Online - Los Angeles - Chicago - Washington D.C.

Program Overview

The Ph.D. Business Psychology (Consulting Track) is a post-master’s doctoral program that trains doctoral-level professionals for careers in academic research as well as corporate, consulting, and other work settings. The curriculum is a unique blend of business and organizational psychology that prepares students to conduct empirical research with a multi-disciplinary approach that contributes to new knowledge to the scholarly literature while addressing real-world individual, group and organizational problems. The program combines research skills with psychological theory to help graduates succeed in their roles as academicians, organizational leaders, or consultants.

Online

The online program meets primarily online, with two face-to-face residencies typically in Chicago. Residencies are mandatory and are required for graduation. Courses meet online in 7 week terms, six (6) terms a year, for three(3) years. Students are enrolled in one course per term. In addition, students are required to pass a comprehensive exam and to successfully complete a dissertation to graduate. 

Chicago, Los Angeles, Irvine, and Washington D.C.

This is a non-licensure, post-masters, 61 graduate semester hour, three (3) year degree.  This post-master’s program is offered in a unique format tailored to the needs of busy working professionals. The Executive Style program incorporates a blended approach. Courses meet on ground for one weekend (Saturday and Sunday) each month in the semester with readings, enhanced online discussions, papers and projects in between the on-ground sessions. Students are enrolled in two courses per semester. Students are required to pass a comprehensive exam and complete a dissertation to graduate. 

Program Learning Outcomes

Upon successful completion of this program students will be able to:

Critical Thinking: critically review the work of others, including probing for more information, searching for logic flaws, and the creation of alternative solutions to problems.

Research Utilization: demonstrate comprehension of data and information presented in research articles and ability to pull out relevant information to produce research in the field.

Research Skills: demonstrate knowledge of effective and ethical application of test development, descriptive statistics, data management, basic statistical procedures and program evaluation principles.

Content Knowledge:  demonstrate use of open systems thinking and critical analysis to drive empirical research that supports evidence-based practice.

Diversity:  demonstrate knowledge of the role of individual differences in the workplace and the ability to establish and benefit from collaborative professional relationships with others, regardless of differences in background, work roles, and points of view.

Ethics: demonstrate personal integrity and ethical behavior in their professional practice.

Professional Behavior: demonstrate professional behavior through decision-making based on ethical considerations and guidelines that provide appropriate business recommendations to clients.

Interpersonal Skills: demonstrate the ability to form effective professional relationships based on attitudes and communication skills that foster respect, trust, open dialogue, and collaboration, regardless of differences in background, education, points of view or position in the organization.

Communication: demonstrate oral and written communication that is grammatically correct, logical, succinct, and of publishable quality. Students will demonstrate non-defensive, learning-oriented, responses to constructive feedback from peer reviewers and colleagues.

Individual Assessment and Intervention: demonstrate critical evaluation of individual work-related assessment strategies and the ability to design and implement competency-based managerial/leadership assessments.

Business Skills: collect, interpret and integrate business factors and dynamics that lead to the effective design and delivery of appropriate organizational feedback and interventions.

Consulting Skills: demonstrate sufficient business literacy to effectively assess an organization’s environment (including market conditions, competitive position and options, corporate strategies, stakeholders, organization design and operations) and to appropriately advise the organization on major business initiatives including but not limited to mergers and acquisitions, project management, market repositioning, etc.

Group Facilitation: apply social psychology and related theories to facilitate group and team processes and develop cohesion and productivity at the unit, division, and enterprise level.

Admissions Requirements

Application to The Chicago School of Professional Psychology’s Business Psychology doctoral program is open to any person who has earned a master’s degree from a regionally accredited institution with 36 hours in psychology, behavioral science or management, and whom it judges to possess sufficient academic aptitude, as well as the emotional and social maturity to function effectively as a professional. Applicants will be judged on their overall ability to do graduate work. Factors considered in admission are: GPA from undergraduate and graduate schools; successful work history; admission essay(s); and letters of recommendation from academic professors or professional or volunteer experience supervisors. An undergraduate GPA of 3.0 or higher and a graduate GPA of 3.2 or higher on a 4.0 scale is required for admission to the school’s Business Psychology doctoral program. Applicants must submit official transcripts from all schools where a degree was earned. It is recommended that transcripts are submitted from all schools where credit was received to enhance their applications.  Based on the evaluation of these materials, selected candidates may be invited to interview for further consideration of their application. Applications must be submitted with the $50.00 (USD) application fee in order to be evaluated.

If an applicant’s qualifying master’s degree is less than 36 credit hours, they may fulfill the missing hour requirements at the Chicago School through completing the Industrial and Organizational Generalist Certificate.  Missing hour requirements can also be completed at the Chicago School by enrolling in comparable coursework following the policies outlined in the Student at Large section of this catalog.

This track also requires applicants to have successfully completed at least two (2) undergraduate courses, including a statics course and an upper level undergraduate or master’s level organizational behavior or psychology course with a grade earned of ‘C’ or better in the courses.  These courses must be completed in accordance with the policies outlined in the Consulting Track Progression Requirements section below. 

For Distance Learning Students: In additional to the admission criteria, it is recommended that students have access to a computer that is less than three years old, a broadband or Internet connection, and the Microsoft Office Suite including Word, Excel, and Outlook and, at minimum, the following computing skills:

• A basic level of comfort with Internet technology
• The ability to open and attach files from and to email
• The ability to send and receive email
• The ability to save documents

Ph.D. Business Psychology: Consulting Tack Progression Requirements

This program requires applicants to have successfully completed (with a grade earned of ‘C’ or better) two (2) undergraduate courses by the end of their first semester (second online term) of study. One (1) course must be in statistics, and at least one (1) course must be an upper level undergraduate or master’s level organizational behavior or psychology course.  Students must successfully meet this progression requirement through the following options:

• A grade of “C” or higher in TCS 380 Introduction to Psychology and TCS 390 Introduction to Statistics;
• A grade of “C” or higher in a comparable course(s) at the Chicago School; or
• A grade of “C” or higher in a comparable course(s) at another regionally accredited institution

Applicants accepted who are missing either one or both of the two (2) courses will be required to register for the applicable TCS course(s) in their first ground semester or online term. All students must meet this progression requirement by the end of their first semester (second online term) of study. Students who do not successfully fulfill this requirement will not be allowed to register in any future coursework in the program of study until this requirement is met. Extensions can be granted by the Program Chair or designee when extenuating circumstances prevent completion of the requirement in the specified timeframe.  Requests for an extension must be submitted in writing to the Program Chair for consideration.

Applicant Notification

The Chicago School of Professional Psychology reviews applications on a rolling basis. Once review begins, complete applications will be considered by the Admission Committee and applicants will be notified regarding the admission decision. The Chicago School of Professional Psychology does not share information or provide any feedback regarding admission decisions.

If a student is offered admission and in order to secure a place in the incoming class, a non-refundable tuition deposit of $250 will be required by the deposit deadline indicated in the offer of admission. The non-refundable deposit will be applied in full toward the student’s tuition upon enrollment.

Policies

The following policies are located under Academic Policies and Procedures : Academic Calendar, Admissions Requirements, Attendance, Satisfactory Academic Progress, Service Learning, and Transfer Credit/Course Waiver. Click the link above for detailed information.

Residency Requirements

Online students are engaged in two brief residencies (roughly three and a half days each) at one of our campuses-providing an opportunity for face-to-face interaction and networking with fellow students from around the globe who bring a wealth of diverse business experiences and perspectives.  At the first residency, students meet with their cohorts and faculty members and engage in focused seminars. At the second residency, students participate in their competency exam.

Philosophy

The Ph.D. Business Psychology program has adopted a distinctive blend of general psychology and business competencies, aimed at supporting the professional in a competitive market that demands both relational and performance success. It provides students with a broad knowledge of individual and organizational psychology together with a foundation in business principles to allow students to address the wide variety of work settings which leaders and consultants encounter.

The consulting track requires a master’s degree in psychology or a related area.  This track prepares students to apply the principles of business psychology in consulting environments, helping to improve individual, group, and organizational functioning in both for-profit and nonprofit settings.

The Ph.D. Business Psychology program prepares students to build their careers and assume professional responsibilities as professional psychologists in the executive ranks, management consulting, strategic HR, and organizational effectiveness positions.

Ethical and Professional Behavior

Ph.D. Business Psychology program students are expected to develop a working knowledge of the ethical and legal issues pertaining to work in the domain of organizational psychology, including, but not limited to, the current APA Ethical Principles of Psychologists and Code of Conduct for Psychologists; relevant federal, state, and local laws, statutes, regulations, and legal precedents (e.g., the Equal Employment Opportunity Commission’s Uniform Guidelines on Employee Selection Procedures, 1978); as well as the professional norms, standards, and guidelines relevant to the profession (e.g., Specialty Guidelines for the Delivery of Services by Industrial-Organizational Psychologists, 1981; Principles for the Validation and Use of Personnel Selection Procedures, 1987; and Standards for Educational and Psychological Tests, 1985).

Comprehensive Examination (CE)

Every student is required to pass a comprehensive competency examination. The aim of this assessment exercise is to evaluate the student’s knowledge of theory, research, and practice. This is also an opportunity to assess the student’s ability to demonstrate this knowledge and skill in simulations of work scenarios in order to judge his or her abilities as a future business psychologist. The Comprehensive Examination is taken upon completion of the second year of doctoral courses.

Dissertation

Completion of the dissertation is an essential aspect of Business Psychology students’ academic experience and professional education. It provides the school the opportunity to evaluate the student’s ability to think critically and creatively about an applied issue in business psychology and to produce new research in the field. The dissertation should clearly and concisely demonstrate the student’s command of the research in a specific area of business psychology. In the dissertation, will conduct empirical research using quantitative, qualitative, or mixed methods to produce new knowledge within the theoretical framework that comprises the Ph.D. Business Psychology curriculum.