module specification

This module introduces students to the nature and purpose of a professional doctorate and enables them to begin to map and plan their DBA journey. It includes reflexive activities which will support their development and progress as practitioner researchers particularly in relation to the principles which underpin the programme, ie inclusivity and responsible, sustainable management practice, and the development of creative, confident and connected professionals. They will begin to identify their own area of interest, why this is significant and the context within this area of interest sits. They will also be required to undertake self-analyses of skills and capabilities and use the knowledge gained to plan and reflect upon appropriate development activities.

• The nature and purpose of a professional doctorate
• Principles of inclusivity, equality and social justice in relation to responsible and sustainable  management practice
• Nature of the context
• Analysing context; organisational analysis tools
• Justification of a study
• Impacting organisational practice
• Identification of ethical concerns in organisational research
• Personal Development Planning
• Digital and information literacy
• Self analysis using Strengthscope
• Professional development and learning for responsible management
• Critical and original thinking and writing
• Reflection & reflexivity
• Self knowledge and action planning
• Introducing the Researcher Development Framework
• Identification of research training and/or GSBL modules that could be attended

This module will consist of a blend of face to face and online workshops and adopt a ‘flipped classroom’ approach such that candidates will be prepared for scheduled activities. Candidates will also work independently, especially when undertaking self-analysis using Strengthscope and the Open University Digital and Information Literacy Framework,  DILF https://www.open.ac.uk/libraryservices/pages/dilframework/ to  develop a Personal Development Plan. Maintenance of record of progress with the PDP will use Weblearn Portfolio

1. Critically evaluate the context for the study
2. Identify and justify the area of focus of the proposed study
3. Critically reflect upon and evaluate areas for development as a practitioner researcher
4. Critically reflect upon and evaluate progress as a practitioner researcher

Students will be required to maintain a record of progress on their development following self analysis using Weblearn Portfolio. This formative assessment  will be 0-rated and consist of

• Self-analysis using Strengthscope and Open University Digital and Information Literacy Framework https://www.open.ac.uk/libraryservices/pages/dilframework/
• Identification of a Personal Development Plan 
• Formative record of progress using Portfolio

The summative assessment will consist of two components

• Written critical evaluation of context and justification for study (70%) 2000 words (LO 1 and 2)
• Reflexive account of progress relating to identified development needs (30%) 1000 words (LO 3 and 4)

https://rl.talis.com/3/londonmet/lists/2A7EBED5-56E2-C17D-82D2-708570D9FA8C.html?lang=en-GB&login=1

Suggested module texts

Costley, C. Elliot, G. and Gibbs, P. (2010), Doing Work Based Research: Approaches to Enquiry for Insider-Researchers. London: Sage
Fulton, J., Kuit, J., Sanders, G. and Smith, P. (2013). The professional doctorate: a practical guide. Macmillan Research Skills. London: Red Globe Press.
Lynch, R. (2021). Strategic Management. 9th ed. London: Sage.
Moon, J. (2000), Reflection in Learning and Professional Practice.  Oxford: Routledge.
Moon, J. (2004), A Handbook of Reflective and Experiential Learning: Theory and Practice, Oxford, Routledge Falmer
Mullins, L. (2019). Organisational Behaviour in the Workplace. 12th ed. Harlow; Pearson.
Ortlipp, M, (2008), Keeping and Using Reflective Journals in the Qualitative Research Process, Qualitative Report, 13(4) pp695-705.
Pedler, M, Burgoyne, J, & Boydell, T. (2013), A manager's guide to self development. Maidenhead, England, McGraw-Hill Education Professional
Raelin, J.A. (2008), Work-Based Learning: bridging knowledge and action in the workplace. San Francisco: Jossey Bass
Rollinson, D. (2008). Organisational Behaviour and Analysis: an integrated approach. Pearson: Harlow.
Schon, D. (1995), The Reflective Practitioner: How Professionals Think in Action, Aldershot: Arena.
Silvia P. (2018). “How to Write a Lot: A Practical Guide to Productive Academic Writing”, 2nd ed. Washington: American Sociological Association.
Wallace M. 2021. “Critical Reading and Writing for Postgraduates”, 4th ed. London: Sage Publications

Suggested research texts
Bell, E., Bryman,  A. and Harley, B.. (2019), Business Research Methods,  Oxford University Press: Oxford
Easterby-Smith, M., Thorpe, R. and Jackson, P. (2015) Management & Business Research. [5th Edition]. Sage.
Hallebone, E.  and Priest, J. (2009). Business and Management Research: paradigms and practices. Basingstoke: Palgrave
Johnson, P. and Duberley, J. (2003), Reflexivity in Management Research, Journal of Management Studies, Vol. 40, (5),pp. 1279–1303
Saunders, M., Lewis, P., Thornhill, A. (2019). Research methods for business students. Harlow: Pearson

Websites
The Researcher Development Framework (RDF) https://www.vitae.ac.uk/researchers-professional-development/about-the-vitae-researcher-development-framework
The Open University Digital and Information Literacy Framework (OU DILF) https://www.open.ac.uk/libraryservices/pages/dilframework/
Jisc Digital Capabilities Framework https://repository.jisc.ac.uk/7278/1/BDCP-DC-Framework-Individual-6E-110319.pdf

Other resources determined by the teacher/tutor/lecturer.