The purpose of this qualitative descriptive was to explore how dissertation faculty leaders describe the knowledge creation process as a means of developing dissertation chairs at a private university in the southwestern United States. The theoretical model underpinning the study was the knowledge creation process model developed by Ikujiro Nonaka. Two research questions in this study asked how dissertation faculty leaders described knowledge creation and knowledge sharing as a means of developing dissertation chairs. The study used a qualitative methodology that included two data sources: 9 semi-structured interviews and 3 summative focus groups comprised of 2 to 5 participants. The analysis included descriptive statistics and a hybrid of inductive and deductive analysis of the datasets. The study findings indicated dissertation faculty leaders believe knowledge creation is fostered within an optimal team culture where dissertation chairs are provided space for collective and personal development. Retention of the knowledge shared is achieved through continual sharing of best practices and also by providing a means to recall the knowledge at a later time to put it into action. Dissertation faculty leaders (DFLs) engage dissertation chairs and promote organizational thinking, which in turn can create organizational change. Future research recommendations include extending the results of this study using a normed and validated instrument to conduct a quantitative investigation on the impact of leadership styles applied to doctoral education and the knowledge creation process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]