DBA as an enabler of future management practice – case study insights and reflections from recent graduates

Abstract

Purpose The purpose of the study is to explore a Doctorate in Business Administration (DBA) programme in the context of a small emerging Irish university as an enabler for future management practice development. Design/methodology/approach The research comprises a literature review and a single case study focused on a single DBA graduate of a DBA programme embedded in a new technological Irish university. Findings Findings indicate that the DBA supports a unique form of managerial learning supportive of the development of future management practice in graduates. Specifically, such managerial learning emerges from the embracement of differences by both faculty and students; guidance by faculty in opening students to uncertainty and unknowing and in supporting students towards becoming architects of socio-technical organisational change. Ultimately, the DBA graduate is not viewed as leaving the programme, with novel management practices that are time-bound, rather they are imbued with a learning potential supportive of continual management practice development into the future. Theoretically, the authors extend studies that indicate the potential of the DBA as a mechanism for management practice development, indicating the role of managerial learning in context. Research limitations/implications The research is limited to a single case study of a DBA programme embedded in a new technological Irish university and draws from the perspective of one key informant graduate. Hence, future research into how managerial learning impacts new management practice development in the context of other universities is encouraged. Practical implications The central role of managerial learning promoted in the DBA within this new technological university indicates two practical implications of the research. First, both organisations and students considering DBA education as a means of developing future management practices are encouraged to contemplate such education through the lens of managerial learning. It is anticipated that such contemplation will improve preparedness. Second, business schools are encouraged to contemplate improving their programmes through the managerial learning lens, with such improvement activating potential in marketing the DBA to both students and organisations. Originality/value Theoretically the authors extend existing studies that indicate the potential of the DBA as a mechanism for management practice development. Specifically the role of contextual managerial learning is articulated, and is argued to support a management practice development capable of continual transformation.