From Recruitment to Placement

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1 The Fox School of Business Temple University Doctor of Philosophy (PhD) Program in Business Administration PhD Student Development Guide From Recruitment to Placement A Complete Guide to PhD Student Development OFFICIAL STUDENT HANDBOOK ACADEMIC YEAR A Publication of the Fox School of Business PhD Program in Business Administration THIS DOCUMENT IS INTENDED TO GUIDE PHD STUDENTS, PHD ADVISORS, AND FOX FACULTY ON THE DETAILS OF THE PHD PROGRAM AT THE FOX SCHOOL OF BUSINESS AT TEMPLE UNIVERSITY. PLEASE REFER TO THIS DOCUMENT FOR ANY QUESTIONS PERTAINING TO THE PHD PROGRAM. 1

2 From Recruitment to Placement A Complete Guide to PhD Student Development TABLE OF CONTENTS 1. About the PhD Program in Business Administration...7 A Commitment to Excellence in PhD Education, Training, and Mentorship...7 Vision, Mission, and Key Objectives of the PhD Program in Business Administration...8 Vision of the PhD Program...8 Mission of the PhD Program...8 Key Objectives...8 Key Principles...8 Learning Objectives Recruitment of PhD Students Identifying Talented PhD Students The Interviewing Process The Decision Process Financial Support Mentorship: Relationship between PhD Students and Faculty Mentorship Program List of Advisors/Mentors The Mentoring Process Timeline Building a Mentoring Partnership between PhD Students and Faculty PhD Mentorship as Service Contribution for Faculty Change of PhD Mentors Change of Concentrations Student Services Networking with PhD Students Association of Doctoral Students (FADS)

3 4. Excellence in Courses and Formal Examinations Curricular Requirements Required Core Courses Theoretical Courses Methodological Courses Concentration Seminars Elective Courses Required Grade Approvals Formal Examinations Screening Exam Research Paper Requirement Comprehensive (Preliminary) Exam Sample Coursework and Exam Schedule Excellence in Research by PhD Students Engaging in the Research Process Research Seminars Internal Student Presentations Conference Presentations Building a Research Portfolio Becoming Member of the Broader Academic Community Recognizing Research Achievement by PhD Students Benchmarks of Excellence in Research Research Awards and Recognitions Newsletter with PhD Students Accomplishments On the Verge Magazine Broader Recognition for Research Accomplishments by PhD Students Research Support The Cochran Center for Research and Doctoral Programs Young Scholars Forum Distinguished Visiting Scholars Program

4 Publishing Workshops Databases & Access to Data Social Science Data Library Samuel Paley Memorial Library Academic Integrity: A Code of Research Ethics The Dissertation: A Foundation for Your Research Dissertation Proposal Committee Selecting a Dissertation Chair Selecting Dissertation Committee Members Outside Dissertation Committee Members Dissertation Proposal Defense Dissertation Proposal Competition Dissertation Defense Committee Dissertation Defense Best Dissertation Award Building a Strong Teaching Portfolio Teaching Requirements Developing a Solid Teaching Portfolio Teaching Support Fox Teaching in Higher Education Workshop Series Progress Review and Annual Evaluation Annual Progress Review Written Evaluation Ensuring Sufficient Progress Commitment to Research and Scholarship Frequent Meetings with PhD Mentor and Concentration Advisor Attendance and Participation in Research Seminars Formal Timelines Termination (Dismissal) Broader Purpose of Annual Evaluation of PhD Students

5 9. Placement: Landing a Job in a Premier Research University Resources for Supporting Job Placement Seminar for PhD Students in the Job Market Individual Faculty Support Appendix 1. Graduate Faculty and Faculty Eligible to Chair Dissertations Graduate Faculty Faculty Qualified to Chair Doctoral Dissertations Appendix 2. Program Directors and PhD Coordinators Concentration Advisors (PhD Coordinators) Appendix 3. Academic Program Requirements Accounting Finance International Business Marketing Management Information Systems (MIS) Risk Management & Insurance Strategic Management (SGM) Tourism & Sport PhD Seminars Accounting Finance International Business Marketing Management Information Systems Risk Management & Insurance Strategic Management Tourism & Sport Graduate Teaching and Research Assistantships

6 Tuition Remission Health Insurance Continuous Enrollment Maximum Number of Courses Waivers Transfer of Credit Time Limit Leave of Absence Post-Coursework Registration Guidelines for International PhD Students F-1 Visas / I I-9 Processing- Proof of Citizenship or Authorization to Study and Work in the US Certification of English Language Fluency Graduate School Policies Appendix 4. Journal Lists Business A Non Business A Business A Appendix 5. University Resources (List of relevant online resources) Appendix 6. Academic Integrity Plagiarism Academic Grievance Appendix 7. Temple University Policy and Procedures for Instructors

7 1. About the PhD Program in Business Administration A Commitment to Excellence in PhD Education, Training, and Mentorship The PhD Program at the Fox School of Business focuses on educating, training, and mentoring outstanding PhD students whose research and teaching aspires to advance management theory and practice. We effectively prepare our PhD students to lead their respective fields of research and pursue life-long academic careers at prestigious research universities around the world. Rigorous training and personalized attention are hallmarks of the PhD program at the Fox School. Our faculty is committed to educating future scholars who aspire to become leaders in business and management research. Receiving a PhD degree from the Fox School is a demanding and challenging experience that requires discipline, intense work and personal commitment. We seek motivated and hard-working individuals with solid intellectual skills to carry forward a fruitful research agenda that tackles complex business and management problems. Annually the PhD program recruits a select group of applicants with stellar credentials and great ideas for research from a pool of several hundred applicants. The PhD program recruits those who are most likely to immerse themselves into the distinctive research environment of the Fox School and desire to understand and inform the changing business world for years to come. PhD students are an integral component of the Fox School s vision to be a premier center of business research. The greatest resource provided by the PhD program at the Fox School of Business is its faculty, who are internationally recognized leaders in their respective fields, including accounting, finance, entrepreneurship, international business, human resource management, marketing, management information systems, risk management and insurance, strategic management, and tourism and sport. Our faculty are engaged in cutting-edge disciplinary and inter-disciplinary research that offers insights on theory and practice. Faculty collaborate closely with PhD students to tackle pioneering topics and push the frontier of management research. The Fox School of Business and Management has been an important part of Temple University since With nearly a hundred years of history behind us, the University s vision is to be the top public urban business school in the United States and among the leading business schools in the world. Now, in the 21st century, the school continues to be committed to its mission of preparing new scholars for prominent roles in international research forums and the global marketplace, giving them the necessary skills and knowledge to succeed. This document is the Official Student Handbook for students entering in Fall 2011, and it is intended to help PhD students and faculty at Fox to navigate the Fox School s research culture and environment. This guide contains information that is likely to be useful and relevant for all PhD students and faculty. This document provides the important administrative information and practices that PhD students will need as they build their knowledge base and research careers during their tenure at the Fox School. The document also describes the program s requirements and other aspects of a PhD student s life, and it is intended to complement the Graduate School s policies and procedures as described in detail in the Temple University Graduate Policies and Procedures. This document also provides information about the PhD Program s vision and mission; its administrative structure; the recruitment, mentorship, and resources supporting PhD student development; research requirements, formal courses and exams, and the PhD dissertation; building a strong teaching portfolio, annual evaluation of PhD students; and the I overall culture of excellence leading to placement in premier research Universities around the globe. 7

8 Vision, Mission, and Key Objectives of the PhD Program in Business Administration The vision and mission of the PhD program in business administration are grounded in the vision and mission of the Fox School to promote high-caliber research and advanced PhD education. Vision of the PhD Program The vision of the PhD Program is to enhance the research profile and overall reputation of the Fox School of Business by developing outstanding PhD graduates to become leaders and advance management theory and practice. Mission of the PhD Program The mission of the PhD Program at the Fox School of Business is to recruit talented students, educate, train, mentor them in a supportive research environment with the aid of Fox faculty to generate and publish ground-breaking research in premier outlets, and place them in prestigious research institutions around the world. Key Objectives Identify and recruit talented PhD students who have the potential to become thought leaders in academia and practice. Offer PhD students a top quality education through intensive coursework, hands-on guidance, and collaboration with Fox faculty. Train and mentor PhD students in a supportive and collaborative research environment to conduct ground-breaking research that pushes the frontiers of theory and practice and to publish their research in top academic journals. Place PhD students in prestigious peer or aspirant research institutions around the world. Key Principles PhD students must have an appreciation of, and a commitment to, the foundations of science (see Section 2 for more details). PhD students are first and foremost committed to their own professional growth and development and to the achievement of high personal goals through personal effort and with the assistance of well chosen PhD mentors (see Section 3 for more details). PhD students will seek an area in which to develop expertise, but they are expected to be knowledgeable in many areas of business administration and are encouraged to develop their expertise in a way that crosses traditional disciplinary lines (see Section 4 for more details). PhD students learn through their own research activities and are expected to contribute to the knowledge of others through research (see Section 5 for more details). PhD students must develop and demonstrate excellent oral and written communication skills. 8

9 Learning Objectives The five main learning outcomes for the PhD program are based on the program s objectives that all graduating PhD students will enter academic careers in prestigious research institutions where high-quality research and effective teaching are expected. Accordingly, all PhD students must demonstrate that they have achieved the following learning objectives: Obtain strong theoretical and conceptual knowledge in their area of concentration through appropriate theory courses (Section 4). Build advanced theoretical and practical research skills related to their area of concentration through appropriate methodological courses (Section 4). Demonstrate theoretical and conceptual knowledge in a core business discipline to support specialized high-quality research within a specific business context (Section 5). Develop written skills for dissertation proposal development, writing a doctoral dissertation, and publication of research findings in refereed journals (Section 6). Build effective teaching and communications skills to be able to organize and deliver courses, design learning objectives, convey concepts, and assure student learning (Section 7). 9

10 Identifying Talented PhD Students 2. Recruitment of PhD Students Identifying and attracting talented students in the PhD program at the Fox School is an essential investment toward building a world-class PhD program. The recruiting process requires close coordination between Fox faculty, concentrations with their sponsoring departments / Institutes / Centers, concentration PhD advisors, current PhD students, and the Director of the PhD program. Concentration advisors are strongly encouraged to include research-active faculty in the recruiting process, particularly for identifying and interviewing applicants. Faculty should also strive to identify talented prospective PhD students from around the world who could become ideal PhD students, and they should work closely with the concentration advisor, department/institute/center Chair and Director of the PhD program to attract such talented candidates to the PhD program. Finally, current PhD students should assist in the recruitment process and encourage talented PhD candidates to apply to the PhD program as part of the overall goal to bring top talent to the PhD program in the Fox School. The Interviewing Process The process begins with a review of the requirements for PhD students in each concentration. PhD advisors are encouraged to work with the faculty and the Chair of their sponsoring department/institute/center to identify a short-list of promising candidates from the pool of all applicants in the concentration and start the interviewing process. Similar to faculty recruiting, all potential PhD students who are put forth by the concentrations must be interviewed by the PhD advisor and/or other faculty, at least electronically, and it is highly recommended that other faculty also interview promising PhD applicants. In order to recruit the best PhD students possible, it is imperative to consider more than the formal application and paper credentials to get the applicant s complete picture, including English proficiency, strong communication skills, adequate academic preparation, and fit with faculty research. If possible, PhD candidates should also be interviewed in person with a campus visit. Electronic Interviewing. It is first recommended to conduct electronic interviews via teleconferencing or ideally via videoconferencing. Both WebEx (www.webex.com/go/temple1) and Skype (www.skype.com) are available for free. All PhD candidates must be interviewed by at least one or two faculty members in the area of concentration before an admission request is made to the PhD Program Director. The PhD advisor is encouraged to interview all candidates or consult with the faculty who interviewed the candidates. Besides, faculty who travel internationally are encouraged to interview promising PhD candidates in person. Campus Interviewing Candidates who have successfully gone through electronic interviews and who have been specifically targeted for recruitment are highly encouraged to be invited to campus for a face-to-face interview. Campus interviews provide the opportunity for prospective PhD students to meet the faculty and current PhD students. Campus interviews also give information to faculty to make more informed admission decisions. They also increase the likelihood of a positive recruiting result for attractive applicants with multiple offers. Given that departments/institutes/centers benefit directly from the admission of highly qualified PhD candidates (research and teaching prospects), campus interviews will be funded through contributions from the sponsoring department/institute/center and support from the PhD program. All travel must be cleared in advance through the PhD Program Director (to vet the quality of the 10

11 PhD candidate) and the Associate Dean for Graduate Programs (who will review cost estimates). There may be a need for outstanding PhD applicants to travel from outside the United States for a campus interview. Strong justification must be provided by the concentration along with a cost estimate, and approval must come from the Vice Dean of the Fox School. PhD advisors are encouraged to include research-active faculty in the recruiting process, and all faculty are encouraged to participate in the interviewing process, both in terms of interviewing candidates electronically and also meeting them in person during campus interviews. Once the interviewing process is completed, all faculty who have met with the candidate will be given the opportunity to offer feedback to the concentration advisor, department/institute/center Chair, and PhD Program Director. The Decision Process Once the evaluations are completed, the concentration advisor should summarize the findings of the interviews and other pertinent information on the candidate and make a case for hiring to the PhD Program Director. The PhD Program Director in consultation with the concentration advisor makes a final decision whether to admit an applicant and make an offer of financial assistantship according to the applicant s fit with the strategic direction of the PhD program and the resources available in the recruitment cycle. Financial Support Typically all PhD students receive financial assistantship in the form of full tuition remission and a stipend in return for offering services as a Research Assistant (RA) or Teaching Assistant (TA). Level of support is based on the concentration, the applicant s qualifications, and competitive considerations. Concentration advisors are encouraged to work with their departments / institutes / centers and the Office of the PhD Program Director to offer competitive levels of support to ensure that highly qualified PhD applicants accept our offers and join the PhD program. 11

12 3. Mentorship: Relationship between PhD Students and Faculty Mentorship Program PhD students are an integral component of the Fox School s research mission to be a premier center of business research, and faculty are strongly encouraged to collaborate with PhD students. PhD students can benefit from the high quality research produced by the Fox School faculty, and at the same time, they serve as the catalyst and energizer of even higher levels of research output. The Fox School greatly appreciates and values the research contributions made by PhD students and sees them as an integral part of the school s research and educational mission. The PhD program formally encourages a culture of mentoring that includes PhD coordinators in each concentration, department chairs, and other Graduate faculty (Appendix 1). Faculty are expected to play an important mentorship role in offering guidance to PhD students. Faculty should provide hands-on direction to PhD students to help them develop research skills and build their own research portfolio. Mentoring should be both formal and informal, and it is intended to support PhD students in adapting to academic life and becoming successful academic scholars. PhD students are also encouraged to seek mentorship and guidance as they progress in their research to assure that their research advances their individual research program and reputation. The success of the mentoring program depends on both faculty mentors (e.g., PhD mentors, concentration advisors, department chairs, other faculty) and PhD students who should take an active role in the mentoring process. Successful outcomes are a function of the commitment and willingness of the mentor and mentee, to invest their time and effort in the mentorship process. Within this culture of collaboration, mentorship is an active process throughout a PhD student s tenure in the PhD program and also a lifetime commitment to research collaboration. List of Advisors/Mentors In the course of their tenure at the Fox School, PhD students may have multiple advisors, including a PhD advisor in each area of concentration, PhD mentors, the dissertation chair and committee members, and the PhD Program Director. Formal mentorship in the PhD program is provided by the PhD Program Director. In addition, each area has a concentration PhD Advisor. A complete list of current concentration PhD advisors in the eight PhD granting areas of the Fox School is provided in Appendix 1. Besides, each student s concentration advisor will work with them to identify a PhD mentor from within their concentration who will guide the PhD student. It is important to differentiate between the advisorship and mentorship of PhD students: PhD Student Advisorship. Each concentration s PhD advisor maintains the overall responsibility for the academic advisement of all PhD students in the area of concentration from pre-admission to graduation. PhD advisor in each concentration are the de-facto mentors of all PhD students in the concentration throughout the students tenure at the Fox School, and PhD advisors serve as each new student s mentor until another faculty member is assigned as mentor. Even after another mentor has been assigned, the concentration advisor continues to advise PhD students on course selection, workshop attendance, compliance with departmental and program rules, and finding resources (e.g., office space, travel money, etc.). 12

13 Concentration advisors also inform the new PhD students of policies, procedures, and resources available to facilitate their success and provide insights to PhD students about departmental and school culture, work life balance, and other matters affecting PhD students throughout their tenure in the program. The activities of the concentration advisors include, but are not limited, to: Offering suggestions to PhD students on course selection Providing insights to PhD students about the departmental and school culture Helping PhD students build connections with academics outside the Fox School Providing feedback about the PhD student s progress and research Sharing ideas about the PhD student s balance of work and life The complete list of the PhD advisors in each area of concentration is shown in Appendix 2. PhD Mentorship provided by graduate faculty (Appendix 1) offers hands-on guidance on research projects, advice on career development and professional demeanor, and help on developing the PhD student s research portfolio. The mentor relationship will be in the form of an apprenticeship that seeks to encourage hands-on research training for PhD students and collaborative research. The PhD mentor is not the equivalent of a faculty member that a PhD student is assigned to work as a research or teaching assistant, but it is possible, but not necessary, that PhD students work as research or teaching assistants for their PhD mentors on a given semester. A PhD mentor is a likely, but not necessary, choice for the student s dissertation chair. The primary activities of the PhD mentor include, but are not limited, to: Offering suggestions to PhD students on course selection Providing insights to PhD students about the departmental and school culture Helping PhD students build connections with academics outside the Fox School Giving advice on the PhD student s research and teaching portfolio Sharing ideas about the PhD student s balance of work and life Reading drafts of working papers written by PhD students and giving them feedback Providing feedback about the PhD student s progress and research Faculty taking on the privilege and responsibility of mentoring PhD students are expected to pursue the formal objectives of the PhD program, including monitoring PhD student s course grades, facilitating presentations at premier conferences, pursuing publication in top journals, and helping with placement at top research institutions. The Mentoring Process The PhD program at the Fox School offers a formal structure to the PhD mentoring process. First, as a condition for admitting a PhD student, each concentration must have at least one faculty member in mind who could potentially serve as the student s mentor and eventually chair the student s dissertation. The PhD mentor should thus be a faculty member who can ultimately chair or co-chair the student s PhD dissertation (Appendix 1). A faculty mentor must express interest in working with the PhD student and must make a tentative, but not binding, 13

14 commitment to work and mentor the PhD student during the student s tenure in the Fox School. Faculty members who are interested in serving as mentors for PhD students must communicate with prospective students and play an active role in the recruitment process, including but not limited to interviewing students and convincing them to accept the offer from the Fox School. While concentration advisors play the most important role in recruiting new PhD students, other faculty members should also help in the recruitment of PhD students, particularly for students they wish to mentor. Hence, all PhD students should enter the program with either an assigned PhD mentor (taking into consideration the student s input into the selection of faculty member), or there should be a plan for assigning the student to a PhD mentor based on research interests. Because the concentration PhD advisors are actively involved in the recruitment process and continue to play a significant role in student s success in the PhD program, particularly in the first year, they are the de-facto advisors. Concentration advisors could also serve as PhD mentors for PhD students, especially in the first year before another faculty member is formally assigned. While the PhD program aims to facilitate the mentorship process, it is the student s responsibility to seek mentorship and to take full advantage of the opportunity to work with faculty mentors. Timeline During a PhD student s tenure at the Fox School, the PhD mentorship process is outlined below: Year 1. In the beginning of the Fall semester of Year 1, with guidance from the concentration s PhD advisor, all PhD students must be assigned to a PhD mentor based on research interests. In some areas, the concentration advisor may serve as a student s mentor until another faculty member is assigned. It is expected that meetings between the PhD student and the faculty mentor are held at least once every month. During Year 1, it is important that the faculty mentor and PhD student start defining their respective roles and set goals and expectations for their professional relationship. Faculty mentors should work closely with the concentration s PhD advisor to ensure uniformity in the feedback provided to students on their research progress. Years 2 and 3. By the end of the Fall semester of Year 2, all students must have a PhD mentor assigned to them who is willing to chair their dissertation (Appendix 1). During Years 2 and 3, it is expected that all PhD students develop a clear research plan with guidance from a PhD mentor. During Years 2 and 3, the PhD mentor must continue to provide feedback on the PhD student s research and work with the PhD student to develop specific strategies for improvement of the student s research portfolio and research program. Besides the role of the PhD mentor, concentrations may include additional processes for offering formal feedback on the students research progress, and each student s PhD mentor should work with the concentration advisor to ensure the student s success in the PhD program. Year 4 and onward. PhD mentors are strongly encouraged to take an active role in helping their PhD students to prepare and defend a PhD proposal and dissertation, identify dissertation committee members, and chair and subsequently help PhD students defend their PhD dissertation. PhD mentors should take an active role in the PhD student s job placement efforts and help students prepare for job interviews, write recommendation letters, and promote the candidacy of their PhD students to premier universities around the globe. Additional details on helping PhD students obtain proper placement are discussed in Section 9 (Placement: Landing a Job in a Premier Research University). 14

15 Building a Mentoring Partnership between PhD Students and Faculty As part of the research vision of the Fox School, research-active faculty are expected to work closely with PhD students to push the frontier of management research by tackling pioneering business topics. Mentoring is both formal and informal as faculty mentors share advice, insights and experiences to ensure the success of PhD students in terms of research and job placement. While it is mainly the PhD student's responsibility to maintain satisfactory progress in the PhD program in terms of coursework and actively engaging in research projects, faculty mentors are also held accountable for ensuring the success of PhD students and aiding them in attaining the necessary support, direction, and encouragement to succeed in the PhD program. PhD Mentorship as Service Contribution for Faculty Successful mentoring of PhD students is an important service contribution to the school, and the evaluation of faculty members is largely based on the successful mentoring of PhD students. Mentoring PhD students is an important factor in determining meritorious service performance, and successful PhD mentorship is a major consideration for promotion from assistant to associate and full professor. In contrast, failure to provide mentoring to PhD students as discerned by the department chair is considered a breach of professional conduct. Faculty members who do not provide mentoring will not be eligible to mentor PhD students in the future and such failure may be indicative of less than outstanding school service. A commitment to the PhD mentoring process by research-active faculty members is essential for promoting excellence in the Fox School, and faculty are strongly encouraged to be involved in the mentorship of PhD students. Change of PhD Mentors It is important to note that the PhD mentor may change during the course of the PhD student s tenure since students do have an active role in choosing their PhD mentor and dissertation chair. As a PhD student s research interests may change, they may wish to change faculty mentors. Should a student or the faculty mentor express the desire to change, such request should first be discussed with the concentration advisor who will assign a new faculty mentor to the student, provided such change is deemed to be appropriate and the respective expectations are discussed. When PhD students work with more than one faculty member, it is possible to gravitate toward one faculty member who would serve as the student s dissertation advisor. Concentrations may have informal ways to let students change mentors without a formal change in assignments. Change of Concentrations Should a student wish to change concentrations (and also a faculty mentor in another discipline), this should be discussed first with the concentration PhD advisors of both the current and proposed areas of concentration to determine the rationale and the feasibility of such change. Then, such request should be discussed with the PhD Program Director who has the final authority in determining whether a PhD student could switch from one concentration to another. Changing concentrations is not a normal occurrence in the PhD program, and it should be rarely exercised under special cases. PhD students make a commitment to join their concentration, and they are expected to complete the PhD program in their initial area of concentration. 15

16 Student Services Besides the academic mentorship provided by their PhD mentors, the concentration advisor, the chair of the department/institute/center, and other faculty, PhD students enjoy the services of the PhD program that include course registration, monitoring progress in the courses and exams, dealing with the formal requirements of the Graduate School, and all other administrative issues pertaining to the PhD Program. PhD students are encouraged to contact the Assistant Director of the PhD Program Ms. Lisa Fitch for a detailed list of student services provided by the program. Networking with PhD Students While the PhD program entails individual research, PhD students are encouraged to interact with other PhD students, both socially and professionally. Collegiality and collaboration in research are highly valued in the Fox School, and the PhD program actively encourages and supports collaborations among PhD students. Accordingly, the PhD program frequently sponsors social networking events, such as receptions in the beginning of the academic year and end of each semester, and other formal and informal social networking activities for PhD students. Commitment to research also entails working collegially with student peers and other colleagues in the broader academic community. Active engagement with other PhD students, participation in social networking activities sponsored by the PhD program, and contributions to the life of the Fox School, Temple University, and the broader academic community are expected. In fact, service to the PhD Program is considered an important component in the annual evaluation of PhD students (Section 8: Annual Evaluation). Association of Doctoral Students (FADS) The Fox Association of Doctoral Students (FADS) (hwww.fox.temple.edu/phd/students.html) serves as a forum for PhD students to engage with each other, organize events and collaborate with faculty, and form a social community. The FADS supports the Quality Circles, a forum that allows PhD students to give feedback to the PhD program. All PhD students are encouraged to actively participate in the FADS and consider holding an elected position in the Association. Besides the formal activities organized by the PhD program with the support of the FADS, all PhD students are encouraged to organize their own research forums to informally discuss and present their research in front of their peers. For example, students in the same concentration, students within the same year, or students with a common research interest could form a social and/or professional networking group. The PhD program is very receptive to supporting various networking activities by PhD students. Vacation PhD students are expected to be working on their coursework and research throughout the year. Students are advised not to take more than three (3) weeks of vacation throughout the year. Two weeks could be taken during the summer, and one week during the Winter break. Students must notify their concentration advisor and PhD mentor of the vacation plan, and they must obtain approval from their concentration advisor and their mentor. If students wish to extend their vacation over three weeks, they must receive approval from the Director of the PhD program after consultation with the concentration advisor and PhD mentor. 16

17 4. Excellence in Courses and Formal Examinations Curricular Requirements PhD students must first obtain strong theoretical knowledge in their core discipline to support their research program. They should obtain appropriate methodological skills to be able to effectively undertake their intended research program. Therefore, all PhD students should have an appropriate blend of theoretical and methodological foundations, as required by their area of concentration and particular research topics they intend to focus upon. In consultation with the student s PhD mentor and PhD advisor, each PhD student should follow a curriculum plan that is consistent with both the needs of the discipline and the student s own research interests. PhD students must complete the basic coursework specified in their chosen concentration. The PhD Program offers some guidelines on helping PhD students complete a minimum of a set of theoretical and methodological courses to ensure appropriate foundations for a doctoral study. Concentrations are encouraged to work with the Director of the PhD program to devise a discipline-specific course selection in consultation with the Doctoral Program Committee (DPC). The PhD curriculum consists of a total of 16 PhD-level courses (48 credit hours), 1 which include four concentration seminars (three core seminars and one pro-seminar), two required courses, eight theory and methods courses, and two elective courses, as described in detail below: In summary, the PhD curriculum includes the following courses and credits: 1 Concentration pro-seminar (3 credits) 3 Concentration courses (9 credits) 10 - Theory and Research Methods courses (30 credits) 2 - Elective courses (6 credits) 3 Doctoral Examinations (6 credits) o Preliminary Exam Prep (BA credit minimum; 2 credits maximum) o Dissertation Proposal (BA 9998) 1 credit minimum o Dissertation (BA 9999) 2 credits minimum PhD students who have completed all coursework but have not passed the preliminary examination must be registered for BA 9994 in the semester in which the examination is taken, even during summer. A student who retakes the preliminary examination in whole or in part must re-register for 1 credit of BA 9994 in the semester in which the examination is retaken. Doctoral Examinations require a minimum of 6 credits, with at least 2 credits of the 6 credits required to be in course number The remaining 4 credits can be a combination of the following course numbers: 9994, 9998, and/or A PhD candidate must register each Fall and Spring semester, and in the term in which the oral examination is held, for BA All PhD students must complete a minimum of 2 credits of BA 9999 after elevation to candidacy. 1 PhD students may not take Masters or undergraduate level courses for credit toward their PhD degree. In the University numbering system, any course below 5 as the first digit is an undergraduate level, 5 is Masters, 8 either Masters or PhD, and 9 PhD. 17

18 Required Core Courses The PhD program also offers a 3-week foundation mathematics course (BA 9100) in August before the first semester of Year 1 for incoming PhD students. This required course aims to prepare students for their subsequent methodology courses. An examination will be given to all PhD students at the beginning of this course, and students may elect to waive this course if they are familiar with the concepts of this course. This introductory course does not count toward the overall 48-course PhD curriculum, albeit it carries a formal credit and a letter grade. All PhD students are required to complete two common core courses, typically offered in the first semester of Year 1 one pertaining to core methodology (mathematics and statistics) (either BA 9101a or BA 9101b) and one foundation theory (microeconomic theory) (BA 9103). BA 9101a Statistical Methods for Business Research I (Applied) BA 9101b Statistical Methods for Business Research I (Theoretical) BA 9103 Economic Theory of Choice Students can take both BA 9101a and BA9101b during their first semester of Year 1 and use the second course as part of their broader methodology courses. Theoretical Courses PhD students should take at least three (3) theoretical courses that cover basic theory foundations in the social sciences, including economics and management. Students should consult with their mentors and concentration advisors to identify appropriate theoretical courses. BA 9001 Organizations and Management Theory BA 9003 Seminar in Organizational Behavior BA 9104 Game Theory BA 9205 Information Economics BA 9203 Financial Economics BA 9108 Capital Markets Research IB 9001 Theories of International Business The available theoretical courses are not limited solely to those offered by the Fox School. Appropriate theory courses may be identified in other schools of the University and PhD students should identify such courses that fit their career goals. Courses outside the Fox School may be taken with the approval of the concentration advisor and the Director of the PhD Program. Concentrations may also propose new theory courses that cover material beyond existing courses, either as BA-listed courses or as concentration-specific courses. Courses will be reviewed by the Doctoral Programs Committee and approved by the Director of the PhD Program. Methodological Courses Students must be familiar with research methodologies consistent with their research interests, and they should take at least three (3) methodological courses from the list below: 18

19 BA 9002 Scientific Inquiry in Management Research BA 9102 Statistical Methods for Business Research II BA 9105 Business Econometrics I BA 9106 Business Econometrics II BA 9209 Business Econometrics III BA 9201 Quantitative Research Methods I BA 9207 Quantitative Research Methods II BA 9208 Quantitative Research Methods III BA 9202 Qualitative Research Methods Stat 8108 Advanced Multivariate Analysis Stat 8114 Time Series Analysis and Forecasting The available methodological courses are not limited solely to those offered by the Fox School. Appropriate methodological courses may be identified in other schools of the University, and PhD students should identify such courses that fit their research interests and career goals. Courses outside the Fox School may be taken with the approval of the concentration advisor and the Director of the PhD Program. Concentrations may also propose new methodological courses that cover material beyond existing courses, either as BA-listed courses or as concentration-specific courses. Methodological courses will be reviewed by the Doctoral Programs Committee and should be approved by the Director of the PhD Program. Concentration Seminars PhD students must expose themselves to an appropriate array of literature and concepts relevant to their concentration, own research interests, and planned dissertation topic. PhD students must complete a minimum of four concentration seminars in their area of concentration (Appendix 1). Each concentration offers a pro-seminar in Year 1 and subsequently three seminars. These seminars provide students appropriate discipline-specific foundations. The required seminars in each concentration cannot be substituted by other seminars from within the school or outside the school without the approval of the concentration s PhD advisor and the PhD Program Director. Elective Courses PhD students are expected to take two electives courses; a minimum of one elective course must be taken from outside their concentration. These electives may be selected from theoretical or methodological courses or seminars offered by other concentrations. PhD students seeking to take electives outside the Fox School will be allowed to do so only with permission from the concentration advisor and the Director of the PhD Program. Required Grades All PhD students must maintain at least a grade point average of 3.0 or higher and not receive more than two grades of C+ or worse or more than one grade of F. The Fox School requirement for the renewal of financial assistantships is

20 Approvals To ensure appropriate coursework that meets the requirements of the PhD program, before the PhD students register for their courses each semester, they should obtain written approval from the concentration advisor and their PhD mentor. 20

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