Advertisement

How to Manage a Doctor of Business Administration: Now the Hard Selling Is Over

  • Simon J. Pervan
  • Michael A. Kortt
Reference work entry
Part of the University Development and Administration book series (UDAA)

Abstract

This chapter examines the recent past, the present, and the future of the Doctor of Business Administration (DBA), a degree that in Australia has experienced fluctuating fortunes and popularity. Due to its nature and its target cohort, the degree may be susceptible to the impact of external factors, including economic downturn, but that makes it timely to consider the future of the degree. The chapter commences with a detailed analysis of the trends in its enrolments and the numerical decline across the sector in the students enrolling. Then follows study of the providers, including the initial expansion in the number of universities offering the degree, but this analysis also revealing a “rise and fall” of the degree from the 1990s into the twenty-first century. For the future, the chapter asks and provides possible answers for questions a university should ask about offering the DBA, related to the degree, including being aware of a strong rationale, knowing the market and cost, finding industry partners among others, followed by recommendations for a university and the candidates to manage the degree.

Keywords

Professional doctorates DBA Doctorate of business administration Post graduate education 

References

  1. Australian Qualifications Framework Council (AQFC). 2013. Australian qualifications framework second edition. Adelaide: AQFC.Google Scholar
  2. Benner, P. 1984. From novice to expert: Excellence and power in clinical nursing practice, 13–34. Menlo Park: Addison-Wesley.Google Scholar
  3. Bourner, T., R. Bowden, and S. Laing. 2010. Professional doctorates in England. Studies in Higher Education 26 (1): 65–83.CrossRefGoogle Scholar
  4. Cowan, J. 2006. On becoming an innovative university teacher: Reflection in action. Buckingham: Society for Research into Higher Education & Open University Press.Google Scholar
  5. Edwards, A. 2009. Agency and activity theory: From the systemic to the relational. In Learning and expanding with activity theory, ed. A. Sannino, H. Daniels, and K.D. Gutierrez, 197–211. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
  6. Gardner, S.K. 2008. What’s too much and what’s too little? The process of becoming an independent researcher in doctoral education. Journal of Higher Education 79 (3): 326–350.CrossRefGoogle Scholar
  7. Graf, T. 2014. Global DBA survey. Professional doctorates in management, DBA Compass. http://www.dba-compass.com/Survey.
  8. Hopwood, N. 2010. A sociocultural view of doctoral students’ relationships and agency. Studies in Continuing Education 32 (2): 103–117.CrossRefGoogle Scholar
  9. Kortt, M.A., S.J. Pervan, and O. Hogan. 2016. The rise and fall of the Australian DBA. Education and Training 58 (4): 390–408.CrossRefGoogle Scholar
  10. Lawless, A., and L. McQue. 2008. Becoming a community of critically reflective HR practitioners: Challenges and opportunities within an MA partnership programme. Journal of European Industrial Training 32 (5): 323–335.CrossRefGoogle Scholar
  11. Maxwell, T.W., T. Evans and C. Hickey. 2004. Professional doctorates: Working towards impact. In Professional doctorates: The impact of professional doctorates in the workplace and professions. Proceedings of the 5th professional doctorates conference, 2004, 1–7. Geelong: Research Institute for Professional and Vocational Education and Training, Deakin University.Google Scholar
  12. McAlpine, L., and C. Amundsen. 2009. Identity and agency: Pleasures and collegiality among the challenges of the doctoral journey. Studies in Continuing Education 31 (2): 109–125.CrossRefGoogle Scholar
  13. McWilliam, E., P.G. Taylor, P. Thomson, B. Green, T. Maxwell, T. Widy, and D. Simons. 2002. Research training in doctoral programs: What can be learned from professional doctorates? Canberra: Evaluation and Investigations Report, Higher Education Division of the Australian Government Department of Education, Science and Training.Google Scholar
  14. National Board of Employment, Education and Training. 1989. Review of Australian graduate studies and higher degrees. Canberra: Department of Education, Employment and Workplace Relations, NBEET.Google Scholar
  15. National Board of Employment, Education and Training. 1990. Higher education courses and graduate studies. Canberra: NBEET.Google Scholar
  16. Neumann, R., and M. Goldstein. 2002. Issues in the ongoing development of professional doctorates: The DBA example. Journal of Institutional Research 11 (1): 23–37.Google Scholar
  17. Pervan, S., D. Blackman, T. Sloan, M. Wallace, A. Vocino and C. Byrne. 2016. Framing the socialisation process of the DBA candidate: What can universities offer and what should candidates bring? Studies in Continuing Education 38 (3): 1–19.CrossRefGoogle Scholar
  18. Sarros, J.C., R.J. Willis, and T. Hardie. 2004. The DBA in Australia and the Asia Pacific: Opportunities and challenges. International Journal of Organisational Behaviour 7 (8): 440–455.Google Scholar
  19. Sarros, J.C., R.J. Willis, and G. Palmer. 2005. The nature and purpose of the DBA: A case for clarity and quality control. Education and Training 47 (1): 40–52.CrossRefGoogle Scholar
  20. Scott, D., A. Brown, I. Lunt, and L. Thorne. 2004. Professional doctorates: Integrating professional and academic knowledge, Society for research into higher education. Maidenhead: Open University Press.Google Scholar
  21. Wallace, M., C. Byrne, A. Vocino, T. Sloan, S.J. Pervan, and D. Blackman. 2015. A decade of change in Australia’s DBA landscape. Education and Training 57 (1): 31–47.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2018

Authors and Affiliations

  1. 1.Swinburne Business School, Swinburne University of TechnologyHawthornAustralia
  2. 2.Director of Research, School of Business and TourismSouthern Cross UniversityGold CoastAustralia

Personalised recommendations