Michael Lohle, Ph.D.

Senior Lecturer of Management and Information Systems
College of Engineering, Business, and Education, School of Business
(203) 576-2390
Mandeville Hall, Room 302

Dr. Michael Lohle teaches management and analytics. A certified Project Management Professional (PMP), Dr. Lohle spent 26 years in the financial services, insurance, information technology services, pharmaceutical, and consumer product industries before transitioning to academia. He is experienced with all aspects of information technology management and has consulted for and been employed by a variety of companies from the Fortune 500 to start-ups.

Dr. Lohle’s work is published in peer-reviewed journals, he has presented and chaired panel discussions at multiple conferences and he serves on editorial boards and program committees for prominent academic institutions, most notably for the Journal of Computer Information Systems. His scholarship and teaching have garnered awards including the International Institute for Applied Knowledge Management’s Fellow and Distinguished Scholar Award and The Connecticut Distance Learning Consortium ‘s Exemplar Award for Instructional Excellence. He also holds Instructional Designer and OLC Course Quality Review (OSCQR) Trainer certificates from The Online Learning Consortium.

Ph.D., Nova Southeastern University
M.B.A., University of Connecticut
B.S., Fairfield University


  • Lohle, M. (2020). The epiphany: Students’ perceptions of management and technical content in an analytics course. Issues in Information Systems. 21(2), 144 – 149.
  • Lohle, M. & Terrell, S. (2019). On solid ground: Testing a theoretical model for student team project delivery and using it to assess student team crisis management and trust. Issues in Information Systems. 20(4), 116 – 122.
  • Belitsky, E., Kongar, E. & Lohle, M., Coordinating unlikely companions? Patient portals and social media. IEEE Engineering Management Review. 47(2), 66 – 74.
  • Lohle, M. (2019). How online teaching made me a better instructor on campus. Distance Learning. 16(1), 27 – 31.
  • Lohle, M. (2019). How online teaching made me a better instructor on campus. FDLA Journal, 4(5).
  • Lohle, M. & Terrell, S. (2018). Approaching an axiom: Testing a grounded theory for online student team projects on campus. Issues in Information Systems, 19(2), 199 – 207.
  • Wingate, N. & Lohle, M. (2018). To lecture or not to lecture: Exploring the effectiveness of active learning. Journal for Excellence in Business and Education, 5(2).
  • Lohle, M. & Terrell, S. (2017). Strange conceptual bedfellows: Assessing grounded theory for effective virtual student team project delivery via knowledge management, qualitative research, and management theory. Issues in Information Systems, 18(1), 180 – 190.
  • Lohle, M. & Terrell, S. (2017). The endurance test: A virtual project team’s lived experience in an online project management course. The Online Journal of Applied Knowledge Management, 5(1), 1 – 13.
  • Belitsky, E., Lohle, M. & Kongar, E. (2017). Lemons to lemonade: Literature gap analysis of knowledge management technology solutions in parents’ journey with childhood cancer. Proceedings of the 2017 Northeast Decision Sciences Institute Annual Conference (491 – 494). Springfield, MA: Northeast Decision Sciences Institute.
  • Lohle M. & Terrell, S. (2016). Knowledge management using student feedback: A study of online students’ lived experience on virtual teams. Issues in Information Systems, 17(4), 260 – 265.
  • Terrell, S. & Lohle, M. (2016). Supporting doctoral students’ self-described needs while enrolled in a limited-residency information systems doctoral program. Issues in Information Systems, 17(1), 260 – 264.
  • Terrell, S., Lohle, M. & Kennedy, D.H. (2016). Student-identified requirements for persistence in a limited-residency Ph.D. program. The Online Journal of Applied Knowledge Management, 4(1), 150 – 164.
  • Lohle, Michael. (2016 Fall/Winter) A child’s game, a little flag, and healing. UB Knightlines. 40 – 41.
  • Kennedy, D. H., Terrell, S. R., & Lohle, M. (2015). A grounded theory of persistence in a limited residency doctoral program. The Qualitative Report, 20(3), 215-230.
  • Lohle, M. F., & Terrell, S. R. (2015, January). Real projects, virtual worlds: Coworkers, their avatars and the trust conundrum. Paper presented at The Qualitative Report Sixth Annual Conference, Ft. Lauderdale, Florida.
  • Terrell, S. R., Lohle, M.F. & Levy, Y. (2014, October). Systems analysis from a qualitative perspective: An emerging skills set for information systems professionals. Paper presented at the 2014 International Association for Computer Information Systems Conference, Las Vegas, Nevada.
  • Terrell, S. R., Levy, Y., Ramim, M. & Lohle, M. F. (2014). Doctoral consortium – 10 mistakes doctoral students make. Paper presented at The International Institute for Applied Knowledge Management Conference, Blagoevgrad, Bulgaria.
  • Lohle, M. F., & Terrell, S. R. (2014). Real projects, virtual worlds: Coworkers, their avatars and the trust conundrum. The Qualitative Report, 19(15), 1-35.
  • Lohle, M. & Terrell, S. (2012). Implications for real project management success: A study of avatar identity as an antecedent of virtual team trust. Proceedings of the 2012 Southwest Decision Sciences Institute Conference (591 – 599). New Orleans, LA: Southwest Decision Sciences Institute.
  • Terry, K. Y., Lohle, M. & Jankovic, E. (2009). Managing information across the enterprise: Implementing a program management office (PMO). The International Journal of Case Method Research and Application, 21(3), 213 – 222.