Doctor of Philosophy (PhD) in Organizational Leadership

Dr. Myles Munroe Graduate of Michael University

The Doctorate Programme in Organizational Leadership has been created to assist adult learners to meet both current and future leadership challenges facing their organizations. This programme has been designed to address the needs of practitioners by linking theory to the best practices of leadership. The programme is based on the conviction that contemporary leaders must learn to lead the change process so that services are effectively and efficiently delivered to an increasingly diverse population. Essentially, leaders must learn to lead change in the context of a turbulent economy and a rapidly developing technology for the 21st century.

Doctoral students practicing organizational leadership principles and skills will study and research ways to improve organizational behavior, organizational learning, and organizational improvement. The goal is the continuous improvement of the culture, performance, and productivity of the organization

This programme builds on two major programme elements - leadership and research. Leadership is viewed as the application of new skills and knowledge to creating and changing organizations. Students are actively engaged in field work that connects learning to hands on experiences in organizations. The learning experience is supported by ongoing research that develops scholarly practitioners and cumulates in an original research project.

Michael University’s Doctoral Programme in Organizational Leadership is pioneering new dimensions in the development of leaders and architects of change. One dimension highlights the concept of the leader balanced in "knowing," "doing," and "being." This integration heightens the capacity for authentic leadership - a prerequisite for reshaping organizations so they can survive and flourish.

“You must be the change you wish to see in the world.”

Mahatma Gandhi

Successfully leading organizations in today's complex, turbulent environment requires advanced knowledge and skills in the process, context, and dynamics of change. "Leading at the edge," the place between order and chaos, depicts the second dimension in the art of leadership and change.

“The task of the leader is to get his people from where they are to where they have not been.”

Henry Kissinger

A developmental approach to learning represents the third dimension of this innovative programme. The focus is on leadership and change as they relate to personal, interpersonal, team, and organizational effectiveness. Incorporated are the tools and processes of leadership (decision making, conflict management, communication, planning, visioning, facilitation, politics, research, etc.) which spiral over three years in an ever-widening depth of understanding and skill development.

Building a learning community which capitalizes on the new world of learning "anytime, anywhere" describes the final dimension in leadership development. Knowledge and skills are acquired via technology and face-to-face interactions with colleagues and faculty.

Grounded in a learning covenant that engages all stakeholders in co-creating knowledge and learning, students, guided by faculty and mentors from the field, significantly impact their organizations and ultimately make major contributions to the field.

Doctoral students will represent organizations or institutions ranging from small companies, fortune 500 companies, faith-based institutions, non-profit organizations, education, health care, and churches to name some of the entities of the cohort learning community.

The doctoral program requires a total of 160 credits. Candidates must possess a master's degree.

Curriculum:

• DOL 610 Theories and Processes of Organizations (5 credits)
• DOL 611 Politics, Organizations, and Leaders (5 credits)
• DOL 612 Leadership to Shape the Future (5 credits)
• DOL 613 Creating and Leading an Intentional Organization (5 credits)
• DOL 614 Developing the Organization's Human Capital (5 credits)
• DOL 615 Leading for Change (5 credits)
• DOL 616 Leading a Learning Organization (5 credits)
• DOL 620 Internship and Seminars in Organizational Leadership (25 credits)
• DOL 625 Dissertation (100 credits)

DOL 610 - Theories and Processes of Organizations

This course will examine the theories, methods, and practices that influence organizations. Emphasis will be placed on organizational performance outcomes and how implementation impacts emerging global markets. Also explored will be the human, conceptual, and technical skills required of all policymakers working collaboratively within organizations to achieve individual, organizational, and societal goals.

DOL 611 - Politics, Organizations, and Leaders

Legal and ethical issues impact of ethics, as well as, the responsible behavior of leaders in organizations. Policies, practices, and their legal implications; resource identification and the need for human services, along with the impact of technology on human rights will be explored.

DOL 612 - Leadership to Shape the Future

Students explore and examine the role of leadership in shaping learning organizations in the 21st century. Leadership is examined as the capacity of individuals and groups to generate and sustain significant organizational purposes and processes needed to shape the organization's future. Leadership is presented as a multifaceted discipline of diverse roles and responsibilities. The major themes of study are: Theoretical frames of Organizational Leadership, Personal Frames of Leadership Learning, and the Futuristic Frames of Organizational Leadership.

DOL 613 - Creating and Leading an Intentional Organization

Participants explore the development of organizations with a purpose from the leader's perspective. An examination of various leadership theories and research related to both leadership and organizational cultures will be examined. Learners will reflect on the particular challenges and responsibilities encountered in shaping and creating an intentional organization. Major topics of study include leadership theories; leader-related skills and styles including team building; the role of ethics and ethical decision making in organizational settings; and managing organizational diversity.

DOL 614 - Developing the Organization's Human Capital

In an information/knowledge era, people are the organization's most important asset. To maximize this asset, people must be developed. Participants will identify their own perceptions, motives, attitudes, values and mental models and understand how these develop and influence leadership behavior. Major themes of study include adult learning and life span theories, the learning organization, professional development and training, team building, consulting and professional renewal.

DOL 615 - Leading for Change

To be an organizational leader demands an understanding of the basic principles and practices underlying the management of large and diverse organizations. The contrast of management of stability and control with the management of chaos and instability suggests different techniques of leadership and management. Participants will explore various organizational systems such as information and communication, policy, politics and accountability, power and influence, decision-making, and conflict resolution.

DOL 616 - Leading a Learning Organization

Developing a learning-based culture is essential for today's organization. There must be a strong, common set of shared values and understandings that tie together the people in diverse partnerships. Research demonstrates that strong adaptive cultures are tied to profitability and sustained success. Participants will examine ways of how learning organizations create learning cultures as well as leadership strategies that foster growth, creativity and risk-taking while managing innovation, change and future planning.

A Doctor of Psychology: Clinical Psychology degree is one of the most popular degrees in psychology, as it deals with the causes, prevention as well as the diagnosis and treatment of individuals with psychological problems. A Doctor of Psychology: Clinical Psychology degree is similar to the counseling degree of the same level, but clinical psychologists treat more severe problems like phobias, bipolar disorder, and schizophrenia. Doctor of Psychology: Clinical Psychology students are trained to work in individual practices, schools, colleges or universities and hospitals as well as other mental health facilities. Students will be able to choose a specialty in this field as there are over 200 theoretical orientations to choose from, and each provides a different explanation behind what causes the psychological disorder and what the appropriate treatment should be. The graduate of this Doctor of Psychology: Clinical Psychology Degree will be a competent practitioner in clinical psychology as well as possessing excellent research and evaluation skills.

The doctoral programme requires a total of 160 credits. Candidates for this programme must have completed a master’s degree in psychology or closely related discipline. Those students enter the program with advanced standing and have three years to complete the entire programme, which includes two years of academic studies, including the dissertation and one year of intensive internship.

Students in this program may be required to take prerequisite courses if it is felt that their background at the master’s level has not fully prepared them to succeed in the College's Ph.D. programme. Students enrolled in a Doctor of Psychology: Clinical Psychology Degree may be required to take the following courses:

• Adult Psychopathology
• Developmental: Child and Adolescent
• Professional Issues and Ethics
• Assessment Intelligence Testing
• Psychobiology
• Objective personality assessment
• Behavioral Assessment
• Psychopharmacology
• Case Conceptualization
• Social Bases of Behavior
• Ethics
• Supervision
• Consultation

Students will also be required to complete a lengthy dissertation, as well as intensive internship. To become qualified for work in the field, students will have to pass a licensing exam.

Students who earn this degree will be eligible to work as a professional practitioner in the field of clinical psychology. Career choices available to graduates include setting up their own practice (consulting), entering teaching, doing research or working in program administration. It will also prepare you to take your licensing exam. Jobs for psychologists are found in hospitals, schools, agencies of social services, centers for mental health, clinics (substance abuse), private companies and private consulting services.

Graduates of this doctoral degree will acquire the following skills:

• Research skills
• Psychological testing skills
• Psychotherapy skills
• Assessment skills
• Intervention skills
• Diagnosis skills

Curriculum:

• DCP 601 Practicum
• DCP 702 Assessment of personality and psychopathology
• DCP 703 Individual psychotherapy I
• DCP 704 Individual psychotherapy II
• DCP 705 Psychopathology I
• DCP 706 Psychopathology II
• DCP 709 Clinical seminar I
• DCP 710 Cognitive assessment
• DCP 712 Research methods and statistics I
• DCP 714 Research methods and statistics II
• DCP 801 Clinical seminar II
• DCP 802 Community and health psychology
• DCP 803 Family and group therapy
• DCP 804 Clinical neuropsychology
• DCP 805 Ethics and professional issues
• DCP 806 Dissertation

DCP 601 Practicum (18 credits)

This course consists of a minimum of 250 days of clinical placement. Students will gain practical experience in working with a variety of client groups with different problems across the life span. They will have the opportunity to work in different settings such as hospitals, social services agencies, and various government departments. The practical training includes supervised practice in assessment techniques, case formulation, and treatment planning/procedures. Students will also learn the work culture in different settings, and how to function effectively in different teams or structures. Activities such as case conferences, workshops and seminars conducted by the placement settings also form part of the training. The practical work of students will be subjected to continuous assessment by supervisors of each placement.

DCP 702 Assessment of personality and psychopathology (3 credits)

This course covers offers a survey of basic principles and methods of personality and psychopathology assessment. This course aims to enhance students’ practical skills in psychological assessment and to foster their ability to critically evaluate commonly-used assessment techniques from a scientist-practitioner perspective. Cultural issues relating to personality and mental health assessment will be explored.

DCP 703 Individual psychotherapy I (3 credits)

This course introduces the common principles and skills of psychotherapies. In addition to reviewing the theoretical rationale and recent research and clinical literature, this course also focuses on the application of the empirically-supported therapeutic techniques to clinical and special populations.

DCP 704 Individual psychotherapy II (3 credits)

The course focuses on the application of effective psychotherapy approaches to the treatment of different disorders. Cultural issues and approaches to psychotherapy will be discussed. Experienced clinicians are invited to introduce common therapeutic approaches to different patient populations in various countries. In addition, new developments and current research in psychotherapy will be included.

DCP 705 Psychopathology I (3 credits)

In this course, students will learn important theoretical concepts in the definition and classification of mental disorders. They will study specific disorders of childhood and adulthood. Strong emphasis is placed on the conceptualization of psychopathology with reference to current research findings. Issues in the diagnosis and etiology of specific disorders will also be discussed.

DCP 706 Psychopathology II (3 credits)

This course aims to enhance the diagnostic and conceptualization skills of students through the continuous study of adult and childhood disorders.195 Emphasis will be placed upon the integration of theoretical conceptualization, clinical practice and research. Attention will also be given to special issues of concern in both the Eastern and Western contexts.

DCP 709 Clinical seminar I (3 credits)

This course provides a basic introduction to the assessment of cognitive functioning. Students learn to administer, score, and interpret a number of commonly-used cognitive tests. Students also learn to integrate test results into professional psychological reports. Basic psychometric principles, codes of professional conduct, and cultural issues relating to psychological assessment will be discussed.

DCP 710 Cognitive assessment (3 credits)

A series of skills-training workshops is offered. The workshops are designed to prepare trainees for practical training in clinical placements. Each workshop provides supervised training on clinical assessment skills and intervention.

DCP 712 Research methods and statistics I (3 credits)

This course covers intermediate research methods and statistics. Issues on psychological measurement and experimental designs are presented. The course uses empirical examples in psychology to illustrate various research designs and statistical methods and to ensure that students become intelligent consumers of research findings.

DCP 714 Research methods and statistics II (3 credits)

This course covers advanced research methods and statistics. Multivariate techniques are introduced to address complex research questions in psychology. At the end of the course, students are expected to develop a viable research proposal in preparation for their theses according to the standards of the American Psychological Association.

DCP 801 Clinical seminar II (3 credits)

The seminar provides in-depth clinical case discussions, with a focus on case conceptualization and treatment planning. Emphasis is placed on integration of psychological theories and clinical practice. Experienced clinical psychologists may be invited to share with students their expertise on specialized topics.

DCP 802 Community and health psychology (3 credits)

This course covers key theoretical concepts in community and health psychology. One objective is to examine the role of psychologists in medical and health settings and psychological aspects of medical problems. There is a special emphasis on assessment and therapeutic issues in local settings. Psychological theories and practices relating to health and illness are also explored.

DCP 803 Family and group therapy (3 credits)

This course provides an overview of the theories and practice of family and group therapy. Applications include working with children and youth, transgenerational issues, psychosomatic and other emotional or behaviour problems in the context of the family. Cultural and gender issues, current research and developments in family and group therapy will also be addressed.

DCP 804 Clinical neuropsychology (3 credits)

This course aims to provide an overview of basic functional neuroanatomy and clinical neuropathology. Literature in neuroscience and clinical neuropsychology will be reviewed and discussed.

DCP 805 Ethics and professional issues (3 credits)

The focus of this course is on the process of ethical decision making in the professional practice of clinical psychology. Models of ethical decision making will be introduced, discussed, and applied. A number of ethical codes, guidelines, and standards of practice will be reviewed.

DCP 806 Dissertation (100 credits)

While in residence, each student proposes and completes a substantive, scholarly work relevant to clinical psychology. The dissertation must represent a student's individual work and should not exceed 20,000 words in length. The examiners may also prescribe an oral examination on the subject of the dissertation.

EXAMINATIONS

An Examination Committee oversees the entire process and organisation of exams. The Committee is appointed by Michael University’s Governing Board in conjunction with the Ministry of Higher Education in the Republic of Cuba.

REGISTRATION OF EXAMINATIONS

1. Each graduate student must, at the end of the semester, register for exams for the course, which he/she has an attendance totaling the credit hours attached to the course. Failure to attend up to 75% of the credit hours in a particular course disqualifies a student to sit for the examination.
2. A course would be examined by one or more of the following:
   1. Course work and Attendance 15%
   2. Written or Oral Test 30%
   3. Seminars 5%
   4. Final Examinations 50%
3. Any student who failed to register and sit for a course is deemed to have failed the course, unless the College, on reason, grants permission as the College might accept to be appropriate.
4. Any student who has been absent from the College during the course of the programme for any reason, either because of illness or other reasons and whose participation and performance is unsatisfactory, would be barred from taking the College’s exams.
5. Any student who has failed during the teaching process of the course to carry out his/her course work, tests or any method of course assessment cannot be awarded a grade higher than a C, irrespective of his/her performance in the final exams.
6. Students who for serious reasons as illness or family affliction have been unable to write one or more exams, may receive permission from the exam committee to defer the exam to the next supplemental examination.198 Evidence for such reason to cause deferment of exams must be produced to the College’s Governing Board.
7. Students are reminded that cheating in any examination is considered a serious offence, which could lead to expulsion from the College, or loss of a session or semester as the College deems fit.

THE CREDIT SYSTEM

The College has attached its credit rating to each course. Each credit rating for a course indicates the hours, which a student is required to put in a week. The total credit rating required in a course would be attached during the process of course registration.

REPEATING GRADUATE EXAMS AND COURSES

The first exam resit limits the core to a loss of 10% of all exams; the second exam resit limits the core to a loss of 15% of all exams; and failure of the second resit results in a repeat of the program.

Students may repeat a course for which a grade of C or lower is received. However, courses for which a grade of A or B is received, may not be repeated. When determining the GPA for a course, both the first and second grades will count. In this case, only the initial hours will count toward the doctorate degree requirements.

THE POINT OR GRADING SYSTEM

A grade of C or better is required for all courses which are pre-requisites to further courses in the student’s doctorate programme. The student’s standing will be determined on the basis of the annual grade point average (GPA) as thus:

EXAMINATION MARKINGS

1. Course Markings:

All courses will be graded by letters which are defined in percentages as follows; and please note that these letter grades are the basis for grading students’ final examinations and calculating students’ GPAs at the end of each semester.

2. Final Examination:

The final examination mark is the average of all of the marks submitted by individual examiners. All of the examinations will be graded by letter grades only. These letter grades are defined as follows:

Average marks are determined by averaging the point values of all grades submitted and converting the result to a letter grade.

Important Note: All examination results from the course examination to the final examination must be approved and adopted by the College’s Governing Board before it can be accepted as Official College result.

NOTIFICATION OF RESULTS

At the end of each course examination, students will be notified of their exam results in points and letter grades, which helps the students to keep track of their GPA throughout the duration of their course.

However, on completion of their various courses, which is their final examination, they will be notified of their results after having completed all other requirements for the award of the College, in degrees categories which is based on the letter grade/points on their final examination. These categories are as follows:

Please note that for the award of Doctor of Philosophy (Ph.D.), Section 2 - Final Examinations under Examinations applies, after all requirements for the award of the honours have been fulfilled. These requirements include:

1. Accepted pre-requisite to the Doctor of Philosophy Degree Programme.
2. Completion of the College’s approved credit ratings.
3. At least 75% participation in all courses leading to the award of the Doctorate Degree.
4. Satisfactory completion of the Graduate Dissertation.
5. Michael University Board’s approval of their final exams and finally the awards of the Doctor of Philosophy Degree.

Doctor of Philosophy (PhD) in Educational Leadership

DEL 601 Research Seminar in Educational Leadership

Dr. Thomas Gerrity, Ed.D.

University of Delaware – Philosophy Studies; Temple University – Advanced Accounting Studies; Radio Shack Company – Computer Programming Course; Wharton School, University of Pennsylvania – B.S. Economics (Accounting); Graduate School, University of Scranton – M.S. Guidance; Teachers College, Columbia University – Ed.D. Administration.

DEL 602 Leadership in Organization

DEL 605 Internship in Educational Leadership

Dr. Bridgette Rolle

1993 The University of Arizona – Ph.D. Educational Administration; 1989 Iowa State University – Master of Science in Higher Education; 1987 Saint Augustine’s College, North Carolina – Bachelor of Arts in Communications; 1983 Bahamas Hotel Training College – Diploma in Hotel Management.

DEL 603 Strategic Planning in Educational Leadership

Dr. Dulce Maria Calvo Barbado, MD, PhD (Education)

BSc and MSc in Pharmacology, Higher College of Medical Science; Ph.D. Higher Education, Havana University

DEL 604 Ethics, Law and Professional Leadership

Dr. Richard Clark, Ed.D.

1998 Temple University - Ed.D. Business Education; 1984 Marywood University – MBA Business Administration; 1970 New Hampshire College – B.B.S. Management.

DGC 611 Doctoral Seminar in Counseling

Dr. Shane Brennen

Doctor of Philosophy, Social Work, 1999. Barry University, Miami Shores, FL. Master of Social Work, 1999 Barry University. Advanced Certificate Social Work, 1987 (Distinction) The College of Bahamas. Bachelor of Arts Major: Psychology, 1984 St. Leo University-St. Leo, Florida.

DGC 612 Advanced Counseling Theories

DGC 615 Advanced Appraisal Techniques

DGC 616 Practice of Counselor Supervision

Dr. Lorraine Barnaby

University of the West Indies (UWI) 1972 - Bachelor of Medicine & Surgery (MB BS) 1975; Master of Public Health (MPH) 1972; E.C.F.M.G. (For practice in the USA); Diploma in Psychiatric Medicine (DPM) 1979; Doctor of Medicine (Psychiatry) (DM Psych) Yale University 1987.

DGC 614 Supervision of Counseling

Dr. Raymond B. Pratt

1985 Texas Southern University – Ph.D. Counseling.

DGC 617 Advanced Counseling Techniques and Practicum

Dr. Thomas Gerrity, Ed.D.

University of Delaware – Philosophy Studies; Temple University – Advanced Accounting Studies; Radio Shack Company – Computer Programming Course; Wharton School, University of Pennsylvania – B.S. Economics (Accounting); Graduate School, University of Scranton – M.S. Guidance; Teachers College, Columbia University – Ed.D. Administration.

DHR 620 Industrial Relations Foundation

Sir Courtney Blackman, PhD

1956 University of the West Indies – Modern History; 1969 Graduate School of Business, Columbia University – Ph.D. Business with major in Money and Banking, with minor in International Business.

DHR 621 Seminars in Contemporary HRM / IR Issues

Dr. Satvinder Juss

1985 Cambridge University - Ph.D. Law (Thesis: The Administration of Immigration Control in the U.K.); 1981 Wolverhampton University - B.A. Law; Publications: “Public Policy and the Enforcement of Contracts of Employments” Industrial Law Journal (published by Oxford University Press) (1992) vol.21, No.4, pp.301-304.

“Administrative Justice and the Carltona Principle” Oxford Journal of Legal Studies (1993) vol.13, pp.142-145.

“Review and Appeal in Administrative Law: What is happening to the Right of Appeal in Immigration Law?” Legal Studies (1992) vol.12, No.3, pp.364-376. [ Cited in the UK in A.W. Bradley & K.D. Ewing, Constitutional and Administrative Law (Longman, 11th ed., 1993) p.447 at fn.6; Helen Fenwick, Civil Liberties (Cavendish Press, 1994)p.464 at fn.59 ].

DHR 622 Seminars in Human Resource Management Foundations

Dr. Wayne L. Threlkeld

Seton Hall University - B.A. English; M.A. School Administration; Ed.S. School Business Administration; University of Sarasota – Ed.D. – Executive Leadership

DHR 623 Effective Negotiations (5 cr)

Dr. Satvinder Juss

1985 Cambridge University - Ph.D. Law (Thesis: The Administration of Immigration Control in the U.K.); 1981 Wolverhampton University - B.A. Law; Publications: “Public Policy and the Enforcement of Contracts of Employments” Industrial Law Journal (published by Oxford University Press) (1992) vol.21, No.4, pp.301-304. “Administrative Justice and the Carltona Principle” Oxford Journal of Legal Studies (1993) vol.13, pp.142-145. “Review and Appeal in Administrative Law: What is happening to the Right of Appeal in Immigration Law?” Legal Studies (1992) vol.12, No.3, pp.364-376.

[ Cited in the UK in A.W. Bradley & K.D. Ewing, Constitutional and Administrative Law (Longman, 11th ed., 1993)

p.447 at fn.6; Helen Fenwick, Civil Liberties (Cavendish Press, 1994)p.464 at fn.59 ].

DHR 624 Managing Organizational Change

Dr. Bridgette Rolle

1993 The University of Arizona – Ph.D. Educational Administration; 1989 Iowa State University – Master of Science in Higher Education; 1987 Saint Augustine’s College, North Carolina – Bachelor of Arts in Communications; 1983 Bahamas Hotel Training College – Diploma in Hotel Management.

DHR 625 Training and Development of Human Resources

DHR 626 Internship in Human Resource Management

Dr. Wayne L. Threlkeld

Seton Hall University - B.A. English; M.A. School Administration; Ed.S. School Business Administration; University of Sarasota – Ed.D. – Executive Leadership.

DPH 630 Public Health Policy and Management

Dr. Giset Jimenez Lopez

Master in Health Economy; PhD - Pharmacology.

DPH 631 History of Public Health and Health Politics

Liuba Alonso Carbonell

Master in Health Promotion; PhD Pharmacologist.

DPH 631 History of Public Health and Health Politics

Liuba Alonso Carbonell

Master in Health Promotion; PhD Pharmacologist.

Master in Health Promotion; PhD Pharmacologist.

Dr. Maura Wade

Master in Health Administration; PhD Biostatistics.

DPH 634 Planning, Evaluation and Quality Management in Health Care

Dr. Mohammed Imana, MBBS, MPH

Bachelor of Medicine & Bachelor of Surgery (MBBS). 1991; College of Medicine, University of Ibadan, PMB 5320, Ibadan, Nigeria; Masters of Public Health (MPH), 2000; Florida International University, Miami, Fl. USA; Post Graduate Diploma in Health Economics, 2003; University of Aberdeen, Scotland UK.

DPH 635 Internship and Seminars in Public Health Administration

Pérez Peña, Julian Lázaro, MD

Master in Health Administration; PhD – Health Administration.