Expectations for PhD Students
Department of Management
Mays Business School, Texas A&M University
Updated December 2013
The PhD degree in business administration - management is the highest academic achievement in the
field of management. The Department of Management doctoral program in Mays Business School at
Texas A&M University has two related objectives:
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Prepare students to conduct high-quality research relevant to private or public organizations, to
direct research by others, and to communicate research findings through teaching and writing
Prepare students for the varied responsibilities and opportunities of careers at leading research
universities
1st year*:
General Goals: The focus should be on learning the core content in the field; learning the research
process and beginning to develop research skills (e.g., literature reviews, developing theory and
hypotheses, writing, study design, analyses) that will lead to substantive contributions to research
projects; diving deep into the literature (this includes both assigned reading in classes and being
proactive in going beyond the class work and/or engaging in “remedial” background reading to help the
student understand the class content); beginning to develop one’s own research interests; and
becoming familiar with the standards of performance and conduct in the field and the profession.
Actions:
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Fully engage in all of the courses (e.g., complete assigned readings, come to class prepared,
engage in class discussion, put forth maximum effort on papers and exams).
Engage with Department faculty on their research projects (typically the two faculty to
whom the student is assigned). Demonstrate initiative and follow-through (i.e., timely and
high-quality deliverables) in working on projects with faculty.
Evaluation Criteria:
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Positive evaluations (based on components detailed in the previous two sections) from
departmental faculty who had the student in class.
Positive evaluations (based on components detailed in the previous two sections) from
departmental faculty for whom the student has had RA assignments.
Substantive contribution, as assessed by a faculty member, to a research project with a
Management faculty member that has the potential to lead to a conference paper and
journal submission.
Completion and submission of a document and presentation to the faculty that details the
one or two research projects in which the student was involved this year (by May 31st).
Components to be summarized (in 3-4 pages) include (a) the overall research question and
what contribution this makes; (b) a brief description of the methods pursued to answer this
question; (c) what was accomplished with this project in the past year; (d) what the student
specifically contributed to this project; and (e) plans and timeline for this project going
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forward. This form will be signed by the faculty member(s) supervising this research, but the
document itself must be entirely the student’s own work and will be placed in the student’s
file.
Earning of an A or a B in all graduate courses.
2nd year*:
General Goals: Goals for this year build on those from the first year. There is a continued emphasis on
developing professional and research skills and a strong knowledge base in the literature of the field and
other literatures relevant to the students’ research interests. This is supplemented with an increasing
emphasis on critical thinking, scholarly insight and argumentation, and the independent development of
research ideas. By the end of the second year, students should have acquired and demonstrated the
competencies to conduct high-quality literature reviews; articulate research questions and develop the
underlying theory and hypotheses; write well; design a methodologically strong study that is
appropriate to the research question (and be versed in multiple methodologies); and appropriately
analyze research data (via multiple techniques).
Actions:
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Continue to engage fully in all of the courses (e.g., complete assigned readings, come to
class prepared, engage in class discussion, put forth maximum effort on papers and exams).
Class contributions to discussion and course papers should show increasing levels of
independent thinking and the development of one’s own research ideas.
Begin studying for comprehensive exams (to be completed the Summer after the 2nd year).
Continue to engage with Department faculty on their research projects (possibly beyond the
two faculty to which the student is formally assigned for RA duties). In addition to
demonstrating initiative and follow-through on these projects, it becomes increasingly
important to make substantive contributions to these projects and demonstrate
independent thinking and the development of one’s own research ideas.
In addition, by the end of the second year, students should have demonstrated initiative in
seeking out at least one research project with a faculty member where the student can
begin to take a major role with the project.
Students must also attend a faculty member’s class for the entire semester (which the
student will be teaching the following year) to learn and model teaching effectiveness.
Evaluation Criteria:
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Positive evaluations (based on components detailed in the previous two sections) from
departmental faculty who had the student in class.
Positive evaluations (based on components detailed in the previous two sections) from
departmental faculty for whom the student has had RA assignments and any other
departmental faculty with whom the student is working on research.
Completion and submission of a document that details at least two research projects in
which the student was involved this year (by May 31st). Components to be summarized (in
approximately 3-4 pages) include (a) the overall research question and what contribution
this makes; (b) a brief description of the methods pursued to answer this question; (c) what
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was accomplished with this project in the past year; (d) what the student specifically
contributed to this project; and (e) plans and timeline for this project going forward. This
form will be signed by the faculty member(s) supervising this research, but the document
itself must be entirely the student’s own work.
A “passing” level of performance on the comprehensive exams.
By the end of the second year, there is an expectation that each student will contribute
substantively to and have earned an authorship role on at least one paper (preferably two).
These papers should be presented at national conferences and they should be aimed for
submission to leading management journals.
Earning of an A or a B in all graduate courses.
3rd year*:
General Goals: Goals for this year build on those from the prior years. Upon demonstrating knowledge
of the literature and competence as a scholar (via passing the comprehensive exam), students will begin
to develop their own intellectual contributions on research projects. They will be expected to initiate
such projects and lead them through the entire research cycle from design to publication (with the help
of one or more faculty members). Students will now actively use and rely on the competencies to
conduct high-quality literature reviews; articulate research questions and develop the underlying theory
and hypotheses; write well and know how to use writing for various purposes (e.g., writing a paper vs.
responding to reviewer comments); design a methodologically strong study that is appropriate to the
research question (be versed in multiple methodologies and how they integrate and support each
other); and appropriately analyze research data (via multiple techniques).
Actions:
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Continue to engage with Department faculty on their research projects with demonstrated
initiative, independent thinking, and follow-through on these projects.
Contribute novel and critical insight to research projects as part of the RA assignment and to
other projects with which the student is involved.
Develop multiple research ideas with potential for a dissertation topic.
Teach two classes.
Although most coursework will be complete, students should continue to engage in their
courses (e.g., complete assigned readings, come to class prepared, engage in class
discussion, put forth maximum effort on papers and exams). Class contributions to
discussion and course papers should show increasing levels of independent thinking and the
development of one’s own research ideas.
Evaluation Criteria:
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If applicable, earning of an A or a B in all graduate courses.
Positive evaluations (based on components detailed in the previous two sections) from
departmental faculty who had the student in class.
Positive evaluations (based on components detailed in the previous two sections) from
departmental faculty for whom the student has had RA assignments and any other
departmental faculty with whom the student is working on research.
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Completion and submission of a document that details at least two research projects in
which the student was involved this year (by May 31st). Components to be summarized (in
approximately 3-4 pages) include (a) the overall research question and what contribution
this makes; (b) a brief description of the methods pursued to answer this question; (c) what
was accomplished with this project in the past year; (d) what the student specifically
contributed to this project; and (e) plans and timeline for this project going forward. This
form will be signed by the faculty member(s) supervising this research, but the document
itself must be entirely the student’s own work.
1-2 papers under review for publication at leading management journals.
1-2 additional projects at the development stage (e.g., data collection in progress,
conceptual arguments being outlined).
4th year*:
General Goals: Goals for this year build on those from the prior years. The student will continue to
develop and demonstrate independence as a scholar. Objectives for this year will be developing a
dissertation proposal and advancing the work done in previous years toward publication in leading
journals.
Actions:
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Continue to engage with Department faculty on research projects with demonstrated
initiative, independent thinking, and follow-through on these projects.
Initiate novel research ideas and demonstrate ability to lead a project from design to
publication (with the assistance of one or more faculty members). Provide critical insight to
research projects as part of the RA assignment and to other projects with which the student
is involved.
Successfully defend dissertation proposal by the end of the summer following the 4th year.
Teach two classes.
Coursework should be completed. If applicable, continue to engage in all of the courses
(e.g., complete assigned readings, come to class prepared, engage in class discussion, put
forth maximum effort on papers and exams). Class contributions to discussion and course
papers should show increasing levels of independent thinking and the development of one’s
own research ideas.
Evaluation Criteria:
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Positive evaluations (based on components detailed in the previous two sections) from
departmental faculty who had the student in class (if applicable).
Positive evaluations (based on components detailed in the previous two sections) from
departmental faculty for whom the student has had RA assignments and any other
departmental faculty with whom the student is working on research.
Completion and submission of a document that details at least two research projects in
which the student was involved this year (by May 31st). Components to be summarized (in
approximately 3-4 pages) include (a) the overall research question and what contribution
this makes; (b) a brief description of the methods pursued to answer this question; (c) what
was accomplished with this project in the past year; (d) what the student specifically
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contributed to this project; and (e) plans and timeline for this project going forward. This
form will be signed by the faculty member(s) supervising this research, but the document
itself must be entirely the student’s own work.
Paper accepted or under late round review at a leading journal.
1-2 additional papers under review for publication at leading and/or respected journals or
nearing completion for journal review.
If applicable, earning of an A or a B in all graduate courses.
5th year*:
General Goals: The student will demonstrate independence as a scholar through the dissertation work
and increasingly taking on leadership roles on research projects. In this final year in the program, the
student should have acquired the ability and demonstrated motivation to contribute excellence as a
soon-to-be faculty member through, for example, the development and management of research
projects, understanding and management of the review process, and the development and
management of courses and related teaching expectations. The student should be actively working
toward establishing himself-herself as a “thought leader” in his/her specific field.
Actions:
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Coursework should be completed.
Continue to move existing projects toward publication, with a focus on first-authored work.
Continue to engage with Department faculty on their research projects with demonstrated
initiative, independent thinking, and follow-through on these projects.
Contribute novel and critical insight to research projects as part of the GA assignment and
with other faculty in which the student is involved.
Dissertation proposal has been defended; active focus on the dissertation.
Manage multiple research projects with varying leadership roles.
Teach two classes (no classes allowed the summer following the 5th year).
Present a practice job talk in front of Department faculty early in the Fall semester of the 5th
year.
Evaluation Criteria:
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Positive evaluations (based on components detailed in the previous two sections) from
departmental faculty for whom the student has had RA assignments and any other
departmental faculty with whom the student is working on research.
Completion and submission of a document that details at least two research projects in
which the student was involved this year (by May 31st). Components to be summarized (in
approximately 3-4 pages) include (a) the overall research question and what contribution
this makes; (b) a brief description of the methods pursued to answer this question; (c) what
was accomplished with this project in the past year; (d) what the student specifically
contributed to this project; and (e) plans and timeline for this project going forward. This
form will be signed by the faculty member(s) supervising this research, but the document
itself must be entirely the student’s own work.
1-2 publications at leading and/or respected journals.
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Several additional papers at varying stages (e.g., 1-2 papers under review or revision, 1-2
papers drafted and preparing for review, 1-2 projects in progress whereby data is being
collected and/or conceptual ideas developed). Ideally, lead author on one paper other than
dissertation.
Effectiveness in teaching as indicated by developing and managing two courses, strong
teaching evaluations, and positive student comments.
*Mandatory requirements across all years:
Attend all department colloquia and job talks.
Maintain presence in the office to engage with faculty and fellow student colleagues
Balance research and teaching expectations
Present at national conferences
Maintain involvement with professional associations (e.g., attend consortia of national
conferences)
Represent our department in a positive manner at national conferences and other professional
settings
Be proactive in developing research skills and competencies as needed beyond program
offerings
Take ownership of one’s professional development including asking questions of faculty and/or
Doctoral Program Committee and seeking clarification on expectations, but also demonstrating
independence in professional development
To receive any MGMT 691 credit (research hours), a student must submit a brief write-up (prior
to grades being due for that semester) regarding what was accomplished to justify the credit in
research hours.
Contribute positively to a collegial and professional atmosphere at work.
Display ethical behavior in research, teaching, and other aspects of work.