phd in organizational behavior

About Stanford GSB

• The Leadership
• Dean’s Updates
• School News & History
• Business, Government & Society
• Centers & Institutes
• Center for Entrepreneurial Studies
• Center for Social Innovation
• Stanford Seed

About the Experience

• Learning at Stanford GSB
• Experiential Learning
• Guest Speakers
• Entrepreneurship
• Social Innovation
• Communication
• Life at Stanford GSB
• Collaborative Environment
• Activities & Organizations
• Student Services
• Housing Options
• International Students

Full-Time Degree Programs

• Why Stanford MBA
• Academic Experience
• Financial Aid
• Why Stanford MSx
• Research Fellows Program
• See All Programs

Non-Degree & Certificate Programs

• Executive Education
• Stanford Executive Program
• Programs for Organizations
• The Difference
• Online Programs
• Stanford LEAD
• Seed Transformation Program
• Aspire Program
• Seed Spark Program
• Faculty Profiles
• Academic Areas
• Awards & Honors
• Conferences

Faculty Research

• Publications
• Working Papers
• Case Studies

Research Hub

• Research Labs & Initiatives
• Business Library
• Data, Analytics & Research Computing
• Behavioral Lab
• Faculty Recruiting
• See All Jobs

Research Labs

• Cities, Housing & Society Lab
• Golub Capital Social Impact Lab

Research Initiatives

• Corporate Governance Research Initiative
• Corporations and Society Initiative
• Policy and Innovation Initiative
• Rapid Decarbonization Initiative
• Stanford Latino Entrepreneurship Initiative
• Value Chain Innovation Initiative
• Venture Capital Initiative
• Career & Success
• Climate & Sustainability
• Corporate Governance
• Culture & Society
• Finance & Investing
• Government & Politics
• Leadership & Management
• Markets and Trade
• Operations & Logistics
• Opportunity & Access
• Technology & AI
• Opinion & Analysis
• Email Newsletter

Welcome, Alumni

• Communities
• Digital Communities & Tools
• Regional Chapters
• Women’s Programs
• Identity Chapters
• Find Your Reunion
• Career Resources
• Job Search Resources
• Career & Life Transitions
• Programs & Webinars
• Career Video Library
• Alumni Education
• Research Resources
• Volunteering
• Alumni News
• Class Notes
• Alumni Voices
• Contact Alumni Relations
• Upcoming Events

Admission Events & Information Sessions

• MBA Program
• MSx Program
• PhD Program
• Alumni Events
• All Other Events
• Requirements
• Requirements: Behavioral
• Requirements: Quantitative
• Requirements: Macro
• Requirements: Micro
• Annual Evaluations
• Field Examination
• Research Activities
• Research Papers
• Dissertation
• Oral Examination
• Current Students
• Entering Class Profile
• Education & CV
• GMAT & GRE
• International Applicants
• Statement of Purpose
• Letters of Recommendation
• Reapplicants
• Application Fee Waiver
• Deadline & Decisions
• Job Market Candidates
• Academic Placements
• Stay in Touch
• Fields of Study
• Student Life
• Organizational Behavior

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

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

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

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

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

Preparation and Qualifications

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

Macro Organizational Behavior: Organizational Theory and Economic Sociology

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

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

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

Micro Organizational Behavior

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

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

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

Macro Organizational Behavior Faculty

William p. barnett, robert a. burgelman, glenn r. carroll, julien clement, amir goldberg, douglas r. guilbeault, helena miton, hayagreeva rao, sarah a. soule, jesper b. sørensen, micro organizational behavior faculty, jennifer eberhardt, francis j. flynn, michele j. gelfand, deborah h. gruenfeld, michal kosinski, brian s. lowery, ashley martin, david melnikoff, dale t. miller, benoît monin, jeffrey pfeffer, charles a. o’reilly, emeriti faculty, michael t. hannan, roderick m. kramer, joanne martin, margaret ann neale, jerry i. porras, recent publications in organizational behavior, strategy theory using analogy: rationale, tools and examples, exposure to the views of opposing others with latent cognitive differences results in social influence — but only when those differences remain obscured, organizational culture archetypes and firm performance, recent insights by stanford business, let’s make a deal: negotiation tips from the experts, why i research: findings fueled by the head and the heart, could sharing facts about unions revitalize the labor movement.

• See the Current DEI Report
• Supporting Data
• Research & Insights
• Share Your Thoughts
• Search Fund Primer
• Teaching & Curriculum
• Affiliated Faculty
• Faculty Advisors
• Louis W. Foster Resource Center
• Defining Social Innovation
• Impact Compass
• Global Health Innovation Insights
• Faculty Affiliates
• Student Awards & Certificates
• Changemakers
• Dean Jonathan Levin
• Dean Garth Saloner
• Dean Robert Joss
• Dean Michael Spence
• Dean Robert Jaedicke
• Dean Rene McPherson
• Dean Arjay Miller
• Dean Ernest Arbuckle
• Dean Jacob Hugh Jackson
• Dean Willard Hotchkiss
• Faculty in Memoriam
• Stanford GSB Firsts
• Annual Alumni Dinner
• Class of 2024 Candidates
• Certificate & Award Recipients
• Dean’s Remarks
• Keynote Address
• Teaching Approach
• Analysis and Measurement of Impact
• The Corporate Entrepreneur: Startup in a Grown-Up Enterprise
• Data-Driven Impact
• Designing Experiments for Impact
• Digital Marketing
• The Founder’s Right Hand
• Marketing for Measurable Change
• Product Management
• Public Policy Lab: Financial Challenges Facing US Cities
• Public Policy Lab: Homelessness in California
• Lab Features
• Curricular Integration
• View From The Top
• Formation of New Ventures
• Managing Growing Enterprises
• Startup Garage
• Explore Beyond the Classroom
• Stanford Venture Studio
• Summer Program
• Workshops & Events
• The Five Lenses of Entrepreneurship
• Leadership Labs
• Executive Challenge
• Arbuckle Leadership Fellows Program
• Selection Process
• Training Schedule
• Time Commitment
• Learning Expectations
• Post-Training Opportunities
• Who Should Apply
• Introductory T-Groups
• Leadership for Society Program
• Certificate
• 2024 Awardees
• 2023 Awardees
• 2022 Awardees
• 2021 Awardees
• 2020 Awardees
• 2019 Awardees
• 2018 Awardees
• Social Management Immersion Fund
• Stanford Impact Founder Fellowships
• Stanford Impact Leader Prizes
• Social Entrepreneurship
• Stanford GSB Impact Fund
• Economic Development
• Energy & Environment
• Stanford GSB Residences
• Environmental Leadership
• Stanford GSB Artwork
• A Closer Look
• California & the Bay Area
• Voices of Stanford GSB
• Business & Beneficial Technology
• Business & Sustainability
• Business & Free Markets
• Business, Government, and Society Forum
• Get Involved
• Second Year
• Global Experiences
• JD/MBA Joint Degree
• MA Education/MBA Joint Degree
• MD/MBA Dual Degree
• MPP/MBA Joint Degree
• MS Computer Science/MBA Joint Degree
• MS Electrical Engineering/MBA Joint Degree
• MS Environment and Resources (E-IPER)/MBA Joint Degree
• Academic Calendar
• Clubs & Activities
• LGBTQ+ Students
• Military Veterans
• Minorities & People of Color
• Partners & Families
• Students with Disabilities
• Student Support
• Residential Life
• Student Voices
• MBA Alumni Voices
• A Week in the Life
• Career Support
• Employment Outcomes
• Cost of Attendance
• Knight-Hennessy Scholars Program
• Yellow Ribbon Program
• BOLD Fellows Fund
• Application Process
• Loan Forgiveness
• Contact the Financial Aid Office
• Evaluation Criteria
• English Language Proficiency
• Personal Information, Activities & Awards
• Professional Experience
• Optional Short Answer Questions
• Application Fee
• Reapplication
• Deferred Enrollment
• Joint & Dual Degrees
• Event Schedule
• Ambassadors
• New & Noteworthy
• Ask a Question
• See Why Stanford MSx
• Is MSx Right for You?
• MSx Stories
• Leadership Development
• How You Will Learn
• Admission Events
• Personal Information
• GMAT, GRE & EA
• English Proficiency Tests
• Career Change
• Career Advancement
• Career Support and Resources
• Daycare, Schools & Camps
• U.S. Citizens and Permanent Residents
• Faculty Mentors
• Current Fellows
• Standard Track
• Fellowship & Benefits
• Group Enrollment
• Program Formats
• Developing a Program
• Diversity & Inclusion
• Strategic Transformation
• Program Experience
• Contact Client Services
• Campus Experience
• Live Online Experience
• Silicon Valley & Bay Area
• Digital Credentials
• Faculty Spotlights
• Participant Spotlights
• Eligibility
• International Participants
• Stanford Ignite
• Frequently Asked Questions
• Operations, Information & Technology
• Political Economy
• Classical Liberalism
• The Eddie Lunch
• Accounting Summer Camp
• California Econometrics Conference
• California Quantitative Marketing PhD Conference
• California School Conference
• China India Insights Conference
• Homo economicus, Evolving
• Political Economics (2023–24)
• Scaling Geologic Storage of CO2 (2023–24)
• A Resilient Pacific: Building Connections, Envisioning Solutions
• Adaptation and Innovation
• Changing Climate
• Civil Society
• Climate Impact Summit
• Climate Science
• Corporate Carbon Disclosures
• Earth’s Seafloor
• Environmental Justice
• Operations and Information Technology
• Organizations
• Sustainability Reporting and Control
• Taking the Pulse of the Planet
• Urban Infrastructure
• Watershed Restoration
• Junior Faculty Workshop on Financial Regulation and Banking
• Ken Singleton Celebration
• Marketing Camp
• Quantitative Marketing PhD Alumni Conference
• Presentations
• Theory and Inference in Accounting Research
• Stanford Closer Look Series
• Quick Guides
• Core Concepts
• Journal Articles
• Glossary of Terms
• Faculty & Staff
• Subscribe to Corporate Governance Emails
• Researchers & Students
• Research Approach
• Charitable Giving
• Financial Health
• Government Services
• Workers & Careers
• Short Course
• Adaptive & Iterative Experimentation
• Incentive Design
• Social Sciences & Behavioral Nudges
• Bandit Experiment Application
• Conferences & Events
• Reading Materials
• Energy Entrepreneurship
• Faculty & Affiliates
• SOLE Report
• Responsible Supply Chains
• Current Study Usage
• Pre-Registration Information
• Participate in a Study
• Founding Donors
• Program Contacts
• Location Information
• Participant Profile
• Network Membership
• Program Impact
• Collaborators
• Entrepreneur Profiles
• Company Spotlights
• Seed Transformation Network
• Responsibilities
• Current Coaches
• How to Apply
• Meet the Consultants
• Meet the Interns
• Intern Profiles
• Collaborate
• Research Library
• News & Insights
• Databases & Datasets
• Research Guides
• Consultations
• Research Workshops
• Career Research
• Research Data Services
• Course Reserves
• Course Research Guides
• Material Loan Periods
• Fines & Other Charges
• Document Delivery
• Interlibrary Loan
• Equipment Checkout
• Print & Scan
• MBA & MSx Students
• PhD Students
• Other Stanford Students
• Faculty Assistants
• Research Assistants
• Stanford GSB Alumni
• Telling Our Story
• Staff Directory
• Site Registration
• Alumni Directory
• Alumni Email
• Privacy Settings & My Profile
• Success Stories
• The Story of Circles
• Support Women’s Circles
• Stanford Women on Boards Initiative
• Alumnae Spotlights
• Insights & Research
• Industry & Professional
• Entrepreneurial Commitment Group
• Recent Alumni
• Half-Century Club
• Fall Reunions
• Spring Reunions
• MBA 25th Reunion
• Half-Century Club Reunion
• Faculty Lectures
• Ernest C. Arbuckle Award
• Alison Elliott Exceptional Achievement Award
• ENCORE Award
• Excellence in Leadership Award
• John W. Gardner Volunteer Leadership Award
• Robert K. Jaedicke Faculty Award
• Jack McDonald Military Service Appreciation Award
• Jerry I. Porras Latino Leadership Award
• Tapestry Award
• Student & Alumni Events
• Executive Recruiters
• Interviewing
• Land the Perfect Job with LinkedIn
• Negotiating
• Elevator Pitch
• Email Best Practices
• Resumes & Cover Letters
• Self-Assessment
• Whitney Birdwell Ball
• Margaret Brooks
• Bryn Panee Burkhart
• Margaret Chan
• Ricki Frankel
• Peter Gandolfo
• Cindy W. Greig
• Natalie Guillen
• Carly Janson
• Sloan Klein
• Sherri Appel Lassila
• Stuart Meyer
• Tanisha Parrish
• Virginia Roberson
• Philippe Taieb
• Michael Takagawa
• Terra Winston
• Johanna Wise
• Debbie Wolter
• Rebecca Zucker
• Complimentary Coaching
• Changing Careers
• Work-Life Integration
• Career Breaks
• Flexible Work
• Encore Careers
• Join a Board
• D&B Hoovers
• Data Axle (ReferenceUSA)
• EBSCO Business Source
• Global Newsstream
• Market Share Reporter
• ProQuest One Business
• RKMA Market Research Handbook Series
• Student Clubs
• Entrepreneurial Students
• Stanford GSB Trust
• Alumni Community
• How to Volunteer
• Springboard Sessions
• Consulting Projects
• 2020 – 2029
• 2010 – 2019
• 2000 – 2009
• 1990 – 1999
• 1980 – 1989
• 1970 – 1979
• 1960 – 1969
• 1950 – 1959
• 1940 – 1949
• Service Areas
• ACT History
• ACT Awards Celebration
• ACT Governance Structure
• Building Leadership for ACT
• Individual Leadership Positions
• Leadership Role Overview
• Purpose of the ACT Management Board
• Contact ACT
• Business & Nonprofit Communities
• Reunion Volunteers
• Ways to Give
• Fiscal Year Report
• Business School Fund Leadership Council
• Planned Giving Options
• Planned Giving Benefits
• Planned Gifts and Reunions
• Legacy Partners
• Giving News & Stories
• Giving Deadlines
• Development Staff
• Submit Class Notes
• Class Secretaries
• Board of Directors
• Health Care
• Sustainability
• Class Takeaways
• All Else Equal: Making Better Decisions
• If/Then: Business, Leadership, Society
• Grit & Growth
• Think Fast, Talk Smart
• Spring 2022
• Spring 2021
• Autumn 2020
• Summer 2020
• Winter 2020
• In the Media
• For Journalists
• DCI Fellows
• Other Auditors
• Academic Calendar & Deadlines
• Course Materials
• Entrepreneurial Resources
• Campus Drive Grove
• Campus Drive Lawn
• CEMEX Auditorium
• King Community Court
• Seawell Family Boardroom
• Stanford GSB Bowl
• Stanford Investors Common
• Town Square
• Vidalakis Courtyard
• Vidalakis Dining Hall
• Catering Services
• Policies & Guidelines
• Reservations
• Contact Faculty Recruiting
• Lecturer Positions
• Postdoctoral Positions
• Accommodations
• CMC-Managed Interviews
• Recruiter-Managed Interviews
• Virtual Interviews
• Campus & Virtual
• Search for Candidates
• Think Globally
• Recruiting Calendar
• Recruiting Policies
• Full-Time Employment
• Summer Employment
• Entrepreneurial Summer Program
• Global Management Immersion Experience
• Social-Purpose Summer Internships
• Process Overview
• Project Types
• Client Eligibility Criteria
• Client Screening
• ACT Leadership
• Social Innovation & Nonprofit Management Resources
• Develop Your Organization’s Talent
• Centers & Initiatives
• Student Fellowships

Tepper School of Business

Ph.D. Program in Organizational Behavior and Theory

Interdisciplinary approach & methodological rigor.

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

Collaborative Culture

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

Course of Study

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

Research Specializations

Diversity, inclusion, and human capital.

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

FACULTY RESEARCH INTERESTS

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

Ethics and Justice

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

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

Groups and Teams

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

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

Knowledge Transfer and Learning in a Technologically-Driven World

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

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

Networks and Organizations

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

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

Entrepreneurial and Organizational Strategy

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

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

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

Program details.

• Requirements
• Building The Intelligent Future: Strategic Plan 2024-2030
• Academic Calendar
• Course List
• Privacy Policy
• Statement of Assurance
• Tepper Information Center
• Tepper Store

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

PhD in Organizational Behavior

Organizational behavior.

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

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

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

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

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

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

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

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

Typical course schedule by year

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

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

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

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

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

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

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

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

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

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

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

View our current Organizational Behavior PhD students .

Related Research

The limits of leniency.

How leaders respond to employee misconduct matters.

Ashamed to take a break

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

You can be too careful

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

This website uses cookies and similar technologies to understand visitor experiences. By using this website, you consent to UNC-Chapel Hill's cookie usage in accordance with their Privacy Notice .

Organizational Behavior

The Ph.D. program in organizational behavior is an interfaculty program offered by the Graduate School of Arts and Sciences (GSAS) at Harvard University and faculty at Harvard Business School (HBS). The program trains scholars who are able to draw on the concepts and methods of psychology and sociology in conducting research on behavior and management within complex organizations and prepares students for careers as researchers and teachers. Program graduates will be comfortable working either in disciplinary departments or in professional schools—especially schools of management.

• Organizational Behavior
• Introduction

Harvard Griffin GSAS strives to provide students with timely, accurate, and clear information. If you need help understanding a specific policy, please contact the office that administers that policy.

• Application for Degree
• Credit for Completed Graduate Work
• Ad Hoc Degree Programs
• Dissertations
• English Language Proficiency
• African and African American Studies
• American Studies
• Anthropology
• Architecture, Landscape Architecture, and Urban Planning
• Molecular and Cellular Biology
• Organismic and Evolutionary Biology
• Biological Sciences in Public Health
• Biostatistics
• Business Administration
• Business Economics
• Byzantine Studies
• Celtic Languages and Literatures
• Chemical Biology
• Chemical Physics
• Chemistry and Chemical Biology
• Comparative Literature
• Division of Medical Sciences
• Earth and Planetary Sciences
• East Asian Languages and Civilizations
• Engineering and Applied Sciences
• Film and Visual Studies
• Germanic Languages and Literatures
• Health Policy
• History of Art and Architecture
• History of Science
• Human Evolutionary Biology
• Inner Asian and Altaic Studies
• Linguistics
• Mathematics
• Middle Eastern Studies
• Near Eastern Languages and Civilizations
• Political Economy and Government
• Population Health Sciences
• Public Policy
• Quantum Science and Engineering
• Religion, The Study of
• Romance Languages and Literatures
• Slavic Languages and Literatures
• Social Policy
• South Asian Studies
• Systems, Synthetic, and Quantitative Biology
• Secondary Fields
• Year of Graduate Study (G-Year)
• Master's Degrees
• Grade and Examination Requirements
• Conduct and Safety
• Financial Aid
• Non-Resident Students
• Registration
• Residence Halls
• Student Groups

Questions about these requirements? See the contact info at the bottom of the page. 

Program of Study

The PhD degree in organizational behavior is a jointly offered program between the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences and Harvard Business School.

Students will work with faculty in the Harvard Business School (HBS) and take classes within the Department of Sociology or the Department of Psychology within the Faculty of Arts and Sciences (FAS).

Each candidate’s program of study will be developed in consultation with the faculty chair of the program and the Doctoral Programs Office at HBS. The normal program is outlined below.

The First Two Years

Regular guidance through contact with faculty advisors is an essential component of doctoral education. Students should maintain close contact with their official advisor(s) throughout their enrollment in the program. Students are encouraged to develop informal advising relationships with several faculty members in addition to their official advisor. 

The first-year advisors provide aid during the initial stages of the program but do not necessarily advise the student throughout their studies. Students are matched with initial advisors based on their research interests. As students familiarize themselves with program faculty during coursework, research work, seminars/workshops, and other activities, they may change their official advisor(s) as their academic and research interests develop. During the early years of study, students should become acquainted with many program faculty members to identify advisors who share their research interests.

Micro-Organizational Behavior Track

• Two one-term courses in foundations of psychology
• Two additional one-term graduate-level courses in psychology
• One graduate-level elective course in the social sciences (“workshop” courses do not fulfill this requirement)
• Two term-length organizational behavior courses (HBS 4882 and 4880)
• Two courses in quantitative research methods (FAS courses; sequential courses)
• One course in qualitative research methods
• One course in research design
• Two one-term MBA Elective Curriculum courses (see below)

Sociology Track

• Two one-term courses on sociological theory (SOC 2204 and 2208)
• Two additional one-term graduate-level (200-level) sociology electives (“workshop” courses do not fulfill this requirement)
• Two term-length organizational behavior courses (HBS 4882 and 4880) 

All courses should be completed with a grade of B or better.

MBA Courses

All organizational behavior students are required to complete two MBA courses in HBS’ Elective Curriculum (EC) to help them identify managerially relevant research opportunities. Doctoral students will also benefit from learning with the MBA students in their courses who bring practical real-world perspectives to the classroom conversation. In addition, students will develop relationships with faculty instructors to discuss pedagogy and the integration of research in the classroom.  

Students may elect to complete one of the two MBA course requirements by participating as a teaching fellow (TF) in an MBA course. Students are eligible to TF in both Required Curriculum (RC) and EC courses. 

Additional requirements for doctoral students in MBA classes

In addition to completing all regularly assigned course requirements, organizational behavior students are required to meet with their MBA instructors at least twice during the term to discuss connections between course materials and research opportunities. Students will be responsible for setting an agenda and scheduling the meetings during faculty office hours.

Research Requirements

Research apprenticeship requirement  .

By the end of the second year of study, students should complete a research apprenticeship with a faculty member affiliated with the program. This research apprenticeship may or may not be a paid position; a typical time commitment would be approximately 100 hours of work. The research work performed during the research apprenticeship should involve the student in the formulation, design, and conduct of a research project in a substantial professional capacity. It should not be limited to routine research tasks typically performed by a “research assistant,” though it may involve some exposure to such work. Students should complete the research apprenticeship requirement not later than the end of the second year of study.

Qualifying Paper Requirement

Students must prepare a qualifying paper that makes a new contribution to knowledge in organizational behavior, social psychology, or sociology. It may (but need not) be based on work begun as part of the research apprenticeship, it may be based on a term paper developed in connection with coursework, or it may be based on a student’s independent research activities. Though the qualifying paper is prepared in conjunction with the advice of a faculty committee, it must be original work prepared principally by the student.

The qualifying paper may offer an original interpretation of existing facts, provide new facts in support or disconfirmation of existing interpretations, or both. Its length and quality should resemble that of a research paper suitable for submission for publication in some form. Indeed, the program’s aspiration is that students will submit their qualifying papers for publication upon completing this requirement.

The student should consult regularly with the chair and other committee members while planning and conducting the research for the qualifying paper and while writing the paper itself. It is typical for qualifying papers to undergo several cycles of revision before they are approved. The paper is acceptable when committee members agree that it is of sufficient quality to merit review for publication in some form, be it as a chapter in an edited work, a specialty journal, or a general journal in organizational behavior or a related discipline.  

The qualifying paper is supervised by a committee consisting of three faculty members, one of whom is designated as the committee chair. The chair will often, but need not necessarily, be a student’s official advisor in the program (see Advising above). Students are encouraged to form a committee in consultation with their advisor, and to include both HBS and FAS faculty among their committee members. Qualifying paper committees must include at least one member of the HBS faculty, and typically will include more than one. The qualifying paper committee needs to be formed and finalized no later than the end of September in the third year.

Students   should begin to work on the qualifying paper requirement by the second year of study.  To be considered in good standing, students should submit the qualifying paper for approval by the end of January in the third year of study. Students who do not complete the qualifying paper by the end of their third year of study are considered to be making unsatisfactory progress and may be withdrawn from the program.

RESEARCH APPRENTICESHIP REQUIREMENT 

By the end of the second year of study, students should complete a research apprenticeship with a faculty member affiliated with the program. This research apprenticeship may or may not be a paid position; a typical time commitment would be approximately 100 hours of work. The research work performed during the research apprenticeship should involve the student in the formulation, design, and conduct of a research project in a substantial professional capacity. It should not be limited to routine research tasks typically performed by a “research assistant,” though it may involve some exposure to such work. Students should complete the research apprenticeship requirement not later than the end of the second year of study. 

The student should consult regularly with the chair and other committee members while planning and conducting the research for the qualifying paper and while writing the paper itself. It is typical for qualifying papers to undergo several cycles of revision before they are approved. The paper is acceptable when committee members agree that it is of sufficient quality to merit review for publication in some form, be it as a chapter in an edited work, a specialty journal, or a general journal in organizational behavior or some related discipline.

Students should begin to work on the qualifying paper requirement by the second year of study. To be considered in good standing, the qualifying paper should be approved by the end of January in the third year of study. Students who do not complete the qualifying paper by the end of their third year of study are considered to be making unsatisfactory progress and may be withdrawn from the program.

Organizational behavior students on the sociology track should follow procedures for meeting the qualifying paper requirement for graduate students in sociology as outlined in the Committee on Higher Degrees Procedural Handbook from the Department of Sociology. The chair of the student’s qualifying paper committee must be a member of the sociology faculty, as must one other committee member. For organizational behavior students on the sociology track, the third member of the qualifying paper committee should be a member of the HBS faculty. Sociology track students may, at their discretion, enroll in the sociology department’s qualifying paper workshops (Sociology 310a and Sociology 310b) while working on their qualifying papers.  These workshops are not, however, required of sociology track organizational behavior students and do not satisfy departmental course requirements.

Examinations and Reviews

Organizational behavior (ob) examination.

This examination completes the student's preparation for work on the doctoral dissertation. The exam takes place in August after the first year. Students who fail the OB examination requirement may retake the exam one time; the exam requirement must be satisfied no later than the end of the student’s third year of study in the program. The organizational behavior examination requires students to demonstrate conceptual skill and knowledge of existing empirical findings and the ability to move back and forth between theory and practice. 

Third-year dossier review

Soon after completion of the qualifying paper, and in no case later than the end of the third year of study, students undergo a dossier review by a committee consisting of the student’s advisor, one member of the Policy and Admissions Committee (PAC), and one other faculty member. The members of the review committee are selected by the chair of the PAC after consultation with the student and the student’s official advisor.

Students submit a dossier consisting of their CV, qualifying paper, at least two other research papers prepared during their graduate studies at Harvard, and a brief (four-page maximum) statement indicating their plans for future research, including thoughts about their dissertation topic.  The additional papers in the dossier may be term papers prepared in connection with coursework, or papers based on independent research (e.g. prepared in conjunction with the research apprenticeship requirement or other work with faculty). Papers submitted for the dossier review may be coauthored, but the student should be the sole or first author of at least two of the papers submitted for the review.

After the committee reviews the dossier, its members meet with the student to discuss the papers submitted, the student’s future academic plans, plans for the dissertation, or any other matters pertinent to the student’s professional development. The review is intended as a constructive stocktaking of the work the student has conducted in the program to that point, and an occasion to discuss their progress toward meeting the program’s aspirations, as well as plans for proceeding through its final phases.

Upon completion of the dossier review, the student submits a signed Dossier Review form to the associate director for PhD programs in the HBS Doctoral Programs Office.

Students should be mindful from the beginning of their studies that they must present a dossier consisting of at least three papers for this review by the end of their third year of study.

Organizational Behavior Examination

This examination completes the student's preparation for work on the doctoral dissertation. It is usually taken after all doctoral coursework requirements have been completed, and may be completed at the end of the first or second year. Sociology track students often opt to complete as part of general examination. Students who fail the OB examination requirement may retake the exam one time; the exam must be satisfied no later than the end of the student’s third year of study in the program. The organizational behavior examination requires students to demonstrate conceptual skill and knowledge of existing empirical findings and the ability to move back and forth between theory and practice. 

Written general examination students on the sociology track take the written examination offered by the Department of Sociology following procedures and on the schedule set by the Department, as specified by its Committee on Higher Degrees (CHD) - see the  Committee on Higher Degrees Procedural Handbook .  The exam takes place in August after the first year. In place of one of the two optional areas of the exam, students are required to take the micro organizational behavior section.         

Students submit a dossier consisting of their CV, qualifying paper, at least two other research papers prepared during their graduate studies at Harvard, and a brief (four-page maximum) statement indicating their plans for future research, including thoughts about their dissertation topic. The additional papers in the dossier may be term papers prepared in connection with coursework, or papers based on independent research (e.g. prepared in conjunction with the research apprenticeship requirement or other work with faculty). Papers submitted for the dossier review may be coauthored, but the student should be the sole or first author of at least two of the papers submitted for the review.

After the committee reviews the dossier, its members meet with the student to discuss the papers submitted, the student’s future academic plans, plans for the dissertation, or any other matters pertinent to the student’s professional development. The review is intended as a constructive stocktaking of the work the student has conducted in the program to that point, and an occasion to discuss their progress toward meeting the program’s aspirations as well as plans for proceeding through its final phases.

Upon completion of the dossier review, the student submits a signed Dossier Review form to the associate director for PhD Programs in the HBS Doctoral Programs Office.

Research Seminar and Presentation

Starting in the second year, organizational behavior students are required to attend a weekly research seminar where students present their ideas, such as the Work, Organizations and Markets (WOM) seminar or the OB Lab.

Teaching Requirement

Students are required to complete a teaching engagement of one full academic term that includes at least 8 hours, or 3 class sessions, of front-of-class teaching experience and at least 16 hours of teaching preparation time. 

The Dissertation

The doctoral dissertation is the culminating event in the program through which the student develops a substantial original contribution to knowledge in the field of organizational behavior. Dissertations may take the form of an extended study of one topic, or a set of three or more related research papers. Students should consult with their advisors and with the PAC about the format of their dissertation. Dissertation requirements are identical for students on the micro-organizational behavior and sociology tracks of the program.

Prospectus and Dissertation Committee

The dissertation committees consist of a minimum of three faculty members, but larger committees are common.  

Micro-organizational behavior track committees are ordinarily chaired by a member of the HBS or FAS faculty, and students should consult the chair of their committee while choosing other members. Committees must include at least two Harvard faculty having ladder appointments, at least one of whom must be from HBS. Ideally, dissertation committees will include both HBS and FAS faculty. 

Appointments of non-ladder faculty or scholars outside Harvard as additional committee members require the approval of the chair of the PAC. Any subsequent changes in committee composition also must be approved by the chair of the PAC.

Sociology track committees must include at least one member from the HBS faculty and at least one from the FAS faculty. They are typically chaired by a member of either the HBS or the Sociology faculty, but in unusual circumstances, other Harvard faculty members may chair them with the approval of the chair of the PAC.

Students should consult the chair of their committee while choosing other members. Membership  of dissertation committees must be approved by the chair of the PAC. The prospectus committee continues as the student’s dissertation committee after the prospectus is approved. Any changes in committee composition that may be requested by the student or by a committee member must be approved by the chair of the PAC.

Once the prospectus is approved, the student should submit the prospectus approval form, countersigned by all committee members, to the associate director for PhD Programs of HBS Doctoral Programs at Wyss Hall. This provides protection for the candidate: if the work outlined in the prospectus is satisfactorily completed, the dissertation will be acceptable—even if the membership on the dissertation committee changes between the prospectus defense and the dissertation defense, e.g., because one or more members leave the University.

The student then conducts the dissertation research. During this process, they should keep all committee members abreast of developments, especially if they lead to substantial adjustments in the direction or scope of the dissertation work; such adjustments are relatively common. In some instances, interim meetings of the dissertation committee to discuss the progress and direction of the research may be held.

The Dissertation Defense

The dissertation defense is the culmination of the student’s work in the program and should be a celebration of the scholarly achievement and original contribution of the dissertation. The defense takes place before the candidate's dissertation committee and is open to all interested faculty and students.

Students who wish to receive their doctoral degrees at a given November, March, or May graduation must submit a complete draft of the dissertation to all members of their dissertation committee no later than six weeks prior to the Harvard Griffin GSAS filing deadline for that graduation. Students will be informed annually of these program deadlines.

After submitting the draft dissertation, the student must ascertain from members of the dissertation committee that the student may schedule the final defense. The committee may require that students make revisions to the draft, either prior to scheduling a defense or after the defense but before filing the approved dissertation with Harvard Griffin GSAS.

The student must arrange a mutually agreeable date, time, and location for the defense, allowing at least two hours for presentation, discussion, evaluation by the committee, and feedback to the student. It is the student’s responsibility that the dissertation defense be advertised widely and well in advance of the defense so that interested students and faculty will have the opportunity to arrange for their participation. The chair of the PAC and the Doctoral Programs Office at HBS must be informed of the scheduled time for the meeting, at least two weeks in advance.

The defense is chaired by the chair of the dissertation committee. It consists of a brief (roughly 20-minute) presentation of the dissertation by the candidate, followed by a period of questioning by the dissertation committee, and then general discussion and questions from all in attendance. The defense ends with an appropriate celebration of the candidate’s accomplishment.

The student must file appropriate forms, countersigned by all members of the dissertation committee, certifying the successful completion of the dissertation defense with the associate director for PhD Programs of HBS Doctoral Programs and with the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences.

Contact Info 

Organizational Behavior Website

Harvard Business School Doctoral Programs Office [email protected] 617-495-6101

Explore Events

• Harvard Business School →
• Doctoral Programs →

PhD Programs

• Accounting & Management
• Business Economics
• Health Policy (Management)
• Organizational Behavior
• Technology & Operations Management

Students in our PhD programs are encouraged from day one to think of this experience as their first job in business academia—a training ground for a challenging and rewarding career generating rigorous, relevant research that influences practice.

Our doctoral students work with faculty and access resources throughout HBS and Harvard University. The PhD program curriculum requires coursework at HBS and other Harvard discipline departments, and with HBS and Harvard faculty on advisory committees. Faculty throughout Harvard guide the programs through their participation on advisory committees.

How do I know which program is right for me?

There are many paths, but we are one HBS. Our PhD students draw on diverse personal and professional backgrounds to pursue an ever-expanding range of research topics. Explore more here about each program’s requirements & curriculum, read student profiles for each discipline as well as student research , and placement information.

The PhD in Business Administration grounds students in the disciplinary theories and research methods that form the foundation of an academic career. Jointly administered by HBS and GSAS, the program has four areas of study: Accounting and Management , Marketing , Strategy , and Technology and Operations Management . All areas of study involve roughly two years of coursework culminating in a field exam. The remaining years of the program are spent conducting independent research, working on co-authored publications, and writing the dissertation. Students join these programs from a wide range of backgrounds, from consulting to engineering. Many applicants possess liberal arts degrees, as there is not a requirement to possess a business degree before joining the program

The PhD in Business Economics provides students the opportunity to study in both Harvard’s world-class Economics Department and Harvard Business School. Throughout the program, coursework includes exploration of microeconomic theory, macroeconomic theory, probability and statistics, and econometrics. While some students join the Business Economics program directly from undergraduate or masters programs, others have worked in economic consulting firms or as research assistants at universities or intergovernmental organizations.

The PhD program in Health Policy (Management) is rooted in data-driven research on the managerial, operational, and strategic issues facing a wide range of organizations. Coursework includes the study of microeconomic theory, management, research methods, and statistics. The backgrounds of students in this program are quite varied, with some coming from public health or the healthcare industry, while others arrive at the program with a background in disciplinary research

The PhD program in Organizational Behavior offers two tracks: either a micro or macro approach. In the micro track, students focus on the study of interpersonal relationships within organizations and the effects that groups have on individuals. Students in the macro track use sociological methods to examine organizations, groups, and markets as a whole, including topics such as the influence of individuals on organizational change, or the relationship between social missions and financial objectives. Jointly administered by HBS and GSAS, the program includes core disciplinary training in sociology or psychology, as well as additional coursework in organizational behavior.

Accounting & Management  

Business economics  , health policy (management)  , marketing  , organizational behavior  , strategy  , technology & operations management  .

PhD, Organizational Behavior Program

• Find and Compare Programs
• PhD, Organizational Behavior

Who's It For?

Students graduating with a PhD in Organizational Behavior from this program have received valuable initial placements at schools including Louisiana State University, San Francisco State University, University of Missouri, and the University of Hong Kong. 

Program Type Doctoral

Location On Campus

Time Commitment Full Time

Start Date August

Learn More About Our Program

For further information about Miami Herbert's PhD in Business Administration specializing in Organizational Behavior, click here.

Miami Herbert Business School will not share or sell your personal information. Privacy Policy

Top Management Researchers

Research and Teaching

A typical student pursuing the PhD in Organizational Behavior would take the following core courses during the first two years of the program: Organizational Behavior, Individual & Interpersonal Processes, Leadership & Group Processes, Research Methods, Strategic Management, and Social Psychology.

All students in the PhD in Business also complete a core curriculum. Follow the link below for details.

Chester A. Schriesheim

Cecily D. Cooper

Terri A. Scandura

Linda L. Neider

Meet your program coordinator.

Related Programs

PhD in Management Science Program

PhD in Operations Management Program

Start Your Miami Journey