مقاله انگلیسی رایگان در مورد تبدیل شدن به یک متخصص مدیریت علمی – الزویر 2021

Highlights

Abstract

Keywords

1. Introduction

2. Doctoral education and the rise of the DBA

3. Theoretical underpinning

4. Program design and delivery

5. Challenges – what works or not

6. Conclusions and implications for educators

7. Limitations and further research

Author statement

Declaration of competing interest

References

Abstract

Our contribution in this paper is to elucidate how doctoral education can enable professionals to develop through an experiential pedagogy that is based on a theoretical model of scholarly management practice. It will draw from our experience of designing and running a large online DBA with participants from across the world. We present a model of Scholarly Management Practice and explain how its use differentiates this approach to doctoral education from others in that there is a clear focus on how holders of the DBA enact their management practice, characterized by an orientation to problematization, inquiry, dialogue and critical reflection. We describe the design and underlying theoretical and philosophical rationale for how the program elements articulate together to stimulate the development of scholarly management practitioners. The implications for teaching and learning are presented in the form of a description and rationale for the design of the program in its three stages. We illustrate the trajectory of potential development as a doctoral practitioner through the vignette of one student’s journey. We also reflect on the limitations and lessons learned of our own theorising and practice in the development and delivery of this DBA.

1. Introduction

In this paper, we elucidate how experiential practices within Doctorate of Business Administration (DBA) programs, including that delivered in an online mode, can enable managers to become scholarly practitioners. It draws from our experience of designing and running a large online DBA with participants from across the world and every sector of employment. We present the design and underlying theoretical rationale of how the program elements articulate together to stimulate the development of scholarly management practitioners using an experiential approach. We propose that the purpose of teaching and learning within DBA programs is to develop scholarly management practice and to strengthen reflexivity in managers in order to deal with ambiguity and complexity. We present our argument as follows; the first section outlines the emergence of DBAs as a form of doctoral education and identifies the continued struggle of DBAs to articulate a distinctive identity vis-` a-vis PhDs. Following this we introduce the theory underpinning our particular DBA program, describing scholarly practice and the notion of ‘becoming’ in management education and development. We then outline the program design and pedagogy and offer an illustrative vignette before discussing challenges of what has worked well and not. We conclude by offering insights and implications for doctoral management education, as well as limitations and implications for further research.