DOCTORAL PRG IN LDRSHP STUDIES (DPLS)

The major goal of this course is to gain understanding in the concept of leadership historically, philosophically, psychologically, and morally, and to test these understandings against one's own values and experiences. Emphasis will be placed on the nature and role of leadership in understanding and interpreting the self, subjectivity and interpersonal interactions.

Emphasis on modernist and postmodernist organizational theory, examining organizations as the nexus of psychological, sociological, and biological phenomena. Organizations are explored through the frames of power, environmental and symbolic structures, human agency, and ethics. Students will also read in classical organizational theory as well.

This course will examine the ways in which artificial intelligence is used as a tool to communicate – in business, education, and personal settings through the written, visual, and verbal uses of AI. The course will discuss how we can implement AI tools to solve various problems that face our society in areas including environmental, social, business, and health while understanding the ethical issues and concerns inherent within AI. Students will explore the design, use, and potential for AI tools through hands-on interactions.

The intent of this course is to explore leadership through a global citizen lens including topics such as cultural competency, global mindset, global and social systems, human rights and social justice.

Exploring AI and Leadership: Context, Meaning-making, and Practice is the full title of this course. This course provides an overview of large language models and a workshop on their applications featuring ChatGPT. This exploration consists of philosophical, theoretical, and practical elements approaching the topics of both leadership and artificial intelligence from perspectives inherent in a variety of speculative (philosophical) accounts of reality (ontology) and mind (epistemology). The course also includes a critical analysis of social, cultural, and historical factors undergirding learning, teaching, and the legitimization of knowledge in the age of AI.

Examines issues of leadership and social justice beginning with an understanding of social justice, its theories, principles, tenets, and shortcomings. The course discusses social justice issues as they relate to hate, equality, distribution, and deserts.

Leaders are in a privileged position to effect a transformation of perspectives on race, ethnicity, and lifestyle. This course gives participants the opportunity to explore this potential, and, through life experiences and current literature, to assess their personal leadership styles and attitudes toward diversity.

Technology is one aspect of the accelerating change that leaders must deal with. Leadership responsibilities in organizations will increasingly influence and be influenced by technology. This course is designed to provide a foundation for understanding technology in today's societies and the role of leadership in enhancing organizations through technology.

In this course students will begin the process of understanding servant-leadership, justice, and forgiveness in the context of purposeful systems change. Servant-leadership and restorative vs. retributive justice are important aspects of the learning community. The course engages students toward self-responsibility in the context of reconciliation, and the depth of heart, mind, and spirit that leads to healing and growth in community with others. Students will work to apply the interior leadership necessary for discernment and action within oppressive systems.

This course is based on the premise that spiritual development is essential to human development, and emphasizes the importance of leaders awakening their own spirit in management and in life. Students are required to analyze theoretical and philosophical perspectives on spirituality in general and on spirituality as it applies to workplace. Students are invited to examine the condition of their own inner lives and how their lives can become more whole.

Planned change provides a holistic vision of the future and outlines procedures for moving toward the future. This course focuses on the nature of change and the capacity of organizations to engage in system-wide change.

The purpose of this course is threefold. Doctoral students will: understand philosophical and theoretical approaches to studying organizations from a cultural perspective; understand leader/follower practices to build and effect cultures in organizations; and apply theoretical/philosophical and practical understanding to the cultural analysis and interpretation of organizations, groups, and/or sub groups.

Never in human history have ecological and social catastrophes threatened at such global scales simultaneously. Scientists tell us that we have, or are on the verge of, crossing multiple planetary boundaries. Meanwhile, and entirely related, wealth inequality has reached unprecedented levels; billions are deprived of their most basic needs; racism, colonialism and heteropatriarchy inflict terrible violence and oppression. A more equitable, just, peaceful, and ecologically sustainable world is possible, but requires deep systemic change. In this class we will think broadly and creatively about meaningful and transformative social change, including our role in bringing about such change. Key topics will include: root causes of environmental crisis and social injustice; visions for a more fair and ecologically sustainable world; competing understandings about social change; divergent perspectives on the environment and environmentalism; solidarity and intersectionality of struggle; methods and tactics of engagement; counter-movements and the workings of the powerful; and lessons from contemporary movements. In all of this, we will examine our own assumptions, social locations, and commitments to social justice, being reflexive about our roles as “leaders” and “activists.”

This course intends to create a writing community under the guidance and facilitation of a learned scholar and faculty member. The course is explicitly designed to support students who have completed or nearly completed their coursework and find it challenging to create time and space to write. The intent is also to develop a community of support and accountability, to finish, or more fully develop, one's dissertation (specifically the first three chapters) or candidacy paper. This class is not designed to be an English or "how to write," nor is it a replacement for advising from core faculty. Instead, this class is designed to help students overcome their writing barriers, find support and guidance, and come together as a community of support and engagement. The writing process can be lonely, long, and challenging. Therefore, having a writing community can be the foundation for accountability and success. Please note that you will not be learning any new content. The focus is on supporting you, pushing you, and holding you accountable to complete either your candidacy paper or aspects of your dissertation. You will be goal-setting, sharing, presenting, and meeting with the instructor.

Students learn how to identify outlets for various kinds of writing, prepare publishable work in different categories of writing, discuss ethical issues related to authorship, and work effectively in an editorial relationship.

To ruminate: to go over in the mind repeatedly and often; to casually or slowly to engage in contemplation. To engage in a deliberate and reflective constructionist process. The intent of this one-credit course is to consider several of the many formidable questions around the field of leadership studies in a seminar setting. The class members will propound philosophical leadership questions to collectively critique, examine, and cogitate on with the intent of developing deeper insights and understanding for a more holistic perspective.

This course has developed as a consequence of an increasing recognition in leadership studies of the need for a grounding in the theory of social construction and the phenomenology of this construction at both the sociological/cultural levels, and at the level of the individual. Upon completion of this course, students will be versed in the concepts, nomenclature, and theoretical basis for constructionist discourse as both a methodology of inquiry and as an explanatory framework for a broad interpretation of social and psychological phenomena.

This course initiates a thoughtful consideration of the nature of leadership as depicted in film. Through seeking understanding in dialogue with fellow learners, students are encouraged toward greater discernment of the person, the collective, and the context with regard to the dynamic systems involved in leadership. Film provides unique insights to investigate character and motive, as well as culture, allowing us to access meaning and significance through theoretical, analytic and dialogic inquiry. The course helps form in students the ability not only to be leaders, but in the words of Robert Frost, "awakeners." Through the time spent viewing films and entering into discourse, we will become more sophisticated observers and practitioners of leadership as we seek to understand the essence of leaders through artistic representation. Reflection, introspection, and personal engagement aimed toward a richly layered encounter with the lives of leaders contributes to the formation of a more enduring and authentic leadership response to personal, organizational, and global complexities.

This course is designed to explore learning styles, adult learners, and strategies for working with adults. The leaders role in facilitating the learning, growth, and development of adults in organizational settings is examined. Beliefs about the nature of teaching, learning, and leadership are articulated in the form of a personal philosophy.

This course explores theories of emergent organizational change with an emphasis on the emergence of transformational practices and structures within individuals groups, and material infrastructure. Theories and strategies for identifying and positively effecting the organization will draw from a core of readings in organizational theory, social theory, philosophy, complexity science, cultural studies, and leadership theory.

Focusing on the pursuit of truth, this course gives a comprehensive perspective on research design, including both quantitative and qualitative methods. Emphasis is on self-understanding in the context of research and the pursuit of truth, and the appropriate use of various research methodologies. Students conceptualize their own research design as well as become more knowledgeable consumers of extant literature.

Students are invited to consider how different forms generate different kinds of understandings. They are introduced to qualitative research methods known as arts-based, arts-informed, or alternative methods. The topic of leadership is explored through stories and narrative, dance and theater, music and poetry, film, and visual arts data.

Quantitative data analyses require the use of statistics (descriptive and inferential) to summarize data collected, to make comparisons of data sets, and to generalize results obtained for a sample back to the populations from which the sample was drawn. Knowledge about data analyses can help a researcher interpret data for the purpose of providing meaningful insights about the problem being investigated.

This course is designed to provide opportunities for developing specific qualitative research skills while gaining familiarity with theories, issues, and problems in qualitative research. The course examines the relationships between the theories and purposes of qualitative inquiry. There is considerable focus on practicing selected research skills and the analysis and write-up of the results from these activities.

Community-based Participatory Research (CBPR) is a collaborative approach to research that values the knowledge people hold about their lives and experiences. Within an asset-based community practice model, the course content and applied learning assignments focus on the role of community members (individuals and organizations) in partnering with researchers to conduct research that is relevant to the community; and that has the goal of combining knowledge and action for advancing community-identified goals. Students will meet with community-engaged scholars and learn about their research and diverse frameworks for partnering with youth and adults to conduct participatory research focused on social change. Students will gain experience with conducting community asset mapping, facilitating community conversations for identifying community interests, and designing their own CBPR proposals.

Students will begin to develop trans-disciplinary mindsets for leadership, which can not only move us beyond fragmentation and polarization, but also allow us to co-create knowledge to address the wicked, complex problems that our organizations currently face. Discernment and engagement with questions such as, "How does trans-disciplinary knowledge construction differ from other forms of knowledge? Why are these differences important in leadership today, and how can they be applied in various settings, such as education, academic research, business, and nonprofit organizations?"

Building upon the knowledge and experience acquired in DPLS 723, this course provides students with structured opportunities to analyze, interpret, and report qualitative research, using their own or sample data banks.

This course is an inquiry into complexity theory and its relationship to society, organizations, and the self in the context of leadership studies. The course probes the roots of complexity thinking as it has emerged in language, rational thought, and human action. Complexity theory is offered as a partial corrective to paradigmatic polarization and methodological confusion in social theory.

The goal of this course is to assist students to create a structure for the reading and analysis necessary for composition of Chapter 2 of the dissertation. The course also focuses on outlining a 1st and 3rd chapter of the dissertation.

This course will be devoted to learning the basics of computer assisted analysis of qualitative data using the NVivo application. Students will engage in structured opportunities to analyze, interpret, and report qualitative research using a standardized set of data as well as student generated data.

Development of the dissertation research proposal is the focus of this course. Candidacy has been successfully completed, and DPLS 722 and DPLS 723. The department will register candidates after recommendation from student's dissertation chair.

This course is designed to engage students in exploring multidisciplinary definitions and understanding of collaboration, its elements, and how successful collaborative endeavors happen in different environments and contexts. In addition, this course will help students identify, comprehend, acquire, and cultivate collaborative leadership visions, skills, and tools.

This class intends to visit the North Island of Aotearoa (New Zealand) and explore the racial, political, cultural, and societal paradigms of the Māori, Pacific Islanders, and Pākehā (white New Zealanders). Specifically, this course will investigate the mindset and consequences of settler colonialism and explore individual, organizational, and societal efforts toward decolonization. As Patrick Wolfe offered: “settler invasion is a structure, not an event.” Thus, the aspiration of this course and abroad experience is to expose graduate students to New Zealand communities that are working towards a decolonial system(s). Gonzaga strives to have “intercultural dialogue and engagement” as well as “an uncompromising commitment to intellectual inquiry, participation in innovative curricula informed by advances in disciplines and by world issues …” (Strategic Plan). As Veracini (2017) notes “I am a settler, but indigenous resurgence is in my interest. It will make me a better human being and a worse settler.” Therefore, using a Fanonian (and metaphorical) “cull” of the settler; the aim of decolonization, or at least movement towards it, is to save the “man,” or the “woman”. If my humanity is to come; it will follow genuine decolonization.

The saying of “know thyself” from the Oracle at Delphi is a deep and profound call as we consider our place, meaning, and purpose in the world. From the early Greek & Roman Stoic philosophers to the most influential contemporary thinkers who explore meaning and existence, we find that knowing yourself is connected to identifying and activating resilient strengths. We begin this journey by establishing a framework on the meaning and value of life by studying philosophical and psychological perspectives from Victor Frankl. Frankl’s most recently discovered and translated lectures provide a framework for exploring and studying resilience. The course begins with an examination of existential courage to engage the deep work of mining meaning, purpose, and psychological capital. Foundational understanding of strengths and existential courage to choose the future will usher our learning toward individual and organizational perceptions, agency, and will to meaning. Readings, PsyCap self-assessment, Canvas discussions, journaling, team projects, and films will facilitate our learning and collective engagement.

Students are to enroll in this course the semester in which they plan to defend their dissertation proposal.

Students must register for a total of five (5) credits for this course. Credits are generally spread out over several semesters.

Credit registration for student continuing after core course requirements have been completed.

Students must register for this zero credit course in the semester in which they complete their candidacy process.

This course is designed to develop an understanding of Indigenous Methodologies. Students interested in research methods that honor Indigenous communities will engage with approaches from Indigenous perspectives. This course will help to engage thinking about how one can appropriately apply these methods to one’s research while fostering respectful relationships with Indigenous people and communities.

This course is concerned with the praxis of dialogue. From the theoretical perspective dialogue is presented through philosophical, psychological, biological, and sociological readings. The course moves from broad perspectives on communication, meaning, and community to focused inquiry into subjective and intersubjective aspects of communication and meaning. This shift is supported by the regular practice of intentional dialogue at each class meeting.

This course is an introduction to the foundations of Frankfurt School Critical Theory, whose interdisciplinary Marxist method forms: much of the theoretical basis of Critical Leadership Studies/Critical Management Studies, which seeks to understand: the conditions of leadership in contemporary society through qualitative methods, interrogating the structure of subjectivity and the social construction of concepts such as "leadership." Themes addressed include: Frankfurt School's seminal studies of the character structure of the "authoritarian personality" and its role in demagogy, and the promotion of prejudice; the Frankfurt School on workplace alienation and instrumental rationality under capitalist modernity; mass culture; and the formation of publics and "public opinion."

This course examines the philosophy of consulting to include the 'main body of the leadership mind': ethics, courage, reality, and vision as intelligence tools. It also examines the consulting domain as it relates to internal and external barriers of organizational entitles, such as structural concerns, gaps in leaders' skills and knowledge, effectiveness of collective intelligence.

This course is designed for students who are interested in sociocultural and critical perspectives on identity and language and their intersection in diverse cultural communities. Our goal will be to explore the theoretical and methodological issues and substantive findings surrounding current research on identity and language.

This course is an inquiry into character and conduct, moral responsibility, deliberation and decision, individuals and society, persons and community.

This course centers on a variety of moral dilemmas that prevail in societies and organizations. Students gain a deep understanding of the complexity of such moral dilemmas through critical analysis and application of ethical principles. This course presupposes a good grasp of ethical theory either through DPLS 750: Leadership and Ethics or through extensive background readings.

Several classical ethical models are examined though out the course. Critical analysis of how these models might apply to leadership today is made.

Ethics and ethical decision making is viewed from a feminist perspective. Application to leadership is made throughout the course. A question of interest is how the feminist perspective might yield different outcomes than do more traditional decision-making models.

This course provides in-depth thoughts on principles of ethics and ethical decision making regarding ecology at global, national, and local levels.

This course is an introduction to some of the various ways that the pursuit of an ethical life, a life lived well In the light of goodness and justice, has been inspired by "post-modernism." For our purposes, that means ethics pursued after the challenges posed to the autonomy of the subject and the absolute power of reason, challenges that become dominant in western thinking since the mid Twentieth Century. In particular, this means thinking about justice and goodness outside of the exclusive concern with rule-based ethics (Deontology and Utilitarianism) that marks the Enlightenment, or High Modernism.

This course focuses on the theme of leadership within unique historical contexts. The course considers the significant issues and dilemmas confronted by religious leaders, civic leaders, political leadership, reform leadership, female leadership, and business leadership. The historical contexts span from the 17th century Massachusetts Bay Colony to the 20th century using a biographical and case study approach to examine leadership dilemmas.

This course offers students an opportunity to explore the growing synergy between two research areas: leadership, and narrative or story. The course begins with an exploration of the role of narrative in our lives. The class then shifts to a focus on the actual dynamic of telling a story to an audience that includes practicing storytelling, how to listen to stories. The third module will explore the role of storytelling for those in a leadership role that includes: the role of story for those aspiring to become a more authentic leader? How a leader use stories to shape culture? And, how to craft a group narrative? The fourth and final module will allow students to delve more deeply into applications of narrative research and how narrative can be utilized in a coaching role.

Phenomenology is a movement in 20th century philosophy inaugurated by Edmund Husserl with the publication of the Logical Investigations in 1901. Thinkers within this tradition agree with Husserl that the epoch we call “Modernity,” which comes to dominate Western thought with Descartes’ triumph in the 17th century, has left us with a bifurcated world. Subject is cut off from object, mind from thing, appearance from reality, fact from value, science from essences, and reason from ethical and political life. Phenomenology is organized around the rallying cry “To the Things Themselves” in an attempt to heal these rifts. This class asks you to think through the dualistic assumptions of modernity which we often unreflectively absorb from the cultural epoch in which we live. If after this class you still believe that value and meaning come from personal preference or personal faith and not from a communal rational inquiry, then you will better understand the historical nature of your own position and will have come to take a conscious decision on its truth. If you are convinced by the phenomenological critique of the modernity you will be in a better position to recognize the cultural manifestations of the modern position, to diagnose their historical causes, and perhaps to offer an alternative.

The Identity Development and Leadership course is designed to empower students to gain a deeper understanding of their own identities and how these shape their leadership and research practices. This course encourages students to reflect on their unique identities, foster an understanding of privilege and power, and explore how these elements impact interactions and relationships with others in the workplace community as well as student research.

This course focuses on the relation of the theories and techniques of group processes and persuasion to styles of leadership.

Systems and developmental approaches to psychology are integrated with personal and interpersonal understandings of leadership in this course. Dialogue regarding the nature is engaged in order to strengthen critical knowledge of psychology, social justice, and the leader as servant.

If leadership is about relationships, power is the ability to influence others. In the organizations, the dynamics of power and influence surround us. They play a role - often fundamental - in nearly all the aspects of life, from individual relationships, career advancement to broad organizational change. This course is designed to study the large body of theory and research regarding power, influence and political skills, with the applied context of individual, community and organizational leadership. Students will analyze research critically from a theoretical and empirical perspective, apply the concepts to case studies and real life experiences, as well as develop an aptitude for leadership applications.

Curriculum, reading lists, and credit are determined based on an individual proposal.

Curriculum, reading lists, and credit are determined based on an individual proposal.

Curriculum, reading lists, and credit are determined based on an individual proposal.

Curriculum, reading lists, and credit are determined based on an individual proposal.

Curriculum, reading lists, and credit are determined based on an individual proposal.

Curriculum, reading lists, and credit are determined based on an individual proposal.

Credits determined based on individual proposal.

Research and design are based on an individual proposal.

Research and design are based on an individual proposal.

Research and design are based on an individual proposal.

Special topics seminars are designed based on individual student and faculty interests.

Special topics seminars are designed based on individual student and faculty interests.

Special topics seminars are designed based on individual student and faculty interests.

Special topics seminars are designed based on individual student and faculty interests.

Special topics seminars are designed based on individual student and faculty interests.

Special topics seminars are designed based on individual student and faculty interests.

Special topics seminars are designed based on individual student and faculty interests.

Special topics seminars are designed based on individual student and faculty interests.

The foundations of servant-leadership are explored with an emphasis on reviewing the original writings, and on conceptualizing and articulating the philosophy through a clarification of what it is, and why Servant-leadership is relevant. Human development theories are used as theoretical frameworks for identifying criteria to assess servant-leaders and servant-organizations, and for understanding how they develop and function. Dialogue is encouraged as a way of integrating aspects of the philosophy with applied experience and gain insights into the students own leadership approach.

In this class, students will learn more in depth concepts of servant-leadership by learning approaches and practices of listening and discernment as a way of enhancing decision making capacity. The course begins with a focus on interior and exterior listening. Listening and awareness techniques are then integrated with the principles and practices of discernment. The course progresses from a focus on the individual, to group, to listening and discerning and decision making in organizations and communities.

In this course students will integrate more of the servant-leader characteristics, and further develop the disposition of a servant-leader. The course explores the art, science and methods leaders use to acknowledge, stimulate, and further develop their capacity of foresight. Students engage macro system perspectives applying strategy and stewardship as they consider introducing vision into the reality of complex organizational and community systems.

This intensive course will examine the theory and practice of servant-leadership, starting with a careful examination of Robert Greenleaf's primary work, Servant Leadership (1977/2002, Paulist Press). This will be followed by an examination of critical issues and practices through the reading of selected essays by James Autry, Warren Bennis, Peter Block, John Carver, Stephen Covey, Shann Ferch, Dee Hock, Michael Jones, Richard Leider, Ralph Lewis, Jack Lowe, Ken Melrose, Richard Nielsen, Parker Palmer, George SanFacon, Peter Senge, James Showkeir, Larry Spears, Margaret Wheatley, Lea Williams, Danah Zohar and others.

In a fresh approach to the personal, organizational, and global dynamic, through this class discerning communities of leaders consider the role of leadership, power, and gender in the midst of political and social upheaval. The course speaks to the heart of the community, the heart of the leader, the power of servant-leadership and gender integration. Concepts of power, equity and inclusion along with a focus on critical theory deepens the holistic foundation of servant-leadership by integrating feminist perspectives, producing a paradigm shift that can move organizations from hierarchy-driven, rules-based, and authoritative models to value-driven, followeroriented, and participative models.

In the context of an ever-expanding universe, the nature of our DNA is being explored with new acuity, creating a profound nexus between servant-leadership and neurobiology. In this class, the effects of positive psychological research on the neurobiology of leaders, communities, and the globe in the context of servant-leadership are explored.

The ambiguity that arises between being a servant and leader can be examined through the tenets of servant-leadership. Servant-leadership tenets are valued in many cultures because they speak to how servant leaders develop human potential, nurture individual growth, and foster organizational well-being. The course will study the theoretical and stereotypical view of leadership in the international context and will also investigate the concepts of cultural self-awareness and development of global servant leadership competencies.