Leadership. Doctoral. Program

Executive Leadership

Doctoral

Program

Executive

Leadership

Doctoral

Program

Executive

Leadership

Doctoral

Program

Human & Organizational Learning

Executive Leadership Doctoral Program & The Center for the Study of Learning

44983 Knoll Square, Suite 147 I Ashburn, Virginia 20147

Phone: 703-726-8396 I Email: [email protected] I Website: http://www.gwu.edu/elp

The Executive Leadership Doctoral Program in Human and

Organizational Learning was created to help working professionals meet complex challenges they face in organizations. The program offers a forum through which students, their organizations, and the University can build a partnership to develop sustainable solutions in the field of Human and Organizational Learning. Through such

partnerships, the program strives to present a balanced perspective of theory and practice.

We invite you to review the information in this packet and encourage you to call to arrange a visit during one of the monthly weekend class sessions.

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F r e q u e n t l y A s k e d Q u e s t i o n s

What’s the degree?

I Multi-disciplinary degree (psychology, sociology, anthropology, management, education)

I Program focus on issues and dilemmas faced by organizations (e.g., global market, strategic change, leadership, motivating

work-force in a chaotic environment, team work, impact of technology and the virtual organization)

I Ed.D. degree is issued out of the Graduate School of Education and Human Development with an emphasis on Human and

Organizational Learning

What’s the format of the program?

I Weekend format (one weekend per month, Friday and Saturday) I Classes meet from 9:00a.m. - 9:00p.m. each day

I Three classes are taught over the course of each weekend

I Cohort-based (a group of executives who move through their course work together for 2 1/2 years) I Courses are organized around the themes of Leadership, Learning, and Change

Who are the students and what are their backgrounds?

I Experienced professionals in executive positions from all types of organizations all over the world I Diverse educational and professional backgrounds

I Our students join the cohort with an average of 15 years of work experience in management or leadership positions within their

organizations

How many faculty are full-time and what are their experiences?

I Largest number of full-time faculty (6 core faculty) in this field with a range of specializations (Knowledge Management,

Leadership, Complex Adaptive Systems)

I Practical organizational experience (consult and teach all over the world)

What do most students do after completion?

I Majority remain in their organization, some change into a new position, and some start teaching I Career transition (e.g., military into consulting or into teaching; technical into management/ leadership)

What is the application deadline?

I The application deadline is February 1st. Early application is encouraged since the class size is limited.

Is financial aid offered in the form of scholarships?

I All students are encouraged to apply for financial aid

I The Executive Leadership Doctoral Program does not offer assistantships or fellowships to students who have not completed

coursework

Which entrance test is preferred, the MAT, GRE or GMAT?

I While GSEHD accepts the MAT, GRE, or GMAT, of the three options, MAT is less expensive and has exam dates every

week at most test centers across the US and abroad. To find the testing center nearest to you, call 1-800-211-8378. Use testing code 2343.

Do I have to wait until June to start taking classes?

I You can start taking your elective before starting with your cohort. Students are required to take the Seminal Reading Course

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W H A T I S H U M A N A N D

O R G A N I Z A T I O N A L L E A R N I N G ?

H

uman and Organizational Learning (HOL) is an interdisciplinary investigation of complex people facing complex problems in complex situations. HOL uses a number of lenses that allow scholar-practitioners the ability to objectively describe the world around them. These lenses include leadership, culture, change,

groups and teams, technology, organizational diagnosis, design, development and strategy, which are grounded in behavioral and physical sciences. The curriculum of the Executive Leadership Doctoral Program mainly draws upon the disciplines of sociology, psychology, anthropology, management and education from the behavioral sciences, in addition to chemistry, physics, biology, engineering and economics from the physical sciences. By employing this

multi-disciplinary perspective, scholar-practitioners in ELP reformulate the way they look at the world, create new metaphors, and gain deeper appreciation for the complexities that surround them.

The following chart illustrates the foundations of Human and Organizational Learning:

AN INTERDISCIPLINARY INVESTIGATION OF

COMPLEX PEOPLE FACING COMPLEX PROBLEMS AND SITUATIONS

LEADERSHIP, CULTURE, CHANGE, TEAMS, TECHNOLOGY, ORGANIZATIONAL DIAGNOSIS, DESIGN, DEVELOPMENT, STRATEGY

BEHAVIORAL SOCIAL SCIENCES PHYSICAL SCIENCES

EVOLUTION, OPEN SYSTEMS, COMPETI-TION, SOCIO-TECHNICAL SYSTEMS

P S Y C H O L O G Y M A N A G E M E N T S O C IO L O G Y A N T H R O P O L O G Y E D U C A T IO N P H Y S IC S & C H E M IS T R Y B IO L O G Y E N G IN E E R IN G E C O N O M IC S C H A O S T H E O R Y

LEARNING, STRATEGY, MOTIVATION, CULTURE, SOCIAL SYSTEMS

“This program gave me a community of fellow scholars with whom I have shared the journey.

We have learned together and supported each other in a thousand ways. I’m sure we will

always be there for one another. This program was a catalyst for increasing my professional

capabilities and the nature and quality of the work I do. I now work side-by-side with the

lead-ers of the organization, influencing a $280 million dollar business.”

Dr. Jo Longnecker, ELP 11

Organizational Effectiveness Consultant, MITRE Corporation

"The Executive Leadership Program had everything I was

looking for in doctoral work: a class of top notch

execu-tives, academic leaders with solid business experience as

professors, stimulating conversations that could be applied

almost immediately in my workplace and an international

component to discover the similar challenges facing my

colleagues around the world. I’d recommend the program

to fellow executives in a heartbeat."

Dr. Mary Ann Wangemann, ELP 16

Vice President, mySBX

“After completing the coursework, I took my head out of the books and took a look

around. Nothing looked the same. I didn’t read the same material, watch the same

TV, or talk to my children about the same topics. My personal and professional life

have been transformed.”

Dr. Marsha Moore, ELP 7

Program Manager, Research Resources and Training

National Institute of Health

“The GWU Executive Leadership cohort program provided me

with a structured process for learning, led by world leading

edu-cators, supported by great interactions with fellow ELP students.

It was this environment that enabled me to complete my

doctor-al dissertation. It was a life-changing, hard work experience that

was as difficult as expected. The ELP cohort activities,

conversa-tions, and friendships are the best memories.”

Dr. Carolyn A. Palmer, ELP 8

Lead Aerospace Assessor, British Standards Institute

www.milleranalogies.com www.ets.org/gre www.gmac.com/gmac/thegmat

1-800-622-3231 1-866-473-4373 1-866-505-6559

Required Code for ELP

2343 R5246 5645

Web Address

Phone Number

Graduate Record

Examination

Miller Analogies

Test

Graduate Management

Admissions Test

“The George Washington University Executive Leadership

Doctoral Program in Human Resource Development broadened

and deepened my understanding of the field. It provided

the rigor needed to fully maximize my contributions to my

organization and has opened many new career doors. It was

the best educational experience of my life.”

Dr. Doug Bryant, ELP 8

Vice President, Organizational Development

“The ELP program is a great program which has taught me

how to be a better leader and thinker and expanded my

hori-zons both organizationally and personally. The cohort

experi-ence resulted in my making some new lifelong friendships."

Dr. Joan Butler, ELP 10

Instructor in Clinical Management and Leadership at GWU

“I transferred from a well-known, accredited, and respected Ph.D. program

in Organizational Change and Leadership to the ELP Ed.D. program. It was

a difficult decision to give up the Ph.D. credential but I reasoned that the

ELP was rated among the best in the country, if not the best. In addition,

the faculty are well-known in their respective disciplines. To be sure, the

program is a rigorous one, but that’s exactly what I wanted. As I begin

work on the dissertation, I am thankful for the rigor because I feel

exceptionally prepared to engage in the research necessary to complete

and defend the dissertation. My initial goal was to become exposed to

the seminal theories in our field. Not only did we study seminal

theo-rists, many of them came to Ashburn and lectured for a day. That, to me,

was like icing on the cake.”

Glenn J. Forte, ELP 15

V.P. for Operation (retired) with a national pharmaceutical

plastics packaging firm

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A D M I S S I O N R E Q U I R E M E N T S

T

he Executive Leadership Doctoral Program seeks to create an effective and relevant learning communi-ty that promotes excellence in education, research, and personal development. In order to create that learning community, students admitted to ELP seeking a degree of Doctor of Education in Human and Organizational Learning must possess the following:

I A Master’s degree

I Minimum of 3.3 grade point average on a 4.0 scale in all previous graduate work I GRE, GMAT or MAT test scores in at least the 50th percentile

I At least five years of full-time professional work experience judged pertinent by the Human and Organizational Learning faculty

Each applicant is assessed as a whole person. No single criterion will be the determining factor in the admissions process.

E N T R A N C E E X A M I N A T I O N

I N F O R M A T I O N

A

ll applicants, including international students, are required to submit scores from the Graduate Record Examination (GRE), the Miller Analogies Test (MAT), or the Graduate Management Admissions Test (GMAT). Applicants are responsible for taking one of the required tests at least one month before the application deadlineand should request that their scores be submitted directly to Executive Leadership Doctoral Program at The George Washington University Graduate School of Education and Human Development (GSEHD). Test scores older than five years are not acceptable for review. All scores will be considered, but the School does not average or combine multiple scores. International students must also submit TOEFL scores that are less then two years old.

P R O G R A M F O C U S

WHAT IS THE FOCUS OF THE EXECUTIVE

LEADERSHIP DOCTORAL PROGRAM?

T

he Executive Leadership Doctoral Program (ELP) focuses on the interrelationships among people, organizations and learning while utilizing systemic change processes. The program encour-ages the learner to challenge assumptions through critical reflection, and fosters group and self-directed learning. Theory, research and practice are balanced throughout the curriculum. Students are encouraged to form learning communities to provide collective support, promote action learning, and model a learning culture. The cohort format provides ELP students with an advantage over the traditional doctoral studies model. The learning experience is collective, and individuals are allowed the opportunity to express talents and interests, discover new ones, and develop both as

individuals and a team as the cohort advances through the curriculum. Additionally, the program provides and

maintains a number of resources that foster com-munity building. These include e-mail mailing

lists, special speaker seminars, faculty and alum-ni discussion panels, and social events.

“The Executive Leadership Program

changes the way you think, and therefore

affects the things you see in organizations. This is

a critical step in dealing with the dynamics of

lead-ership, organizational analysis, and change”

Dr. Charles C. Higgins, ELP 4

Principal Strategic Planning Analyst,

Lockheed Martin Corporation

“The cohort format of the program was

instrumental to my successful completion.

Fellow scholar-practitioners in the program

challenged my reflection, buoyed me during

difficult times, and generally enhanced my

intel-lectual development. I’m glad to say that many

of these collegial relationships have continued

even after defending my dissertation!”

Dr. Martin B. Kormanik, ELP 8

President & CEO, O.D. Systems, Inc.

Leadership Learning Change

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A P P L I C A T I O N I N S T R U C T I O N S

To be considered for admission into the Executive Leadership Doctoral Program the following documents are necessary to complete your admissions portfolio:

1. Completed online application

I https://app.applyyourself.com/?id=GWUGRAD 2. $75 Non-refundable application fee

I Credit Card (Online only)

I Check or money order made payable to The George Washington University 3. A current resume

4. Two or more letters of recommendation (One letter should be from a faculty member and the other from a professional supervisor)

5. A written statement of purpose

6. Official test scores from either the MAT, GRE or GMAT

7. Transcripts from all colleges and universities attended, whether or not credit was earned, the program was completed, or the credit appears as transfer credit on another transcript I Transcripts must be forwarded in their orginial, sealed envelope

I If academic records are in a language other than English, a certified English translation must be provided. Translations alone will not be accepted.

I Transcripts from institutions outside of the United States must be evaluated by an accredited independent evaluating agency

8. Onsite Interview

Send Application Materials to:

Zeynep Ekmekci

The George Washington University Executive Leadership Doctoral Program 44983 Knoll Square, Suite 147

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Alabama Arizona California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Illinois Iowa Indiana Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Missouri New Hampshire New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina Tennessee Texas Vermont Virginia Washington West Virginia Wisconsin

W H E R E D O E L P S T U D E N T S

C O M E F R O M ?

Barbados Belgium Bermuda Brazil China Czech Republic France Guatemala Hong Kong Ireland Japan South Korea Malaysia Mexico Qatar Saudi Arabia Singapore Turkey

United Arab Emirates

P R O G R A M O V E R V I E W —

E X E C U T I V E L E A D E R S H I P

D O C T O R A L P R O G R A M C U R R I C U L U M

HOW DOES THE PROGRAM WORK?

S

cheduling of classes is arranged to allow students to continue functioning in their organizational environ-ments while engaging in doctoral work. Class sessions are held one weekend a month, all day Friday and Saturday for two and a half years with a 7-10 day residency in June where community building, alumni reunions, special presentations, and seminars take place. Dissertation preparation is integrated throughout the coursework and the third year is devoted to dissertation research and writ-ing. The specific time necessary for completing the disser-tation varies by topic, depth of study, methodology, and scholar. The University provides a standard eight years from the date of admission to complete the dissertation.

“The ELP at GWU is one of the

best learning experiences that I

have encountered. It met my

objective of obtaining a more

well rounded education across

multiple disciplines and the

bonus was being supported by a

top notch faculty and a matchless

cohort.”

Michelle A. Leak, ELP 15 Chair, Department of Patient Support Services, Mayo Clinic

IFoundations in HOL IChange

Summer I

— 6 Credits

Summer II

— 6 Credits

Summer III

— 6 Credits

Fall I

— 9 Credits

Fall II

— 9 Credits

Fall III

— 6 Credits

Spring I

— 9 Credits

Spring II

— 9 Credits

Spring III

— 6 Credits

IOrganizational Learning

IAdult Learning IIssues and Ideas IOrganization Diagnosis ILeadership ICulture ISpeaker Series IStatistics IProposal Development IAdvanced Research IQuantitative Research

IApplied Research Methods IPracticum in HOL

IIndependent Dissertation

Research

IIndependent Dissertation

Research

IAdvanced Research Methods IScholarly Writing

IResearch Design and Selection

• Credit hours and courses are subject to change • This is a sample curriculum

Total Required Credits: 66 Elective Credits: 3 Total Program Credits: 69

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F i r s t Ye a r

S e c o n d Ye a r

T h i r d Ye a r

W H O A R E T H E S T U D E N T S ?

N

o two doctoral students are alike. ELP doctoral students are committed to life-long learning, and come from across the country and around the world to join in the community.

Students’ backgrounds span a diverse range of professional and life experi-ences, drawing from the private sector, public and not-for-profit organiza-tions, and government and military service.

A typical cohort consists of 20-24 students, who each has a minimum of 5 years of experience at the senior or executive level. Students also apply to the program with a variety of educational backgrounds, with degrees in fields such as business, engineering, health and medical sciences, and technology.

ELP students come from the following organizations:

America Online AT&T

Bank of America BAE Systems Bell Atlantic

Blue Cross Blue Shield Booz Allen Hamilton Boston University

California Military Department Central Intelligence Agency Charles Schwab Citigroup Citizens Bank Department of Defense Department of Treasury ExxonMobil Fannie Mae

Federal Aviation Administration

Foreign Service Institute School of Professional & Area Studies

GE Commericial Finance George Mason University

Honeywell Technology Solutions, Inc. Howard County Public Schools Hughes Network Systems

International Business Machines Corporation National Defense University

Intel Corporation

International Association of Machinists and Aerospace Workers

James Madison University Johns Hopkins University JP Morgan Chase & Co. Kennesaw State University Kent State University Lehman Brothers, Inc. Lockheed Martin Corporation Marist College

Maryland Hospital Association Maryland State Retirement Agency MAXIMUS

Mayo Clinic MERCK & Co., Inc.

NASA – Johnson Space Center

National Association of Elementary School Principles

National Geographic

National Institutes of Health National Reconnaissance Office

Naval Air Systems Command, Department of Navy Naval Air Warfare Center Aircraft Division

New Jersey State Police Newport News Ship Building Niagara Mohawk Power Corp.

North Shore Long Island Jewish Research Institute Northrop Grumman

Novartis Pharmaceuticals NY Institute of Technology, NYC Pennsylvania State University Phillip Morris

Pratt & Whitney Price Waterhouse

Public Service Electric and Gas Qatar Petroleum

Science Applilcations International Corporation Seagate Technology International

The Library of Congress The Plaza Hotel

The Vanguard Group The World Bank

Time Warner Communications Tops Market, Inc./AholdUSA Toyota Motor Sales

U.S. Department of Housing and Urban Development

U.S. Patent and Trademark Office United Way

U.S. Army Chemical & Biological Defense Cmd. U.S. Coast Guard

U.S. House of Representatives U.S. Military Academy

U.S. Postal Office

Virginia Department of Corrections Volunteers of America

Washington County Hospital Whirlpool Corporation

The Leadership

of

Change

“The ELP has been the most uplifting experience I have had in all of my

professional career. What a unique experience -- being able to truly

learn again after years of practicing corporate rigors and disciplines.

ELP is "the higher ground" and I’m thankful to be there.”

Dr.Bob Brescia, ELP 16

Vice President for Logistics, Transplace

“ELP was a transformational experience for me. I can honestly say that

as I reflect on the things in my life that have impacted me the most, ELP is

right up there at the top. I work with scientists and physicians from all

over the world, men and women who are accustomed to presenting and

evaluating biomedical research on a daily basis. As a result of attending

ELP, I am even more confident in my ability to sustain a level of rigor and

excellence in my organization development work, to the extent that it

too can withstand the evaluation and scrutiny of my fellow

profession-als. I highly recommend the program to anyone who is thinking of

ele-vating his or her professional contributions in the areas of human

resources or organization development.”

Dr. Bob Hoffman, ELP 3

Executive Director, Organization Development, Novartis Pharmaceuticals

“The ELP cohort process has provided me with a growth opportunity that

goes far beyond academic learning. It is true that the program is

demanding in terms of academic requirements, voluminous reading and

learning to write to reflect higher levels of synthesis of knowledge.

However, I have found equally great learnings in the friendships and

deep relationships I have formed with a number of cohort members and

faculty. They have sensitized my perceptions and opened my eyes to

views far beyond my own limited vision and truths. My appreciation has

been greatly expanded and enriched by my new colleagues.”

Dr. Elizabeth Ross, ELP 16

President, Educational Opportunity & Research Foundation

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W H O A R E T H E F A C U L T Y ?

Dr. Diana L. Burley

Dr. Burley is an Associate Professor of Human and Organizational Learning Program at the George Washington University. For more than 15 years, Dr. Burley has worked to deepen public understanding of the social implications of new information and communication technologies (ICTs) in organizational settings. Her research interests include: social informatics, knowledge management, electronic government, and 21st century IT workforce challenges. Prior to joining the GW faculty, Dr. Burley served as a Program Director in the Directorate for Education and Human Resources at The National Science Foundation where she managed multi-million dollar grant programs designed to increase the capacity of the U.S. higher education enterprise to produce professionals in scientific fields. Her academic career includes faculty appointments at both Syracuse and Indiana Universities. She has presented her work at several national and international conferences, and has more than two-dozen publications that explore the relationship between ICTs and changes in individual behavior and organizational action. Dr. Burley consults with a wide array of public, private and nonprofit agencies on IT workforce strategies, information and knowledge management, and social informatics.

Dr. Andrea J. Casey

Dr. Casey is an Associate Professor of Human and Organizational Learning Program at the George Washington University. Dr. Casey’s teaching and research interests include organizational cognition including collective memory, organizational learning, and sensemaking. She is an active member of the Academy of Management and has reviewed papers and proposals for such organizations as the Academy, the Eastern Academy of Management, and the Organizational Development Network. In addition she has reviewed potential articles for the journal, Organization Science, and has critiqued dissertation proposals for the Organization Science Annual Dissertation Competition. Dr. Casey has more than 15 years experience as an external HRD consultant to state government and private non-profit organizations throughout the country. In her HRD work, she is primarily involved in organizational change initiatives, leadership development, strategic planning and team development.

Dr. Neal Chalofsky

Dr. Chalofsky is an Associate Professor of the Human and Organizational Learning Graduate Program at the George Washington University, Washington, DC, and director of the HOL doctoral program. He is also the director of the Forum for the Meaning of Work, a research and development institute that is affiliated with the HOL program at GW. His teaching responsibilities include: foundations of HOL/HRD, group dynamics and facilitation, innovative learning techniques, consultation, and a special seminar on the meaning of work; at both the masters and doctoral level. Dr. Chalofsky’s research interests include values, motivation, and meaning of work, individual and group learning, and the development of the HRD profession; both in the US and internationally. Previously he was a professor and director of HRD graduate studies at Virginia Polytechnic Institute and State University (Virginia Tech). He has also been an internal HRD practitioner, manager, and researcher for several federal government and corporate organizations.

Dr. Maria Cseh

Dr. Cseh is an Associate Professor in the Department of Counseling /Human and Organizational Learning at the George Washington University. Her research focus is on global HRD issues related to learning processes in organizations and organizational development and change. She is the author of several research articles and book chapters and has conducted research studies in the USA, Hungary, and Romania. Before joining the academic environment in the USA, Dr. Cseh was an electronics engineer responsible for several multi-country collaboration projects in Central and Eastern Europe in the computer science and textile industries. In the USA,

Dr. David R. Schwandt

Dr. Schwandt is a professor of Human and Organizational Learning at the George Washington University. Before being hired at The George Washington University, Dr. Schwandt served as the Director of Organizational and Human Development for the U.S. General Accounting Office for eleven years. He has presented the Schwandt Organizational Learning Model at various national and international conferences and workshops and has published more than sixty articles and chapters in scholarly works. Recently, he provided the chapter "Learning as an Organization: A Journey Into Chaos" in the book, Learning Organizations. Dr. Schwandt utilizes a multidiscipli-nary approach (drawing from the fields of sociology, management, anthropology, the hard sciences, and psycholo-gy) in analyzing organizational structures and processes. His current thinking centers around sensemaking, cogni-tion in organizacogni-tional settings and complex adaptive systems.

Dr. Ellen Scully-Russ

Dr. Ellen Scully-Russ is an Assistant Professor of Human and Organizational Learning at The George Washington University. Her scholarship and practice are focused on the role of Adult Education in meeting the individual and the political-economic challenges of the emerging knowledge society. With expertise in qualitative research meth-ods, she has studied the inter-dependencies of work organization and individual learning in traditional as well as emerging occupations. Her current interests include: work and learning, emerging occupations, sustainable organi-zations and green jobs, workforce development, and narrative inquiry and learning life history.

Dr. Marilyn Wesner

In addition to her doctorate in Adult Education/HRD from Virginia Tech, Dr. Wesner also holds an MBA from The George Washington University. Before coming to GWU in 1999, she was the Director of Information Services at AT&T. Her academic interests include organization studies and the history of management and organization development. She is a member of both national and local chapters of ASTD and the OD Institute. She also consults with the U.S. Department of Navy on issues involving leadership, organization effectiveness and supervisory development.

she was a professor for seven years at Oakland University, Michigan. She served for four years as an evaluator for a $1.3 million U.S. Department of Education PT3 Grant involving a consultant/client model to enhance class-room integration of technology and worked on evaluation and development projects with Atlanta Management Institute, Ford Design Institute and Arthur Anderson Worldwide. She is an active member of the Academy of Human Resource Development (AHRD) serving on the Board of Directors, chairing and being a long-time mem-ber of the International Committee, the Emerging Scholar and Leadership Development Committee and serving on the 2001 Globalization Pre-conference Committee.

Dr. Ellen Goldman

Dr. Goldman directs the Master Teacher Leadership Development Program, a partnership between GSEHD and the GW School of Medicine and Health Sciences. She has been a consultant in the healthcare industry for 30 years, assisting clients with strategy formulation; mergers and acquisitions; growth initiatives, and board and leadership development. Dr. Goldman has worked with over 300 hospitals and healthcare systems nationwide, and published three books and numerous articles on healthcare strategy-related topics. Her dissertation, which won two Academy of Management (AOM) awards, concerned the development of the ability to think strategical-ly among healthcare CEOs. In addition, to teaching at GW, Dr. Goldman serves as core faculty for the American College of Healthcare Executives and is an active member of the Management Education and Development Division of AOM. Dr. Goldman’s current research interests include adult and organizational learning as it relates to strategic thinking and leadership development.

Dr. Margaret Gorman

Dr. Gorman is an assistant professor of Human and Organizational Learning at the George Washington University. She’s been with GW for 12+ years, involved in teaching, research, and practice in the area of Human and Organizational Learning. For her dedication and service to the GWU’s academic community, she received the GSEHD distinguished alumni award to celebrated May 2004 commencement ceremonies. Prior to coming to GW, Dr. Gorman worked in private industry for 5 years in management development and in government and employee relations. Dr. Gorman teaches graduate level courses (masters & doctoral) at GW various executive education centers in the Washington DC area and in Singapore. Her areas of interest are focused at the organizational level, e.g. organizational diagnosis, culture and leadership, knowledge and learning, and use of mixed methodologies for examining complex human interaction and non-linear change.

Dr. Carol Hoare

Dr. Hoare holds a joint appointment with the Counseling Program and the Human Resource Development Program in the Graduate School of Education and Human Development. Before joining The George Washington University, Dr. Hoare was President of Hoare Associates, a firm that specialized in the design and development of adult learning programs. Dr. Hoare is a former teacher of nursing and draws upon this background to enhance her understanding of human behavior and individual development. A sample of her consulting assignments include: Marymount University, the U.S. Office of Education, and the Council on Foundations.

Dr. Shaista E. Khilji

Dr. Khilji began her academic career at McGill University in Montreal, Canada. Since then she has taught at Carleton University (Ottawa, Canada) and American University (Washington, DC USA). Her teaching interests include strategic, multicultural, environmental and international aspects of human resource management.

Her research interests are more varied. In addition to cross-cultural management and HR-performance issues, her research also focuses upon diversity, women in management and the growing pains of biotechnology firms. Her regional expertise covers Asia as well as other developing and emerging economies. She is an active member of the Academy of Management, Academy of International Business and the International Society for the Study of Work and Values. Her work has been published in the International Journal of Human Resource Management, International Journal of Cross-cultural Management and a number of edited volumes. One of her papers is under review at the Journal of Product Innovation Management. She has also presented her work in several international conferences including Academy of Management, Asia Academy of Management, International Federation of the Scholarly Management and International Conference for Comparative Management. She has reviewed papers and proposals for several international conferences and symposiums. She has also served as a management consultant for several private and public organizations. She has worked in Pakistan, England and Canada.

Dr. Michael J. Marquardt

Dr. Marquardt is the Director of Global Leadership Certificate Programs at the George Washington University and is a past recipient of ASTD’s International Practitioner of the Year Award. He has held a number of senior HRD, management, and marketing positions and has trained over 15,000 managers in 85 countries in the past twenty years. He is well published in the fields of management, action learning, and organizational development. He recently received the Academy for HRD’s 1996 Book of the year award for Building the Learning Organization. Dr. Marquardt is currently working on a new book dealing with technology and HRD. A sample of his consulting assignments include: Conoco, Motorola, Peace Corps, Arthur Andersen, United Nations Development Program, Marriott, Dupont, Xerox, National Semiconductor, Singapore Airlines, and Citicorp. His research interest are focused around international and cross cultural HRD, action learning, global learning organizations and leadership development.

Dr. Ronald B. Morgan

Dr. Morgan is the Director of the Master’s Cohort Program in Alexandria, Virginia. In 1996, Dr. Morgan joined our faculty to contribute his expertise in the development of human resource practices, strategic plan-ning, and change management. Dr. Morgan’s work in organizations includes the development of staffing processes (human resource planning, testing and selection, design of structured interviews, and interviewer skill training), training need studies, and development of employee opinion surveys. His recent consulting assignments include Pepsi-Cola, IBM Corporation, Wendy’s, ARCO, and the Ford Motor Company.

Dr. Marshall Sashkin, Professor Emeritus

Before joining The George Washington University, Dr. Sashkin held a special appointment as Senior Associate in the U.S. Department of Education’s Office of Educational Research and Improvement. Dr. Sashkin is well published in the areas of leadership, performance management, and total quality management. He is the author of more than fifty articles and books and has designed over twenty-five questionnaire survey instru-ments. A few of the companies that Marshall has consulted for are Sara Lee Hosiery, American Express Company, General Electric Capital, U.S. Army, and the American Red Cross.

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she was a professor for seven years at Oakland University, Michigan. She served for four years as an evaluator for a $1.3 million U.S. Department of Education PT3 Grant involving a consultant/client model to enhance class-room integration of technology and worked on evaluation and development projects with Atlanta Management Institute, Ford Design Institute and Arthur Anderson Worldwide. She is an active member of the Academy of Human Resource Development (AHRD) serving on the Board of Directors, chairing and being a long-time mem-ber of the International Committee, the Emerging Scholar and Leadership Development Committee and serving on the 2001 Globalization Pre-conference Committee.

Dr. Ellen Goldman

Dr. Goldman directs the Master Teacher Leadership Development Program, a partnership between GSEHD and the GW School of Medicine and Health Sciences. She has been a consultant in the healthcare industry for 30 years, assisting clients with strategy formulation; mergers and acquisitions; growth initiatives, and board and leadership development. Dr. Goldman has worked with over 300 hospitals and healthcare systems nationwide, and published three books and numerous articles on healthcare strategy-related topics. Her dissertation, which won two Academy of Management (AOM) awards, concerned the development of the ability to think strategical-ly among healthcare CEOs. In addition, to teaching at GW, Dr. Goldman serves as core faculty for the American College of Healthcare Executives and is an active member of the Management Education and Development Division of AOM. Dr. Goldman’s current research interests include adult and organizational learning as it relates to strategic thinking and leadership development.

Dr. Margaret Gorman

Dr. Gorman is an assistant professor of Human and Organizational Learning at the George Washington University. She’s been with GW for 12+ years, involved in teaching, research, and practice in the area of Human and Organizational Learning. For her dedication and service to the GWU’s academic community, she received the GSEHD distinguished alumni award to celebrated May 2004 commencement ceremonies. Prior to coming to GW, Dr. Gorman worked in private industry for 5 years in management development and in government and employee relations. Dr. Gorman teaches graduate level courses (masters & doctoral) at GW various executive education centers in the Washington DC area and in Singapore. Her areas of interest are focused at the organizational level, e.g. organizational diagnosis, culture and leadership, knowledge and learning, and use of mixed methodologies for examining complex human interaction and non-linear change.

Dr. Carol Hoare

Dr. Hoare holds a joint appointment with the Counseling Program and the Human Resource Development Program in the Graduate School of Education and Human Development. Before joining The George Washington University, Dr. Hoare was President of Hoare Associates, a firm that specialized in the design and development of adult learning programs. Dr. Hoare is a former teacher of nursing and draws upon this background to enhance her understanding of human behavior and individual development. A sample of her consulting assignments include: Marymount University, the U.S. Office of Education, and the Council on Foundations.

Dr. Shaista E. Khilji

Dr. Khilji began her academic career at McGill University in Montreal, Canada. Since then she has taught at Carleton University (Ottawa, Canada) and American University (Washington, DC USA). Her teaching interests include strategic, multicultural, environmental and international aspects of human resource management.

Her research interests are more varied. In addition to cross-cultural management and HR-performance issues, her research also focuses upon diversity, women in management and the growing pains of biotechnology firms. Her regional expertise covers Asia as well as other developing and emerging economies. She is an active member of the Academy of Management, Academy of International Business and the International Society for the Study of Work and Values. Her work has been published in the International Journal of Human Resource Management, International Journal of Cross-cultural Management and a number of edited volumes. One of her papers is under review at the Journal of Product Innovation Management. She has also presented her work in several international conferences including Academy of Management, Asia Academy of Management, International Federation of the Scholarly Management and International Conference for Comparative Management. She has reviewed papers and proposals for several international conferences and symposiums. She has also served as a management consultant for several private and public organizations. She has worked in Pakistan, England and Canada.

Dr. Michael J. Marquardt

Dr. Marquardt is the Director of Global Leadership Certificate Programs at the George Washington University and is a past recipient of ASTD’s International Practitioner of the Year Award. He has held a number of senior HRD, management, and marketing positions and has trained over 15,000 managers in 85 countries in the past twenty years. He is well published in the fields of management, action learning, and organizational development. He recently received the Academy for HRD’s 1996 Book of the year award for Building the Learning Organization. Dr. Marquardt is currently working on a new book dealing with technology and HRD. A sample of his consulting assignments include: Conoco, Motorola, Peace Corps, Arthur Andersen, United Nations Development Program, Marriott, Dupont, Xerox, National Semiconductor, Singapore Airlines, and Citicorp. His research interest are focused around international and cross cultural HRD, action learning, global learning organizations and leadership development.

Dr. Ronald B. Morgan

Dr. Morgan is the Director of the Master’s Cohort Program in Alexandria, Virginia. In 1996, Dr. Morgan joined our faculty to contribute his expertise in the development of human resource practices, strategic plan-ning, and change management. Dr. Morgan’s work in organizations includes the development of staffing processes (human resource planning, testing and selection, design of structured interviews, and interviewer skill training), training need studies, and development of employee opinion surveys. His recent consulting assignments include Pepsi-Cola, IBM Corporation, Wendy’s, ARCO, and the Ford Motor Company.

Dr. Marshall Sashkin, Professor Emeritus

Before joining The George Washington University, Dr. Sashkin held a special appointment as Senior Associate in the U.S. Department of Education’s Office of Educational Research and Improvement. Dr. Sashkin is well published in the areas of leadership, performance management, and total quality management. He is the author of more than fifty articles and books and has designed over twenty-five questionnaire survey instru-ments. A few of the companies that Marshall has consulted for are Sara Lee Hosiery, American Express Company, General Electric Capital, U.S. Army, and the American Red Cross.

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W H O A R E T H E F A C U L T Y ?

Dr. Diana L. Burley

Dr. Burley is an Associate Professor of Human and Organizational Learning Program at the George Washington University. For more than 15 years, Dr. Burley has worked to deepen public understanding of the social implications of new information and communication technologies (ICTs) in organizational settings. Her research interests include: social informatics, knowledge management, electronic government, and 21st century IT workforce challenges. Prior to joining the GW faculty, Dr. Burley served as a Program Director in the Directorate for Education and Human Resources at The National Science Foundation where she managed multi-million dollar grant programs designed to increase the capacity of the U.S. higher education enterprise to produce professionals in scientific fields. Her academic career includes faculty appointments at both Syracuse and Indiana Universities. She has presented her work at several national and international conferences, and has more than two-dozen publications that explore the relationship between ICTs and changes in individual behavior and organizational action. Dr. Burley consults with a wide array of public, private and nonprofit agencies on IT workforce strategies, information and knowledge management, and social informatics.

Dr. Andrea J. Casey

Dr. Casey is an Associate Professor of Human and Organizational Learning Program at the George Washington University. Dr. Casey’s teaching and research interests include organizational cognition including collective memory, organizational learning, and sensemaking. She is an active member of the Academy of Management and has reviewed papers and proposals for such organizations as the Academy, the Eastern Academy of Management, and the Organizational Development Network. In addition she has reviewed potential articles for the journal, Organization Science, and has critiqued dissertation proposals for the Organization Science Annual Dissertation Competition. Dr. Casey has more than 15 years experience as an external HRD consultant to state government and private non-profit organizations throughout the country. In her HRD work, she is primarily involved in organizational change initiatives, leadership development, strategic planning and team development.

Dr. Neal Chalofsky

Dr. Chalofsky is an Associate Professor of the Human and Organizational Learning Graduate Program at the George Washington University, Washington, DC, and director of the HOL doctoral program. He is also the director of the Forum for the Meaning of Work, a research and development institute that is affiliated with the HOL program at GW. His teaching responsibilities include: foundations of HOL/HRD, group dynamics and facilitation, innovative learning techniques, consultation, and a special seminar on the meaning of work; at both the masters and doctoral level. Dr. Chalofsky’s research interests include values, motivation, and meaning of work, individual and group learning, and the development of the HRD profession; both in the US and internationally. Previously he was a professor and director of HRD graduate studies at Virginia Polytechnic Institute and State University (Virginia Tech). He has also been an internal HRD practitioner, manager, and researcher for several federal government and corporate organizations.

Dr. Maria Cseh

Dr. Cseh is an Associate Professor in the Department of Counseling /Human and Organizational Learning at the George Washington University. Her research focus is on global HRD issues related to learning processes in organizations and organizational development and change. She is the author of several research articles and book chapters and has conducted research studies in the USA, Hungary, and Romania. Before joining the academic environment in the USA, Dr. Cseh was an electronics engineer responsible for several multi-country collaboration projects in Central and Eastern Europe in the computer science and textile industries. In the USA,

Dr. David R. Schwandt

Dr. Schwandt is a professor of Human and Organizational Learning at the George Washington University. Before being hired at The George Washington University, Dr. Schwandt served as the Director of Organizational and Human Development for the U.S. General Accounting Office for eleven years. He has presented the Schwandt Organizational Learning Model at various national and international conferences and workshops and has published more than sixty articles and chapters in scholarly works. Recently, he provided the chapter "Learning as an Organization: A Journey Into Chaos" in the book, Learning Organizations. Dr. Schwandt utilizes a multidiscipli-nary approach (drawing from the fields of sociology, management, anthropology, the hard sciences, and psycholo-gy) in analyzing organizational structures and processes. His current thinking centers around sensemaking, cogni-tion in organizacogni-tional settings and complex adaptive systems.

Dr. Ellen Scully-Russ

Dr. Ellen Scully-Russ is an Assistant Professor of Human and Organizational Learning at The George Washington University. Her scholarship and practice are focused on the role of Adult Education in meeting the individual and the political-economic challenges of the emerging knowledge society. With expertise in qualitative research meth-ods, she has studied the inter-dependencies of work organization and individual learning in traditional as well as emerging occupations. Her current interests include: work and learning, emerging occupations, sustainable organi-zations and green jobs, workforce development, and narrative inquiry and learning life history.

Dr. Marilyn Wesner

In addition to her doctorate in Adult Education/HRD from Virginia Tech, Dr. Wesner also holds an MBA from The George Washington University. Before coming to GWU in 1999, she was the Director of Information Services at AT&T. Her academic interests include organization studies and the history of management and organization development. She is a member of both national and local chapters of ASTD and the OD Institute. She also consults with the U.S. Department of Navy on issues involving leadership, organization effectiveness and supervisory development.

The Leadership

of

Change

“The ELP has been the most uplifting experience I have had in all of my

professional career. What a unique experience -- being able to truly

learn again after years of practicing corporate rigors and disciplines.

ELP is "the higher ground" and I’m thankful to be there.”

Dr.Bob Brescia, ELP 16

Vice President for Logistics, Transplace

“ELP was a transformational experience for me. I can honestly say that

as I reflect on the things in my life that have impacted me the most, ELP is

right up there at the top. I work with scientists and physicians from all

over the world, men and women who are accustomed to presenting and

evaluating biomedical research on a daily basis. As a result of attending

ELP, I am even more confident in my ability to sustain a level of rigor and

excellence in my organization development work, to the extent that it

too can withstand the evaluation and scrutiny of my fellow

profession-als. I highly recommend the program to anyone who is thinking of

ele-vating his or her professional contributions in the areas of human

resources or organization development.”

Dr. Bob Hoffman, ELP 3

Executive Director, Organization Development, Novartis Pharmaceuticals

“The ELP cohort process has provided me with a growth opportunity that

goes far beyond academic learning. It is true that the program is

demanding in terms of academic requirements, voluminous reading and

learning to write to reflect higher levels of synthesis of knowledge.

However, I have found equally great learnings in the friendships and

deep relationships I have formed with a number of cohort members and

faculty. They have sensitized my perceptions and opened my eyes to

views far beyond my own limited vision and truths. My appreciation has

been greatly expanded and enriched by my new colleagues.”

Dr. Elizabeth Ross, ELP 16

President, Educational Opportunity & Research Foundation

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IFoundations in HOL IChange

Summer I

— 6 Credits

Summer II

— 6 Credits

Summer III

— 6 Credits

Fall I

— 9 Credits

Fall II

— 9 Credits

Fall III

— 6 Credits

Spring I

— 9 Credits

Spring II

— 9 Credits

Spring III

— 6 Credits

IOrganizational Learning

IAdult Learning IIssues and Ideas IOrganization Diagnosis ILeadership ICulture ISpeaker Series IStatistics IProposal Development IAdvanced Research IQuantitative Research

IApplied Research Methods IPracticum in HOL

IIndependent Dissertation

Research

IIndependent Dissertation

Research

IAdvanced Research Methods IScholarly Writing

IResearch Design and Selection

• Credit hours and courses are subject to change • This is a sample curriculum

Total Required Credits: 66 Elective Credits: 3 Total Program Credits: 69

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F i r s t Ye a r

S e c o n d Ye a r

T h i r d Ye a r

W H O A R E T H E S T U D E N T S ?

N

o two doctoral students are alike. ELP doctoral students are committed to life-long learning, and come from across the country and around the world to join in the community.

Students’ backgrounds span a diverse range of professional and life experi-ences, drawing from the private sector, public and not-for-profit organiza-tions, and government and military service.

A typical cohort consists of 20-24 students, who each has a minimum of 5 years of experience at the senior or executive level. Students also apply to the program with a variety of educational backgrounds, with degrees in fields such as business, engineering, health and medical sciences, and technology.

ELP students come from the following organizations:

America Online AT&T

Bank of America BAE Systems Bell Atlantic

Blue Cross Blue Shield Booz Allen Hamilton Boston University

California Military Department Central Intelligence Agency Charles Schwab Citigroup Citizens Bank Department of Defense Department of Treasury ExxonMobil Fannie Mae

Federal Aviation Administration

Foreign Service Institute School of Professional & Area Studies

GE Commericial Finance George Mason University

Honeywell Technology Solutions, Inc. Howard County Public Schools Hughes Network Systems

International Business Machines Corporation National Defense University

Intel Corporation

International Association of Machinists and Aerospace Workers

James Madison University Johns Hopkins University JP Morgan Chase & Co. Kennesaw State University Kent State University Lehman Brothers, Inc. Lockheed Martin Corporation Marist College

Maryland Hospital Association Maryland State Retirement Agency MAXIMUS

Mayo Clinic MERCK & Co., Inc.

NASA – Johnson Space Center

National Association of Elementary School Principles

National Geographic

National Institutes of Health National Reconnaissance Office

Naval Air Systems Command, Department of Navy Naval Air Warfare Center Aircraft Division

New Jersey State Police Newport News Ship Building Niagara Mohawk Power Corp.

North Shore Long Island Jewish Research Institute Northrop Grumman

Novartis Pharmaceuticals NY Institute of Technology, NYC Pennsylvania State University Phillip Morris

Pratt & Whitney Price Waterhouse

Public Service Electric and Gas Qatar Petroleum

Science Applilcations International Corporation Seagate Technology International

The Library of Congress The Plaza Hotel

The Vanguard Group The World Bank

Time Warner Communications Tops Market, Inc./AholdUSA Toyota Motor Sales

U.S. Department of Housing and Urban Development

U.S. Patent and Trademark Office United Way

U.S. Army Chemical & Biological Defense Cmd. U.S. Coast Guard

U.S. House of Representatives U.S. Military Academy

U.S. Postal Office

Virginia Department of Corrections Volunteers of America

Washington County Hospital Whirlpool Corporation

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Alabama Arizona California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Illinois Iowa Indiana Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Missouri New Hampshire New Jersey New Mexico New York North Carolina Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina Tennessee Texas Vermont Virginia Washington West Virginia Wisconsin

W H E R E D O E L P S T U D E N T S

C O M E F R O M ?

Barbados Belgium Bermuda Brazil China Czech Republic France Guatemala Hong Kong Ireland Japan South Korea Malaysia Mexico Qatar Saudi Arabia Singapore Turkey

United Arab Emirates

P R O G R A M O V E R V I E W —

E X E C U T I V E L E A D E R S H I P

D O C T O R A L P R O G R A M C U R R I C U L U M

HOW DOES THE PROGRAM WORK?

S

cheduling of classes is arranged to allow students to continue functioning in their organizational environ-ments while engaging in doctoral work. Class sessions are held one weekend a month, all day Friday and Saturday for two and a half years with a 7-10 day residency in June where community building, alumni reunions, special presentations, and seminars take place. Dissertation preparation is integrated throughout the coursework and the third year is devoted to dissertation research and writ-ing. The specific time necessary for completing the disser-tation varies by topic, depth of study, methodology, and scholar. The University provides a standard eight years from the date of admission to complete the dissertation.

“The ELP at GWU is one of the

best learning experiences that I

have encountered. It met my

objective of obtaining a more

well rounded education across

multiple disciplines and the

bonus was being supported by a

top notch faculty and a matchless

cohort.”

Michelle A. Leak, ELP 15 Chair, Department of Patient Support Services, Mayo Clinic

P R O G R A M F O C U S

WHAT IS THE FOCUS OF THE EXECUTIVE

LEADERSHIP DOCTORAL PROGRAM?

T

he Executive Leadership Doctoral Program (ELP) focuses on the interrelationships among people, organizations and learning while utilizing systemic change processes. The program encour-ages the learner to challenge assumptions through critical reflection, and fosters group and self-directed learning. Theory, research and practice are balanced throughout the curriculum. Students are encouraged to form learning communities to provide collective support, promote action learning, and model a learning culture. The cohort format provides ELP students with an advantage over the traditional doctoral studies model. The learning experience is collective, and individuals are allowed the opportunity to express talents and interests, discover new ones, and develop both as

individuals and a team as the cohort advances through the curriculum. Additionally, the program provides and

maintains a number of resources that foster com-munity building. These include e-mail mailing

lists, special speaker seminars, faculty and alum-ni discussion panels, and social events.

“The Executive Leadership Program

changes the way you think, and therefore

affects the things you see in organizations. This is

a critical step in dealing with the dynamics of

lead-ership, organizational analysis, and change”

Dr. Charles C. Higgins, ELP 4

Principal Strategic Planning Analyst,

Lockheed Martin Corporation

“The cohort format of the program was

instrumental to my successful completion.

Fellow scholar-practitioners in the program

challenged my reflection, buoyed me during

difficult times, and generally enhanced my

intel-lectual development. I’m glad to say that many

of these collegial relationships have continued

even after defending my dissertation!”

Dr. Martin B. Kormanik, ELP 8

President & CEO, O.D. Systems, Inc.

Leadership Learning Change

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A P P L I C A T I O N I N S T R U C T I O N S

To be considered for admission into the Executive Leadership Doctoral Program the following documents are necessary to complete your admissions portfolio:

1. Completed online application

I https://app.applyyourself.com/?id=GWUGRAD 2. $75 Non-refundable application fee

I Credit Card (Online only)

I Check or money order made payable to The George Washington University 3. A current resume

4. Two or more letters of recommendation (One letter should be from a faculty member and the other from a professional supervisor)

5. A written statement of purpose

6. Official test scores from either the MAT, GRE or GMAT

7. Transcripts from all colleges and universities attended, whether or not credit was earned, the program was completed, or the credit appears as transfer credit on another transcript I Transcripts must be forwarded in their orginial, sealed envelope

I If academic records are in a language other than English, a certified English translation must be provided. Translations alone will not be accepted.

I Transcripts from institutions outside of the United States must be evaluated by an accredited independent evaluating agency

8. Onsite Interview

Send Application Materials to:

Zeynep Ekmekci

The George Washington University Executive Leadership Doctoral Program 44983 Knoll Square, Suite 147

www.milleranalogies.com www.ets.org/gre www.gmac.com/gmac/thegmat

1-800-622-3231 1-866-473-4373 1-866-505-6559

Required Code for ELP

2343 R5246 5645

Web Address

Phone Number

Graduate Record

Examination

Miller Analogies

Test

Graduate Management

Admissions Test

“The George Washington University Executive Leadership

Doctoral Program in Human Resource Development broadened

and deepened my understanding of the field. It provided

the rigor needed to fully maximize my contributions to my

organization and has opened many new career doors. It was

the best educational experience of my life.”

Dr. Doug Bryant, ELP 8

Vice President, Organizational Development

“The ELP program is a great program which has taught me

how to be a better leader and thinker and expanded my

hori-zons both organizationally and personally. The cohort

experi-ence resulted in my making some new lifelong friendships."

Dr. Joan Butler, ELP 10

Instructor in Clinical Management and Leadership at GWU

“I transferred from a well-known, accredited, and respected Ph.D. program

in Organizational Change and Leadership to the ELP Ed.D. program. It was

a difficult decision to give up the Ph.D. credential but I reasoned that the

ELP was rated among the best in the country, if not the best. In addition,

the faculty are well-known in their respective disciplines. To be sure, the

program is a rigorous one, but that’s exactly what I wanted. As I begin

work on the dissertation, I am thankful for the rigor because I feel

exceptionally prepared to engage in the research necessary to complete

and defend the dissertation. My initial goal was to become exposed to

the seminal theories in our field. Not only did we study seminal

theo-rists, many of them came to Ashburn and lectured for a day. That, to me,

was like icing on the cake.”

Glenn J. Forte, ELP 15

V.P. for Operation (retired) with a national pharmaceutical

plastics packaging firm

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A D M I S S I O N R E Q U I R E M E N T S

T

he Executive Leadership Doctoral Program seeks to create an effective and relevant learning communi-ty that promotes excellence in education, research, and personal development. In order to create that learning community, students admitted to ELP seeking a degree of Doctor of Education in Human and Organizational Learning must possess the following:

I A Master’s degree

I Minimum of 3.3 grade point average on a 4.0 scale in all previous graduate work I GRE, GMAT or MAT test scores in at least the 50th percentile

I At least five years of full-time professional work experience judged pertinent by the Human and Organizational Learning faculty

Each applicant is assessed as a whole person. No single criterion will be the determining factor in the admissions process.

E N T R A N C E E X A M I N A T I O N

I N F O R M A T I O N

A

ll applicants, including international students, are required to submit scores from the Graduate Record Examination (GRE), the Miller Analogies Test (MAT), or the Graduate Management Admissions Test (GMAT). Applicants are responsible for taking one of the required tests at least one month before the application deadlineand should request that their scores be submitted directly to Executive Leadership Doctoral Program at The George Washington University Graduate School of Education and Human Development (GSEHD). Test scores older than five years are not acceptable for review. All scores will be considered, but the School does not average or combine multiple scores. International students must also submit TOEFL scores that are less then two years old.