DOCTORAL STUDENT HANDBOOK

Ph.D. in Business Administration

Area of Management

Texas Tech University

Rawls College of Business Administration
2006 - 2007

Last updated: October 20, 2006

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

I. Introduction .............................................................................................................................. 4
I. Table 1: Bloom’s Taxonomy........................................................................................... 5

II. Student Advising ..................................................................................................................... 8

III. Overview of Requirements .................................................................................................... 8

a. Foundational Knowledge, Skills and Competencies....................................................... 9
1. Leveling courses ......................................................................................................... 9
2. Mathematics Competency Requirement ..................................................................... 9
b. Research Skills ................................................................................................................ 9
c. Analytical Tools ............................................................................................................ 10
1. Other Statistical/Methods Courses Recommended................................................... 10
d. Management as a Major ............................................................................................... 11
1. Management Core..................................................................................................... 11
2. Management Specializations .................................................................................... 11
e. Supporting Fields .......................................................................................................... 12
1. Research Methods Supporting Field......................................................................... 12
2. Entrepreneurship ....................................................................................................... 12
3. Health Organization Management ............................................................................ 12
4. Organizational Behavior and Leadership.................................................................. 13
f. Colloquium in Management Research (MGT 6380)..................................................... 13
g. Milestones in the Program........................................................................................... 14

IV. Qualifying Exam and Specialty Field Paper ..................................................................... 14

a. Qualifying Exam ........................................................................................................... 14
1. Requirements for Taking Qualifying Exam.............................................................. 15
2. Qualifying Exam Calendar ....................................................................................... 15
3. Qualifying Exam Process.......................................................................................... 15
b. Specialty Field Paper.................................................................................................... 16
1. Specialty Field Paper Committee.............................................................................. 17
2. Specialty Field Paper Process ................................................................................... 17

V. Dissertation Components and Options ............................................................................... 17

1. Traditional Dissertation Proposal................................................................................ 18
2. Three Paper Dissertation Proposal .............................................................................. 18
a. Proposal Format ........................................................................................................ 19
b. Prospectus Defense ................................................................................................... 20
c. Dissertation Format................................................................................................... 21
d. Dissertation Defense ................................................................................................. 22

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VI. Management as a Doctoral Minor or Supporting Field................................................... 23
a. Qualifying Exams for Management as a Support Field (RCOB Ph.D. Students)......... 23
b. Qualifying Exams for Management as a Minor (Non-RCOB Doctoral Students)........ 23

VII. Typical Duties of Management Ph.D. Students............................................................... 24

VIII. Financial Support ............................................................................................................. 24

a. Rawls Supplement Scholarship ..................................................................................... 24
b. Internal Rawls Support Scholarships............................................................................ 25

IX. Annual Review Process ....................................................................................................... 26

X. Placement Upon Completion................................................................................................ 26

Appendix 1. Optional Handout -- Critical Thinking Checklist for Ph.D. Students ............. 27

Appendix 2: Overview of Requirements................................................................................... 29

Appendix 3: Design of PhD in Management ........................................................................... 31

Appendix 4: Graduate Faculty in Management ...................................................................... 32

Appendix 5: Area of Management Course Descriptions......................................................... 35

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

I. Introduction
Congratulations! Welcome to the PhD Program in Management in the Rawls College of
Business at Texas Tech University (TTU). By enrolling in this program, you have embarked on
a remarkable adventure with a unique destination: a career of scholarship. Your journey through
the Management Doctoral Program will be a defining time of your life, and unlike anything you
have experienced in your education to date. Due to its distinctive purpose of developing research
scholars who are capable of independently generating new knowledge, a doctoral program
differs from undergraduate and masters programs in fundamental ways. Because doctoral
programs have different goals than other degree programs, they employ different pedagogies,
and produce a different product: social scientists with expertise in their field, and the ability to
disseminate this knowledge through original research and teaching. Because of this unique
objective, you can expect to become engaged in far different learning methods than
undergraduate and masters programs use. In this program we are dedicated to imparting the
knowledge of the management disciplines, but we also intend to develop specialized problem
solving processes that prepare you for an academic career. Here, in the Management Doctoral
Program at TTU we offer you a learning approach grounded in critical thinking.

In the Area of Management at TTU we believe that a highly effective response to rapidly
accelerating knowledge generation within an information age should be—as one of our
distinctive competencies—to offer doctoral students a program that invokes high-order critical
thinking skill as the means from which they may attain conceptual mastery in their field. While
course work remains an essential component of the program, in this doctoral program you are
expected to take much greater responsibility for maximizing the learning you achieve through
the courses that you take. For example, in our doctoral seminars you are expected as students to
read extensively beyond assigned readings, while sharing the knowledge you acquire in the
process to help your classmates learn. Specifically, beyond the innovative format of our
seminars, we seek to develop your critical thinking capacities through integrating across the
thinking-complexity levels reflected in Bloom’s Taxonomy of Educational Objectives (e.g.,
knowledge, comprehension, application, analysis, synthesis and evaluation; see Table 1), the
additional requirements and activities that are part-and-parcel of a rich doctoral education
experience. Thus, your program activities including, but not limited to, comprehensive exams,
teaching and research assistantships, directed studies, the preparation and submission of
theoretical and empirical papers for publication, conference and journal reviewing, participation
in professional development seminars, involvement in professional meetings, and the preparation
and defense of an original dissertation on a research topic of interest are all connected within this
program such that they serve to hone and refine your ability as a critical thinker.

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I. Table 1: Bloom’s Taxonomy

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

Competence Skills Demonstrated

Knowledge • observation and recall of information

• knowledge of dates, events, places
• knowledge of major ideas
• mastery of subject matter
• Question Cues:
list, define, tell, describe, identify, show, label, collect, examine,
tabulate, quote, name, who, when, where, etc.

Comprehension • understanding information

• grasp meaning
• translate knowledge into new context
• interpret facts, compare, contrast
• order, group, infer causes
• predict consequences
• Question Cues:
summarize, describe, interpret, contrast, predict, associate,
distinguish, estimate, differentiate, discuss, extend

Application • use information

• use methods, concepts, theories in new situations
• solve problems using required skills or knowledge
• Question Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve,
examine, modify, relate, change, classify experiment, discover
 I. Table 1 (continued). Bloom’s Taxonomy

Analysis • seeing patterns

• organization of parts
• recognition of hidden meanings
• identification of components
• Question Cues:
analyze, separate, order, explain, connect, classify, arrange,
divide, compare, select, explain, infer

Synthesis • use old ideas to create new ones

• generalize from given facts
• relate knowledge from several areas
• predict, draw conclusions
• Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create,
design, invent, what if?, compose, formulate, prepare, generalize,
rewrite

Evaluation • compare and discriminate between ideas

• assess value of theories, presentations
• make choices based on reasoned argument
• verify value of evidence
• recognize subjectivity
• Question Cues:
assess, decide, rank, grade, test, measure, recommend, convince,
select, judge, explain, discriminate, support, conclude, compare,
summarize

*From Benjamin S. Bloom Taxonomy of educational objectives

Published by Allyn and Bacon, Boston, MA. Copyright© 1984 by Pearson Education
Adapted by permission of the publisher.

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We expect students to progress through the program from year to year by systematically refining
their critical thinking skills. More specifically, we expect students to develop progressively
higher levels of critical thinking skills along the lines summarized below.
• The primary focus for a student during the first year in the program is devoted to acquiring
knowledge and comprehension of the content area through doctoral seminars, research
assistantships, and teaching opportunities, with some application of this knowledge through
research assistantships and statistics/methods seminars.
• By the end of the second year, a student is expected to have achieved a basic knowledge and
comprehension of the content domain, and to have shifted focus to the application of that
knowledge and the development of higher levels of critical thinking including analysis,
synthesis and evaluation. While seminars, research assistantships, and teaching and reviewing
opportunities continue to serve as means of developing these critical thinking skills, other
mechanisms are added to the mix, including directed studies, a field paper, comprehensive
examinations, and preliminary work laying the foundations for a dissertation.
• By the end of the third year, a student should have completed a comprehensive exam and
basic course work, and gained additional competence with respect to critical thinking skills;
attention then shifts to further developing higher level skills through directed studies, a
specialty field paper, scholarly papers that are submitted for publication, additional research
(e.g., reviewing) and teaching activities, and dissertation work.
• By the end of the fourth year, a student is expected to have mastered the content domain of his
or her choice and to have more fully developed higher level thinking skills (i.e., analysis,
synthesis and evaluation) through work on a high quality dissertation, as well as through
continued scholarly contributions as a research assistant and teacher.

A visual representation of the critical thinking skills we strive to impart to doctoral students,
along with many of the program components available for their development, is provided in
Appendix 1.

As the preceding discussion suggests, the goal of our doctoral program is to use a wide array of
pedagogical and socialization methods to systematically transform entering students into
management scholars capable of performing at the highest levels of their craft. Through this
process, it is expected that as a graduate, you will produce a scholarly record of research and
teaching that will allow you to successfully compete for academic appointments at peer
institutions. Of course, a key assumption upon which your future success will be based is that
you will assume ownership for your own program learning and recognize that you are ultimately
responsible for developing and applying the critical thinking abilities initiated and refined here.
Hence, the Management Doctoral Program at TTU is designed to empower you, and to facilitate
your growth and maturation as a management scholar. Your success in the program will
ultimately depend on your ability to utilize the rich array of faculty and institutional resources
available to help you blossom as a scholar capable of making original and valuable intellectual
contributions to the field. So, while your time in the program may indeed unfold as a long and
often unfamiliar trip, we also believe you will find it to be an exciting, engaging, and
empowering journey with a most rewarding destination – a career as a management scholar who
is fully capable of discovering and disseminating knowledge to others through independent
critical thinking.

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

III. Overview of Requirements

An overview of the requirements for the PhD in Business Administration with a major in
Management is provided in Appendices 2 and 3. The requirements summarized in these
appendices will be detailed in this handbook [together with the Rawls College of Business
(RCOB) doctoral handbook available from the Graduate Service Center].

A minimum of 20 courses (60 semester credit hours) beyond the bachelor’s degree and basic
studies in business (as described below in the “leveling courses” heading) is required for the
doctorate. Required course work covers analytical tools, Management as a specialization, and at
least one supporting field. Twenty-four (24) hours must be taken in residence during a 12 month
period. Work from a master’s degree may be counted toward the required 60 hours, if approved
by the appropriate Doctoral Advisor for the area in which the student seeks credit. At least 30
hours must be taken in residence at TTU. There is no foreign language requirement.

A student must take 24 hours in a 12 month window. This requirement can be split up between
the regular semesters and the summer semesters in a number of ways – 9/9/3/3 or 9/12/3/0, for
example. If a student has a teaching position in the summer, she or he must register for at least
three hours in the semester she or he is teaching.

Once a student is admitted to candidacy, that student must enroll in BA 8000 until finished. If
obtaining financial aid, this may mean enrolling for at least six hours a semester.

The specific components of the Management Doctoral Program can be divided into five
categories:

1) The development of foundational knowledge, skills and competencies

2) The development of the doctoral student as a researcher
3) The development of the student’s abilities to use quantitative and economic tools of
analysis
4) The development of expertise in Management as the student’s major area of
specialization
5) The development of expertise in at least one supporting field.

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 a. Foundational Knowledge, Skills and Competencies

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

1. Leveling courses
Students accepted into the Ph.D. program with previous degrees in disciplines other than
business must initially complete (or be waived from) 18 hours of basic studies in business
courses (leveling work). These are the same courses as those required for Rawls College of
Business Administration (RCOB) masters students without undergraduate business degrees.
These courses are not counted toward the required 60 hours. The leveling courses are:

• ACCT 5401 Financial and Managerial Accounting

• FIN 5320 Financial Management
• ECO 5310 Price and Income Theory
• MKT 5350 Marketing Foundations
• MGT 5371 Managing Organizational Behavior
• BLAW 5290 Legal, Regulatory and Ethical Environment of Business
• ISQS 5345 Statistical Concepts for Business and Management

2. Mathematics Competency Requirement

Two exams test the student’s competency in research relevant skills: 1) calculus; and 2) linear
algebra. The exams are two to four hours long. Each is written and graded by the Doctoral
Competency Committee and administered by the Graduate Programs Office. A grade of 80% or
better is necessary to pass the exam. The detailed policies and procedures concerning the
competency exams are found in the RCOB doctoral handbook. Exams are given in August and
January. You must take the examination or complete the class(es) during the first year of
enrollment in the doctoral program.

Depending on a student’s prior coursework, a student who feels that he or she is not prepared for
an exam should enroll in a corresponding preparatory course. A grade of B or better in the
course would substitute for the exam:
• MATH 1331 Introductory Mathematical Analysis
• MATH 2360 Linear Algebra
The competency exam must be passed before a student can take the qualifying exams in the
major or minor field.

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

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

c. Analytical Tools
The third component in the doctoral program is directed towards assuring that the student has the
ability to use quantitative and economic tools of analysis. Three courses (9 semester hours) are
included in the student’s degree requirements to provide this background.

• ISQS 5347 Advanced Statistical Methods

• Economics (6 hours)
- ECO 5311 Advanced Macroeconomic Analysis OR
- ECO 5312 Advanced Microeconomic Analysis OR
- An upper division undergraduate economics course if approved by the
Management Doctoral Advisor
• MGT 6315 Current Management Issues (Organizational Economics)

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

1. Other Statistical/Methods Courses Recommended

• ISQS 5349 Regression Analysis
• ISQS 6348 Applied Multivariate Analysis

Other statistical/methods courses in the RCOB

• ISQS 6347 Advanced Experimental Statistics
• MKT 6353 Marketing Theory (Philosophy of Science) OR
BA 7000 Philosophy of Science
• BA 7000 Systems Dynamics

Statistical/methods courses outside the RCOB

• COMS 5305 Qualitative Research
• ECO 5314 Econometrics
• IE 5342 Design of Experiments
• POL 5381 Research Design in Political Science
• POL 5383 Advanced Quantitative Research Methods in Pol. Science
• POL 5382 Data Analysis in Political Science (SPSS Techniques)
• PSY 5347 Advanced Correlational Methods and Factor Analysis
• PSY 5380 Experimental Design
• SOC 5394 Research Methods in Sociology
• SOC 5331 Field Research Methods in Sociology

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 • SOC 5332 The Research Organization
• SOC 5334 Quantitative Methods

d. Management as a Major
The fourth program component consists of a major field specialization in Management. The
level of competence required in the major is that of a scholar concentrating in the field and
contributing to its progress through research. This implies a broad knowledge of the field of
Management and its literature and a detailed understanding of current research in a specific sub-
area of Management.

The course work a student takes in Management covers both a Management core and a
specialization within Management (details on the core and specialization are provided below.)
Students should work with their faculty advisors in their chosen specialization to tailor course
work in Management to meet their objectives and interests.

1. Management Core

All Ph.D. students majoring in Management are expected to have adequate familiarity with basic
areas within Management. These are defined by the following core courses:

• MGT 6375 Advanced Organizational Behavior

• MGT 6392 Advanced Organization Theory
• MGT 6395 Advanced Strategic Management

2. Management Specializations

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

Course descriptions are available in Appendix 2.

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

With the permission of the Management Doctoral Advisor, prior graduate coursework may be
used as the second support field and additional coursework in that support field may be waived.

1. Research Methods Supporting Field

A special research methods support field is also available. This support field is designed to
provide the student with even more highly developed analytical and research skills. This support
field complements the required research skills and analytical tools courses. For a 9 hour support
field, the recommended courses are:

• MKT 5355 Research Design (or equivalent)

• MKT 6355 Theory Testing (or equivalent)
• ISQS 5349 Regression Analysis (or equivalent)

Note: It is recommended that ISQS 5347: Advanced Statistical Methods be taken before MKT
5355 and that ISQS 5349: Regression Analysis should be taken before or simultaneously with
MKT 5355: Research Design.

Note: It is recommended that ISQS 6348: Applied Multivariate Analysis be taken at the same
time or prior to MKT 6355: Theory Testing.

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

3. Health Organization Management

This may only be a second support field for doctoral students majoring in Management because
it consists primarily of Management courses rather than those from other supporting areas. This
support field focuses on the management of health care organizations; as such, it is a field where
Management research is applied to a specific type of organizational context. This 12 hour
support field is recommended for those students who anticipate conducting Management
research on health care organizations.

The courses include three of the following:

• MGT 5306 HOM I: Medical Aspects
• MGT 5307 HOM II: Managed Care Organizations

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 • MGT 5308 HOM III: Medical Groups and Ambulatory Care
• MGT 5309 HOM III: Current Aspects in Health Care
• ECO 5337 Health Care Economics
• PUAD 5334 Health Care Policy and Administration

Plus, students should enroll in:

• BA 7000 Individual Research: Health Organization Management
(To be taken with an HOM Faculty Member from the Area of Management)

4. Organizational Behavior and Leadership

This 12 hour supporting field is available to Management majors who wish to establish a
specialty area in organizational behavior and leadership. Students focusing in this area will
select a program from the courses listed below, and/or other approved courses.

• MGT 5372 Leadership and Ethics

• COMS 5302 Intercultural Communication
• COMS 5303 Communication in Small Groups
• PSY 5326 Human Motivation: A Social Psychological Approach
• PSY 5327 Seminar in Social Cognition
• PSY 5331 Small Group Behavior
• SOC 5303 Seminar in Contemporary Sociological Theory
• SOC 5320 Social Psychology: Symbolic Interactionism

Plus, students should enroll in:

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

f. Colloquium in Management Research (MGT 6380)

The joint faculty/doctoral student Colloquium in Management Research (MGT 6380) is intended
to give the doctoral student additional exposure to Management-related issues, substantive
research and research methods and to enhance student/faculty interaction, joint research and
publication. It is also intended to provide professional socialization for doctoral students.
Finally, it is to help expose all members of the Area to new ideas from each other and guest
speakers.

The specifics of the Colloquium are these:

1. Each doctoral student enrolls each long semester for the Colloquium while in residence.
2. Credit for the Colloquium does not count toward other doctoral requirements, but it does
meet the Area of Management’s colloquium requirement for doctoral students.
3. The Colloquium is taken in addition to the student’s regular load and is not intended to
substitute for regular coursework or to slow progress in the student’s overall doctoral
program.
4. Faculty are encouraged to attend as often as possible

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 g. Milestones in the Program
A summary of the major milestones in the Management Doctoral Program and expected
organizational citizenship behaviors is provided below.

Course Work Organizational Citizenship

Year 1 Two MGT Core Seminars
Complete Math Requirement
Complete leveling courses
ISQS 5347: Advanced Statistics
BA 5395: Practicum in Higher Ed
Participate in Research Colloquium
(MGT 6380)
Take classes, meet all faculty
Develop research interest
Submit paper at regional meeting
Attend Teaching, Learning &
Technology Center (TLTC) workshops
(if available)
Teach or TA class (if available)

Year 2 Complete MGT Core Seminars Finish classes

ISQS 5349: Regression Analysis (or Have multiple projects with several
equivalent) faculty members
ISQS 6348: Applied Multivariate Submit paper to national meeting
Analysis (or equivalent) Successfully pass comprehensive exams
MKT 5355: Research Design (or
equivalent)
Participate/present in Research
Colloquium (MGT 6380)

Year 3 Complete all coursework Complete Specialty Field Paper

Defend dissertation proposal prior or Have paper under review at a journal
Academy of Management Meeting
Participate/present in Research
Colloquium (MGT 6380)

Year 4 Complete dissertation Interview for post-graduation position

Register for BA 8000 Paper receives revise and resubmit at
Participate/present in Research journal
Colloquium (MGT 6380)
Successfully defend dissertation prior to
the end of Summer II session

IV. Qualifying Exam and Specialty Field Paper

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

14
specialization (e.g., Entrepreneurship, Health Organization Management, Leadership,
Organizational Studies, Strategic Management, etc.).

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

1. Requirements for Taking Qualifying Exam

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

2. Qualifying Exam Calendar

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

Register Date Exam Date

February 10 March 21
June 2 July 20
September 15 October 19

3. Qualifying Exam Process

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

15
 (through seminars, independent studies, research assistant assignment, etc.), to
discuss and decide what members of this group will submit questions for the exam.
d. The Qualifying Exam Committee will select questions from the set submitted and
coordinate the construction, scheduling and administration of the exam.
e. After the administration of the exam, all Management Graduate Faculty will be
invited to grade the exam, submit their assessments, and (if submitting such
assessments) attend a meeting to give input to the Qualifying Exam Committee
regarding its charge (described above).

Normally, students will be provided with 10 hours over two days (five hours per day) to
complete the Qualifying Exam. Any deviations from this format will be communicated to the
student within two weeks of his/her requesting specific dates for the written exams.

Under normal circumstances, the Qualifying Exam Committee will evaluate the written exams
within two weeks of completion of the exams.

Each question will be graded utilizing the following scale:

1 2 3 4 5
Very poor Pass Excellent
(fail) (high pass)

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

The Qualifying Exam Committee will have the necessary authority to recommend any
assignment seen as appropriate. The Qualifying Exam Committee will also be responsible for
evaluating the student’s performance on this assignment and making a final decision on whether
the student has successful completed the exam.

b. Specialty Field Paper

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

16
author, with the student listed as the first author. The research can either be original (collecting
new data) or use an existing data set. The idea (research question) must be original. Although it
is acceptable for the paper to extend research previously submitted for course credit, the research
conducted and summarized must extend substantially extend the prior work. After the student
has completed the research paper and has met the quality standard as determined by the research
paper committee, the student will present her or his research to Area of Management faculty.

1. Specialty Field Paper Committee

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

2. Specialty Field Paper Process

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

V. Dissertation Components and Options

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

17
The Doctoral Dissertation Committee should be selected as early as possible during the student’s
studies. A committee chair is typically chosen before the completion of course work once the
student has identified an area of interest. The committee chair may be of assistance in refining a
topic, suggesting potential committee members, and establishing a time line and structure for the
dissertation. The committee must include a chair plus two additional members from Management
Graduate Faculty, plus one Graduate Faculty Member from outside the area.

Doctoral students vary with respect to their background, research interests, and areas of
expertise. The TTU Doctoral Program in Management is purposefully designed to be flexible
and provide students with options that play to their strengths. Such flexibility is built into the
curriculum where students are provided with the opportunity to select courses that enable them to
specialize in a particular research area of interest to develop there expertise. In addition,
flexibility is built into dissertation requirements, where students have an opportunity to choose
between two options: a) a traditional dissertation and b) the three paper model for a dissertation.

The specific components of the two dissertation options are described in detail below. Additional
details describing the policies and procedures governing the dissertation phase of the doctoral
program is provided in the RCOB Doctoral Student Handbook.

1. Traditional Dissertation Proposal

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

2. Three Paper Dissertation Proposal

The Area of Management offers the option of completing a sequence of three research papers
instead of the traditional dissertation. The three-paper model for completing the dissertation
should be considered for three basic reasons. First, the creation of publications provides the
student with the greatest latitude in future career choices. Second, the process of creating and
submitting collaborative publications should be an integral part of the doctoral experience.
Third, producing peer-reviewed publications is the standard metric of academic achievement
among business research disciplines. Some topics and approaches lend themselves more readily
to the traditional dissertation model, however.

In terms of specific requirements, Items a) to d) above in the Traditional Dissertation Section

also pertain to the three-paper dissertation model. The student is expected to work with the
dissertation committee to decide if the three paper format is desirable and logical given the topic

18
and the plan to study the topic. Once this decision is made, the student develops a written
prospectus and schedules a proposal defense. After the proposal is approved at the defense, the
student proceeds to complete the work. The three papers generated through this process should
be conceptually related, complimentary, and prepared for submission to an A+/A rated journal
from the RCOB journal list. At least two of the papers should be empirical, with the option of
developing one high quality theoretical paper.

a. Proposal Format
The following structure and length is suggested:

1) Abstract (250 words or less): The abstract should provide a succinct and brief stand-
alone summary of the background and rationale for undertaking the three papers in the
dissertation, the significance of these studies to the field(s), and the methods and study
populations to be used.

2) Background and Significance (not more than 3 pages): Provide a brief background
and describe the scientific disciplines and theories relevant to the research problems or
questions to be addressed. Highlight the significance of the proposed research in
addressing these research problems or questions.

3) Literature Review (pages as appropriate): Include relevant literature published to date

on the research area to be studied and a more in depth review of the literature specific to
the research questions to be addressed by the three papers. Include literature on the
theoretical bases or frameworks for the proposed studies, if applicable. List definitions or
terminology when needed. Include statistics in the literature with subsections when
needed. At the conclusion of the review, highlight the significant gaps that have been
identified in the existing literature.

4) Research Questions (1-2 pages): (Optional section. These questions will also be
included in the three paper abstracts in the next section) Statement of the research
questions to be addressed or problems to be solved in the three papers and how they fill
the gaps in the literature. This may also be stated as a set of hypotheses to be tested to
answer the research questions.

5) Methods (pages as appropriate): Include outlines for each paper. These outlines might
contain for each study , as appropriate: 1) Background, 2) Study Objective, 3) Data
Sources/Study Setting including recruitment strategy for primary data collection or
qualitative studies, 4) Data Collection/Extraction procedures as relevant (if primary data
are collected include survey instruments, sampling plan, pilot testing, laboratory
techniques, focus group techniques, and/or power analysis as appropriate. If a
comprehensive or systematic literature review is to be done, outline inclusion/exclusion
criteria and search methods), 5) Study Design including research model, variables, tests
of validity and reliability, statistical or other analytical or qualitative methods used, 6)
Plan of analysis and timeframe for completion of paper. 7) Potential implications of
findings; 8) Target journals; and 9) Key Words. The committee chair may require more
detail in the methods section. Alternate methods of presentation may be appropriate if

19
 your methods are overlapping between papers. The student should consult with the
chair prior to preparing the prospectus.

6) References: The references should be prepared consistent with Academy of Management,

American Psychological Association, or other applicable style guidelines, depending on
the targeted journal.

7) Annex (optional section): Draft of one or more papers of the dissertation. Draft of
papers is not required for prospectus defense but if a student has completed a preliminary
draft, it should be included with the prospectus.

All dissertation research and included papers must be initiated after the student’s admission to
the doctoral program and conducted under the supervision of at least one member of the
dissertation committee. In consultation with the dissertation committee, students may request
inclusion in the dissertation, revised or expanded versions of papers written as part of prior
coursework. The student may not seek research help from committee members for work to be
completed for a course and all requirements of a course must be completed under the direction of
the course faculty.

Part of doing the three paper model is to give the student experience in determining co-
authorship and collaborative expectations. Before defending the three paper model prospectus,
the student would identify authors and the position of authorship and consult with her or his chair
about the recommendations for authorship orders and responsibilities. As a general rule, the
student should be the first author on all the papers included in the dissertation. Exceptions to this
rule should be discussed with the student’s committee prior to commencing work. If either the
student or a committee member’s role on a paper changes significantly, the authorship list may
be modified to reflect the changed levels of involvement of coauthors. Membership or chairship
in a dissertation committee does not necessarily imply co-authorship of the papers drafted for the
dissertation. Authorship of a paper requires that the faculty member(s) has made a substantial,
direct, intellectual contribution to the work.

b. Prospectus Defense
The prospectus defense is an oral presentation of the written work and defense of the proposed
research methods before the student’s dissertation committee and guests. All dissertations in the
Area of Management have open invitations within the RCOB for students and faculty. The
student may choose to invite guests outside the college.

The defense should not be scheduled until all of the student’s committee members are satisfied
that the prospectus is adequately prepared. This typically requires numerous drafts with
feedback from the chair and at least two drafts with other committee members. The student
should ensure that sufficient time is allowed to support this collaborative process. The student
should fully address any committee member concerns prior to the defense.

Scheduling a mutually convenient time for the defense is the student’s responsibility. The
defense should be scheduled at time when preferably all committee members are available. If
this is impossible, not more than one member should be unavailable and not more than one

20
committee member may attend via telephone. If one member will be absent from the defense,
unanimous approval of the prospectus from committee members present is needed.

Notice of the defense must be given to the Management Doctoral Advisor and RCOB Graduate
Services Office a minimum of 3 weeks prior to the defense. This requires a memo from your
committee chair providing the dissertation topic, list of committee members and affiliation for
your outside member, date, and location of defense. The memo must be accompanied by a copy
of the prospectus and an abstract.

You must also notify the Management Doctoral Advisor of any audiovisual equipment needed,
including conference calling.

The dissertation chair will advise the student as to what to expect during the defense. The
student is encouraged to practice a dry run prior to the presentation.
o Presentations are typically limited to 20-30 minutes in duration
o Prospectus presentations should be concise but include:
ƒ Background (personal interest, why this topic, relevant theory)
ƒ Important conclusions of relevant literature
ƒ Research question(s) (how this is a unique research contribution)
ƒ Methods (for example: population, data source, analytic model, operationalization
of variables)
ƒ A handout of your abstract and presentation is helpful for those attending the
presentation.

At the time of the defense, the dissertation chair may meet privately with the committee prior to
the defense to discuss the defense process with the committee.

The chair will then notify the student when the presentation should begin and invite guests into
the room. The chair will explain the defense process to the student and guests. This process will
take the format of the student’s formal presentation followed by a question period from both
committee members and guests.

At the conclusion of the defense and question and answer period, the chair will excuse the
student and guests from the room. Committee members will then discuss the dissertation
outcome. The committee will then invite the student back to meet privately with the committee.
At this time the committee may ask the student additional questions and may place additional
requirements on the proposed research. The prospectus will be either approved or not approved
and the RCOB Graduate Services Office will be notified. Any revisions required of the
prospectus must be submitted to the RCOB Graduate Services Office within two weeks of the
defense.

Upon successful defense of the prospectus the student advances to the status of doctoral
candidate.

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

21
modifications or new information that was adopted during the course of the research. The
following chapters are added to the prospectus content for a dissertation format:
1. Findings and Discussion
2. Conclusions and Recommendations

In the three paper model, these sections are very brief and will refer to the attached papers
included in the appendix. If desired, summary information may be provided as well as any
unpublishable findings. Journal submission dates and peer review progress of these submissions
(under review, in revision, accepted, or published) should be included as applicable.

d. Dissertation Defense
The dissertation defense should not be scheduled until the student’s committee members are
satisfied with the dissertation draft or the three completed paper drafts. It is in the student’s best
interest to allow adequate time for all committee members to read the dissertation, provide
feedback, act on their feedback and ensure that they are satisfied with the changes prior to
scheduling.

Note that there is a calendar deadline each semester (check with the RCOB Graduate Services
Office) for the last date to submit a dissertation before graduation. All revisions and editorial
changes must be signed off by the committee prior to this date. Students should consider this
when scheduling a defense date. The defense should be scheduled at time when preferably all
committee members are available. If this is impossible, not more than one member should be
unavailable and not more than one committee member may attend via telephone. If one member
will be absent from the defense, unanimous approval of the prospectus from committee members
present is needed.

Notice of the defense must be given to the Management Doctoral Advisor and RCOB Graduate
Services Office a minimum of 3 weeks prior to defense. This requires a memo from the
dissertation committee chair providing the dissertation topic, list of committee members, date
and location of defense. The memo must be accompanied by a copy of the dissertation and an
abstract.

A similar process is followed as described for the prospectus defense. The presentation will
typically recap the research question(s), and methods and then reveal findings and conclusions.

The committee may make one of four decisions regarding the dissertation: accept as presented,
accepted with minor changes, accepted with significant revisions, or not accepted and the student
can no longer continue in the doctoral program.

Most students require at least minor changes. It is the student’s responsibility to complete these
changes and obtain their committee’s approval. This must be completed before the student can
be certified for graduation.

22
VI. Management as a Doctoral Minor or Supporting Field
Doctoral students from other programs in the RCOB or from other programs within in the
University may elect Management as a supporting field or a minor with the approval of their
respective doctoral advisors. Students taking Management as a minor or supporting field must
work with the Management Doctoral Advisor or the Management faculty members on their
advisory or dissertation committee to develop a coherent set of courses consistent with their
background and objectives. Course work may either emphasize one of the management
specializations (e.g., Entrepreneurship, Health Organization Management, Organizational
Behavior and Leadership, Strategic Management) or constitute an overview of the field of
management.

a. Qualifying Exams for Management as a Support Field (RCOB

Ph.D. Students)
As per RCOB guidelines, a support field for Ph.D. students consists of 9-12 hours of graduate
work in a particular area. The qualifying exam for Management as a support field will consist of
a six hour written exam based on the specific courses that the student has selected. Normally
exam questions will be solicited form the faculty members from which the student has taken
courses. If a particular faculty member is unavailable, the questions will be based on the course
content. The student will be responsible for informing the Management Doctoral Advisor of the
specific course content. This can be done by providing a syllabus of the course.

The exam will be administered by the RCOB Graduate Programs Office on the day designated
by that office. It is anticipated that these exams will be graded by those faulty members who
have participated in writing the questions for the exam. If any other graduate faulty member
desires to grade all or portions of the exam, they will have the opportunity to do so. The grading
scale discussed previously will be used. In order to pass the exam, the student should obtain an
average passing grade across all questions and rates. There is no oral exam.

b. Qualifying Exams for Management as a Minor (Non-RCOB

Doctoral Students)
The Gradate School specifies that a doctoral student needs to have 15 hours of graduate courses
outside his/her major to constitute a minor. A minor in RCOB involves 15 graduate credits,
including leveling work, in one of the following areas:
• Accounting (including Taxation)
• Business Statistics
• Finance (including Banking)
• Management
• Management Information Systems
• Marketing
• Operations Management

A comprehensive, qualifying exam must be passed. This exam is administered by the Doctoral
Advisor in the minor field.

23
It is suggested that for a minor in Management, the format of the qualifying exam be similar to
that of the supporting field exam, i.e., a course based, six hour written exam. Area of
Management faculty members are responsible to the Doctoral Advisor in Management for
providing questions and grading the answers to those questions that have been included in the
qualifying exam. It is recommended that, where feasible, questions be solicited from the faculty
members who taught the course for the particular student and this faculty member would also be
responsible for evaluation of the written exam.

VII. Typical Duties of Management Ph.D. Students

The length of a typical program varies from 4 to 5 years depending upon the individual student’s
research interest and progress in the program. Due to State of Texas Funding Requirements, four
years or 99 hours is an important threshold (see discussion of 99 hour rule under “Financial
Support.” During the first 2 years, the typical student takes 9 hours of course work each
semester, is a teaching assistant for 10 hours a week and a research assistant for 10 hours a week.
This varies on the needs of the department and some students will be assigned to two different
professors for 10 hours each per week.

Teaching assistant duties include teaching a stand-alone class (depending on your previous
academic training) or being a teaching assistant for a large section class. Research assistant
duties involve working with faculty on a wide range of activities including data entry, data
coding, library searches and co-authorship of a paper. These assignments are made by the
Management Area Coordinator and attempts are made to match the interests of Ph.D. students
with available faculty.

VIII. Financial Support

Students are encouraged to increase their exposure and contact with the professional community
by attending and presenting papers at professional meetings. The Area Coordinator of
Management will try to provide financial support whenever possible. Students will also receive
funding for their teaching and research assistantship. Scholarships are available both within and
outside of the RCOB. Graduate students employed at least 50% are eligible for health insurance
benefits through Texas Tech University. Some percentage of the health insurance benefits cost
is paid by the employee.

The Texas Legislature has capped fundable graduate study at 99 doctoral hours for most
programs. For more information please refer to page 71 of the TTU Undergraduate and
Graduate Catalog.

a. Rawls Supplement Scholarship

The Rawls Supplement Scholarship was created to reward current doctoral students who have
shown outstanding professional development and excellent scholarly advancement during the
current academic year. A Rawls Supplement Scholarship may be awarded each year and will
depend on the quality of applications and available funding.

Scholarship awards: Minimum $1,000

Maximum $5,000

24
Applications will be reviewed during Spring and scholarship awards will commence in the Fall.
The deadline for submitting applications is May 15.

Eligibility:
1. Area of Management Doctoral Student in good academic standing
2. Applicant is currently receiving less than $5,000 in scholarship support

Application requirements:
1. Cover letter
2. Statement on your vision for your career path.
3. Statement on how this award would help you accomplish your career goals
4. Current curriculum vitae
5. Annual review self-assessment questionnaire

The PhD Committee will review all applications and applicants will be notified by June 30.

b. Internal Rawls Support Scholarships

Internal scholarships are made possible by the Rawls endowment to the college. Within the Area
of Management, the scholarships are designed to encourage and reward Ph.D. students for
professional development. The guidelines for the scholarships are as follows:

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

25
IX. Annual Review Process

There will be a yearly review of all Ph.D. in Business Administration (Management) students.
This review will consider each student’s academic and professional progress (e.g., grades,
incompletes, oral and written communication skills, participation in professional activities and
research). The review will be conducted by the Management Doctoral Advisor in combination
with the student’s Primary Faculty Advisor, with input from the Management Area Graduate
Faculty. If a Primary Faculty Advisor has not yet been chosen, a graduate faculty member
selected by the student for the review will participate in the review.

Questionnaires are used to aid in the annual review assessment. The questionnaires will be
completed as follows:

1. Doctoral student completes a self-assessment.

2. Instructors complete a questionnaire regarding the conceptual/research abilities of
student.
3. Graduate Faculty members who are working with the student on research projects
complete a questionnaire assessing the student’s contributions to the project(s).
4. The Graduate Faculty will complete an overall assessment for each student taking into
account information from the above reviews.

All completed questionnaires are forwarded to the student’s Primary Faculty Advisor who meets
with the student to discuss the questionnaire information and perform an annual review.

X. Placement Upon Completion

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

26
 Appendix 1. Optional Handout -- Critical Thinking Checklist for Ph.D. Students
YEAR 1
Activity/ Competence Knowledge Comprehension Application Analysis Synthesis Evaluation
Core Comprehensive Exam Preparation √
Directed Studies
Dissertation
Specialty Field Paper
Research Assistantships √ √ √
Reviewing (Journal & Conference) √
Seminars: core required √ √
Seminars: other conceptual √ √
Seminars: statistics and methods √ √ √
Submissions for Publication
Teaching √ √

Activity/ Competence
Core Comprehensive Exam
Directed Studies
Dissertation
Specialty
Research Assistantships
Reviewing (Journal/Conference)
Seminars: core required
Seminars: other conceptual
Seminars: statistics and methods
Submissions for Publication
Teaching
YEAR 2
Knowledge Comprehension Application Analysis Synthesis Evaluation
√ √ √ √ √
√ √
√ √ √
√ √ √ √ √
√ √ √
√ √ √ √
√ √ √ √
√ √ √ √
√ √
√ √ √

Key to boxes:
Primary focus during year
Competency achieved
Competency in future
NOTE: This Appendix is designed to serve as a tool to aid in the development of
√ the critically thinking skills required of research scholars. It is not intended to be
restrictive to either the students or the faculty. While recognizing that students
enter a doctoral program at different levels of knowledge acquisition and progress at
different rates, the specific knowledge content and skills may vary by individual.
The mix of skills developed within program components may likewise vary.
 Appendix 1 (Continued): Critical Thinking Checklist for Ph.D. Students
Activity/ Competence
Core Comprehensive Exam
Directed Studies
Dissertation
Specialty Field Paper
Research Assistantships
Reviewing (Journal & Conference)
Seminars: core required
Seminars: other conceptual
Seminars: statistics and methods
Submissions for Publication
Teaching
YEAR 3
Knowledge Comprehension Application Analysis Synthesis Evaluation
√ √ √ √
√ √ √ √
√ √ √ √ √ √
√ √ √
√ √ √
√ √ √ √
√ √ √ √
√ √

YEAR 4
Activity/ Competence Knowledge Comprehension Application Analysis Synthesis Evaluation
Core Comprehensive Exam
Directed Studies
Dissertation √ √ √
Specialty Field Paper √
Research Assistantships √ √ √
Reviewing (Journal & Conference) √ √ √
Seminars: core required
Seminars: other conceptual
Seminars: statistics and methods
Submissions for Publication √ √ √ √
Teaching √ √ √

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

28
Appendix 2: Overview of Requirements
Management Doctoral Program Curriculum

I. Overview of RCOB Ph.D. Program

A. Pre-Ph.D.: Leveling courses
i. Calculus Requirement or exam
ii. Linear Algebra Requirement or exam
B. RCOB 60 hour program
i. BA 5395: Practicum in Higher Ed (3 hours)
ii. Doctoral Core = 9 hours
1. ISQS 5347: Advanced Statistical Methods
2. MGT 6315: Organization Economics
3. ECO 5311 or ECO 5312 or an upper division undergraduate
economics class with approval of the Doctoral Program Advisor
iii. Doctoral Major = 18-21 hours
iv. First Support Field = 9-12 hours
v. Electives (from Masters program or other) = whatever necessary to get to
60 hour total

II. MGT Doctoral Course Requirements

A. Revisions accepted October 2, 2006 by MGT Graduate Faculty
B. Summary of revised course requirements
i. Revised curriculum is summarized in Appendix 2
C. Behavioral science research methods as the first support field
i. Includes:
1. ISQS 5349 Regression (or equivalent)
2. MKT 5355 Research Methods I (or equivalent)
3. MKT 6355 Theory Testing (or equivalent)
ii. Students desiring a marketing substantive (in additional to methodological
support field) will take substantive Marketing courses as separate electives
iii. Students needing psychology (or alterative) research methods will take
other research methods as the second support field to be examined by
appropriate department outside of RCOB

D. Three doctoral seminars as core requirements in Management major:

i. Core courses:
1. MGT 6375: Advanced Organizational Behavior
2. MGT 6392: Advanced Organization Theory
3. MGT 6395: Advanced Strategic Management
ii. Students will be responsible to have the necessary background for these
core doctoral courses
iii. Students will have the consent of the instructor prior to enrolling in these
courses

E. Of the 12 additional hours of Management coursework necessary to complete 21

hours in the major:
 i. Three hours should be a graded BA 7000 (directed readings/research) with
the student’s faculty advisor
ii. Additional graduate courses (12 hours) from the list below
1. MGT 5306 Medical aspects of Health Organization
Management
2. MGT 5307 Ambulatory Health Organization Management
3. MGT 5308 Health Organization Management
4. MGT 5309 Contemporary Issues in HOM
5. MGT 5372 Leadership and Ethics
6. MGT 5373 Developing Entrepreneurship Skills
7. MGT 5377 Personnel Administration
8. MGT 5384 International Business and Multi-National Strategy
9. MGT 5385 Organizational Change
10. MGT 5391 Business Policy
11. MGT 6381 Seminar in Advanced Management Topics (may be
repeated on other topics)
12. MGT 6385 Organizational Diagnosis, Assessment and Design

F. Continuous Enrollment in the Research Methods Colloquium (MGT 6380)

III. To further enhance the quality of the doctoral education in Management

A. Faculty will provide enrichment for doctoral students in masters courses where
possible
B. Student socialization and specialization will be encouraged through interaction
with graduate faculty in:
i. Directing reading tutorial courses (BA 7000 – graded, or BA 8000,
ungraded)
ii. Research practica tutorial courses (BA 7000 – graded, or BA 8000,
ungraded)

30
Appendix 3: Design of PhD in Management
(Approved by MGT Graduate Faculty (xx/yy/2006)

RAWLS COLLEGE OF BUSINESS COURSE REQUIREMENTS

Pre-PhD Pre-PhD Program Coursework:

Leveling Courses and/or Masters Degree

BA ISQS ECO MGT MATH MATH

Required Doctoral 4395 5347 5311 6315 1331 2360
Core & Math Practicum in Advanced Advanced Organizational Introductory Linear
Higher Ed Statistics Macroeconomic Economics Mathematical Algebra
OR Analysis (or (or Exam)
ECO Exam)
5312
Microeconomic
Analysis
(or an approved
Upper Division
UG ECO class)

First Field Required for ISQS 5349 MKT 5355 MKT 6355
Support Field: MGT Majors: Regression Research Research
9-12 Hours Behavioral Science (or Equivalent) Methods I Methods II
(Masters or PhD Research Methods (or Equivalent) (or Equivalent)
Courses)

Optional Option Most Used in RCOB: Other Option:

Second Courses Approved from Student’s 3-4 Related New (or Mixed)
Support Field Masters Program, e.g., from MBA Courses with Adviser’s Approval
9-12 Hours “Quantitative Analysis” or from (e.g., Entrepreneurship, Health Organization
(Masters of PhD Other Masters such as Public Management, Organizational Behavior and
Courses) Administration or Psychology Leadership, Organization Studies)

MANAGEMENT MAJOR COURSE REQUIREMENTS

Core required MGT 6375 MGT 6392 MGT 6395

Doctoral Advanced Advanced Advanced
Seminars Organization Behavior Organization Strategic
Theory Management

Management
Specialization Required: Three other Management Graduate Courses
Courses Selected with Approval of Adviser plus
One graded BA 7000 (Directed readings/research)
with student’s Faculty Adviser

Specialization Tutorials BA 7000 (For course grade), otherwise BA 8000

(Directed Readings)

Specialization Tutorials BA 7000 (For course grade), otherwise BA 8000

(Research Practica)

Student/Faculty MGT 6380 Colloquium in Management Research

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

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Appendix 4: Graduate Faculty in Management
Name From Research Interests
John Blair, Ph.D. University of Michigan Organizational studies,
military organization, and
health organization
management
Kim Boal, Ph.D. University of Wisconsin- Business policy and
Madison organization studies
Keith Brigham, Ph.D. University of Colorado Entrepreneurship, cognition
and decision making,
technology transfer and
managing growth
Claudia Cogliser, Ph.D. University of Miami Leader/follower
relationships,
transformational and
visionary leadership,
creativity, virtual teams,
and research methods
Eric Ford, Ph.D. University of Alabama- Health organization
Birmingham management, strategic
management, organizational
learning, and information
systems
Bill Gardner, DBA Florida State University Leadership, business ethics,
social influence processes
Hans Hansen, Ph.D. University of Kansas Organization theory,
organization change,
organizational culture,
organizational aesthetics,
abductive inquiry, and
qualitative methods
Duane Hoover, Ph.D. Washington University, St. Organizational behavior,
Louis experiential learning,
organizational development
and change, ethics
Jerry Hunt, Ph.D. University of Illinois Leadership, organizational
studies and sociology of
science as related to
management
Linda Krefting, Ph.D. University of Minnesota Human resource
management and
organizational behavior

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 Name From Research Interests
Tom Lumpkin, Ph.D. University of Texas - Opportunity recognition,
Arlington corporate entrepreneurship and
strategic renewal, organization
creation and firm emergence,
and family business
Barry Macy, Ph.D. Ohio State University Organizational effectiveness,
organizational transformation
change and work design and
redesign, and health
organization management
Ronald Mitchell, Ph.D. University of Utah Entrepreneurial cognition,
global entrepreneurship,
development of transaction
cognition theory, and
stakeholder theory
Tim Nix, Ph.D. Texas Tech University Health organization
management, strategic
management, management
history
G. Tyge Payne, Ph.D. Texas Tech University Health organization
management, strategic decision-
making and cognition,
interorganizational relationships,
organization-environment
fit/misfit, corporate
entrepreneurship, venture
capitalism
Robert Phillips, Ph.D. Ohio State University Organizational studies,
personnel/human resources
management, military
organization and health
organization management
Jeremy Short, Ph.D. Louisiana State University Strategic management,
multilevel determinants of firm
performance, strategic groups,
strategic decision processes,
research methods, and
entrepreneurship.
Ritch Sorenson, Ph.D. Purdue University Organizational studies,
organizational communication,
leadership and conflict
management

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 Name From Research Interests
Chris Quinn Trank, Ph.D. University of Iowa Organization theory,
rhetorical theory and
methods, and management
education.
Bill Wan, Ph.D. Texas A&M University Strategic management,
product and international
diversification, and
international corporate
governance and family
ownership

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Appendix 5: Area of Management Course Descriptions
(From the Office of Official Publications website, October 2005)

5192. Global Management Strategies (1:1:0). Corequisite: MGT 5391. Study of global strategy
formulation and implementation.

5306. HOM I: Medical Aspects (3:3:0). Prerequisite: Consent of instructor. Focuses on the
implications for the management of health care organizations of medical issues such as the
natural history of disease, epidemiology and health policies. (HOM 5306)

5307. HOM II: Managed Care Organizations (3:3:0). Prerequisite: MGT 5306 or consent of
instructor. Examines fundamental and contemporary issues in the organization and management
of managed health care organizations.

5308. HOM III: Medical Groups and Ambulatory Care (3:3:0). Prerequisite: MGT 5307 or
consent of instructor. An organization-based view of the health care system emphasizing the
provision of health care to populations via medical group practices and ambulatory care
organization.

5309. HOM IV: Current Aspects in Healthcare (3:3:0). Prerequisite: MGT 5308 or consent of
instructor. Analyzes and evaluates selected contemporary problems, issues, and trends in
healthcare management.

5371. Managing Organizational Behavior and Organizational Design (3). Examines

management of individual, interpersonal, group and intergroup relations, organizational design,
and the organization's role in a rapidly changing environmental and global context.

5372. Leadership and Team-Building Skills (3:3:1). Prerequisite: MGT 5371. Emphasizes
cognitive, skill, and experiential-practicum learning applied to ongoing leadership and
organizational problems.

5373. Entrepreneurship (3:3:0). Prerequisite: MGT 5376, ACCT 5401, and MKT 5360 or
consent of instructor. Introduces concepts and skills associated with wealth creation. Examines
managerial processes and strategies in emerging, growing, and revitalizing firms.

5374. Negotiation and Conflict Management Skills (3:3:1). Prerequisite: Consent of

instructor. Emphasizes negotiation skills and strategy development for managing organizational
stakeholders.

5375. Organization Theory (3:3:0). Prerequisite: MGT 5371. A study of basic organization
theory concepts and application of these concepts to the analysis and structure of organizations.

5377. Human Resource Management (3:3:0). Prerequisite: MGT 5371. Examination of the
principles and methodology of personnel administration with emphasis on manpower planning,
selection, development, and evaluation.

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5378. Managing the Entrepreneurial Family Business (3:3:0). Prerequisite: MGT 5371.
Management and business issues involved in running family firms. Emphasis is on
entrepreneurial family firms.

5379. Global Entrepreneurship (3:3:0). Prerequisite: MGT 5371. Exploration of organization

and management issues in global enterprise.

5381. Managing Innovation and Change (3:3:0). Prerequisite: MGT 5371. This course focuses
on understanding organization innovation and change and applying this knowledge to managing
innovation and change processes.

5382. Internship in Management (3). This course permits students to enhance their knowledge
within their field of specialization through application of concepts, principles, and techniques
learned in the classroom.

5384. International Management (3:3:0). Prerequisite: MGT 5371. Comparative analysis of

domestic, international, and multinational business operations, and the significance for
organization and management.

5391. Strategic and Global Management (3:3:0). Prerequisite: Completion of core and tool
courses in M.B.A. or M.S.A. program. Global and local strategy formulation and implementation
of corporate, business, ad functional strategies. MBA/MSA capstone course.

5476. Executive Skills (4:2:4). Prerequisite: Admission to the MBA program. Develop self-
awareness of personal attributes and goals, enhance personal development, and impart skills
needed to function as future executives.

6305. Individual Study in Management (3). Prerequisite: Consent of instructor. Directed

individual study of advanced management topics varying with the need of each student. May be
repeated for credit.

6315. Current Management Issues (3:). Prerequisite: Consent of instructor. Study and
integration of current management issues. May be repeated for credit.

6375. Advanced Organization Behavior (3:3:0). Prerequisite: Doctoral student status or

consent of instructor. A seminar which explores research and conceptual foundations of
behavioral science and the role and contributions of microorganizational concepts in
organization design and functioning.

6380. Colloquium in Management Research (3:3:0). Prerequisite: Doctoral standing. Study of

problems related to management for the individual student. Studies in selected areas of
management research. May be repeated for credit.

6381. Seminar in Advanced Management Topics (3). Organized seminar on specific advanced
management topics in the areas of management of strategy, organizational studies, personnel and
human resources management, or international business. May be repeated for credit.

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6392. Advanced Organization Theory (3:3:0). Prerequisite: Doctoral student status or consent
of instructor. A seminar which explores the fundamental macro theories and concepts of
organization design and functioning.

6395. Advanced Strategic Management (3:3:0). Prerequisite: Doctoral student status or

consent of instructor. A seminar which systematically examines the theoretical and empirical
research literature on strategic management content and process.

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