RBDOCFBA - Doctor of Business Administration

About the course, its strategy towards teaching and learning and towards blended learning/e-learning

The Doctorate of Business Administration is a professional doctorate programme which is distinctive in that its aim is to contribute to both knowledge and practice for responsible business/ management through undertaking doctoral research. Central to this DBA is the development of the self-awareness required for purposeful and socially responsible practice. It makes a unique contribution to the market and aligns with the principles of inclusivity and social justice expressed in the university’s mission and strategy. It is an integrated course, meaning that each module taught at Level 7 progressively enables each student to focus on their own research interest, which will then constitute a research study at Level 8

The course offers two distinct routes;

Route 1 Hybrid FT/PTDL: for international students: FT face-to-face (180 credits at L7) followed by PT distance learning (360 credits at L8)

Route 2 PTDL: for home and international students: PT Distance learning

Course principles

Principle one - Courses inspire experiential learning that truly transforms lives: developing confident, creative & connected professionals
This professional doctorate is designed for senior executives, managers and leaders from a wide range of sectors and backgrounds wishing to develop their professional knowledge, research and problem-solving skills to tackle complex issues in contemporary business and organisations. Working at the intersection of theory and practice, students will engage in active scholarship to achieve sustainable, organisational impact. This programme will enhance students’ professional capability, creativity and credibility, impacting positively on their self-development, career options and organizational outcomes.

Principle two - Courses meet the needs of our diverse communities
This programme is designed inclusively in order to meet the needs of our diverse student communities situated both locally and internationally. Through its flexible design (interdisciplinary content themes and multi-faceted assessment), it will appeal to senior executives, managers and leaders from a highly diverse range of sectors and organisations, reaching from IT, financial services to the arts and creative industries as well as higher education. Employers supporting candidates for the LMU DBA will benefit from the development of both individual specialist knowledge and practice development, international networking opportunities and work-related, robust research and problem-solving techniques enabling a sustainable, competitive advantage.

Principle three - Courses are part of a coherent portfolio within a professional/ practitioner subject area
This programme completes GSBL’s portfolio of business and management courses as it creates potential student pathways from foundation year through to post-experience doctoral study. Alongside GSBL’s PhD programme, the DBA programme will prove to be a valuable, distinct progression route for senior executives, managers and leaders driven by a desire for self development as practitioner researchers and making a sustainable difference to their organisation through work-related research. Awareness of the ethical challenges associated with being practitioner researchers and navigating research ‘at home’ will be emphasised throughout.

Principle four - Courses enable students to develop as inclusive, collaborative and socially responsible professionals in their discipline
On this DBA, students will work collaboratively to analyse organisations, practices and markets, and in addition synthesise literature for their own research, in order to explore their own contexts more critically and reflexively with the aim of finding sustainable solutions to key challenges in their working environment.

For Route 1:

During Stage 1, learning opportunities will involve weekly on-site interactive workshops, lectures, seminars and supervisory meetings and additional online and independent activities. This approach will allow international students to develop in a supportive student community engaged in active learning and networking

For Route 2:

Learning opportunities will involve synchronous and asynchronous virtual delivery modes of interactive workshops, lectures, seminars and supervisory meetings. Such a blend of activities will offer a flexible learning journey – also open to international students – and enable a supportive student community engaged in active learning and networking.

Teaching strategy

Overview
The DBA will enable students to:
• Develop a deep and critical understanding of key conceptual and theoretical underpinnings of their chosen area of research into business, management, organizations and scholarship for business education.
• Develop personal, consultancy, problem solving and research competences so that they demonstrate criticality when undertaking rigorous, original and work-related research at doctoral level.
• Create and interpret knowledge demonstrating enhanced performance, evidence-based practice and reflexivity as an experienced responsible professional.

The DBA course is organized for all students in 2 main stages

Stage 1: students will complete modules that enable them to plan their DBA journey, become aware of issues associated with organizational research, gain a theoretical foundation in relevant areas of organization and management studies. and gain a sound foundation in research methods. They will also design, have agreed and undertake a relevant small-scale research project which will enable them to devise a full research proposal when progressing to Stage 2.

Stage 2: students will create a full research proposal and when agreed, will conduct their organisational research project and receive supervision. They can choose either an academic or consultancy focused route.

Built into this design are three potential exit points with PG Cert, Dip and MSc qualifications.

Induction
All students will receive a full induction programme prior to the commencement of the course. This will include information on course nature and structure, expectations of staff and students, key deadlines, administrative procedures, introduction to the library and learning resources, the student and staff community and other factors

Student support
Students will be provided with support throughout their studies including meetings with their tutors, access to academic mentors, the Open Language Programme (OLP), the GSBL librarians, Research and Postgraduate Office activities, and GSBL research activities. A spirit of ‘communitas’ between course members will be promoted so encouraging peer support

Research Ethics

As a doctoral researchers at the University, all students must ensure that research is conducted according to appropriate ethical, legal and professional frameworks, obligations and standard, and are required to comply with the University’s research ethics policy which may be seen here https://student.londonmet.ac.uk/your-studies/mphil--phd-professional-doctorates/research-ethics/

All doctoral students must have full ethical approval before any data collection begins.

Course structure and delivery pattern

The two routes to the DBA will have delivery modes as follows:

Route 1: a ‘hybrid’ programme for international students: 12 months FT face-to-face (180 credits at L7) followed by 3 /4 years PT distance learning (360 credits at L8)

Route 2: a distance learning programme for home and international students: up to 6 years PT Distance learning

Both routes will providing learners with flexible opportunities to collaborate and connect. Indeed, students will be part of a strong DBA and wider PGR learner community with access to all PGR resources, skills training and attendance of/presentation at the annual LMU PGR Student/Staff conference

It is anticipated that course structure , delivery pattern and attendance/engagement will be organized as follows:

• Route 1: ‘Hybrid’ FT/PT Distance learning. September intake only

Stage 1: 12 months Full time face to face (180 credits at L7)

Autumn semester

MN7207 Planning your DBA journey (20 credits)

MN7208 Contemporary issues in organisations and management (40 credits)

Modules will be taught in parallel and students will be engaged in weekly activities across the equivalent of 3 days per week plus additional independent and research-related tasks.

Spring semester

MN7209 Developing as a practitioner researcher (20 credits)

MN7210 Fundamentals of organizational research (40 credits)

Modules will be taught in parallel and students will be engaged in weekly activities across the equivalent of 3 days per week plus additional independent and research-related tasks

Summer semester

MN7P64, Impacting organizational practice: research pilot study (60 credits)

Block delivery and individual tutorials during the first 4 weeks followed by blended supervision and peer activities

Stage 2: Part-time distance learning (360 credits at L8)

MN8P02DL Organisational research project: (360 credits)

The programme aims to advance candidates’ proficiency in the analysis and problem-solving of contemporary business and organisational issues of their own choosing and that are pertinent to socially responsible business and management practice in a wide range of sectors and organisations. The course has three main aims:
- to contribute to knowledge and practice in the area of business and organisations;
- to contribute to the sustainable effectiveness of the organisation in which the research project takes place;
- to enhance the professional competence of the learner as a practitioner researcher.

The programme promotes the use of a range of teaching, learning and assessment methods, which develop the students’ intellectual abilities, self-confidence and ability to study independently.

The course has been devised with reference to the subject benchmark statement for L8 doctoral study. The subject specific knowledge and skills, cognitive abilities and non-subject specific skills outlined in the benchmark statement are referenced in the relevant sections of this document.

On successful completion of the programme students will be able to:

1. Demonstrate confidence, resilience, ambition and creativity and will act as inclusive, collaborative and socially responsible practitioners/professionals in their discipline (LO11)
2. Design and implement an original research or advanced scholarship project to a standard acceptable at level 8 with an immediate relevance to organisations (LO1)
3. Demonstrate research design capability and analysis skills in order to support work at a doctoral level (LO2)
4. Develop a sound understanding of the relevant conceptual and theoretical underpinnings of the chosen area of research to enhance professional practice in organisations (LO3)
5. Gain the ability to apply key problem solving and critical thinking skills to achieve a set of objectives and make informed judgements on complex organizational issues (LO4)
6. Apply for ethical approval and adhere to ethical standards in order to recognise, evaluate and minimise the risks involved in the research design and execution and its impact on the environment (LO5)
7. Aim to provide or create new knowledge and / or solutions that can maybe applicable to similar contexts (eg, product or service, function, organisation, market, geography) (LO6)
8. Demonstrate practical impact through research and applied problem-solving techniques (LO7)
9. Discuss confidently from an informed position the use and impact of research within different organisational contexts (LO8)
10. Communicate effectively and disseminate research output and creative solutions to various audiences including contextual stakeholders (LO9)
11. Enhance individual performance as a reflective practitioner and enhance professional skills and practice (LO10)

The course will equip students with the knowledge, skills and attributes to achieve a set of objectives and use research techniques within different business and organisational contexts as a vehicle for personal and organisational improvement and development. Students will gain a distinctive qualification to pursue senior management positions in a variety of organisations both at national and international levels. The course brings together university and School distinctiveness, and - as it is inherently multidisciplinary - refers to the QAA statement for L8 doctoral study.

https://www.qaa.ac.uk/docs/qaa/quality-code/doctoral-degree-characteristics-statement-2020.pdf

Principles
The course adopts the four assessment strategy principles of the School that are developed in the spirit of the university’s Equality and Social Justice Framework. These are:
i) The School is committed to ensuring that each student should not have more than 2 assessment points per 20 credit module.
ii) We provide balanced forms of assessment, both in terms of its overall volume (measured in terms of assessment points and output required (see Table below)) and the types used.

Assessment Tariffs
20 credits: 1 assessment point: Individual essay: 3,000 words
20 credits: 2 assessment points: 60% essay/40% exam: 1800 words/80 minutes
20 credits: 1 assessment point: exam: 3 hours
20 credits: 2 assessment points: 20% group presentation/80% individual report: 20 minutes(1,000 words)/2000 words

iii) At PGR level group activities are part of the learning and teaching strategies but assessment should be at the level of the individual. Thus, assessment should focus on individual reflections and learning from participating in a group activity.
iv) Flexibility/choice in assessment methods will be introduced wherever possible (subject to PSRB requirements and QAA subject benchmarks) in order to facilitate different learning studies and support personalization

• Course Strategy

Introduction

The course adopts an assessment approach that enables candidates to develop their research focus and their abilities as practitioner researchers from the first stage of the course through to being able to identify, undertake and report upon a practice-related research/consultancy study at Stage 2

Assessment and feedback practices: reflection, consideration of professional practice, and subject-specific and educational scholarship;

The LMU DBA assessment strategy adopts the principle of enabling candidates to develop as ‘reflective practitioners’ in the context of their own professional practice, and to record their developing awareness through reflexive accounts and impact statements at Stages 1 and 2. Advanced scholarship associated with contemporary organisational and research theory and practice is included in Stages 1 and 2. Pedagogical approaches will reflect advanced educational scholarship for doctoral development and include collaboration, supervision and the recognition of significant milestones.

Dialogue between staff and students to promote a shared understanding of the basis on which academic judgements are made;

A partnership approach will be developed between DBA candidates and the staff team to support the creation of an enabling academic and practitioner community such that the rationales behind academic judgements are transparent and freely available. Assessment criteria will be available for the programme and for each module. Written feedback relating to the criteria will be provided for each assessment item. In addition, feedforward will provide key areas for development.

The provision of opportunities to develop an understanding of, and the necessary skills to demonstrate, good academic practice;

Candidates will be introduced to the expectations of good academic practice from the first stage of the programme, The modules Planning your DBA journey and Developing as a Practitioner Researcher provide the opportunity to identify areas for development as academics and practitioner researchers, and to monitor progress on their development

The volume, timing and nature of assessment and how it enables students to demonstrate the extent to which they have achieved the intended learning outcomes;

Assessments in each Stage have been mapped to ensure candidates are able to demonstrate their learning and have enough time to do so to a high standard. The programme delivery patterns are also designed so that modules complement each other in terms of development requirements, content and type of assessment.

Formative assessment supporting students in preparing for summative assessment;

The LMU DBA has a developmental approach throughout. All formative opportunities are designed to support summative tasks.

Feedback on assessment is timely, constructive and developmental;

Feedback on assignments will be provided in line with university policy and will be designed to be constructive and support the development of the research project and the candidate as a practitioner researcher.

The processes for marking assessments and for moderating marks are clearly articulated and consistently operated by those involved in the assessment process.

The procedures for marking and moderation will be published in the Course Handbook and be open for scrutiny through the university’s quality enhancement processes

• Feedback and Feedforward

This is an integrated programme meaning that all the modules are connected, and designed to enable candidates to focus on preparing for their own doctoral research project.
As such, assessments are for learning, as opposed to of learning. The course team make active use of the guidance and feedback loop developed by Hounsell et al (2008), providing extensive advice on drafts prior to submission through 1-1 tutorials and then enabling candidates to discuss feedback so that it may feedforward into the next part of the programme.

Not applicable.

Transition from Level 7 modules (180 credits) to the Level 8 doctoral stage will normally require an overall Merit pass of 180 credits.
Exceptional circumstances may be taken into account at this point. For example where necessary, performance on the first 120 credits may be taken into account or employment circumstances. Candidates progressing to the doctoral stage will be required to present a full research proposal withing three months of commencement of this stage and attend a viva to defend the proposal

PG Cert Responsible organisational research
MN7207/ MN7207DL Planning your DBA journey
MN7208/MN7208DL Contemporary issues in organisations and management
PG Dip responsible organisational research
MN7207/MN7207DL Planning your DBA journey
MN7208/MN7208DL Contemporary issues in organisations and management
MN7209/MN7209DL Developing as a practitioner researcher
MN7210/MN7210DL Fundamentals of research design
MSc Responsible organisational research
MN7207/MN7207DL Planning your DBA journey
MN7208/MN7208DL Contemporary issues in organisations and management
MN7209/MN7209DLDeveloping as a practitioner researcher
MN7210/MN7210DL Fundamentals of research design
MN7P64/MN7P64DL Impacting organisational practice; research pilot study

Reflective practice is a core part of this DBA programme. It is embedded in the teaching and assessment of the 20 credit modules (Planning your DBA journey; Developing as a Practitioner Researcher) where students are asked to identify their individual position as a practitioner researcher, reflect on and plan for their practitioner research journey and skills development, and develop an impact plan for their doctoral research project. Students will also be asked to reflect on their practitioner research journey and include an impact assessment as part of their final doctoral research project.

The DBA is an internationally recognised qualification and equips the learner with a unique set of professional, research and problem-solving skills to enhance their ability to tackle complex problems in the workplace and inform sustainable decision making. Unlike traditional doctoral programmes, it is designed to meet the needs of senior executives, managers and leaders and extends their professional competencies to become independent, critical practitioner researchers. As such, the nature and focus of this DBA opens up a number of opportunities for career development in industry and academia. The DBA is equivalent to a PhD, but its focus on engaged scholarship and enhancing professional practice and work-related research makes it more suitable for senior managers and/ or for candidates who wish to progress in their chosen field.

The focus of the programme is on socially responsible, professional practice, and application in business and management. This course is designed to enhance your management practice and improve your career opportunities in your chosen field of business, setting you up to pursue senior management positions within national and international organisations.

The DBA is equivalent to a PhD but with a focus on enhancing professional practice and work-related research. Due to the nature of this course, you could also choose to develop a career in academia.

Examples of areas that previous DBA graduates have been employed in include health care, education, banking, business development, marketing, hospitality, family business, law, finance and corporate governance.

You will be required to have:

• a master’s degree with merit or an equivalent recognised qualification
• five years’ experience in an appropriate professional role
• satisfactory outline of research interest summarised on the DBA Application Support Form and a successful interview

Please complete the DBA Application Support Form and email this to our course leader, Dr Konstantinos Pitsakis, on k.pitsakis@londonmet.ac.uk.