Management Doctoral Handbook

DOCTORAL STUDENT HANDBOOK Ph.D. in Business Administration Area of Management

Texas Tech University Rawls College of Business Administration 2006 - 2007

Last updated: October 20, 2006

(Note: This document should be read in conjunction with, and as a supplement to, the Rawls College of Business Administration doctoral student handbook which is available from the Rawls Graduate Services Center.)

TABLE OF CONTENTS

I. Introduction .............................................................................................................................. 4 I. Table 1: Bloom’s Taxonomy........................................................................................... 5 II. Student Advising ..................................................................................................................... 8 III. Overview of Requirements .................................................................................................... 8 a. Foundational Knowledge, Skills and Competencies....................................................... 9 1. Leveling courses ......................................................................................................... 9 2. Mathematics Competency Requirement ..................................................................... 9 b. Research Skills ................................................................................................................ 9 c. Analytical Tools ............................................................................................................ 10 1. Other Statistical/Methods Courses Recommended................................................... 10 d. Management as a Major ............................................................................................... 11 1. Management Core..................................................................................................... 11 2. Management Specializations .................................................................................... 11 e. Supporting Fields .......................................................................................................... 12 1. Research Methods Supporting Field......................................................................... 12 2. Entrepreneurship ....................................................................................................... 12 3. Health Organization Management ............................................................................ 12 4. Organizational Behavior and Leadership.................................................................. 13 f. Colloquium in Management Research (MGT 6380)..................................................... 13 g. Milestones in the Program........................................................................................... 14 IV. Qualifying Exam and Specialty Field Paper ..................................................................... 14 a. Qualifying Exam ........................................................................................................... 14 1. Requirements for Taking Qualifying Exam.............................................................. 15 2. Qualifying Exam Calendar ....................................................................................... 15 3. Qualifying Exam Process.......................................................................................... 15 b. Specialty Field Paper.................................................................................................... 16 1. Specialty Field Paper Committee.............................................................................. 17 2. Specialty Field Paper Process ................................................................................... 17 V. Dissertation Components and Options ............................................................................... 17 1. Traditional Dissertation Proposal................................................................................ 18 2. Three Paper Dissertation Proposal .............................................................................. 18 a. Proposal Format ........................................................................................................ 19 b. Prospectus Defense ................................................................................................... 20 c. Dissertation Format................................................................................................... 21 d. Dissertation Defense ................................................................................................. 22

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VI. Management as a Doctoral Minor or Supporting Field................................................... 23 a. Qualifying Exams for Management as a Support Field (RCOB Ph.D. Students)......... 23 b. Qualifying Exams for Management as a Minor (Non-RCOB Doctoral Students)........ 23 VII. Typical Duties of Management Ph.D. Students............................................................... 24 VIII. Financial Support ............................................................................................................. 24 a. Rawls Supplement Scholarship ..................................................................................... 24 b. Internal Rawls Support Scholarships............................................................................ 25 IX. Annual Review Process ....................................................................................................... 26 X. Placement Upon Completion................................................................................................ 26 Appendix 1. Optional Handout -- Critical Thinking Checklist for Ph.D. Students ............. 27 Appendix 2: Overview of Requirements................................................................................... 29 Appendix 3: Design of PhD in Management ........................................................................... 31 Appendix 4: Graduate Faculty in Management ...................................................................... 32 Appendix 5: Area of Management Course Descriptions......................................................... 35

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DOCTORAL STUDENT HANDBOOK Ph.D. in Business Administration Area of Management

I. Introduction
Congratulations! Welcome to the PhD Program in Management in the Rawls College of Business at Texas Tech University (TTU). By enrolling in this program, you have embarked on a remarkable adventure with a unique destination: a career of scholarship. Your journey through the Management Doctoral Program will be a defining time of your life, and unlike anything you have experienced in your education to date. Due to its distinctive purpose of developing research scholars who are capable of independently generating new knowledge, a doctoral program differs from undergraduate and masters programs in fundamental ways. Because doctoral programs have different goals than other degree programs, they employ different pedagogies, and produce a different product: social scientists with expertise in their field, and the ability to disseminate this knowledge through original research and teaching. Because of this unique objective, you can expect to become engaged in far different learning methods than undergraduate and masters programs use. In this program we are dedicated to imparting the knowledge of the management disciplines, but we also intend to develop specialized problem solving processes that prepare you for an academic career. Here, in the Management Doctoral Program at TTU we offer you a learning approach grounded in critical thinking. In the Area of Management at TTU we believe that a highly effective response to rapidly accelerating knowledge generation within an information age should be—as one of our distinctive competencies—to offer doctoral students a program that invokes high-order critical thinking skill as the means from which they may attain conceptual mastery in their field. While course work remains an essential component of the program, in this doctoral program you are expected to take much greater responsibility for maximizing the learning you achieve through the courses that you take. For example, in our doctoral seminars you are expected as students to read extensively beyond assigned readings, while sharing the knowledge you acquire in the process to help your classmates learn. Specifically, beyond the innovative format of our seminars, we seek to develop your critical thinking capacities through integrating across the thinking-complexity levels reflected in Bloom’s Taxonomy of Educational Objectives (e.g., knowledge, comprehension, application, analysis, synthesis and evaluation; see Table 1), the additional requirements and activities that are part-and-parcel of a rich doctoral education experience. Thus, your program activities including, but not limited to, comprehensive exams, teaching and research assistantships, directed studies, the preparation and submission of theoretical and empirical papers for publication, conference and journal reviewing, participation in professional development seminars, involvement in professional meetings, and the preparation and defense of an original dissertation on a research topic of interest are all connected within this program such that they serve to hone and refine your ability as a critical thinker.

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I. Table 1: Bloom’s Taxonomy
Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions, since professors will characteristically ask questions within particular levels, and if you can determine the levels of questions that will appear on your exams, you will be able to study using appropriate strategies.

Competence

Skills Demonstrated • • • • • observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc. understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Question Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify experiment, discover

Knowledge

Comprehension

• • • • • • •

Application

• • • •

I. Table 1 (continued). Bloom’s Taxonomy

Analysis

• • • • •

seeing patterns organization of parts recognition of hidden meanings identification of components Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Question Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Synthesis

• • • • •

Evaluation

• • • • • •

*From Benjamin S. Bloom Taxonomy of educational objectives Published by Allyn and Bacon, Boston, MA. Copyright© 1984 by Pearson Education Adapted by permission of the publisher.

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We expect students to progress through the program from year to year by systematically refining their critical thinking skills. More specifically, we expect students to develop progressively higher levels of critical thinking skills along the lines summarized below. • The primary focus for a student during the first year in the program is devoted to acquiring knowledge and comprehension of the content area through doctoral seminars, research assistantships, and teaching opportunities, with some application of this knowledge through research assistantships and statistics/methods seminars. • By the end of the second year, a student is expected to have achieved a basic knowledge and comprehension of the content domain, and to have shifted focus to the application of that knowledge and the development of higher levels of critical thinking including analysis, synthesis and evaluation. While seminars, research assistantships, and teaching and reviewing opportunities continue to serve as means of developing these critical thinking skills, other mechanisms are added to the mix, including directed studies, a field paper, comprehensive examinations, and preliminary work laying the foundations for a dissertation. • By the end of the third year, a student should have completed a comprehensive exam and basic course work, and gained additional competence with respect to critical thinking skills; attention then shifts to further developing higher level skills through directed studies, a specialty field paper, scholarly papers that are submitted for publication, additional research (e.g., reviewing) and teaching activities, and dissertation work. • By the end of the fourth year, a student is expected to have mastered the content domain of his or her choice and to have more fully developed higher level thinking skills (i.e., analysis, synthesis and evaluation) through work on a high quality dissertation, as well as through continued scholarly contributions as a research assistant and teacher. A visual representation of the critical thinking skills we strive to impart to doctoral students, along with many of the program components available for their development, is provided in Appendix 1. As the preceding discussion suggests, the goal of our doctoral program is to use a wide array of pedagogical and socialization methods to systematically transform entering students into management scholars capable of performing at the highest levels of their craft. Through this process, it is expected that as a graduate, you will produce a scholarly record of research and teaching that will allow you to successfully compete for academic appointments at peer institutions. Of course, a key assumption upon which your future success will be based is that you will assume ownership for your own program learning and recognize that you are ultimately responsible for developing and applying the critical thinking abilities initiated and refined here. Hence, the Management Doctoral Program at TTU is designed to empower you, and to facilitate your growth and maturation as a management scholar. Your success in the program will ultimately depend on your ability to utilize the rich array of faculty and institutional resources available to help you blossom as a scholar capable of making original and valuable intellectual contributions to the field. So, while your time in the program may indeed unfold as a long and often unfamiliar trip, we also believe you will find it to be an exciting, engaging, and empowering journey with a most rewarding destination – a career as a management scholar who is fully capable of discovering and disseminating knowledge to others through independent critical thinking.

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II. Student Advising
The student is initially advised by the Management Doctoral Advisor. As soon as possible after beginning coursework (but no later than the end of the student’s first year), the student should select a Management faculty member to serve as his/her advisor. A committee of Management faculty may be chosen, but one of these individuals should be designated as the Primary Faculty Advisor. The student will develop a Degree Plan with his or her Primary Faculty Advisor and file it with the College’s Graduate Programs Office by the end of their fist year.

III. Overview of Requirements
An overview of the requirements for the PhD in Business Administration with a major in Management is provided in Appendices 2 and 3. The requirements summarized in these appendices will be detailed in this handbook [together with the Rawls College of Business (RCOB) doctoral handbook available from the Graduate Service Center]. A minimum of 20 courses (60 semester credit hours) beyond the bachelor’s degree and basic studies in business (as described below in the “leveling courses” heading) is required for the doctorate. Required course work covers analytical tools, Management as a specialization, and at least one supporting field. Twenty-four (24) hours must be taken in residence during a 12 month period. Work from a master’s degree may be counted toward the required 60 hours, if approved by the appropriate Doctoral Advisor for the area in which the student seeks credit. At least 30 hours must be taken in residence at TTU. There is no foreign language requirement. A student must take 24 hours in a 12 month window. This requirement can be split up between the regular semesters and the summer semesters in a number of ways – 9/9/3/3 or 9/12/3/0, for example. If a student has a teaching position in the summer, she or he must register for at least three hours in the semester she or he is teaching. Once a student is admitted to candidacy, that student must enroll in BA 8000 until finished. If obtaining financial aid, this may mean enrolling for at least six hours a semester. The specific components of the Management Doctoral Program can be divided into five categories: 1) The development of foundational knowledge, skills and competencies 2) The development of the doctoral student as a researcher 3) The development of the student’s abilities to use quantitative and economic tools of analysis 4) The development of expertise in Management as the student’s major area of specialization 5) The development of expertise in at least one supporting field.

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a. Foundational Knowledge, Skills and Competencies
The first program component is designed to ensure that incoming doctoral students have the necessary foundational knowledge, skills and competencies to succeed in the program. To do so, students with a limited background in business education are required to take “leveling courses”, and all admitted students must fulfill a mathematics competency requirement.

1. Leveling courses
Students accepted into the Ph.D. program with previous degrees in disciplines other than business must initially complete (or be waived from) 18 hours of basic studies in business courses (leveling work). These are the same courses as those required for Rawls College of Business Administration (RCOB) masters students without undergraduate business degrees. These courses are not counted toward the required 60 hours. The leveling courses are: • • • • • • • ACCT 5401 FIN 5320 ECO 5310 MKT 5350 MGT 5371 BLAW 5290 ISQS 5345 Financial and Managerial Accounting Financial Management Price and Income Theory Marketing Foundations Managing Organizational Behavior Legal, Regulatory and Ethical Environment of Business Statistical Concepts for Business and Management

2. Mathematics Competency Requirement
Two exams test the student’s competency in research relevant skills: 1) calculus; and 2) linear algebra. The exams are two to four hours long. Each is written and graded by the Doctoral Competency Committee and administered by the Graduate Programs Office. A grade of 80% or better is necessary to pass the exam. The detailed policies and procedures concerning the competency exams are found in the RCOB doctoral handbook. Exams are given in August and January. You must take the examination or complete the class(es) during the first year of enrollment in the doctoral program. Depending on a student’s prior coursework, a student who feels that he or she is not prepared for an exam should enroll in a corresponding preparatory course. A grade of B or better in the course would substitute for the exam: • • MATH 1331 Introductory Mathematical Analysis MATH 2360 Linear Algebra

The competency exam must be passed before a student can take the qualifying exams in the major or minor field.

b. Research Skills
The second component of the doctoral program concentrates on the student’s development as a researcher. Every effort is made to develop scholars with the perspective and capacity to pursue significant research in their fields of interest. Research skills and experience are enhanced throughout the program by a faculty/doctoral student colloquium each semester (see p.14), additional research oriented courses (including a research methods support field, see pp.13), and

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seminars and ongoing research with faculty members. Students are encouraged to increase their exposure and contact with the professional community by attending and presenting papers at professional meetings. The Area of Management Coordinator will try to provide financial support for participation in professional meetings whenever possible.

c. Analytical Tools
The third component in the doctoral program is directed towards assuring that the student has the ability to use quantitative and economic tools of analysis. Three courses (9 semester hours) are included in the student’s degree requirements to provide this background. • • ISQS 5347 Advanced Statistical Methods Economics (6 hours) - ECO 5311 Advanced Macroeconomic Analysis OR - ECO 5312 Advanced Microeconomic Analysis OR - An upper division undergraduate economics course if approved by the Management Doctoral Advisor MGT 6315 Current Management Issues (Organizational Economics)

•

A student can take either ECO 5311 (Advanced Macroeconomic Analysis) or ECO 5312 (Advanced Microeconomic Analysis), or an upper division economics course (with approval of the Management Doctoral Advisor), plus MGT 6315 (Organizational Economics) to fulfill the 6 hour economics requirement. A student’s previous economics coursework or an economics related seminar may also be substituted for ECO 5311 or ECO 5315 with approval of the Management Doctoral Advisor.

1. Other Statistical/Methods Courses Recommended
• • ISQS 5349 Regression Analysis ISQS 6348 Applied Multivariate Analysis

Other statistical/methods courses in the RCOB • ISQS 6347 Advanced Experimental Statistics • MKT 6353 Marketing Theory (Philosophy of Science) OR BA 7000 Philosophy of Science • BA 7000 Systems Dynamics Statistical/methods courses outside the RCOB • COMS 5305 Qualitative Research • ECO 5314 Econometrics • IE 5342 Design of Experiments • POL 5381 Research Design in Political Science • POL 5383 Advanced Quantitative Research Methods in Pol. Science • POL 5382 Data Analysis in Political Science (SPSS Techniques) • PSY 5347 Advanced Correlational Methods and Factor Analysis • PSY 5380 Experimental Design • SOC 5394 Research Methods in Sociology • SOC 5331 Field Research Methods in Sociology

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• •

SOC 5332 The Research Organization SOC 5334 Quantitative Methods

d. Management as a Major
The fourth program component consists of a major field specialization in Management. The level of competence required in the major is that of a scholar concentrating in the field and contributing to its progress through research. This implies a broad knowledge of the field of Management and its literature and a detailed understanding of current research in a specific subarea of Management. The course work a student takes in Management covers both a Management core and a specialization within Management (details on the core and specialization are provided below.) Students should work with their faculty advisors in their chosen specialization to tailor course work in Management to meet their objectives and interests.

1. Management Core
All Ph.D. students majoring in Management are expected to have adequate familiarity with basic areas within Management. These are defined by the following core courses: • • • MGT 6375 MGT 6392 MGT 6395 Advanced Organizational Behavior Advanced Organization Theory Advanced Strategic Management

2. Management Specializations
Ph.D. Students majoring in Management, with the consent of their faculty advisors, may design a specialization consistent with their interests. Normally a student will take four courses (12 hours) in a specialization beyond the three core courses (9 hours) to prepare for qualifying examinations. This must include a readings/research course (BA 7000) with the faculty advisor. The actual number of courses taken will reflect the formal background needed for an individual student to be prepared for qualifying exams and dissertation research. The courses will be supplemented by an ongoing reading program designed with the consent of the student’s faculty advisors. Examples of specializations include: • Entrepreneurship • Health organization management • Organizational behavior and leadership • Organization theory • Strategic management • Some other combination of the above Course descriptions are available in Appendix 2.

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e. Supporting Fields
The RCOB doctoral program requires (1) a major field, (2) a first supporting field. Hence, the fifth, supporting field component of the Management doctoral program requires students to complete course work in at least one support field. That is, in addition to the Management core and specialized courses, Management majors will complete 9-12 hours (3-4 courses) in a supporting fields. A second supporting field may also be taken in a related area outside the College of Business Administration such as economics, psychology, or public administration. With the permission of the Management Doctoral Advisor, prior graduate coursework may be used as the second support field and additional coursework in that support field may be waived.

1. Research Methods Supporting Field
A special research methods support field is also available. This support field is designed to provide the student with even more highly developed analytical and research skills. This support field complements the required research skills and analytical tools courses. For a 9 hour support field, the recommended courses are: • • • MKT 5355 MKT 6355 ISQS 5349 Research Design (or equivalent) Theory Testing (or equivalent) Regression Analysis (or equivalent)

Note: It is recommended that ISQS 5347: Advanced Statistical Methods be taken before MKT 5355 and that ISQS 5349: Regression Analysis should be taken before or simultaneously with MKT 5355: Research Design. Note: It is recommended that ISQS 6348: Applied Multivariate Analysis be taken at the same time or prior to MKT 6355: Theory Testing.

2. Entrepreneurship
This 12 hour supporting field is available to Management majors who wish to establish a specialty area in entrepreneurship. Students focusing in this area will select a program from courses in the fields of cognitive and social psychology, economics, finance, law, marketing and/or other approved courses. Additional information on this support area is available from the Hance Chair in Entrepreneurship.

3. Health Organization Management
This may only be a second support field for doctoral students majoring in Management because it consists primarily of Management courses rather than those from other supporting areas. This support field focuses on the management of health care organizations; as such, it is a field where Management research is applied to a specific type of organizational context. This 12 hour support field is recommended for those students who anticipate conducting Management research on health care organizations. The courses include three of the following: • MGT 5306 HOM I: Medical Aspects • MGT 5307 HOM II: Managed Care Organizations 12

• • • •

MGT 5308 MGT 5309 ECO 5337 PUAD 5334

HOM III: Medical Groups and Ambulatory Care HOM III: Current Aspects in Health Care Health Care Economics Health Care Policy and Administration

Plus, students should enroll in: • BA 7000 Individual Research: Health Organization Management (To be taken with an HOM Faculty Member from the Area of Management)

4. Organizational Behavior and Leadership
This 12 hour supporting field is available to Management majors who wish to establish a specialty area in organizational behavior and leadership. Students focusing in this area will select a program from the courses listed below, and/or other approved courses. • • • • • • • • MGT 5372 COMS 5302 COMS 5303 PSY 5326 PSY 5327 PSY 5331 SOC 5303 SOC 5320 Leadership and Ethics Intercultural Communication Communication in Small Groups Human Motivation: A Social Psychological Approach Seminar in Social Cognition Small Group Behavior Seminar in Contemporary Sociological Theory Social Psychology: Symbolic Interactionism

Plus, students should enroll in: BA 7000 Individual Research: Seminar in Leadership Theory and Research (To be taken with a Leadership Faculty Member from the Area of Management)

f. Colloquium in Management Research (MGT 6380)
The joint faculty/doctoral student Colloquium in Management Research (MGT 6380) is intended to give the doctoral student additional exposure to Management-related issues, substantive research and research methods and to enhance student/faculty interaction, joint research and publication. It is also intended to provide professional socialization for doctoral students. Finally, it is to help expose all members of the Area to new ideas from each other and guest speakers. The specifics of the Colloquium are these: 1. Each doctoral student enrolls each long semester for the Colloquium while in residence. 2. Credit for the Colloquium does not count toward other doctoral requirements, but it does meet the Area of Management’s colloquium requirement for doctoral students. 3. The Colloquium is taken in addition to the student’s regular load and is not intended to substitute for regular coursework or to slow progress in the student’s overall doctoral program. 4. Faculty are encouraged to attend as often as possible

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g. Milestones in the Program
A summary of the major milestones in the Management Doctoral Program and expected organizational citizenship behaviors is provided below. Course Work Year 1 Two MGT Core Seminars Complete Math Requirement Complete leveling courses ISQS 5347: Advanced Statistics BA 5395: Practicum in Higher Ed Participate in Research Colloquium (MGT 6380) Complete MGT Core Seminars ISQS 5349: Regression Analysis (or equivalent) ISQS 6348: Applied Multivariate Analysis (or equivalent) MKT 5355: Research Design (or equivalent) Participate/present in Research Colloquium (MGT 6380) Complete all coursework Defend dissertation proposal prior or Academy of Management Meeting Participate/present in Research Colloquium (MGT 6380) Complete dissertation Register for BA 8000 Participate/present in Research Colloquium (MGT 6380) Organizational Citizenship Take classes, meet all faculty Develop research interest Submit paper at regional meeting Attend Teaching, Learning & Technology Center (TLTC) workshops (if available) Teach or TA class (if available) Finish classes Have multiple projects with several faculty members Submit paper to national meeting Successfully pass comprehensive exams

Year 2

Year 3

Complete Specialty Field Paper Have paper under review at a journal

Year 4

Interview for post-graduation position Paper receives revise and resubmit at journal Successfully defend dissertation prior to the end of Summer II session

IV. Qualifying Exam and Specialty Field Paper
a. Qualifying Exam
Coursework is intended to help prepare the student for an intensive qualifying examination which is taken when coursework has been completed. To prepare for the Qualifying Exam, the student is expected to go beyond courses through intensive self study of the research literature. The Qualifying Exam is composed of two components. The first is composed of a set of generic, discipline based questions relating to the Management as a field, as well as questions on research methods. The second is composed of questions pertaining to the student’s particular area of 14

specialization (e.g., Entrepreneurship, Health Organization Management, Leadership, Organizational Studies, Strategic Management, etc.). Ph.D. students should schedule their qualifying exam by informing the Management Doctoral Advisor of their intention early in the semester in which they propose to take the exam. Exams will normally be administered in the Fall and Spring semester. They can, however, be scheduled in the summer if sufficient numbers of graduate faculty are available. It is the student’s responsibility to contact members of the Qualifying Exam Committee (see below) to ascertain the members’ expectations on the exam.

1. Requirements for Taking Qualifying Exam
In order for a student to be eligible to take a qualifying exam in the Area of Management, certain requirements have to be met, as described below: a) Successfully pass (or have waived) the linear algebra exam b) Successfully pass (or have waived) the calculus exam c) Completion of MGT 6375: Advanced Organization Behavior (B or better) d) Completion of MGT 6392: Organization Theory (B or better) e) Completion of MGT 6395: Strategic Management (B or better) f) All requirements must be met the semester before you can register for the exam g) Form “Program for the Doctoral Degree” must be completed, signed by your advisor, and submitted to the Rawls College Graduate office (see appendix “C”, RCOB Doctoral Handbook).

2. Qualifying Exam Calendar
Below is a sample of register dates and exam dates. Dates change each year, but the exams generally occur at the same time annually during the third week of March, July and October. For a specific year, please check with the Management Doctoral Advisor.

Register Date February 10 June 2 September 15

Exam Date March 21 July 20 October 19

3. Qualifying Exam Process
The process by which the qualifying exam will be composed, administered, and evaluated consists of the following steps. a. A Qualifying Exam Committee will be appointed by the Area Coordinator on an annual basis. b. The charge of this committee is to: (1) ascertain if the student has met the qualifying examination requirements; and (2) facilitate the transition in critical thinking from “knowledge, comprehension, and application” to “analysis, synthesis, and evaluation”. c. A sufficient time before an exam is scheduled, the Qualifying Exam Committee will call a meeting of all faculty who have participated in the student’s education to date

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(through seminars, independent studies, research assistant assignment, etc.), to discuss and decide what members of this group will submit questions for the exam. d. The Qualifying Exam Committee will select questions from the set submitted and coordinate the construction, scheduling and administration of the exam. e. After the administration of the exam, all Management Graduate Faculty will be invited to grade the exam, submit their assessments, and (if submitting such assessments) attend a meeting to give input to the Qualifying Exam Committee regarding its charge (described above). Normally, students will be provided with 10 hours over two days (five hours per day) to complete the Qualifying Exam. Any deviations from this format will be communicated to the student within two weeks of his/her requesting specific dates for the written exams. Under normal circumstances, the Qualifying Exam Committee will evaluate the written exams within two weeks of completion of the exams. Each question will be graded utilizing the following scale: 1 Very poor (fail) 2 3 Pass 4 5 Excellent (high pass)

The Qualifying Exam Committee will be responsible for making an overall assessment of the student’s performance on the exam. Committee members will communicate this to the student after they have had the opportunity to deliberate their findings. If the committee determines that the candidate has not performed satisfactorily on the overall exam, then it may recommend that the candidate: a) Take an oral exam b) Take a take home exam c) Retake portions of the exam d) Write a paper e) Enroll in some specific course to correct deficiencies f) Undertake some other exercise wherein s/he can demonstrate his/her competence The Qualifying Exam Committee will have the necessary authority to recommend any assignment seen as appropriate. The Qualifying Exam Committee will also be responsible for evaluating the student’s performance on this assignment and making a final decision on whether the student has successful completed the exam.

b. Specialty Field Paper
All Area of Management doctoral students are required to complete an original research paper in an area of specialization (e.g., Entrepreneurship, Health Organization Management, Leadership, Organizational Studies, Strategic Management, etc.). Students must conduct research that produces an empirical paper that merits submission to an A+A rated journal from the RCOB Journal List prior to proposing their dissertation. In addition, at least one Management Graduate Faculty Member must consider the paper of sufficient quality to include his or her name as an

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author, with the student listed as the first author. The research can either be original (collecting new data) or use an existing data set. The idea (research question) must be original. Although it is acceptable for the paper to extend research previously submitted for course credit, the research conducted and summarized must extend substantially extend the prior work. After the student has completed the research paper and has met the quality standard as determined by the research paper committee, the student will present her or his research to Area of Management faculty.

1. Specialty Field Paper Committee
A Specialty Field Paper Committee with three or more members will be formed consisting of the candidate’s Primary Faculty Advisor and two other members selected by agreement between the Primary Faculty Advisor and the Management Doctoral Advisor (or Area Coordinator in instances where the Management Doctoral Advisor is the candidate’s Primary Faculty Advisor). The Specialty Field Paper Committee will be coordinated and chaired by the candidate’s Primary Faculty Advisor.

2. Specialty Field Paper Process
To complete a Specialty Field Paper students must follow the process outlined below. a) Complete all coursework requirements b) Pass the Core Comprehensive Exam c) Identify in conjunction with the Primary Faculty Advisor two additional members for the Specialty Field Paper Committee d) The student will propose original research as follows: (1) Conduct a literature review (2) Collect some original data (3) Complete all of the data analysis (4) Write the paper e) The committee will approve the paper for presentation to the Management Graduate Faculty when the members agree that the paper merits submission to an A+/A rated journal from the RCOB Journal List (note submitted, not accepted). f) The student schedules a date for the presentation at least three weeks in advance at a time when the majority of Management Graduate Faculty will be available to attend. Copies of the paper will be distributed to area graduate faculty at least three weeks in advance of the presentation date. g) The student presents the paper to the Management Graduate Faculty who will provide input and suggestions for further improvements. The Specialty Field Paper Committee will meet to decide which of these recommendations must be addressed by the student. To successfully meet the research paper requirements, the student must address the changes/refinements requested by the committee to the satisfaction of its members.

V. Dissertation Components and Options
After successful completion of all qualifying exam/specialty field paper requirements, the student is admitted to candidacy for the Ph.D. degree and forms a Doctoral Dissertation Committee with whom s/he works to design and conduct the dissertation. The dissertation represents the culmination of the doctoral program in which the student learns and demonstrates the ability to conduct independent research.

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The Doctoral Dissertation Committee should be selected as early as possible during the student’s studies. A committee chair is typically chosen before the completion of course work once the student has identified an area of interest. The committee chair may be of assistance in refining a topic, suggesting potential committee members, and establishing a time line and structure for the dissertation. The committee must include a chair plus two additional members from Management Graduate Faculty, plus one Graduate Faculty Member from outside the area. Doctoral students vary with respect to their background, research interests, and areas of expertise. The TTU Doctoral Program in Management is purposefully designed to be flexible and provide students with options that play to their strengths. Such flexibility is built into the curriculum where students are provided with the opportunity to select courses that enable them to specialize in a particular research area of interest to develop there expertise. In addition, flexibility is built into dissertation requirements, where students have an opportunity to choose between two options: a) a traditional dissertation and b) the three paper model for a dissertation. The specific components of the two dissertation options are described in detail below. Additional details describing the policies and procedures governing the dissertation phase of the doctoral program is provided in the RCOB Doctoral Student Handbook.

1. Traditional Dissertation Proposal
The student must present and defend successfully a formal proposal for the dissertation before beginning the dissertation research. The dissertation must be consistent with the proposal and be of publishable quality, giving evidence of original and significant investigation which results in a contribution to the body of knowledge in the field of Management. Specific requirements for a successful proposal defense include: a) Identify a dissertation chair and assemble of a Doctoral Dissertation Committee. With permission of the dissertation committee, schedule a proposal defense at least three weeks in advance on a date and at a time when the majority of Management Graduate Faculty are available to attend. b) File the required paperwork with the RCOB Graduate Services Office. c) Distribute the dissertation prospectus to the dissertation committee members at least 3 weeks in advance of the defense date. d) Defend the dissertation prospectus to the satisfaction of the committee members.

2. Three Paper Dissertation Proposal
The Area of Management offers the option of completing a sequence of three research papers instead of the traditional dissertation. The three-paper model for completing the dissertation should be considered for three basic reasons. First, the creation of publications provides the student with the greatest latitude in future career choices. Second, the process of creating and submitting collaborative publications should be an integral part of the doctoral experience. Third, producing peer-reviewed publications is the standard metric of academic achievement among business research disciplines. Some topics and approaches lend themselves more readily to the traditional dissertation model, however. In terms of specific requirements, Items a) to d) above in the Traditional Dissertation Section also pertain to the three-paper dissertation model. The student is expected to work with the dissertation committee to decide if the three paper format is desirable and logical given the topic

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and the plan to study the topic. Once this decision is made, the student develops a written prospectus and schedules a proposal defense. After the proposal is approved at the defense, the student proceeds to complete the work. The three papers generated through this process should be conceptually related, complimentary, and prepared for submission to an A+/A rated journal from the RCOB journal list. At least two of the papers should be empirical, with the option of developing one high quality theoretical paper.

a. Proposal Format
The following structure and length is suggested: 1) Abstract (250 words or less): The abstract should provide a succinct and brief standalone summary of the background and rationale for undertaking the three papers in the dissertation, the significance of these studies to the field(s), and the methods and study populations to be used. 2) Background and Significance (not more than 3 pages): Provide a brief background and describe the scientific disciplines and theories relevant to the research problems or questions to be addressed. Highlight the significance of the proposed research in addressing these research problems or questions. 3) Literature Review (pages as appropriate): Include relevant literature published to date on the research area to be studied and a more in depth review of the literature specific to the research questions to be addressed by the three papers. Include literature on the theoretical bases or frameworks for the proposed studies, if applicable. List definitions or terminology when needed. Include statistics in the literature with subsections when needed. At the conclusion of the review, highlight the significant gaps that have been identified in the existing literature. 4) Research Questions (1-2 pages): (Optional section. These questions will also be included in the three paper abstracts in the next section) Statement of the research questions to be addressed or problems to be solved in the three papers and how they fill the gaps in the literature. This may also be stated as a set of hypotheses to be tested to answer the research questions. 5) Methods (pages as appropriate): Include outlines for each paper. These outlines might contain for each study , as appropriate: 1) Background, 2) Study Objective, 3) Data Sources/Study Setting including recruitment strategy for primary data collection or qualitative studies, 4) Data Collection/Extraction procedures as relevant (if primary data are collected include survey instruments, sampling plan, pilot testing, laboratory techniques, focus group techniques, and/or power analysis as appropriate. If a comprehensive or systematic literature review is to be done, outline inclusion/exclusion criteria and search methods), 5) Study Design including research model, variables, tests of validity and reliability, statistical or other analytical or qualitative methods used, 6) Plan of analysis and timeframe for completion of paper. 7) Potential implications of findings; 8) Target journals; and 9) Key Words. The committee chair may require more detail in the methods section. Alternate methods of presentation may be appropriate if

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your methods are overlapping between papers. The student should consult with the chair prior to preparing the prospectus. 6) References: The references should be prepared consistent with Academy of Management, American Psychological Association, or other applicable style guidelines, depending on the targeted journal. 7) Annex (optional section): Draft of one or more papers of the dissertation. Draft of papers is not required for prospectus defense but if a student has completed a preliminary draft, it should be included with the prospectus. All dissertation research and included papers must be initiated after the student’s admission to the doctoral program and conducted under the supervision of at least one member of the dissertation committee. In consultation with the dissertation committee, students may request inclusion in the dissertation, revised or expanded versions of papers written as part of prior coursework. The student may not seek research help from committee members for work to be completed for a course and all requirements of a course must be completed under the direction of the course faculty. Part of doing the three paper model is to give the student experience in determining coauthorship and collaborative expectations. Before defending the three paper model prospectus, the student would identify authors and the position of authorship and consult with her or his chair about the recommendations for authorship orders and responsibilities. As a general rule, the student should be the first author on all the papers included in the dissertation. Exceptions to this rule should be discussed with the student’s committee prior to commencing work. If either the student or a committee member’s role on a paper changes significantly, the authorship list may be modified to reflect the changed levels of involvement of coauthors. Membership or chairship in a dissertation committee does not necessarily imply co-authorship of the papers drafted for the dissertation. Authorship of a paper requires that the faculty member(s) has made a substantial, direct, intellectual contribution to the work.

b. Prospectus Defense
The prospectus defense is an oral presentation of the written work and defense of the proposed research methods before the student’s dissertation committee and guests. All dissertations in the Area of Management have open invitations within the RCOB for students and faculty. The student may choose to invite guests outside the college. The defense should not be scheduled until all of the student’s committee members are satisfied that the prospectus is adequately prepared. This typically requires numerous drafts with feedback from the chair and at least two drafts with other committee members. The student should ensure that sufficient time is allowed to support this collaborative process. The student should fully address any committee member concerns prior to the defense. Scheduling a mutually convenient time for the defense is the student’s responsibility. The defense should be scheduled at time when preferably all committee members are available. If this is impossible, not more than one member should be unavailable and not more than one

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committee member may attend via telephone. If one member will be absent from the defense, unanimous approval of the prospectus from committee members present is needed. Notice of the defense must be given to the Management Doctoral Advisor and RCOB Graduate Services Office a minimum of 3 weeks prior to the defense. This requires a memo from your committee chair providing the dissertation topic, list of committee members and affiliation for your outside member, date, and location of defense. The memo must be accompanied by a copy of the prospectus and an abstract. You must also notify the Management Doctoral Advisor of any audiovisual equipment needed, including conference calling. The dissertation chair will advise the student as to what to expect during the defense. The student is encouraged to practice a dry run prior to the presentation. o Presentations are typically limited to 20-30 minutes in duration o Prospectus presentations should be concise but include: Background (personal interest, why this topic, relevant theory) Important conclusions of relevant literature Research question(s) (how this is a unique research contribution) Methods (for example: population, data source, analytic model, operationalization of variables) A handout of your abstract and presentation is helpful for those attending the presentation. At the time of the defense, the dissertation chair may meet privately with the committee prior to the defense to discuss the defense process with the committee. The chair will then notify the student when the presentation should begin and invite guests into the room. The chair will explain the defense process to the student and guests. This process will take the format of the student’s formal presentation followed by a question period from both committee members and guests. At the conclusion of the defense and question and answer period, the chair will excuse the student and guests from the room. Committee members will then discuss the dissertation outcome. The committee will then invite the student back to meet privately with the committee. At this time the committee may ask the student additional questions and may place additional requirements on the proposed research. The prospectus will be either approved or not approved and the RCOB Graduate Services Office will be notified. Any revisions required of the prospectus must be submitted to the RCOB Graduate Services Office within two weeks of the defense. Upon successful defense of the prospectus the student advances to the status of doctoral candidate.

c. Dissertation Format
For the dissertation or the three papers, prospectus chapters may be slightly modified, primarily to change to the past tense and to update the literature or the research methods to reflect any

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modifications or new information that was adopted during the course of the research. The following chapters are added to the prospectus content for a dissertation format: 1. Findings and Discussion 2. Conclusions and Recommendations In the three paper model, these sections are very brief and will refer to the attached papers included in the appendix. If desired, summary information may be provided as well as any unpublishable findings. Journal submission dates and peer review progress of these submissions (under review, in revision, accepted, or published) should be included as applicable.

d. Dissertation Defense
The dissertation defense should not be scheduled until the student’s committee members are satisfied with the dissertation draft or the three completed paper drafts. It is in the student’s best interest to allow adequate time for all committee members to read the dissertation, provide feedback, act on their feedback and ensure that they are satisfied with the changes prior to scheduling. Note that there is a calendar deadline each semester (check with the RCOB Graduate Services Office) for the last date to submit a dissertation before graduation. All revisions and editorial changes must be signed off by the committee prior to this date. Students should consider this when scheduling a defense date. The defense should be scheduled at time when preferably all committee members are available. If this is impossible, not more than one member should be unavailable and not more than one committee member may attend via telephone. If one member will be absent from the defense, unanimous approval of the prospectus from committee members present is needed. Notice of the defense must be given to the Management Doctoral Advisor and RCOB Graduate Services Office a minimum of 3 weeks prior to defense. This requires a memo from the dissertation committee chair providing the dissertation topic, list of committee members, date and location of defense. The memo must be accompanied by a copy of the dissertation and an abstract. A similar process is followed as described for the prospectus defense. The presentation will typically recap the research question(s), and methods and then reveal findings and conclusions. The committee may make one of four decisions regarding the dissertation: accept as presented, accepted with minor changes, accepted with significant revisions, or not accepted and the student can no longer continue in the doctoral program. Most students require at least minor changes. It is the student’s responsibility to complete these changes and obtain their committee’s approval. This must be completed before the student can be certified for graduation.

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VI. Management as a Doctoral Minor or Supporting Field
Doctoral students from other programs in the RCOB or from other programs within in the University may elect Management as a supporting field or a minor with the approval of their respective doctoral advisors. Students taking Management as a minor or supporting field must work with the Management Doctoral Advisor or the Management faculty members on their advisory or dissertation committee to develop a coherent set of courses consistent with their background and objectives. Course work may either emphasize one of the management specializations (e.g., Entrepreneurship, Health Organization Management, Organizational Behavior and Leadership, Strategic Management) or constitute an overview of the field of management.

a. Qualifying Exams for Management as a Support Field (RCOB Ph.D. Students)
As per RCOB guidelines, a support field for Ph.D. students consists of 9-12 hours of graduate work in a particular area. The qualifying exam for Management as a support field will consist of a six hour written exam based on the specific courses that the student has selected. Normally exam questions will be solicited form the faculty members from which the student has taken courses. If a particular faculty member is unavailable, the questions will be based on the course content. The student will be responsible for informing the Management Doctoral Advisor of the specific course content. This can be done by providing a syllabus of the course. The exam will be administered by the RCOB Graduate Programs Office on the day designated by that office. It is anticipated that these exams will be graded by those faulty members who have participated in writing the questions for the exam. If any other graduate faulty member desires to grade all or portions of the exam, they will have the opportunity to do so. The grading scale discussed previously will be used. In order to pass the exam, the student should obtain an average passing grade across all questions and rates. There is no oral exam.

b. Qualifying Exams for Management as a Minor (Non-RCOB Doctoral Students)
The Gradate School specifies that a doctoral student needs to have 15 hours of graduate courses outside his/her major to constitute a minor. A minor in RCOB involves 15 graduate credits, including leveling work, in one of the following areas: • Accounting (including Taxation) • Business Statistics • Finance (including Banking) • Management • Management Information Systems • Marketing • Operations Management A comprehensive, qualifying exam must be passed. This exam is administered by the Doctoral Advisor in the minor field.

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It is suggested that for a minor in Management, the format of the qualifying exam be similar to that of the supporting field exam, i.e., a course based, six hour written exam. Area of Management faculty members are responsible to the Doctoral Advisor in Management for providing questions and grading the answers to those questions that have been included in the qualifying exam. It is recommended that, where feasible, questions be solicited from the faculty members who taught the course for the particular student and this faculty member would also be responsible for evaluation of the written exam.

VII. Typical Duties of Management Ph.D. Students
The length of a typical program varies from 4 to 5 years depending upon the individual student’s research interest and progress in the program. Due to State of Texas Funding Requirements, four years or 99 hours is an important threshold (see discussion of 99 hour rule under “Financial Support.” During the first 2 years, the typical student takes 9 hours of course work each semester, is a teaching assistant for 10 hours a week and a research assistant for 10 hours a week. This varies on the needs of the department and some students will be assigned to two different professors for 10 hours each per week. Teaching assistant duties include teaching a stand-alone class (depending on your previous academic training) or being a teaching assistant for a large section class. Research assistant duties involve working with faculty on a wide range of activities including data entry, data coding, library searches and co-authorship of a paper. These assignments are made by the Management Area Coordinator and attempts are made to match the interests of Ph.D. students with available faculty.

VIII. Financial Support
Students are encouraged to increase their exposure and contact with the professional community by attending and presenting papers at professional meetings. The Area Coordinator of Management will try to provide financial support whenever possible. Students will also receive funding for their teaching and research assistantship. Scholarships are available both within and outside of the RCOB. Graduate students employed at least 50% are eligible for health insurance benefits through Texas Tech University. Some percentage of the health insurance benefits cost is paid by the employee. The Texas Legislature has capped fundable graduate study at 99 doctoral hours for most programs. For more information please refer to page 71 of the TTU Undergraduate and Graduate Catalog.

a. Rawls Supplement Scholarship
The Rawls Supplement Scholarship was created to reward current doctoral students who have shown outstanding professional development and excellent scholarly advancement during the current academic year. A Rawls Supplement Scholarship may be awarded each year and will depend on the quality of applications and available funding. Scholarship awards: Minimum $1,000 Maximum $5,000

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Applications will be reviewed during Spring and scholarship awards will commence in the Fall. The deadline for submitting applications is May 15. Eligibility: 1. Area of Management Doctoral Student in good academic standing 2. Applicant is currently receiving less than $5,000 in scholarship support Application requirements: 1. Cover letter 2. Statement on your vision for your career path. 3. Statement on how this award would help you accomplish your career goals 4. Current curriculum vitae 5. Annual review self-assessment questionnaire The PhD Committee will review all applications and applicants will be notified by June 30.

b. Internal Rawls Support Scholarships
Internal scholarships are made possible by the Rawls endowment to the college. Within the Area of Management, the scholarships are designed to encourage and reward Ph.D. students for professional development. The guidelines for the scholarships are as follows: 1. Applications will be reviewed each Fall and Spring. Scholarships will be applied toward tuition and fees. 2. As a general guideline, the committee considering qualifications will use the following: a. $400 scholarships for papers in regional professional management meetings. b. $800 scholarships for papers at national professional management meetings, for attending national doctoral consortia, or for a publication in Area of Management approved B journal. Students are limited to attending no more than three doctoral consortia. c. $1200 scholarships for papers published in Area of Management approved A rated journals or equivalent. 3. When considering applications and the amount of scholarship rewarded, the faculty will give preference to those who have not received scholarships previously, multiple authorship, costs of conferences, and need. In addition, amount of money available in the endowment will be taken into account.

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IX. Annual Review Process

There will be a yearly review of all Ph.D. in Business Administration (Management) students. This review will consider each student’s academic and professional progress (e.g., grades, incompletes, oral and written communication skills, participation in professional activities and research). The review will be conducted by the Management Doctoral Advisor in combination with the student’s Primary Faculty Advisor, with input from the Management Area Graduate Faculty. If a Primary Faculty Advisor has not yet been chosen, a graduate faculty member selected by the student for the review will participate in the review. Questionnaires are used to aid in the annual review assessment. The questionnaires will be completed as follows: 1. Doctoral student completes a self-assessment. 2. Instructors complete a questionnaire regarding the conceptual/research abilities of student. 3. Graduate Faculty members who are working with the student on research projects complete a questionnaire assessing the student’s contributions to the project(s). 4. The Graduate Faculty will complete an overall assessment for each student taking into account information from the above reviews. All completed questionnaires are forwarded to the student’s Primary Faculty Advisor who meets with the student to discuss the questionnaire information and perform an annual review.

X. Placement Upon Completion
Recent graduates of our program have taken jobs at Ohio University, UT-Arlington, Illinois State, University of North Dakota, Drake University, Texas Christian University, University of St. Louis, University of New Mexico, and James Madison University. Most students “go to market” during the Academy of Management meeting between their third and fourth year. Students must have completed their dissertation proposal prior to the Academy meeting held in the year that they are on the job market. Interviews at the Academy meeting may last 30 minutes and may be followed with an invitation to visit a school. Having publications will increase a candidate’s chances of getting good interviews and good job offers.

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Appendix 1. Optional Handout -- Critical Thinking Checklist for Ph.D. Students
Activity/ Competence Core Comprehensive Exam Preparation Directed Studies Dissertation Specialty Field Paper Research Assistantships Reviewing (Journal & Conference) Seminars: core required Seminars: other conceptual Seminars: statistics and methods Submissions for Publication Teaching YEAR 1 Knowledge √ Comprehension Application Analysis Synthesis Evaluation

√ √ √ √ √ √ YEAR 2 Knowledge

√ √ √ √ √

√

√

Activity/ Competence Core Comprehensive Exam Directed Studies Dissertation Specialty Research Assistantships Reviewing (Journal/Conference) Seminars: core required Seminars: other conceptual Seminars: statistics and methods Submissions for Publication Teaching Key to boxes: Primary focus during year Competency achieved Competency in future

Comprehension √ √ √ √ √

Application √

Analysis √

Synthesis

Evaluation

√

√

√ √ √

√

√

√ √ √ √ √ √ √

√ √ √ √ √ √ √

√ √ √ √ √ √ √

√

NOTE: This Appendix is designed to serve as a tool to aid in the development of the critically thinking skills required of research scholars. It is not intended to be restrictive to either the students or the faculty. While recognizing that students enter a doctoral program at different levels of knowledge acquisition and progress at different rates, the specific knowledge content and skills may vary by individual. The mix of skills developed within program components may likewise vary.

Appendix 1 (Continued): Critical Thinking Checklist for Ph.D. Students Activity/ Competence Core Comprehensive Exam Directed Studies Dissertation Specialty Field Paper Research Assistantships Reviewing (Journal & Conference) Seminars: core required Seminars: other conceptual Seminars: statistics and methods Submissions for Publication Teaching YEAR 3 Knowledge Comprehension Application √ √ √ Analysis √ √ √ √ √ Synthesis √ √ √ √ Evaluation √ √ √ √

√ √

√ √

√

√

√ √

√ √ √

√ √

√

Activity/ Competence Core Comprehensive Exam Directed Studies Dissertation Specialty Field Paper Research Assistantships Reviewing (Journal & Conference) Seminars: core required Seminars: other conceptual Seminars: statistics and methods Submissions for Publication Teaching Key to boxes: Primary focus during year Competency achieved Competency in future

YEAR 4 Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

√ √ √

√ √ √

√ √ √ √

√

√ √

√ √

√ √

√

NOTE: This Appendix is designed to serve as a tool to aid in the development of the critically thinking skills required of research scholars. It is not intended to be restrictive to either the students or the faculty. While recognizing that students enter a doctoral program at different levels of knowledge acquisition and progress at different rates, the specific knowledge content and skills may vary by individual. The mix of skills developed within program components may likewise vary.

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Appendix 2: Overview of Requirements
Management Doctoral Program Curriculum I. Overview of RCOB Ph.D. Program A. Pre-Ph.D.: Leveling courses i. Calculus Requirement or exam ii. Linear Algebra Requirement or exam B. RCOB 60 hour program i. BA 5395: Practicum in Higher Ed (3 hours) ii. Doctoral Core = 9 hours 1. ISQS 5347: Advanced Statistical Methods 2. MGT 6315: Organization Economics 3. ECO 5311 or ECO 5312 or an upper division undergraduate economics class with approval of the Doctoral Program Advisor iii. Doctoral Major = 18-21 hours iv. First Support Field = 9-12 hours v. Electives (from Masters program or other) = whatever necessary to get to 60 hour total II. MGT Doctoral Course Requirements A. Revisions accepted October 2, 2006 by MGT Graduate Faculty B. Summary of revised course requirements i. Revised curriculum is summarized in Appendix 2 C. Behavioral science research methods as the first support field i. Includes: 1. ISQS 5349 Regression (or equivalent) 2. MKT 5355 Research Methods I (or equivalent) 3. MKT 6355 Theory Testing (or equivalent) ii. Students desiring a marketing substantive (in additional to methodological support field) will take substantive Marketing courses as separate electives iii. Students needing psychology (or alterative) research methods will take other research methods as the second support field to be examined by appropriate department outside of RCOB D. Three doctoral seminars as core requirements in Management major: i. Core courses: 1. MGT 6375: Advanced Organizational Behavior 2. MGT 6392: Advanced Organization Theory 3. MGT 6395: Advanced Strategic Management ii. Students will be responsible to have the necessary background for these core doctoral courses iii. Students will have the consent of the instructor prior to enrolling in these courses E. Of the 12 additional hours of Management coursework necessary to complete 21 hours in the major:

i. Three hours should be a graded BA 7000 (directed readings/research) with the student’s faculty advisor ii. Additional graduate courses (12 hours) from the list below 1. MGT 5306 Medical aspects of Health Organization Management 2. MGT 5307 Ambulatory Health Organization Management 3. MGT 5308 Health Organization Management 4. MGT 5309 Contemporary Issues in HOM 5. MGT 5372 Leadership and Ethics 6. MGT 5373 Developing Entrepreneurship Skills 7. MGT 5377 Personnel Administration 8. MGT 5384 International Business and Multi-National Strategy 9. MGT 5385 Organizational Change 10. MGT 5391 Business Policy 11. MGT 6381 Seminar in Advanced Management Topics (may be repeated on other topics) 12. MGT 6385 Organizational Diagnosis, Assessment and Design F. Continuous Enrollment in the Research Methods Colloquium (MGT 6380) III. To further enhance the quality of the doctoral education in Management A. Faculty will provide enrichment for doctoral students in masters courses where possible B. Student socialization and specialization will be encouraged through interaction with graduate faculty in: i. Directing reading tutorial courses (BA 7000 – graded, or BA 8000, ungraded) ii. Research practica tutorial courses (BA 7000 – graded, or BA 8000, ungraded)

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Appendix 3: Design of PhD in Management
(Approved by MGT Graduate Faculty (xx/yy/2006)

RAWLS COLLEGE OF BUSINESS COURSE REQUIREMENTS
Pre-PhD BA 4395 Practicum in Higher Ed ISQS 5347 Advanced Statistics Pre-PhD Program Coursework: Leveling Courses and/or Masters Degree ECO 5311 Advanced Macroeconomic OR ECO 5312 Microeconomic Analysis (or an approved Upper Division UG ECO class) ISQS 5349 Regression (or Equivalent) MGT 6315 Organizational Economics MATH 1331 Introductory Mathematical Analysis (or Exam) MATH 2360 Linear Algebra (or Exam)

Required Doctoral Core & Math

First Support Field: 9-12 Hours (Masters or PhD Courses) Optional Second Support Field 9-12 Hours (Masters of PhD Courses)

Field Required for MGT Majors: Behavioral Science Research Methods

MKT 5355 Research Methods I (or Equivalent)

MKT 6355 Research Methods II (or Equivalent)

Option Most Used in RCOB: Courses Approved from Student’s Masters Program, e.g., from MBA “Quantitative Analysis” or from Other Masters such as Public Administration or Psychology

Other Option: 3-4 Related New (or Mixed) Courses with Adviser’s Approval (e.g., Entrepreneurship, Health Organization Management, Organizational Behavior and Leadership, Organization Studies)

MANAGEMENT MAJOR COURSE REQUIREMENTS
Core required Doctoral Seminars Management Specialization Courses MGT 6375 Advanced Organization Behavior MGT 6392 Advanced Organization Theory MGT 6395 Advanced Strategic Management

Required: Three other Management Graduate Courses Selected with Approval of Adviser plus One graded BA 7000 (Directed readings/research) with student’s Faculty Adviser BA 7000 (For course grade), otherwise BA 8000

Specialization Tutorials (Directed Readings) Specialization Tutorials (Research Practica) Student/Faculty Colloquium

BA 7000 (For course grade), otherwise BA 8000

MGT 6380 Colloquium in Management Research (Provides Ongoing Support to Management Core, Research Philosophy and Design, and All Specializations)

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Appendix 4: Graduate Faculty in Management
Name John Blair, Ph.D. From University of Michigan Research Interests Organizational studies, military organization, and health organization management Business policy and organization studies Entrepreneurship, cognition and decision making, technology transfer and managing growth Leader/follower relationships, transformational and visionary leadership, creativity, virtual teams, and research methods Health organization management, strategic management, organizational learning, and information systems Leadership, business ethics, social influence processes Organization theory, organization change, organizational culture, organizational aesthetics, abductive inquiry, and qualitative methods Organizational behavior, experiential learning, organizational development and change, ethics Leadership, organizational studies and sociology of science as related to management Human resource management and organizational behavior

Kim Boal, Ph.D. Keith Brigham, Ph.D.

University of WisconsinMadison University of Colorado

Claudia Cogliser, Ph.D.

University of Miami

Eric Ford, Ph.D.

University of AlabamaBirmingham

Bill Gardner, DBA Hans Hansen, Ph.D.

Florida State University University of Kansas

Duane Hoover, Ph.D.

Washington University, St. Louis University of Illinois

Jerry Hunt, Ph.D.

Linda Krefting, Ph.D.

University of Minnesota

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Name Tom Lumpkin, Ph.D.

From University of Texas Arlington

Barry Macy, Ph.D.

Ohio State University

Ronald Mitchell, Ph.D.

University of Utah

Tim Nix, Ph.D.

Texas Tech University

G. Tyge Payne, Ph.D.

Texas Tech University

Robert Phillips, Ph.D.

Ohio State University

Jeremy Short, Ph.D.

Louisiana State University

Ritch Sorenson, Ph.D.

Purdue University

Research Interests Opportunity recognition, corporate entrepreneurship and strategic renewal, organization creation and firm emergence, and family business Organizational effectiveness, organizational transformation change and work design and redesign, and health organization management Entrepreneurial cognition, global entrepreneurship, development of transaction cognition theory, and stakeholder theory Health organization management, strategic management, management history Health organization management, strategic decisionmaking and cognition, interorganizational relationships, organization-environment fit/misfit, corporate entrepreneurship, venture capitalism Organizational studies, personnel/human resources management, military organization and health organization management Strategic management, multilevel determinants of firm performance, strategic groups, strategic decision processes, research methods, and entrepreneurship. Organizational studies, organizational communication, leadership and conflict management

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Name Chris Quinn Trank, Ph.D.

From University of Iowa

Bill Wan, Ph.D.

Texas A&M University

Research Interests Organization theory, rhetorical theory and methods, and management education. Strategic management, product and international diversification, and international corporate governance and family ownership

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Appendix 5: Area of Management Course Descriptions
(From the Office of Official Publications website, October 2005) 5192. Global Management Strategies (1:1:0). Corequisite: MGT 5391. Study of global strategy formulation and implementation. 5306. HOM I: Medical Aspects (3:3:0). Prerequisite: Consent of instructor. Focuses on the implications for the management of health care organizations of medical issues such as the natural history of disease, epidemiology and health policies. (HOM 5306) 5307. HOM II: Managed Care Organizations (3:3:0). Prerequisite: MGT 5306 or consent of instructor. Examines fundamental and contemporary issues in the organization and management of managed health care organizations. 5308. HOM III: Medical Groups and Ambulatory Care (3:3:0). Prerequisite: MGT 5307 or consent of instructor. An organization-based view of the health care system emphasizing the provision of health care to populations via medical group practices and ambulatory care organization. 5309. HOM IV: Current Aspects in Healthcare (3:3:0). Prerequisite: MGT 5308 or consent of instructor. Analyzes and evaluates selected contemporary problems, issues, and trends in healthcare management. 5371. Managing Organizational Behavior and Organizational Design (3). Examines management of individual, interpersonal, group and intergroup relations, organizational design, and the organization's role in a rapidly changing environmental and global context. 5372. Leadership and Team-Building Skills (3:3:1). Prerequisite: MGT 5371. Emphasizes cognitive, skill, and experiential-practicum learning applied to ongoing leadership and organizational problems. 5373. Entrepreneurship (3:3:0). Prerequisite: MGT 5376, ACCT 5401, and MKT 5360 or consent of instructor. Introduces concepts and skills associated with wealth creation. Examines managerial processes and strategies in emerging, growing, and revitalizing firms. 5374. Negotiation and Conflict Management Skills (3:3:1). Prerequisite: Consent of instructor. Emphasizes negotiation skills and strategy development for managing organizational stakeholders. 5375. Organization Theory (3:3:0). Prerequisite: MGT 5371. A study of basic organization theory concepts and application of these concepts to the analysis and structure of organizations. 5377. Human Resource Management (3:3:0). Prerequisite: MGT 5371. Examination of the principles and methodology of personnel administration with emphasis on manpower planning, selection, development, and evaluation.

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5378. Managing the Entrepreneurial Family Business (3:3:0). Prerequisite: MGT 5371. Management and business issues involved in running family firms. Emphasis is on entrepreneurial family firms. 5379. Global Entrepreneurship (3:3:0). Prerequisite: MGT 5371. Exploration of organization and management issues in global enterprise. 5381. Managing Innovation and Change (3:3:0). Prerequisite: MGT 5371. This course focuses on understanding organization innovation and change and applying this knowledge to managing innovation and change processes. 5382. Internship in Management (3). This course permits students to enhance their knowledge within their field of specialization through application of concepts, principles, and techniques learned in the classroom. 5384. International Management (3:3:0). Prerequisite: MGT 5371. Comparative analysis of domestic, international, and multinational business operations, and the significance for organization and management. 5391. Strategic and Global Management (3:3:0). Prerequisite: Completion of core and tool courses in M.B.A. or M.S.A. program. Global and local strategy formulation and implementation of corporate, business, ad functional strategies. MBA/MSA capstone course. 5476. Executive Skills (4:2:4). Prerequisite: Admission to the MBA program. Develop selfawareness of personal attributes and goals, enhance personal development, and impart skills needed to function as future executives. 6305. Individual Study in Management (3). Prerequisite: Consent of instructor. Directed individual study of advanced management topics varying with the need of each student. May be repeated for credit. 6315. Current Management Issues (3:). Prerequisite: Consent of instructor. Study and integration of current management issues. May be repeated for credit. 6375. Advanced Organization Behavior (3:3:0). Prerequisite: Doctoral student status or consent of instructor. A seminar which explores research and conceptual foundations of behavioral science and the role and contributions of microorganizational concepts in organization design and functioning. 6380. Colloquium in Management Research (3:3:0). Prerequisite: Doctoral standing. Study of problems related to management for the individual student. Studies in selected areas of management research. May be repeated for credit. 6381. Seminar in Advanced Management Topics (3). Organized seminar on specific advanced management topics in the areas of management of strategy, organizational studies, personnel and human resources management, or international business. May be repeated for credit.

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6392. Advanced Organization Theory (3:3:0). Prerequisite: Doctoral student status or consent of instructor. A seminar which explores the fundamental macro theories and concepts of organization design and functioning. 6395. Advanced Strategic Management (3:3:0). Prerequisite: Doctoral student status or consent of instructor. A seminar which systematically examines the theoretical and empirical research literature on strategic management content and process.

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