Professional Doctorates in Management: Toward a Practice-Based Approach to Doctoral Education

Banerjee, Subhabrata Bobby; Morley, Clive

doi:10.5465/amle.2012.0159

Cited by 53 publications

(45 citation statements)

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“…Despite the wide range of doctoral management programs, debates on teaching in doctoral education are still incipient (Banerje & Moreley, 2013;Khurana & Spender, 2012;Marx et al, 2015;Mowbray & Halse, 2010). Discussions about teaching at the graduate level are important given the need to improve students' knowledge and skills in research and teaching.…”

Section: Training Education and Implications For Qualitative Researmentioning

confidence: 99%

“…It is worrying because doctoral education has problems (Cassuto, 2015;Dent, 2002;Marx et al, 2015). One of them is the lack of identity regarding doctoral programs' goals and ends (Association to Advance Collegiate Schools of Business-AACSB, 2013; Banerje & Moreley, 2013;Khurana & Spender, 2012;Marx et al, 2015;Mowbray & Halse, 2010). For Khurana and Spender (2012), "business schools doctoral programmes are unclear about their purpose and vision" (p. 635), while for Marx et al (2015) "business doctoral programs are something of an enigma" (p. 3).…”

Section: Introductionmentioning

confidence: 99%

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Educating Qualitative Researchers in Management: Toward Performative Judgements

Bispo

2017

Rev. adm. empres.

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The aim of this essay is to reflect critically on qualitative research education in doctoral management programs. The central idea is to offer a qualitative research education model supported by the concept of performative judgment. The notion of performative judgment draws upon Aristotle's virtues of thought via Strati's idea of sensible knowledge. The proposal focuses on a theoretical understanding of qualitative research education rather than prescribing pedagogical techniques or steps. The performative judgment education model is therefore open-ended and flexible and may fit in different doctoral program settings. It also helps to reveal the differences between the notions of training and education, showing how they can work together in the educational process. KEYWORDS | INTRODUCTIONOver the last two decades, management education-especially doctoral management education-has been given less attention than management and organizational research (Dent, 2002;French & Grey, 1996;Vaara & Fay, 2012). This situation reflects scholars' principal focus on research to the detriment of teaching and education, arising from the recognition that comes from publishing as opposed to classroom and other forms of education performance (Marx, Garcia, Butterfield, Kappen, e Baldwin , 2015).According to Vaara and Fay (2012), we are living in a period of reproduction of management education-which includes doctoral education-at large scale. This situation has been caused in part by the spread of university accreditations and rankings that lead to homogenization in management You management education regardless of the context in which it happens.One of these understandings is the idea of "publish or perish" that has increased the distance between research and teaching. This approach creates the sense that good universities should prioritize research over teaching. It has become common to find scholars working at universities who do not like teaching (Czarniawska, 2015;Marx et al., 2015).Even assuming that the most prestigious universities are those where good research is pursued, it is not possible to deny that universities are also places of education, teaching, and learning. Seeing universities primarily as research spaces violates their nature (Cassuto, 2015). Czarniawska (2015) discloses a situation to demonstrate carelessness with teaching. "Once when bemoaning a lack of interest from practitioners in front of a US audience, I met with the response that there was nothing to worry about: After all, there are so many doctoral students to teach!" (p. 111). This statement points toward a typical but worrying situation. It is worrying because doctoral education has problems (Cassuto, 2015;Dent, 2002;Marx et al., 2015). One of them is the lack of identity regarding doctoral programs' goals and ends These problems are partly due to poor qualitative research education in doctoral programs and a misunderstanding of the differences between education and training. Education presupposes learning and involves knowledge and underst...

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Section: Training Education and Implications For Qualitative Researmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Educating Qualitative Researchers in Management: Toward Performative Judgements

Bispo

2017

Rev. adm. empres.

View full text Add to dashboard Cite

show abstract

“…programs was performed to locate language indicating whether the program intended the degree to be used as an academic credential (Banerjee & Morley, 2013). The programs reviewed included those delivered online and in the traditional classroom, regardless of accreditation.…”

Section: Dba Granting Institutionsmentioning

confidence: 99%

“…degrees. By the early 1990s, the DBA degree had begun to be adopted internationally (Banerjee & Morley, 2013).…”

Section: Introductionmentioning

confidence: 99%

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

MacLennan

Píña

Moran

et al. 2016

IJDS

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Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, intended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is portrayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigated whether the D.B.A. is, in fact, a viable faculty credential by gathering data from university catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose terminal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

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“…Accordingly, liminality is a concept that has received increasing attention in the learning literature (Hawkins and Edwards, 2015;Meyer and Land, 2005;Simpson, et al, 2010;Wright andGilmore, 2012, Yip andRaelin, 2011). We build on this work and respond to calls from Hawkins and Edwards (2015) for research which explores the experiences of different types of students: Here we make our first contribution and suggest that liminality provides a particularly useful lens to examine the increasingly significant, but still under researched, DBA student (Banerjee and Morley, 2013). We suggest that the DBA student occupies a space in-between two identities as they journey toward becoming a doctoral researcher: the competent practitioner and the competent researcher.…”

Section: Introductionmentioning

confidence: 99%

Desperately seeking fixedness: Practitioners’ accounts of ‘becoming doctoral researchers’

Hay

Samra-Fredericks

2016

Management Learning

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We draw upon the concept of liminality to explore the experiences of practitioners enrolled on a UK Doctor of Business Administration (DBA) programme. We analyse twenty practitioners' reflective journals to detail how the DBA liminal space was negotiated. More specifically, we describe how practitioners deal with their struggles of identity incoherence or 'monsters of doubt' which are amplified in the DBA context owing to the complex nature of the separation phase of liminality. We identify three broad methods deployed in this endeavour: 'scaffolding'; 'putting the past to work' and 'bracketing'-which evidence practitioners 'desperately seeking fixedness'. We make three contributions -first, we provide empirical insights into the experiences of the increasingly significant, but still under researched, DBA student. Second, we develop our understandings of monsters of doubt through illustrating how these are negotiated for learning to progress. Finally, we contribute to wider discussions of 'becoming' to demonstrate the simultaneous and paradoxical importance of movement and fixedness in order to learn and become.

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Professional Doctorates in Management: Toward a Practice-Based Approach to Doctoral Education

Cited by 53 publications

References 50 publications

Educating Qualitative Researchers in Management: Toward Performative Judgements

Educating Qualitative Researchers in Management: Toward Performative Judgements

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

Desperately seeking fixedness: Practitioners’ accounts of ‘becoming doctoral researchers’

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