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MSOD Course Information and Schedule

A total of 30 credits are required to complete the MS in Organization Development degree and all course requirements can be finished in less than two years. Students may begin the program at the start of either the Fall or Spring semesters.The majority of the coursework for the Master of Science in Organization Development degree will be delivered in an online format.

Degree Requirements

Adult Learning and Organization Development (PSY 606, 3 credits)
The course emphasizes the principles of adult learning and provides an understanding of adult development. Students learn and apply the techniques and procedures used in the development of adult learners, including employment settings, in different organizations and at all levels. 

Research Design (PSY 871, 3 Credits)
Topics include statistical decision theory, one factor analysis of variance, multiple comparison procedures, factorial designs, randomized block designs, and basic issues in experimental design as well as non-experimental and qualitative research designs and approaches including survey, naturalistic observation, case study, and archival research. 

Consultation in Organizations (PSY 801, 3 credits)
This course examines various client-consultant issues arising from psychological interventions. Topics covered include entry and contracting, diagnosis and role setting, implementation, evaluation, withdrawal, and maintenance. Special attention is given to ethical issues and standards. 

Organization Analysis (PSY 735, 3 credits)
This course examines the techniques used to study and analyze organizations as holistic entities comprised of interdependent component parts. The course explores the manner in which organizational analyses are positioned, designed, implemented, and evaluated. Various data gathering methods are explored relative to critical organizational variables such as strategy/mission, goals/objectives, measurement, communication, group boundaries, power and status, relationships, rewards, operations/processes, structure, design, employee learning and growth, and customer satisfaction. Utilizing the data from an organizational analysis to guide and target subsequent planning, leadership development, and team development initiatives is emphasized.

Individual and Team Interventions (PSY 732, 3 credits)
As American organizations move toward the use of self-directed work teams to improve work processes, special emphasis needs to be placed on the knowledge and skills associated with small group processes and leadership. This course, conducted in an experiential format, emphasizes application to real-life situations faced by managers. 

Organizational Interventions (PSY 603, 3 credits)
Organizational development and behavior is the study of human behavior in organizational settings and the operations related to organizational development. The purpose of the course is to equip organizational leaders with the insight necessary to develop interpersonal relationships that build teams, increase productivity, enhance the quality of work life, orchestrate change, improve employee retention, and augment communication. Topics include: managing yourself, organizational change, managing conflict, project management, problem solving, motivation, leadership, effective human resource management, communication processes, business ethics, managing effective teams, and work-life balance. 

Leadership in Evolving Organizations (PSY 619, 3 credits)
Leaders set the tone for organizational change.  The purpose of this course is to provide a theoretical and applied foundation for understanding leadership’s unique role in driving innovation and change in organizations.  Through an examination of prominent leadership theories, case studies, and interactive leadership exercises, organization development professionals will be equipped with applied knowledge for leading and/or guiding leadership development within their organizations.

Research Analysis (PSY 872 3 credits)
An advanced course covering simple correlation, inferential procedures appropriate for independent and dependent correlations, interpretation issues in correlation research, simple linear regression, nonlinear regression, multiple correlation and regression, general linear models, regression diagnostics and robust regression. This class will guide the student through choosing an important research question in the workplace and designing an appropriate research design to address that question. This project is the first step in outlining the master's action research project that constitutes the capstone experience for the program. 

Ethics in Business (BUS 616, 3 credits)
This course explores and implements the critical thinking, communication, and managerial skills necessary for developing ethical organizations. The objective of this course is to design ethical organizations and create organizations of high integrity. Topics include ethical decision making, screening job candidates for their ethics, codes of ethics and conduct, ethics and diversity training workshops, ethics reporting systems, environmental management, and community involvement. OR
Ethics (IC 800, 3 credits)
This course examines ethical issues in the practice of professions in public life. Significant issues such as justice, honesty, and respect for persons are examined in study and dialogue as they emerge in human experience. Philosophical and religious perspectives regarding ethics are considered.

Action Research in Organization Development (PSY 889, 3 credits)
Each student will complete an applied project in the workplace or the community that is applying Performance-Based Instruction (PBI). Using PBI, individual's learning is connected through projects to organizations and communities. Applied research is the key as "real-time" projects that matter to communities or organizations are undertaken, and in which individual learning from course experiences are applied. To ensure the quality of this capstone project multiple-levels of assessment will provide the basis for evaluation, representing the state of the art in assessment approaches and a robust evaluation framework encompassing formative (i.e., reaction and learning) and summative (i.e., behavior and results) criteria, as follows:

  • Project-level self, peer, and instructor assessments comprise internal assessment
  • Site-level contact or supervisor assessment comprises external assessment
  • Organization/Community-level assessment comprises impact assessment.