Keiser University’s Doctor of Philosophy in Industrial and Organizational Psychology program enables students to contribute to the profession through independent learning, scholarship, and research. Upon completion of this program, students are able to:
Prerequisites for Major Courses:
Note: Courses in the Ph.D. program are eight-weeks in length and students are scheduled for one or two courses concurrently. Dissertation courses are eight-weeks in length and students are scheduled for two dissertation courses per semester.
To receive a Doctor of Philosophy in Industrial/Organizational Psychology degree, students with a Master’s degree must earn 60 graduate semester credit hours. Students with a Bachelor’s degree must complete an additional 21 graduate semester credit hours and complete a thesis to receive their Master’s degree while enrolled in the Ph.D. in Industrial/Organizational Psychology. Fifty-four of the program hours (for students entering with a Master’s degree) must be completed through Keiser University. Seventy-five of the program hours (for students entering with a Baccalaureate degree) must be completed through Keiser University. Program requirements are as follows:
|Doctor of Philosophy in Industrial and Organizational Psychology Major Core Courses ( 60.0 – 81.0 credit hours )|
|Prerequisite Courses ( 18.0 credit hours, for students without a Master’s Degree )|
|History and Systems of Psychology||3.0 credit hours|
|Health Psychology||3.0 credit hours|
|Psychopathology||3.0 credit hours|
|Evolutionary Psychology||3.0 credit hours|
|Master’s Thesis, Part I
( Prerequisite: PSY701, RSM701, RSM702 )
|3.0 credit hours|
|Master’s Thesis, Part II
( Prerequisite: PSY502, PSY532, PSY542, PSY562, PSY730, PSY760, PSY770, PSY690 ) PSY699 is taken after 33 graduate semester hours have been completed, and must be taken alone.
|3.0 credit hours|
|Foundation Courses ( 15.0 – 18.0 credit hours )|
|Research, Ethics, and Scholarly Writing||3.0 credit hours|
|Cognitive & Affective Basis of Behavior||3.0 credit hours|
|Human Development ( Baccalaureate entry only )|
|Theories of Learning and Motivation||3.0 credit hours|
|Sociocultural Basis of Behavior||3.0 credit hours|
|Cross-Cultural Methods of Tests and Measurements||3.0 credit hours|
|Research Courses ( 15.0 credit hours )|
|Quantitative Research I ( Prerequisite RSM702 )||3.0 credit hours|
|Research Design and Qualitative Methods||3.0 credit hours|
|Quantitative Research II ( Prerequisite RSM700 )||3.0 credit hours|
|Research Theory, Design, and Methods ( Prerequisite: RSM702 )||3.0 credit hours|
|Advanced Research: Pre-Proposal and Literature Review
( Prerequisite RSM701, RSM800 and RSM802 ) RSM821 is scheduled as the last course and is not scheduled with any other course.
|3.0 credit hours|
|Ph.D. in Industrial / Organizational Psychology Core Courses ( 15.0 credit hours )|
|Consumer Behavior Theory and Practice||3.0 credit hours|
|Organizational Psychology||3.0 credit hours|
|Personnel Psychology||3.0 credit hours|
|Interventions in Social Systems||3.0 credit hours|
|Organizational Applications||3.0 credit hours|
|Testing and Assessment in Organizations||3.0 credit hours|
|Dissertation Courses ( 12.0 credit hours )|
|Students must complete six DSS900 courses – Dissertation 1||2.0 credit hours|
|Doctoral students must complete two residencies, one in the first year of the program; the second prior to taking RSM820.|
|Doctor of Philosophy Residency|
|Doctor of Philosophy Residency II|
The Doctoral Program includes a stimulating and instructional residency requirement. Residency is a time for students to gather to strengthen and continue building community.
Quality distance learning programs present both benefits and challenges for students. A key challenge faced by students and faculty within the doctoral program is to find alternative ways to create the personal interaction and connectivity that develops more naturally in the traditional face-to-face classroom course. Residency offers an incredible opportunity for cohort members to meet and build relationships with one another, faculty and staff that may last an eternity. In addition, residencies provide enriching in-person networking and mentoring opportunities for students with faculty and peers. It is during residency that the faculty and students truly become colleagues; engaging in both personal and professional dialogue, establishing friendships as well becoming professional equals.
What should students expect residency to look like? The overall experience is slightly different for each cohort. The specific focus for each cohort varies:
First Residency – Residency is a time of orientation. This is when the cohort comes together for the first time as enrolled students. During this first residency, students are oriented to how the online program functions, and are given time with the faculty and other students to develop mentoring and professional relationships. Students gather together daily for workshops and presentations on important concepts for their doctoral studies. Students are also expected to begin seriously considering their dissertation topic and committee. They will have opportunities to engage in face-to-face discussions with faculty.
Second Residency –This is the final residency required of doctoral students. Focus during this year includes continuing discussion of the student’s research interests and mentoring the student. Students will have greater access to the faculty, including individual appointments and to fully discuss these topics.
Students should budget for the following residency costs: 1) transportation, 2) hotel accommodations and 4) some food costs. The residency fee will cover the cost of most breakfasts, lunches and some dinners, as well as classroom break snacks when courses are in session. Students are responsible for making their own travel, lodging and other meal arrangements. The school assists with information on these, and helps facilitate students’ connecting to share rooms and rental cars to minimize expenses.
Students’ daily schedules during residency are occupied with many activities that they are required to attend. The coursework is intensive and requires a considerable amount of study and preparation time.
The program is committed to the historical foundations of the doctoral degree in which a community of scholars is created among faculty-mentors and student-scholars. Keiser University mirrors this historical tradition by the utilization of student cohorts, intensive on-campus residencies and a variety of interactive discussion modes that extend beyond topical course discourse. In view of this goal, the waiving of residency requirements will not be considered.
A dissertation serves two important functions. First, it is a demonstration of research, analytical and writing skill at the highest level of scholarly endeavor. The individual who plans, conducts, writes and defends a dissertation has shown that she or he is capable of pursuing a line of inquiry that requires the mastery of a large knowledge base, proficiency in analytical tools including statistics and narrative analysis, and the ability to articulate the meaning and application of that knowledge to both mentors and peers.
Secondly, the dissertation advances knowledge. Scholarship is advanced by the creative pursuit of answers to complicated questions. Dissertations are not just “really big class projects,” but serve to advance the method of addressing significant social concerns and problems. In that regard, dissertations are public documents designed to advance the culture.
The dissertation process begins early in the Ph.D. experience. Students are encouraged to pursue lines of inquiry, develop research agendas with faculty and participate in research groups. Papers and projects required in the core courses can facilitate the formation of dissertation projects, along with consultation and discussion of emerging ideas with the faculty.
During the second residency, students focus on the requirements and details of the dissertation process. During this time, students will seek three scholars to form the dissertation committee and guide them through their project. Students will draft a comprehensive literature review, research questions and method of inquiry to answer the questions in their second year. Following completion of comprehensive exams, students will defend their dissertation. Students must submit an application to the Human Subjects Review Committee and receive approval to complete their research prior to beginning their study.
Doctoral candidates work closely with their dissertation chair and committee to complete their research, analyze its meaning and significance, and present it in cogent and succinct written form.
The dissertation defense is the final and culminating experience of Ph.D. studies. It will consist of a public meeting in which the doctoral candidate formally presents the dissertation project, explains findings of the study and articulates its relevance to significant social problems. Dissertations are a reflection of the student’s comprehension of and capacity to address complex issues.
Craig D. Marker, Ph.D., Chair – Dr. Marker graduated from the Chicago Medical School with a degree in clinical psychology and received a respecialization in quantitative methods from the University of Virginia. His research has been in anxiety disorders, as well as advanced longitudinal methods. His current research investigates how people with anxiety process information including an investigation of psychophysiology and eye tracking.
Dr. Hansen completed her Ph.D. in clinical psychology at Nova Southeastern University. Her clinical experience has involved children, adolescents, and adults in community mental health centers, substance abuse treatment centers, and psychiatric hospitals. Her research experience has included coordinating NIDA- and NIMH-funded clinical trials that examined treatments for substance abuse and mental health disorders, examining sequelae of sexual abuse and psychological abuse, and providing program evaluation services for nonprofit organizations. Her education experience includes teaching psychology courses in traditional and online classrooms as well as community agencies, and she has conducted research and assessment training and provided statistical consultation for community agency staff and graduate students.
Dr. Shoshana Dayanim earned a MA degree in Creative Arts Therapy, and practiced as a psychotherapist for several years before returning to school to earn her PhD in Applied Developmental Psychology from Fordham University and completing a postdoctoral fellow at Emory University. Her research interests focus on the affects of television and technology on children. She has served as a researcher for various educational television programs including Sesame Street (her favorite). She enjoys helping students get excited about psychology and research and supporting them in reaching their goals!
Industrial and Organizational Psychology, PhD program links:
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