Organizational excellence means integrated, balanced success in all the specific areas of business. This course presents a variety of frameworks for understanding organizational excellence: students become familiar with contemporary models and with the vision of perfection presented by Maharishi Master Management. Topics include origins of the organizational excellence movement, current models of excellence, stakeholder perceptions of excellence, stage models of organizations, principles and practices of visionary organizations, and perfection through engaging the managing intellegence of Nature. (4 units)

A review of the classic works in the Organizational Behavior (OB) literature, this course examines the main issues and questions addressed by OB since its inception in the late 1930s, including motivation, small group behavior, leadership, power, and organizational culture and change. Students will develop hypotheses for how expansion of consciousness influences OB. (2–4 units)

Topics will be chosen according to current research interests of students and teachers. This seminar features in-depth exploration of advanced topics to prepare students for dissertation research.

An increasing number of organizations are concerned about social and environmental responsibilities in the context of sustainable development, and are interested in developing tools to improve their performance and accountability in these areas. This course introduces students to these issues with emphasis on current research in these fields. The key to sustainable progress is to align individual and collective consciousness with total Natural Law available in the Self of everyone. Topics include business ethics, stakeholder influences, corporate social responsibility, environmental management, natural capitalism, triple bottom line reporting. (2–4 units)

Assessment and evaluation are important skills for science and business. In this class, students will master the fundamental principles of assessment and evaluation and gain experience in administering tests. The class project will feature a practicum in which all will contribute to developing a measure of states of consciousness. Topics include reliability, validity, intellectual tests, abilities tests, vocational tests, personality tests, test administration, and ethical standards in testing. (4 units)

This course provides an applied introduction to the most widely used statistical procedures for analyzing data in management research. Applications will be emphasized that involve computer analysis of real data sets using state-of-the-art software. Topics include review of one-sample and two-sample t-test procedures, single-factor analysis of variance (ANOVA), multi-factor ANOVA, analysis of longitudinal data (repeated measures), analysis of covariance, simple and multiple regression, power analysis, and determination of required sample size. (4 units) Prerequisites: MGT 424 (or equivalent) and permission of instructor

This course examines contemporary “robust/resistant” statistical procedures for analyzing messy data from experiments in management as well as the social, biomedical, and natural sciences. Messy data displays extreme outliers of “influential” observations and other features that seriously violate key assumptions of the standard statistical procedures examined in MGT 630. Robust/resistant procedures based on the analysis of trimmed means and computer intensive, nonparametric, re-sampling procedures such as the “bootstrap” will be emphasized. (4 units) Prerequisites: MGT 630 (or equivalent) and permission of instructor

This introductory course begins with the logic of causation and correlation in social science. We review the steps of scientific inquiry: literature review, theory development, operationalization and measurement of variables, data collection and analysis, interpretation, and write-up. Experimental and quasi-experimental research designs are treated specifically. Topics include the types of validity, the “control” of extraneous influences by design or by statistical methods, and the relationship between research design and statistical testing. (4 units)

Qualitative research is often used in research on complex behavioral systems and in the exploration of a new field of study. Using methods such as participant observation, unstructured interviewing, and the examination of documents, a scholar can form theories that may be later tested by quantitative methods or validated on other samples. Particular attention is given in this course to the methodology of grounded theorizing in multiple case studies and problems of data analysis, interpretation, and generalization. (4 units)

Strategic and integrated human resource development (HRD) programs can improve individual, system-wide, and organizational performance. Development of individual and collective consciousness provides the foundation for performance improvement. Students learn to diagnose performance needs, to design performance improvement interventions, to link performance interventions to business goals, to develop partnerships with management for implementing HRD programs, and to measure the costs and benefits of HRD programs. (4 units)

The comprehensive examination assesses the student’s ability to express and apply the knowledge from the courses in the Ph.D. program. Students are registered for this course while preparing for and writing the comprehensive examination. (4 units)

This course provides the time necessary to prepare for the qualifying examination, which demonstrates research competence. It may be in the form of a research proposal, or in another form at the discretion of the program faculty. After successful completion of this examination, students advance to the status of Ph.D. Candidate. (2–4 units — may be repeated) Prerequisites: completion of all core curriculum and consent of the graduate faculty

Teachers are those who not only have a deep insight into their field, but also have the ability to communicate that knowledge to others for their development. In order to practice and demonstrate teaching competency, each doctoral candidate is required to teach one course, generally after the completion of the qualifying examination. (2–4 units — may be repeated) Prerequisites: MGT 692 and approval of the Dean of Faculty

This course prepares doctoral students to be competent teachers and writers in their professions. (4 units)

Students develop research skills through hands-on experience in research activities such as literature review, instrumentation, data collection, data analysis, and report writing. (4 units)

Having gained doctoral candidacy by completing the comprehensive and qualifying examinations, students prepare a proposal for a doctoral dissertation that is acceptable to their major professor and dissertation committee. (2–4 units — may be repeated) Prerequisites: Ph.D. candidate status and consent of the dissertation advisor

Students conduct original research and prepare their dissertations. (2–4 units — may be repeated) Prerequisites: approved dissertation proposal and permission of the dissertation committee.