
Institute of Business & Law
Business School
Doctor of Business Administration
Programme Specification
Version 4.0
June 2004
Programme Specification 2004
2
Document date: June 2004
Circulation: General
Bournemouth University undertakes to encourage the recognition, protection and exploitation of intellectual
property rights generated by participants in this programme, to the benefit, as appropriate, of students, staff,
industrial/other third parties/partners and the university.
Institute of Business and Law
Bournemouth University
Bournemouth
Dorset
BH1 3LH
Programme Specification 2004
3
TABLE OF CONTENTS
SECTION A – BASIC PROGRAMME DATA .................................................................................... 4
SECTION B - PROGRAMME PHILOSOPHY AND STRUCTURE............................................... 5
SECTION C - UNIT DIRECTORY ................................................................................................... 16
SECTION D - ADMISSION AND ASSESSMENT REGULATIONS ............................................ 25
APPENDIX 1 PROGRAMME PROFILE.......................................................................................... 27
Programme Specification 2004
4
SECTION A – BASIC PROGRAMME DATA
1. BASIC PROGRAMME DATA
1.1 POST-GRADUATE CERTIFICATE IN RESEARCH PROFESSIONAL
PRACTICE/DOCTORATE IN BUSINESS ADMINISTRATION (P/T)
Originating institution/s
Bournemouth University
Awards and programme title
Post-graduate Certificate in Research
Professional Practice
Doctorate in Business Administration
Place of delivery
Bournemouth House
Mode of delivery
Part-time
Duration
3 –6 years part-time
Date of original approval
1997
Date of first intake
October 1997
Target intake
6
Student/programme funding
HEFCE and Programme Fee
Placement
None
Industrial/professional collaborators
None
Version number of this document
4.0
This programme specification is submitted for Design as part of the review of May 2004
Approved for presentation
Professor Nicholas Grief
Head of School
Programme Specification 2004
Geoff Willcocks
Head of Quality
5
SECTION B - ACADEMIC & PROFESSIONAL CONTEXTS
1. Programme Philosophy
The Doctorate in Business Administration (DBA) is a research award designed to enable
practising managers to contribute both to the development of management research and
development of professional practice. The academic standing of the qualification is
equivalent to that of Doctor of Philosophy (PhD). It is one of the highest qualifications
available to managers and leads to the title 'Doctor'. The DBA provides a vehicle for a very
high level of personal development. The DBA is a part-time programme designed for
managers who are qualified to masters level and are working full time in middle or senior
management positions wishing to carry out doctoral research in or with an organisation.
Participants are drawn from a wide catchment area. The delivery mode enables managers to
travel to the programme from national and international locations as well as attracting the
local market. The demands of undertaking doctoral research, combined with full time
employment in mid-career means demand for the programme is relatively small. The DBA is
multi-disciplinary and multi-dimensional in nature. It is concerned with the integration of
management theory and practice. The programme is designed to enhance skills, competency,
and personal growth and achievement. The DBA is expected to enhance career development
as well as being a qualification of intrinsic value and status.
The DBA takes as its starting point real 'live' issues. DBA participants are engaged in
organisational research from an ‘insider’ or ‘researcher-manager’ perspective and the
ramifications emerging from this perspective. While DBA participants will use different
methodological approaches, they will come under the banner of action inquiry. The DBA is
also located in Mode 2 Management Research approach. DBA theses contribute both to the
theory and practice of management. Research may start with a practical problem or issue and
work from practice to theory and back to practice. The focus of the issue or managerial
problem stems from real issues and situations one is experiencing or having to address as
part of one's job. This, in conjunction with academic literature or theory, is the starting point
for a DBA. Many DBA issues are multi-faceted. The approach adopted in the DBA is that of
building in 'milestones' or ‘stage posts’ to accelerate completion of the doctorates within 4-6
years of study. ‘Milestones’ implies a clear route and direction which is always the best
analogy for doctoral research. ‘Stage posts’ captures a little better the notion of knowing
where participants need to be at different points to end the journey successfully, while
accepting different routes along the journey.
As approved by Senate (9/2/94) ‘The Doctorate in Business Administration is awarded to a
candidate who, having critically investigated and evaluated an approved business-centred
topic resulting in a fundamental advance in business performance, theory and practice, and
demonstrated an understanding of appropriate research methods, has presented and
defended a thesis, by oral examination, to the satisfaction of the examiners’.
The programme has only one unit in Stage 1 – the Initial Cycle of Research, which is a 60
credit unit. The second and third stages are devoted to the further development and
refinement of the doctoral research thesis. As there is only one unit, it is included in this
document.
Programme Specification 2004
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The Bournemouth DBA
The programme is set within the QAA descriptors for qualifications at Doctoral (D) level.
All participants will have a management related masters and the vast majority of those
admitted will have undertaken a masters research project, involving primary research, as part
of that award. Lengths of time between completing a masters award and the research
foundation provided by the research project will vary. The programme of study has to equip
participants with a sound understanding of the main requirements for management research
at an advanced level to enable them to undertake doctoral research. The ‘D’ level descriptors
recognise the interconnected nature of research and it is not the intention to develop specific
subject expertise but to develop the skills that enable managers to conceptualise, design and
implement research for the generation of new knowledge and enhancement of professional
practice.
The three stage programme moves from the acquisition of knowledge and skills to the
application of that knowledge in specific skills and finally to the creation and interpretation
of new knowledge to a level which extends the forefront of management and professional
practice. To aid this, the curriculum is set around different themes while integration of the
themes remains dominant. For instance, the manager-research, undertaking research from an
‘insider’ perspective and ‘Mode 2’ and/or action inquiry permeates the Stage 1 curriculum.
Specific skills such as reviewing the literature and writing in an appropriate style are
developed within the context of the specific research issues or challenges.
A wide range of mechanisms are used to encourage learning. Participants must become selfdirected learners to complete doctorates. Subject matter is introduced through staff led
presentations and discussions but the development and understanding takes place through the
individual and research set discussions which follow the formal sessions. All participants
have years of managerial experience from which to draw and reflect their learning against.
Philosophical and methodological choices are presented as positions to help articulate ones
own stance. Criticality is encouraged and developed through a range of activities such as
research writing, presentation and critique of each others research. Feedback from DBA
graduates and those on the programme suggests that the process of getting a doctorate is as
valuable as the specifics of the research and that this experience is enabled and enhanced by
the cohort nature of the DBA at Bournemouth.
2. Programme Outcomes
Programme Aims

To facilitate participants to present a written doctoral research thesis and defend it by oral
examination, to the satisfaction of examiners and thereby develop new knowledge and
the enhancement of professional practice

To enable participants to undertake organisational or applied practice-based research at
the forefront of an academic discipline and contribute to both management theory and
management practice

To provide a vehicle for well qualified, senior or middle managers to further enhance
their professional effectiveness through management research within current and future
work settings
Programme Specification 2004
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
To facilitate participants in the adjustment and re-conceptualisation of organisational
issues and practice-based research over time in the light of changing organisational
dynamics, self-appraisal of actions, research findings and new knowledge.
Programme Outcomes
Initial Cycle of Research
A
i)
ii)
iii)
iv)
v)
Research knowledge and understanding
to be able to critically appraise and differentiate between different branches of
epistemology in management research
to be able to conceptualise research issues/opportunities/problems and design and
implement a feasible research study
to have a critical understanding of the analyses of different types of data
to explore the nature and requirements of management research
to be able to communicate effectively with different audiences
Learning and teaching methods and strategies
Knowledge and understanding is acquired and enhanced through: participation in structured
workshops; research sets; individual supervision; independent reading and guided reading;
presentation of written work for peer and supervisor comment and feedback; oral
presentations and discussion of ideas, concepts and frameworks.
Assessment of Intended Learning Outcomes (knowledge & understanding)
A i – iv) are formally assessed at M level at the end of Stage 1 through the Initial Cycle of
Research. In addition, formative assessment through the research writing unit enables
participants to demonstrate their ability to communicate effectively with practitioner
audiences and academic audiences. Participant presentations of various stages throughout
the first year also enables formative assessment of i)–v). For instance, all participants present
their RA06/Initial Review to peers in class in addition to the work being formally evaluated
by the School Research Committee. (Assessment of the RA06/Initial Review does not carry
credit rating)
B
i)
ii)
iii)
Intellectual skills
to critically analyse complex theoretical academic debates and locate their research
issues within an academic framework
to synthesis, analyse and interpret different types of data
to make informed judgements about complex issues within unpredictable and
changing organisational settings
Learning and Teaching Methods and Strategies
Intellectual skills are facilitated and developed through workshops, interaction of
participants, supervisors and research sets. Debate and discussion forms a key part of
workshops and research set supervision. Participants also ‘formally’ share ideas and written
work though the Business School learning and teaching web site where they are able to see,
reflect and critique each others work.
Assessment of Intended Learning Outcomes (Intellectual Skills)
B i) is assessed through a formative literature review assignment which, following feedback
and further work, is incorporated into the Initial Cycle of Research for formal assessment. B
i)–iii) are also informally assessed through class based presentations in working towards the
Programme Specification 2004
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RA06/Initial Review. B ii) is assessed through the ways in which data has been collected,
analysed and interpreted in the Initial Cycle of Research. B iii) is assessed in the Initial
Cycle of Research through the ways in which participants adjust their study in the light of
unforeseen problems and reflect on their decisions and choices.
C
i)
ii)
iii)
Subject Specific/practical skills
to demonstrate a significant contribution to knowledge and understanding in the
specific area of business/management in which the research is located
to demonstrate competence in the practical skills required to undertaking research
from the stance of a ‘manager-researcher’ or ‘insider’
to apply research to real management situations and settings and how to assess ethical
and ‘political’ implications
Learning and Teaching Methods and Strategies
Subject specific skills C i) are facilitated through research supervision and guided reading.
Practical skills regarding application C ii –iii) are facilitated through guided reading on Mode
1/Mode 2 Research and workshops in this area. These areas underlie aspects of action
inquiry which forms the main strategy for undertaking DBA research. Guided reading is
given and sessions held on action inquiry, collaborative research, the manager as a
researcher, ‘political’ and ethical issues in management research.
Assessment of ILOs (subject specific/practice skills)
The contribution to knowledge and understanding in specific areas of business/management
is assessed throughout the Initial Cycle of Research in general and the literature review
aspects of that work in particular. C ii) & iii) are assessed through the research strategy
adopted and its sensitivity to research from an insider perspective with consequent
implications for power, politics and ethics. All research must comply with the University
Ethics Guidelines.
D
i)
ii)
iii)
iv)
v)
Transferable skills
to encourage participants to plan and manage their own learning and incorporate
guidance and feedback from personal reflection, peer groups and co-researchers and
academic and professional feedback
to enable participants to use technology to interrogate data bases effectively, store and
sort references
to enable participants to use appropriate technological tools for data analyses
to develop effective interaction with others at academic, professional and intraorganisational levels
to encourage participants to take responsibility for continuing professional and
personal development
Learning and teaching methods and strategies
Transferable skills will be developed throughout the programme by individual research,
research sets and workshops. During Stage 1, participants will be exposed to a range of tools
and techniques for research and advanced academic enquiry. Development, competence and
confidence in the use of research tools and techniques will progress partly through individual
self-study and practice. The cohort nature of the programme and rapport facilitated by
research sets develops informal learning, assistance and sharing of skills.
Programme Specification 2004
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Assessment of ILOs (transferable skills)
Many of the skills outlined above will manifest themselves in different ways throughout the
programme and are subsumed within other forms of output. C i) and C v) will be informally
assessed within research sets, individual supervision sessions and the way in which the final
shaping of the thesis takes place. Some aspects of C iv) and C v) will manifest themselves in
participants selecting to present their research at conferences or opting to attend conferences
or workshops to enhance their professional and personal development. C ii) and C iii) will be
assessed if participants employ technological skills such as Procite, Maxqda, SPSS, and
Enquirewithin in their First Cycle of Research. In some instance, skills may only be assessed
indirectly through the quality of the analyses or bibliography and such transferable skills may
be subsumed within intellectual skills. C iv) may be assessed through participants’ ability to
engage with staff, the cohort and research set although this skill within participants’
organisation can not be assessed directly.
Doctorate in Business Administration
Through presenting and defending their Doctoral thesis, candidates are expected to
demonstrate the following outcomes
A
i)
ii)
iii)
iv)
v)
Research knowledge and understanding
to be able to identify and defend an appropriate methodological approach based on an
identifiable epistemological position
to be able to construct and implement a coherent research design
to use appropriate analytical tools for analysing and presenting the data
to critically evaluate the meaning of the data
to be able to communicate conclusions, and where appropriate, recommendations
arising from the research
Learning and teaching methods and strategies
Knowledge and understanding is acquired and enhanced through developing the thesis under
the guidance of the supervisory team. Individual workshops or study plans may be required
to enhance specific skills
Assessment of Intended Learning Outcomes (knowledge & understanding)
A i – iv) are formally assessed through the presentation and defence of the Thesis. Formative
assessment is accomplished by feedback from supervisors.
B
i)
ii)
iii)
Intellectual skills
to locate their research within an academic framework and demonstrate contribution
to knowledge in that field
to recognise and resolve gaps or contradictions in the knowledge base
to make informed judgements about complex issues within unpredictable and
changing organisational settings and to suggest possible resolution
Learning and Teaching Methods and Strategies
Intellectual skills are facilitated and developed through workshops, interaction of
participants, supervisors and research sets. Debate and discussion forms a key part of
workshops and research set supervision.
Programme Specification 2004
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Assessment of Intended Learning Outcomes (Intellectual Skills)
B i) is formally assessed through the presentation and defence of the Thesis. Formative
assessment is accomplished by feedback from supervisors
C
i)
ii)
iii)
Subject Specific/practical skills
to demonstrate a significant contribution to knowledge and understanding in the
specific area of business/management in which the research is located
to demonstrate competence in the practical skills required in undertaking research
to apply research to real management situations and settings
Learning and Teaching Methods and Strategies
Subject specific skills are facilitated through research supervision and guided reading is
given and sessions held on action inquiry, collaborative research, the manager as a
researcher, ‘political’ and ethical issues in management research.
Assessment of ILOs (subject specific/practice skills)
The contribution to knowledge and understanding in specific areas of business/management
is assessed throughout the research in general and the literature review aspects of that work
in particular. Practical skills are demonstrated through conducting the research and writing
up the outcomes.
D
i)
ii)
iii)
iv)
v)
Transferable skills
to demonstrate an ability to manage their own learning and incorporate guidance and
feedback from personal reflection, peer groups and co-researchers and academic and
professional feedback
to use appropriate technology to interrogate data bases effectively, store and sort
references
to use appropriate technological tools for data analyses
to communicate complex concepts and ideas through the written and spoken media to
peers
to take responsibility for continuing professional and personal development
Learning and teaching methods and strategies
Transferable skills will be developed throughout the programme by individual research,
research sets and workshops.
Assessment of ILOs (transferable skills)
Successful completion and defence of the thesis is in itself a demonstration of transferable
skills. The process of getting to this point requires application of a wide range of high level
skills.
Assessment Philosophy
Assessment is seen a vehicle for learning as well as a measure of how well learning outcomes
are met. Participants are expected to complete formative assignments in Year 1 of the
programme, all of which are constructed to help participants achieve the learning outcomes
for Stage 1. Formative assignments include a book review, professional journal article,
academic literature review and RA06/Initial Review. Feedback is given by supervisors on
formative assignments. There is one summative assignment in Stage 1:

Initial Cycle of Research
Programme Specification 2004
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The 60 credit rated Initial Cycle of Research in Stage 1 is assessed independently by at least
two members of the DBA staff team. A selection of Initial Cycles are submitted to the
external examiner. In practice, all Initial Cycles have been submitted due to the size of the
cohort. The examination board and external examiner is concerned solely with Post-graduate
Certificate in Research Professional Practice. Following that examination board, the School
Research Committee (SRC) meets to consider progression. Views of supervisors on the
evidence shown through the ‘First Cycle of Research’ are taken into account and the
candidates’ suitability to progress discussed. Also taken into account in decisions on
progression are views of teaching staff on the candidate’s RA06 Initial Review and annual
report completed by participants and supervisors.
Candidates who pass the PG Certificate at merit level or above and who have had their
RA06/Initial Review approved by the School Research Committee may proceed to Stage 2.
For those progressing, the material delivered in the credited work may form the draft of the
first part of the DBA thesis. Those who progress to Stage 2 will not be eligible for the
interim award unless they fail to complete within the registration period and opt for the
award of CRPP. Candidates who pass the PG Certificate at less than merit may be permitted
to rework their submission. On the basis of the rework and in conjunction with the views of
supervisors, School Research Committee will decide on progression.
The RA06/Initial review document must be approved by SRC before progression to Stage 2.
This document forms no part of the credit rated Certificate. It is part of the regulations and
normal procedure for all research candidates in the University. Approximately six months
after commencing on the DBA programme, participants are invited to submit an RA06 Initial
Review, to SRC. The review includes a statement of: research aims and objectives,
background to the research project including literature review, outline of the methodology
and approach to be used, proposed time-scale for the work, references and an abstract. The
review provides an opportunity to: identify any weaknesses that need to be addressed;
develop the focus of the programme of study; ensure that the School, the participant and the
supervisors have addressed any health and safety, ethical and IPR requirements of the
research. The form and procedure used for DBA participants is identical to that for all
research award candidates (MPhil/PhD).
SRC circulates RA06/Initial Reviews to readers in advance of the meeting. Based on views
of readers and committee members candidates RA06/Initial Reviews are approved, or
referred for further work. Course participants receive minute reference to their work. Once
approved by the SRC, the recommendation is reported to the Research Degrees Committee
for information. Full details of the form RA06 may be found in the Research Awards
Handbook. The form RA06 is also available electronically on the Public Drive ‘data 2’, (P)
drive, of the University. In this drive, it can be found under ‘Global’ and ‘Research Awards’.
Programme Specification 2004
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PROGRAMME DIAGRAM
Year 2-6/ Level D
Doctor of Business Administration
Exit qualification
Doctorate in Business Administration
Doctorate in Business Administration
Outcomes developed and assessed:
Knowledge as indicated by programme
unit titles, & skills
Progression to DBA requirements
Initial Cycle of Research (60)
Year 1/ Level M
Requires 60 credits at Level M
Programme Specification 2004
Exit Qualification: 60 Level M credits
PGCert in Research Professional Practice
Outcomes developed and assessed:
Knowledge as indicated by programme unit
titles, & skills
13
3. Programme Structure
The programme of study is structured into three Stages. The first Stage comprises the Postgraduate Certificate and provides essential underpinning for doctoral research. Stage 1 is
assessed by a programme external examiner. The first year includes eight workshops each of
eleven hours. Participants are expected to complete Stage 1 in the first academic year of the
programme. On progression to Stage 2 candidates are registered on the DBA. Stages 2 and 3
take variable times to complete depending on the speed with which candidates are able to
develop their research. Candidates on Stage 2 of the programme come together for 3 one-day
workshops. Due to variable speeds of progress, candidates on Stage 2 may come from
different cohorts. The cohort name for Stage 2 is ‘continuation years’. Each academic year,
participants and supervisors complete annual report forms. These, combined with candidates
and supervisors views on progress, form decisions on progression to Stage 3 and
confirmation of continued registration. Candidates deemed to be within 18 months of
completing their doctorate join Stage 3. This cohort is known as ‘finishing school’. In this
Stage the main thrust is towards final shaping of theses and preparation for viva voce
examination.
Admission requirements for the programme are shown in Section D.
 Stage 1 - Initial Cycle of Research (12 months)
The first cycle is largely exploratory. Through engagement with academic literature and the
collection and analysis of data within an action inquiry mode, participants are able to develop
and refine the issues and research questions they are exploring. The research issues
participants are working with are normally dynamic ‘live issues’ and likely to change during
their research study.
The intended learning outcomes for the Initial Cycle of Research are presented in Section C
and the work undertaken in this stage forms the foundation for the Doctorate. All participants
have two supervisors and meet with their supervisors in a research set. During this 12-month
cycle, participants develop and complete their RA06/Initial Review. They will be exposed to
different research approaches and techniques and formative assignments submitted. By the
end of Stage 1 participants will submit an integrated piece of written work – Initial Cycle of
Research. This document of approximately 15,000 words carries a credit rating of 60 level
M credits. Integrated into this piece of assessed, written work are: development and
definition of issue; collection and analysis of data within an action inquiry mode, evidence of
integration of appropriate literature/models/ concepts; evidence of enablement of change;
evidence of reflection on the process.
Throughout this and all other phases in the programme, participants normally meet in
research sets. Research sets give participants the opportunity to interact, exchange ideas,
assist and challenge the thinking, approaches and progress of each other. The dynamics of
the research sets enables managers to interact with others at similar levels of management
and those who are facing common career and academic challenges.
Research sets normally consist of three participants and two supervisors meeting for 3 hours.
In later Stages of the research, participants sometimes meet individually with their
supervisory team although working relationships formed in cohorts and sets remain
important.
Programme Specification 2004
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The Initial Cycle of Research forms a major input into participants progress review at the end
of Year 1.
Only the Initial Cycle of Research comprising an integrated piece of written work delivered
at the end of Stage 1 is credit rated for 60 M credits. The rating is calibrated to reflect the
notional number of expected student study hours, 10 credits equal to 100 hours and 60 credits
600 hours. The nature of the work at doctoral level means that participants are expected to
carry out their research and reading outside the formal sessions. The teaching and learning
strategy for the workshops have been developed accordingly. The amount of formal class
contact is reduced in Stage 2 and 3 during which period participants continue to work on
their doctoral research thesis.
Progression to Stage 2 – ‘Continuation Years’.
Participants must successfully complete Stage 1 before progression to Stage 2. There are no
exemptions from Stage 1.
• Stage 2 - Second Cycle of Research (18 Months approx)
Participants proceed with their doctoral research. They will continue to collect and analyse
data within an action inquiry mode. Participants may proceed with and develop the same
methodological approach adopted in Stage 1, or develop another approach to data handling
and analyses. During this stage they will be expected to submit regular pieces of written
work. In the main these will be drafts of chapters of the thesis. Participants will be expected
to host one research seminar to disseminate their work to others on the programme. They
will also be encouraged to write for publication, attend conferences and deliver conference
papers. Towards the end of each academic year, each participant will have a formal progress
review.
Progression from Stage 2 to Stage 3 – ‘Finishing School’.
Progress of DBA candidates is discussed at each SRC with feedback to candidates and
supervisors. This enables a continuous tracking process and the highlighting of any issues.
Each participant and their supervisors, complete an annual progress report towards the end of
the academic year. These are considered by SRC. Included in the review of progress will be a
short statement by the participant of research undertaken, progress to date and anticipated
future research. Sample chapters or drafts of the work completed to date may also be
available. The style of the review will be consultative with the purpose being to satisfy all
parties that the participant is making satisfactory progress to be able to continue with the
DBA. Participants who are considered to have made sufficient progress to be within 18
months of thesis submission are invited to join the ‘finishing school’ cohort.
• Stage 3 - Third Cycle of Research (18 – 24 Months approx)
The third cycle may include the collection and analysis of some new material but will largely
be devoted to the refinement of the doctoral research thesis. Participants will be submitting
drafts of chapters throughout this phase. Participants will be expected to host one research
seminar to disseminate their work to others, perhaps through delivering external conference
papers. In addition, participants will be encouraged to develop articles, case studies or similar
material for publication during the writing of the thesis. The thesis will be examined and
defended in a viva voce examination.
Programme Specification 2004
15
Progression to submission of Thesis and Viva Voce Examination.
Progress of DBA candidates continues to be monitored by SRC throughout their registration.
Annual reports continue to be submitted to ensure satisfactory progress. Approximately 6
months before the anticipated submission date, examiners are discussed and appointed in
accordance with the University Research Awards Regulations. SRC proposes examiners and
recommendations are presented to the University Research Degrees Committee for approval.
At the end of Stage 3 participants will present and defend a thesis which will normally be in
the range of 60,000 - 80,000 words.
The appointment of examiners will be subject to the same rigour and procedure as that
currently applied to PhD candidates. In addition, the examining team will be selected to
ensure coverage of both the subject matter expertise and the development of professional
practice. As the DBA is a relatively new award in the UK, it is unlikely that all external
examiners will have had experience of examining DBAs. However, they will meet the
University criteria for the appointment of doctoral examiners. In contrast to PhD examining
teams, the ability for at least one of the examining team to consider the impact of the thesis
for the development of professional practice is an essential requirement. A consideration of
the development of professional practice, as evidenced through the thesis, will form part of
the DBA viva examination.
Registration
Candidates will be registered as Certificate in Research Professional Practice on entering the
programme. On successful completion of their First Cycle of Research and RA06/Initial
Review their registration will be transferred to Doctor of Business Administration.
Programme Specification 2004
16
SECTION C
Unit Number
Unit title:
Initial Cycle of Research
Level:
M
Credit value 60
-------------------------------------------------------------------------------------------------------LINKAGES
The Initial Cycle of Research is an integral component of the award study framework. It
builds on research understanding developed by participants through a masters programme
and provides a shared understanding of the expectations for certificate and doctoral research.
It provides a significant underpinning for the effective study leading to doctoral research.
Research completed during this stage may be revised and incorporated into the final doctoral
thesis.
AIMS:
The Initial Cycle of Research aims




to maximise participants’ potential by equipping them with appropriate intellectual,
cognitive, practical and transferable skills to meet the demands of doctoral level study.
to expose participants to philosophical and methodological issues and transferable
research skills
to improve their ability to think critically about research issues, locate ‘real’
organisational issues they are confronting within an academic framework, develop and
support arguments, analyse data and put forward and defend a research stance.
to exercise personal responsibility and autonomous initiative in complex and
unpredictable situations in professional or equivalent environments.
INTENDED LEARNING OUTCOMES:
Having completed the Initial Cycle of Research, participants are expected to
1
2
3
4
5
6
engage in complex theoretical debates and conceptualise practical or practice-based
organisational issues within a substantive body of literature
have a critical understanding of how to conceptualise, design and undertake credible
management research at doctoral level
recognise the complexity of managerial research
identify gaps in the existing knowledge base in the domain of enquiry
have developed detailed understanding and skills in the application of appropriate
techniques for the management of research projects and data analyses
be able to disseminate their ideas and research to both academic and non-specialist
audiences
Programme Specification 2004
17
INDICATIVE CONTENT









Induction workshop
Expectations & Overview
Research Paradigms
Data Sources including Using Procite
Identifying the current knowledge base through the literature
Methodology and Research Design
Introduction to Qualitative Research
Analysing Qualitative Data Software including software packages
Research Skills and techniques
Repertory Grid
Interviews
Focus Groups
 Interpreting statistics including qualitative analysis using SPSS
 Model Building
 Grounded Theory
INDICATIVE KEY LEARNING RESOURCES
Indicative texts:
Alvesson, M. & Deetz, S. (2000) Doing Critical Management Research, London: Sage
Brooks, A. & Watkins, K. E. (Eds.) (1994) The Emergent Power of Action Inquiry
Technologies, San Francisco: Jossey Bass.
CAQDAS (Computer Assisted Qualitative Data Analysis) Website :
http://www.soc.surrey.ac.uk/caqdas
Coghlan, D. & Brannick, T. (2001) Doing Action Research in Your Own Organization,
London: Sage.
Denzien, N. K. & Lincoln, Y.S. (1994) Handbook of Qualitative Research, London: Sage
Eden, C. & Huxham, C. (1996) ‘Action Research for Management Research’, British Journal
of Management, 7 (1) pp. 75-86.
Ellis, J.H.M. & Kiely, J.A. (2000) ‘Action Inquiry Strategies: Taking Stock and Moving
Forward’, Journal of Applied Management Studies, Vol.9, No.1, pp83-94.
Fielding, N. & Lee, R. (1998) Computer Analysis and Qualitative Research, London: Sage
Greenwood, D. J. & Levin, M. (1998) An Introduction to Action Research, London: Sage.
Hart, C. (1998) Doing a Literature Review, London: Sage
Hart, C. (2001) Doing a Literature Search, London: Sage
Johnson, P. & Duberley, J. (2000) Understanding Management Research, London: Sage
Programme Specification 2004
18
Mason J (2002) Qualitative Researching, London, Sage
Palmer, I. & Hardy, C. (2000) Thinking about Management, London: Sage
Partington, D. (2002) Essential Skills for Management Research, London: Sage
Raelin, J.A. (1997) ‘Action Learning and Action Science: are they different?’,
Organisational Dynamics, 26, (1) pp. 21-34.
Reason, P. & Bradbury, H. (2001) Handbook of Action Research, London: Sage.
Robson, C. (2002) Real World Research, Oxford: Blackwell
Schon, D. (1995) ‘Knowing-in-Action: the new scholarship requires a new epistemology’,
Change, Nov/Dec. pp27-34.
Silverman, D. (2000) Doing Qualitative Research: a practical handbook, London: Sage
Silverman, D. (2001) Interpreting Qualitative Data, London, Sage.
Silverman D (2004) Qualitative Research: Theory, Method, Practice, London, Sage
Weick, K.E. (1995) Sensemaking in Organisations, London: Sage
Key Learning Resources
Library and remote library access facilities for on-line searches.
Software packages: SPSS; Winmax; Procite; Maxqda; Enquirewithin.
Business School DBA Learning and Teaching Website for examples of previous work,
sharing current materials etc.
Programme Specification 2004
19
DBA Certificate in Research Professional Practice
Assessment Criteria
Student Name ……………………………………. Cohort ……………. Academic Year ………
1st Supervisor …………………………….………… Second Market ………………….…………
Element Weightings
Very weak fail (0-30%)
Fail (40-49%)
Pass (50-59%)
Merit (60-69%)
Distinction (70%+)
Research Topic
Choice and justification
5%
Poor justification, little information given to enable reader to
assess relevance
Some information to assess relevance but little justification
Appropriate research topic and reasonable justification of
relevance/importance
Reasons for choice explained well. Relevance to
organisation/practice/theory clear
In depth, well argued case for topic choice with potential for
new knowledge/knowledge at the forefront of
theoretical/practitioner understanding
Mark
Comments:
Element Weightings
Very weak fail (0-39%)
Fail (40-49%)
Pass (50-59%)
Merit (60-69%)
Distinction (70%+)
Definition of problem/area of research including development,
refinement and redefinition of issues/problems
10%
Undefined or vague. Unfocussed. Not a viable research study
Some definition of problem area of research. Research issues
stated but general and unclear
Clear research issues and viable research study
Well constructed research issues and viable research study.
Clear articulation of how area is conceptualised.
Excellent connections drawn between research issues and
synthesis of information/ideas in current academic and
practitioner debate. Location of issues in a theoretical
framework
Mark
Comments:
Element Weightings
Very weak fail (0-39%)
Fail (40-49%)
Programme Specification 2004
Literature review
(academic and practitioner)
25%
Sketchy and broad. Descriptive and/or unfocussed. Material
dated
Some focus but too descriptive. No discussion of the meaning of
the literature for the research
20
Mark
Pass (50-59%)
Merit (60-69%)
Distinction (70%+)
Clear literature review linking material to the research issues
being explored. Some criticality
Clear articulation of how current literature informs on the
research issues and embeds research issues within a conceptual
framework
Excellent exploration of the complexity and contradictions in
the literature and synthesis of concepts and ideas. Tightly
structured, rigorous argument, articulating relevance of
literature for the specific research issues considered
Comments:
Element Weightings
Very weak fail (0-39%)
Fail (40-49%)
Pass (50-59%)
Merit 60-69%)
Distinction (70%+)
Research Philosophy
No understanding of research philosophy
Little understanding of the link between philosophy and
research and how the former informs the latter in the academic
production of management knowledge
Clear understanding of the way a particular philosophical
perspective affects the kind of knowledge produced
Well argued case articulating rationale for choices and
implications in the context of the research being undertaken
Excellent articulation of epistemological commitments.
Synthesis between problem and philosophy
Mark
Methodology
Research design/strategy
Data collection and analysis
25%
Shows little understanding of research design. Major flaws in
research design and/or data collection. No evidence of
appropriate analyses
Some understanding of research design but little or no linking
of design to research issues. Poor and/or descriptive data
analyses
Clearly argued research design and strategy appropriate for
research issues. Appropriate analyses and interpretation with
some insights or assessment of its meaning
Well constructed research design likely to satisfy/meet research
issues. Sound, thorough data collection with clear audit trail.
Good consideration of issues of data credibility, reliability and
alternative explanations
Marm
Comments:
Element Weightings
Very weak fail (0-39%)
Fail (40-49%)
Pass (50-59%)
Merit (60-69%)
Programme Specification 2004
21
Distinction (70%+)
Excellent research strategy informed by theoretical and
practical understanding of research issues. Effective data
handling, sound analyses and critical interpretation
Comments:
Element Weightings
Very weak fail (0-39%)
Fail (40-49%)
Pass (50-59%)
Merit (60-69%)
Distinction (70%+)
Refection contribution to professional and/or academic practice
10%
Simplistic, surface level reflection on content and/or process
Shows limited reflection and little evidence of moving beyond
‘factual’ description. Focused on the ‘story’ rather than what it
means for theory/practice
Good reflection on the research. Sound appreciation of how the
research advances professional practice and/or contributes to
academic practice
Critical reflection on own research and others work with clear
justification and sound judgement. Able to reason effectively
how research advances understanding
Problematisation of own assumptions and interactions within
the research. Exciting, unique contribution to practice and/or
theory articulated
Mark
Writing style and presentation
5%
Muddled. Not converging ideas easily. Poor or confused
structure. Presentational aspect, including citations and
bibliography may be incorrect or misleading
Unable to communicate effectively. Presents poorly structured
and reasoned arguments that show a lack of maturity
appropriate to level of study
Can effectively communicate their research work to specialist
and non-specialist audiences. Presents structured arguments
that shows a level of maturity appropriate to postgraduate
research studies
Effectively communicates work to specialist and non-specialist
audiences. Presents highly structured, rigorous arguments
Effectively communicates their research to specialist and nonspecialist audiences. Presents exemplary, tightly structure,
stimulating and rigorous arguments. High level of synthesis in
the development, analyses and evaluation of material and ideas
Mark
Comments:
Element Weightings
Very weak fail (0-39%)
Fail (40-49%)
Pass (50-59%)
Merit (60-69%)
Distinction (70%+)
Comments:
Programme Specification 2004
22
Element
Mark
Research Topic
Problem
Literature
Philosophy
Methodology
Contribution
Writing Style
Signatures:
Weighting
Final
Overall Comments:
5%
10%
25%
20%
25%
10%
5%
1st Marker ……………………………………………………………..
2nd Marker …………………………………………………………….
Agreed
Programme Specification 2004
23
Mark
…………….
Stages 2 and 3
Doctorate in Business Administration
Award Title
DBA
Level
D
Credit value
n/a
-----------------------------------------------------------------------------------------------------
LINKAGES
Stages 2 and 3 build on the research foundation provided by Stage 1- Initial Cycle of
Research and the research learning achieved through the RA06/Initial Review.
AIMS
 To develop a thesis which critically investigates and evaluates a business centred topic
resulting in a fundamental advance in business performance, theory and practice, and
demonstrates an understanding of appropriate research methods
 To defend a thesis, by oral examination, to the satisfaction of examiners.
THE INTENDED LEARNING OUTCOMES FROM THE DBA
On completion of the DBA, typically participants will have demonstrated:
1) the creation and interpretation of new knowledge, through original organisationally based
research, of a quality to extend the forefront of a business or management discipline or
area of professional practice
2) a significant enhancement of professional practice
3) a detailed understanding of applicable techniques for research and advanced academic
enquiry
4) the ability to communicate their ideas, research process and conclusions clearly and
effectively to specialist and non-specialist audiences
LEARNING AND TEACHING METHODS AND STRATEGIES
The DBA continues to be cohort based in Stages 2 and 3 to maximise peer support and
critique and minimise isolation. Cohorts in Stages 2 and 3 do not necessarily relate to
academic year of entry as participants progress at different speeds. Typically, participants
form a ‘continuation years’ cohort of those in the intermediate stage and a ‘finishing school’
cohort consisting of those who are typically within 18 months or less of thesis submission.
Normally, each cohort attends for 3 scheduled days a year. Content of scheduled activities
include participant presentations of work in progress; formal input by teaching staff; meeting
and discussions with other completed doctoral/DBA participants. For instance, later sessions
for the ‘finishing school’ cohort may concentrate on participants presenting to staff and peers
sections on their contribution to knowledge and/or professional practice. Specific attention is
also given to viva voce preparation.
Research supervision is maintained throughout the programme. Some participants choose to
meet for supervision in their research set formed in Stage 1. Individuals progress at different
rates throughout the programme and this becomes more pronounced in Stages 2 & 3. Where
research sets have broken down and some set members are in ‘continuation years’ and others
‘finishing school’ participants meet individually with supervisors.
Programme Specification 2004
24
ASSESSMENT
Progress and learning outcomes are assessed via drafts of doctoral written work and the
Annual Progress Report considered by SRC. Assessment will normally take place at School
level and confirmation of student status forwarded to the University Research Degrees
Committee.
The 60,000 – 80,000 word doctoral thesis submitted and defended by viva voce for the
Doctorate in Business Administration is assessed and examined in accordance with the
University Research degree regulations. Normally, it contains:






A substantive theoretical and informed contribution to an area of business management
An original application of knowledge to further understanding of business management
practice
A comprehensive and critical literature review relating to the area(s) of investigation
A sound appreciation of the assumptions and rationale forming the bases of the research
approaches and the techniques used in the thesis
Appropriate research skills in the development and undertaking of the research
investigation
An ability to reflect on issues addressed and incorporated within the thesis
INDICATIVE CONTENT
The specific content of each thesis will vary according to the issues being considered,
philosophical stance, research methodology, data collection and analyses undertaken.
INDICATIVE LEARNING RESOURCES
Electronic data sources will be the most common learning resource at this stage in the
programme.
Programme Specification 2004
25
D. ADMISSION AND ASSESSMENT REGULATIONS
1. Admission
1.1 Applicants should confirm their ability to study at postgraduate level by presenting
evidence of:
 an MBA or management qualification of similar academic
or
 a masters degree equivalent professional qualification
or
 an MPhil/PhD in a business related area
1.2. Applicants should normally have 5 years relevant work experience before entry
1.3. Applicants should normally be in current employment in a senior or middle
management position
1.4. Applicants should normally be intending to undertake business management research
within their employing organisation or, if employed in a consulting capacity, with
organisations with whom they interact
1.5. Applicants should have sufficient motivation to benefit from the programme, based on
an understanding of what it involves. Potentially suitable applicants will be interviewed
by two members of the course team so that their interest and motivation can be assessed
1.6. As part of the selection process, any previous masters/research thesis will normally be
seen and references taken
1.7. The potential subject matter of the intended research investigation should be one in
which the appropriate academic support can be provided
1.8 Applicants whose mother tongue is not English must offer evidence of qualifications in
written and spoken English. Acceptable qualifications are TOEFL 600 – 680 paper, 250
– 300 computer, IELTS 7.0 –9.0 or direct equivalents.
2. Assessment Regulations for Certificate and Doctorate
2.1 For the Postgraduate Certificate in Research Professional Practice, standard assessment
regulations apply.
Programme Specification 2004
26
2.2.1. Period of registration
2.2.1
The maximum and minimum periods which a student may take to complete the
programme from first enrolment, are normally as follows:
DBA
PG Cert
Part-time
Minimum
(years)
3
1
Part-time
maximum
(years)
6
2
2.2.2
Where there is evidence that the research is proceeding exceptionally well, the
University may approve a shorter period of registration than normal. Application for
such shortening should be submitted to Research Degrees Committee at the same
time as the application for approval of examination arrangements.
2.2.3
Where candidates change from full-time to part-time study or vice versa, their
minimum and maximum registration period is calculated on a pro rata basis. (This
regulation does not apply to DBA candidates).
2.2.4
The University has the power to extend a candidate's period of registration.
Applications for extensions should be submitted to Research Degrees Committee and
will be considered on a year by year basis.
2.2.5
Where the candidate is prevented - by ill health or other cause - from making
progress with the research, the registration may be suspended, normally for not more
than one year at a time.
2.3
Progression to DBA
2.3.1
To proceed to the doctorate stage of the programme, a student must normally be
credited with the taught unit of the programme (i.e. must complete the PG Cert
programme) at 60% (merit) or above and have had their RA06/Initial Review
approved by School Research Committee.
2.3.2
Candidates who pass the PG Cert at below 60% may be given the opportunity to
improve their First Cycle with progression decision based on resubmitted work.
3.
Assessment Regulations for the Doctor of Business Administration
3.1
For the doctorate stage of the programme, University Regulations for the Award of
Degrees by Research apply. These can be found in Bournemouth University,
Academic Policies, Regulations and Procedures, Section G.
3.2
Procedures for the Administration of Research Awards can be found in Academic
Policies, Regulations and Procedures, Section H.
Programme Specification 2004
27
PROGRAMME PROFILE
School
Partner institution (where applicable)
Programme
Mode(s) of study
Doctorate in Business Administration
PT
BS
Cost Centre(s)
Unit identification
Unit no.
(given by
School)
Unit name
Action Inquiry Research
RA06 – Initial Review Document
Prog
year *
Core /
option
HESA
Subject
Code
CC 1
1
1
C
C
N1
N1
27
27
%
100%
100%
CC2
Assessment ***
%
No of
credits
**
Level
60
0
M
Element Weightings
Exam
1
C/Work
1
100%
100%
C/Work
2