Doctor of Philosophy
Management Leadership and Administration (Ph.D.)
The leader needs to have a sense of the unknowable,
and be able to see the unforeseeable....This is partly what
gives the leaders their "lead", what puts them ahead
and qualifies them to show the way.
Robert K. Greenleaf. Servant Leadership (Paulist Press) 1991
(you can choose a Futures Studies focus with this
A doctoral degree differs from a master's degree
in several key areas. A basic difference is that a master's
degree demonstrates mastery in a specific field. A doctoral
degree reflects more than knowledge. It requires that the candidate
further the body of knowledge. This is done through expanding,
evolving, proving, or disproving a theory. In the alternative,
the candidate can propose an alternative theory. However, in
any case the dissertation must be grounded in classical theory.
Doctor of Philosophy in Leadership and Administration
The Ph.D. program requires a minimum of two years
and a maximum of five years for completion. The program is based
on Servant Leadership and 21st Century studies. The degree program,
as is the case with most doctoral programs, can be tailored
to meet your professional needs, focus, and desired outcomes.
The Ph.D. program totals 96 Credits. The distribution
of credits involves 66 credits of module or course work and
30 credits awarded to the dissertation. The curriculum consists
of ten modules or courses. Each module in turn contains three
components of three credits each for a total of nine credits
There are four core modules and three elective
modules required for a total of 63 credits. In addition, a Program
and Professional Growth Plan valued at three credits is required
of each student. Although the Plan is the initial task for each
student, it is revisited and updated annually. All students
are required to take the four core modules, although the order
in which they are taken is not prescribed. Similarly, students
may choose elective modules before they have completed the core
Students may transfer in no more than 27 credits.
No more than one core course may be transferred. There are no
transfer options for the Program and Professional Growth Plan
or for the Dissertation.
The Program and Professional Growth Plan-PPGP(3
Upon acceptance into the program, the learner
will receive a booklet entitled The Program and Professional
Growth Plan. The PPGP assists the learner in reviewing his/her
professional experiences in depth. By identifying strengths
and interests, the learner prepares a foundation from which
to develop a dissertation topic. The PPGP also assists the learner
in preparing a study plan and a potential time line for progression
through the program.
Upon initial completion of the PPGP, the learner
will have a much better idea of his/her starting point, the
requirements of a Ph.D., and an organizational plan which can
lead to completion and graduation. Upon completion of the PPGP,
the learner will forward it to the faculty mentor. Approval
of a submitted work is a two-step process. The faculty mentor
either will recommend the PPGP for approval or will return it
to the learner for revisions. If the faculty mentor recommends
approval, it will be forwarded to the Vice President for Academic
Affairs for final approval. The Vice President for Academic
Affairs, working in conjunction with the faculty mentor, either
will grant final approval or will return it to the learner for
The Program and Professional Growth Plan requires
that the learner annually review and update the PPGP. In this
way, the PPGP becomes both a diagnostic tool and a directional
tool for evolution. The PPGP is valued a three Credits The Curriculum
(10 Modules, nine Credits each)
The curriculum is divided into two parts--the
Core Modules and the Elective Modules. The Core Modules are
more foundational and generic in nature. In addition, although
applications to students' fields and professions occur throughout
the program, the Elective Modules particularly emphasize career
options. Students may make special arrangements to take more
than the required three Elective Modules.
Core Modules (36 Credits)
1. Management of Transformation and Innovation
(9 Credits) An analysis of the management of change, the use
of strategic planning as a way of disciplining and monitoring
change, and the development of communication strategies to insure
that the innovations are known, valued and shared. Case studies
will be cited to demonstrate how different structures and organizations
2. Futures Research: Forecasting Methodologies
and Models (9 Credits) An exploration of the principal forecasting
and trending instruments used to establish the parameters and
simulations of future events and behaviors, the use of risk
analysis and risk assessment to estimate impacts, and the capacity
of Delphi and scenarios to simulate future events.
3. Future Leaders, Managers, and Workers (9 Credits)
A presentation of the future roles and relationships between
leaders, managers, and workers in both the public and private
sectors, nationally and globally. Particular attention will
be paid to the notion of the Servant Leaders of a Servant Institution.
4. Futures Research Agenda (9 Credits) A compilation
of major futures research agenda items by field and profession.
It will be created by each student for his/her profession and
organization and combine those items drawn from the bibliography
as well as the student's own profession. Indeed, it is highly
likely that the student's own dissertation research will involve
one or more of these major research agenda items.
Elective Modules (3 of 6 Modules, 9 Credits each
= 27 Credits)
5. Communication and Information Systems (9 Credits)
An analysis of the art and science of knowledge management,
the current and future state of information systems, the use
of distance learning and training via internet and satellite,
and the long range projections of the future of the World Wide
6. Organizational Structures and Behaviors (9
Credits) An examination of the major international agencies,
their structural configurations, and their roles in promoting
international stability and national integrity. Particular emphasis
will be placed on multinational organizations especially those
that have entered into overseas partnerships and joint ventures.
7. Globality (9 Credits) A description and analysis
of demographics, economics, and diversity of the global economy
and competition; the commitment of multinationals to world quality
standards such as ISO 9000; and the prospects in the future
for internal trade and joint ventures. Particular attention
will be paid to the characteristics and qualities of the global
leader and manager in all fields and sectors, especially managing
8. The Environment and Sustainable Development
(9 Credits) An examination of the global environment and of
environmental organizations and groups, the linkage between
environmental, protection, and sustainable economic development,
the limits to growth global simulation, and the prospect for
environmental stability in the 21st century.
9. Technology (9 Credits) An exploration of the
major technological breakthroughs that are likely to occur in
the next 25 years; an estimate of the various orders of impacts
such technologies will have on world commerce and productivity;
the use of technology assessment as a form of technology risk
analysis; and the use of innovation training as a spur to technology
10. Systems Theory (9 Credits) A discussion of
the nature of classic, current, and future theories of systems
and their capacity to explain and to some extent predict the
behaviors of large scale organizations, followed by a series
of typical systems theory applications via case studies.
A curriculum guide has been developed for each
module. The format for each module is as follows:
1. Objectives (Stated as outcomes of mastery)
a. Why study this material?
b. If a Core module, why Core?
c. Justification in a futures curriculum.
d. Linkages to other modules and the total curriculum.
e. Elements and factors of integration and synthesis.
f. Global and international dimensions and applications.
3. Theoretical Base
a. History of Theories
b. Current schools of thought
c. Indications of future paradigms
a. Scope of module
5. The Syllabus
a. Breadth--The Macro View
b. Depth--Macro-Micro Intersect
a. Concept of Literature Review
b. Nature of annotated bibliography
c. Critical evaluation of bibliography
d. Seminal authors only for the module, all subsequent and additional
sources are searched electronically
a. Student self-assessment of mastery of outcomes
b. Faculty evaluation of student work and capacity for evaluation
and integration of knowledge and research
Capstone Integration Orals
At the completion of all seven modules and prior
to undertaking work on the research proposal of the dissertation,
each student will participate in an orals discussion with a
number of faculty. The focus of the discussion is to assess
the integrated knowledge of the seven modules completed by each
student. The knowledge of each module already has been separately
evaluated. Here the emphasis is on the integration and synthesis
of the knowledge of the total program as selected by the student.
The linkage process has been prepared for by building into the
format of each module its relationship to other modules and
the total program.
After successful completion of the Capstone Integration
Orals, each learner will undertake a doctoral project, or a
dissertation. The dissertation is expected to meet the highest
standards of scholarship and inquiry. The project must have
practical, as well as theoretical, application and must be generalizable
to fields beyond the local professional practice of the learner.
A global application is highly desirable. All forms of doctoral
inquiry are acceptable as doctoral projects. However, all projects
must result in significant new knowledge for the professional
fields beyond the local or specific situation.
Building Research Capacity
Since adult learners especially at the doctoral
levels tend to be rich in experience and application, but poor
in theory and research, and because the Ph.D. is a research
oriented degree, special attention and commitment must be paid
to building research capacity from the start of the program
to its culmination in the research dissertation. The following
aspects of the total program are designed to structure a progressively
developing research capability:
1. Program and Professional Growth Plan (3 Credits)
Requires each student to begin the process of identifying potential
dissertation research topics and the resources that would be
necessary to accomplish that research. Because the Plan must
be updated annually, the developmental dimension will particularly
be apparent in the more mature discussion of the potential dissertation
topics and resources.
2. Research Core Modules Two of the four required
Core modules are devoted to research designs and methodologies.
In addition, the curriculum format for all modules has built
into it research exercises and especially research evaluation.
Indeed, the application section of each module is a mini-research
project often applicable to the dissertation.
3. Residencies All residencies will feature workshops
on research design, qualitative and quantitative research, statistical
analysis; the design of survey and questionnaire instruments,
4. Dissertation Research Proposal Before the dissertation
can be undertaken, a research proposal must be developed and
approved by the student's Dissertation Committee. That research
proposal minimally will consist of three sections or chapters.
These address the statement of the research questions and hypotheses;
a literature review; discussion of the research design and methodology;
and the prognosis or plan for data presentation, conclusions,
1. Professional Associations All students are
required to join and be a member of a professional organization
or society appropriate to their profession. In addition, all
students are encouraged to be members of the World Future Society
and be active in regional chapters of WFS.
2. Consultant Training and Application Each module
via its project or application component offers the option of
a consulting opportunity. Students electing this option can
essentially use the subject matter of the module to construct
a consulting or training proposal and have it reviewed by the
faculty as a consulting proposal. In addition, occasionally
Greenleaf University itself is asked to undertake contract consulting
work. Our acceptance is contingent on the extent to which it
can provide opportunities for students to serve as consulting
associates to the faculty.
3. Career Development The curriculum has been
designed and tested to accommodate a number of different professions
and fields. These include, but are not limited to, business
administration and management, education, health, human services,
nonprofits, public administration, consultants, and entrepreneurs.
To facilitate a focus on careers, the first assignment all students
must complete and regularly update is a Professional Growth
Plan. This PGP is the student's career path blueprint throughout
the program. Indeed, the updating process requires that at the
completion of each module the student makes an entry that reflects
the potential impact that module can have on career plans.
4. Publishing and Presentation The project or
application section of each module as well as the dissertation
itself provide a number of significant opportunities for the
student to convert his/her studies and research into publishable
articles and/or presentations at professional meetings. All
members of the faculty have experience with publications and
they can advise and supervise the student's efforts to disseminate
findings. Indeed, occasional faculty and students will collaborate
on an article or presentation.
5. Employer Involvement Option One of the ways
Greenleaf University hopes to encourage employers to provide
their employees with tuition support and tuition remission programs
is to offer the Employer Involvement Option. The concept is
very simple and basic. Students are involved throughout the
curriculum in at least seven opportunities to research and develop
projects, some of which have to be of interest and value to
their employers. The option program thus basically offers to
employers an opportunity to get a return on their investment
in the student's doctoral research program. In addition, a number
of employers have taken a proactive response to this option
by creating an internal team of advisors to support and enhance
the student's research. The end result is that the student's
research experience is considerably enriched by having the faculty
team supplemented by practitioners in the student's profession
and field. Although the Greenleaf University doctoral program
is very demanding, it is also extremely supportive. The learner
will find the process from initiate to doctor to be challenging,
exhilarating, and worth-while. Unlike other graduate programs
the program is explicit, and the staff and faculty support the
learner from beginning to completion.
Each learner is required* (see second option below)
to attend annually a one-week residency each calendar year during
enrollment in the doctoral program. The seminar fee is $1,000.
Lodging and meals will be charged in addition to the seminar
fee. The estimated cost of lodging and meals for the one-week
seminar is $750. Travel expenses are the responsibility of the
During the residency, Greenleaf University sponsors
a series of presentations and panel discussions to stimulate
awareness of current issues in leadership, to promote scholarly
discussion among learners and faculty, and to provide an opportunity
for learners and faculty to socialize. The topics selected for
the presentation focus on global and trans-cultural dimensions
of the GU program within various professional fields. Faculty
are present for mentoring learners.
Residency also is an excellent opportunity for
learners to progress on program modules. Students who have completed
all the required modules, passed the Capstone Integration Orals,
and are involved in the research proposal and dissertation phase
of the program will be tapped as presenters, seminar associates,
mentor associate discussants, and/or conveners at the residency
session. Appropriate training of these senior students will
be provided prior to the residency.
*In the case a student is not able to attend this
vital residency experience, the requirement can be satisfied
by presenting a paper at a professional conference.
Goals and Purposes
1. To facilitate progress through the program
2. To offer exemplary models of academic research,
futures studies and servant leadership
3. To build research capacity
4. To provide instruction and application for
electronic library access and searches
5. To explore career paths
6. To provide opportunities for advising and mentoring
by faculty and networking by students and alumni
7. To provide writing tutorials and completion
interventions on an individual tutorial basis
Capstone Integration, Proposal, and Dissertation
The learner is required to undergo three orals
presentations--the Capstone Integration Orals (CIO), proposal
of the dissertation orals, and dissertation orals. All orals
are conducted by telephone conference call and recorded on file.
These must be arranged and coordinated by the learner. Average
expense for each is about $200.
Additionally, the learner will pay a dissertation
processing fee. This includes submission of the dissertation
to a style and format editor, microfilming, copying, and binding.
The fee for dissertation processing is $750. This fee is payable
to Greenleaf University upon approval and acceptance of the
How long will it take? At a minimum, 18 months.
Conservatively, two to three years. Your efforts are the determining
factor and will lead to a successful graduation.
What are the tuition and fees? Greenleaf University's
dual tuition option applies. A student may pay $650.00 per month
(Fellowships are available) or $150.00 per credit hour. Write
for more details. Apply today!