RMU announces an online Ph.D. program for Instructional Management and Leadership. The next cohort begins July 2025.

• Convenient: Complete your doctorate in 3 years online
• Flexible: Synchronous and asynchronous format allows for life-work balance
• Excellence: Become a leader in your field
• Relationship Building: Network with colleagues and leaders in your field
• Innovate: Generate new ways of leading with faculty mentors
• Unstoppable: Make a difference and create meaningful change

For more information contact Dr. Richard Fuller (fuller@rmu.edu | 412-397-6029).

The Ph.D. in Instructional Management and Leadership is a three-year program designed to meet the needs of teachers, health professionals, military personnel, administrators, and corporate training professionals who wish to become better managers and leaders of the work place setting or who seek to pursue collegiate or other high-level teaching and administrative positions.

For administrators and supervisors, the program offers problem-solving strategies in the areas of curriculum, technology, and supervision that relate to management. It also provides a diverse yet highly specialized background in leadership, which can help professional candidates find positions in higher education and in a corporate setting.

The program operates as a cohort model that serves as a community of learning that builds professional and personal relationships. Each summer, the online doctoral students, come on campus for a one week residency where students attend face to face classes and interact with faculty and make connections with other students, administrators and staff. Doctoral candidates learn to manage and lead in an education and workplace environment, understand the complex interrelationships in the instructional and leadership processes, and master research skills through professional presentations and scholarly writing that concludes with a dissertation.

Without the knowledge that I have gained from the IML program and courses, I don't believe I would have been intellectually prepared or qualified for my new position. The interview process was intense, and I found myself pulling from not only my professional experience, but my educational experience and what I have learned in the program. I thank all of the faculty that I have had the opportunity to learn from over the past years for fostering my intellectual growth.

Monique Davis
Senior Implementation Specialist, Criminal Justice Program
University of Pittsburgh

View Handbook

Contact Information

Dr. Richard Fuller   
Director, Instructional Management and Leadership Ph.D. 
fuller@rmu.edu
412-397-6029 phone

Course Plan

Year 1, Summer

• EDML8140 Critical Readings in Educational Research (3)
• EDML8120 Leadership Theory (3)
• Team Building and Research Investigations –Special meeting to be called 

Year 1, Fall

• EDML8170 Instructional Leadership in Curriculum Planning (3)
• EDML8230 Qualitative Research 1 (3)

Year 1, Spring

• EDML8240 Quantitative Research 2 (3)
• EDML8250 Statistics (3)

Year 2, Summer

• EDML9180 Intro. To Dissertation (3)/Dissertation Advisor
• EDML8280 Teaching in Higher Educ/Tech, Curr., Ldrship (3)

Year 2, Fall

• EDML9130  Dissertation Seminar I (1)
• EDML8180 Program Evaluation (3)
• EDML8190 Law and Ethics in Education (3)

Year 2, Spring

• EDML9140 Dissertation Seminar II (1)
• EDML8110 Applying Instructional Technology (3)
• EDML8150 Leadership Practice (3)

Year 3, Summer

• EDML9150 Dissertation Seminar III (2)
• EDML8135 Special Topics
• EDML8220 Managing the Diverse Instructional Environment (3)

Year 3, Fall

• EDML9160 Dissertation Seminar IV (2)
• EDML8270 Writing for Publication (3)
• EDML8200 Managing Finances and Budgets (3)

Year 3, Spring

• EDML9170 Dissertation Seminar V (6)

Fully Online Program Information

The totally-online Doctor of Philosophy (Ph.D.) in Instructional Management and Leadership degree program is designed to meet the needs and interests of working professionals such as teachers, administrators, college faculty, and corporate training professionals who wish to become better managers and leaders of the instructional process and/or seek to pursue teaching positions in higher education and in the corporate setting.  The completely online delivery through a combination of 50% synchronous and 50% asynchronous provides opportunities for students to participate from various locations with an experienced doctoral faculty and within a community of learning.

Admissions Criteria

Criteria for admissions:

• Complete an application for admission via rmu.edu/apply.
• Official transcripts of all undergraduate and graduate course work from an accredited college or university, a recognized international program or the equivalent. Applicants must have an overall undergraduate GPA of at least 3.0 and an overall graduate GPA of at least 3.25.
• Two letters of recommendation submitted from professionals providing academic and/or work experience.
• Current resume or vitae.
• Write 1-2 pages on your career aspirations and reasons why you are applying for the Ph.D. in Instructional Management and Leadership program.

In addition to the above required application materials, applicants must participate in a pre-screening interview with the doctoral program director. Online students will be interviewed via Google Meets. International students also are required to complete a statement of financial support. Please refer to citizenship status on the application form for other required admissions materials.

Cohort Model

The three-year Ph.D. program in Instructional Management and Leadership degree program has a unique format.

Each year, students begin the program each summer semester with a one week residency program where they take face to face classes, meet with other students, faculty and administrators moving through the program as a cohort. Then students attend classes in a hybrid or blended learning format of both synchronous and asynchronous learning with each class providing a 50%/50% format. Students attend synchronous classes one evening per week during the fall and spring semesters and complete a summer session two nights a week for three years. The dissertation credit courses are offered via a seminar format one evening per month in Years 2 and 3.

Research is a comprehensive, integrated component of the program. Each semester includes a research course designed to build upon and support previous work while exploring new concepts that will lead to the completed dissertation. Students are provided a dissertation chair and committee that will guide them through the dissertation process.

Doctoral students enroll in dissertation seminar classes upon completion of an initial sequence of four research courses. Along with the candidate’s chair, the dissertation seminars are designed to guide candidates through the formulation of a problem statement and research questions to writing each of the 5 chapters, and defending the dissertation proposal, developing IRB, collecting data and defending the final dissertation, all designed to provide an authentic learning experience to learn, conduct and publish original research.

Coursework

Curriculum Components 

• Program Checksheet

The 60-credit curriculum for the Ph.D. in Instructional Management and Leadership degree program is divided into four components: instructional management and leadership, research, dissertation and related courses.

I. Instructional Management and Leadership (18 credits)

• Managing Finances and Budgets (3) 
• Managing the Instructional Environment (3) 
• Teaching in Higher Education/Technology, Leadership, Curriculum (3) 
• Instructional Leadership in Curriculum Planning (3) 
• Leadership 1 (3)
• Leadership 2 (3)

II. Research (15 credits)

• Critical Readings (3) 
• Research Methods I Qualitative Methods (3) 
• Statistical Methods I (3) 
• Research Methods II Quantitative Methods (3)
• Program Evaluation (3) 

III. Dissertation (15 credits)

• Introduction to the Dissertation (3)
• Dissertation Seminar I (1)
• Dissertation Seminar II (1)
• Dissertation Seminar III (2)
• Dissertation Seminar IV (2)
• Dissertation Seminar V (6)

IV. Related Coursework (12 credits)

• Law and Ethics in Education (3) 
• Applying Instructional Technology (3) 
• International Perspectives (3) 
• Writing for Publication (3)

Total Credits - 60
*Online/on-ground format; **Totally online 

Testimonials

Below are testimonials from graduates of RMU's Instructional Management and Leadership Ph.D. program.

"I had an incredible experience as a PhD student in the IML program. The curriculums are crafted in an engaging way that is easily applicable to my career nowadays. The faculty members were very approachable and helpful with their knowledge and mentoring skills. They always remind us to trust the process that is well-designed throughout our IML program from the beginning to the end. I would say this was noticeable in the whole process of writing my dissertation and the learning journey which I learned a lot from my advisor, committee, and even my classmates. This program has shaped my skills to align with what I am doing now as a trainer (instructor) in one of the prestigious consulting companies back home"

Ali Almansour (‘22)
Senior Learning and Development Consultant
Tharwah Company for Human Capital Advisory

 

"The education, skills, and networking opportunities provided by the IML PhD program at Robert Morris University have been nothing short of transformative. During my time in the program, I was able to launch and grow my own small health and wellness business, leveraging the invaluable knowledge I gained from courses in leadership, innovation, strategy, and research. This hands-on experience not only refined my entrepreneurial abilities but also positioned me to advance in my professional healthcare career with a heightened sense of confidence, expertise, and critical thinking. 

The support and guidance I received from the faculty were instrumental in shaping my professional and personal growth, challenging me to think critically and strategically in both my business and professional healthcare roles. Their mentorship has been a cornerstone of my success, propelling my career progression and helping me thrive throughout my advanced degree journey. I am very grateful for their support and dedication to my development!"

Karina Moussa, PhD (‘24)
Healthcare Professional, Small Business Owner, Educator, & Author 
Wellness Wally Co., Elsevier

 

"As a non-traditional student returning to college after a long gap, the RMU IML PhD was critical in jump-starting the second act of my career when I transitioned to executive leadership. The program provided me with important expertise and competencies in aggregating and distilling data to create new knowledge — a skill I now use daily. The doctoral program was easy to navigate, pedagogically sound, and my advisors were incredibly patient and helpful. The RMU IML PhD program has been and will remain a defining part of my journey of lifelong learning."

Courtney L. White, PhD (‘23)
CEO, Association for Behavioral and Cognitive Therapies.

 

"I can confidently say that the IML program at RMU has substantially impacted my academic career and personal development. During this three year program, I was able to learn from brilliant faculty members first hand how to approach research and the importance of contributing new knowledge to the field of education. They provided ongoing support at every phase of the program and the support lives on today as I continue to seek advice and even co-publish with my dissertation chair. Furthermore, I was able to collaborate and learn from a cohort of highly motivated Ph.D. candidates from many different parts of the world. Each individual brought unique experiences, perspectives, and strengths which positively impacted my learning. I can say without reserve that the content of this program has made a beneficial impact on my intellectual development and critical thinking skills. Because of my doctoral studies at RMU, I continue to focus on leadership, growth, myself, and the intersection of the three. I strongly recommend the IML program to future Ph.D. students."

Kate Davis, Ph.D. (‘22)
Title 1 ELA Instructional Coach 
Brevard Public Schools 

 

"Deciding on a doctoral program is not an easy task but once I learned about RMU’s IML PhD program, I knew I found the perfect match for me. Each class in RMU’s program not only helped me in my current leadership position but has also helped me to be more marketable to colleges and universities. The professors not only taught leadership skills but modeled it by being approachable, knowledgeable, helpful, and so encouraging which gave me the confidence I needed to complete my PhD. They really were our biggest cheerleaders, and my doctoral experience was a surprisingly pleasant one."
 
Dawn Brendle (‘22)
School-Based Mental Health Therapist 
Licensed Behavioral Specialist 
Western PA Psych Care

 

"During my time at RMU, I did growing on both a personal and professional level that I had never imagined. The Cohort model worked perfectly with time, learning, and friendships.  The faculty was fair yet challenging all at the same time, and soon after graduation became colleagues I could rely on.  Also as a veteran the RMU Center for Veterans played a crucial role in my success."

Robert L  Thistlethwaite (‘22)
Asst Chief of Operations
Naval Nuclear Laboratory

 

"The education and leadership I received from the IML program, courses, and staff helped to improve my performance as a high school principal and school leader. Through the guidance I received from my faculty adviser and team, I was able to conduct rich research in my field so that I could support my students, school community, and district. I have also had the opportunity to use this experience to publish my own research and work towards educating others in youth mental health. The faculty and staff were integral to the success of the program, and I appreciate the time and energy they gave to foster a rich educational experience."

Dr. Erica Y Howick, Principal (’22)
Saegertown Jr./ Sr. High School

 

"The professors at RMU are not only leaders in their respective fields but also showed a genuine investment into my success both academically and professionally. Their mentorship and guidance helped me navigate the challenges of research and academic writing, pushing me to think critically and creatively. They also developed their courses to be rigorous yet rewarding, equipping me with the skills necessary to conduct independent research and contribute meaningfully."

Dr. Nikki Pauline
Riverside Beaver County School District
High School Principal 9-12

 

"Robert Morris University’s IML program was crucial to my intellectual experience throughout my P.h.D journey and now to leading formal instruction in developing talent within government. Success in my career as an HR professional and scholar-practitioner is attributable to the experience developed through the IML program."

Michael Harper, PhD, SHRM-SCP
Human Resources, Instructor
Federal Government

 

"Enrolling in the RMU IML PhD program is one of the best decisions that I have ever made in both my professional and personal life. I am fortunate to have received three degrees from Robert Morris University, and while they were all amazing experiences, the IML Ph.D. program was by far the most fulfilling. The rigor of the program, combined with the creative freedom and online flexibility was nothing short of excellent. In my current role, I have had the fortune to work with universities across the globe, and I would place the rigor of the IML Ph.D. program up against any of those institutions!"

Xavier Hickman PhD (‘24), MBA ‘18, BSBA ‘16
Director of Operations and Deputy Chief of Staff 
Office of the Chief Operating Officer
Arizona State University

 

"The IML program was my gateway to the academic world. The faculty showed intense empathy, and truly personified the concept of “Teachers’ with a Heart”. They helped a 68-year-old student, with a 43-year college break, professionally an operations management person, to become a well-respected academician. This new academic has conducted over 20 webinars on academic topics in USA/UK/Pakistan; has helped several organizations in designing online curriculums/courses incorporating the concept of Teaching Presence; is a reviewer for articles in AJDE; also reviews conference proposals for AERA; is a QM certified reviewer for  CPE & Hi-Ed courses; has reviewed chapters for IGI Global’ s (International Academic Publishing House) etc. The IML program is solely responsible for my revolutionary, but smooth,  transition from being a lifelong Operations management executive into an Academician."

Mansoor Bhatty (‘20)
Advisor- International Content and Outreach 
American Center for the Study of Distance Education (AC4SDE), 
Penn State Univ. PA

 

"My experience at Robert Morris University’s IML program has been nothing short of transformative. The knowledge and skills I gained from the comprehensive courses, coupled with invaluable interactions with my peers and faculty, have profoundly shaped my professional journey. Daily, I draw from the rich reservoir of knowledge and practical skills. Whether it’s strategic decision-making, effective communication, or innovative problem-solving, the education I received has equipped me to navigate the complex demands and challenges of my new position as the Director of DEI Education and Bias Prevention at Westminster College with confidence and competence."

Sherese Newell (‘23)
Director of DEI Education and Bias Prevention
Westminster College

 

"Earning the degree in the IML program didn’t just change my career; it transformed my life. At no other point in my professional or educational journey have I received as much support and guidance as I did from the RMU faculty. The cohort model ensured I never felt alone. Since completing the program, I’ve been presented with opportunities previously out of reach, and I am better qualified and prepared to achieve my goals. I recently accepted the position of Assistant Director with the Center for Innovative Teaching at RMU."

Alicia Cassels (’24)
Assistant Director
Center for Innovative Teaching

 

"The IML program, courses and faculty members not only equipped me with necessary skills to be successful as I launched into the next chapter of my career. As an applicant interviewing for the IML program I never imagined that I would fall in love with research and evolve into a health disparities scholar supported by the National Institute of Health, specifically the National Institute on Aging. As an emerging independent health disparities researcher, serving as the principal investigator of multiple studies, I can honestly say that this would not have been possible without the strong foundation that was established by the IML program and the support of the amazing faculty."

Lilcelia A. Williams, PhD, MBA-HCM, BSRT(T) (’22)
Postdoctoral Scholar
Department of Medicine, Division of Geriatric Medicine
School of Medicine
University of Pittsburgh

 

"The IML program was instrumental in shaping my career. The skills I gained allowed me to immediately step into teaching college-level courses, and shortly after, I was offered a position teaching for Temple University. The relationships I formed with the IML faculty have become lifelong connections that continue to influence my professional and personal growth. Completing the program helped me expand my role as Vice President of Operations and Information Technology while opening doors to new teaching opportunities. I’m incredibly grateful for the growth and opportunities that the IML program has afforded me."

Brandon Berg (‘22)
Vice President of Operations and Information Technology
Esports Advisor
Adjunct Faculty, CCBC Business and Technology Programs & Temple University 

 

"The IML program offered a rich curriculum fully relevant to my current role in higher education; furthermore, the dissertation enabled me to engage in scholarship positioning me among leaders sharing my interest in educational reform. Since earning the doctorate, I have felt fully welcomed to the “table” as someone whose expertise is respected, and I am so grateful to my fantastic dissertation chair in particular for her steadfast support of my work."

Ashleigh Fox (‘24)
Associate Professor of English
Community College of Allegheny County

Faculty Bios

Faculty

Carianne Bernadowski Ph.D., holds the rank of University Professor at Robert Morris University. She is the coordinator of the Secondary English Teacher Certification Program and the Reading Specialist Program. She also serves as the Coordinator of the Peirce Center for Structured Reading Teacher Training, which specializes in training teachers to work with children with specific reading disabilities. Dr. Bernadowski teaches graduate and doctoral students in literacy and research methodology. She holds a Ph.D. from The University of Pittsburgh, a M.A. in Reading Education from Slippery Rock University of Pennsylvania, and a B.A. in Journalism and Communications/Secondary Education from Point Park College. Dr. Bernadowski has written numerous peer reviewed journals and books, serves on various editorial boards and serves as a consultant in early literacy and adolescent intervention and remediation.

Vicki Donne is a University Professor of Education at Robert Morris University. She earned her Doctorate of Education from the University of Pittsburgh in Special Education, Specialization in Education of Deaf/Hard of Hearing, Collateral Area in Reading. Her research interests include reading interventions, assessment, technology, and assistive technology to meet the needs of students with disabilities. She has served as principal investigator or evaluator on numerous state, federal, and foundation grants. She has published articles and book chapters and some titles include: “Online reading practices of students who are deaf/hard of hearing", “High quality assessments for students with disabilities”, and "Assistive technology for writing”.

Richard Fuller is the Director of the Instructional Management and Leadership Ph.D. program, Director of the Center for Innovative Teaching and Professor of Education at Robert Morris University. He earned his Doctorate of Education and Masters of Education at the Penn State University, his undergraduate BA in Business Administration and Psychology from Muskingum University and a BS in Education from Indiana University of Pennsylvania.  He and holds PA teacher certifications in BCIT and Vocational Education. His research and publication interests center around leadership and motivation, creating interaction in distance education pedagogies, and how the use of technology can enhance learning in higher education, K-12 and training and development.

Mary Hansen is a University Professor in the Education Department at Robert Morris University. She earned her Doctor of Philosophy degree in Research Methodology from  the University of Pittsburgh. She teaches classes in assessment, curriculum and instruction, statistics, research design, and program evaluation. Her research interests lie in the areas of educational measurement and assessment, including design and technical issues related to large-scale test development and classroom assessment practices. She also conducts research related to improving access and opportunity to learn for students with disabilities.

Mark Meyers is Professor of Education at RMU. Dr. Meyers earned his Ph.D. in Curriculum and Instruction, Social Studies Education and Instructional Technology his M.Ed. in Social Studies Education and his B.A. in History from the University of Florida. Dr. Meyers has held several administrative positions including Dean, Associate Dean and Department Chair and sits on several boards and national committees including the committee that drafted the NETS-T standards. He holds teacher certification in Social Studies and publishes in the areas of teacher education, curriculum and learning and technology.

Nathan Taylor is an Associate Professor of Education at Robert Morris University. He earned his Doctorate of Philosophy at the Ohio State University in Teaching and Learning. His research interests include social justice in education. identity formation in education and inclusive classrooms for historically marginalized subjects. He has numerous publications including: "Children's picture books and the homonormative subject," and "Hegemonic Masculinities and Children’s Picture Books."

Michael Quigley is an Associate Professor of Education in the School of Nursing, Education, and Human Studies and an Associate Professor of Organizational Leadership in the School of Informatics, Humanities, and Social Sciences at Robert Morris University (RMU). At RMU, Dr. Quigley served on the President's Inclusion Council and Anti-Racism Task Force and as Coordinator of Culturally Responsive Practices and Peer Collaboration on the Operations Board in the Center for Innovative Teaching. He is the faculty advisor for the Collegiate 100, a collegiate chapter of the 100 Black Men of Western Pa. In addition, Dr. Quigley also serves as Project Director of The Black Male Leadership Development Institute (BMLDI) in partnership with the Urban League of Greater Pittsburgh.

John Zeanchock is an Associate Professor of Education and Computer & Information Systems, having earned a B.S. degree in Mathematics Education from Indiana University of Pennsylvania (IUP), an M.Ed. degree in Counselor Education from the same, and an Ed.D. (doctorate of education degree) in Instructional Design and Technology from the University of Pittsburgh (PITT). Prior five years of high school mathematics teaching experience and ten years of corporate experience with programming and project management at Dollar Bank, Westinghouse Electric, and PPG Industries, together with the doctoral work at PITT, have provided the background for continued research and teaching in the areas of  computer software, project management, leadership, educational technology, instructional design, and curriculum development.

Teaching in Higher Education Certificate Program

The Teaching in Higher Education Certificate is a 9-credit, 3-course non-degree program that provides learning opportunities for those interested in teaching in a variety of higher education environments.  The program addresses theoretical and practical knowledge, skills, and abilities necessary to be successful when working with college and university adult learners. The certificate content draws from the curriculum and coursework that is included as components of the existing Instructional Management and Leadership Ph.D. doctoral degree program.

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