phd research seminar

API-902: Doctoral Research Seminar

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This seminar course is designed to spur PhD students toward effective work on their dissertation and completion of an approved prospectus by the end of the academic year. There will be written assignments defining their problem area, a literature review, analytic frameworks, and data sources. It is hoped that students will complete a preliminary draft of at least one chapter of their dissertation by the end of the semester.

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Succeeding in a Graduate Seminar

Some of your most important and impression-forming interactions with your classmates and professors occur in graduate seminars. Your stellar performance in graduate seminars is paramount to your success in the graduate program. Graduate seminars are the building blocks for your knowledge in the field and in graduate school.

How to succeed in a graduate seminar

Prepare for class.

Do the reading.  All of it. But don’t stop there. Annotate your reading. Ask questions of the text in the margins. Maybe even type up your notes. Always consider what’s at stake in the reading, how the reading informs your understanding of the class themes, other course materials, the methods, the content. How does the reading relate to your own burgeoning research questions?

Come to class with questions and discussion points.  If you are reticent about speaking in class, recruit a friend to chat about your ideas for five minutes the day before class. Do not, however, memorize one point in the reading so that you make your one perfunctory comment in class. Everyone is on to that game!

Do your part to help foster community.  This means: Listen. Participate fully. Be respectful.

Showcase your intellectual curiosity  by engaging with all types of ideas, not just the ones in your designated area of study.

When you speak, remember to look at your classmates , not exclusively at the professor.

Use your breadth of knowledge  — connect the readings to other readings in your class and other out-of-class readings. Feel free to apply the readings or theme of the day to your project, but don’t be so focused on utilitarian knowledge that you fail to engage fully with all of the issues at hand.

Do not fall into the trap of wholesale skewering the reading of the week.  This is intellectually lazy. The work must have some redeeming value if the professor has chosen to assign it. Even if you want to make a serious critique of the reading you should attempt to articulate its contributions/interventions as well as limitations.

Turn in all writing assignments on time.  Do not save your seminar papers for the last week of class. Begin generating ideas the first week of class. Talk about your ideas with your classmates and your professor. If the professor has not given you a series of deadlines, create deadlines for yourself (i.e., identify paper topic in the third week of class, generate working bibliography in the fourth week of class, create abstract in the fifth week, write your first draft in the sixth week, etc.).

Graduate seminars are your first practice attempts at being a scholar. It should be fun to engage with ideas. Be prepared to spar respectfully — and always be prepared!

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PhD Course Descriptions

Mgmt9000 - sem strat mgmt (course syllabus).

This course examines some of the central questions in management with economic approaches as a starting point, but with an eye to links to behavioral perspectives on these same questions. Economics concerns itself with goal directed behavior of individuals interacting in a competitive context. We adopt that general orientation but recognize that goal directed action need not take the form of maximizing behavior, particularly for organizations comprised of individuals with possibly divergent interests and distinct sub-goals. Further, we treat competitive processes as playing out over meaningful periods of calendar time and, in general, not equilibrating instantaneously. A central property of firms, as with any organization, is the interdependent nature of activity within them. Thus, understanding firms as "systems" is quite important, a perspective which has important implications for understanding processes of organizational adaptation. Among the sorts of questions we explore are the following: What underlies a firm's capabilities? How does individual knowledge aggregate to form collective capabilities? What do these perspectives on firms say about the scope of a firm's activities, both horizontally (diversification) and vertically (buy-supply relationships)? As a "foundations" course, readings will cover key conceptual foundations, but also provide an arc to current work --- an "arc" that will be developed more fully in our in-class discussions.

MGMT9150 - Seminar in Org Learning (Course Syllabus)

This course examines processes of organizational learning. Learning, changing beliefs and efficacy in action, may be linked measures of progress and performance but presents a number of challenges. Performance is not always readily interpreted and the link between the actions an organization takes and proximate observable outcomes is often unclear and these measures may be loosely coupled to ultimate goals and interests. Organizations help facilitate coordinated actions among individuals and the outcomes that are realized by the organization are a function of those joint actions. However, these properties pose challenges for inferences around more or less desired action at both the individual and collective level, as well as divergent views as to what is in the individual and collective interest. Even if the organization does not face a conflict of interest among organizational members, it still faces a tension between the need to perform well in the near term, and exploit its current knowledge and bases of advantage, and to perform well over longer horizons, which may entail exploring other bases of action with which it is less familiar and perhaps less competent. However, performance itself can be a problematic construct --- different actors within the organization may have different views as to what goals or outcomes or more or less important, and even individual actors may face some degree of internal conflict over these issues. The contestation of goals and policy can take the form of organizational politics, where power, attention, and force of argument influence the playing out of this conflict. The last theme we consider is the challenge by which individual opinions and beliefs become aggregated to organizational level decisions and some of the learning challenges that this process of aggregation presents.

MGMT9180 - Personnel Economics A (Course Syllabus)

This is a half-semester PhD course in the Management Department that is also open to any current PhD students at Wharton. The canonical model in economics views an agent as a fully rational, atomistic individual making optimal choices under scarcity. This approach has been very powerful theoretically and empirically to explain and to predict behavior in the workplace. This model has also been enriched to accommodate other phenomena arguably affecting behavior in the workplace like the social context (e.g. peer effects, altruism, or social comparison), non-standard time preferences, loss aversion, and cognitive costs. Incorporating these ideas into the standard model can be accomplished in various ways but the real stress test for these theories is whether they predict behavior more generally (i.e. we don't just use theory to explain one choice but choices more generally) and to generate empirical predictions that can be tested using experiments. In this mini-course we start-off with a tour de force of the fundamental principal-agent model and the various behavioral extensions. The core of the course is, however, not theoretical but a practical course on how to design field experiments to test these ideas.

MGMT9190 - Personnel Economics B (Course Syllabus)

This is a half-semester PhD course in the Management Department that is also open to any current PhD students at Wharton. It is a continuation and builds on MGMT 918 - please see the course description for MGMT 918. As in MGMT 918 we expand on the canonical model in economics and introduce views from behavioral economics and introduce views from behavioral economics to derive novel theories with empirically testable implications on workplace behavior and individual performance in labor markets and health. In this mini-course the focus is on continuing our review of the literature but the primary aim is to work towards a project description and paper that can be developed into a PhD chapter or journal article.

MGMT9200 - Sem in Hum Res Research (Course Syllabus)

The class is organized around understanding labor and work. For management students trained in social science disciplines, there is a considerable gap between what we can learn about the workplace from economics, which relies on markets and incentives for its explanations, and psychology, which relies on dispositional attributes and social interactions. Managing people is arguably the biggest topic in the social sciences each with its own subgroups: labor economists in economics, I/O and personnel psychologists in psychology and organizational behavior researches use the work place as their central research context, work and occupations and career students in sociology. For the most part, these fields talk past each other and are largely unaware of what the others are doing. We try to bridge that gap a bit in this class, although by no means do we attempt to span the range of topics represented across these quite different fields. In most contexts, the employer has considerable discretion as to the arrangements that are chosen for influencing the behavior of workers and, in turn, their outcomes and subsequent attitudes. The management practices they choose are our main focus. They drive many of the most important outcomes in society - who gets access to the most important and powerful jobs, how much income will people have and how it is distributed, whether and to what extent we have control over our lives at work, and so forth. Most of the attention still goes to employment, but it is not the only arrangement for doing work, though. We consider others, especially various forms of contracting and the gig work organized around electronic platforms. To the extent that there is a common conceptual orientation across the class, it is analysis at the organization-level, typically used for independent variables although often for outcomes and dependent variables as well, and power as a mechanism. Many of the most important and exciting topics in public discourse are in our focus, from remote work to gig work to the influence of artificial intelligence. The range of new issues to explore is enormous. A caveat: the phrase "human resources" is a contemporary business term that began as a description of the set of management practices coming out of the "great corporations" and the lifetime employment model for managing non-union employees. Many of these are within the domain of I/O and personnel psychology, such as employee selection tests, succession planning exercises, and so forth. The use of these practices has declined dramatically and are now only one approach to addressing the practical problems that lie

MGMT9250 - Sem Corp Strategy (Course Syllabus)

This course explores current research on corporate strategy. Over the past two decades, research in the area of corporate strategy has evolved considerably. The fundamental focus of the field has been on sources of competitive advantage at the of the firm, and the process of building and maintaining competitive advantage. In this class, we explore current research articles that best represent the development of rent-generating resources at the level of the firm. Topics addressed include the concept of strategy, research on the evolution of firm capabilities, competitive interaction, top management teams and strategy formation, and changes in firm scope through acquisitions, divestitures and alliances.

MGMT9260 - Sem Strat & Org Des (Course Syllabus)

This half-semester course examines one of the foundational questions in strategy: the role of organizational structure in both supporting and shaping strategy. As Winston Churchill famously said: "We shape our buildings, and afterwards our buildings shape us." This course examines this proposition from two traditions, the "institutional economics" and "information processing" schools of organizational design. We will examine foundational works from both schools, such as Coase, Williamson, Simon, March, and others, and then proceed to recent work in the area. Some of the questions that we will explore in the class are: why do firms exist? What determines their boundaries? What determines formal and informal structures within firms? How does the strategic context shape the answers to these questions? How might the nature of the firm and its boundaries relate to innovation, human capital, and knowledge creation? The aim of this class is to provide students with a grounding in the fundamental questions and contributions in this area, and to spark ideas for research in their own graduate work.

MGMT9270 - Tech & Innov Strategy (Course Syllabus)

This quarter-length doctoral seminar deals with major streams of management research in technology strategy and innovation. We will focus on both classical topics such as incumbents' management of technological change and industry evolution, and new emergent topics such as ecosystems and platforms. The emphasis will be on understanding the link between technologies and firms in terms of both strategy choices and performance outcomes.

MGMT9310 - Special Topics in Org Behavior (Course Syllabus)

This is a complement course to MGMT 9330, and it has the same purpose to examine and understand basics of theory and empirical research in the field of organizational behavior and to increase our understanding of people's behavior in organizations. The course takes both a top-down and bottom-up view of the forces that shape motivation, identity, relationships, power, and meaning in work and organizational life.

MGMT9320 - Prosem in Mgmt (Course Syllabus)

This course is designed to provide students with an understanding of the methodological approaches we commonly think of as qualitative, with special emphasis on ethnography, semi- structured interviews, case studies, content analysis, and mixed-methods research. The course will cover the basic techniques for collecting, interpreting, and analyzing qualitative (i.e. non-numerical) data. In the spring quarter, the course will operate on two interrelated dimensions, one focused on the theoretical approaches to various types of qualitative research, the other focused on the practical techniques of data collection, such as identifying key informants, selecting respondents, collecting field notes and conducting interviews. In the fall semester, the course will operate on two interrelated dimensions, one focused on the theoretical approaches on building arguments and theory from qualitative data, the other focused on the practical techniques of data collection, such as analyzing data, writing, and presenting findings. Note: This class is part of a two-part sequence which focuses on qualitative data collection and analysis. The first of this course, offered in the Spring, focuses on data collection and the second half of the course, offered the following Fall, will focus on qualitative data analysis. Each course is seven weeks long. Students may take either class independently or consecutively.

MGMT9330 - Psych Found MGMT (Course Syllabus)

This seminar-based course, with active discussion and analysis, is required of all first-year doctoral students in Management and open to other Penn students with instructor permission. The purpose of this course is to examine and understand basics in the theory and empirical research in the field of micro organizational behavior and to build an understanding of people's behavior in organizations and across organizations. The course covers a blend of classic and contemporary literature so that we can appreciate the prevailing theories and findings in various areas of organizational behavior. This course covers micro-organizational behavior, focused on topics such as influence/status, virtual teams, job design, organizational culture and socialization, identity in organizations and overall look on where the field of micro-organizational behavior is going.

MGMT9340 - Soci Foundations of MGMT (Course Syllabus)

This seminar-based course, with active discussion and analysis, is required of all first-year doctoral students in Management and open to other Penn students with instructor permission. The purpose of this course is to examine and understand basics in the theory and empirical research in the field of macro organizational behavior and to build an understanding of people's behavior in organizations and across organizations. The course covers a blend of classic and contemporary literature so that we can appreciate the prevailing theories and findings in various areas of organizational behavior. This course covers macro-organizational behavior, covering the topics of organizational ecology, institutional theory, organizational status and reputation, impression management, social networks and social movements.

MGMT9350 - Netwrk Theory & Applicat (Course Syllabus)

This course explores network models and their applications to organizational phenomena. By examining the structure of relations among actors, network approaches seek to explain variations in beliefs, behaviors, and outcomes. The beauty of network analysis is its underlying mathematical nature - network ideas and measures, in some cases, apply equally well at micro and macro levels of analysis. Therefore, we read and discuss articles both at the micro level (where the network actors are individuals within organizations) and at the macro level (where the network actors are organizations within larger communities) that utilize antecedents or consequences of network constructs such as small worlds, cohesion, structural equivalence, centrality, and autonomy. We begin by examining the classic problem of contagion of information and behaviors across networks, and follow by considering the various underlying models of network structure that might underlie contagion and other processes The next two sessions address a variety of mechanisms by which an actor's position in a network affects its behavior or performance. Then, the following two sessions address antecedents of network ties via the topics of network evolution and network activation. We close with a "grab bag" session of articles chosen to match class interests.

MGMT9370 - Entrep Research Seminar (Course Syllabus)

The seminar seeks to expose students to theoretical and empirical perspectives on entrepreneurship research. We will focus on the main questions that define the field and attempt to critically examine how, using a range of methodologies, researchers have approached these questions. As we review the literature, we will seek to identify promising research areas, which may be of interest to you in the context of your dissertation research. In addition to addressing the content of the received literature, we will examine the process of crafting research papers and getting them published in top tier journals. Towards that end we will characterize the key elements of high impact papers and review the development process of such studies. Students are expected to come fully prepared to discuss and critique the readings that are assigned to each class meeting (see details below). Each student will serve as the discussion leader for one or more of the class sessions. Discussion leaders are expected to critically review several articles, identify new insights in the research that is being reviewed and evaluate its contribution to the literature, position the articles within the literature on the subject matter, raise discussion question, and act as the discussion moderator for the class session. Each discussion leader is asked to prepare a one or two page summary of the assigned papers which includes a statement of the main research question(s), the methodology, data set if any, summary of findings, a commentary with your thoughts on the reading, and proposed discussion questions. Prior to each class, the discussion leader will meet the instructor to help plan the class meeting. Towards the end of each class meeting, each student will be asked to articulate a research question that emerged from the session and describe the research design used to investigate the issue.

MGMT9380 - Seminar in Social Entrep (Course Syllabus)

This half-semester course examines how social enterprise organizations emerge, attract resources, and affect society. The course will bridge micro and macro theoretical perspectives to provide insight into the unique challenges faced by social enterprises, while also showing how the study of such organizations can help to advance mainstream entrepreneurship research. Individual sessions will focus on defining social entrepreneurship, the tensions and tradeoffs that emerge in organizations that pursue social and financial goals, impact investing and other sources of finance, and the role of incubators/accelerators in supporting the development of these organizations. This is a seminar-based course with active discussion and analysis.

MGMT9390 - Ent Innov Research (Course Syllabus)

This quarter-length course explores key topics at the intersection of entrepreneurship and innovation. While the course primarily draws from established theory and empirics from management and economics, it will also include discussions of emerging phenomena in this rapidly evolving field. We will begin by reviewing the basic properties of ideas that uniquely shape the sources and dynamics of entrepreneurship and innovation. Subsequently, we will explore innovation-related challenges and opportunities for startups. Special focus will be placed on research application in which students design and present their own research proposal broadly in the area of entrepreneurship and innovation. Students are highly encouraged to take this course in sequence with MGMT 937.

MGMT9510 - Ob: Theories and Methods (Course Syllabus)

The purpose of this half-semester course is to examine and understand theory and empirical research in the field of micro-organizational behavior and to build an understanding of people's behavior in organizations. The course covers a blend of classic and contemporary literature to appreciate the prevailing theories and findings in various areas of micro-organizational behavior. We will cover topics such as identity, diversity/inclusion, work design/proactivity, extra-role behaviors, behavioral ethics/organizational justice, and an overall look at where the field of micro-organizational behavior is heading. This is a seminar-based course with active discussion and analysis.

MGMT9520 - Sem Macro Org Behav (Course Syllabus)

Organizations are ubiquitous, and so is organization. This half-semester course explores organization theory (OT) from the 1960s through the end of the 20th century. We will examine the proliferation of organizational theories during this time period (such as contingency theory, resource dependence theory, ecological theory, and institutional theory) and understand how each theory attempts to relate structure and action over varying levels of analysis. We will determine one or two additional schools to add once we discuss your exposure in other management classes to other potential topics such as behavioral decision theory, sense-making and cognition, organizational economics, corporate governance, social networks, and the like.

MGMT9530 - Sem Research Design (Course Syllabus)

This is an introductory doctoral seminar on research methods in management. The course is designed to help you define your research interests, to strengthen your grasp of research design choices and standards, and to move you further along on the path to becoming a skilled, accomplished, engaged, and independent research scholar. We will read about, discuss, and in some cases practice: framing of research questions, writing for publication, defining and meeting research standards, and conducting experimental, archival, survey-based, and qualitative research suitable for publication in top-tier management journals.

MGMT9550 - Foundations Mult Mgmt. (Course Syllabus)

The goal of the course is to provide you with a foundation in some of the major research areas that underpin the study of Multinational Management. International Business (and the study of MNCs) is an interdisciplinary field. As such, our survey of the seminal articles in the field will span a number of different theoretical and empirical approaches (i.e., economic, managerial, organizational and institutional). Much of our seminar discussions will focus on identifying and developing interesting research questions raised by this interdisciplinary literature, which offers many opportunities for systematic empirical study.

MGMT9570 - Applied Research Methods Org B (Course Syllabus)

This is a half semester course where we review and apply fundamental lessons related to empirical research (both methods and analyses) in organizational behavior. The course will focus primarily on quantitative research. We will begin by covering the link between theory and empirics as well as core concepts in methods and statistics, including causality, validity, reliability, and statistical power. We will then shift to research methods, including design, sampling, pre-registration, and data collection. A key focus will be on maximizing different forms of validity, with an emphasis on multi-method research designs. Finally, we will consider a variety of the most important analytical approaches in organizational behavior, including regression, structural equation modeling, and multi-level analyses. This is an applied methods course, which means that we will be applying the lessons directly by using statistical software to compile and analyze datasets. The course will introduce you to the broad array of methods and analyses that OB scholars are expected to master in order to consistently publish in the field’s top journals.

MGMT9600 - Non-Market Strategy (Course Syllabus)

This course builds on the foundational material presented in MGMT 955 with a deeper focus on current research examining institutional influences on multinational management. These include regulative supports (e.g., laws, regulations, contracts and their enforcement through litigation, arbitration of incentive compatible self-regulation) but also normative (e.g., socially shared expectations of appropriate behavior, and social exchange processes) and cognitive (e.g., creating shared identity to bridge differences in values, beliefs and framing) elements of the institutional environment. We will examine not only strategic responses in the market environment but also influence strategies of multinational and domestic firms that seek to alter the institutional environment in which they operate. We will draw not only upon the international business literature but also related literatures including political economy, sociology, law, finance, communications, institutional theory, strategic corporate social responsibility, social movements, network theory and the management of extractive industries.

MGMT9610 - Special Topics in Ob (Course Syllabus)

This is a complement course to MGMT 951, and it has the same purpose to examine and understand basics in the theory and empirical research in the field of micro-organizational behavior and to increase our understanding of people's behavior in organizations. To do so, we will cover a blend of classic and contemporary literature so that we can appreciate the prevailing theories and findings in various areas of micro-organizational behavior. In addition, for each topic we will then try to go beyond the existing literature. We will work to increase our understanding by re-framing the research variables, altering the perspective, bringing in new theory, and comparing levels of analysis. The purpose of this course is not meant to be exhaustive, rather it covers approximately half of the organizational behavior literature. For a more complete understanding of the basics of organizational behavior it is mandatory for organizational behavior students to have taken MGMT 951 which covers the remaining topics in basic organizational behavior. However, it is not mandatory to have taken MGMT 951 before MGMT 961 as they cover different sets of topics.

MGMT9620 - Mult Firms Glob Econ (A) (Course Syllabus)

This is a graduate course focusing on the empirical aspects of multinational firms and international trade. The goal of the course is to familiarize graduate students with empirical work on multinational firms in the global economy, by reviewing the recent as well as older literature on this topic. Econometrics and statistical techniques for doing empirical work in international trade will also be discussed. We will focus on a variety of issues that are related to the multinational firm, beginning with trends in multinational activity, then moving to both horizontal and vertical theories of the multinational firm. Topics over the course of the semester will include patterns in the expansion of multinational firms, horizontal and vertical multinationals; the linkages between openness to trade and investment and growth; trade orientation and firm performance; technology transfer and spillovers; innovation and productivity; immigration; labor markets and multinational firms; and global value chains. This course has a mandatory attendance policy.

MGMT9630 - Mult Firms Glob Econ (B) (Course Syllabus)

This is continuation of Multinational Firms in Global Economies (A). It is a graduate course focusing on the empirical aspects of multinational firms and international trade. The goal of the course is to familiarize graduate students with empirical work on multinational firms in the global economy, by reviewing the recent as well as older literature on this topic. Econometrics and statistical techniques for doing empirical work in international trade will also be discussed. We will focus on a variety of issues that are related to the multinational firm, beginning with trends in multinational activity, then moving to both horizontal and vertical theories of the multinational firm. Topics over the course of the semester will include patterns in the expansion of multinational firms, horizontal and vertical multinationals; the linkages between openness to trade and investment and growth; trade orientation and firm performance; technology transfer and spillovers; innovation and productivity; immigration; labor markets and multinational firms; and global value chains. This course has a mandatory attendance policy.

MGMT9700 - Research Methods in Mgmt (Course Syllabus)

Students taking the course will be introduced to the seminal readings on a given method, have a hands-on discussion regarding their application often using a paper and dataset of the faculty member leading the discussion. The goal of the course is to make participants more informed users and reviewers of a wide variety of methodological approaches to Management research including Ordinary Least Squares, Discrete Choice, Count Models, Panel Data, Dealing with Endogeneity, Survival/failure/event history and event studies, experiments, factor analysis and structural equation modeling, hierarchical linear modeling, networks, comparative qualitative methods, coding of non-quantitative data, unstructured text and big data simulations.

MGMT9701 - Quant Research Methods in MGMT (Course Syllabus)

This PhD course exposes students to a range of methodologies and techniques in applied econometrics as seen in latest research papers. The approach is to take a detailed look at 1-2 papers per week for a thorough understanding of each topic. Students are required to carefully read and prepare the readings for each week with an emphasis on “how it was done” rather than the results of the paper. A provisional list of topics are: Field Experiments with Firms; Replication with confidential and non-confidential data; Difference in Difference Estimation & Linear Panel Event Studies; Instrumental Variable Regressions; Synthetic Controls & Natural Experiments; Regression Discontinuity Design

MGMT9702 - Rsrch Mthds & Data Analysis OB (Course Syllabus)

This course will introduce you to the core methods and analytical approaches used in organizational behavior. The primary goal of the class is to introduce you to the portfolio of operational and statistical skills that will enable you to be a fully autonomous researcher who can routinely publish trustworthy research in top management outlets. We will pay special attention to the three dominant methodological approaches in our field (archival, field, and experimental) and the analytical approaches that tend to correspond with each of them.

MGMT9703 - Qualitative Methods (Course Syllabus)

This course is designed to provide students with an understanding of the methodological approaches we commonly think of as qualitative, with special emphasis on ethnography (in-person and digital), semi-structured interviews, case studies, content analysis, and mixed-methods research. The course will cover the basic techniques for collecting, interpreting, and analyzing qualitative (i.e. non-numerical) data. Students will expected to collect and analyze data about a topic of their choosing.

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Phd seminar: qualitative research design.

This seminar provides a broad introduction to qualitative research design and analysis techniques. Topics include case selection, variants of process tracing, small-n comparative case design, comparative-historical analysis, the design and implementation of field research, in-depth interviewing, and archival research. The emphasis is on application of these skills to students' own work, as well as engaging critically with qualitative work across the subfields.

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Doctoral Seminars Overview

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EDEN ADVANCED DOCTORAL SEMINAR ON CASE STUDIES IN BUSINESS AND MANAGEMENT RESEARCH

The purpose of this course is to introduce doctoral students from Europe and around the world to the diversity of ways of conducting case study research and to improve their own research practice. It aims to provide an…

EDEN DOCTORAL SEMINAR ON SUSTAINABILITY IN SUPPLY CHAINS

The doctoral seminar is crafted to cater to PhD students specializing in a variety of fields, including - among others - supply chain management, operations management, performance management, ethics, and strategy with…

DOCTORAL COURSE ON CURRENT TOPICS IN BEHAVIORAL FINANCE RESEARCH

Eden doctoral seminar on advanced experimental research design.

This high-density, 3-day advanced course builds on the basic course “Experimental Research Design” and hence starts where that one left off. Similar to the basic course, it will focus the main stages of experimental…

EDEN DOCTORAL SEMINAR ON DEVELOPING GROUNDED THEORY

A grounded theory is a popular methodology for theorizing from data.  Unfortunately, it is frequently misunderstood and not easy to use. This workshop aims to present the definitive guidelines for doing grounded theory…

12TH EDEN DOCTORAL SEMINAR ON HOW TO DESIGN YOUR PHD

This seminar helps early stage PhD candidates design their research project. In particular, participants will: acknowledge process, philosophical, and methodological ambiguities in their research; understand the…

EDEN DOCTORAL SEMINAR ON RESPONSIBLE ORGANISING

The aim of the course is to give an in-depth overview of the current state and contribution of Responsible Organising research on social inequalities. Responsible Organising (RO) is a research area at Hanken School of…

EDEN DOCTORAL SEMINAR ON SUSTAINABILITY ACCOUNTING

Sustainability accounting has emerged as a pivotal activity in the desire to make the market and organizations more sustainable. Sustainability accounting and reporting are conceived by policy makers, market…

EDEN DOCTORAL SEMINAR ON CONSUMER RESEARCH

The aim of this course is to be an introduction in how to do consumer behavior research, rather than to provide exhaustive coverage of the field as a whole. It will focus on evaluating papers, preparing research ideas,…

EDEN DOCTORAL SEMINAR ON BOOSTING EMPIRICS WITH THEORY

Methodology courses in business and economics typically focus on either theory or on the empirical estimation. This course aims to bridge the gap between the two by exploring several ways in which empirical studies can…

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13th international eiasm public sector conference - public service accounting, accountability and management, eiasm public sector emerging scholars programme (esp), 19th eiasm interdisciplinary conference on “intangibles, sustainability, and value creation:, 13th eiasm workshop on talent management.

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This seminar series has two objectives: first, to provide regular opportunity for doctoral students to share their research ideas and progress; and second, to create a low-stake forum in which students can give and take feedback on each other's research. Students will be asked to present, submit early drafts or proposals, and referee or discuss them. Our goals are to – via practice and advice – improve students' presentations and writing, teach how to give constructive criticism, speed research progress, and advise on the academic job market.

See the Learning Outcomes in the attched syllabus.

Grading is purely on a pass/fail basis – pass is a requirement for satisfactory progress in the doctoral program.

To receive a pass, the student must: present research/proposal/literature review, submit a draft or proposal, and discuss another student's draft/proposal and submit a referee report.

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• CAREER COLUMN
• 15 May 2019

Ways to give an effective seminar about your research project

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Ananya Sen is a PhD student in microbiology at the University of Illinois at Urbana-Champaign.

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In my first year of graduate school, I was terrified of giving presentations. I would put too much information on my slides, talk too fast and constantly forget or trip over certain words. Unsuprisingly, the reception was lukewarm at best.

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doi: https://doi.org/10.1038/d41586-019-01574-z

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• The PhD Journey - Stages of a Doctoral Degree

The PhD Journey

Written by Mark Bennett

A PhD typically involves between three and four years of full-time study, culminating in a thesis which makes an original contribution to your field.

The process of getting a PhD is made up of quite a few components and milestones, from the literature review and writing up your dissertation right through to the viva examination at the end.

This section is a guide on how to do a PhD, providing in-depth advice and information on some of the main challenges and opportunities you’ll meet along the way!.

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7 stages of the PhD journey

A PhD has a few landmark milestones along the way. The three to four year you'll spend doing a PhD can be divided into these seven stages.

• Preparing a research proposal
• Carrying out a literature review
• Conducting research and collecting results
• Completing the MPhil to PhD upgrade
• Participating in PhD teaching, conferences and publications
• Writing your thesis
• Defending your PhD results at a viva voce

We've expanded on what you can expect from each stage below.

1. Preparing a research proposal

Strictly speaking, your research proposal isn’t part of your PhD. Instead it’s normally part of the PhD application process.

The research proposal sets out the aims and objectives for your PhD: the original topic you plan to study and / or the questions you’ll set out to answer.

It also explains why your work is worthwhile and why it fits with the expertise and objectives of your university.

Finally, a PhD proposal explains how you plan to go about completing your doctorate. This involves identifying the existing scholarship your work will be in dialogue with and the methods you plan to use in your research.

All of this means that, even though the proposal precedes the PhD itself, it plays a vital role in shaping your project and signposting the work you’ll be doing over the next three or more years.

2. Carrying out a literature review

The literature review is normally the first thing you’ll tackle after beginning your PhD and having an initial meeting with your supervisor.

It’s a thorough survey of work in your field (the current scholarly ‘literature’) that relates to your project or to related topics.

Your supervisor will offer some advice and direction, after which you’ll identify, examine and evaluate existing data and scholarship.

In most cases the literature review will actually form part of your final PhD dissertation – usually setting up the context for the project, before you begin to explain and demonstrate your own thesis.

Sometimes a literature review can also be evaluated as part of your MPhil upgrade .

Research vs scholarship

Research and scholarship are both important parts of a PhD. But they aren't the same thing - and it's helpful to know the difference. Research is the original work you produce with your thesis. Scholarship is the expert understanding of your subject area that enables you to conduct valuable research.

3. Conducting research and collecting results

Once you’ve carried out your literature review, you’ll move from scholarship to research .

This doesn’t mean you’ll never read another academic article or consult someone else’s data again. Far from it. You’ll stay up to date with any new developments in your field and incorporate these into your literature review as necessary.

But, from here on in, your primary focus in your PhD process is going to be investigating your own research question. This means carrying out organised research and producing results upon which to base your conclusions.

Types of PhD research

The research process and the type of results you collect will depend upon your subject area:

• In Science, Technology, Engineering and Mathematics (STEM) subjects you’ll focus on designing experiments, before recording and analysing their outcomes. This often means assembling and managing complex numerical datasets – sometimes in collaboration with the rest of your laboratory or workshop.
• In Social Science subjects you’ll be more focussed on designing surveys or conducting case studies. These will produce quantitative or qualitative data, depending on the nature of your work.
• In Arts and Humanities subjects you’ll often have less raw data, but that doesn’t mean you won’t be working with ‘hard’ factual information. You’ll analyse texts, sources and other materials according to an accepted methodology and reflect upon the significance of your findings.

Whatever subject you’re in, this research work will account for the greater part of your PhD results. You’ll have regular meetings with your supervisor, but the day-to-day management of your project and its progress will be your own responsibility.

In some fields it’s common to begin writing up your findings as you collect them, developing your thesis and completing the accompanying dissertation chapter-by-chapter. In other cases you’ll wait until you have a full dataset before reviewing and recording your conclusions.

4. Completing an MPhil to PhD upgrade

At UK universities it’s common to register new PhD students for an MPhil before ‘ upgrading ’ them to ‘full’ doctoral candidates. This usually takes place after one year of full-time study (or its part-time equivalent).

Forcing you to register for a ‘lesser’ degree may seem strange, but it’s actually an important part of the training and development a PhD offers:

• As an MPhil student you’re able to comprehend your field and produce new research.
• As a PhD student you’re able to go that crucial step further and produce the significant original contribution to knowledge that defines a doctorate.

The MPhil upgrade is when you take the step from the former to the latter.

The MPhil upgrade exam

Upgrading from MPhil to PhD registration usually involves a form of oral exam – similar to the viva voce that concludes a PhD. But, unlike a full viva, the MPhil upgrade is less formal and only covers part of your thesis.

In most cases you’ll submit a small amount of the material you’ve produced so far. This could be a draft of your first chapter (or part of it) and / or your literature review. You could also be asked to reflect on your progress in general.

You’ll then sit down with your supervisor and someone else from your department (familiar with your field, but unrelated to your project). They’ll offer feedback on the quality of your work and ask questions about your findings.

The aim of the process won’t be to examine your drafts so much as to confirm that your project has the potential to justify a PhD – and that you’re on track to complete it on time.

‘Failing’ a PhD upgrade is actually quite rare. Your university may ask you to repeat the procedure if they are concerned that you haven’t made sufficient progress or established a viable plan for the rest of your project.

What is an MPhil?

The MPhil (Master of Philosophy) is also a research degree, but its scope is more limited than a PhD (Doctor of Philosophy). And no, just like a PhD, an MPhil isn’t necessarily a Philosophy qualification. Our guide covers all you need to know about the difference between a MPhil and PhD .

5. PhD teaching, conferences and publications

During the PhD process, you’ll have lots of opportunities to take part in extra-curricular activities, such as teaching, academic conferences and publications.

Although it isn’t usually compulsory to participate in these, they can be an incredibly rewarding experience and will look great on your CV.

Teaching during a PhD normally involves hosting undergraduate seminars or supervising students in the lab, as well as marking work and providing feedback.

Academic conferences are an excellent way to network with like-minded colleagues and find out the latest developments in your field. You might even be able to present your own work to your peers at one of these events.

Publishing during a PhD will help you increase your academic profile, as well as give you experience of the peer review process. It’s not normally a requisite of your PhD, but publications will certainly help if you plan on applying for postdoc positions.

6. Writing your thesis

As the culmination of three or more years of hard work, the thesis (or dissertation) is the most important part of the procedure to get your PhD, presenting you with the opportunity to make an original scholarly contribution to your discipline.

Our guide to writing your thesis covers everything you need to know about this lengthy research project, from structure and word count to writing up and submission.

We’ve also written a guide to the PhD dissertation abstract , which is an important part of any thesis.

7. Defending your PhD results at a viva voce

Unlike other degrees, a PhD isn’t normally marked as a piece of written work. Instead your dissertation will be submitted for an oral examination known as a viva voce (Latin for ‘living voice’).

This is a formal procedure, during which you ‘defend’ your thesis in front of appointed examiners, each of whom will have read your dissertation thoroughly in advance.

Examiners at a viva voce

A PhD is normally examined by two academic experts:

• One will be an internal examiner, usually appointed from elsewhere in your faculty and department. They won’t be directly associated with your project, but will have sufficient expertise to assess your findings.
• The other will be an external examiner. They will be a recognised expert in the area you are researching, with a record of relevant research and publication. Most universities in the UK allow you to invite an external examiner of your choice, provided there is no existing conflict of interest.

Your supervisor will help you prepare for the viva and will offer advice on choosing an external examiner. However, they will not normally be present during the examination.

The PhD timeline

Ready to take the next step?

There's lots more information about how to get a PhD in our advice section . Or, if you're ready to start looking at different projects, why not check out one of the thousands of current PhD opportunities in our database?

Not sure how PhD study will differ from a Masters? In this guide, we take a look at how the two qualifications compare, including applications, course structure, assessment and more.

Every student will need to write an abstract for their PhD dissertation. Here's everything you need to know about what an academic abstract is and how to write one.

What can you expect from a PhD? What's life actually like as a postgraduate student? Read our guides to the doctoral research experience.

The viva voce is the final oral exam at the end of a PhD degree. Our guide explains the usual viva format, covers common questions and explains how to prepare.

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New Ph.D. Students

Welcome new students.

Congratulations on your admission into the Ph.D. program at Southern Seminary!

This page is your resource for next steps as a newly admitted student. Make sure you complete your matriculation form  located on your application portal  before you complete the steps below.

If you have any further questions, you will find contact information at the bottom of the page for the Research Doctoral Office staff.

Getting Started

After completing admissions’  accepted student requirements , all Ph.D. students must complete 2 introductory courses before or during their first semester.

81020 WW Graduate Research Seminar

Fall/spring.

This online course is a self-paced, video-based introduction to the PhD program and research and writing at the doctoral level. Students register for this course immediately after being accepted and begin the material as soon as possible. Students receive a copy of the Ph.D. handbook during this course. The class includes a Zoom meeting that provides additional orientation to the program and an opportunity to ask questions of RDS staff.

81260 Foundations for Theological Studies

Winter/summer.

This course meets in person for one day in May (the Saturday between modular seminar weeks) or December (the Saturday between modular seminar weeks).  There is no online option for completing this course.

Note: after the first semester, students must complete 2 additional RDS general courses (81270 Course Development & Design and 81300 Higher Education), which are offered at the same time as FTS (in May and December each year). These may be completed at either time, and in either order.

2 Ph.D. Seminars

• For most programs, students complete 5 seminars in their concentration and 3 “flex” seminars that can be completed in any concentration.
• Exception: students in Biblical Studies, Historical and Theological Studies, and Philosophy and Theological Studies take 4 seminars in each of the 2 areas that make up their program (one in each of the 2 weeks of modular seminars in May and December)
• Fall semester begins in August and ends in December
• Spring semester begins in January and ends in May
• Winter semester begins in August and ends in January
• Summer semester begins in January and ends in July

1 Colloquium

• Exception: students in Biblical Studies, Historical and Theological Studies, and Philosophy and Theological Studies take 2 colloquia in each of the 2 areas that make up their program, which are offered in alternating semesters.
• Residential colloquia take place on Wednesdays at 2:30 and are listed under the fall/spring semesters on MySBTS.
• Modular colloquia take place on Friday during the first week of modular seminars and are listed under the winter/summer semesters on MySBTS.

1 Prospectus Development Course

• All students must complete Prospectus Development 1, 2, 3, and 4.
• Prospectus Development courses are listed under the fall/spring semesters on MySBTS.
• These courses do not meet in person, but consist of guided reading with the student’s supervisor to facilitate progress toward a dissertation topic.

How and when do I complete research languages?

All students must complete 2 research languages related to their dissertation research during the coursework stage of the PhD program. There are 3 options for completing these languages:

• Complete an online, video-based research language course offered by SBTS (currently, Theological French and Theological Latin are offered).
• Self-study and complete a proficiency exam administered by the RDS office during the semester.
• Complete a doctoral-level language course at another institution and have the transcript sent to SBTS after completion.

How do I contact my supervisor?

Your decision letter indicates your assigned Ph.D. supervisor (unless it will be determined at a later date). We encourage students to be proactive and diligent in making contact and maintaining regular communications with their supervisors, since this relationship is key to making steady progress in the program.

You can find your supervisor’s contact information on their  faculty page on the SBTS website . It would be wise to reach out to your supervisor to schedule an initial meeting, Zoom call, or phone conversation to discuss the beginning of your studies, course selections, Prospectus Development reading, and possible dissertation topics. We also encourage modular students to be sure to schedule meetings with their supervisors in person when they come to campus in May and December.

Should I be Aware of any Upcoming Events?

This weekly gathering is for all PhD students to hear a guest lecture and build community (Wednesdays from 1:00 – 2:15) with coffee and occasional giveaways. The RDS office provides a Zoom link for modular students who wish to participate.

Ph.D. Induction Ceremony

This annual event commemorates the acceptance of the incoming Ph.D. class and takes place in December during the first week of modular seminars. Families are welcome to attend.

Modular Chapel Service

This chapel service for all Ph.D. students takes place during modular seminars and includes a time of worship, fellowship, and address from the Director of Research Doctoral Studies.

Who should I contact with additional questions?

Please feel free to reach out to the Research Doctoral Studies office by phone at (502) 897-4119 or by email ( [email protected] ) with any additional questions. Our team includes Hannah Downing (Administrative Assistant), Tom Holsteen (Assistant Director), and Dr. Gregory Wills (Director), who will all be happy to help.

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PhD Research Seminar

This course is a ‘full court’ seminar in which all doctoral students are invited and encouraged to participate and support doctoral research.

Objective & Outcomes

The purpose of this doctoral seminar is to stimulate critical, constructive and generous discussion of PhD students’ research and writing in progress, to continue cultivating a lively and supportive intellectual design research community. 

Investigation and discussion by faculty and students of topics of interest from different perspectives such as building a design research discourse (reading research papers critically, selecting among publication venues); investigating alternative philosophical bases for design research (comparing empirical, pragmatic, and phenomenological approaches); or exploring methodological and theoretical conflicts in design research.

Upon completion of the course, students will have a better understanding of their research arguments and progress on building their dissertation.

Typical Schedule

• Session 1 : Introduction to Class
• Session 2 : Framing Research Questions
• Session 3 : Framing Research Questions
• Session 4 : Positioning Arguments
• Session 5 : Positioning Arguments
• Session 6 : Crafting Warrants
• Session 7 : Crafting Warrants
• Session 8 : Research Statement Structuring
• Session 9 : Research Statement Structuring
• Session 10 : Analogy, Metaphor & Simplifying Devices
• Session 11 : Analogy, Metaphor & Simplifying Devices
• Session 12 : Storyboarding Arguments
• Session 13 : Storyboarding Arguments

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SML 510 — Graduate Research Seminar

This course is a semester-long series of seminars presented by graduate students, complemented by occasional presentations by invited faculty and external visitors. The course is designed for graduate students enrolled in the Graduate Certificate Program in Statistics and Machine Learning, but is also open to others with permission of the instructor. 

The course is designed so that graduate students can be exposed to, benefit from, and actively contribute to the scholarly research of their peers. It will provide the opportunity for students to organize their thoughts on a research topic in a way suitable for a public presentation, to give opportunities for practice in the preparation and delivery of a research presentation, and to receive valuable feedback from their peers. It is also intended to foster the growth of a supportive community of young scholars with shared research interests in modern statistics and machine learning. 

Each workshop will feature a presentation by a graduate student. A second student will introduce the speaker and give some brief background to the work, and a third student will moderate the post-presentation discussion. Every student is expected to read the circulated material prior to the workshop and to come prepared to engage in conversation with the presenter, other students and attending faculty during the discussion period. 

Each participant is required to select and discuss their topic with the instructor no later than two weeks prior to their presentation, and to make relevant supporting materials available to all enrolled students one week prior to the presentation. Second and third- year students can elect to present a recent research paper of sufficiently broad interest. More senior students are expected to present their own research, preferably documented as a draft conference, journal paper or draft thesis chapter. The course is not open to first-year students. 

The order of presentations and assignment of student roles will be decided in an organizational meeting at the beginning of the semester. Each semester, the seminar may also include several presentations from external speakers, faculty members or post-doctoral fellows. These visitors will be selected with the goal of exposing the students to recent results of sufficiently broad interest in the areas of statistics and machine learning. 

Students will be assessed based on their attendance, and their roles as presenters, introductory commentators, discussion moderators and engaged discussion participants.

Enrollment to the Course

For enrollment, please use this form:  SML 510 Enrollment Form

International Relations Graduate Research Seminar

Faculty leader.

Helen Milner

Meeting Day/Time

Tuesdays, 12:00-1:20PM

Robertson 001 Papers are due 12:00PM on Friday before each seminar and will be posted immediately afterwards.  Members of the department may download them by clicking the presentation title in the table below.

2024-2025 Schedule of Presentations

SPRING 2025

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The Doctor of Philosophy

Christian leadership.

The PhD degree at Southeastern is an advanced research degree in the area of Christian Leadership. The PhD in Christian Leadership is delivered in a modified residency format. Each seminar is delivered over the normal period of other seminars and contains an on-campus experience as well as supplemental asynchronous components before and after the on-campus experience.

Modified Residency

Residential

At a Glance

phd introduction

phd integrative colloquium

phd research seminars

phd mentor directed studies

phd comprehensive exams

phd prospectus and dissertation

Total hours

At Southeastern, I really saw the benefit of helping me think better as a theologian. Everything that we do in the classroom is also spiritual formation as well.

Devin Maddox PhD Graduate, 2022

PhD in Context

What can i do with this degree.

Teach in Higher Education

Do Academic Research

Lead in a Local Church or Nonprofit Organization

Serve in Denominational Leadership

What Courses Will I Take?

Below is a sample of the required courses. To see a complete list, view the academic catalog .

• LED 9320 – Biblical Foundations for Leadership
• LED 9380 – Leadership Development
• LED 9340 – Qualitative & Quantitative Methods in Data Analysis
• LED 9335 – Leadership, Management & Organizational Theory
• LED 9385 – Change Leadership

Who Will Teach Me?

Daniel L. Akin

Jeff Struecker

David R. Beck

Charles Edward Lawless, Jr.

Need More Information?

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Phd research seminar.

Research Seminars:

Mandatory course for 1st year PhD students at the DTIC.  The specific competencies covered by the PhD course are non-technical skills and management processes required to conduct research projects and work in international teams, such as:

the capability to present objectives and results to specialized and layman audiences;

anticipate the ethical implications of own research

basic project and self-management skills, especially those linked to networking, team working and collaboration

understand the critical aspects linked to Intellectual Property Rights and related legal aspects

the optimal use of all tools available at UPF and the PhD program to conduct the PhD project covered via the PhD training seminars

Increase the knowledge of the research conducted in the broad range of ICT areas covered by the research groups involved in the program and their collaborators covered via the Integrative Research Seminars.

Information and schedule of specific seminars available at the DTIC web site .

Student Assignment 

Student are required to

Attend at least 15 hours of seminars during the academic year.

Write a 4 page report on the different topics of the seminar and attach it to your research proposal.

Coordination:

Aurelio Ruiz –  [email protected]

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Research Seminar for PhD Students/Candidates from Abroad

Sunday, july 16 - thursday, july 27, 2023.

The International Institute for Holocaust Research was established in 1993.  Since its inception the goal of the Institute has been to allow for the steady increase in the scope of worldwide scholarly research on the Holocaust and Holocaust related topics.  The Institute is active in the development and coordination of International research; the planning and undertaking of scholarly projects; the organization of symposia and conferences; the fostering of cooperative projects among research institutions; the support of young scholars who research the Holocaust; and the publishing of analytical studies, conference proceedings, documents and monographs on the Holocaust. 

Description

In its desire to support young scholars, the International Institute for Holocaust Research is hosting a Research Seminar for PhD students who are writing a dissertation on some aspect of the Holocaust including its antecedents and aftermath. These seminars provide the students the opportunity to conduct research in the Yad Vashem Archives for two weeks, to meet with the scholars of the Institute.  Yad Vashem pays for the roundtrip economy-class flight and provides hotel for 13 nights. 

Requirements

The student must be enrolled in a college or university PhD program (outside of Israel) in which a thesis/dissertation will be submitted. The thesis topic must deal with some aspect of the Holocaust, including its antecedents and aftermath.  The topic of the dissertation must have been already approved.        

Seminar details

The length of the seminar is two weeks, beginning on Sunday, July 16 through Thursday, July 27, 2023.  The recipient is required to be in attendance each day (9:00-17:00, Sunday – Thursday - totaling 10 days ) to conduct research at Yad Vashem. During the two weeks, the participants will meet together as a group and with Yad Vashem scholars to discuss their projects in general and their research goals while at Yad Vashem.  

The International Institute for Holocaust Research will provide a roundtrip airline ticket to and from Israel.  Hotel lodging will be arranged by the institute, arriving Saturday, July 15, leaving Friday, July 28.  A recipient may extend one’s stay at his/her own expense, in accordance with their tourist visa regulations.

Meals : Breakfast - included with hotel room Lunch - provided by Yad Vashem during the week (Sunday-Thursday) Dinner - not provided

Application guidelines

To apply one must submit a completed application form .  The Institute will contact the recommenders directly. Submissions and application letters must be received by the Institute no later than May 1, 2023 .  Late applications will not be accepted.

For this seminar, one needs to enter with a tourist visa.  For entrance into Israel, please check the requirements for a tourist visa .

Health insurance and Covid-19

Recipients are required to secure their own health insurance and to comply with all Covid-19 requirements for entry.

Submission Deadline: May 1, 2023 Please send applications to:  [email protected]

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