PHILADELPHIA UNIVERSITY

DOCTOR OF MANAGEMENT
IN STRATEGIC LEADERSHIP
PROGRAM OVERVIEW
_______________________________________________
 PREVIEW

 Ranked #22 in the US among Doctorate in Business

Management programs
 Real time, client-sponsored consulting, executive
education and research projects

 Individual and team executive leadership coaching,

presentation communication coaching, and writing
coaching throughout the program

 Organizational practice-focused dissertation

 28 month cohort program

 Intermittent weekends and occasional mid-week

online synchronous classes

 Member of the global Executive Doctorate in Business

Administration Council
 Doctor of Management in
Strategic Leadership
Designed by doctoral students, faculty, leadership
thought and practice leaders, and corporate,
government, and not-for-profit stakeholders
Provides conceptual learning, action learning, and
reflective learning to meet the complex educational
needs created by the ever-evolving marketplace,
rapid expansion of knowledge underlying
practices, increases in technological advances, and
cultural diversity of the global workplace
The mission of the Strategic Leadership Doctoral Program is
to develop strategic leaders who effectively navigate complex
global environments by creatively integrating and bridging
knowledge and practice from academia and the workplace.
 Holding that leadership is an emergent
property of an organizational system
that reflects the integration of
character, context, politics, and culture,

Strategic Leadership manifests in individuals

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

By creatively integrating and bridging

interdisciplinary knowledge of critical
concepts with workplace projects of
consulting, research and executive
education culminating into a doctoral
thesis, the Strategic Leadership
doctoral program prepares and
enables participants to effectively
navigate complex global contexts and
environments.
The Doctor of Management in Strategic
Leadership is a professional research,
executive doctorate that engages the student
in new knowledge discovery and creation
and in direct application of practice to the
professional workplace and is designed for
executive-level professionals with significant
practice experience.

The purpose of the Strategic Leadership

Doctorate is to develop the scholar-practitioner
professional executive leader who can pursue or
maintain a professional role as an organizational
leader and consultant, and who is qualified to
teach at the college level.
 TYPES OF DOCTORATES
Professional Research Executive Doctorates Traditional Research
Doctorate
Systems Thinking and Traditional Traditional
Design-Centered Business Research Academic Research
DOCTOR OF MANAGEMENT IN Discipline-Centered Discipline-Centered
STRATEGIC LEADERSHIP Doctor of Business Doctor of Philosophy
Administration
Academic School of Professional Studies School of Business Varied and Discipline-Based
Governance Schools

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

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

Faculty advising is provided to each Strategic Leadership

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

Faculty Research Mentors are invited subject matter

experts who participate in courses and projects by
providing topic-specific perspectives, advice, and
support to students, coaches and other faculty. Mentors
act as a liaison between the professional workplace and
the doctoral program by connecting projects and people
in collaborative endeavors.
 All Strategic Leadership Students
Receive Professional Coaching

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

For Professional and Personal

Development
 COURSES

Delivery and Timing

To earn the degree of Doctor of Management in Strategic Leadership requires

successful completion of 15 graduate courses (45 credits) including a
dissertation. The program is delivered over 7 consecutive semesters for 28
months.

Conceptual Practice
Management and leadership of
organization development and change

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

Leadership lessons I: Organizational

Dissertation
Leadership in military
context
Contexts

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

DSL 700: Strategic leadership frameworks, concepts and methodologies

introduces theories, models and practices of strategic leadership. Students examine
and discuss these approaches in terms of organizational thinking and practice using
analytic, systemic, cultural, religious, and value-based lenses.
DSL 701: Systems and design thinking implications for leadership: Business
model innovation introduces concepts and methodologies appropriate to business
model innovation in our complex world. The business model is a framework of
creating value that when exceptional will frequently prove more important in an
organization’s success than excellent operations and/or products and services.

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

DSL 703: Juxtaposition of military and civilian strategic leadership examines

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

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

DSL 705: Enabling information technologies and tools, a project-based, team

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

DSDL 706: Applied research methods II provides an understanding of the various

research methods by which knowledge is created and propounded in order to
identify and critically evaluate prevailing leadership and organizational
understandings, claims and counter-claims; and to develop skill and proficiency
with one research method in order that you can make a significant contribution to
addressing a problem in your field.

DSL: 707: Leadership lessons involves cases and narratives of leadership

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

DSL 708: Management and leadership of organization development and change

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

DSL 709: Special topics. To be announced.

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

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

DSL 800: Strategic consulting. The purpose of this process consulting-focused

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

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

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

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

DSL 900: Dissertation I. Doctoral candidates, under supervision of an advisor and

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

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

Bob Schatz, DMgt ‘18 is a professional consultant with 30+ years

experience in the field of enterprise software, systems development, and
leadership. He earned an undergraduate degree in Computer Science from
Temple University and an MS Degree in Organizational Dynamics from the
University of Pennsylvania. Bob notes, "I am fortunate to have been
admitted to the innovative Doctoral program in Strategic Leadership at
Philadelphia University because graduates will be in high demand and
sought after as experts in the application of integrated systems and
leadership practices."

Tina Wiltsee, DMgt ‘18 is Executive Director of Advantage Supports, a

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

Al Bradley, DMgt ‘18 is the Pastor/Rector/Shrine Director at St.

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

Adena Johnston, DMgt ‘18 is Vice President of Talent Development for CCI
Consulting, an independent human capital consulting firm, and a Certified
Women’s Business Enterprise. She was previously Campus President and
Metro President for the three Philadelphia campuses of DeVry University.
Adena earned an MA in Sociology from Case Western Reserve University and
MS in Organizational Dynamics with a Graduate Certificate in Organizational
Consulting and Executive Coaching from University of Pennsylvania.
 Guy Thigpen, DMgt ‘18 earned four graduate degrees, one from
the London School of Economics and Political Science and three
from University of Pennsylvania. He is Director of Analytics for
the City of Philadelphia Land Bank where he is responsible for
GIS and Analytical Services including the LAMA system,
modeling and simulation, training, and special projects. Guy
notes, "Earning the Doctor of Management in Strategic
Management will be the crowning academic endeavor in my
career."

Michael Asada, DMgt ‘18 after 34 years of government service as an Army

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

Nick Zhao , DMgt ‘18 is co-founder of Aishang International an e-

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

Derek Hunsberger, DMgt ‘18 won the Democratic Primary for U.S. House of
Representatives (New Jersey District 2), later losing to incumbent Congressman
Frank LoBiondo in the general election. His non-political careers have included
higher education security services, and he is currently Sr. Associate Director for
Building Operations for the University of Pennsylvania. He holds an MS in
Organizational Dynamics from University of Pennsylvania.
 Michelle Capobianchi, DMgt ‘18 is Hiring and Training
Manager at Villanova University where she has oversight for
complex organizational and personnel activities including the
University meal plan, and revenue reporting for all retail
operations. She holds an undergraduate degree in English with
a minor in Business and an MS in Human Resource
Development from Villanova University.

Joel Adler, Doctoral Research Mentor is founder and president of

University Informatics Associates, Inc. (UIA) which provides IT strategy,
consulting services and develops custom decision support systems for a
variety of industries. He was previously Product Development Manager at
Unisys, Information Systems Consulting Manager at Coopers and Lybrand
and Director of Planning and Technology at CertainTeed Corporation. Joel
was also Assistant to the Dean for Computing and Educational Technology
and Associate Director of Professional Programs at the University of
Pennsylvania School of Engineering and Applied Science. He holds three
graduate degrees from the University of Pennsylvania: a Ph.D. in Operations
Research from the Wharton School, M.S. in Computer Science, and an M.S.
in Physics.

Dominick Volini, Executive Leadership Coach is an executive organizational

consultant, coach, and registered clinical psychologist with more than 25 years of
experience working with senior leaders in the global business community. His
approach is informed by business strategy, business results, the organization’s
stakeholders and whole systems thinking. His clients are executive leaders
operating in the US, throughout Europe, as well as in India, Australia, Singapore,
Brazil, UAE and Mexico. He earned three degrees in psychology: BA from
UCLA, MA from the New School, and PhD in the APA clinical psychology
program at the University of Windsor.
 Allan Braslow, Doctoral Research Mentor has been involved in the
study and improvement of education with a special focus on health care
practice for more than 30 years. His experience includes with the US
Department of Justice and Federal Agency for Healthcare Research and
Quality; advisor for the US Olympic Committee and Indianapolis 500
Motor Speedway; senior consultant for the American Red Cross, and co-
. Principal Investigator for American Heart Association projects improving
and assessing Basic Life Support, Advanced Cardiac Life Support and
Pediatric Advanced Life Support skills. He earned an MS from The
Pennsylvania State University and PhD from University of Illinois in
Health and Safety Education.

Larry Hirschhorn, Leadership Faculty is a founder, owner and principal

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

Larry M. Starr, Program Director and Leadership Faculty came to

Strategic Leadership following 12 years as Executive Director and Academic
Chair of the Organizational Dynamics MS and MPhil programs at the
University of Pennsylvania. His professional work included being CEO of a
national medical service and training company; global director of medical
research and education for an international safety and health corporation; and
managing director of a global consultancy. He has consulted with more than
1000 organizations and has been a member of Advisory and Board
committees for the federal government, professional societies and academic
institutions. He earned three psychology degrees, including a PhD supported
as a Canada Council Doctoral Fellow (renamed, Social Sciences and
Humanities Research Council of Canada) from University of Windsor.
 John Pourdehnad, Systems/Design Faculty is an educator/consultant in the
field of strategic management and change, using systems thinking as a
worldview and design thinking as a methodology to solve complex interactive
problems. For nearly three decades as an associate of the late Russell L.
Ackoff, he worked as a consultant in a broad range of industries including
aerospace, chemicals, computer equipment, data services and software,
electronics, energy, food and beverages, healthcare, hospitality, industrial
equipment, automotive, insurance, metals, mining, pharmaceuticals,
telecommunications, utilities, and transportation. He holds an undergraduate
degree in Mechanical and Production Engineering from Brunel University,
Uxbridge, Middlesex, England, and a Ph.D. in Social Systems Sciences from
the Wharton School at the University of Pennsylvania.

Robbin Durie, Military Strategy Faculty is Director of the Medical Electronic

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

Les Sztandera, Professor of Computer Information Systems focuses

on technology and innovation management, knowledge management,
computational intelligence, and neuroscience, for which he has been
funded by the US Department of Defense, US Department of Commerce,
National Science Foundation, State Supercomputer Centers, and
American Heart Association. His projects are multidisciplinary and
associated with the emerging needs of industry to develop managers,
industrial designers, and engineers into more accomplished
practitioners in the global product development processes. He earned a
certificate from University of Cambridge, MS from University of
Missouri, PhD from University of Toledo, and was the Fulbright
Distinguished Chair at the School of Business and Economics (ISEG) in
Lisbon, Portugal.
 Matt Minihan, Development and Change Faculty is a scholar-practitioner
primarily working in the domain of organization development and change,
and specializing in strategy, structure, leadership development, and
communications. Matt is a member and Board Member of the National
Training Laboratories (NTL), and a member and Chair of the Board of
Trustees of the national OD Network. Matt primarily works with leaders who
are planning and implementing enterprise-wide change programs, including
business strategy, values, mission, business process simplification, planning
systems, new structures, communications, management practices, business
process re-engineering, and monitoring and evaluation systems. He earned
an EdD in Executive Leadership and Organization Development from The
George Washington University.

Steve Freeman, Applied Research Professor is a scholar, educator,

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

Tom Guggino, Strategic Presentation and Communication Coach has

more than 25 years experience developing and designing communication
solutions, and helping clients improve their communications skills both
internally and externally. Tom began his career as a comedy
writer/performer for broadcast TV including CBS Television and a variety
of major clubs and syndicated TV shows. He has also been a producer,
writer, and director where he has created over 400 TV spots for which he
earned a CLIO award. His academic credentials include a degree in
Sociology, graduate course work in Education, and teaching at the
University of Pennsylvania.
Tony Cosenza, Military Strategy Faculty is civilian Co-
director of Logistic Operations at the US Department of
Defense Supply Center where he is responsible for material
support to worldwide military missions and operations
including Iraq and Afghanistan, Iraqi/Syrian Special
Operations, the NATO mission in response to Russian
aggression in Ukraine, and humanitarian missions in Haiti,
Chile, Hurricane Sandy, and IRAQ/Syrian refugee support. He
holds an MBA in Management from Drexel University, MS in
National Security Strategy from the National Defense
University/National War College, and PhD in Public Policy and
Administration from Walden University.

Studying military strategy

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

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

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

In December 2015, This integration

the Boards of enables premier,
Trustees of comprehensive,
Philadelphia professional
University and education, research
Thomas Jefferson and discovery with
University dominance in
announced the health, innovation
signing of a Letter and design, and
of Intent to pre-eminence in
exclusively pursue trans-disciplinary
the integration of education and
the two action.
universities.
 Thomas Jefferson University
 Located in Center City Philadelphia, TJU has an academic
structure and a clinical services community called
Jefferson Health comprising approximately 19,000 people.

 TJU’s academic community enrolls more than 3,900 students

and healthcare professionals in the

 Sidney Kimmel Medical College (SKMC)

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

School of Continuing and Professional Studies (SCPS)

Philadelphia University
Stanley S. Tuttleman Center
4201 Henry Avenue
Philadelphia, PA 19144-5497

Tel: +1 215 951 2900

Email: [email protected]

School of Continuing and Professional Studies Administrative Leadership

D.R. Widder, MBA Stephen Blank Chair of Innovation and

Vice President for Innovation
Pamela J. Collins, PhD Academic Dean/Executive Director
Susan Calder Director, Academic Services
Sharon Harris Director, Student Services
Alisa Hillanbrand Office Coordinator
Mary Kelly Operations Coordinator
Mary Beth Kurilko Director, Online Programs
Kathleen A. Moran-Gannon Director, Marketing
Joanne O’Neill, Manager Academic Operations
Susan Perrone Senior Operations Coordinator
Maryellen Woltman Director, Professional Education
 Doctorate in Strategic Management Program Office
Philadelphia University
The Field DEC Center, Room 311
4201 Henry Ave.
Philadelphia, PA 19144

Tel: +1 215 951 5332

Email: [email protected]

Larry M. Starr, PhD

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

Tel: +1 215 951 5332

Email: [email protected]
 Graduate Admissions
Christine Greb, Dean of Enrollment Management
Philadelphia University
4201 Henry Avenue
Philadelphia, PA 19144

Tel: +1 215 951 2943

Email: [email protected]

“White Corners,” Admission Building

 HISTORY OF THE DOCTORATE OF STRATEGIC LEADERSHIP
Design Story

In 2014, Philadelphia University began a project to design a new kind of professional

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

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

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

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

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

Participants/designers were challenged to generate properties and characteristics of an

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

As a guide, the following topics were available (all other topics were accepted): Vision and
mission; Admission (student demographics, requirements, pathways); Staffing (faculty
demographics, requirements, pathways); Channels and learning environments (locations,
travel, virtual); Brand (“type” of degree, “kind” of program, PR/marketing); Size/time
(students/faculty, timelines, FT/PT, weekend); Curriculum/courses (topics, obligations,
opportunities); Learning experiences (to develop capacities, competencies, connections or
integrations); Deliverables (academic and practice); Finances/tuition (including support
mechanisms); and Relationships (university and workplaces).
Hundreds of specifications were produced which became the content for the detail work
completed by a core Design Team of 17 people who used design thinking to prepare the
final program prototype description. A Full Proposal required by PhilaU for all new
academic programs was written that contained the proposed program’s vision, mission,
and descriptions of functions, processes and structures including courses.

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