The Doctorate of Business Administration (DBA) programme is designed for practitioners that want to conduct research within their professional work environment with a view to develop their organisation further. The programme emphasises applied research, focusing on practical business problems and addressing real-world issues faced by organisations. DBA candidates conduct research with the intention of generating actionable insights and solutions that can be directly applied to business settings. In contrast, PhD programs in business often focus on theoretical and conceptual research, aiming to contribute to the academic knowledge base.

This DBA is a cohort-based programme, with study groups of 8 candidates that are guided through their research project by our expert academic team with a view of developing the competencies to plan and conduct independent research within their professional work environment.

The programme is comprised of nine modules through which the students will work to advance their research project, so to gain doctoral level research skills and competencies through a combination of obtaining the theoretical and practical understanding on how theoretical concepts are applied within the respective business research field. The research achievements and developments made in each of the modules will culminate in the final thesis and together with the Viva Voce form the base for the final award of the doctoral research degree.

This programme offers students a flexible learning schedule that will take between three to five years to complete, with the minimum time frame being three-years. Alongside the programme’s regular study modules students are provided with extension tracks to accommodate for the case that some research phases might require extended periods of time, and for balancing studies with work and personal life. The programme can also be completed part-time over a minimum study period of six-years.

Applicants to the programme must satisfy the following admission requirements:

1. Prior formal qualifications – To be admitted to the DBA Programme the following formal qualifications must have been already obtained:

   • A Master’s degree (MQF level 7 qualification) obtained within the European Higher Education Area (EHEA), or a comparable degree from outside the EHEA.
   • A pre-Bologna 3 to 4 years degree from an institution within the European Higher Education Area (EHEA) that grants access to doctoral programmes at the national level in the country of issue.

2. Professional experiences – To be admitted to the DBA Programme the following professional experiences must have been already obtained:

   • 5+ years experience in the field of business and management, or in a field that required the execution of business and management roles.

3. Language skills – The applicant must be fluent in English, which prove needs to be satisfied through either tests or practical experience.

   • For the case of tests, the following minimum scores apply:

     • A TOEFL score of 550 (Paper Based Test), 213 (Computer Based Test), 79 (Internet Based Test).
     • An IELTS score of 6.5.
     • A Pearson Test of English (PTE A) score of 50-57.
     • A Cambridge English Advanced test score of 52.
   • For the case of practical experience an employer statement shall be produced stating that English is a principal language at the place of work.

Students who meet the entry requirements are admitted enrolling to the programme’s first year probation period (2 years for part-time).

The passing of the “Module 3: Research Methodology” oral examinations is the point when students have successfully completed their probation period.

Within the one-year probation period (2 years for part-time) students must have at the minimum completed the “Module 1: Research Objectives” and the “Module 2: Doctoral Thesis Research Proposal”. By doing so, the probation period is extended by another four months (8 months for part time) to allow for the successful completion of “Module 3: Research Methodology”.

Download Programme and module learning outcomes.

Download DBA Programme Assessment Grid.

The target group of this Doctorate in Business Administration (DBA) programme consists of professionals (aged 31 or above) who already have significant experience in the field of business and management (5+ years). The DBA programme is designed for individuals who aspire to advance their careers to the highest levels of leadership and seek to make significant contributions to their organisations and the business community. The specific target group of this programme includes:

1. Experienced Business Professionals: The DBA programme is targeted towards mid-career or senior-level professionals who have already acquired substantial work experience in managerial or leadership roles.
2. Executives and Entrepreneurs: The DBA programme is further targeted at candidates that come from executive positions or entrepreneurial backgrounds. They may be CEOs, business owners, directors, or managers who want to deepen their understanding of business concepts, gain academic research skills, and expand their networks.
3. Consultants and Advisors: Professionals working in consulting or advisory roles will find this DBA programme well suited to gain advanced knowledge and research expertise that can enhance their consulting practices. They aim to provide strategic insights and solutions to organisations based on rigorous research and academic rigor.
4. Industry Specialists: Individuals with specialised industry knowledge, such as healthcare, finance, technology, or hospitality, may want to pursue this DBA programme to deepen their expertise within their respective industries. Through this DBA programme they can leverage their industry-specific knowledge and research skills to contribute to knowledge development and practice in their field.

Download Full time programme total hours of learning and per module.
Download Part time programme total hours of learning and per module.

This section outlines the main pedagogical aspects of the programme.

• Use of scientific inquiry as the principle pedagogical approach

  The programme applies the principles of scientific inquiry and follows the essential features of classroom inquiry as outlined by the National Research Council (2000):

  1. Use of scientifically oriented questions.
  2. Giving priority to evidence in responding to questions.
  3. Formulation of explanations from evidence.
  4. Connection of explanations to scientific knowledge.
  5. Clear and logical communication and justification of the explanations.

  Students are provided with a pre-defined set of instructional and learning materials but will be expected to make extent use of (self-selected) information, such as scientific publications, databases, and other secondary data.

• Learning through and from exposure

  The programme also acknowledges the potential to learn as a result of exposure (Unger & Sloutsky, 2022). The programme is structured in a way that maximises the exposure of the student to a wide number of scientific experts, as well as to learn from and with their peers.

  This is a tremendous opportunity for the student to gain perspectives and to benchmark their work against the one of their peers. This will allow students to gradually mature into an independent researcher, to learn about the do´s and don´ts of scientific research, about what is reasonable and what is unrealistic, and what is up to the standard and what not.

  There are 6 advanced courses, each with a duration of two months, that will be given by a scientific expert on the different phases of planning and executing scientific research projects.

  There are 3 mentored periods, each with a duration of two months, during the critical research preparation and execution phases where students will be assigned a personal mentor with expertise in the student’s research project scientific area.

  There are 9 periods of self-directed development in the study clubs, each period lasting for two months (six month for part time), where students engage with their cohort chair in weekly live video-orientation sessions and receive written feedback on their drafts.

  Students will attend 9 conferences, one at the end of each of the nine study modules, where they will present their work to two experts from the scientific committee.

  References

  National Research Council, (2000). Inquiry and the National Science Education Standards – A Guide for Teaching and Learning. Available from https://nap.nationalacademies.org/catalog/9596/inquiry-and-the-national-science-education-standards-a-guide-for

  Unger, L., & Sloutsky, V. M. (2022). Ready to Learn: Incidental Exposure Fosters Category Learning. Psychological Science, 33(6), 999–1019. https://doi.org/10.1177/09567976211061470

• Learning through constant engagement with the literature

  The nature of the literature review

  The literature review process is not a one-time-off activity, but a continuous process that accompanies the student from start to finish. What changes over time is, however, the purpose on why to engage with the literature, as well as the motivation for what one is seeking.

  At the initial stage (around Module 1) the literature primarily provides perspectives and a theoretical underpinning about the wider research field.

  Once the research problem becomes clearer (around Module 2) the literature is read with a view on the identification of related research, what is already known, and how this knowledge was created.

  At that point in time (around Module 3) the literature takes on a crucial role in the scoping and shaping of one’s own research project by building on related studies and therefore in a structured manner and to advance the existing state of the art.

  As such, the literature guides the researcher (around Module 4) on how to conduct the research, to collect data, build on established practice, and understand what could go wrong and what mitigations might be taken.

  Once the data has been collected the literature then serves as a mean to critically analyse the data against the existing knowledge from within the literature (around Module 5).

  While in the later stages (from Module 6 onwards) the literature takes on a less prominent role, there still will be a continued engagement with the literature and with a view of benchmarking one’s work and to stay informed on how the research field progresses. At that point in time the literature is perhaps less relevant for the doctoral thesis research project, but more relevant for the personal development as a knowledgeable scholar.

  Module specific versus research specific literature

  The students are expected to engage with both, module specific and research specific literature. Module level readings apply to all students and are geared to take the students through the research cycle. In addition to this, the students are also expected to engage with specific business literature within the field of their respective research project. The identification of research specific literature is an active element within the interaction with the cohort chairs, course tutors, mentors, club chairs and, notably, the supervisor.

• Learning from Research Scoping Lectures

  The DoctorateHub has been running research scoping lectures since 2017 and build up over these years a repository with well above 100 recorded sessions (see https://www.doctoratehub.com/webinars) that cover all aspects of doctoral research generally and business related research specifically. These resources are tightly integrated in the DBA programme and its modules.

  During the first three modules research scoping lectures are used as a mean to introduce the student to:

  1. Business and management research foundational topics

     To allow students a smooth entry into the DBA programme a set of research scoping lectures will be provided to students within the first three modules. A set of pre-selected topics is included in the Module descriptions. Additional topics will be covered upon students’ request and identified student needs and interests.

     During the modules four to nine research scoping lectures will be organised alongside common focal points of research, such as on research methodologies, data collection techniques, critical analytics, writing skills, research presentation and communication, etc.

  2. The faculty and subject matter expertise

     The DoctorateHub faculty members will run research scoping lectures where they introduce their research fields to provide students with a perspective on how to develop their research. The lectures will also serve as a mean for students and faculty members to get to know each other and therefore to support the matching of students and future supervisors.

     The typical duration of research scoping lectures is 45 to 90 minutes with the first half of the session taking a lecturing format and the other half being reserved to a group discussion.

     Research scoping lectures are expected to take place on average each second week (4 weeks for part time).

This Doctorate in Business Administration (DBA) programme prepares individuals for a wide range of occupations across various sectors. The programme equips graduates with advanced knowledge, research skills, and expertise in business administration, making them well-suited for roles that require high-level strategic thinking, research capabilities, leadership, and decision-making. Some occupations for which this DBA prepares individuals include:

1. Senior Executives: DBA graduates often pursue executive-level positions in organisations, such as Chief Executive Officer (CEO), Chief Operating Officer (COO), Chief Financial Officer (CFO), or Chief Marketing Officer (CMO). The program provides them with the skills and knowledge necessary to lead organisations, formulate and implement strategic plans, and drive business growth.

2. Management Consultants: DBA graduates are well-positioned to work as management consultants, advising organisations on various aspects of their operations, such as strategy development, organisational change, process improvement, and performance optimisation. They can provide valuable insights based on their advanced knowledge and research expertise.

3. Business Researchers: DBA graduates can work as business researchers in think tanks, research institutions, or corporate research departments. They can conduct research studies, analyse market trends, explore industry-specific challenges, and provide strategic insights to inform decision-making.

4. Entrepreneurship and Startups: DBA graduates may choose to start their own businesses or join startups. Their advanced knowledge of business administration, strategic thinking abilities, and research skills can be valuable in developing business plans, identifying market opportunities, and navigating the complexities of launching and managing a business.

5. Government and Public Sector: DBA graduates can pursue careers in government agencies, regulatory bodies, or public sector organisations. They can contribute their expertise in strategic planning, policy development, and decision-making to address complex economic and business challenges at a national or international level.

6. Not-for-profit and Social Impact Organisations: DBA graduates can make a difference in not-for-profit organisations, social enterprises, and NGOs. They can apply their business acumen and strategic thinking to drive sustainable growth, implement effective management practices, and achieve social impact.

7. Industry Specialists and Thought Leaders: DBA graduates with specialised knowledge in specific industries, such as healthcare, finance, technology, or sustainability, can become industry specialists and thought leaders. They can contribute to industry-specific research, provide expert insights, and shape the direction of their respective fields.

It is important to note that the career paths and occupations pursued by DBA graduates may vary based on individual interests, specialisation areas, prior experience, and market demand. The program equips individuals with the skills and knowledge to excel in a wide range of leadership, research, and consulting roles across diverse sectors.