Prepare for a variety of careers in a field you’re passionate about.
Prepare to meet the growing demand for professional certified coaches in corporations, health and wellness, general business, government agencies, educational institutions, and other types of businesses.1
By pursuing this specialization, you’ll have the opportunity to complete the required training and accrue the requisite hours to prepare to sit for the Board Certified Coach Examination (BCCE) as part of the process to become certified as a Board Certified Coach.2
You can complete this program entirely online or choose to include face-to-face skill-building experiences during an in-person residency.
Automatically waive six courses3 if you have earned a master’s degree in I/O psychology.
Walden students have up to 8 years to complete their doctoral program unless they petition for an extension.
In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.
To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.
This sequence represents the minimum time to completion. For a personalized estimate of the number of your transfer credits that Walden would accept, call an enrollment advisor at 844-675-1725.
|Course Code||IPSY 8004||Course||Foundations of Graduate Study in Psychology||Credits||(3 cr.)|
|Course Code||IPSY 8252||Course||Themes and Theories of I/O Psychology||Credits||(5 cr.)|
|Course Code||IPSY 8480||Course||Psychology of Organizational Behavior||Credits||(5 cr.)|
|Course Code||IPSY 8214||Course||Consulting for Organizational Change||Credits||(5 cr.)|
|Course Code||RSCH 8110I||Course||Research Theory, Design, and Methods||Credits||(5 cr.)|
|Course Code||IPSY 8552||Course||Psychological Motivation at Work||Credits||(5 cr.)|
|Course Code||RSCH 8210I||Course||Quantitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||IPSY 8755||Course||Leadership and Leader Development||Credits||(5 cr.)|
|Course Code||IPSY 8551||Course||I/O Tests and Measurement||Credits||(5 cr.)|
|Course Code||RSCH 8310I||Course||Qualitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||RSCH 8260||Course||Advanced Quantitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||IPSY 8576||Course||Advanced Personnel Psychology||Credits||(5 cr.)|
|Course Code||IPSY 8579||Course||Job Attitudes, Measurement, and Change||Credits||(5 cr.)|
|Course Code||IPSY 8202||Course||Survey Research Methods||Credits||(5 cr.)|
|Course Code||RSCH 8360||Course||Advanced Qualitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||IPSY 8702||Course||Dissertation Literature Review Lab||Credits||(2 cr.)|
|Course Code||IPSY 8753||Course||Leadership Coaching: Theories, Concepts, and Processes||Credits||(6 cr.)|
|Course Code||DRWI 8508||Course||Coaching Skills Virtual Intensive||Credits||(0 cr.)|
|Course Code||IPSY 8115||Course||Writing a Quality Prospectus in Psychology||Credits||(5 cr.)|
|Course Code||IPSY 8756||Course||Leadership Coaching: Practices and Applications||Credits||(6 cr.)|
|Course Code||IPSY 9000||Course||Dissertation||Credits||(5 cr. per term for a minimum of 4 quarters until completion)|
Students in this course are introduced to Walden University and to the requirements for successful participation in an online curriculum. Students work toward building a foundation for academic and professional success as scholar-practitioners and social change agents. They assess the relationship of mission and vision to professional goals, and they develop a program of study, a professional development plan, and strategies for online success. Students also explore resources used throughout the program, such as the online Walden University Library. They engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the promotion of professional and academic excellence.
In this course, students are introduced to theories, research, and themes that form the tenets of psychology. Basic theoretical models will be reviewed, including psychodynamic, cognitive, developmental, social learning/socio-cognitive, behaviorist, learning and motivation, systems, biopsychosocial, and gender theories. Theories encompassing diverse populations, including cross-cultural and feminist theories, will also be examined. Students will critically examine the strengths and limitations of these theories and their utility in the field of psychology. Contemporary themes in psychology will be explored, with an emphasis on application of theories designed to effect positive social change.
Students taking this course examine the application of behavioral theories in organizational settings. The focus is on individual, group, and organizational behavior. Topics include individual differences in employee motivation and job satisfaction, group development, team building, organizational leadership, and organizational design, culture, and development. Students acquire a broad knowledge base in organizational psychology, its research, and its applications.
Organizational and professional development (OPD) professionals promote and implement organizational change by using fundamental techniques of change management. Students in this course examine and apply these tools, including consulting competencies, approaches, and organizational change models to learn the skills of an OPD consultant. Students explore methods for accelerating individual, group, and organizational performance through consulting, coaching, and change management. They also explore related topics, such as organizational assessment; team development; strategic planning; group dynamics; power, politics, and influence; leadership; and conflict management. Students apply course concepts to the assessment of an organization and the development of strategies to address identified needs for change.
In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. Foundations course or first course in a program.)
Participants in this course study in depth major topics in micro-level organizational behavior. Accountability, organization citizenship behaviors, forms of organizational attachment, motivation, goal theory, and issues of equity and justice will be covered.
Students in this research course have the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and the ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with an emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. RSCH 8100H.)
Effective leadership requires the ability to facilitate positive change, lead others in efforts to effect similar change, and work through challenges when met with resistance to change. Students in this course are provided with an extensive overview of leadership theories. Students explore definitions of leadership, major theoretical leadership models, and contextual and situational factors related to leadership and change. Students also examine various perspectives on leadership and the role of leadership in the achievement of organizational, group, and team goals. Students engage in practical assignments and discussions, focusing on effective leadership issues and practices during the process of organizational change.
Students in this course study in-depth measurement theory and the tests used in organizational settings. Included are a comprehensive examination of psychometric properties used to develop and evaluate these instruments, including classical test theory, item response theory (IRT), and item forensics approaches to testing. Topics include normative sampling and standardization, reliability and validity, test score interpretation, and test development. Students also address ethical, legal, and sociocultural issues, including cultural bias and fairness. Professional standards for testing provide a foundation for the course.
Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. RSCH 8100H.)
Students in this research course build upon knowledge and skills acquired in the prerequisite quantitative reasoning course and are presented with opportunities to apply them. They are provided with more specialized knowledge and skills for conducting quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts, such as factorial ANOVA, mediation, moderation, logistic regression, ANCOVA, and MANOVA. Students explore existing datasets and apply suitable statistical tests to answer research questions with social change implications. In this course, they approach statistics from a problem-solving perspective with emphasis on selecting the appropriate statistical tests for more complex research questions and social problems. Students use statistical software to perform analyses and interpret and present results. They will apply and synthesize their knowledge and skills by carrying out a quantitative research project. RSCH 8110.)
Participants in this course study in depth advanced topics in personnel psychology, including competency modeling, succession planning, talent management, alternative approaches to validation of selection tests, adverse impact, return on investment, and application of multiple linear regression analysis.
Participants in this course study in depth major theories of job attitudes, as well as their antecedents, correlates, and consequences. Topics include job satisfaction, organizational commitment, organizational citizenship behavior, withdrawal behavior, and counterproductive organizational behavior. Application of learning is demonstrated through an applied-attitude survey research project.
An in-depth study of a range of survey methods administered via in-person interview, self-report, phone interview, and Internet administration is introduced in this course. Topics include survey design, administration, analysis, and addressing sources of bias. Students also review theoretical and empirical research on question and questionnaire effects. Students prepare through the practice of writing questions and designing questionnaires, both in general and in light of existing research. RSCH 8100 and RSCH 8200.)
Students build upon the knowledge and skills acquired in RSCH 8310 - Qualitative Reasoning and Analysis. and have experience applying them. Students develop a more sophisticated understanding of the theoretical antecedents and practical applications of eight contemporary qualitative approaches. Students gain experience developing qualitative interview guides, collecting data, and managing the process from transcription through analysis. The unique challenges of confidentiality and ethical issues are explored as well as implications for social change. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan using a topic relevant to their capstone.
The purpose of this course is to help students prepare to write a well-structured, soundly presented critical literature review. In this course, students cover topic selection, research analysis, writing, and editing. Upon completing the course, students produce an annotated bibliography and outline of a literature review using a minimum of 10 self-selected research articles. This course is appropriate for doctoral students who are preparing for their dissertation research.
The intent of leadership coaching is to facilitate psychological change that leads to goal attainment and enhanced performance. In this course, students apply evidence-based psychological approaches to coaching case studies focusing on coaching competencies and ethical practices. They assess coaching roles and settings; skills and competencies; models and frameworks; and current issues and future trends. Students employ critical-thinking skills and synthesize concepts learned in the course to develop a plan for implementing effective coaching in a real-world setting. Students will also engage in hands-on coaching competency and skill development through Voice to Voice training sessions.
In this intensive experience, students immerse themselves in the coaching context to practice and reinforce coaching skills acquired during IPSY 6753/8753 - Leadership Coaching: Theories, Concepts, and Processes. Students participate in live virtual coaching sessions through various roles: coach, client, and observer. Each synchronous coaching practice session emphasizes Board Certified Coach competencies and ethical guidelines as well as coaching best practices. Small groups work closely with faculty members for 4 days on a final project that requires synthesis of and reflection on skills learned during the intensive. IPSY 6753/8753 - Leadership Coaching: Theories, Concepts, and Processes; IPSY 6755/8755 - Leadership and Leader Development.)
This five-credit course is focused specifically on the process of writing the doctoral study prospectus. Students will use their preliminary research plan, developed previously, and develop a problem statement, to be used in the doctoral study. They further refine the problem statement and carry out the planning and the library research that will bring them to the formulation of a doctoral study prospectus. The prospectus is a brief paper, typically 15-20 pages in length, that lays out the background for the problem statement, the problem statement itself, a survey of the relevant literature (typically 25-75 references), and a research, implementation, and evaluation plan for the solution of the problem.
Effective leadership coaches must be fully capable of working with clients immersed in different organizational cultures that present unique challenges. In this course, students apply models, approaches, and frameworks; individual and team coaching strategies; and ethical guidelines to case studies focusing on coaching competencies and ethical practices. Students also examine characteristics, factors, and conditions that influence the effectiveness of coaching; assessment and evaluation; diversity considerations; and professional issues and challenges. Students will also engage in hands-on coaching competency and skill development through Voice to Voice training sessions.
Doctoral students in this course are provided with the opportunity to integrate their Program of Study into a research study through which they explore a specific area of interest. Students complete the dissertation with the guidance of a chair and committee members through a learning platform classroom in which weekly participation is required. Students work with their dissertation chair to write the prospectus, complete an approved proposal (the first three chapters of the dissertation), complete an application for Institutional Review Board approval, collect and analyze data, and complete the dissertation. During the final quarter, students prepare the dissertation for final review by the university and conclude with an oral defense of their dissertation. Once students register for IPSY 9000, they are registered each term until successful completion of the dissertation for a minimum of four terms.Students take this course for a minimum of 4 quarters and are continuously enrolled until completion of their Dissertation with final Chief Academic Officer (CAO) approval.To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook. Foundation and core courses and designation of an approved dissertation committee chairperson.
|Course Code||DRWA 8000||Course||Doctoral Writing Assessment||Credits||(0 cr.)|
This course is part of Walden's commitment to help prepare students to meet the university's expectations for writing in courses at the doctoral level. In this course, students write a short academic essay that will be scored by a team of writing assessors. Based on the essay score, students will be guided toward any further recommended or required writing support needed to meet writing proficiency standards. This required course is free. Students will be enrolled automatically in it after they complete their first term of their doctoral program.
1Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Psychologists. National job growth estimates may not reflect local and/or short-term economic or job conditions, do not guarantee actual job growth, and are subject to change.
2The PhD in Industrial and Organizational Psychology program’s Evidence-Based Coaching specialization has been designed to prepare students to sit for the national Board Certified Coach Examination (BCCE), which is administered by the Center for Credentialing and Education. Walden enrollment advisors can provide information relating to national certification exams; however, it remains the individual’s responsibility to understand, evaluate, and comply with all requirements relating to national certification exams for the state in which he or she intends to practice. Walden makes no representations or guarantee that completion of Walden coursework or programs will permit an individual to obtain national certification. For more information regarding the application process, visit www.cce-global.org/Credentialing/BCC/Exam.
3IPSY 8252 Themes and Theories of Psychology; IPSY 8480 Psychology of Organizational Behavior; IPSY 8214 Consulting for Organizational Change; RSCH 8110 Research Theory, Design, and Methods; RSCH 8210 Quantitative Reasoning and Analysis; IPSY 8202 Survey Research Methods
Note: Time to completion and cost are not estimates of individual experience and will vary based on individual factors applicable to the student. Factors may be programmatic or academic, such as tuition and fee increases; transfer credits accepted by Walden; program or specialization changes; unsuccessful course completion; credit load per term; part-time vs. full-time enrollment; writing, research, and editing skills; use of external data for the doctoral study/dissertation; and individual progress in the program. Other factors may include personal issues such as the student’s employment obligations, caregiving responsibilities, or health issues; leaves of absence; or other personal circumstances.