This correlational study explored if a relationship exists between completion of online doctoral programs at the University of Phoenix (UOPx) and leadership skills. Graduates were surveyed using the Leadership Practices Inventory. The results can inform the strategic priorities of UOPx, and what enhancements to the existing curriculum may be warranted.
Description of the Context: Researchers have explored how to best integrate student leadership into their classrooms to yield desired outcomes. Literature is lacking empirical studies measuring the leadership skills of students at the conclusion of leadership programs. The problem is that while University of Phoenix integrates leadership training in its curriculum, it is unknown if online-doctoral graduates have or increased their level of leadership skills at the conclusion of their program. The purpose of this research study was to identify if a relationship exists between University of Phoenix alumni’s completion of online doctoral programs and leadership skills at the conclusion of their program.
Research Questions: The research question states: is there a relationship between the completion of University of Phoenix (UOPx) online-doctoral programs and leadership skill. The null hypothesis that was tested was: there is no relationship between completion of online-doctoral programs at the University of Phoenix and leadership skills.
Data Collection Method: A quantitative study was chosen as we sought to measure the correlation between entities and quantify those results. A correlational study was appropriate for this project as the aim was to identify if there is a relationship between completion of an online-doctoral program and leadership skills within the sample based on completion of an online-doctoral program. Correlational studies are best applied to those cases where relationships between variables are being explored. The Leadership Practices Inventory (LPI) is the validated, 30 Likert survey that was selected for this study. It assesses five areas of transformational leadership that include: model the way, inspire a shared vision, challenge the process, enable others to act, and encourage the heart.
Results: Preliminary results indicate a relationship between completion of online doctoral program at the UOPx and leadership skills. These are represented in each of the four sample strata: education, technology, healthcare, and business. Data collection is ongoing and additional findings will be disseminated after final data analysis.
Conclusions: The findings of the study may emphasize the importance of providing doctoral students with a process to acquire the knowledge and skills to emulate the five elements that comprise the Relational Leadership Model: Purposeful, Inclusive, Empowering, Ethical, and Process-oriented. Doctoral education may improve the quality of leadership especially if this education builds upon skillsets and allows for experiential learning as emphasized in the Relational Leadership Model of knowing-being-doing.
Discussions/Recommendations: The study will contribute to the body of knowledge on leadership skills on online-doctoral programs. The results may be benefit university leadership, as leadership development is at the core of doctoral curriculum. This study may also demonstrate the benefit of online doctoral programs and the skills in a non-traditional classroom setting. The results can inform the strategic priorities, mission, and vision of UOPx, and where changes to existing curriculum may be warranted.