The Doctor of Philosophy in Leadership Studies is based on the Jesuit tradition of educating the whole person. The program is designed for working professionals across a wide range of professions such as education, health care, social services, theology, engineering, government, law enforcement, and business. The program is interdisciplinary and designed to develop scholarship and professional competencies while encouraging self-reflection and strengthening a commitment of service to others.
The program can be completed in as few as three and one half years by students who can attend full time and year-round, or in four to seven years by students who can attend part-time or during summers. Courses are conducted at convenient times (evenings, weekends, and summers).
The doctoral program centers on three dimensions of leadership:
- The leader as person.
- The leader in organizational systems.
- The leader in global systems.
Each dimension emphasizes the nature of change and the development of human capacities for life that are healthy and sustainable. Principles of research designed to honor humanity are threaded throughout the program and provide Doctoral students a structured way of thinking and coming to understand leadership from these three dimensions.
Because the use of computers is integrated into many courses, students need to have access to e-mail and a general familiarity with navigating the internet. For the most current information, as well as the conceptual framework detailing the theoretical foundation of the program, please consult the doctoral program website (http://www.gonzaga.edu/doctoral).
Mission of the Doctoral Program
The mission of the Doctoral Program in Leadership Studies is to educate scholars and leaders who possess conceptual and theoretical knowledge and professional and practical competencies for use in both scholarly and leadership roles that serve and engage others creatively, meaningfully, and purposefully for the greater good.
Values of the Doctoral Program
Based on the Jesuit tradition of educating the whole person, the Doctoral Program in Leadership Studies creates a space where critical thought and moral conviction meet the questions of humanity. Understanding that leadership is a process, faculty in the doctoral program hold the following: We believe that leadership is based on a deep understanding of the self and of the core values that drive one’s actions. Effective leadership requires self-development with meaning, dignity, and purpose, so that we, in turn, help others to flourish with meaning, dignity and purpose. Because we believe that effective leaders need to develop the critical imagination required to embrace individual, organizational, and global change from a stance of hope and courage, we designed a leadership studies curriculum that supports the mission with a focus on three interrelated perspectives: Scholarly, Conceptual, and Professional. Each perspective is threaded through the curriculum, and is expressed through three specific leadership dimensions, also threaded through the curriculum: the leader as person, the leader in organizational systems, and the leader in global, social systems. Each dimension emphasizes the nature of change and the development of human capacities for life that are healthy and sustainable.
Graduates of the Doctoral Program
Graduates of the doctoral program can go in a variety of directions post-graduation. Some move on to teach in higher education, primarily at the college undergraduate level, or they will teach at the community college level in their Masters’ Degree specialization. Some go into higher education administration, often student development. Many graduates take their knowledge back to their organizations, who often have supported the doctoral student with developmental leaves, and work at an advanced level to grow their organizations. Others continue on to use their research as consultants, and will begin consulting in the areas of organizational leadership or personal leadership.
Prior to completing an application, it is advisable to secure an appointment with the program chairperson, either in person or over the phone. During this conversation, potential applicants will be counseled on factors they need to carefully consider before considering an application to the program, issues to be considered regarding program fit, the relationship between their career goals and the Gonzaga doctoral program, and their likelihood for meeting the application requirements. Additionally, the chairperson will answer any questions prospective students have about the program.
- A master’s degree (or its equivalent) with a minimum 3.50 GPA.
- A minimum of two years of professional experience.
- A minimum score of 50th percentile on either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT).
Admission is based on a review of a total profile with careful attention to the fit between the needs of the applicant and the mission of the program. Additional factors taken into consideration include motivation, character, commitment to social justice, and writing ability.
Each applicant must submit a completed application packet to include the following materials:
- A completed application form (see doctoral website or contact the Admissions and Advising Specialist) and non-refundable fee.
- A written statement of purpose that includes the reasons for why the applicant is seeking a Doctorate in Leadership Studies as well as a description of critical issues of concern to the applicant. The statement must be typed and is limited to 500 words.
- A minimum of three recommendations using the Confidential Recommendation form (see website or contact the Admissions and Advising Specialist). References must be selected from among supervisors, instructors, and colleagues who have worked with the applicant during the past five years. Two recommendations should come from the area of work experience and at least one from the applicant's academic experience.
- A resume that includes information about formal education, professional experience, academic achievements and honors, scholarly activity, and relevant non-professional experience.
- Two official transcripts from each college or university attended (international applicants must submit foreign transcripts in the original language and an English copy). Only degrees and courses from a regionally accredited institution will be accepted.
- Official score from either the Graduate Record Examination (GRE) or the Miller Analogies Test (MAT) taken within five years of the date of application.
- Submission of an official TOEFL score of at least 550 by each international applicant who graduated from a foreign college or university and whose native language is not English.
- A financial declaration and supporting documentation by each international applicant.
Applicants can download the application materials from the doctoral website (http://www.gonzaga.edu/doctoral) or obtain an application packet from the Admissions & Advising Specialist. Applications are reviewed by the doctoral faculty throughout the year. Applicants are notified of decisions within 45 days of the submission of a completed application.
If a careful review of an applicant’s portfolio suggests a strong possibility of success in the program despite weaknesses in one or more areas, the doctoral faculty may grant provisional admission to the program. Students admitted provisionally are not eligible for financial assistance. A letter offering provisional admission will state the conditions that must be satisfied before the admission status will be changed to regular admission (at which time the student may apply for financial assistance). Students who are admitted provisionally will not be allowed to enroll in courses beyond one semester unless their admission status has been changed to regular admission. The decision to convert a provisional admission to regular admission is made by the doctoral program faculty.
General Academic Information
Time Requirements for the Degree
Consistent with doctoral program policy, students are to complete the doctoral degree within seven years of the first day of the semester in which a student first enrolls in a doctoral program class. To assure this timeline is met students are advised to gain candidacy status as early as possible. In the event of extraordinary circumstances, a student may petition for additional time to complete the degree. The doctoral faculty will consider this petition, and make its recommendation to the Dean of the School of Leadership Studies who will make the final decision.
Advancement to Candidacy
Advancement to candidacy is a critical part of the program, designed to provide an opportunity to reaffirm the appropriateness of the program relative to the needs and abilities of the students. When a student is advanced to candidacy, it means she/he is a candidate for the Ph.D.; this signifies the Doctoral Faculty’s confidence in the candidate’s ability to successfully complete the program, including the dissertation.
Upon successful completion of the CORE courses, each student should see his or her pre-candidacy advisor to review the policies and procedures regarding candidacy.
Students must apply for candidacy before completing 22 credits and must complete the process by 28 credits or they will be blocked from taking classes. [It is suggested that at about 15-18 credits, students should seriously begin discussion for candidacy with their advisor.] More specific information about advancement to candidacy is available on the doctoral homepage.
Process and Paper Specifications:
The process for advancing to candidacy involves researching, writing, and submitting an original, high quality theoretical/conceptual paper, a written response to a specified question or topic that is determined jointly by the student and their pre-candidacy advisor.
The candidacy topic is to align with the core curriculum framework. One or more of the program dimensions (personal, organizational, or global systems) provides the conceptual framework for the paper.
The paper must be of the quality acceptable for publication in a peer-reviewed journal. We encourage candidates to submit papers to journals for review; although advancement to candidacy is not contingent upon the paper being accepted. Journals to be used as reference points are selected by each student and approved by the pre-candidacy advisor.
Once one decides on the topic and completes the application form, send the Candidacy Application to the DPLS Faculty Advisor. The student will receive an email response from the department chair that the program is aware of their Candidacy application.
The student has up to four months to submit two copies of the paper with two copies of the candidacy application to the Admissions and Advising Specialist. [Please note: An advisor can help the student until the application is submitted. Thus, the advisor can help with brainstorming to narrow the topic, or help outline or mind-map; however, once the application is submitted, one’s advisor cannot help until or unless the candidate reaches an impasse or a major personal hurdle ensues.]
The Admissions and Advising Specialist will forward the two copies to the pre-candidacy advisor and one other doctoral faculty member for review within 3-4 weeks.
The decision to award candidacy is based on (a) the student’s demonstration of competence in conceptualizing significant and complex theoretical subject matter, and (b) the student’s abilities to write with coherence, relevance, appropriate mechanics, scholarly tone, and veracity. [See the scoring rubric on the doctoral website.]
Advancement means the student is now a Doctoral Candidate. The letter of Advancement to Candidacy will include next steps for the Doctoral Candidate beginning with choosing a Dissertation Chair.
If the candidacy paper is found to be unacceptable [in whole or in parts], the student will be asked to rewrite the paper and resubmit it, according to departmental guidelines. If the paper fails to pass on the second review, a third reader will be appointed to also review the third and final submission. Failure to pass a third attempt at writing this paper will result in termination from the program.
Although it is presumed that all work for the doctorate will be completed at Gonzaga University, the doctoral program may accept up to 12 credit hours from another college or university for coursework in which a grade of “B” or higher was awarded. Transfer credits are not rounded up. The acceptance of transfer credits requires the recommendation of the doctoral program chairperson. No course for which a grade less than “B” has been awarded may be accepted in transfer, and transfer credits are not entered onto a student’s transcript until the student is advanced to doctoral candidacy.
The limitations on transfer credit for the doctoral program are as follows:
- Work to be transferred must clearly be doctoral-level coursework as defined by the granting institution.
- Coursework must have been completed while the individual was accepted in a doctoral program accredited by a regional accrediting agency.
- Coursework must have been completed within five years prior to the date of acceptance into the doctoral program at Gonzaga University.
- Courses may not be transferred for the four core courses (DPLS 700, DPLS 701, DPLS 703, & DPLS 720), or Proposal Seminar (DPLS 730).
- Transfer of other required courses will require faculty approval.
- Transfer credits will be applied to the elective 18 credits (which include individualized study credits).
- Coursework to be transferred must fit the mission of the doctoral program.
After an initial conference with a student or potential student who wishes to transfer credit, the program chairperson will send a letter (with a copy placed in the student’s file) informing him or her as to what credits will be accepted and what stipulations, if any, have been made.
Doctoral students may opt either for a letter grade or for a pass/fail option in each course. Students wishing to explore this option should consult their advisor. The student is responsible for filing a pass/fail petition with the Registrar prior to the published deadline. A pass/fail request is considered a private matter between the student and the Registrar. If this request is filed, the Registrar will substitute a “P” or an “F” in place of the assigned grade. A “P” will be recorded for an assigned grade of B or higher, while an “F” will be recorded for an assigned grade of B- or lower. The decision to put a course on a pass/fail basis is irrevocable, and once made cannot be changed for any reason.
Students may undertake individualized study to acquire more advanced knowledge in an area or to pursue topics not currently covered in regularly scheduled classes. Application for individualized study must be made on a form available online. It is the responsibility of the student to demonstrate the relevancy of the proposed study and to negotiate the course content and timelines with a qualified instructor. A maximum of 12 credits of individualized study is permitted.
Students enrolled in the doctoral program may complete an internship/field experience or mentorship as an elective by registering for one to three hours of DPLS 766. For internship or mentorship credit, students must submit a proposal at the beginning of the course and attach it to the “Application for Individualized Study” form marked for DPLS 766. A report or project must be submitted at the end of the internship/mentorship to complete the course. For internship credit, the proposal may be to gain experience in another work setting or to complete a work project that will require the application of DPLS coursework. For mentorship credit, the proposal should describe the purpose of the mentorship, identify the mentor, and explain how the mentorship will enhance leadership abilities in the personal, organizational, or global dimensions. In both cases, the proposal should show that the student will be challenged in some way and explain how it will be related to their DPLS coursework. Proposals must be submitted to the instructor who will be the “professor of record”. At the end of the internship/mentorship, the student will submit a report and/or products developed as a result of the experience to the “professor of record.” The grading mode for this course is Satisfactory/ Non-satisfactory. A maximum of three credits of internship/mentorship is permitted.
Credit for doctoral-level courses completed at Gonzaga University prior to admission of a student to regular status may be accepted by the doctoral program upon recommendation of the program chairperson as credits toward a degree. Such credits are termed “advanced credits” and are normally limited in number to 12 credits.
Residence is defined as work taken in a recognized Gonzaga graduate program. In the doctoral program, the matriculation policy is defined as three out of four consecutive semesters of study on campus upon admission to the doctoral program. For students who are admitted to the doctoral program with the intent to attend summers only, the continuity of matriculation requirement may be satisfied by attending three out of four consecutive summer sessions upon being admitted to the program.
Students enrolled in the doctoral program in the School of Leadership Studies will have satisfied all continuity of matriculation requirements for the doctoral degree when they have completed three out of four consecutive semesters of graduate study earning a minimum of six (6) credit hours per semester.
It is the student’s responsibility to adhere to the tenets of the continuity of matriculation policy, with the student’s temporary and permanent advisor(s) monitoring the compliance process from the date of admission to the completion of the doctoral program. Any deviation from this policy must be entered as a formal request for a “Leave of Absence.” The formal request for a leave of absence must be submitted by the student and approved by the temporary or permanent advisor and the program chairperson in the semester prior to the semester in which the leave will take effect.
Doctoral Advisors and Committee Members
A pre-candidacy advisor is assigned to each student at the time of admission to the program. Advisor’s responsibilities are to assist the student in making program decisions and to facilitate the student through the candidacy process. Once students have been advanced to candidacy, they select a dissertation chairperson; and, before the defense of the proposal, with their dissertation chairperson select two or more additional dissertation committee members. Students who are not making timely progress on their proposal or dissertation, and/or have had little or no contact with their dissertation chairperson for a semester or more should expect to confirm whether the individual is still available to work with them.
It is expected that the chairperson of the committee and at least one of the remaining committee members will be selected from among the core faculty of the doctoral program. A student may petition to 1) have a core faculty member of the program as the chairperson of the committee and all other committee members from outside the program or 2) have the chairperson of the committee from outside the program and at least two of the remaining members from the program. Given the importance of the committee chairperson in facilitating the student’s completion of the dissertation, chairpersons selected from outside the core faculty must be prepared to work closely with committee members from the program and invest sufficient time to fully understand the unique requirements of the Gonzaga Doctoral Program. Any exceptions to the expected committee configuration should be carefully discussed with the advisor before individuals from outside the program are approached about participation on the committee. Written approval of the entire core doctoral faculty is required for any exceptions.
Admission to Proposal Seminar
The purpose of DPLS 730: Proposal Seminar is to craft the structure of the student’s dissertation. Before students can enroll in DPLS 730 they must have achieved candidacy and have completed or be enrolled in DPLS 722 and DPLS 723. In addition, enrollment in DPLS 730 requires a written petition to the doctoral faculty Proposal Seminar instructor, submitted through a student’s dissertation chairperson at least 60 days before enrolling in the class. (Specifications for the petition are available on the doctoral program Website, from the doctoral faculty, or from the Admissions and Advising Specialist.) Students who anticipate taking DPLS 730 should discuss timing with their dissertation committee chairperson. Ideally, students should be able to defend the dissertation proposal soon after taking this course.
A scholarly research study must be completed by each student under the guidance of a dissertation committee. The dissertation process in the Gonzaga Doctoral Program includes a formal defense of the dissertation proposal (defined as the first three chapters of the dissertation). The dissertation committee will also review and approve the final copy of the dissertation, which then must be filed with the appropriate administrative office for final approval and acceptance by the University. Specific arrangements should be made with the doctoral program for microfilming and binding of the dissertation.
Detailed dissertation procedures can be obtained from the Admissions and Advising Specialist or dissertation chairperson.
Outline: 60 creditsRequired Courses
|DPLS 700 Leadership Theory||3 credits|
|DPLS 701 Organizational Theory||3 credits|
|DPLS 703 Global Issues and Policy Analysis||3 credits|
|DPLS 720 Principles of Research||3 credits|
|DPLS 722 Quantitative Data Analysis||3 credits|
|DPLS 723 Qualitative Research||3 credits|
|DPLS 730 Proposal Seminar||3 credits|
|DPLS 735 Proposal Defense||1 credit|
|DPLS 736 Dissertation||5 credits|
|DPLS 745 Leadership and Personal Ethics||2 credits|
|An additional two (2) credits of ethics is required from the following courses:|
|DPLS 746 Leadership and Applied Ethics||2 credits|
|DPLS 747 Leadership and Classical Ethics||2 credits|
|DPLS 748 Leadership and Feminist Ethics||2 credits|
|DPLS 749 Leadership and Ecology Ethics||2 credits|
|DPLS 705 Leadership and Social Justice||3 credits|
|DPLS 706 Leadership and Diversity||3 credits|
|DPLS 707 Leadership and Technology||3 credits|
|DPLS 708 Leadership, Forgiveness and Restorative Justice||3 credits|
|DPLS 709 Leadership and Spirituality||3 credits|
|DPLS 710 Planning for Change||3 credits|
|DPLS 711 Human Resources and Organizational Community||3 credits|
|DPLS 712 Leadership and Financial Stewardship||3 credits|
|DPLS 713 Leadership and Law||3 credits|
|DPLS 714 Writing for Publication||1 credit|
|DPLS 715 Writing for Funding||1 credit|
|DPLS 718 Ways of Knowing: Teaching, Learning, and Leadership||3 credits|
|DPLS 719 Systemic Organizational Change||3 credits|
|DPLS 721 Leadership and Arts Based Understanding||3 credits|
|DPLS 724 Advanced Quantitative Data Analysis||2 credits|
|DPLS 726 Advanced Qualitative Research||2 credits|
|DPLS 728 Scholarship and Dissertation Framework||3 credits|
|DPLS 741 The Art and Practice of Dialogue||3 credits|
|DPLS 742 Leadership and Appreciative Inquiry||3 credits|
|DPLS 743 Leadership and Consulting||3 credits|
|DPLS 744 Leadership, Language and Culture||3 credits|
|DPLS 751 Leadership and History||3 credits|
|DPLS 752 Leadership and Philosophy||3 credits|
|DPLS 753 Leadership and Religious Studies||3 credits|
|DPLS 754 Leadership and Sociology||3 credits|
|DPLS 755 Leadership and Communications||3 credits|
|DPLS 756 Leadership and Psychology||3 credits|
|DPLS 757 Leadership and the Nature of Politics||3 credits|
|DPLS 758 Leadership and Literature||3 credits|
|DPLS 759 Leadership and Economics||3 credits|
In addition to their major and minor areas of study, all undergraduate students follow a common program designed to complete their education in those areas that the University considers essential for a Catholic, Jesuit, liberal, and humanistic education. The University Core Curriculum consists of forty-five credits of course work, with additional designation requirements that can be met through core, major, or elective courses.
The University Core Curriculum is a four-year program, organized around one overarching question, which is progressively addressed through yearly themes and questions. Hence, core courses are best taken within the year for which they are designated. First year core courses encourage intellectual engagement and provide a broad foundation of fundamental skills. Second and third year courses examine central issues and questions in philosophy and religious studies. The fourth year course, the Core Integration Seminar, offers a culminating core experience. Taken at any time throughout the four years, broadening courses intersect with the core themes and extend students’ appreciation for the humanities, arts, and social and behavioral sciences. Finally, the designation requirements (writing enriched, global studies, and social justice) reflect important values and reinforce students’ knowledge and competencies.
Overarching Core Question: As students of a Catholic, Jesuit, and Humanistic University, how do we educate ourselves to become women and men for a more just and humane global community?
Year 1 Theme and Question: Understanding and Creating: How do we pursue knowledge and cultivate understanding?
- The First-Year Seminar (DEPT 193, 3 credits): The First-Year Seminar (FYS), taken in the fall or spring of the first year, is designed to promote an intellectual shift in students as they transition to college academic life. Each small seminar is organized around an engaging topic, which students explore from multiple perspectives. The FYS is offered by many departments across the University (click here [PDF] for list of FYS courses).
- Writing (ENGL 101, 3 credits) and Reasoning (PHIL 101, 3 credits): The Writing and Reasoning courses are designed to help students develop the foundational skills of critical reading, thinking, analysis, and writing. They may be taken as linked sections. Writing (ENGL 101) carries one of the three required writing-enriched designations (see below).
- Communication & Speech (COMM 100, 3 credits): This course introduces students to interpersonal and small group communication and requires the application of critical thinking, reasoning, and research skills necessary to organize, write, and present several speeches.
- Scientific Inquiry (BIOL 104/104L, CHEM 104/104L, or PHYS 104/104L, 3 credits): This course explores the scientific process in the natural world through evidence-based logic and includes significant laboratory experience. Students pursuing majors that require science courses will satisfy this requirement through their major.
- Mathematics (above Math 100, 3 credits): Mathematics courses promote thinking according to the modes of the discipline—abstractly, symbolically, logically, and computationally. One course in mathematics, above Math 100, including any math course required for a major or minor, will fulfill this requirement. MATH 100 (College Algebra) and courses without the MATH prefix do not fulfill this requirement.
Year 2 Theme and Question: Being and Becoming: Who are we and what does it mean to be human?
- Philosophy of Human Nature (PHIL 201, 3 credits): This course provides students with a philosophical study of key figures, theories, and intellectual traditions that contribute to understanding the human condition; the meaning and dignity of human life; and the human relationship to ultimate reality.
- Christianity and Catholic Traditions (RELI, 3 credits). Religious Studies core courses approved for this requirement explore diverse topics including Christian scriptures, history, theology, and practices as well as major contributions from the Catholic intellectual and theological traditions (click here [PDF] for a list of approved courses) .
Year 3 Theme and Question: Caring and Doing: What principles characterize a well lived life?
- Ethics (PHIL 301 or RELI, 3 credits): The Ethics courses are designed to help students develop their moral imagination by exploring and explaining the reasons humans should care about the needs and interests of others. This requirement is satisfied by an approved ethics course in either Philosophy (PHIL 301) or Religious Studies (click here [PDF] for a list of approved courses).
- World/Comparative Religion (RELI, 3 credits): Religious Studies courses approved for this core requirement draw attention to the diversity that exists within and among traditions and encourage students to bring critical, analytical thinking to bear on the traditions and questions considered. These courses carries one of the required two global-studies designations (see below) (click here [PDF] for a list of approved courses).
Year 4 Theme and Question: Imagining the Possible: What is our role in the world?”
- Core Integration Seminar (DEPT 432, 3 credits). The Core Integration Seminar (CIS) offers students a culminating core experience in which they integrate the principles of Jesuit education, prior components of the core, and their disciplinary expertise. Some CIS courses may also count toward a student’s major or minor. The CIS is offered by several departments across the University (click here [PDF] for list of CIS courses).
The Broadening Courses
- Fine Arts & Design (VART, MUSC, THEA, 3 credits): Arts courses explore multiple ways the human experience can be expressed through creativity, including across different cultures and societies. One approved course in fine arts, music, theatre, or dance will fulfill this requirement (click here [PDF] for a list of approved courses).
- History (HIST, 3 credits): History courses are intended to develop students’ awareness of the historical context of both the individual and the collective human experience. One course in History (HIST 101, HIST 102, HIST 112, HIST 201, HIST 202) will fulfill this requirement.
- Literature (3 credits): Literature courses foster reflection on how literature engages with a range of human experience. One approved course in Literature (offered by English, Classics, or Modern Languages) will fulfill this requirement (click here [PDF] for a list of approved courses).
- Social & Behavioral Sciences (3 credits): Courses in the social and behavioral sciences engage students in studying human behavior, social systems, and social issues. One approved course offered by Criminal Justice, Economics, Political Science, Psychology, Sociology, or Women and Gender Studies will fulfill this requirement (click here [PDF] for a list of approved courses).
Designations are embedded within already existing core, major, minor, and elective courses. Students are encouraged to meet designation requirements within elective courses as their schedule allows; however, with careful planning students should be able to complete most of the designation requirements within other core, major, or minor courses.
- Writing Enriched (WE; 3 courses meeting this designation): Courses carrying the WE designation are designed to promote the humanistic and Jesuit pedagogical ideal of clear, effective communication. In addition to the required core course, Writing (ENGL 101), which carries one of the WE designations, students must take two other WE-designated courses (click here [PDF] for a list of approved courses).
- Global-Studies (GS; 2 courses meeting this designation): Courses carrying the GS designation are designed to challenge students to perceive and understand human diversity by exploring diversity within a context of constantly changing global systems. In addition to the required core course, World/Comparative Religion (RELI 300-level), which carries one of the GS designations, students must take one other GS-designated course (click here [PDF] for a list of approved courses).
- Social-Justice (SJ; 1 course meeting this designation): Courses carrying the SJ designation are designed to introduce students to one or more social justice concerns. Students must take one course that meets the SJ designation (click here [PDF] for a list of approved courses).
Major-specific adaptations to the University Core Curriculum
All Gonzaga students, regardless of their major, will complete the University Core Curriculum requirements. However some Gonzaga students will satisfy certain core requirements through major-specific programs or courses. Any major-specific adaptations to the core are described with the requirements for the majors to which they apply.