Course Specification

Section One: ABOUT THE COURSE

1 Name of course and highest award Doctor of Business Administration

Prof Doc.

2 Level of highest award (according to FHEQ) Level 8 (PG)

3 Possible Interim Awards MSc Applied Management Research (180 Credits)

PG Diploma Applied Management Research (120 Credits)

PG Certificate Applied Management Research (60 Credits)

4 Awarding/validating institution London Metropolitan University 5 Teaching institution(s) London Metropolitan University 6 Total credit for course (for highest award) ⁵⁴⁰

7 Faculty responsible Business School

8 Mode of attendance Autumn start Full Time/Part Time

Spring start Other

9 About the course and its strategy towards teaching and learning and towards blended learning. Please include details of access to learning facilities, including flexible/open-learning spaces within the Faculty.

The first stage of the DBA programme is designed to equip the student with the necessary research skills through engagement with the Research Methodology Toolkit module. This, in conjunction with a specific dedicated Practice Based Research module sets out the pedagogic underpinnings of the course. Organisational Analysis and Research (OAR) combines teaching key concepts in organisational theory and analysis with the more practical elements of students learning how to engage with the literature and develop their own voice in the process. Finally, the Reflexivity in Action module provides the student with an opportunity to reflect on progress made as a researcher in a research community. The module also encompasses a pilot study in order to allow a degree of practice and reflection regarding the doctoral research process and design.

The first stage enables students to move towards learning at Doctoral level and encourages them to participate in communities of D level practice with their contemporaries. The course is delivered through executive block teaching sessions spaced throughout the first year (on a full time basis).

The OAR and Reflexivity in Action modules have been designed as year long to ensure continuity in learning and will facilitate the necessary applications of theory to practice and vice versa, and will guide the students through the difficult complexities of examining different traditions of thought contained in the literature. Furthermore, the Reflexivity in Action module encourages reflection on the learning process and acts practically through asking students to design a pilot study which will develop and trial their ideas for doctoral research. The students are supported though the Virtual Learning Environment, Blackboard and are able to participate in online tutorials and discussion groups. The VLE also contains many resources deemed suitable and supportive for doctoral students.

The students are further supported through becoming a member of a Participatory Research Group (PRG). These groups are run as action learning sets and act as a safe haven for doctoral students to discuss their research interests under the guidance and facilitation of an experienced member of staff. There is additional support through the Research and Postgraduate Office’s training sessions and the VLE is used to advertise (i.e. Vitae) other courses, conferences and networking that is available for students. They are also encouraged to join the British Academy of Management and attend events as doctoral researchers.

The progress made by each student is reviewed by the course team and the Reflexivity in Action module assessments acts as a guide to assess suitability for doctoral work, as it consists of a pilot study. If a student has not achieved over 60% in modules on the first taught stage then they will be deemed as unsuitable to progress onto stage two and will be withdrawn from the course.

10 Course aims. Course aims are broad statements of intent and should be written to show how the content of the course meets the aims. Where a course sits within a framework the course aims should incorporate framework aims.

The programme seeks to advance candidates’ proficiency in research, methodology and analytical skills via the critical review and systematic application of appropriate theories and the undertaking of research in order to maximise their performance and decision making abilities in their chosen area. The course has three mains aims, to contribute to knowledge in the area of organisational studies, to contribute to the effectiveness of the organisation in which the research takes place, and to enhance the management competence of the researcher.

11 Course learning outcomes. Learning outcomes are statements of what a student is expected to understand or be able to do after completing the process of learning.

On successful completion of the programme students will be able to:

1. Design and implement a research project to a standard acceptable at level 7 with an immediate relevance to business and management;

2. Develop a sound understanding of the relevant conceptual and theoretical underpinnings of the chosen area of research to enhance management practice in organisations;

3. Gain the ability to apply key problem solving skills to achieve a set of objectives subject to a number of constraints;

4. Discuss confidently from an informed position the use and contribution of research within different business contexts as a vehicle for policy improvement;

5. Create and interpret knowledge through original research that extends the forefront of the discipline and is of a quality that satisfies peer review and merits publication.

6. Enhance individual performance as a reflective practitioner and enhance professional skills and practice

12 Indicative learning and teaching hours for the course. Learning hours comprise face-to-face and virtual contact hours plus self-managed and directed learning and time spent on placements. Please give an indication of the percentage of anticipated learning hours for the course at each level, taking into account core modules and indicative options. Students should note that these figures may change depending on the exact combination of options taken.

Method Description and percentage of learning hours

Scheduled learning and teaching activities

Level 3 Level 4

Level 5 Level 6

Level 7 540 hours (incl. Level 8)

Guided independent studies

Level 3 Level 4 Level 5 Level 6

Level 7 4860 hours (incl. level 8) may include workplace observation

TOTAL LEARNING HOURS FOR THE COURSE 5400

13 Describe the arrangements for promoting reflective learning/personal development planning on this course

Students are encouraged to participate fully in their action learning sets to benefit from

observations from their contemporaries. They will also receive feedback from their module leaders and also their PRG facilitators and their on-going development will be monitored on a formative level. The first stage is particularly important for students to develop reflective skills through a series of smaller written and presented pieces of work. It is envisaged that contact between students, their PRG, module leaders and the course leader will be frequent.

14 Description of course and its structure. Around 150 words, written to be accessible to a lay audience, to be used for marketing purposes. Identify the course’s distinctive features (and unique selling point). What is the pattern of delivery?

The DBA is a professional qualification at Doctoral level. It is aimed at those professionals who seek to combine experience with academic investigation underpinned by theoretical explanations of organisations. The programme is structured to include a taught element for the first year (on a FT basis) which develops the necessary research skills which are then refined in the remainder of the course. The DBA award is achieved after successfully completing both parts of the course, culminating in the production of a thesis concerned with the investigation of a management issue within an organisation and extensive reflection on changing personal practice. The course is delivered over a number of taught sessions, particularly in the first part and supported both virtually on the University’s VLE and through the participation in Research Groups.

15 Teaching site(s) for course City

16 PSRB accreditations (where relevant) Currently seeking CMI accreditation for level 7 & 8 17 Exemptions from Professional Body

examinations (where relevant)

None

18 Principal QAA Subject Benchmark Statement (where relevant)

The main Benchmark standards for level 8 study are as follows:

 The creation and interpretation of new

knowledge, through original research or other advanced scholarship, of a quality to satisfy peer review, extend the forefront of the discipline, and merit publication

 A systematic acquisition and

understanding of a substantial body of knowledge which is at the forefront of an academic discipline or area of

professional practice

 The general ability to conceptualise, design and implement a project for the generation of new knowledge,

applications or understanding at the forefront of the discipline, and to adjust the project design in the light of

unforeseen problems

 A detailed understanding of applicable techniques for research and advanced academic enquiry.

Typically, holders of the qualification will be able to:

 Make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate their ideas and

conclusions clearly and effectively to specialist and non-specialist audiences

 Continue to undertake pure and/or applied research and development at an advanced level, contributing

substantially to the development of new techniques, ideas or approaches.

And holders will have:

 The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in

professional or equivalent environments.

19 Other external reference points ^None

20 Expected length of course Full Time 3 years

Part Time 4-8 years

Other (please specify)

21 Admissions requirements, to be demonstrated through certificated or experiential learning (around 30 words)

Candidates must have the ability and opportunity to carry out detailed research activity in one or more organisations.

Candidates will normally have already gained an MBA or other business-related master’s degree, together with 2-3 years of business and management experience.

Candidates are required to submit a 3000 word proposal and successfully pass a panel interview.

22 Details of organised work experience, work based learning, sandwich year or year abroad available during the course (if applicable)

N/A

23 Other external links providing expertise/experience available during the course

Links with local employers, the CMI, the Centre for Progressive Leadership, Visiting Professors who work in Consultancy roles and guest sessions from staff in other Faculties.

24 Arrangements on the course for careers education, information and guidance

In support of the University’s aims and objectives a high quality Career Development and Employment Service has been established which enables current and past students to make informed decisions about their career choices and helps them fulfil their potential by improving their employability.

25 Career, employability and opportunities for continuing professional development. Around 35 words, written in language which is as accessible as possible to a lay audience, to be used for marketing purposes. Should include examples of potential career destinations and how the skills and abilities gained through the course contribute to career development.

Successful candidates will enjoy improved career opportunities in their selected fields and they will have a distinctive qualification to pursue senior management positions in a variety of organisations both at national and international levels.

Section Two: COURSE STRUCTURE AND ASSESSMENT 26 Course assessment strategy

The first stage of the programme which consists of the taught MSc in Applied Management Research is designed to equip the student with the necessary investigative research tools to successfully complete the Masters level and also prepare them for progression onto the doctoral element of the degree. The program is designed to encourage reflexivity in the practitioner and is aimed at those employed in management positions who seek to explore their own intellectual knowledge and skills and reflect on key areas of change within their own practice.

The structure and design of the initial stage encourages specific engagement with a variety of approaches to practitioner based research which underpins the course. The research methods toolkit module develops analytical problem solving skills needed for research into organisational complexities and issues. The OAR module designed specifically as year long encourages the interaction and application of theory to practice and teaches the student how to engage with the literature at doctoral level. The module is aimed at preparing the student on their journey from Masters level to that of doctoral practitioner and researcher and encourages development of a number of transferable skills.

The first stage has been designed to provide a logical but adaptable programme of study for individuals who wish to develop their own reflexive skills in their specific area of management and organisational interest. The executive block mode of delivery creates an appropriate learning environment to conduct the intensive and interactive series of activities that underpin the programme and is combined with peer support through a PRG and online support through the VLE.

Assessment of the first stage is through a mix of approaches including written coursework, group project work and an individual reflective and progressive log. A vital element in this stage is ensuring that students have achieved a level of competency in knowledge and research capability to enable them to proceed onto the Doctoral stage and complete a thesis effectively. It is envisaged that both formative and summative feedback, both oral and written will be provided across both the taught and the research stage of the degree.

On the doctoral part of the degree, after successful completion of the MSc in Applied Management research, students will be required to complete discrete ‘milestones’ in terms of their progress.

These are set by the University in its regulations covering all postgraduate research qualifications but under the Professional Doctorate, students will be provided with a more structured framework than that commonly associated with a PhD route. Together with formal and regular (normally bi-monthly) meetings with supervisors, students will benefit from structured VLE support where constant updates and virtual tutorials can take place. They will also participate in regular supervised cohort meetings at least once a semester, sharing and presenting ideas; these will be supported by the opportunity for cohort members to meet virtually between these formal supervised meetings.

By the end of the doctoral stage, students will complete a thesis of c. 60,000 words on a significant practitioner-oriented issue. Aspects of the research should be of a standard to present at an Academic Conference, and be published in the Conference Proceedings.

Level Seven

Semester Module Code

Module Title Status Credits Notes autumn

MN7129 Reflexivity in Action Core 60

Level Eight

Semester Code Title Status Credits Notes

Other (see notes field for details)

MN8P01 Doctoral Thesis Core 360

28 Mapping matrix of modules delivering the course learning outcomes

Course learning outcome (list all) Met by module aim/learning outcome (list all relevant module titles)

Design and implement a research project to a high standard with an immediate relevance to business and management;

Research Methods Toolkit Reflexivity in Action Develop a sound understanding of the relevant

conceptual and theoretical underpinnings of the chosen area of research to enhance management practice in organisations;

Practice -based Research OAR

Gain the ability to apply key problem solving skills to achieve a set of objectives subject to a number of constraints;

Research Methods Toolkit Reflexivity in Action Discuss confidently from an informed position

the use and contribution of research within different business contexts as a vehicle for policy improvement;

Research Methods Toolkit Practice-based Research Reflexivity in Action Create and interpret knowledge through original

research that extends the forefront of the discipline and is of a quality that satisfies peer review and merits publication.

OAR

Reflexivity in Action

Enhance individual performance as a reflective practitioner and enhance professional skills and practice

OAR

Reflexivity in Action Doctoral Thesis

29 Which modules are core-compulsory and thus required to be taken to gain specific awards? Please specify if there are any combinations of modules that a student is required to take to gain either the highest level of award or one of the interim awards listed in section3.

All Modules are Core:

 MSc Applied Management Research (180 Credits) - Research Methods Toolkit, Practice-based Research, OAR & Reflexivity in Action

 PG Diploma Applied Management Research (120 Credits) - Research Methods Toolkit, Practice-based Research, OAR

 PG Certificate Applied Management Research (60 Credits) - Research Methods Toolkit, Practice-based Research or OAR

Section Three: COURSE SPECIFIC REGULATIONS

30 Courses shall conform to both framework and University Academic Regulations. Where a course in addition has course specific regulations which have been formally approved by the University, these should be included below.

The course conforms to the Regulations of the University Post Graduate scheme. Students must achieve over 60% in modules on the taught stage to be able to progress onto the doctoral stage.

Section Four: OFFICIAL USE AND CODES – responsibility for completion is as indicated 31 (Faculty) Course Leader at time of

approval

Dr Jane Neal-Smith

32 (Faculty) Source of funding Tuition fees

33 (QEU) Original date of approval

34 (QEU) Course approved to run from 35 (QEU) Course specification version

number

36 (QEU) Revision date (specify cohort) 37 (Academic Registry) London Met course

code

DOCDBA

38 (Academic Registry) Route code 39 (Planning Office) JACS code

7.2 Other course related information