1. Introduction: The Crisis of the Traditional Doctorate and the Scholar-Practitioner Solution
   1. The “Waterfall” Fallacy in Academic Research
   2. The Agile Scholar-Practitioner
2. Theoretical Pillar I: The Lean Startup Methodology in Doctoral Research
   1. The Build-Measure-Learn Feedback Loop
   2. Table 1: Comparative Analysis of Traditional vs. Lean Doctoral Models
   3. The “Five Whys” and Root Cause Analysis
3. Theoretical Pillar II: Jerome Bruner’s Spiral Curriculum
   1. The Spiral Architecture
   2. The Three Modes of Representation in DOLI
   3. Scaffolding with AI: The “More Knowledgeable Other”
   4. Just-in-Time vs. Just-in-Case Learning
4. Technological Integration: AI as Cognitive Partner
   1. Google Gemini: The Deep Research Engine
   2. NotebookLM: The Socratic Synthesizer
   3. Navigating the “Race with the Machines”
5. Best Practices I: Action Research and the Community of Inquiry
   1. Action Research: The Methodology of Praxis
   2. Community of Inquiry (CoI): Socializing the Solitary
6. Best Practices II: Public Scholarship and Tacit Knowledge
   1. Polanyi’s Tacit Knowledge and “Working Out Loud”
   2. Open Notebook Science
   3. The “Long Tail” of Scholarship
7. 7. The Culmination: The Doctoral Project
   1. 7.1 The Nine Project Types
   2. 7.2 The Gatekeeping Pivot
8. Conclusion
9. Data Support and References
   1. Table 2: Mapping DOLI Assignments to Theoretical Frameworks
   2. Table 3: The Evolution of Student Competency through the Spiral
   3. Table 4: Key Theoretical Sources Integrated in Report

A Synthesis of Lean Startup, Spiral Curriculum, and Agility in Doctoral Pedagogy

1. Introduction: The Crisis of the Traditional Doctorate and the Scholar-Practitioner Solution

The landscape of doctoral education faces a profound existential crisis. The traditional model, often characterized by the “waterfall” methodology of project management, requires candidates to invest years in solitary research, culminating in a monolithic dissertation that frequently suffers from limited practical application and high attrition rates. This model, inherited from the medieval university system, was designed to produce cloistered academics for a world of information scarcity. In an era of information ubiquity and rapid organizational change, this model is increasingly obsolete for the practitioner-leader.

City Vision University’s Doctor of Organizational Leadership and Innovation (DOLI) program represents a radical departure from this antiquated paradigm. It is designed specifically for the “Scholar-Practitioner”—a leader who does not merely observe the world from an ivory tower but seeks to intervene in it. The program’s pedagogical architecture is not accidental; it is a deliberate synthesis of Eric Ries’s Lean Startup methodology and Jerome Bruner’s Theory of Spiral Curriculum, reinforced by best practices in Action Research, Community of Inquiry, and Public Scholarship.

This paper serves as a comprehensive theoretical exposition of the DOLI program. It elucidates how the curriculum integrates advanced Artificial Intelligence (AI) tools—specifically Google Gemini Deep Research and NotebookLM—into a cyclical process of “Build-Measure-Learn.” It explains why the program mandates “Building in Public” through platforms like Substack and YouTube, transforming the private struggle of the doctoral candidate into a public demonstration of thought leadership. By moving from a linear accumulation of explicit knowledge to an iterative construction of tacit wisdom, the DOLI program redefines what it means to earn a doctorate in the 21st century.

1.1 The “Waterfall” Fallacy in Academic Research

To understand the necessity of the DOLI model, one must first critique the dominant “waterfall” approach. In software engineering, the waterfall model dictates that a project moves sequentially through distinct phases: requirements, design, implementation, verification, and maintenance. Once a phase is complete, there is no turning back. Applied to doctoral studies, this looks like:

1. Coursework (Requirements): 2-3 years of reading theory without applying it to the final project.
2. Comps/Proposal (Design): A high-stakes gateway where the entire research plan must be perfected before any data is collected.
3. Dissertation (Implementation): A multi-year period of isolated writing.
4. Defense (Verification): The final judgment.

The failure rate of this model is high because it delays “validation”—the confirmation that the research is valuable, feasible, or correct—until the very end. A student might spend three years writing a dissertation only to find the topic is irrelevant or the methodology flawed. This delay in feedback creates a “valley of death” where many candidates abandon their studies.1

1.2 The Agile Scholar-Practitioner

The DOLI program adopts an “Agile” approach. In software development, Agile emphasizes iterative delivery, collaboration, and responsiveness to change. For the DOLI student, this means the dissertation is not a single, massive event at the end of the journey. Instead, it is constructed incrementally through a series of Minimum Viable Products (MVPs)—small, self-contained research artifacts (papers, podcasts, posts) that are released, tested, and refined continuously.2

This approach aligns with the program’s core value of “Technology,” viewing AI and digital platforms not as threats to academic integrity but as essential tools for “racing with the machines”.2 The goal is to produce graduates who possess “bi-cultural competence”—fluency in both the rigors of Academic Culture (peer review, theory) and the dynamism of Student Cultural Context (practical ministry, business, non-profit leadership).4

2. Theoretical Pillar I: The Lean Startup Methodology in Doctoral Research

The primary engine of the DOLI program’s iterative process is the Lean Startup methodology. Originally conceptualized by Eric Ries to address the extreme uncertainty of creating new businesses, its principles are perfectly adapted to the extreme uncertainty of creating new knowledge.3 The DOLI program operates on the premise that a doctoral dissertation is, in essence, a startup: it is a new venture operating under conditions of uncertainty, seeking to solve a problem for a specific audience

.

2.1 The Build-Measure-Learn Feedback Loop

The heartbeat of the Lean Startup is the Build-Measure-Learn feedback loop. In the DOLI curriculum, this loop replaces the linear semester structure.

2.1.1 Build: The Research MVP

In a traditional program, the “build” phase is the writing of the entire dissertation. In DOLI, the “build” is the creation of a Minimum Viable Product (MVP). Ries defines an MVP as “that version of a new product which allows a team to collect the maximum amount of validated learning with the least effort”.3

For the DOLI student, an MVP might be:

• A Gemini Deep Research Report generated in Module 1 to test the viability of a research topic.2
• A NotebookLM Audio Overview that synthesizes ten papers into a coherent narrative.2
• A Substack Article outlining a theoretical framework.2

These artifacts are “minimum” because they do not require the perfection of a final dissertation chapter. They are “viable” because they deliver value—they communicate an idea clearly enough to receive feedback. This lowers the psychological barrier to creation, combating the perfectionism that leads to writer’s block.

2.1.2 Measure: Innovation Accounting

Once an MVP is built, it must be measured. In the business world, this involves metrics like user acquisition or revenue. In the DOLI program, measurement is conducted through Innovation Accounting—a rigorous framework for tracking progress when financial metrics are absent.4

The program employs three layers of measurement:

1. Academic Validation (Faculty/Rubrics): Assignments are graded against rigorous rubrics that check for alignment with APA standards, theoretical depth, and critical thinking.7
2. Algorithmic Validation (AI/Tools): Students use Reciteworks to check citations and Grammarly for prose. This provides immediate, automated feedback, allowing faculty to focus on higher-order critique.2
3. Market Validation (Public Engagement): By publishing on Substack and YouTube, students measure the resonance of their ideas. High engagement (views, comments, shares) signals a “Problem-Solution Fit”—that the research addresses a genuine need in the practitioner community.2

2.1.3 Learn: The Pivot or Persevere Decision

The data from the “Measure” phase informs the critical “Learn” step. The student must decide whether to Pivot (change strategy) or Persevere (stay the course).3

• The Pivot: If a student’s “Deep Research” report reveals that a topic is saturated or lacks empirical data, they pivot. In a traditional program, realizing a topic is dead-end after two years is a catastrophe. In DOLI, realizing it after two weeks (in Module 1) is a success—it is “validated learning” that saves time.9
• Perseverance: If the MVP generates insightful feedback and reveals a gap in the literature, the student perseveres, spiraling that topic into a more complex assignment in the next module.

2.2 Table 1: Comparative Analysis of Traditional vs. Lean Doctoral Models

Feature	Traditional Doctoral Model (Waterfall)	DOLI Model (Lean Startup)
Primary Unit of Work	The Dissertation (Monograph)	The MVP (Article, Podcast, Report)
Feedback Cycle	Annual or Multi-Year	Weekly or Module-Based
Failure Mode	Late Failure (at Defense)	Fail Fast (in Module 1/2)
Metric of Progress	Pages Written / Time Served	Validated Learning / Innovation Accounting
Audience	Committee of 3-5 Academics	Public Audience + Academic Committee
Risk Management	High Risk (All-in on one document)	Risk Mitigation through Iteration
Tool Integration	Word Processor / Library Database	Generative AI / Public Platforms
Outcome	Static Document (often unread)	Dynamic Portfolio / Living Project

2.3 The “Five Whys” and Root Cause Analysis

The Lean Startup utilizes the “Five Whys” technique to get to the root of problems.3 The DOLI program applies this to research questions. When a student proposes a “Problem Statement,” the iterative process forces them to ask “Why?” repeatedly until they move from a symptom (e.g., “Staff turnover is high”) to a root cause (e.g., “The organizational culture lacks psychological safety due to misaligned theological values”). This depth is achieved not by sitting and thinking alone, but by “getting out of the building”—interacting with data, AI, and peers to test assumptions.10

3. Theoretical Pillar II: Jerome Bruner’s Spiral Curriculum

While Lean Startup provides the process (how to work), Jerome Bruner’s Theory of Spiral Curriculum provides the structure (how to learn). Bruner, a cognitive psychologist, argued against the behaviorist notion that learners are passive receptacles. Instead, he proposed constructivism: learning is an active process of constructing new ideas based on current/past knowledge.11

3.1 The Spiral Architecture

Bruner’s central hypothesis was that “any subject can be taught effectively in some intellectually honest form to any child at any stage of development”.13 This challenges the idea that doctoral research techniques are too advanced for beginning students. The DOLI program introduces advanced concepts immediately but scaffolds them through a Spiral Curriculum.

This curriculum is characterized by three key principles 14:

1. Cyclical Revisiting: The student returns to the same topics (Research, Innovation, Leadership) repeatedly throughout the program.
2. Increasing Depth: Each visit explores the topic at a deeper level of complexity.
3. Prior Knowledge: New learning is inextricably linked to old learning.

3.2 The Three Modes of Representation in DOLI

Bruner identified three modes of representation: Enactive (action-based), Iconic (image-based), and Symbolic (language-based).12 The DOLI program maps these modes to the student’s progression.

3.2.1 Enactive Stage: Action-Based Learning (Module 1)

In the orientation course (ORG700), learning is Enactive. Students do research immediately. They do not just read about AI; they must “Sign up for Gemini AI Pro” and “Create a NotebookLM”.2 The instructions are tactical and action-oriented: “Paste the link here,” “Upload your file,” “Click the share button”.2 This hands-on engagement builds muscle memory for the tools they will use for the next three years.

3.2.2 Iconic Stage: Visual and Summarized Knowledge (NotebookLM)

As students progress, they move to the Iconic mode. They use NotebookLM to generate “Audio Overviews” and “Infographics”.2 These summaries act as icons—representations of complex realities that are easier to grasp than the raw data. By listening to a podcast of their research papers, students form a mental image of the literature’s topography before engaging with the dense text. This aligns with Bruner’s view that visual/auditory summarization aids in the transition to abstract thought.12

3.2.3 Symbolic Stage: The Dissertation and Theory (Final Project)

The final spiral reaches the Symbolic stage. Here, students must articulate their findings in the rigorous, symbolic language of academia (APA style, theoretical frameworks, statistical analysis). The “Final Draft of Doctoral Project” 7 requires the synthesis of all previous enactive and iconic learning into a formal symbol system that contributes to the field.

3.3 Scaffolding with AI: The “More Knowledgeable Other”

Central to Bruner’s theory (and Vygotsky’s Zone of Proximal Development) is the concept of Scaffolding—support that enables a learner to perform a task they could not do alone.12 In the DOLI program, Generative AI acts as the primary scaffold.

• The Problem: A new doctoral student often lacks the capacity to synthesize 50 academic papers in one week.
• The Scaffold: NotebookLM allows the student to upload those 50 papers and ask, “What are the common themes?”.2 The AI performs the lower-order cognitive task of sorting and summarizing, allowing the student to perform the higher-order task of critique and application.
• Fading: Over time, as the student’s cognitive muscles strengthen, they rely less on the AI for basic summary and more for complex “co-reasoning” or “adversarial critique,” spiraling upward in their capability.18

3.4 Just-in-Time vs. Just-in-Case Learning

Traditional curricula often employ “Just-in-Case” learning—teaching statistics in Year 1 in case the student needs it in Year 3. Bruner’s spiral supports “Just-in-Time” learning. The DOLI program introduces Zotero and Unpaywall exactly when the student needs to build a bibliography.2 They learn the tool by using it to solve an immediate problem (The “Task 1” assignment), which anchors the knowledge in a practical context, ensuring better retention.11

4. Technological Integration: AI as Cognitive Partner

The DOLI program’s theoretical model posits that we have entered a new era of “Distributed Cognition,” where intelligence is not solely in the brain but distributed across tools and networks. The explicit requirement to use Google AI Pro and NotebookLM is a recognition that the modern scholar is a Centaur—a human augmented by machine intelligence.2

4.1 Google Gemini: The Deep Research Engine

Google Gemini is utilized for its “Deep Research” capabilities. In the traditional model, a literature review is a bottleneck. In the DOLI model, Gemini acts as a “research assistant” that never sleeps.

• Mechanism: Students enter a prompt like “Homelessness History Literature Review Highly-Cited Papers.” Gemini browses the web, reads multiple sources, and synthesizes a report.2
• Theoretical Implication: This shifts the student’s role from “Hunter-Gatherer” of information to “Curator-Synthesizer.” The cognitive load shifts from finding where the information is to determining what the information means. This allows for a breadth of inquiry (“Deep Research General”) and a depth of inquiry (“Deep Research Peer Reviewed”) that would be impossible manually within the same timeframe.2

4.2 NotebookLM: The Socratic Synthesizer

NotebookLM is described in the program materials as the “killer app” of AI tools.2 Its theoretical contribution is its ability to ground AI responses in a specific set of user-uploaded documents (Source-Grounding).

• The “Conversation”: Students interact with their sources. They upload a PDF and ask, “How does this author’s definition of leadership differ from Bruner’s?”.20 This mimics the Socratic method, where the teacher (AI) questions the student’s text to reveal deeper truths.
• Multimodal Learning: The “Audio Overview” feature converts text to speech, creating a podcast between two AI hosts discussing the uploaded material.2 This leverages Dual Coding Theory, helping students process complex information through both visual (reading) and auditory (listening) channels, reinforcing retention.20

4.3 Navigating the “Race with the Machines”

The program explicitly addresses the anxiety of AI replacement. By assigning videos like “Don’t fear intelligent machines, work with them” (Kasparov) and “Race with the Machines” (Brynjolfsson) 2, the program grounds its technology use in a philosophy of Augmentation rather than Automation. The theory is that the scholar who uses AI will replace the scholar who does not. The DOLI process is designed to train this augmented scholar.

5. Best Practices I: Action Research and the Community of Inquiry

The synthesis of Lean Startup (Process) and Spiral Curriculum (Structure) creates a vessel. The content filling that vessel is guided by two academic best practices: Action Research and the Community of Inquiry.

5.1 Action Research: The Methodology of Praxis

The DOLI program is rooted in Action Research (AR). Unlike positivist research which seeks to observe the world objectively from a distance, AR seeks to change the world while studying it.21

• The Cycle: The AR cycle of Plan-Act-Observe-Reflect 4 maps perfectly to the Lean Startup loop of Build-Measure-Learn.
  • Plan: Develop a strategy (Research MVP).
  • Act: Implement the strategy (Publish/Deploy).
  • Observe: Collect data on the impact (Feedback/Metrics).
  • Reflect: Analyze findings to inform the next cycle (Pivot/Learn).

• Contextual Application: The program requires projects to be “bi-cultural,” bridging the academic world and the student’s organizational context.4 A student doesn’t just write about “non-profit management”; they write a “Strategic Plan” for their non-profit. The research is validated not just by its theoretical soundness but by its pragmatic utility.7

5.2 Community of Inquiry (CoI): Socializing the Solitary

Doctoral attrition is often driven by isolation. The Community of Inquiry framework (Garrison, Anderson, Archer) counteracts this by positing that learning happens in the overlap of Social Presence, Teaching Presence, and Cognitive Presence.22

• Social Presence: The program mandates that students share their work. “Post in this discussion forum… provide a hyperlink to your Public Research Folder”.2 This creates a transparent learning environment where students see each other’s struggles and successes. It builds a Community of Practice where novice researchers learn from the modeling of more advanced peers.2
• Cognitive Presence: The assignments are designed to trigger “Exploration” and “Integration.” By asking students to “Compare the results of four different research tools” 2, the faculty forces a cognitive engagement that goes beyond rote submission.
• Teaching Presence: Faculty do not just grade; they curate. By selecting specific AI tools and defining the “Optional Training Resources,” faculty structure the environment to guide the spiral of learning.2

6. Best Practices II: Public Scholarship and Tacit Knowledge

Perhaps the most disruptive theoretical component of the DOLI program is its rejection of the “private” dissertation in favor of Public Scholarship.

6.1 Polanyi’s Tacit Knowledge and “Working Out Loud”

Michael Polanyi famously observed, “We can know more than we can tell”.24 This Tacit Knowledge—the intuitive, experience-based know-how—is difficult to transfer via a textbook. The DOLI program employs the practice of Working Out Loud (WOL) to make the implicit explicit.24

• Mechanism: Students are required to publish on Substack and share their Zotero libraries publicly.2
• Theory: By narrating their work as they do it (“I used this prompt in Gemini and got this result…”), students externalize their thought processes. This allows peers to learn not just the result of the research (the explicit knowledge) but the method of the research (the tacit knowledge). It transforms the cohort into a learning network where knowledge flows horizontally (peer-to-peer) rather than just vertically (faculty-to-student).25

6.2 Open Notebook Science

The requirement to maintain a “Public Research Folder” 2 draws from the movement of Open Notebook Science. In traditional science, only the final success is published. In Open Notebook Science, the failures, the raw data, and the daily notes are public.26

• Benefit: This creates transparency and trust. It allows the student to build a reputation (“Thought Leadership”) long before they have the “Dr.” title.
• Network Effects: By sharing a NotebookLM link, a student might attract collaborators or mentors from outside the university who are interested in the specific topic (e.g., “Rescue Missions”).2 This validates the Lean Startup goal of finding a “market” for one’s ideas.

6.3 The “Long Tail” of Scholarship

Academic journals often have a readership of nearly zero. By publishing on Substack and YouTube 2, DOLI students tap into the “Long Tail” of the internet. They reach practitioners who will never read a dissertation but will listen to a 15-minute podcast or read a newsletter. This aligns with the CPED principle that the professional doctorate should have impact.27 The “Final Draft” is not just for the committee; it is for the world.

7. The Culmination: The Doctoral Project

The iterative, spiraling, AI-enhanced process culminates in the Doctoral Project. This is the ultimate MVP—the “Minimum Viable Project” that proves the student has mastered the domain.

7.1 The Nine Project Types

The program recognizes that “one size does not fit all.” It offers nine project types 7, ranging from the traditional (Book, Applied Research) to the innovative (LMS Program, Start-Up, Org Intervention).

• Theoretical Alignment: Each type requires the integration of Research Review (Spiral Curriculum) and Practical Application (Action Research).
• Assessment: The “Doctoral Project Rubric” 7 serves as the final “Measure” phase. It evaluates “Problem Identification” (Did you find a real problem?), “Methodology” (Did you use the right tools?), and “Value Proposition” (Does this matter?).

7.2 The Gatekeeping Pivot

The rubric includes a “Gatekeeping” mechanism.7 If a project scores below 30, it does not pass. This is the final “Pivot or Persevere” moment. The student enters ORG894 (Continuation) not as a punishment, but as a dedicated cycle to iterate on the MVP until it meets the standard of “Exemplary” or “Pass.”

8. Conclusion

The City Vision University Doctor of Organizational Leadership and Innovation is a theoretically robust, pedagogically advanced program that fundamentally reimagines doctoral education. It deconstructs the solitary, high-risk “waterfall” dissertation and reconstructs it as a collaborative, low-risk, high-frequency Lean Startup journey. It replaces the linear accumulation of facts with a Spiral Curriculum that uses AI to scaffold increasingly complex encounters with theory and practice.

By integrating Action Research and Community of Inquiry principles, it ensures that this journey is rigorous and social. By mandating Public Scholarship, it ensures that the knowledge created is not buried in a library but released to serve the world. The DOLI student does not just write a dissertation; they build a body of work, measure its impact, and learn to lead in the process.

9. Data Support and References

Table 2: Mapping DOLI Assignments to Theoretical Frameworks

Assignment/Task	Theoretical Framework	Purpose in DOLI Model
Task 1: Sign up for Gemini AI Pro	Centaur/Augmentation	Establishes the AI-human partnership foundation.
Task 2: Public Research Folder	Open Notebook Science / WOL	Makes tacit research processes explicit and public.
Task 3: Deep Research Report	Lean Startup (Build/MVP)	Rapidly tests topic viability (Fail Fast).
Task 4: NotebookLM & Audio Overview	Spiral Curriculum (Iconic)	multimodal synthesis to scaffold understanding.
Discussion 1: Goals Reflection	Community of Inquiry (Social)	Establishes peer network and shared purpose.
Substack/YouTube Publishing	Public Scholarship / Impact	Validates research through market engagement (Measure).
Final Doctoral Project	Action Research (Act)	The final intervention/artifact for organizational change.

Table 3: The Evolution of Student Competency through the Spiral

Spiral Phase	Bruner’s Mode	DOLI Activity	Competency Gained
Phase 1: Orientation (ORG700)	Enactive (Action)	Setting up tools, running first prompts, creating folders.	Technological Fluency: “I can use the tools.”
Phase 2: Research Methods (ORG701)	Iconic (Image)	Visualizing data, creating audio summaries, mapping literature.	Methodological Clarity: “I can see the field.”
Phase 3: Implementation (ORG891-3)	Symbolic (Language)	Writing the dissertation/project, formal citation, theoretical synthesis.	Scholarly Mastery: “I can contribute to the field.”

Table 4: Key Theoretical Sources Integrated in Report

Concept	Key Theorist	DOLI Application	Citation Support
Lean Startup	Eric Ries	Build-Measure-Learn loops in research.	3
Spiral Curriculum	Jerome Bruner	Scaffolding complex theory via AI.	11
Action Research	Lewin / Coughlan	Projects as real-world interventions.	4
Tacit Knowledge	Michael Polanyi	“Working Out Loud” to share know-how.	24
Community of Inquiry	Garrison et al.	Peer review and social presence in Canvas.	22
Public Scholarship	Boyer / O’Meara	Substack/YouTube as dissemination.	30
AI Augmentation	Brynjolfsson	“Race with the Machines” philosophy.	2

This report was generated by Google Gemini Deep Research using the prompt:

“You are faculty in City Vision’s Doctor of Organizational Leadership and Innovation (https://www.cityvision.edu/lp/online-christian-doctorate-in-organizational-leadership-and-innovation/). The program is designed so that students use the tools in the attached ORG700 course to follow an iterative process of

1. Taking courses with City Vision and conducting action research in each course using both traditional research tools and AI research tools

2. Publishing ongoing findings research in popular formats (Substack, YouTube, Podcasts)

3. Getting feedback from faculty, other students in a Community of Inquiry and other practitioners in a community of practice in ways that are essential to support implicit and tacit learning.

4. Culminating in their doctoral project

Write a paper that explains the theory behind this process especially how it employs 1) the lean startup process 2) Bruner’s Theory of Spiral Curriculum. Explain how the design of the program employs best practices.”

It was reviewed by Dr. Andrew Sears for accuracy with images added.

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