Take your expertise in management to the highest level with our online PhD program.
In an environment of disruptive and agile innovation, artificial intelligence, and autonomous systems, business leaders need to employ strategies to deal with the reality of these forces. In the Organizational Design and Innovation specialization, you will explore the changes in organizational innovation agility and develop leadership strategies informed by design thinking.
In addition to the core program learning outcomes, graduates in this specialization will be prepared to:
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 course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation course shell.
Please refer to Walden’s catalog for more information about degree requirements.
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 844-398-6089.
|Course Code||DRWA 8880G||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 complete or be exempted from additional required writing support needed to meet writing proficiency standards. This required assessment course is free. Students will be enrolled automatically in it at the beginning of their doctoral program.
|Course Code||MGMT 4990M||Course||Business Essentials||Credits||(0 cr.)|
|Course Code||MGMT 8003M||Course||Gateway to Doctoral Management Studies||Credits||(5 cr.)|
|Course Code||MGMT 8005M||Course||Organizational Perspectives and Implications for Leaders||Credits||(5 cr.)|
|Course Code||MGMT 8007M||Course||Complexity and Systems Thinking Dynamics||Credits||(5 cr.)|
|Course Code||MGMT 8009M||Course||Organizational Decision Making and Judgment||Credits||(5 cr.)|
A background in the basics of business is often a key to making the most of a graduate business or management program. In this foundational course, students can build their business acumen in major functional areas that are essential to business success including business leadership and management, business ethics, the legal environment of business, accounting, finance, economics, quantitative methods and statistics, information systems management, global business, marketing, and strategic management.
Students begin their journeys as scholar-practitioners in this doctoral management gateway course. Students will learn what it means to earn a doctorate and a Walden PhD degree. No organization can succeed without being led and managed. Students will graduate with a unique perspective on organizational success. They will develop a personal navigational tool, the skills development and an assessment plan (SDAP) to identify their goals, assess the skills they will need to develop, and begin to consider the importance of managing their time as they deepen their journey into the program. Through this course, students will then be prepared for the journey that will take them from absorbing knowledge to becoming creators of knowledge. During this orientation course, students will grapple with some of the biggest questions facing the management profession. While engaging in these and other questions regarding the future of management, students will be introduced to the full spectrum of Walden resources and become familiarized with Walden's academic support systems. Designed to make them better critical thinkers and scholarly writers, these resources include the Writing Center, the Walden Library, the Academic Skills Center, and the Center for Research Quality. Students also focus on beginning their development of critical reading, writing, and questioning, and reflective skills, all of which are needed to succeed as scholar-practitioners.
There are many ways of seeing an organization and one's place in it. The assumptions students make about people, purpose, and profit will influence the way they manage. It is important to develop the skill required to read various situations and to understand what is between the lines to act with insight. Developing and utilizing various divergent perspectives on organizational dynamics enables a manager to devise appropriate actions by critically thinking about the way things can be (based on the way things are). In this way, leaders free themselves from conventions and can consider the knowledge management strategies, structures, and policies to succeed. Students will explore several metaphors of organizations from mechanistic to organic to network, among others. The students will look at organizations through several all-encompassing frames to understand how a leader can leverage these new perspectives to better manage processes, the implications of social change, and innovative strategies. Students will also continue building the skills required to succeed in the program and leverage those skills as they begin working on their dissertation topics. Students are asked to reflect each week on their learnings and how those learnings are shaping their specialization perspective. Students will deepen their understanding of APA, scholarly writing, and the importance of integrity in writing; they will also hone their analysis and evaluation skills.
Organizations are increasingly a reflection of the confluence of dynamic influences and pressures to compete in an uncertain environment. Leaders need to stimulate creative and innovative approaches to products, services, and operations. Yet, organizations also need to have predictable control systems to enable the efficient utilization of resources. Students in this course cover some basic to intermediate concepts, models, and theories from general systems theory, systems thinking, network theory, complex adaptive systems theory, complexity leadership theory, and evolutionary systems theory with applications to social organizations. Students use a provided template to model, describe, and apply these concepts to an organization of their choice such as society-at-large or a subset of society; a community, city, county, state, or country; or a corporation, a nonprofit, government agency, an educational institution, or a military organization as this course starts from abstract systems and moves to concrete instances. Throughout this course, students will improve their understanding of systems, organizations, and leadership or management decision-making capabilities.
In today's highly complex organizations, rational and behavioral decision-making processes and models impact leadership, ethics, group dynamics, and risk assessment. Students will examine the ethical implications of organizational decisions based on the literature. Students will also explore, evaluate, and debate how judgments and decisions influence team dynamics and an organization's social responsibility decisions. Students will also develop a deeper appreciation for predictive and adaptive decision systems and the impact of artificial intelligence and autonomous systems on an organization's decision processes. Students will continue to develop their skills assessment plan and tie what they learn to their specialization and, ultimately, the dissertation process. Students will focus on developing their analysis capabilities of peer-reviewed literature related to their specialization, and decision making and judgment.
|Course Code||MGMT 8805M||Course||Agile and Disruptive Innovation Management||Credits||(5 cr.)|
|Course Code||MGMT 8815M||Course||Managing by Design Theory||Credits||(5 cr.)|
|Course Code||MGMT 8825M||Course||Ethics of Artificial Intelligence and Autonomous Systems||Credits||(5 cr.)|
Agile and disruptive innovation is a reality for every business, and as such, managers must be prepared to incorporate innovation theories into practice. In this class students discuss the many aspects and theories of innovation management. Topics such as disruptive and open innovation, innovation strategies, product and service management through analytics, and agile innovation are discussed. These topics are covered in depth to better prepare students for the cutting-edge innovation fields.
Managing by design and management ambidexterity focus on the design and then the efficiency of an innovation. There is a need for design thinking for those undertaking innovation activities in products or organizationally. Design thinking focuses on human, environmental, and ethics-centric innovative considerations and intangible issues. Also identified are models and frameworks that support the development of innovative culture, including the voice of the customer in product and service requirements and the power of a customer-centric perspective, whether in an organizational innovation, product, or service.
Students discuss the ethical and social implications of artificial intelligence (AI) based on the AI design standards that focus on ethically coordinated design criteria. Organizations and leaders who are considering any type of AI or autonomous system within the workplace or for customer applications should consider the ethical dilemma this new environment may cause.
|Course Code||RSCH 8110||Course||Research Theory, Design, and Methods||Credits||(5 cr.)|
|Course Code||RSCH 8210||Course||Quantitative Reasoning and Analysis||Credits||(5 cr.)|
|Course Code||RSCH 8310||Course||Qualitative Reasoning and Analysis||Credits||(5 cr.)|
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. RESI 8401.)
In this research course, students are provided with the opportunity to develop core knowledge and skills for designing and carrying out quantitative research at the doctoral level, including the application of statistical concepts and techniques. Students explore classical common statistical tests, the importance of the logic of inference, and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to derive statistics from quantitative data and interpret and present results. RSCH 8110 or RSCH 7110 or RSCH 6110, and RESI 8401.)
Students in this research course are provided with the opportunity to develop basic knowledge and skills for conducting qualitative research at the doctoral level. Students explore the nature of qualitative inquiry, how theory and theoretical and conceptual frameworks uniquely apply to qualitative research, data collection procedures and analysis strategy, and how the role of the researcher is expressed in the ethical and rigorous conduct of qualitative research. Students practice collecting, organizing, analyzing, and presenting data, and they develop a detailed research topic for conducting a qualitative study. RSCH 8110 or RSCH 7110 or RSCH 6110, and RESI 8401.)
Advanced Quantitative Reasoning and Analysis
Advanced Qualitative Reasoning and Analysis
Advanced Mixed-Methods Reasoning and Analysis
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 and RESI 8402.)
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. RESI 8402.)
Students build upon knowledge and skills acquired in RSCH 8210 - Quantitative Reasoning and Analysis and RSCH 8310 - Qualitative Reasoning and Analysis for more specialized knowledge and skills to design mixed-methods research at the doctoral level. Students are provided with more specialized knowledge and skills for designing mixed-methods research at the doctoral level. They gain an understanding of the types of mixed-methods designs and how to select the most appropriate approach for the research question(s). The emphases of this course are on integrating quantitative and qualitative elements into true mixed-methods studies, practice in data analysis, and integration of qualitative and quantitative data within a research write-up. Students will apply and synthesize their knowledge and skills by developing a mixed-methods research plan that incorporates qualitative and quantitative elements appropriately. RSCH 8110 or RSCH 7110 or RSCH 6110, and RSCH 8210 or RSCH 7210 or RSCH 6210, and RSCH 8310 or RSCH 7310 or RSCH 6310, and RESI 8402.)
|Course Code||MGMT 8900M||Course||Prospectus Development and Alignment||Credits||(3 cr.)|
|Course Code||MGMT 8910M||Course||Dissertation Development Process||Credits||(3 cr.)|
|Course Code||MGMT 8920M||Course||Developing the Content Literature Review and Research Method and Design||Credits||(3 cr.)|
The prospectus is a brief document that is critical to articulate the general topic under consideration for a dissertation. Students will align, organize, delineate, and make decisions regarding their dissertation and appropriate research methodology. Students in this course are provided with the opportunity to design the prospectus in collaboration with program colleagues and mentorship from a course instructor. Students learn preferred practices for developing the prospectus and analyze examples of past documents. Students refine their problem and purpose statements along with their research questions. Then they finalize their decisions about the research method and design that may be incorporated into their dissertation. Finally, students engage in the iterative process of writing the prospectus, integrating feedback from peers and the course instructor. Students will incorporate all the skills learned throughout the program and apply them in the development of their prospectus.
There are two major gates in the dissertation process that students must be aware of: the development of the proposal and the research phase. In this course, students are provided with an overview of the dissertation development process. The prospectus is further developed into the proposal and then into the final study. Students will understand the dissertation development process, how to work with feedback, how to manage their dissertation process, and how to collaborate with their committee members. Students will cover the major dissertation gates they will need to have, including the development of the proposal, the role of the University Research Reviewer (URR), preparing for the Institutional Review Board (IRB), collecting data, analyzing data, developing results, and articulating findings. They will develop a time management plan to have a realistic understanding of what will be required with respect to their educational, personal, and work commitment balance as they move to their dissertation course. Students will review all the skills developed throughout the program and see how those skills apply to the dissertation development process.
The dissertation has two literature reviews. The first literature review is developed for the content (Chapter 2), and the second literature review is related to the method and design (Chapter 3). Students will begin to formalize the development of both components for the proposal. This course is an opportunity for students to focus on the development of their literature review and begin to compose a draft of their Chapter 2 and part of their Chapter 3 for their proposal. Students are encouraged to leverage all the literature they have amassed throughout their program of study and begin to analyze and synthesize the topics that are relevant to the content, method, and design. The focus of this course will be on advanced-level skills development in analysis, synthesis, and reflection.
|Course Code||MGMT 9000M*||Course||Doctoral Dissertation||Credits||(continuous enrollment in 5 credits per quarter for a minimum of 4 quarters until completion)|
In the final Dissertation, independent scholars demonstrate their ability to examine, critique, and synthesize knowledge, theory, and experience so that new ideas can be tested; best practices identified, established, and verified; and theoretical, practice, or policy constructs evaluated and advanced. In all cases, independent scholars engage in rigorous inquiry that results in new knowledge, insight, or practice, demonstrating efficacy in the world of business and management. Through this course, independent scholars gain assistance in working through the process of the dissertation. They design personal best practices for completing their study within a designated context. They also select their committee members, with whom they establish and maintain strong working relationships and on whom they rely to mentor and approve their proposal and final study. Ultimately, independent scholars completing the dissertation make a fresh contribution to the field of practice in the professional business environment.Students take this course for a minimum of four 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.
*Students are continuously enrolled in MGMT 9000M for a minimum of 4 quarters until completion of their dissertation with final Chief Academic Officer (CAO) approval.
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.
8-Year Maximum Timeframe
Students have up to 8 years to complete their doctoral degree requirements. See the policy in the Walden University Student Handbook. Students may petition to extend the 8-year maximum timeframe, but an extension is not guaranteed.
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 dissertation; and individual progress in the program. Other factors may include personal issues such as the student’s employment obligations, caregiving responsibilities, health issues, leaves of absence, or other personal circumstances.