| Foreword | Approach | Pillars | Modes | Thesis | Admission | Tuition fees |

PhD in Leadership and Mastery of Change

A pragmatic learning approach

Kurt Lewin, whom in the second half of the 20th century gained notoriety with his groundbreaking action research, stated: "Research that produces nothing but books will not suffice". Four hundred and fifty years earlier Leonardo Da Vinci wrote: "All knowledge is vain if it is not borne by experience". At our Graduate School  knowledge research means that it should be of real practical use in the daily work and life of a leader, leadership consultant, or educator. The valuing of relevant experience is also earmarked by the willingness of thoughtful knowledge sharing with other people. The combination of knowledge, research, experience, and creative abilities, leads to a form of expertise. Expertise in leadership is an art, a craftsmanship. It takes many years to master the art, probably a lifetime, whether one is a leader-educator, an action-leader, a thought leader, or any combination of these life roles.

Active professional life combined with study

Of the three learning modes or versions of our programme the most frequently chosen one is the e-coached and individualised distance learning one, with (at least) one residential requirement (two week Summer institute). The framework of the PhD programme is divided into four pillars (course categories). The core curriculum, composed of a flow-array of courses, ends with an Essay requirement. it is equivalent to a comprehensive examination, as it partly encapsulates the components of the core-curriculum. The field-project (FP) pillar, the components of which are defined by the doctoral candidate, should have an action-leadership or leadership education (development) focus. The  thesis (doctoral dissertation) overarches the entire programme, and emerges from the field project. The thesis and field-project combined account for 50% of the total credits in the THIERRY PhD-programme.

Field project and focal areas (specialisation)

The Field Project-pillar includes four themes or focal areas that are of specific interest and use to the doctoral candidate. In line with our Graduate School's interdisciplinary approach the doctorate specialisations encompass leadership and change dimensions found in,  for example, the following professional fields:

·  Organisational Development and Human Dynamics;

·  Corporate Strategy and Business Policy;

·  Public Policy, Systems, and Structures;  

·  Executive Coaching and Mentoring:

·  Environment, Ecology and Sustainability;

·  Education and Educational Institutions;

·  Ethics, Morality and Organisational Conduct;

·  Entrepreneurship and Project Implementation;

·  Cross-cultural Communication and Teambuilding;

·  Health Care Environments and Education;

·  Non-governmental Organisations (NGO)

·  Virtual Environments and e-Coaching (e-leadership); ...

Course flow, pedagogy, and research

The PhD programme starts with the CourseWork-pillar (CW); its curriculum includes human behaviour, leadership, ethics, and mastery of change. All course materials are in English, and also the common language for the e-coaching and summer residential. The Pedagogical Skills-pillar (PS) includes educational topics such as adult learning, and leadership development, as well as the training & lecturing requirements. As a whole the flow of the programme addresses the "conventional" learning (cognitive) methods, as well as non-linear and non-sequential ("irrational") thought, learning and development processes. The Research Methods-pillar (RM) includes methodologies modules, as well as selected portions of Enguerran's Odyssey, a multidisciplinary resource (in history, sciences, arts, technology, ...) which supports the broadening or stretching of the learner-leader's intellectual, emotional, and intuitive spectra (or "thinking out of the box"). 

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| Foreword | Approach | Pillars | Modes | Thesis | Admission | Tuition fees |