PHILADELPHIA UNIVERSITY DOCTOR OF IN STRATEGIC PROGRAM OVERVIEW ______

PREVIEW

 Ranked #22 in the US among in Business Management programs  Real time, client-sponsored consulting, executive education and research projects

 Individual and team executive leadership coaching, presentation communication coaching, and writing coaching throughout the program

 Organizational practice-focused dissertation

 28 month cohort program

 Intermittent weekends and occasional mid-week online synchronous classes

 Member of the global Executive Doctorate in Council

Doctor of Management in

Strategic Leadership Designed by doctoral students, faculty, leadership thought and practice leaders, and corporate, government, and not-for- profit stakeholders Provides conceptual learning , action learning, and reflective learning to meet the complex educational needs created by the ever -evolving marketplace, rapid expansion of knowledge underlying practices, increases in technological advances, and cultural diversity of the global workplace

The mission of the Strategic Leadership Doctoral Program is to develop strategic leaders who effectively navigate complex global environments by creatively integrating and bridging knowledge and practice from academia and the workplace.

Holding that leadership is an emergent

property of an organizational system that reflects the integration of character, context, politics, and culture,

Strategic Leadership manifests in individuals as the capacity to anticipate, envision, maintain flexibility and empower others to voluntarily make effective decisions and to create strategic change as necessary.

By creatively integrating and bridging interdisciplinary knowledge of critical concepts with workplace projects of consulting, research and executive education culminating into a doctoral , the Strategic Leadership doctoral program prepares and enables participants to effectively navigate complex global contexts and environments.

The in Strategic Leadership is a professional research, executive doctorate that engages the student in new knowledge discovery and creation and in direct application of practice to the professional workplace and is designed for executive-level professionals with significant practice experience.

The purpose of the Strategic Leadership Doctorate is to develop the scholar-practitioner professional executive leader who can pursue or maintain a professional role as an organizational leader and consultant, and who is qualified to teach at the college level.

TYPES OF

Professional Research Executive Doctorates Traditional Research Doctorate Systems Thinking and Traditional Traditional Design-Centered Business Research Academic Research DOCTOR OF MANAGEMENT IN Discipline-Centered Discipline-Centered STRATEGIC LEADERSHIP Doctor of Business Doctor of Philosophy Administration Academic School of Professional Studies School of Business Varied and Discipline-Based Governance Schools

Candidate Senior manager/executive who Senior manager/executive who Graduate student with limited work Profile  Holds a variety of post-  Holds an MBA or similar experience who baccalaureate degrees post-baccalaureate  May or may not hold a  Typically is a part-time business degree post-baccalaureate degree student who is working  Typically is a part-time  Typically is a full-time full-time, or an student who is working student not working while international student full-time or an a doctoral student other on leave from full-time international student on than as teaching or work leave from full-time research assistant in their  Seeks knowledge and work discipline skill competencies to  Seeks knowledge and  Seeks knowledge and address current skill competencies to competencies for future challenges in address current use; education is primarily contemporary business challenges in to position themselves for and societal contexts contemporary business careers in academia and  Holds primary interest and societal contexts research in continuing  Holds primary interest in professional work; has continuing professional some interest in work; has some interest teaching at the college in teaching at the college level level Course Class schedules and residency Class schedules and residency Class schedules and residency Structure requirements accommodate full- requirements accommodate full- requirements are for full-time time work commitments time work commitments students with little time for professional work commitments Curriculum Systems-design-based and trans- Analytic and interdisciplinary Specialized studies generally within disciplinary frameworks frameworks (two or more a single, specific discipline (multiple discipline perspectives disciplines are combined for transcend each other to form integration) with a focus on new holistic approaches) across general management and business private, public sector and profit issues in private, public sector and or non-profit organizations profit or non-profit organizations

Apply quantitative and Apply quantitative and qualitative Heavy emphasis on analytic research qualitative research, and design research methods to solve methodology and its application to methods to solve and dissolve contemporary business problems develop new models and theories contemporary and emerging problems Limited focus on the direct Client-sponsored consulting, application of knowledge in business research and executive sectors or on practice-based education project-based research other than as a research learning study Dissertation Flexible standards for discovery Research standards for discovery Academic discipline-based standards Deliverable of or application of new of new knowledge or practices and format for discovery and knowledge or practices. Varied retained with formats for dissemination of new knowledge formats for dissemination for dissemination optimized for maximum impact maximum impact Purposes To develop scholar- practitioner To develop scholar-practitioner To develop academic researchers professional executive leaders professional executive leaders and faculty Advisors, Mentors and Coaches

Faculty advising is provided to each Strategic Leadership student by the Program Director. Project advising by faculty begins when the student begins consulting, research and executive projects in the second semester. Dissertation advising begins when the student is ready or in the second year of studies.

Faculty Research Mentors are invited subject matter experts who participate in courses and projects by providing topic-specific perspectives, advice, and

support to students, coaches and other faculty. Mentors act as a liaison between the professional workplace and the doctoral program by connecting projects and people

in collaborative endeavors.

All Strategic Leadership Students Receive Professional Coaching

EXECUTIVE COACHING directed by a clinical psychologist and coach begins at new student orientation and continues until the dissertation. Individual and group sessions help each student to synthesize and reflect on course content, improve cohort dynamics, PRESENTATION COACHING clarify personal and faculty directed by a communication expectations, and address and media coach begins at new leadership self-development in student orientation and academic, professional and continues until the dissertation. personal spheres of activity. Individual and group sessions some of which are videotaped for evaluation help each student to prepare and deliver oral presentations for classes and to WRITING COACHING directed communicate meaningful and by professional writing experts clear information up, down, is provided at the start of across and outside their classes and remains available professional communities. until delivery of the dissertation. Doctoral students can select individual or group sessions in which they receive personal feedback, guidance, and support in writing doctoral-level papers, professional journal-level papers, and their dissertation.

For Professional and Personal Development

COURSES

Delivery and Timing

To earn the degree of Doctor of Management in Strategic Leadership requires successful completion of 15 graduate courses (45 credits) including a dissertation. The program is delivered over 7 consecutive semesters for 28 months.

Conceptual Practice Management and leadership of and change

Consulting Strategic leadership Enabling information project frameworks, concepts and technologies and tools methodologies Research Applied research methods I project Leadership lessons II : Applied research methods II Underlying Dynamics Executive Complex Project Leadership education project Systems and design thinking implications for leadership : business model innovation

Leadership lessons I: Organizational Dissertation Leadership in military Contexts context

Conceptual Courses (DSL 700 level) are delivered in the first 4 semesters. These address critical theories, models, practices and applications including systems and design thinking, complexity, strategy, culture, organization development and change, leadership, and technology enablers.

DSL 700: Strategic leadership frameworks, concepts and methodologies introduces theories, models and practices of strategic leadership. Students examine and discuss these approaches in terms of organizational thinking and practice using analytic, systemic, cultural, religious, and value-based lenses.

DSL 701: Systems and design thinking implications for leadership: Business model innovation introduces concepts and methodologies appropriate to business model innovation in our complex world. The business model is a framework of creating value that when exceptional will frequently prove more important in an organization’s success than excellent operations and/or products and services.

DSL 702: Applied research methods I focuses on (1) basic academic skills needed to competently evaluate and conduct research – quantitative, qualitative, laboratory and field; (2) basic academic understanding to effectively evaluate research and knowledge; and (3) guidance toward helping you develop a professional niche and embark on your own research projects.

DSL 703: Juxtaposition of military and civilian strategic leadership examines psychological, emotional and cognitive elements within various military and civilian leadership models since both leadership and followership have at their core individual, group and organizational interactions. We also review the evolution of leadership theory as a generic discipline but focus specifically on the military model of leadership development and practice and how that model relates currently to Western business practices to attain, train, maintain and retain a corps of highly effective leaders

DSL 704: Complex project leadership and management reviews and describes a range of competencies drawn from fundamental to complex and project leadership. The objective is to introduce and reinforce the traditional approach, principles, tools and techniques of planning for, managing and leading projects, as well as to provide a systems framework and methodologies for planning for, managing and leading complex projects.

DSL 705: Enabling information technologies and tools, a project-based, team oriented course provides a methodology for implementing enabling information technologies and tools that add value to organizations. It addresses the application of crowd sourcing, social computing, cloud computing and analytics to make better leadership decisions and to improve organizational performance.

DSDL 706: Applied research methods II provides an understanding of the various research methods by which knowledge is created and propounded in order to identify and critically evaluate prevailing leadership and organizational understandings, claims and counter-claims; and to develop skill and proficiency with one research method in order that you can make a significant contribution to addressing a problem in your field.

DSL: 707: Leadership lessons involves cases and narratives of leadership challenges across disciplines from history, literature, and psychodynamic psychology to appreciate the integration of character, context, politics, and work. Leaders from across industries will be highlighted with narratives from their past and current leadership experiences.

DSL 708: Management and leadership of organization development and change reviews the prevailing theories and models of organization development and change (OD&C) in Western and global contexts, but focuses primarily on the practice and methodologies used by external consultants and internal change leaders.

DSL 709: Special topics. To be announced.

DSL 710: Advanced independent study. This course supports the student’s independent exploration of a topic related to strategic leadership, theory, organization development, practice, and/or evaluation. Students will augment their knowledge and skills in a particular topic area by appropriate methods such as exploring the literature, interviewing experts, and/or engaging in research and/or development activities. The actual content and method(s) used will be approved by a faculty supervisor and/or mentor and directed by the student. Students will demonstrate a series of competencies in an area of interest as the primary outcome of this course.

Practice/Project Courses (DSL 800 level) are delivered in the second semester and in the fifth semester. These strategic consulting, research and executive education courses give students supervised practical applications of previously or concurrently studied theories, models and methodologies. Project experiences involve collaborating with client organizations with real demands for defined outcomes and timelines.

DSL 800: Strategic consulting. The purpose of this process consulting-focused project-based course is for students to learn how to help organizations address their complex consulting problems. Organizations enter into an educational partnership with expectations that their project will be mostly completed by the end of the semester although some continue longer. Students participate in all consulting activities include organizational system diagnosis/situation awareness, planning, designing, and implementation.

DSL 801: Leadership research project. In this project-based course students will engage in an applied leadership research project. The actual content and method(s) used will be approved by a faculty supervisor and/or mentor but directed by the student. Students will demonstrate a series of research competencies in an area of interest as the primary outcome of this course.

DSL 802: Executive education project. In this project-based course students will engage in an executive education leadership research project with an external host/sponsor. The actual content and method(s) used will be approved by a faculty supervisor and/or mentor but directed by the student. Students will demonstrate a series of executive education competencies in an area of interest as the primary outcome of this course.

Dissertation Courses (DSL 900 level) are taken in the final two semesters. In the sixth semester students select a Dissertation Advisor and Committee, propose a topic and receive approval to proceed as a Doctoral Degree Candidate. Students complete and deliver the dissertation which is signed by the Dissertation Committee in the seventh semester. A student who does not complete the work will continue as an “All But Dissertation” (ABD) candidate until the document is successfully delivered and signed. A small continuation tuition fee will be invoiced for each ABD semester. The maximum time to complete the doctoral degree is 7 years but may be increased to an 8th with a petition and justification.

DSL 900: Dissertation I. Doctoral candidates, under supervision of an advisor and with an advising committee, will propose their dissertation which involves: (1) determining appropriate parameters for their topic; (2) developing exclusion/inclusion criteria; (3) conducting a comprehensive information search; (4) assessing and evaluating the quality of information; and (5) synthesizing the information to yield aggregate conclusions and recommendations.

DSL 901: Dissertation II. Doctoral candidates will complete and deliver their dissertation.

LEARNING COMMUNITY

Bob Schatz, DMgt ‘18 is a professional consultant with 30+ years experience in the field of enterprise software, systems development, and leadership. He earned an in Computer Science from Temple University and an MS Degree in Organizational Dynamics from the University of Pennsylvania. Bob notes, "I am fortunate to have been admitted to the innovative Doctoral program in Strategic Leadership at Philadelphia University because graduates will be in high demand and sought after as experts in the application of integrated systems and

leadership practices."

Tina Wiltsee, DMgt ‘18 is Executive Director of Advantage Supports, a consultancy that provides support coordination and case management to families in the South New Jersey area. For 20+ years previously Tina was a telecommunications engineer at several large corporations including Senior Engineer at CSC working on the DuPont account. She earned a degree in German Language and Literature from Rutgers University and an MS in Strategic Leadership from Neumann College.

Al Bradley, DMgt ‘18 is the Pastor/Rector/Shrine Director at St. Peter the Apostle Parish/National Shrine of St. John Neumann in Philadelphia where he functions as CEO, responsible for supervising daily pastoral, financial, and personnel components of a large multi-ethnic school, National Shrine, and Redemptorist community. He earned an MDiv from Washington Theological Union and an MS in Organizational Leadership/Professional Administration from Duquesne University.

Adena Johnston, DMgt ‘18 is Vice President of Talent Development for CCI Consulting, an independent human capital consulting firm, and a Certified Women’s Business Enterprise. She was previously Campus President and Metro President for the three Philadelphia campuses of DeVry University. Adena earned an MA in from Case Western Reserve University and MS in Organizational Dynamics with a in Organizational Consulting and Executive Coaching from University of Pennsylvania.

Guy Thigpen, DMgt ‘18 earned four graduate degrees, one from the London School of and Political Science and three from University of Pennsylvania. He is Director of Analytics for the City of Philadelphia Land Bank where he is responsible for GIS and Analytical Services including the LAMA system, modeling and simulation, training, and special projects. Guy notes, "Earning the Doctor of Management in Strategic

Management will be the crowning academic endeavor in my career."

Michael Asada, DMgt ‘18 after 34 years of government service as an Army officer and Department of the Army civilian founded and is president of InVenture Associates LLC, an executive service that specializes in facilitating business opportunities. He has been a faculty member for the Defense Acquisition University and Associate Professor at the U.S. Military Academy. His education includes graduating from the U.S. Military Academy and earning an MS in Mechanical Engineering from the U.S. Naval Postgraduate School.

Nick Zhao , DMgt ‘18 is co-founder of Aishang International an e- business enterprise one aspect of which supports international students, workers, and others who want access to Asian products and services while residing in the Greater Philadelphia area. He was previously an application and training engineer working in the Beijing office of Banner Engineering, a Minnesota-based company, and Strategic Product Manager for the Beijing office of Cognex Corporation. He holds a degree in Engineering and from Beijing University of Technology and an MS in Systems

Engineering from University of Pennsylvania.

Derek Hunsberger, DMgt ‘18 won the Democratic Primary for U.S. House of Representatives (New Jersey District 2), later losing to incumbent Congressman Frank LoBiondo in the general election. His non-political careers have included higher education security services, and he is currently Sr. Associate Director for Building Operations for the University of Pennsylvania. He holds an MS in Organizational Dynamics from University of Pennsylvania.

Michelle Capobianchi, DMgt ‘18 is Hiring and Training Manager at Villanova University where she has oversight for complex organizational and personnel activities including the University meal plan, and revenue reporting for all retail operations. She holds an undergraduate degree in English with a minor in Business and an MS in Human Resource Development from Villanova University.

Joel Adler, Doctoral Research Mentor is founder and president of University Informatics Associates, Inc. (UIA) which provides IT strategy, consulting services and develops custom decision support systems for a variety of industries. He was previously Product Development Manager at Unisys, Information Systems Consulting Manager at Coopers and Lybrand and Director of Planning and Technology at CertainTeed Corporation. Joel was also Assistant to the Dean for Computing and Educational Technology and Associate Director of Professional Programs at the University of

Pennsylvania School of Engineering and Applied Science. He holds three graduate degrees from the University of Pennsylvania: a Ph.D. in from the Wharton School, M.S. in Computer Science, and an M.S. in Physics.

Dominick Volini, Executive Leadership Coach is an executive organizational consultant, coach, and registered clinical psychologist with more than 25 years of experience working with senior leaders in the global business community. His approach is informed by business strategy, business results, the organization’s stakeholders and whole systems thinking. His clients are executive leaders operating in the US, throughout Europe, as well as in India, Australia, Singapore, Brazil, UAE and Mexico. He earned three degrees in psychology: BA from UCLA, MA from the New School, and PhD in the APA clinical psychology program at the University of Windsor.

Allan Braslow, Doctoral Research Mentor has been involved in the study and improvement of education with a special focus on health care practice for more than 30 years. His experience includes with the US Department of Justice and Federal Agency for Healthcare Research and Quality; advisor for the US Olympic Committee and Indianapolis 500 Motor Speedway; senior consultant for the American Red Cross, and co- . Principal Investigator for American Heart Association projects improving and assessing Basic Life Support, Advanced Cardiac Life Support and Pediatric Advanced Life Support skills. He earned an MS from The Pennsylvania State University and PhD from University of Illinois in Health and Safety Education.

Larry Hirschhorn, Leadership Faculty is a founder, owner and principal at the Center for Applied Research (CFAR), a private management consulting company with offices in Philadelphia and Boston. Educated as an economist and in psychodynamics, he focuses on the links between a client's business system, and the system of human relationships within the organization, blending business analytics with social science insights to help leaders of complex organizations improve performance and productivity. His faculty positions have included at Fielding Graduate University and the University of Pennsylvania. He earned a PhD in economics from Massachusetts Institute of Technology.

Larry M. Starr, Program Director and Leadership Faculty came to Strategic Leadership following 12 years as Executive Director and Academic Chair of the Organizational Dynamics MS and MPhil programs at the University of Pennsylvania. His professional work included being CEO of a national medical service and training company; global director of medical research and education for an international safety and health corporation; and managing director of a global consultancy. He has consulted with more than 1000 organizations and has been a member of Advisory and Board committees for the federal government, professional societies and academic institutions. He earned three psychology degrees, including a PhD supported as a Canada Council Doctoral Fellow (renamed, Social Sciences and Humanities Research Council of Canada) from University of Windsor.

John Pourdehnad, Systems/Design Faculty is an educator/consultant in the field of and change, using systems thinking as a worldview and design thinking as a methodology to solve complex interactive problems. For nearly three decades as an associate of the late Russell L. Ackoff, he worked as a consultant in a broad range of industries including aerospace, chemicals, computer equipment, data services and software, electronics, energy, food and beverages, healthcare, hospitality, industrial equipment, automotive, insurance, metals, mining, pharmaceuticals, telecommunications, utilities, and transportation. He holds an undergraduate degree in Mechanical and Production Engineering from Brunel University, Uxbridge, Middlesex, England, and a Ph.D. in Social Systems Sciences from

the Wharton School at the University of Pennsylvania.

Robbin Durie, Military Strategy Faculty is Director of the Medical Electronic Catalog Program at the US Department of Defense Supply Agency. She is responsible for development and oversight of process integration strategies, system interfaces, and contract agreements for public sector commercialization of Medical Capital Equipment maintenance, and support. For her military-based professional work she won the Woman of the Year award; Defense Logistics Agency Bronze Medal for Excellence in the Public Sector; and for her courses in business policy and strategy, leadership theory, , and project team management, she earned the Professor of the Year award from Philadelphia University. She earned an MBA in Management from Philadelphia University; a PhD in Applied Management and Decision Sciences from Walden University; and a Certificate from the Senior Executive Fellows Program at the

Kennedy School of Government, Harvard University.

Les Sztandera, Professor of Computer Information Systems focuses on technology and , , computational intelligence, and neuroscience, for which he has been funded by the US Department of Defense, US Department of Commerce, National Science Foundation, State Supercomputer Centers, and American Heart Association. His projects are multidisciplinary and associated with the emerging needs of industry to develop managers, industrial designers, and engineers into more accomplished practitioners in the global product development processes. He earned a certificate from University of Cambridge, MS from University of Missouri, PhD from University of Toledo, and was the Fulbright Distinguished Chair at the School of Business and Economics (ISEG) in Lisbon, Portugal.

Matt Minihan, Development and Change Faculty is a scholar-practitioner primarily working in the domain of organization development and change, and specializing in strategy, structure, leadership development, and communications. Matt is a member and Board Member of the National Training Laboratories (NTL), and a member and Chair of the Board of Trustees of the national OD Network. Matt primarily works with leaders who are planning and implementing enterprise-wide change programs, including business strategy, values, mission, business process simplification, planning systems, new structures, communications, management practices, business process re-engineering, and monitoring and evaluation systems. He earned

an EdD in Executive Leadership and Organization Development from The George Washington University.

Steve Freeman, Applied Research Professor is a scholar, educator, entrepreneur and organizational advisor with expertise in applied research survey methods and in crisis preparedness, resiliency and opportunity development. Following consulting projects with Russell Ackoff at the University of Pennsylvania and with Peter Senge at the MIT Organizational Learning Center, he became a principal at Applied Research, a consultancy that focuses on applying the world’s knowledge to organizational challenges. Steve earned his MS in Systems Science at the University of Pennsylvania Wharton School of Business and PhD in Management at the Massachusetts Institute of Technology Sloan School of Management.

Tom Guggino, Strategic Presentation and Communication Coach has more than 25 years experience developing and designing communication solutions, and helping clients improve their communications skills both internally and externally. Tom began his career as a comedy writer/performer for broadcast TV including CBS Television and a variety of major clubs and syndicated TV shows. He has also been a producer, writer, and director where he has created over 400 TV spots for which he earned a CLIO award. His academic credentials include a degree in Sociology, graduate course work in Education, and teaching at the

University of Pennsylvania.

Tony Cosenza, Military Strategy Faculty is civilian Co- director of Logistic Operations at the US Department of Defense Supply Center where he is responsible for material support to worldwide military missions and operations including Iraq and Afghanistan, Iraqi/Syrian Special Operations, the NATO mission in response to Russian aggression in Ukraine, and humanitarian missions in Haiti, Chile, Hurricane Sandy, and IRAQ/Syrian refugee support. He holds an MBA in Management from Drexel University, MS in National Security Strategy from the National Defense University/National War College, and PhD in Public Policy and Administration from Walden University.

Studying military strategy

Philadelphia University

 100 acre campus within the City of Philadelphia  15 minutes from Center City  Private, accredited, non-denominational university  3,860 undergraduate and graduate students from 38 states and 30 countries  530 full-time and part-time faculty  60+ undergraduate and graduate degree programs

 3 Integrated Colleges:  College of Architecture and the Built Environment (CABE)  College of Design, Engineering and Commerce (DEC)  College of Science, Health and Liberal Arts (SHLA)  School of Continuing and Professional Studies (CPS), the home of the Doctorate in Strategic Leadership

UNIVERSITY GROWTH AND DEVELOPMENT

Dr. Stephen Klasko, TJU President Dr. Stephen Spinelli, PhilaU President

In December 2015, This integration the Boards of enables premier, Trustees of comprehensive, Philadelphia professional University and education, research

Thomas Jefferson and discovery with University dominance in announced the health, innovation signing of a Letter and design, and of Intent to pre-eminence in exclusively pursue trans-disciplinary the integration of education and the two action. universities.

Thomas Jefferson University

 Located in Center City Philadelphia, TJU has an academic structure and a clinical services community called Jefferson Health comprising approximately 19,000 people.

 TJU’s academic community enrolls more than 3,900 students and healthcare professionals in the

 Sidney Kimmel Medical College (SKMC)  Colleges of Biomedical Sciences; Health Professions; Nursing; Pharmacy; Population Health  National Cancer Institute (NCI)-designated Sidney Kimmel Cancer Center  Thomas Jefferson University Hospital, the largest freestanding academic medical center in Philadelphia; Jefferson Hospital for Neuroscience  Abington Hospital; Abington-Lansdale Hospital; Methodist Hospital  16 outpatient and urgent care locations with physician practices delivering care across Philadelphia and suburbs, and New Jersey CONTACT INFORMATION

The Strategic Leadership program is housed within the

School of Continuing and Professional Studies (SCPS) Philadelphia University Stanley S. Tuttleman Center 4201 Henry Avenue Philadelphia, PA 19144-5497

Tel: +1 215 951 2900 Email: [email protected]

School of Continuing and Professional Studies Administrative Leadership

D.R. Widder, MBA Stephen Blank Chair of Innovation and Vice President for Innovation Pamela J. Collins, PhD Academic Dean/Executive Director Susan Calder Director, Academic Services Sharon Harris Director, Student Services Alisa Hillanbrand Office Coordinator Mary Kelly Operations Coordinator Mary Beth Kurilko Director, Online Programs Kathleen A. Moran-Gannon Director, Joanne O’Neill, Manager Academic Operations Susan Perrone Senior Operations Coordinator Maryellen Woltman Director, Professional Education

Doctorate in Strategic Management Program Office Philadelphia University The Field DEC Center, Room 311 4201 Henry Ave. Philadelphia, PA 19144

Tel: +1 215 951 5332 Email: [email protected]

Larry M. Starr, PhD Director, Doctorate in Strategic Leadership Director, Strategic Leadership Executive Education, Research and Consulting Philadelphia University The Field DEC Center, Room 311 4201 Henry Ave. Philadelphia, PA 19144

Tel: +1 215 951 5332 Email: [email protected]

Graduate Admissions Christine Greb, Dean of Enrollment Management Philadelphia University 4201 Henry Avenue Philadelphia, PA 19144

Tel: +1 215 951 2943 Email: [email protected]

“White Corners,” Admission Building HISTORY OF THE DOCTORATE OF STRATEGIC LEADERSHIP

Design Story

In 2014, Philadelphia University began a project to design a new kind of professional doctorate for their institution. Based on their deep understanding of the past and ample evidence of the current realities of the changing role of the university in society, they assigned project governance and sponsorship to the Executive Dean of the College of Science, Health and the Liberal Arts who subsequently became the University Provost, and to the Vice-President of Innovation.

Two project requirements were imposed. First was the adoption of a systems-thinking framework or mindset because a new doctoral program is a social system contained within the university system. Both were contained within the much broader system of other universities, as well as for profit, non profit and government organizations all of which vary in geography (local, national and global) and delivery channels. In addition, it was assumed that the doctoral faculty and students would be working professionals with purposes and obligations not only to the program and the university but also to other workplaces and social communities of which they remain integrated parts. The implication of a systems- thinking mindset is that the environment and contexts are interdependent and varied.

The second requirement was that the expert knowledge for the design was presumed to reside in many places and with many people beyond those within the university. This meant the important and direct involvement by many stakeholders and users, not merely faculty or administrators. For this project, the stakeholders and users would be the content experts who would directly incorporate their own interests and values resulting in a program “designed by and for” themselves.

Email invitations for a “Design an Ideal Doctorate” project were sent to a broad community within PhilaU as well as a broad community external to the university. Voluntary participation was requested in one of several available workshops held on Saturday mornings at the University. For those unable to attend, separate group meetings were arranged (also at the university).

More than 120 people participated: academic leaders (e.g., deans of schools, directors, chairs of departments and programs, faculty members from PhilaU and from other universities); leaders and members of administrative functions (e.g., registrar, finance, library, development, and other roles from PhilaU and from other universities); alumni of PhilaU graduate degree programs; current graduate students (Master and Doctoral) from PhilaU and students attending other universities; leaders and thought leaders from professional organization and leadership societies within Philadelphia and beyond; executive level leaders from corporate in-house universities and training departments; government and nonprofit training leaders; senior HR administrators; and representatives from organizations where there was no support for graduate education.

Participants/designers were challenged to generate properties and characteristics of an ideal doctorate that “you would personally want to teach in; you would want to administer via your professional work; you would want to be a doctoral student in; you would recommend colleagues apply to; your organization would support if colleagues were admitted as doctoral students, faculty or mentors; you would want to join for professional and community support; your organization would want to partner with for consulting, executive education, and research projects; and you would want to be acknowledged as a co- designer.” These were not specifications for the future or for others; rather, these were what the stakeholders and users wanted right now and for themselves. The only limitations were that elements must be technological feasible and that the program must be capable of thriving in the existing environment, as well as be sustainable in the future as the environment may change.

As a guide, the following topics were available (all other topics were accepted): Vision and mission; Admission (student demographics, requirements, pathways); Staffing (faculty demographics, requirements, pathways); Channels and learning environments (locations, travel, virtual); Brand (“type” of degree, “kind” of program, PR/marketing); Size/time (students/faculty, timelines, FT/PT, weekend); Curriculum/courses (topics, obligations, opportunities); Learning experiences (to develop capacities, competencies, connections or integrations); Deliverables (academic and practice); /tuition (including support mechanisms); and Relationships (university and workplaces).

Hundreds of specifications were produced which became the content for the detail work completed by a core Design Team of 17 people who used design thinking to prepare the final program prototype description. A Full Proposal required by PhilaU for all new academic programs was written that contained the proposed program’s vision, mission, and descriptions of functions, processes and structures including courses.

Design sessions to gather properties were held in October and November 2014. The Design Team completed the prototype description in December and early January 2015. The Full Proposal was delivered January 30 and immediately began working its way through the required academic committees shepherded by the Executive Dean and Vice- President of Innovation. In April 2015, the Doctorate in Strategic Leadership was approved without reservation or change. In September 2015, the program was approved without reservation or change by the Middle States Commission on Higher Education (MSCHE) which governs and approves all new and current academic programs in Pennsylvania. Recruitment began immediately and the first cohort of doctoral students was admitted to begin studies in January 2016.