phd programs organizational psychology

• Best Online Ph.D. In Organizational Psychology Programs

Best Online Ph.D. In Organizational Psychology Programs Of 2024

Updated: Mar 26, 2024, 4:14pm

Industrial-organizational (I/O) psychology applies psychological principles to human problems in business and the workplace. Industrial-organizational psychologists help workers perform their best while also prioritizing their well-being.

Organizational psychology looks particularly at human behavior as part of a company or an organization. Organizational psychologists examine the roles of teamwork, leadership and drive within a company’s workforce.

A Ph.D. is the terminal degree in organizational psychology, and psychologists who want to become board-certified through the American Board of Organizational and Business Consulting Psychology must earn a doctoral degree.

We’ve ranked four of the most reputable U.S. colleges offering online Ph.D.s in organizational psychology. Read on to learn about each of them.

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Our Methodology

We ranked four accredited, nonprofit colleges offering online Ph.D. programs in organizational psychology in the U.S. using 14 data points in the categories of student experience, credibility, student outcomes and affordability. We pulled data for these categories from reliable resources such as the Integrated Postsecondary Education Data System ; private, third-party data sources; and individual school and program websites.

Data is accurate as of February 2024. Note that because online doctorates are relatively uncommon, fewer schools meet our ranking standards at the doctoral level.

We scored schools based on the following metrics:

Student Experience:

• Student-to-faculty ratio
• Socioeconomic diversity
• Availability of online coursework
• Total number of graduate assistants
• Portion of graduate students enrolled in at least some distance education

Credibility:

• Fully accredited
• Programmatic accreditation status
• Nonprofit status

Student Outcomes:

• Overall graduation rate
• Median earnings 10 years after graduation

Affordability:

• In-state graduate student tuition and fees
• Alternative tuition plans offered
• Median federal student loan debt
• Student loan default rate

We listed all four schools in the U.S. that met our ranking criteria.

Find our full list of methodologies here .

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Best Online Ph.D. Programs in Organizational Psychology

Should you enroll in an online ph.d. in organizational psychology program, accreditation for online ph.d. programs in industrial organizational psychology, how to find the right online ph.d. in organizational psychology for you, frequently asked questions (faqs) about online doctorates in organizational psychology, liberty university, the chicago school at los angeles, keiser university-ft lauderdale, adler university.

Program Tuition Rate

$595/credit

Percentage of Grad Students Enrolled in Distance Education

Overall Graduation Rate

Located in Lynchburg, Virginia, Liberty University enrolls more than 135,000 students, 97% of whom take at least some distance learning courses. The university’s online Ph.D. program in industrial-organizational psychology requires 60 credits, does not include in-person requirements and features multiple start dates throughout the year.

Program courses last for eight weeks each and cover the teaching of psychology and organizational behavior and development. Military students receive a significant tuition discount.

• Our Flexibility Rating: Learn on your schedule
• School Type: Private
• Application Fee: $50
• Degree Credit Requirements: 60 credits
• Program Enrollment Options: Full-time
• Example Major-Specific Courses: Teaching of psychology; organizational behavior and development
• Concentrations Available: N/A
• In-Person Requirements: No

$1,703/credit

Based out of Chicago with additional campuses in Los Angeles, Washington, D.C., and online, the Chicago School offers an online Ph.D. in business psychology with an industrial and organizational track. Bachelor’s degree holders in the program must complete 97 credits to graduate, while master’s degree holders must complete 61 credits.

The program includes an in-person residency requirement and an opportunity to complete an applied research project. The program takes three years to complete for master’s degree holders and five years to complete for students with bachelor’s degrees.

• Degree Credit Requirements: 61 credits (post-master’s) or 97 credits (post-bachelor’s)
• Example Major-Specific Courses: Statistics and lab; social psychology/behavioral economics
• In-Person Requirements: Yes, for an in-person residency

$15,856/semeste

Located in Fort Lauderdale, Florida, Keiser University features an online Ph.D. in industrial-organizational psychology that usually takes three to four years to complete. Classes last eight weeks, and Keiser delivers most online coursework asynchronously. Notable courses in the program’s 60-credit curriculum include personnel psychology and organizational psychology.

Distance learners must visit campus to complete two on-campus residencies over the course of their degree. Students can enter the program with a relevant bachelor’s or master’s degree.

• Application Fee: $55
• Example Major-Specific Courses: Personnel psychology, organizational psychology
• In-Person Requirements: Yes, for on-campus residencies

$924/credit

Based in Chicago with a satellite campus in Vancouver, British Columbia, Adler University also delivers several online programs, including a Ph.D. in industrial and organizational psychology. Post-bachelor’s students must complete 66 credits to graduate, which takes around three years.

One of the program’s main draws is its social justice practicum, during which online students dedicate eight to 10 hours per week for 200 total hours to a specific community site. Learners may complete the practicum in person or online.

• Our Flexibility Rating: Learn around your 9-to-5
• Application Fee: Free
• Degree Credit Requirements: 66 credits
• Example Major-Specific Courses: Statistics, social justice practicum

Pursuing any online degree, especially one as rigorous as a Ph.D., is a large undertaking, and distance learning may not suit all students. To determine if online college is for you, ask yourself a few key questions:

• What are your other commitments? Flexibility is arguably the main draw of online learning. If you’re juggling large responsibilities outside of school, you may want to prioritize asynchronous online programs, which do not have scheduled class times and offer maximum scheduling flexibility.
• What’s your budget? Distance learners often avoid certain costs associated with on-campus learning, including housing and transportation. Moreover, some public universities allow students who enroll only in online coursework to pay in-state or otherwise discounted tuition rates.
• How do you learn best? While online learning is generally more flexible and affordable than on-campus learning, it isn’t the right fit for everyone. Distance learning requires a great deal of discipline, organization and time management. If you need additional structure, perhaps in the form of a classroom or an in-person cohort, on-campus learning might provide a better fit.

There are two key types of college accreditation : institutional and programmatic.

Institutional accreditation applies to the whole school. The U.S. Department of Education (ED) and Council for Higher Education Accreditation (CHEA) oversee the agencies that handle institutional accreditation. These agencies vet schools for the quality of their finances, faculty, programs and student services, among other categories.

You should enroll only at institutionally accredited schools. Otherwise, you will be ineligible for federal student aid, and employers and credentialing bodies may not recognize your degree as valid. To check a school’s accreditation status, you can visit its website or check the directory on CHEA’s website .

Programmatic accreditation provides a similar vetting service for specific degree programs and departments. In psychology, keep an eye out for accreditation from the American Psychological Association (APA). To become a board-certified organizational psychologist in the U.S., you’ll need an APA-accredited doctorate.

Keep the following in mind as you survey your options for online organizational psychology doctoral programs.

Consider Your Future Goals

A Ph.D. in organizational psychology can lead to lucrative careers with high levels of responsibility in academia, research, management consulting, policy and human resources, among other fields. That said, every program is different, and it’s important to choose the option that best aligns with your goals and circumstances.

For example, consider each prospective program’s dissertation and field experience requirements. If you’re looking to pursue an academic career after earning your doctorate, you should complete a dissertation, which can give you research experience and help you get published. Alternatively, field experience can also prepare you for work in your area of interest, whether that’s consulting, policy or human resources.

If you want to become a board-certified industrial-organizational psychologist, you can earn that credential through the American Board of Organizational and Business Consulting Psychology after you finish your doctoral program.

Understand Your Expenses and Financing Options

Per-credit tuition rates for the qualifying programs in our guide range from $595 to $1,703. Credit requirements vary from around 60 (for master’s degree holders) to 90 (for bachelor’s graduates). As such, total tuition costs for the programs in our guide range from around $36,000 to $150,000.

To lower the cost of your education, you should fill out the Free Application for Federal Student Aid (FAFSA®). The FAFSA is your portal to federal student aid opportunities like loans, grants and scholarships. You can also seek aid through third parties like nonprofits, private organizations, private lenders and your future university.

On-campus Ph.D. programs sometimes provide stipends to graduate students who work as teaching assistants for undergraduate courses or assist professors with research. However, these opportunities aren’t always available to distance learners.

Is a Ph.D. in organizational psychology worth it?

It depends on your goals and circumstances. If you want to become board-certified as an organizational psychologist or pursue high-level roles in consulting or academia, a Ph.D. in the field is often worth it.

Is it possible to get a Ph.D. in psychology online?

Yes. We’ve ranked four qualifying schools that offer online Ph.D. programs in organizational psychology.

How long does a Ph.D. in industrial organizational psychology take?

Master’s degree holders can often finish a Ph.D. in industrial-organizational psychology in three years, while bachelor’s degree holders may need up to five years to finish. Dissertation requirements can also affect completion times.

Mikeie Reiland is a writer who has written features for Oxford American, Bitter Southerner, Gravy, and SB Nation, among other publications. He received a James Beard nomination for a feature he wrote in 2023.

Top 10 PhD in industrial organizational psychology Programs

Welcome to our ranking of the Top 10 PhD programs in industrial organizational psychology .

The field of industrial and organizational psychology takes an in-depth look at human behavior in the workplace. I/O psychologists are an asset to any organization in today’s competitive business environment. Doctoral level psychologists have advanced training in areas like human performance and human factors and job analysis. They are able to address issues in areas like training and development, recruitment, and workplace motivation. Industrial/organizational psychology is a great fit for psychologists who want to help teams succeed and organizations achieve their business goals.

Featured Schools

Methodology.

We created this ranking of the top industrial organizational psychology PhD programs to showcase some of the best IO psych PhD programs in the country. We used information from the National Center for Education Statistics College Navigator to identify accredited colleges offering a doctoral degree in Industrial-Organizational Psychology. We narrowed our focus to programs offering a well rounded curriculum based on the scientist-practitioner approach which prepares graduates for a variety of different career settings. All programs require a dissertation and research experience which provide students with the necessary training and skill development to be successful in the field. We then applied our ranking criteria using the average graduate tuition rate (realizing it may differ for PhD programs) and student to faculty ratio.

Ranking: Top 10 IO Psychology PhD programs

Average Graduate Tuition

• Less than $10,000 per year= 5 Points
• $10,000 to $15,000 per year= 4 Points
• $15,001 to $20,000 per year= 3 Points
• $20,001 to $25,000 per year= 2 Points
• Greater than $25,001 per year= 1 Point

Student to Faculty Ratio

• 12:1 or less= 5 Points
• 13:1 to 15:1= 3 Points
• Greater than 15:1= 1 Point

10. DePaul University – Chicago, Illinois

Industrial organizational psychology ma/phd.

More Information

Student to Faculty Ratio: 17:1 Average Graduate Tuition: $17,951/year Points: 4 The College of Science and Health at DePaul University features an industrial organizational psychology MA/PhD program. Students can tailor the program to meet their professional goals by choosing a secondary specialization in:

• communication
• women’s and gender studies

Students are engaged in forward-thinking research that helps prepare them for successful careers. 100% of I/O psychology graduates from DePaul were employed or pursuing other goals within six months of graduation.

9. University of Illinois at Urbana-Champaign – Champaign, Illinois

Phd in industrial-organizational psychology.

Student to Faculty Ratio: 21:1 Average Graduate Tuition: $14,635/year in-state and $27,674/year out-of-state Points: 5 The Department of Psychology at the University of Illinois offers a top doctorate in organizational psychology that prepares students for research and to apply theory to organizations around the world. Students will participate in research tackling tough challenges like:

• hiring/personnel selection
• race gaps in HR
• effects of job loss

The curriculum covers the breadth of I/O psychology and general psychology through coursework with faculty and the depth of the field with an individualized program of study created by the student and their advisor. Program alumni include prominent I/O psychologists and journal editors.

8. CUNY Bernard M Baruch College – New York, New York

Doctoral program in industrial organizational psychology.

Student to Faculty Ratio: 20:1 Average Graduate Tuition: $11,090/year in-state and $20,520/year out-of-state Points: 5 The City University of New York Baruch College is a regionally accredited institution offering a top doctoral program in industrial organizational psychology. The program supports a collaborative culture of faculty and student support in research excellence. Diversity is a core value, emphasized by student and faculty research in areas like demographic diversity and LGBTQ issues in the workplace. The program attracts some of the top talents in the field and faculty are widely recognized for their contributions to I/O psychology. Graduates are ready for a wide variety of career paths in academic and consulting settings.

7. Clemson University – Clemson, South Carolina

Industrial organizational psychology phd.

Student to Faculty Ratio: 16:1 Average Graduate Tuition: $10,600/year in-state and $22,050/year out-of-state Points: 5 The top organizational psychology doctorate program from Clemson University follows the scientist-practitioner model and follows the doctoral program guidelines set by the SIOP. Students gain experience in quantitative research techniques and design and in solving complex organizational issues. Students complete dissertation research and internships to gain professional experience. The program is designed to be completed in four or five years.

6. Columbia University in the City of New York – New York, New York

Doctor of philosophy in social-organizational psychology.

Student to Faculty Ratio: 6:1 Average Graduate Tuition: $50,496/year Points: 6 The Teachers College at Columbia University offers a top PhD in social-organizational psychology for students interested in research, practice, or scholarship. The program is designed for full-time graduate students. A unique aspect of the program is the theoretical, research, and applied focus that allows students to study organizations from a variety of perspectives. Both quantitative and qualitative research methods are used to tackle complex issues. Most students can complete their degree in six or seven years of post-baccalaureate study.

5. University of Georgia – Athens, Georgia

The industrial organizational psychology doctoral program.

Student to Faculty Ratio: 17:1 Average Graduate Tuition: $8,878/year in-state and $25,186/year out-of-state Points: 6 The top industrial organizational doctorate degree at the University of Georgia is a highly customizable program. Students can choose to focus exclusively in the area of I/O psychology or complete a blended program that includes measurement and individual differences. Students will participate in research and select courses that align with their career goals. Professional experience opportunities are available through internships approved by the faculty. Graduates are ready to pursue exciting I/O psychology careers in settings like academia and government.

4. University of Houston – Houston, Texas

Phd industrial organizational psychology.

Student to Faculty Ratio: 21:1 Average Graduate Tuition: $8,713/year in-state and $17,857/year out-of-state Points: 6 The University of Houston offers the oldest and largest I/O psychology graduate program in the United States. Students produce high-quality research featured in peer-reviewed journals and at conferences. Courses include:

• Multilevel Modeling
• Personnel Psychology
• Statistics for Psychology

The program structure allows students to work with their advisors as well as other program faculty, including business school faculty and faculty at other universities. Students are trained to be academic faculty members and real-world practitioners through the scientists-practitioner model. Most students can complete their degree in four years.

3. Texas A&M University – College Station, Texas

Doctor of philosophy (phd) in industrial and organizational psychology.

Student to Faculty Ratio: 19:1 Average Graduate Tuition: $6,885/year in-state and $19,592/year out-of-state Points: 6 The industrial organizational psychology doctoral program at Texas A&M University prepares students to be scientists and practitioners. The program emphasizes academic research-based training, but graduates are also prepared to work in government agencies, consulting firms, and research organizations. Faculty are renown scholars in areas like performance appraisal, group processes, and workplace diversity. Students can complete the program in about five years of post-baccalaureate study.

2. Louisiana Tech University – Ruston, Louisiana

Industrial organizational psychology (phd).

Student to Faculty Ratio: 20:1 Average Graduate Tuition: $5,416/year in-state and $10,147/year out-of-state Points: 6 The College of Education at Louisiana Tech University features a top industrial organizational psychology PhD program rich with hands-on learning opportunities. Courses cover areas like:

• Job Analysis and Performance Appraisal
• Psychometrics
• Organizational Consulting

Students complete 84 semester hours of coursework, a dissertation, practicum training, and must pass a doctoral comprehensive examination. Students work on research and applied projects through the Applied Research for Organizational Solutions group. Most students take between three and four years of full-time post-baccalaureate study to complete the program.

1. Saint Louis University – Saint Louis, Missouri

Industrial and organizational psychology phd.

Student to Faculty Ratio: 9:1 Average Graduate Tuition: $21,960/year Points: 7 Our top choice for a PhD in industrial organizational psychology is offered by Saint Louis University. Saint Louis University features the oldest psychology department at a Jesuit university, offering courses in psychology for over 100 years. This top I/O psychology PhD program covers areas like:

• Occupational health
• Systems and process consultation

Students are involved in supervised research and professional experience while gain competence in research and organizational consultation. Graduates are employed at top organizations like Nike, the US Secret Service, and Pfizer.

Should I Obtain My Masters or PhD in Organizational Psychology?

As a student begins to plan for their ultimate careers in the field of IO psychology, the decision should be made as to how much education is desired, a master’s degree or a doctorate. Typically speaking, in a master’s program, the student is training to be an IO professional.  An IO professional will consider how to apply the principles of IO psychology to solve specific organizational problems. Simply speaking, IO professionals are trained to help organizations; IO professionals practice IO psychology.

In a PhD organizational psychology program, students are training to become an IO scholar.  An IO scholar will do the same tasks as the IO professional, but will also use those experiences to advance our general understanding of IO through research. For students that would like to teach at a collegiate level, the only suitable degree is a PhD. Ultimately, IO scholars are trained to advance organizational science, helping organizations along the way; IO scholars conduct research.

In practice, this means that an I/O psychology PhD will generally be making the big decisions, while the IOs with Master’s degree will aid with implementation or conduct background research.

A student should decide if he or she wants to pursue a terminal master’s or continue on to a PhD as early as is possible in his or her educational career.  This will help the student tailor his or her coursework through the undergraduate and graduate years specifically to the degree and future job prospects that he or she desires.

Job Descriptions for I/O Psychologists

According to a 2014 report by the U.S. Department of Labor Bureau of Labor Statistics, positions in industrial and organizational psychology are expected to increase by 53.4% from 2012 to 2022, placing trained I/O professionals in high demand. I/O psychology is still fairly uncommon in the grand scheme of psychologists, but the number of practitioners continues to rise exponentially.

I/O practitioners typically find employment in a number of areas including:

• public and private industries
• educational institutions
• government agencies

Because the skills they possess are so varied, it is sometimes difficult to enumerate the jobs that an IO psychologist could successfully fill.  One obvious area where IO psychologists thrive is in human resources. Typically, these types of jobs include working directly with employees in such areas as:

• employee training and development
• employee relations
• employee compensation and benefit negotiations

Many times, the human resource skills brought to the table by IO psychologists make for solid general managers, as well.  Another area where IO psychologists thrive is in government.  Those with an advanced degree in social (industrial organizational) psychology are especially adept in labor law, affirmative action cases and policy, and union relations. Finally, many industrial organizational psychologists, especially at the PhD level, find their home in the area of research.  Studying such areas of business such as personnel selection, work motivation, talent development, and organizational change can make monumental improvements in the working lives of millions of people.

Additional job titles held by Industrial Organizational professionals are: HR Practice Leader * Behavioral Analyst * Behavioral Scientist * Talent Management Specialist * HR Organizational Development Specialist * Executive Coach * Career Coach * Leadership Coach * Employment Testing Professional * Testing Specialist * Tests and Measurement Specialist * Assessment and Selection Specialist * Employment Law Expert * Research Analyst * Organizational Development * Organization Effectiveness * Organizational Capability * Talent Management * Management Development * Workforce Insights * Human Resources * Human Resources Research * Employee Relations * Training and Development * Professional Development * Leadership Development * Selection Systems * Evaluation & Assessment * Testing Programs * Leadership Research * Assessment * Applied Behavioral Research * Optimization * Managing * Leadership * Learning & Performance * Career Planning

Related Resources:

• 30 Great Scholarships, Grants & Awards for Industrial-Organizational Psychology
• Top 10 Most Affordable Online Master’s in Industrial-Organizational Psychology
• Top 9 Ph.D. in Industrial-Organizational Psychology Online
• Top 10 Master’s in Industrial-Organizational Psychology Online
• 10 Most Affordable Top-Ranked Master’s in Industrial-Organizational Psychology
• Top 10 Bachelor’s in Industrial-Organizational Psychology 
• Top 25 Campus Based Industrial-Organizational Psychology Master’s Degree Programs
• Top 15 Industrial/Organizational Certificate Programs
• Neoacademic.com
• Society for Industrial and Organizational Psychology
• U.S. Department of Labor Bureau of Labor Statistics
• College Websites

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• Organizational Behavior

In the field of organizational behavior we research fundamental questions about the behavior of individuals, groups and organizations, from both psychological and sociological perspectives.

A distinguishing feature of Stanford’s PhD Program in organizational behavior is the broad interdisciplinary training it provides. Our students benefit from their interactions with scholars from many disciplines within the Graduate School of Business, as well as from Stanford University’s long-standing strength in the study of psychology, organizations, and economic sociology.  The program is broken down into two broad subareas: Macro Organizational Behavior and Micro Organizational Behavior .

Cross-registration in courses, access to faculty, and participation in colloquia are available in other Stanford departments, such as sociology and psychology . Strong relations with these departments mean that students can build their careers on the foundation of strong disciplinary training in psychology and sociology, respectively.

A small number of students are accepted into the program each year, with a total of about 20 organizational behavior students in residence.

The doctoral program places a heavy emphasis on training students through active engagement in the process of doing research. In addition to formal seminars with invited presenters, our faculty and students exchange research ideas and advice at informal weekly lunches and lab meetings. Students work as research assistants and are expected to conduct independent research early in the program. 

Preparation and Qualifications

All students are required to have, or to obtain during their first year, mathematical skills at the level of one course each of calculus and linear algebra, probability, and mathematical statistics.

Macro Organizational Behavior: Organizational Theory and Economic Sociology

The Macro OB track is dedicated to training students who will be leading researchers in the fields of organizational theory and economic sociology. Our faculty members are among the foremost scholars who bring a sociological approach to the study of organizations and markets , and they are especially active in the fast-developing field of computational social science. They use and teach a variety of research methods such as social network analysis, natural language processing, agent-based modeling, and online group experiments.

Our area has trained students to study a range of topics:

• Organizational culture and its dynamics
• The dynamics of change in organizations
• Social networks and the diffusion of ideas or beliefs within them
• The role of identity and categories in organizational processes
• Social movements and their influence on firms and markets
• Firm strategies and the effects of long-run histories of strategic interaction
• Organizational learning processes
• Entrepreneurship and firm formation processes
• The impact of workforce demographic change and labor market inequality

Micro Organizational Behavior

The study of how individuals and groups affect and are affected by organizational context. Drawing primarily on psychological approaches to social science questions, this area includes such topics as:

• Decision-making
• Moral judgment
• Social norms
• Negotiation and bargaining
• Cooperation and altruism
• Group processes
• Stereotyping and injustice
• Personality
• Power, status and influence

There is also a formal institutional link between the behavioral side of marketing and the micro side of organizational behavior, which is called the Behavioral Interest Group. The Stanford GSB Behavioral Lab links members of this group. This lab supports work across field boundaries among those with behavioral interests.

Macro Organizational Behavior Faculty

William p. barnett, robert a. burgelman, glenn r. carroll, julien clement, amir goldberg, helena miton, hayagreeva rao, sarah a. soule, jesper b. sørensen, micro organizational behavior faculty, justin m. berg, jennifer eberhardt, francis j. flynn, michele j. gelfand, deborah h. gruenfeld, michal kosinski, brian s. lowery, ashley martin, david melnikoff, dale t. miller, benoît monin, jeffrey pfeffer, charles a. o’reilly, emeriti faculty, michael t. hannan, roderick m. kramer, joanne martin, margaret ann neale, jerry i. porras, recent publications in organizational behavior, organizational culture archetypes and firm performance, secrets at work, a future for organizational diversity training: mobilizing diversity science to improve effectiveness, recent insights by stanford business, a little “humorbragging” could help you land your next job, office confidential: keeping secrets at work can be a lonely job, your summer 2024 podcast playlist.

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Tepper School of Business

Ph.D. Program in Organizational Behavior and Theory

Interdisciplinary approach & methodological rigor.

Understanding human behavior in organizations and solving problems requires the integration of a variety of social science and related disciplines. A distinguishing feature of the Tepper School's OBT Ph.D. program is the broad interdisciplinary training it provides across an array of areas (e.g., psychology, sociology, economics, strategy, and computer and data science). Not only do OBT doctoral students interact with other students and faculty within the Tepper School of Business, through cross-registration in courses and participation in colloquia, OBT doctoral students also have opportunities to interact with students and faculty in departments such as Engineering and Public Policy, Human-Computer Interaction, Social and Decision Sciences, Psychology and a variety of departments at the University of Pittsburgh. A cornerstone of the OBT Ph.D. program is its methodological training and rigor. From computer science courses in machine learning and AI to courses in advanced statistical methods, students develop a deep understanding of analytical methods and tools.

Collaborative Culture

A small number of students are accepted into the group each year, with a total of about 10 OBT doctoral students in residence. Student-faculty relationships are close, which permits the tailoring of the program of study to fit the background and career goals of the individual.

Course of Study

Our program emphasizes preparation for careers in scholarly research, and graduates of the program usually pursue careers in academic or research institutions. During their course of study, students have the opportunity to engage with faculty in doctoral seminars and joint research, meet with visiting scholars, and interact with other faculty and students across campus. We prepare our graduates to be competitive on the academic job market by getting them involved in research from Day 1.  Program requirements include the successful completion of two research-based papers in the first and second years of the program, qualifying exams, a “minor” area requirement and a doctoral dissertation.  

Research Specializations

Diversity, inclusion, and human capital.

Diversity is at the core of many important organizational problems and many of our OBT faculty make important contributions to the growing knowledge base on diversity and its impact on individual, group, and organizational outcomes.

FACULTY RESEARCH INTERESTS

• Rosalind Chow: gender and promotion processes
• Oliver Hahl: gender, race, and cultural capital effects on supply and demand for human capital in markets (i.e., hiring and career outcomes)
• Denise Rousseau: the employment relationship, evidence-based management
• Catherine Shea: gender issues in management, advice seeking, interpersonal dynamics
• Laurie Weingart: gender and non-promotable tasks in the workplace, gender and negotiation, interdisciplinary teams
• Anita Williams Woolley: gender diversity, cognitive diversity and team collective intelligence

Ethics and Justice

Unethical and unjust behaviors are costly to organizations and society. The OBT group in the Tepper School has three members with expertise in the areas of business ethics and social justice (Aven, Chow, and Cohen). The Tepper School is also home to ethics scholar Tae Wan Kim, whose research takes philosophical perspectives on business ethics.

• Brandy Aven: relational attributes of fraud and corruption
• Rosalind Chow: perceptions of and responses to social inequality
• Taya Cohen: interpersonal misconduct, workplace deviance, moral character, guilt, shame, trust and trustworthiness
• Tae Wan Kim: artificial Intelligence ethics, future of work, business ethics

Groups and Teams

The OBT group in the Tepper School houses three scholars who are leaders in the areas of groups and teams (Argote, Weingart, and Woolley) and others whose work is directly relevant (Aven, Chow, Cohen, and Hahl). The Tepper School and Carnegie Mellon more broadly host several other faculty who work in this area (Carley, Kiesler, and Krackhardt). We regularly graduate students who conduct research on groups and teams.

• Linda Argote: learning, transactive memory and knowledge transfer within and between groups
• Brandy Aven: networked teams
• Rosalind Chow: power and status within/between groups, impacts of diversity on group functioning and performance
• Taya Cohen: cooperation and conflict within and between groups, pathways to status and leadership in groups
• Oliver Hahl: perceptions of status, authenticity and identity within/between groups
• Laurie Weingart: conflict in teams, multiparty negotiation, negotiation and group dynamics
• Anita Woolley: collective intelligence, team strategic orientation, team performance

Knowledge Transfer and Learning in a Technologically-Driven World

The OBT group in the Tepper School includes scholars whose work has been foundational to the field of organizational learning (Argote) and includes four other scholars who are substantially engaged in the growing body of work on knowledge transfer and learning (Aven, Hahl, Lee, and Woolley). Reflecting the Tepper School's focus on the intersection of business and technology, faculty research involves responses to rapid change, coordination of work distributed across time and place, organizational learning. Our work also connects to scholars working in related areas in Information Systems (Mukhopadhyay and Singh) and Economics (Epple) at the Tepper School, as well as researchers at Heinz (Krishnan), Engineering (Fuchs), and Computer Science (Carley, Dabbish, and Rose) at Carnegie Mellon, also conduct research relevant to learning.

• Linda Argote: transactive memory systems, knowledge transfer, organizational learning, the effects of technology on learning and knowledge transfer
• Brandy Aven: transactive memory systems, the effects of technology on networked systems for learning and knowledge transfer
• Oliver Hahl: learning and knowledge transfer, effect on firm performance
• Sunkee Lee: organizational learning, effect of the spatial design of workplaces and incentive systems on organizational learning, knowledge transfer, exploration vs. exploitation, learning from own and others’ experiences
• Anita Woolley: learning and collective intelligence in groups and organizations, increasing collective intelligence in human-computer systems

Networks and Organizations

Research on the formation and consequences of social networks in organizations and markets have become central to our understanding of how organizations and markets work. The OBT group in the Tepper School hosts four scholars who work on important areas related to the role of social networks in organizations (Argote, Aven, Hahl, and Shea). Researchers at Heinz (Krackhardt) and Computer Science (Carley) at Carnegie Mellon, also conduct research in areas that inform our knowledge of social networks as well as the methodologies employed to distinguish their antecedents and effects.

• Linda Argote: learning and knowledge transfer through social networks
• Brandy Aven: formation of social networks, persistence (or not) of social networks, learning and deviance within social networks, knowledge sharing in social networks
• Oliver Hahl: identity in social networks, perceptions of brokers in networks, organizational networks and individual performance
• David Krackhardt: social network analysis theories and methods, informal organizations
• Catherine Shea: social network cognition, network formation, experimental methods in social networks

Entrepreneurial and Organizational Strategy

The “Carnegie School” has long influenced research on strategy, particularly by looking at the microfoundations of strategic selection, implementation, and performance. The OBT group in the Tepper School hosts four scholars who work on important areas in firm strategy (Argote, Aven, Hahl, and Lee) that all tie back to the Carnegie School’s foundations in the Behavioral Theory of the Firm . Additionally, scholars in Economics and Marketing (Miller, Epple and Derdenger) at the Tepper School and in the Engineering and Public Policy school at Carnegie Mellon (Fuchs and Armanios) also collaborate in research with Tepper faculty and students research in areas that inform organizational theory, entrepreneurial strategy, firm strategy selection and implementation, and firm performance.

• Linda Argote: organizational learning and capability development, micro foundations of strategy and firm performance, behavioral theories of strategy
• Brandy Aven: entrepreneurial strategies, entrepreneurial teams, behavioral theories of entrepreneurship and strategy
• Oliver Hahl: identity-based strategies, categories, diversification, status and authenticity in markets, human capital management and firm performance, microfoundations of strategy and firm performance, behavioral theories of strategy
• Sunkee Lee: organization design, exploration/exploitation, incentives, spatial design, response to performance feedback, firm acquisition behavior and performance, microfoundations of strategy and firm performance, behavioral theories of strategy

P lease visit our Ph.D. Student Profiles page t o view the profiles of our current doctoral candidates.

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Organizational Behavior

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Applicants choose between two tracks with research focused on either micro-organizational behavior, with a psychological approach to how interpersonal relationships within organizations and groups impact individuals, or on macro-organizational behavior that uses sociological methods to examine organizations, groups, and markets.

The majority of graduates have gone on to secure faculty positions at such prestigious institutions as Boston College, Boston University, Harvard Business School, University of California - Los Angeles, University of Toronto, and the University of Pennsylvania. 

Students in organizational behavior are enrolled in and receive their degree from the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS) and work with faculty from both the Faculty of Arts and Sciences (FAS) and  Harvard Business School  (HBS). Harvard Griffin GSAS has offered PhD programs in collaboration with HBS since 1916. In addition to organizational behavior, Harvard Griffin GSAS and HBS collaborate on the programs in business administration (including Accounting and Management , Marketing , Strategy , Technology and Operations Management ), Business Economics , and Health Policy (Management Track ).

For more detailed information about the program, including information about financial support and student profiles, please visit the Harvard Business School Doctoral Programs website .  

Admissions Requirements

Please review the admissions requirements and other information before applying. You can find degree program specific admissions requirements below and access additional guidance on applying from the Harvard Business School Doctoral Programs website .  

Personal Statement

Standardized tests.

GRE General or GMAT: Required iBT TOEFL preferred minimum score: 100 IELTS preferred minimum score: 7.5

Writing Sample

Writing sample is optional but highly recommended. It should largely be your own work and you should be prepared to discuss the content and your contributions. It should be no more than 10 pages of text, plus references.

Fall Grades

Fall term grades should be sent when available if attending school while applying to the program (prospective students may add this information to the Fall Grade Report, available in the Applicant Portal, after they have submitted their application).

For the coordinated JD/PhD , applicants must apply separately to each program and indicate in the application to the PhD Program in Organizational Behavior that a concurrent application has been submitted to Harvard Law School.

See list of Organizational Behavior faculty

APPLICATION DEADLINE

Questions about the program.

Industrial-Organizational Psychology

Students enrolled in the Master of Liberal Arts program in Industrial-Organizational Psychology will use social science research methods to investigate how to make people and organizations more effective. Students will study people, workplaces, and organizations to better align competing needs and create healthy, productive, and mutually beneficial relationships between people and organizations.

Social-Organizational Psychology PhD

Doctor of social-organizational psychology.

Welcome and thank you for your interest in the doctoral program in Social-Organizational Psychology. Our 75 credit doctoral degree combines practice and scholarship to prepare students for positions in academia, industry, and as independent consultants.

We invite you to explore our program , meet our world-class faculty , get to know your fellow doctoral students , and see what we're up to in terms of research .  If you'd like additional information please contact us at [email protected] .

We hope you like what you see!

• Learn About the Ph.D.
• Learn About Requirements

Admissions Information

Displaying requirements for the Spring 2025, Summer 2025, and Fall 2025 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall
• Enrollment Formats: Full-Time

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

DOCTOR OF PHILOSOPHY (ORGD)

Students are required to take a minimum of 75 credits for the Ph.D. degree. Occasionally, students may transfer credits - up to a maximum of 15 points from previous graduate training at other institutions. Transferring the maximum is unusual, because courses transferred must be equivalent to courses that are required in our Ph.D. program.

Students are encouraged to design an individually meaningful course of study within the larger offerings of the Program. Opportunities for doing this are available through coursework, work with faculty members, independent research and study, and teaching activities. Students take a series of required courses that build a strong foundation in social-organizational psychology and may also select a series of more specialized courses depending on their specific areas of interest. Examples include managing conflict, DEI (diversity, equity, and inclusion), organizational network analysis, group dynamics, and organizational change. 

Additional focus and expertise are developed through collaboration on major research projects with faculty members and practice-based or consulting activities under faculty supervision.

Research Training

The research training for doctoral students involves acquiring an understanding of underlying concepts and theories in social and organizational psychology and gaining experience in conducting research. The formal coursework provides a strong foundation in both social psychology and organizational psychology theories and their applications. A series of required research methods courses provides the foundation necessary for understanding and conducting scholarly research. Similarly, a series of required courses in measurement and statistics provides students with the strong statistical and analytical background necessary for the research process.

Research experience is furthered  through “workgroups.” Workgroups are research teams led by a faculty member. In workgroups, students participate in the design, execution, data analysis, and writing phases of research projects. All students are required to participate in workgroups each semester for the first four years in the degree program. The commitment to research training is an important part of the program and consumes a significant amount of students’ time.

Applied Aspects of the Program

The applied aspects of the degree program for doctoral students involve the development of skills and knowledge in the application of theory and research to practice and consulting activities. As such, students acquire an understanding of the systems approach, in particular, the dynamic interaction among individuals, groups, organizations, and their environments as well as an understanding of organizational diagnosis, organization development, coaching and managing conflict. A variety of opportunities are available for students to develop skills in conducting applied and action research and in providing consultation to groups and organizations. All of these activities are grounded in theory and research in social-organizational psychology. A series of courses are available which provide students with basic skills in interpersonal relationships, interviewing and information gathering techniques, and process consultation. In addition, supervised field experiences are conducted in which  students engage in an applied project with a local organization under faculty direction. It is assumed that students will undertake internships or work in organizations during summers or in the later years of the program.  The Ph.D. Program in Social-Organizational Psychology is a scientist-practitioner program and as such focuses on both research and practice.

The curriculum represents the dual emphasis of the program.

The following are six areas from which students select courses:

Research and Statistics

Theory and Practice in Social-Organizational Psychology

Integrative Experiences

Breadth Requirement (courses beyond those offered by program faculty but within TC)

Elective courses

Dissertation Advisement

Students take both required and elective courses for a total of 75-79+ credits. Variable-credit courses should be taken for the minimum rather than the maximum number of credits in order to have both the required number of credits and the desired distribution of courses.

For a more comprehensive description of the Ph.D. degree program requirements, please see the Ph.D. program handbook, located on the Social-Organizational Psychology student resources web page . The handbook should be considered the primary document with regard to degree requirements for the Ph.D. program, including information on requirements for the two Qualifying Papers.

1.) Research and Statistics (6 courses required)

ORLJ 5040 Research methods in social psychology

HUDM 4122 Probability and statistical inference

HUDM 5122 Applied regression analysis

HUDM 5123 Linear models and experimental design

HUDM 6122 Multivariate analysis I

Plus one of the following:

ORL 6500 Qualitative research methods in organizations: Design and data collection

ORL 6501 Qualitative research methods in organizations: Data analysis and reporting

ORLJ 5018 Using survey research in organizational consulting

ORLJ 5025 People Analytics

ORLA 6641 Advanced topics in research methods and design

HUDM 5026 Introduction to data analysis in R

HUDM 5059 Psychological measurement

HUDM 5124 Multidimensional scaling and clustering

HUDM 5133 Causal Inference

HUDM 6026 Computational statistics

HUDM 6030 Multilevel and longitudinal data analysis

HUDM 6055 Latent structure analysis

2.) Theory and Practice in Social-Organizational Psychology (12 courses required)

Courses in this section are sub-divided into theory/seminar and practice courses. Of the twelve required courses, there are five courses that are set (two pro-seminars, as well as three practice courses). Of the seven remaining courses, four must be theory/seminar courses taught by TC Faculty, while the remaining three may be selected from either the remaining optional theory/seminar courses or the remaining optional practice courses listed below.

THEORY/SEMINAR

ORLJ 5540 Pro-seminar in social psychology

ORLJ 5541 Pro-seminar in organizational psychology 

ORLJ 5115 Social networks & performance

ORLJ 6040 Fundamentals of cooperation, conflict resolution, and mediation in different institutional contexts

ORLJ 6045 Demography in organizations

ORLJ 6048 Teaching to cognitive & cultural complexities

ORLJ 6199 Special topics seminars

The social psychology of organizational futures

A systems psychodynamic approach to organizational life

ORLJ 6500 Stereotypes and stereotypic processes in organizational contexts

ORLJ 6502 Dynamic networks and systems

B 9506 Organizational behavior

ORL 5362 Group dynamics: A systems perspective

ORLJ 6343 Practicum in change and consultation in organizations

ORLJ 6349 Practicum in process consultation

ORLJ 4002 Functions of organizations

ORLJ 4010 Executive coaching

ORLJ 5002 Advanced functions of organizations

ORLJ 5003 Human resource management

ORLJ 5005 Leadership and supervision

ORLJ 5017 Small group intervention: Improving team performance

ORLJ 5090 Strategic talent management

ORLJ 5250 Equity, diversity and inclusion in teams

ORLJ 5340 Adaptive Negotiation and Conflict Resolution

ORLJ 5341 Effective Mediation

ORLJ 6350 Advanced practicum in conflict resolution

ORLJ 6540 Contemporary issues in organizational psychology

ORLD 5055 Staff development and training

ORLD 5061 The learning organization

ORLD 5821 Leveraging emotional intelligence to enhance organizational effectiveness

ORLD 5822 Building productive relationships with social intelligence

ORLD 5823 Building 21st century organizational capability with cultural intelligence

3.) Integrative Experiences

Integrative experiences include participation in eight semesters of workgroups and colloquia, as well as graduate teaching assistantships.

The curriculum is designed to facilitate students’ completion of two qualifying papers, while enrolled in workgroups for the first four years of the program.

ORLJ 6341 Workgroup (Debra Noumair)

ORLJ 6344 Workgroup (Peter Coleman)

ORLJ 6345 Workgroup (Elissa Perry)

ORLJ 6346 Workgroup (James Westaby)

ORLJ 6347 Workgroup (Caryn Block)

ORLJ 6348 Workgroup (William Pasmore)

One workgroup per semester for a minimum of eight semesters is required from the time a student enters the Ph.D. program.

Students must take six of the eight workgroups for credit points (see Ph.D. Handbook for guidelines). An exception may be made for students who participated in a workgroup as a master’s student in the Social-Organizational Psychology Program, in which case, the student must take a minimum of four of the eight workgroups for credit.

Workgroup credits may not be substituted for required courses.

Students are required to actively engage in at least two different workgroups over the eight semesters that workgroup is required. Active engagement means regular participation in the design and conduct of research until it reaches a conclusion. Solely being present at meetings does not satisfy the requirement.

Each semester, the program holds a number of colloquia and related activities including invited speakers from academia and consulting, presentations from program members, and general meetings. These are important developmental experiences for learning about research, practice, and professionalism. Attendance is required throughout the first four years of the program.

ORLJ 6640 Social-organizational psychology colloquium

TEACHING ASSISTANTSHIPS

Doctoral students are required to serve as a graduate teaching assistant for master's- level courses (in the Fall and in the Spring) for two years within their first three years of the Social-Organizational Psychology Program. The TA-ship requirement starts in the student’s second year, unless they are a graduate of our M.A. program. Students typically are expected to act as graduate teaching assistants for the Master’s level core courses (Human Resources Management, Organizational Psychology, Understanding Behavioral Research, to name a few). Beyond this, additional graduate teaching assistantship opportunities are available for more advanced courses (e.g., Organizational Dynamics, Leadership and Supervision, Group Dynamics, Executive Coaching, etc.).

4.) Breadth Requirement

Students must take a total of six credits of breadth courses. A breadth course must be outside of your program of study (in this case, non-ORLJ) and must also be a course at Teachers College. On the College forms, you are strongly encouraged to count your statistics/methods courses as breadth courses.

5.) Elective Courses

To fulfill the 75-credit program, electives can be taken in addition to required courses and the Breadth Requirement. Any ORLJ courses may be taken as electives. Below is a list of pre-approved elective courses outside of ORLJ, including courses at Columbia University. This list is NOT exhaustive.

If a student wishes to take a course not listed here, he/she must get written approval from the Ph.D. Coordinator (an email will suffice). If the student is at risk of being closed out of the course by waiting for approval, it is best to register for the course during the interim period and then drop it, if necessary.

ORLJ 5025 People analytics

ORLJ 5045 Organizational dynamics

ORLD 4051 How adults learn

ORLD 4085 Management and leadership skills in practice

ORLD 4827 Fostering transformational learning

ORLD 5821 Leveraging EQ to enhance org effectiveness

ORLD 5822 Building productive relationships with SQ

ORLD 5823 Building 21st century organizational capabilities with CQ

B 7553 Managerial decision making

CCPJ 4050 Microaggressions in institutional climates

CCPJ 5020 Racism and racial identity in psychology and education

CCPJ 5062 Career counseling

CCPJ 5563 Multicultural consultation in org development

CCPX 4035 Personality and behavior change

CCPX 5034 Developmental psychopathology

CCPX 6352 Cognition, emotion, & health

HUDK 5023 Cognitive development

HUDK 5029 Personality development across the life span

Certification After Completing Coursework

Certification Examination in Psychology: The Research Methods Examination (RME) in Psychology is part of the certification process for doctoral students in psychology degree programs at Teachers College. The examination measures students' knowledge in statistics, measurement, and research design and is developed by the Research Methods Examination Committee.

Qualifying Papers: All doctoral candidates in the Social-Organizational Psychology Program must submit two qualifying papers (Theory-based/Empirical and Applied). The primary purposes of the qualifying papers are integrative, diagnostic, pedagogical, and evaluative. The qualifying papers are examples of the kind of work students will be doing as social-organizational psychologists. The papers provide an opportunity for the faculty to help develop and evaluate the student’s skills in an ongoing and iterative process.

6.) The Dissertation

The doctoral dissertation is a report of independently conducted research. In formulating and conducting this research, the student has available as consultants and advisors two or three members of the faculty. Students will need to register for dissertation‐related classes. There is a sequence of courses that vary with respect to course credit and fee. When actively working on the dissertation and meeting with one’s sponsor and/or committee, students are expected to register for ORLJ 7501 two semesters. This course is only offered for 1‐3 points and students can register for the minimum number of credits; it is offered for variable credit to accommodate the different needs of various students. Once the student has registered for two terms of ORLJ 7501, Ph.D. students are required to register for ORLJ 8900 for 0 credits and pay a fee for every semester until the term of the final defense when a student must enroll in TI8900, PhD Dissertation Defense. Please see the Office of Doctoral Studies for information regarding the fees.

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Industrial-Organizational

Welcome to the home of Penn State Industrial/ Organizational Psychology. The I/O PhD program has a  long history and strong culture  of success as well as wonderful group of  faculty  and  graduate students  that continue that culture of success. 

Please use “Navigate to” in the top right-hand corner to learn more about our program.

Contact the I/O Area

• Graduate Office, Graduate Records
• [email protected]
• 814-863-1721
• 133A Moore Building, Penn State University, University Park, PA 16802

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PhD in I-O Psychology

The Doctor of Philosophy in Industrial-Organizational (I-O) Psychology delves into areas including personnel selection, training and development, work motivation and leadership.

Working closely with advisors, PhD students often win awards for their research, and many present each year at conferences held by the Society for Industrial and Organizational Psychology and the Academy of Management.

Prospective Students

Apply to GW

Admissions Requirements

Contact the I-O Program Director

Frequently Asked Questions

Current Students and Alumni

I-O Resources and Funding

Alumni Resources

I-O Psychology Newsletter

For prospective applicants: In general, individuals applying to the IO Program should have GREs in the 50th percentile or higher, UGPAs of 3.0+, meaningful research experience (research assistantships, honors thesis, presentations and/or publications, etc.), and interest areas that match those of the faculty. Admitted students' scores are usually notably higher. We evaluate all candidates holistically, looking at their entire application before making admissions decisions. Further information about IO Programs, standards and requirements is available on the  SIOP website . 

Research Labs

Dr. Tiffany Bisbey ’s Collaboration and Organizational Learning Lab (COLLab) conducts research examining how the way we work together impacts important workplace outcomes, with a specific focus on the role of teamwork. Teamwork is critical for organizational success, particularly in high-risk industries where the consequences of failure are extreme, such as healthcare and the military. Our work considers how teams bounce back from setbacks to avoid failure, how to measure and predict these processes, and how to best develop resilient teams. Graduate and undergraduate research assistants work on projects examining a broad range of phenomena relevant to these contexts, such as psychological safety, team learning, employee voice, and workplace safety. For more information, visit the website or contact [email protected] .

Dr. Lynn Offermann ’s Leadership and Diversity lab examines leadership and team issues with a particular interest in how these play out in diverse contexts. The world of work is increasingly populated by people from many backgrounds and individual capabilities and styles who need to work together collaboratively to achieve organizational success, and we examine how best to make that happen. Graduate and undergraduate research assistants work on projects including examining the dynamics of inclusive leadership, virtual leadership and communication, multidisciplinary teams, and racial and LGBTQ+ concerns in the workplace. For more information, contact [email protected] .

Professor David Costanza ’s SHOP Lab conducts research on hard organizational problems. Hard problems are ones that defy simple solutions, where theoretical support or existing models are lacking, whose study requires complex data sets, that use advanced methods and statistics, and in general are hard to figure out. Graduate and undergraduate research assistants work in the SHOP Lab on projects including high-potential leadership (what is potential anyway?) , generations and generational differences (hard to study something that doesn’t exist) , the impact of leadership on organizational outcomes (the connection is distal at best) , and career paths (modeling individual, cohort, organizational, and macro factors simultaneously affecting individual career outcomes) . For info on SHOP, contact [email protected] .

Dr. Yisheng Peng ’s Stress & Occupational Health Across the Lifespan (SOHAL) Lab generally examines stress and occupational health issues across the lifespan. His first line of research focuses on aging and older workers issues, such as risky and protective factors of older workers’ occupational health, late career development, family caregiving, etc. His second line of research focuses on the impacts of social work environment (e.g., workplace mistreatment, emotional labor) on employees’ well-being and work outcomes. Graduate and undergraduate research assistants work on projects including college student workers (e.g., health behaviors, career development), ostracism/isolation, and proactive work behaviors. For more info, contact [email protected] .

From Classroom to Career

Real-World Applications

Employers of all sizes seek industrial-organizational psychologists who can help guide organizational change. This work might include:

• Conducting research on employee retention and turnover
• Improving products through strategic customer surveys and feedback
• Advising leaders and team as they think through difficult decisions or craft company philosophy around topics such as diversity and inclusion

Internships

Many students also choose to pursue optional internships in the Washington, D.C., area. The department has ties to many local and national organizations, providing plenty of internship opportunities. Past internship employers include:

• Army Research Institute
• Federal Management Partners
• Fors Marsh Group
• Personnel Decision Research Institutes
• U.S. Office of Personnel Management
• The World Bank

"I was able to earn trust from co-workers because of my subject matter expertise in the I/O area and basic research methodology. The program also really set me up for success [with] opportunities such as my fellowship at the Army Research Institute."

Kaitlin Thomas PhD ’17, I-O Psychology

Course Requirements

The following requirements must be fulfilled: 72 credits, including 42 credits in required courses, 12 credits in elective courses, and 18 credits in dissertation research.

• Undergraduate
• Master of Accounting
• Full Time MBA
• Evening Executive MBA
• Weekend Executive MBA
• Charlotte Executive MBA

PhD in Organizational Behavior

Organizational behavior.

Our Organizational Behavior (OB) PhD Program prepares you to conduct high-impact research on a broad range of topics critical to businesses and managers. Since 2018, our students have secured job placements at many top research schools.

Our faculty have expertise in a wide range of research areas such as leadership (including ethical leadership), emotions, team dynamics, decision-making, motivation, power and influence, negotiations, employee well-being, creativity, voice, and cross-cultural issues. They use cutting-edge methodological approaches including lab experiments, experience sampling, meta-analyses and qualitative interviews.

Through your coursework and research alongside innovative, supportive and passionate faculty, you will learn the necessary skills to become a high-quality researcher and faculty member at a top research university.

While direct research experience is not required, familiarity with academic research in organizational behavior or psychology is a plus to ensure you are prepared for the rigors of conducting research.

We do not narrow our search to students who graduated from a “top” university or have achieved a specific score on a standardized test. We take a holistic approach. We aim to admit students who demonstrate passion for exploring organizational questions and the motivation to put in the work to learn the complex skills and methodological approaches needed to become a high-quality scholar.

We have found the most successful students are self-directed, enjoy problem-solving and are unafraid – if not excited – about digging into some of the most complex challenges facing organizations.

We look for students who are friendly, collaborative and seek a welcoming and intellectually stimulating academic environment.

We welcome potential applicants from all experiences and backgrounds. The UNC Kenan-Flagler OB PhD Program prides itself on a diverse and inclusive student body. Our thriving and collaborative culture (both with faculty and between students) is a focal point to our department. Join us!

Typical course schedule by year

During the first two years of the PhD Program, you will focus on coursework that develops the tools you need to produce high-quality research. Sample classes include:

• Introduction to Organizational Behavior
• Introduction to Social Psychology
• Research Methods
• Dependent Variables
• Groups and Teams
• Interpersonal Processes
• Negotiation, Conflict and Diversity

After the second year, you are required to successfully complete comprehensive exams which covers all of the OB and leadership courses you take in the first two years of the PhD Program.

• Complete a third-year paper
• Full-time research
• Dissertation and oral defense are expected prior to the end of your fifth year.
• Prepare for the job market

We encourage you to attend bi-weekly brown bag lunches organized by PhD students as well as our field’s annual conference – The Academy of Management.

We believe the best scholars are crafted through impactful mentoring relationships. When you begin the program, you will be assigned to one (or two) faculty members with overlapping research interests. These advising relationships are aimed at being both professionally and personally productive for you. From day one you will begin working on research projects (whether self-directed or ongoing faculty projects) alongside these faculty members as they seek to teach you the skills you need to conduct high-quality work and develop your own research identity.

If you ask a UNC Kenan-Flagler OB student the classic question “Who do you work with?” be prepared for a long answer involving multiple faculty. We encourage our students to work with several faculty members to take advantage of the diverse skill sets, theoretical perspectives and research approaches they offer. These collaborations happen informally as you progress and grow within the program and give you flexibility and breadth of resources as you pursue your research passions.

As part of our larger mission to make academia an inclusive place where people of all identities and life experiences can thrive, we view it as a moral imperative to foster a diverse PhD student body that represents the next generation of scholars.

Ensuring that all feel welcome to pursue a doctoral degree is not only the right thing to do – it also is important for producing better science. Identities and life experiences shape the questions that we ask about the world and the knowledge that we produce.

We believe that our understanding of organizational behavior is incomplete if our scholarly community does not reflect the rich diversity of identities, experiences and perspectives that are found in the broader population. Inviting people of all walks of life to enter into our intellectual community can therefore result in better scholarship because it opens the door for new questions to be asked and new truths to be uncovered.

We strive to be a community where every student feels supported in their scholarly journey. We encourage all interested individuals to apply to the program, especially those who belong to historically underrepresented populations. We look forward to learning from you and welcoming you!

View our current Organizational Behavior PhD students .

Related Research

In other news: august 2024.

Two big upcoming business conferences, welcoming the Full-Time MBA Program Class of 2026 and more highlights from the UNC Kenan-Flagler community

Ashamed to take a break

UNC Kenan-Flagler researchers show that employees feeling bad that they took breaks can lead to unethical, costly behavior.

You can be too careful

Researchers show what happens when leaders focus too much on preventing errors.

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• Harvard Business School →
• Doctoral Programs →
• PhD Programs
• Accounting & Management
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Organizational Behavior

• Technology & Operations Management
• Program Requirements

Scholars in the doctoral program in Organizational Behavior at Harvard Business School are prepared to pursue an interdisciplinary inquiry into issues that are broadly related to the functioning of individuals within groups, at either the micro or macro level. Graduates of our program go on to become the leading researchers and thinkers in organizational behavior, shaping the field and advancing theoretical understanding in posts at schools of management or in disciplinary departments.

The Organizational Behavior program is jointly administered by the faculty of Harvard Business School and the Department of Sociology in the Faculty of Arts and Sciences, and students have the opportunity to work with faculty from both the Faculty of Arts and Sciences and Harvard Business School.

Curriculum & Coursework

Our program offers two distinct tracks, with research focused either on the micro or macro level. Students who choose to focus on micro organizational behavior take a psychological approach to the study of interpersonal relationships within organizations and groups, and the effects that groups have on individuals. In macro organizational behavior, scholars use sociological methods to examine the organizations, groups, and markets themselves, including topics such as the influence of individuals on organizational change, or the relationship between social missions and financial objectives.

Your core disciplinary training will take place in either the psychology or sociology departments, depending on the track that you choose. You will also conduct advanced coursework in organizational behavior at HBS, and complete two MBA elective curriculum courses. Students are required to teach for one full academic term in order to gain valuable teaching experience, and to work as an apprentice to a faculty member to develop research skills. Upon completion of coursework, students prepare and present a dossier that includes a qualifying paper, at least two other research papers, and a statement outlining a plan for their dissertation. Before beginning work on the dissertation, students must pass the Organizational Behavior Exam, which presents an opportunity to synthesize academic coursework and prepare for an in-depth research project.

Research & Dissertation

Examples of doctoral thesis research.

• Cross-group relations, stress, and the subsequent effect on performance
• Internal group dynamics of corporate boards of directors
• Organizational mission and its effect on commitment and effort
• Psychological tendencies and collaboration with dissimilar others

Aurora Turek

Justine Murray

Jaylon Sherrell

“ In HBS’s Organizational Behavior program I receive outstanding, rigorous training in disciplinary methods and also benefit from the myriad resources that HBS has to offer. HBS scholars are looking to apply their research to real-world problems, come up with interventions, and make a real difference. ”

Current Harvard Sociology & Psychology Faculty

• George A. Alvarez
• Mahzarin R. Banaji
• Jason Beckfield
• Lawrence D. Bobo
• Mary C. Brinton
• Joshua W. Buckholtz
• Randy L. Buckner
• Alfonso Caramazza
• Susan E. Carey
• Paul Y. Chang
• Mina Cikara
• Christina Ciocca Eller
• Christina Cross
• Fiery Cushman
• Frank Dobbin
• Samuel J. Gershman
• Daniel Gilbert
• Joshua D. Greene
• Jill M. Hooley
• Rakesh Khurana
• Alexandra Killewald
• Talia Konkle
• Max Krasnow
• Michèle Lamont
• Ellen Langer
• Joscha Legewie
• Ya-Wen Lei
• Patrick Mair
• Peter V. Marsden
• Katie A. McLaughlin
• Richard J. McNally
• Jason P. Mitchell
• Ellis Monk
• Matthew K. Nock
• Orlando Patterson
• Elizabeth A. Phelps
• Steven Pinker
• Robert J. Sampson
• Daniel L. Schacter
• Theda Skocpol
• Mario L. Small
• Jesse Snedeker
• Leah H. Somerville
• Elizabeth S. Spelke
• Tomer D. Ullman
• Adaner Usmani
• Jocelyn Viterna
• Mary C. Waters
• John R. Weisz
• Christopher Winship
• Xiang Zhou

Current HBS Faculty

• Julie Battilana
• Max H. Bazerman
• David E. Bell
• Ethan S. Bernstein
• Alison Wood Brooks
• Edward H. Chang
• Amy C. Edmondson
• Robin J. Ely
• Alexandra C. Feldberg
• Amit Goldenberg
• Boris Groysberg
• Linda A. Hill
• Jon M. Jachimowicz
• Summer R. Jackson
• Leslie K. John
• Jillian J. Jordan
• Rakesh Khurana
• Hyunjin Kim
• Joshua D. Margolis
• Edward McFowland III
• Kathleen L. McGinn
• Tsedal Neeley
• Michael I. Norton
• Leslie A. Perlow
• Jeffrey T. Polzer
• Ryan L. Raffaelli
• Lakshmi Ramarajan
• James W. Riley
• Clayton S. Rose
• Raffaella Sadun
• Emily Truelove
• Michael L. Tushman
• Ashley V. Whillans
• Letian Zhang
• Julian J. Zlatev

Current Organizational Behavior Students

• Jennifer Abel
• Silvan Baier
• Yajun Cao
• Grace Cormier
• Megan Gorges
• Bushra Guenoun
• Elizabeth Johnson
• Akshita Joshi
• Caleb Kealoha
• Kai Krautter
• Justine Murray
• Mandi Nerenberg
• C. Ryann Noe
• Elizabeth Sheprow
• Jaylon Sherrell
• Yoon Jae Shin
• David Shin
• Erin Shirtz
• Samantha N. Smith
• Tiffany Smith
• Channing Spencer
• Yuval Spiegler
• Emily Tedards
• Aurora Turek

Current HBS Faculty & Students by Interest

Recent placement, hanne collins, 2024, evan defilippis, 2023, hayley blunden, 2022, lumumba seegars, 2021, karen huang, 2020, stefan dimitriadis, 2019, elizabeth hansen, 2019, julie yen, 2024, jeff steiner, 2023, ahmmad brown, 2022, yanhua bird, 2020, jeffrey lees, 2020, alexandra feldberg, 2019, martha jeong, 2019, nicole abi-esber, 2023, elliot stoller, 2023, ariella kristal, 2022, leroy gonsalves, 2020, alicia desantola, 2019, catarina fernandes, 2019.

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College of Science and Health > Academics > Psychology > Graduate Programs > Industrial-Organizational Psychology (MA/PhD)

Industrial-Organizational Psychology (MA/PhD)

Make an impact on the world’s workplaces.

DePaul’s Industrial-Organizational Psychology MA/PhD program will provide you with a solid grounding in psychological theory and essential training in methodology. As an Industrial-Organizational (I-O) Psychology graduate student, you’ll collaborate with a faculty expert to develop and implement new research ideas while contributing to developments in the field.

You’ll study

• performance appraisal
• organizational theory
• consultation

You have the option to add a secondary specialization with coursework in communication, management, marketing, or women’s and gender studies.

The Industrial-Organizational Psychology MA/PhD is a combined degree program. The MA is non-terminal and the program admits only students intending to earn the PhD. Classes are offered during the day on the Lincoln Park Campus. This program can be completed in four years.

Get a closer look at what it’s like to be in the program by viewing our Frequently Asked Questions and Internship & Career Info .

Put theory into practice and gain career, teaching and research experience

DePaul’s connections with the Chicago business community provide you with a wide variety of internship and career opportunities . Industrial-Organizational Psychology PhD students have interned with Advocate Health Care, MICA Consulting Partners, McDonald’s Corp. and United Airlines. Students publish their research in major journals and present at I-O conferences. They also have gained experience teaching a variety of classes and have moved on to academic careers at colleges and university across the country.

Application Deadlines

The deadline for fall admission is December 15th.

Submit an online application, GRE scores, letters of recommendation, personal statement, transcripts and course history.

Required Courses

For the MA portion, you’ll take 18 courses and complete a thesis. For the PhD portion, you’ll complete six courses and a dissertation.

of Industrial-Organizational Psychology graduates were employed, continuing their education or pursuing other goals within six months of graduation.

The reported median salary for Industrial-Organizational Psychology alumni was $59,040.

Work on forward-thinking research

Professor Suzanne Bell specializes on the strategic staffing of organizations, training and employee development, and maximizing team effectiveness. She directs the DePaul Teams Lab, which is conducting NASA-funded research on team composition for long-duration space exploration, such as a mission to Mars.

“My clients are C-suite leaders and board members, and because of my DePaul experience I am competent in serving them via executive assessment, coaching, organizational restructuring, and team development. I was able to garner valuable internship experience every year via connections the program has with Chicago-based DePaul alums, and my cohort was incredibly supportive, collegial, and collaborative. We got to be great friends and I maintain those deep connections 15 years later.”

Rebecca (PhD ’04)

Founder and owner, department 732c.

Alumni Network

Our Industrial-Organizational Psychology PhD graduates advance to corporate, consulting and academic careers. DePaul graduates have pursued jobs in both applied and academic settings at organizations such as Advocate Health Care, Deloitte Consulting, Cisco, Motorola, I-O Solutions, Inc., Wayne State University, Louisiana State University and Chicago School of Professional Psychology. In addition, you’ll be connected to a network of more than 201,000 DePaul alumni working in a variety of industries.

Scholarships

Graduate school is an investment in your future. Learn more about the financial aid and scholarship opportunities available to you.

Contact Information

For more information about applying, contact The Office of Graduate Admission for DePaul’s College of Science and Health at (773) 325-7315 or [email protected] .

Take the next step

We’ll send you information about the degree, admission requirements and upcoming info sessions. Let’s get started.

Organizational Behavior

Organizational Behavior is designed to prepare you for an academic and research career in the interdisciplinary study of individual and group behavior in organizations, intraorganizational structures and processes, and the relationship of organizations with their environments.

Foundational courses:

• Foundations of organizational behavior
• Macro organizational behavior
• Micro organizational behavior

Methodology classes:

• Statistics classes
• Qualitive research methods

Disciplinary courses in:

Proseminars:

• Organizational Behavior Speaker Series featuring globally renowned researchers
• Teaching and professional development
• Emily Block, University of Alberta
• Teresa Cardador, University of Illinois Urbana-Champaign
• Erik Dane, Washington University in St. Louis
• Yuri Mishina, Imperial College London
• Tim Pollock, University of Tennessee-Knoxville
• Kevin Rockmann, George Mason University
• Indian School of Business
• Purdue University
• Texas A&M University
• Universidad Carlos III de Madrid
• University of Manitoba

Areas of Faculty Research

• Cognition in organizations
• Collective intelligence
• Computational social science
• Corporate demography
• Corporate governance
• Decision-making
• Emotional intelligence
• Groups and teams Ideology
• Industrial evolution
• Institutional theory
• Market emergence
• Meaningful work
• Negotiations
• Organizational attention
• Organizational change
• Organizational evolution
• Organizational identity
• Organizational intelligence
• Organizational names
• Organizational practices
• Product demography
• Social evaluations
• Social identity

Highlights of Faculty-Student Collaboration

• Li, Y. & Khessina, O.M (in-press). Before birth: How provisional spaces shape the localized emergence of new organizational forms . Academy of Management Journal.
• Kim, S., Lucas, B., & Goncalo, J. (2023). Low power warm-up effect: understanding the effect of power on creativity over time . Journal of Experimental Social Psychology 107: 104474.
• Kim, S., Goncalo, J.A., & Rodas, M. (2023). The cost of freedom: Creative ideation boosts both feelings of autonomy and the fear of judgment . Journal of Experimental Social Psychology , 105: 104432.
• Katz, J.H., Mann, T.C., Shen, X., Goncalo, J.A., Ferguson, M.J. (2022). Implicit impressions of creative people: Creativity evaluation in a stigmatized domain , Organizational Behavior and Human Decision Processes , 169: 104-116.
• Katz, J., Herman, G., Johnson, M., & Loewenstein, J. (2021). Cultivating not gatekeeping: A key leadership role in the creative process . BMJ Leader , 5(1): 9-13.
• Kim, J., & Loewenstein, J. (2021). Analogical encoding fosters ethical decision making because improved knowledge of ethical principles increases moral awareness . Journal of Business Ethics , 172: 307–324.
• Cheng, J., Love, E., & Chhillar, D. (2020). National innovation ecosystems in the G-20 countries: Institutions, knowledge infrastructure, and firm capabilities . In Knowledge Infrastructure, and Firm Capabilities .
• Goncalo, J.A., & Katz, J.H. (2020). Your soul spills out: The Creative act feels self-disclosing . Personality and Social Psychology Bulletin , 46(5): 679-692
• Love, E., Lim, J., & Bednar, M. (2017). The face of the firm: The influence of CEOs on corporate reputation . Academy of Management Journal , 60(4): 1462-1481.

Recent Publication Outlets

• Academy of Management Annals
• Academy of Management Journal
• Academy of Management Perspectives
• Administrative Science Quarterly
• Journal of Business Ethics
• Journal of Experimental Social Psychology
• Journal of Personality and Social Psychology
• Organizational Behavior and Human Decision Processes
• Personality and Social Psychology Bulletin
• Strategic Management Journal
• Strategy Science

Faculty Editorial Boards

• Academy of Management Discoveries
• Academy of Management Review
• Journal of Organizational Design
• Organization Science
• Research in Organizational Behavior
• Strategic Organization 
• Social Cognition

Recent Faculty Awards & Leadership Positions

Willie Ocasio

• OMT Distinguished Scholar Award, Academy of Management, 2023
• Director of Illinois Strategic Organization Initiative (ISOI), Gies College of Business

• SAGE Emerging Scholar Award, Society for Personality and Social Psychology , 2022

Michael Bednar

• Named one of the top 50 undergraduate professors by Poets and Quants , 2021
• Academic Director of Experiential Learning, Gies College of Business

Olga Khessina

• Director of Graduate Studies, BA Ph.D. Program, Gies College of Business

Matt Kraatz

• Associate Editor of Strategic Organization

Denise Lewin Loyd

• Associate Dean for Equity, Gies College of Business

Jack Goncalo

• Editor of Research in Organizational Behavior

Hear from PhD students and alumni

"The thing I most enjoy about the PhD program at Gies is working with excellent faculty. They have afforded me the freedom to explore topics I find interesting while offering insightful feedback and support to develop ideas into successful research projects."

Michelle Checketts, Current PhD Student

"The Business Administration PhD program at Gies deeply shaped my academic tastes, fundamentally transformed my way of thinking, and offered me a complete toolkit to become an independent researcher. The faculty members treat students as future colleagues and would never hesitate to provide any kind of support."

Ying Li, PhD ’22 Assistant Professor, Universidad Carlos III de Madrid / Hong Kong University of Science and Technology

College of Management and Human Potential - Doctoral Programs: PhD in Industrial and Organizational (I/O) Psychology

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• Doctor of Business Administration (DBA) (Semester)
• Doctor of Healthcare Administration (DHA)
• Doctor of Information Technology (DIT) (Quarter)
• Doctor of Information Technology (DIT) (Semester)
• PhD in Health Services
• PhD in Industrial and Organizational (I/O) Psychology

Note on Licensure

Learning outcomes, specializations.

• Learning Tracks
• Degree Requirements

Master of Philosophy (Embedded Degree)

• Doctoral Writing Assessment

8-Year Maximum Time Frame

• PhD in Management
• Doctor of Business Administration (DBA) (Quarter)

Program Website  

Defined as the “scientific study of the workplace,” industrial and organizational (I/O) psychology explores the impact of individual, group, and organizational psychology on workplace health, productivity, and effectiveness.

The PhD in Industrial and Organizational Psychology degree is designed to prepare scholar-practitioners to apply evidence-based I/O principles to lead positive change in the 21st-century workplace as researchers, consultants, educators, or organizational leaders.

Through core coursework completed in a prescribed sequence, students develop an in-depth understanding of individual, group, and organizational behavior in the workplace; advanced research design and analytical skills; and expertise applying evidence-based I/O practices in diverse organizational settings. Optional blended coursework provides opportunities for in-person feedback and hands-on practice, while specializations allow students to gain additional expertise in areas consistent with their interests and career goals. Through their dissertation, students have the opportunity to explore in-depth a specific area of interest and contribute to the body of knowledge in the I/O field.

The curriculum in this doctoral program is designed to reflect the professional guidelines set forth by the Society for Industrial and Organizational Psychology (SIOP).

The PhD in Industrial and Organizational Psychology is not a licensure-leading program and does not prepare an individual to become a licensed psychology professional.

All graduates will be prepared to:

• Evaluate the role of industrial/organizational psychology issues in the workplace.
• Process/Apply current industrial/organizational psychology theory and research.
• Analyze factors contributing to performance on varied organizational levels.
• Apply the organizational consultation process to address change and development issues.
• Evaluate workplace dimensions using a variety of assessments.
• Assess the impact of the employee on workplace performance .
• Evaluate industrial/organizational psychology’s role in promoting positive social change through fostering a healthy and inclusive workplace
• Apply basic and advanced research principles to produce independent scholarly work.

Specialization in Consulting Psychology

Specialization in evidence-based coaching, specialization in general practice, specialization in human resource management, specialization in international business, specialization in self-designed.

There are two tracks in the PhD in Industrial and Organizational (I/O) Psychology

• Track 1  For Those Entering With a Master's Degree in I/O Psychology
• Track 2  For Those Entering With a GPA of 3.0 on Bachelor's Degree or Master's Degree in Another Field

Track 1: For Those Entering With an Master’s Degree in I/O Psychology

Minimum degree requirements.

• Foundation course (3 credits)
• Core courses (25 credits)
• Specialization courses (15–17 credits; see each specialization for specific courses)
• Research courses (10 credits)
• Dissertation support courses (7 credits)
• Dissertation writing courses (5 credits per term for a minimum of four terms; taken continuously until completion)
• Quarter Plans
• Four PhD residencies

Foundation Course (3 credits)

Core courses (25 credits), research courses (10 credits).

• Students may take this a non-degree course.

Specialization Courses (15–17 credits)

These courses are dependent upon the particular specialization. Please see the course list on each specialization page

Residency Requirements

• Residency 1 – Complete Residency 1 as soon as you begin your program; should be completed in Term 1 or Term 2.
• Residency 2 – Complete Residency 2 at the beginning of your second year, around the time of second research course.
• Residency 3 – Complete Residency 3 once you have a prospectus in Walden’s review system.
• Residency 4 General  (RESI 8404) OR
• Residency 4 Proposal Writing  (RESI 8404Q) OR
• Residency 4 Methods & Data Collection: Qualitative  (RESI 8404R) OR
• Residency 4 Methods & Data Collection: Quantitative  (RESI 8404S) OR
• Residency 4 Publishing & Presenting  (RESI 8404T) OR
• an approved professional conference (RESI 8900 for select programs only. Contact Advising for information.) OR
• a dissertation intensive (DRWI 8500) during your 9000 course. Contact Student Success Advising to register. You must attend all sessions and advising throughout the entire intensive retreat in order to successfully complete the experience to satisfy residency 4 requirements.  NOTE: Intensive Retreats are NOT included in Fast Track tuition.
• Optional:  Complete a  dissertation intensive  (DRWI 8500) during IPSY 9000. Contact Student Success Advising to register.

Completion of the Doctoral Dissertation

Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval. To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred.

Course Sequence for Students Entering With an MS Degree

Students undertake courses in the following sequence.

* These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

** Students take this course for a minimum of four quarters and are continuously enrolled until completion of their dissertation with final chief academic officer (CAO) approval. In general, students are continuously registered in the dissertation course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation course shell.

To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the chief academic officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the  Dissertation Guidebook .

Track 2: For Those Entering With a GPA of 3.0 on Bachelor’s Degree or Master’s Degree in Another Field

• Professional Development Plan and Plan of Study
• Core courses (40 credits)
• Research courses (25 credits)

Core Courses (40 credits)

Research courses (25 credits).

• Students may take this as a non-degree course.

These courses are dependent upon the particular specialization. Please see the course list on each specialization page.

Course Sequence for Students Entering With a BS Degree

Walden awards the Master of Philosophy (MPhil) degree to recognize PhD students for academic achievement leading up to their dissertation. With an MPhil, students will be able to demonstrate to employers and others that they have an advanced knowledge base in their field of study as well as proficiency in research design and evaluation.

• All required PhD core courses (or KAMs)
• All required PhD specialization courses (or KAMs)
• All required doctoral research and advanced research courses
• Program prospectus development course
• Residencies 1, 2, and 3
• A minimum 3.0 GPA is mandatory.
• The MPhil requires a minimum of 45 quarter credits. Maximum transfer of credit varies by program but is not to exceed 50% of the overall, or embedded, program requirements. Students who previously completed a master's degree with Walden in the same discipline area are not eligible for an MPhil.

Students who start or readmit to doctoral programs at Walden University in the university catalog for academic year 2017 or later will complete the university’s required  doctoral writing assessment . Designed to evaluate incoming doctoral students’ writing skills, this assessment aims to help prepare incoming doctoral students to meet the university’s expectations for writing at the doctoral level.

Students have up to 8 years to complete their doctoral degree requirements (see  Enrollment Requirements  in the student handbook). Students may petition to extend the 8-year maximum time frame, but an extension is not guaranteed.

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Distinguish your education

with a doctorate from the Leeds School of Business.

PhD in OB Program Flyer    Meet Current Students    Explore FAQs

PhD in Business Administration with a Specialization in Organizational Behavior

You are here.

The Organizational Behavior (OB) doctoral program is a research-based program where students work with world-renowned scholars to build skills that will prepare them for impactful careers as professors in leadership, management, and organizational behavior at business schools.

Overall, the doctoral program places a heavy emphasis on training students through active engagement in the research process. Students develop a strong foundation in research methods and statistics, while closely collaborating with multiple faculty members on research projects.

General details about the curriculum, requirements, and structure of the  program can be found here . Please be aware this document is not an exhaustive list of the requirements for the program.

Program Faculty

Led by Program Director Sabrina Volpone, our award-winning and renowned OB faculty have presented at the White House and are published experts on topics like:

Affect and Emotions

Effective leadership and teamwork

Effectiveness of diversity, equity, and inclusion

Justice and leadership

Latent change score modeling

Race and gender bias

Trust in various social interactions

Workforce diversity and identity management

Workplace emotion and mental health

Russell Cropanzano

David Hekman

Associate Professor

Stefanie Johnson

Dejun “Tony” Kong

Christina Lacerenza

Assistant Professor

Rebecca Mitchell

Sabrina Volpone

Associate Professor • Organizational Behavior PhD Program Director

Program Graduates

The PhD program prepares students to be researchers and teachers at major universities. See where our graduates started their careers and published research.

• Publications
• Liza Barnes   PhD: 2023 Placement: Drexel University Dissertation: A Multi-Perspective Exploration of Employee Medical Leaves of Absence  
• Jessi Rivin PhD: 2023 Placement: San Diego State University Dissertation: Dynamics Between Mental Health and Curiosity in Employee Well-Being  
• Brittany Lambert PhD: 2021 Placement: Indiana University, Bloomington Dissertation: An Exploration of Gender and Mental Health in Traditional and Non-Traditional Work Environments  
• Victor Marsh PhD: 2021 Placement: University of Toronto Dissertation: Diversity Practice Innovation: Design Processes and Employee Perception  
• Hunter Phoenix Van Wagoner PhD: 2021 Placement: California State University, Fullerton Dissertation: An Affective Events Theory Perspective on Mental Health in The Workplace  
• Jessica Kirk PhD: 2019 Placement: University of Memphis Dissertation: Gender Dynamics in the Workplace: A Nuanced Look at Gender Bias and How to Mitigate It  
• Elsa Chan PhD: 2017 Placement: City University of Hong Kong Dissertation: Virtues in organizations: An examination of humility and compassion in leadership and entrepreneurship
• Jenni Dinger  PhD: 2015 Placement: Indiana University Dissertation: An Examination of How Community Social Identity Motivates Crowdfunding of Entrepreneurs and Entrepreneurial Rebuilding after Natural  
• Shayne Kiefer  PhD: 2013 Placement: U.S. Air Force Academy Dissertation: Predicting and Examining Links Between IPO Hype, Managerial Expectations, and Firm Outcomes  
• Daniel Lerner  PhD: 2013 Placement: University of Deusto, Spain Dissertation: Opportunity Pursuit and the Disinhibition Paradox  
• Marilyn Uy  PhD: 2009 Placement: University of Victoria, Canada Dissertation: Nanyang Technological University, Singapore Dissertation: The Roller Coaster Ride: Affective Influences in Entrepreneurial Efforts

Reed, R., Van Wagoner, H. P.,  Cropanzano, R., & Jennings, T. (in press). Assessing the efficacy of online learning in disparate business subjects: Lessons from distributed practice and social learning theory.  Journal of Management Education.  https://doi.org/10.1177/10525629231178916

Volpone, S. D.,  Decker, M.  , &  Reed, R.  (in press). When breaking news breaks class plans: Navigating class discussions when diversity topics are in the news. In O. Holmes, IV (Ed.).  Championing diversity, equity, and inclusion: Effective strategies to lead, teach, and consult across disciplines and demographics.  Palgrave Macmillan Publishing.  

Volpone, S. D., Macoukji, F. G.,  Ragaglia, R. , & Lyons, B. J. (in press). Overcoming biases across the human resource management lifecycle for individuals with a criminal record. In N. C. Jones Young & J. Griffith (Eds.).  Employing our returning citizens: An employer-centric view.  Palgrave Macmillan Publishing.  

Cropanzano, R.,  Keplinger, K., Lambert, B. K.,  Caza, B., & Ashford, S. J. (2023). The organizational psychology of gig work: An integrative conceptual review.  Journal of Applied Psychology, 108  (3), 492–519.  https://doi.org/10.1037/apl0001029

Barnes, L.Y. , Freidin, H., Hoyt Hendricks, H., Pletneva, L., Rocheville, K. (2022). Grief at the Work-Life Interface. Academy of Management Proceedings 2022 (1), 14505. https://doi.org/10.5465/AMBPP.2022.14505symposium

Cropanzano, R., Skarlicki, D., Nadisic, T., Fortin, M.,  Van Wagoner, P.,  &  Keplinger, K.  (2022). When manager become Robin Hoods: A mixed method investigation.  Business Ethics Quarterly, 32  (2), 209-242. https://doi.org/10.1017/beq.2021.16

Hekman, D.R., Cropanzano, R., Chan, E., Kirk, J.F. , Lamb, M., 2022. How illegitimate pay inequality leads to worse performance via aggression and coworker devaluing. Academy of Management Proceedings. Seattle, WA. 1: 15045. 

Kirk, J.F. , Hekman, D.R., Chan, E.T. , Foo, M.D. 2022. Public Negative Labeling Effects on Team Interaction and Performance. Small Group Research. First Published April 6, 2022 online. http://doi.org/10.1177/10464964221082516

Hekman, D.R., Van Wagoner, P. , Owens, B., Mitchell, T.R., Holtom, B., Lee, T.M, Dinger, J. 2022. An Examination of Whether and How Prevention Climate Alters the Influence of Turnover on Performance. Journal of Management. 48: 542-570. https://doi.org/10.1177/0149206320978451 

Barnes , L.Y., Bhattacharyya, B., Brauer, M., Desjardins, C., Follmer, K. (2021). Novel Advances on Poorly Understood Challenges Women Face at Work. Academy of Management Proceedings 2021 (1), 15670 . https://doi.org/10.5465/AMBPP.2021.15670symposium

Barnes , L.Y., Colella, A., Greenberg, D. Lacerenza, C.N., Longmire, N., Oelberger, C., Rosado-Solomon, E., McDaniel Sumpter, D., Vogus, T., Volpone, S.D. (2021). With or without you: Relationships and taking stock of their influence on work identity. Academy of Management Proceedings 2021 (1), 15691. https://doi.org/10.5465/AMBPP.2021.15691symposium

Maynard, M.T., S. Conroy, S., Lacerenza, C.N., Barnes, L.Y. (2021). Teams in the wild are not extinct, but challenging to research: A guide for conducting impactful team field research with 10 recommendations and 10 best practices. Organizational Psychology Review. https://doi.org/10.1177/2041386620986597

Barnes , L.Y., Draga, S., Long, D.M., Maitlis, S., Ruttan, R.L. (2020). Navigating Distress: Exploring How People Make Sense of Negative Emotions in Everyday Workplaces. Academy of Management Proceedings 2020 (1), 14075.  https://doi.org/10.5465/AMBPP.2020.14075symposium

Cropanzano, R., Johnson, S. K., &  Lambert, B. K.  (2020). Leadership, affect, and emotion in work organizations. In L-Q. Yang, R. Cropanzano, C. Daus, & V. Martinéz (Eds.),  Cambridge handbook of workplace affect and emotion  (pp. 229-243) .  Cambridge University Press. 

Dinger, J. , Conger, M., Hekman, D.R., Bustamante, C. 2020. Somebody That I Used to Know: The Immediate and Long-Term Effects of Social Identity in Post-disaster Business Communities. Journal of Business Ethics. 166: 115–141. https://doi.org/10.1007/s10551-019-04131-w 

Evans, J.B., Slaughter, J.E., Ellis, A.P.J., Rivin, J.M. (2020). Gender and the evaluation of humor at work. Journal of Applied Psychology 104 (8), 1077. https://doi.org/10.1037/apl0000395  

Fortin, M., Cropanzano, R., Cugueró-Escofet, N., Nadisic, T., &  Van Wagoner, H. (2020). How do people judge fairness in supervisor and peer relationships? Another assessment of the dimensions of justice.  Human Relations, 73  (12) ,  1632-1663.  https://doi.org/10.1177/0018726719875497

Cropanzano, R., Ambrose, M. A., &  Van Waggoner, H. P.  (2019).  Organizational justice and workplace emotion.  In E. A. Lind (Ed.),  Social psychology and justice  (pp. 243-283) .  Routledge. 

Johnson, S.K., Keplinger, K., Kirk, J.F., Barnes, L.Y. (2019). Has Sexual Harassment at Work Decreased Since #MeToo? Harvard Business Review. https://hbr.org/2019/07/has-sexual-harassment-at-work-decreased-since-metoo

Keplinger, K., Johnson, S.K., Kirk, J.F., Barnes, L.Y. (2019). Women at work: Changes in sexual harassment between September 2016 and September 2018. PloS one 14 (7), e0218313. https://doi.org/10.1371/journal.pone.0218313

Van Wagoner, P., Embry, E ., Barnes, L.Y., Rivin, J.M., Rick Reed, R . Hekman, D.R., Volpone, S.D., & Johnson, S.K. 2019. Leveraging Diversity to Enhance Inclusion Efforts for Team Processes and Outcomes. Academy of Management Proceedings. Boston, August 2019. https://doi.org/10.5465/AMBPP.2019.15302abstract 

Becker, W. J., Cropanzano, R.,  Van Wagoner, H. P.,  &  Keplinger, K.  (2018). Emotional labor within teams: Outcomes of individual and peer emotional labor of perceived team support, extra-role behavior, and turnover intentions.  Group and Organization Management, 43  (1) ,  38-71.  https://doi.org/10.1177/1059601117707608  [Included in the Editor’s Choice Collection.]

Cropanzano, R.,  Kirk, J., F.,  & Discorfano, S. M. (2017). Organizational justice. In S. G. Rogelberg (Ed.),  Encyclopedia of Industrial/Organizational Psychology  (2 nd  Ed., pp. 1118-1122). Sage Publications.

Hekman, D.R., Johnson, S.K. Foo, M.D. & Yang, W. 2017. Does diversity-valuing behavior result in diminished performance ratings for nonwhite and female leaders? Academy of Management Journal. 60: 771-797. Also summarized and included in the Women and Public Policy Program's Gender Action Portal (GAP – gap.hks.harvard.edu) Highlighted in the following media outlets: • CNN, March 24, 2016 • The Atlantic, April 4, 2016 • Huffington Post, March, 29, 2016 • Fivethirtyeight.com, March 25, 2016 

Hekman, D.R., Johnson, S.K., Cropanzano, R., Kirk, J. , Chan, E., Lamb, M. 2016. How Executive Pay Leads to Racial and Gender Bias, Aggression and Worse Executive Performance. Academy of Management Proceedings. Anaheim, August 2019. 

Johnson, S.K., Hekman, D.R., & Chan, E.T. 2016. If There’s Only One Woman in Your Candidate Pool, There’s Statistically No Chance She’ll Be Hired. Harvard Business Review. April 26, 2016.  https://hbr.org/2016/04/if-theres-only-one-woman-in-your-candidate-pool-theres-statistically-no-chance-shell-be-hired

York, J., Vedula, S., Conger, M. , Hekman, D.R. (2016) Green to Gone: How Institutional Logics Impact the Survival of Social Entrepreneurs. Frontiers of Entrepreneurship Research: Vol. 36 : Iss. 15, Article 4. 

Cropanzano, R., Fortin, M., &  Kirk, J. F.  (2015). How do we know when we are treated fairly? Justice rules and fairness judgments. In M. R. Buckley, A. R. Wheeler, & J. R. B. Halbesleben (Eds.),  Research in Personnel and Human Resources Management  (Vol. 33, pp. 279-350). Emerald Publishing. 

Van den Bos, K., Cropanzano, R.,  Kirk, J.,  Jasso, G., & Okimoto, T. G. (2015). Expanding the horizons of social justice research: Three essays on justice theory.  Social Justice Research, 28  (2) ,  229-246.  https://doi.org/10.1007/s11211-015-0237-7

Learn more about

Research requirements

Teaching Requirements

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Organizational Behavior

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Program Requirements

• Program Requirements →

Each candidate’s program of study will be developed in consultation with faculty advisors and the chair of the Policy and Admissions Committee. The normal program is outlined below.

The Policy and Admissions Committee designates faculty members at the Business School and the Faculty of Arts and Sciences as sponsors to each student upon entrance into the organizational behavior program. The sponsors, in conjunction with the PhD Programs Offices, will assist the student in deciding which courses to take and how to fulfill various degree requirements. It is expected that students will establish relationships with other faculty members, and it is possible that the major academic advisory role may be assumed by different faculty members in the dissertation stage of a candidate’s program. However, students are strongly advised to consult with the sponsors and with the PhD Programs Offices during all stages of PhD work.

• Two term-length courses in foundations of psychology
• Two term-length graduate-level psychology courses
• One term-length graduate-level social sciences course
• Two term-length courses on sociological theory (Soc 204 and 208)
• Two term-length graduate-level sociology electives

Completion of two term-length organizational behavior courses:

• Micro Topics in Organizational Behavior (HBS 4882)
• Macro Topics in Organizational Behavior (HBS 4880)

Completion of four term-length courses in research methods:

• Two term-length courses in quantitative methods (FAS courses, sequential courses)
• One term-length course in qualitative methods
• One term-length course in research design (FAS course)
• Two case-based HBS MBA courses

Research Experience

The research apprenticeship requirement - Students are required to engage in research, under faculty supervision, soon after beginning PhD study in the discipline.

The qualifying paper requirement - Both micro-organizational behavior and sociology require all students to submit a qualifying paper by the end of the third year of study.

The dissertation is the final research requirement.

Teaching Requirement

Students must teach or assist with teaching in a formally offered course for one full academic term. This engagement should include, at least, 8 hours of front-of-class teaching and 16 hours of teaching preparation time. The requirement may be fulfilled by completing a teaching fellow or instructor assignment at a Harvard University.

Examinations & Reviews

The dossier review (micro-organizational behavior) - The students undergo a dossier review by a faculty committee. The dossier consists of the qualifying paper, at least two other research papers, and a statement about future plans for research.

The discipline examination (sociology) - The student takes the written examination offered by the department, following procedures and on the schedule set by the department.

The organizational behavior examination (both tracks) - This examination comes after all doctoral coursework has been completed. It provides an excellent occasion for the student to draw on all of his or her training to demonstrate readiness for first-rate conceptual and empirical work on organizational phenomena.

The Dissertation

Prospectus: When the student has satisfactorily completed all other requirements, a dissertation prospectus is written and a prospectus committee is formed (consisting of at least three members; Micro-organizational behavior track committees must include at least two Harvard faculty having ladder appointments, at least one of whom must be from HBS; Sociology track committees must include at least one member from the HBS faculty and at least one from the FAS faculty).

When that committee feels that the prospectus is ready for formal review, the prospectus meeting is held. If the committee is satisfied that the student is ready to begin data collection, the members will approve the prospectus. The prospectus committee normally continues as the student’s dissertation committee once the prospectus is approved.

Dissertation: The dissertation provides an opportunity for students to demonstrate, in a work wholly their own, their ability to contribute creatively to the advancement of knowledge about organizational behavior. When the student and the dissertation committee agree that the dissertation is acceptable, a dissertation defense is scheduled. It is expected that a dissertation will be approved unanimously by the dissertation committee. If the dissertation committee should find itself deadlocked about the acceptability of a dissertation, it will inform the Policy and Admissions Committee about the extent and the basis of the disagreement, and work with the PAC to resolve the matter.

Normal Progress Toward the Degree

By the end of the first year, students should have completed most discipline coursework and the research apprenticeship requirement. Sociology track students should complete the sociology written general exam at the end of the first year (summer).

By the end of the second year, students should have completed all doctoral course requirements, and the organizational behavior examination.

By the end of the third year, students should have completed all required courses, the qualifying paper, and all examinations and reviews.

By the middle of the fourth year, students should have the dissertation prospectus approved.

Students are expected to complete all degree requirements, including the dissertation, in five years. Students will be required to withdraw from the program if they have not completed the qualifying paper by the end of the third year, or if they have not completed the dissertation prospectus by the end of the fifth year.

Department of Psychology

PhD in Applied Organizational Psychology

ANNOUNCEMENT

We are proud of our I/O psychology faculty and students for their contributions to this accomplishment. In 2022-2023, members of our graduate programs published 20 peer-reviewed journal publications, 4 book chapters, and gave 31 peer-reviewed conference presentations. A special thanks to our 33 unique graduate student authors and coauthors who helped make this possible. Congratulations, everyone!

GRE is recommended but not required for the Fall 2024. Apply today!

Welcome to the homepage for the PhD program in Applied Organizational Psychology.

This 96 s.h. program prepares students for careers in academics, business, industry, government, and other private and public domains. Upon graduating, students are able to apply scientific methods to the solution of problems related to individuals and groups at work. The academic training students receive is composed of an advanced methodological and content-based curriculum in I/O psychology. A unique feature of this program is the required internship in which doctoral students work under the supervision of a manager designated by the organization and approved by the faculty. A doctoral dissertation under the supervision of a faculty member in a laboratory or field setting is required.

Learn More About the Program

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Send administrative questions to: Program Secretary : Dawn Gallo Email | Phone: 516-463-6029

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Bachelor of Arts in Psychology

Program overview.

Prepares students to understand how psychologists think critically and design and conduct scientific research on behavior and mental processes. Students learn professional skills, such as how to communicate, use statistics, work in teams, and solve problems, that will apply to a range of jobs in various fields. Topics include biological, developmental, cognitive, and abnormal psychology.

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The rumor that “you can't do anything with just a bachelor’s degree in psychology” is outdated. The truth is that the skills emphasized in the psychology curriculum at CU Denver generalize well to almost any career –and psychology majors can pursue just about every career pathway.

Psychology is the scientific study of behavior and mental processes. Students at CU Denver can focus on any of the major psychology sub-disciplines: including human development and behavior, animal behavior, behavioral neuroscience, cognition, social interactions, industrial/organizational, and psychological disorders and treatment.

Those who seek post-graduate degrees are prepared for research-oriented, clinical, or applied psychology fields of study – as well as degrees in other fields like medicine or law. Psychology is considered a “hub science,” that supplies a firm foundation for success in professions like advertising, business, teaching, entertainment, and many others.

Why BA Psychology at CU Denver?

Useful curriculum.

The core skills emphasized in the undergraduate Psychology curriculum overlap with the traits listed as most desirable in new employees by the National Association of Colleges and Employers. These include the ability to solve problems effectively, think critically, communicate, collaborate with others, and act ethically and professionally. Psychology majors also learn scientific literacy, research, and statistical skills that are also attractive to a range of employers, both in and outside of psychology.

World Class and Involved Faculty

Our faculty includes widely cited experts in their scientific fields. Faculty strive to use best pedagogical practices when teaching. We provide rich curricular opportunities such as internships, independent studies and research projects. We have a chapter of Psi Chi, the international academic honor society in Psychology.

Convenience

The program provides flexible coursework options for everyone, including students who have other commitments.

Being situated in the Denver region provides students with easy access to many Psychology and Psychology-related organizations, such as mental health facilities, health care facilities, schools, research laboratories, and the diverse set of businesses and companies in the city.

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You can apply through either the Common Application or the Milo Application. Transfer students will need to submit the Milo Application.

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The psychology department has cracked me wide open in the best way possible! Its courses and faculty have provided me with a more holistic outlook on life, particularly on who we are as individuals and how we operate amongst the masses, ultimately allowing me to extend more grace to myself and others.

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