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Our Curriculum

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About the Curriculum

The Doctor of Management (DM) program is a 36-month, 54-credit curriculum co-taught by UAGC and Zhidao Education, designed for students who are seeking a professional degree focusing on advanced study and research in the science and practice of management.

Students will learn to utilize applied management research and theory for practical purposes as leaders, managers, or consultants within organizations of all types and sizes (public or private business organizations, multinational corporations, non-profits, government, and military).

Although the work for this professional doctoral degree may extend the boundaries of knowledge in the field through the student’s academic and scientific research, it is primarily directed towards evidence-based practical performance for business purposes.

The Doctor of Management program requires completion of a comprehensive Applied Doctoral Project as evidence of student’s familiarity with academic literature in their particular field as well as understanding of practice as a manager or leader in an organization.

Special Terms and Conditions: Successful completion of this program by itself does not lead to licensure or certification in any country or state, regardless of concentration or specialization. Students seeking licensure or certification in a particular profession are strongly encouraged to carefully research the requirements prior to enrollment. Requirements may vary by country or state. The University of Arizona Global Campus does not guarantee that any professional organization will accept a graduate’s application to sit for any exam for the purpose of professional certification.


Major Course Requirements (33 credits)

  • This initial research course is designed to acclimate students to the key components of the applied doctoral project and the Project Justification Template (e.g., problem, purpose, question), information literacy, and the literature review process. Students will begin the topic selection process at a general level for their applied research project.

  • This course demonstrates the value of evidence-based practice as an integral part of formulating research and policy across multiple disciplines, including human services, education, and organizational leadership. Coursework examines the current definition of evidence- based policy and change approaches informed by research. The course also examines actions to further evidence-based policy, including preparing and communicating data more effectively, using existing analytic tools, conducting policy surveillance, and tracking outcomes with different types of evidence. This course emphasizes evidence-based practice within the context of action research, quality improvement, program evaluation, and other real-world research methodologies.

  • In this course students will learn foundation skills for searching the academic literature and constructing a sound argument. Students will develop a detailed topic outline and an annotated bibliography of resources in an area of interest. This course will give students the opportunity to develop the research skills to succeed in their coursework and complete either an Applied Doctoral Project or Dissertation.

  • As the first part of a two-course sequence for students who will do an Applied Doctoral Project (ADP), this course involves the advanced study of research design, and the quantitative and qualitative methods that can be used in addressing research questions. The course covers social scientific inquiry and research design, quantitative methodologies, and qualitative methodologies. Students will apply these approaches to a topic of their choice as a possible direction for developing their own ADP. [Effective 03/09/2021 the course title & description have updated, previously titled, Advanced Research Methods] .

  • This seminar examines cutting edge trends in organizational change, the current global business climate, forces driving change, and issues related to positioning organizations for the future. The topics selected will connect change with culture, existing organizational strategies, and the process of change in future directions. Major case study examples of organizational change are included in the learning process.

  • As the second part of a two-course sequence for students who will do an Applied Doctoral Project (ADP), this course involves exploring project approaches specific to ADP development. Approaches include: Systematic Literature Review; Program Evaluation; Action Research; Program development; and Handbooks. Students will apply at least two of those approaches to their possible ADP topic and be equipped to explore a chosen approach deeper as part of future completion of their ADP. [Effective 2/16/2021 the course title and description have updated, previously titled, Action Research]

  • This advanced course explores the theory and strategic application of performance management systems. An emphasis is placed on best practices in employee engagement, leadership development, succession planning, evaluative performance feedback, and compensation models. The ways that the changing nature of work and changing demographics in the business world are influencing performance management systems are examined, including globalization, generational differences, multinational operations and cross-cultural issues. Based on current theories and applications for performance management systems, students explore current literature and case examples to implement and support organizational development activities and increased organizational effectiveness.

  • In this course, students study the theory and practice of objective assessment and its application to organizational leadership. The course focuses on how objective assessment is used to provide insights into readiness for leadership and management roles. Primary emphasis is on published instruments and inventories commonly used in executive coaching, organizational leadership assessment, and organizational development.

  • This course will build on the work students began in Scholarly Argument I and the research skills honed throughout the curriculum. Organization of content and formulating a well-researched scholarly argument are key learning outcomes. Students will produce a first draft of a literature review in their content areas and review potential research methodologies for completing either an Applied Doctoral Project or Dissertation. Prerequisites: Scholarly Argument I and 6 credits of research (RES) courses.

  • Many major companies have made coaching and leadership development a core part of executive development. This course takes the next step in examining the theories of leadership with emphasis on linking theory and practice to create effective organizational leaders.

  • This advanced graduate seminar explores issues and models for leveraging human resources to execute business strategy. Topics include succession planning, leadership development models, workforce staffing models, compensation models, and training and development strategies. Equivalent to ORG 8182.


Elective Course Requirements (12 credits)

(Students select 4 courses from the following list)
  • This course is about behavioral finance theory. Traditional finance focuses on the classic asset pricing model. They assume that investors’ behavior is rational and that the stock and bond markets are fully effective. But psychological research has found that people are not completely rational and the market is not completely effective. Therefore, behavioral finance is a research method and theoretical system combining behavior theory and financial analysis. In the course, students will learn a variety of theories such as arbitrage, investor expectations, and investor risk tolerance. And they will be able to make financial decisions by analyzing people’s psychology, behavior, and emotions.

  • This course examines the most important components of corporate finance. The course starts with an examination of the financial statements and the related financial ratios. The financial statements include the balance sheet and the income statement while the financial ratios make use of financial statement metrics to assess such issues as profitability, short term solvency, management of current accounts and debt structure choices. The course then studies some fundamental concepts on using present value and future value to solve business and personal financial problems. The differences between debt and equity securities are examined including the important role of interest rates in valuing debt securities ( i.e., government and corporate bond values). This course will examine the benefits and costs of employing debt verse equity with the objective to maximize the value of the firm.

  • In this course, students will focus on key concepts of wealth management including the preparation of family financial statements and financial diagnosis, asset allocation principles, regulations and supervision of wealth management, and the professional ethics and conduct of wealth management. Students examine the optimal allocation investment principles of family wealth and develop a reasonable family financial plan. Moreover, students will investigate wealth management tools and investment strategies. This includes insurance planning, risk management, and asset securitization. Students will assess financial management strategies to preserve and extend family wealth as well as gain an understanding of characteristics, benefits and risks of each wealth management tool.

  • Students will develop a plan to research, identify, and acquire the financial resources required for successful funding of the new venture. Funding the new venture will require students to examine business valuation, deal development, debt planning and structure, and the acquisition of venture capital from government agencies (Small Business Administration for example) or interested investors. A clear and succinct plan for funding the new business venture will be paramount to the successful acceptance of the new venture business plan by interested parties such as investors, stakeholders, bankers, or angel funds. Upon completion of the course, students will have a detailed financial plan that can be presented to investors and other interested parties.
  • This course develops students’ knowledge and understanding of contemporary leadership and management theory and practice. Students gain an understanding of the differences between leadership and management as well as implications of and reasons for these differences. Students analyze core leadership and management practices and evaluate and communicate their relevance to effective organizational performance in a complex, diverse and rapidly changing globalized business environment. This class will encourage students to develop and reflect on their own leadership and management competencies and experiences.

  • This course provides an overview of group theory, processes and dynamics in organizations. It will also examine effective behaviors and characteristics of facilitating/leading groups in an organizational setting. Students will be afforded the opportunity to participate in group simulations both as participant and facilitator. Students will receive evaluation and feedback on their group facilitation skills. A strong emphasis is placed on ethical standards and behavior in groups along with legal issues. The impact on groups of factors such as diversity, culture, distance, and others are explored.

  • In this advanced seminar in ethical decision making in the workplace, students will examine a variety of moral problems that arise in organizations through case studies. Students will apply three ethical theories to guide them in identifying solutions that are consistent with their own values but also logically sound and impartial to emotional appeal. This work will prepare students to identify and confront practical moral problems, especially regarding corporate social responsibility and moral leadership, and to articulate their moral positions in argumentative essay form.

  • Based on current thinking in systems theory and its application, this course applies systems thinking to organizational development. Topics include system dynamics, system archetypes, dynamic links, loops, and the application of chaos theory to improving organizational performance.


Capstone and Applied Doctoral Project Courses (9 credits)

  • This seminar provides students the opportunity to apply what they have learned in their curriculum to highly realistic case studies related to their fields of specialization for the doctorate. Through discussions among students and the instructor, students will review, analyze and evaluate case studies emphasizing the practice of the content in their curriculum. The course will involve the analysis and evaluation of one or more case studies. Students will contemplate complex questions posed by their instructor, reply to those questions, respond to other students’ analyses and evaluations, and receive faculty feedback. Each student will submit a final assignment on each case, involving his or her critical thinking on the core issues presented in the case and the presentation and defense of an approach to addressing those core issues. (This course may not be transferred in.)

  • Students writing an Applied Doctoral Project (ADP) must complete a minimum of 5 credits by registering for five terms of ADP courses, 1 credit per course. Students will work with their doctoral committee members to complete milestones in each course resulting in a doctoral project centered on rigorous, ethical research that makes a meaningful contribution to the student's professional field of study. To successfully complete the ADP course sequence, the required milestones for each course must be met within the designated time frame.

    *Students satisfactorily progressing (PR) through the ADP experience, but not meeting the required milestones in the designated timeframe, will be allowed two reenrollments in the same ADP course. Students must earn a (P) in subsequent reenrollments or receive a not progressing grade (NP). Three NP grades earned will result in dismissal from the University and will require an approved appeal to reenter the program. For complete policies regarding doctoral degree completion and research requirements, see the Applied Doctoral Project and the Student Rights and Responsibilities Handbooks.

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