appropriate to data and theories in psychology. The focus is on a quantitative approach to the concepts and methods of statistical inference. Topics include hypothesis testing, probability, multiple correlation and regression, t-tests, nonparametric tests, Analysis of Variance, Analysis of Covariance, and Multivariate Analysis of Variance. Research design issues are addressed, with a focus on selecting data analysis techniques to appropriately address research questions and apply the concepts covered to various psychological problems and real life situations. Emphasis is on developing skills in interpreting statistical results presented in research articles.

ORG 8850 Theorizing Technology, Communication, & Media in Organizations
Students will use the history and scholarship of technology, communications, and media, to explore and develop theories for how these fields intersect with Organizational Development and Leadership. The broader role that technological innovation plays in the historical development of organizations and work processes will also be explored. Topics will include the role of social media in the construction of identity, the effects of telecommunications and media on organizational culture and collaboration, the role of communications and media in globalization, and the role the internet has played in the development and leadership of organizations. Students will develop a theoretical expertise and conduct research about the role of information and communication technologies for new forms of organizing and organizational structure. Students will also explore and develop theories for how technology and communication have historically transformed organizations.

ORG 8853 Organizational Implications of Implementing Technology Projects
Implementing technologies within an organization is no trivial task, as they impact all aspects of the organization and its culture. Managing the technology itself is very complex. However, the associated organizational issues are equally complex throughout the full lifecycle of the project – from initial ideas to full sustainment. Topics include departmental and organizational-wide decision-making processes, organizational and individual authority dynamics, balancing inter-departmental needs, managing change, and the impact upon people and their work. Students will take their integrated systems knowledge and develop plans for advising or re-directing work.

ORG 8855 Advanced Social Networking for Organizations
The role that media forms like “social media” (or computer-mediated social networking sites like Facebook or LinkedIn) play in large companies and organizations has become increasingly important for the analysis and leadership of organizations. In this course, students will develop a theoretical basis in, and begin to differentiate among, emerging media and internet technologies, the ethical questions surrounding social media, personal identity and the workplace, and the role that the internet, blogs and email have on group decision-making and the effectiveness of leaders. Students will take their knowledge of how social media are used for promotion and public relations, and how content communities and virtual social worlds are utilized in organizations, and apply it to creating plans for transforming organizations.

ORG 8857 Building Innovative Organizational Capabilities*
How can innovation be best leveraged in organizations to achieve their strategic goals? Is technology always an organizational asset? This course builds innovative toolsets, which includes evaluating the possible impacts of various innovation theories, organization structures, and ethics upon organizations and society.

ORG 8860 Leveraging Technology Toolsets as an Organizational Develpoment Practitioner
Technology-based tools -- such as immersive, web-based, hand held, collaborative software, and facilitator-led technologies -- can augment the capabilities and outcomes of an Organizational Development intervention. This course studies various tools an Organizational Development practitioner can use, including selection, design, and facilitation techniques.

ORG 8863 Advanced Topics: How Media & Communication Technologies are Transforming Leadership in Organizations
This course will be based on the analysis of case studies and current trends in organizations. Students will develop a theoretical basis and develop plans for the development and implementation of Information, Communication, and Media Technologies (ICMT’s) in organizations. Students will also explore the critical scholarship surrounding the ethics of implementing ICMT’s in organizations, and use this to derive ethical strategies for increasing the effectiveness of leaders. The main focus will be on using case study analysis for creating solutions to current problems in the interaction of ICMT’s and leadership effectiveness.

ORG 8770 Doctoral Capstone Seminar (4 credits)
This seminar provides students the opportunity to apply what they have learned in their curriculum to highly realistic case studies related to their fields of specialization for the doctorate. Through discussions among students and the instructor, students will review, analyze and evaluate case studies emphasizing the practice of the content in their curriculum. The course will involve the analysis and evaluation of one or more case studies. Students will contemplate complex ques-tions posed by their instructor, reply to those questions, respond to other students’ analyses and evaluations, and receive faculty feedback. Each student will submit a final assignment on each case, involving his or her critical thinking on the core issues presented in the case and the presentation and defense of an approach to addressing those core issues. Prerequisite: completion (including approved credits trans¬ferred) of all coursework required in the student’s doctoral curriculum.

RES 8910 Dissertation Planning I (1 credit)
In this course students begin drafting their dissertation under instructor supervision. Students working individually on their dissertation drafts focus on the description of their topic, refinement of their research questions, and outlining their review of the literature with feedback and recommendations for revisions from their instructor. (Final approval of these drafts of portions of the dissertation rests with the student’s individual dissertation committees, as described in the current University of the Rockies Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during, or after their enrollment and completion of Dissertation Planning I and II.) Prerequisite: Doctoral Capstone Seminar.

RES 8912 Dissertation Planning II (1 credit)
In this course students continue drafting of their dissertation from Dissertation Planning I under instructor supervision. Students working individually on their own dissertation drafts focus on further refinement of the description of their topic, the final draft wording of their research questions, and beginning to write their review of the literature and research methodology with feedback and recommendations for revisions from their instructor. Students will exchange research concepts and proposed approaches about their research methodology with other students proposing similar methods (qualitative, quantitative, mixed, action). Final approval of these drafts of portions of the dissertation rests with the student’s individual dissertation committees, as described in the current University of the Rockies Dissertation Handbook, as revised from time to time. Following the procedures outlined in the Handbook, students may form their committees before, during or after their enrollment and completion of Dissertation Planning I and II. Prerequisite: completion of all required coursework and HUM/EDU/PSY/ORG 8910.

RES 8990 Dissertation (1 credit per term, 5 terms)**
Students writing a dissertation must complete a total of 5 credits by registering for five consecutive terms of dissertation credit, one credit per term. Dissertations are written per the policies, practices, and procedures in the Dissertation Handbook.

Total Credits 62

*This course may not be transferred in as it contains a weekend in-residence requirement in Denver (Friday midday to Sunday midday). Dates will be published in advance. Travel and related expenses are the responsibility of the student. However, these costs are included within the Federal Financial Aid Cost of Attendance.

**As a requirement for graduation from University of the Rockies with a degree of Doctor of Philosophy (PhD) or Doctor of Psychology (PsyD), each student must complete and successfully defend a dissertation. The purpose of the Dissertation is to ensure that the student has mastered the ability to pursue a systematic investigation, which examines significant issues or problems in applied psychology. The Dissertation requirement is also designed to contribute to the student's knowledge, skills, and research expertise in psychology. Students choose a topic that addresses carefully chosen research questions that the student then investigates with quantitative or qualitative research, with a meta-analysis, or with a program design or program evaluation. Prerequisites, timelines for completion, and attendance requirements for Dissertation, as well as a detailed explanation of each step in the process, are described in the Dissertation Handbook.

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