By Philip A. Cola, PhD, Associate Director, Academic Affairs, DM Programs
I am often asked about the value of Doctor of Business Administration (DBA) Programs. This happens when I am talking with potential students who are thinking about applying for DBA or similar programs. It also occurs when new DBA students begin their journey in the Weatherhead DBA and also when students are matriculating and even finishing DBA programs. It is a question that is relevant throughout the course and careers of practitioner-scholars. Therefore, I thought I would take some time to discuss the value of a DBA education and the role of the practitioner-scholar. A practitioner-scholar education and a related sense of community hold significant value in various contexts, particularly in fields such as business management, psychology, social work, education, medicine and other applied disciplines. Here are some key aspects of the inherent value:
- Integration of Theory and Practice: A practitioner-scholar education emphasizes the practical and relevant application of knowledge and skills gained through rigorous academic study and research. It bridges the gap between theory and practice by ensuring that scholars understand how to use their knowledge effectively in real-world settings. This approach promotes a deep understanding of concepts and their practical implications to real world business management contexts for students.
- Skill Development: Practitioner-scholar programs focus on developing practical skills that are relevant to the field. In my courses at the beginning of the research methods sequence of the Weatherhead DBA Programs, we term this "the development of scholarly skills." Skills that teach students how to find, deconstruct and organize literature; writing skills, analytical and cognitive skills, iterative and integrative skills, and dissemination skills. This results in students gaining hands-on experience, learning to apply theories in real-life situations, and developing competencies required for professional practice. This practical training enhances their ability to address complex challenges and contribute meaningfully to their respective disciplines. It also helps students produce “research that matters.”
- Engagement with Research: While practitioner-scholars prioritize practical application, they also recognize the importance of research in informing evidence-based practices. They engage with existing research literature, critically evaluate findings, and integrate research into their professional work. This blend of research and practice enables practitioners to make informed decisions and implement effective strategies. It is the application of evidence-based management principles (Rousseau, 2006). Disciplines like medicine have practiced evidence based approaches for decades with success.
- Community Collaboration: Practitioner-scholar programs often foster a sense of community among students, faculty, and professionals in the field. This collaborative environment encourages knowledge sharing, networking, and the exchange of ideas and experiences. Students have opportunities to learn from experienced practitioners, gain mentorship, and build professional relationships that can benefit them throughout their careers. Success in academic medicine has been shown to increase when there is a sense of relational capacity and organizational support (Cola & Wang, 2022). Therefore, DBA programs often are structured to leverage cohort based learning practices or the ability to not only learn from instructors, but from one another in the classroom. It is from this sense of community that the Executive Doctor of Business Administration Council (EDBAC) was formed and sustained every year through the Engaged Management Scholarship conference and various other collaborations. Furthermore, the community aspect of a practitioner-scholar education promotes a culture of continuous learning and professional development. Students are encouraged to stay informed about the latest research, trends, and best practices in their field, allowing them to remain current and adapt to evolving industry demands.
- Addressing Real-World Challenges: A practitioner-scholar education equips individuals with the skills and knowledge needed to address complex, real-world challenges in their respective fields. By combining theoretical understanding with practical application, practitioners can develop innovative solutions, contribute to their communities, and make a positive and long-lasting impact in their chosen professions. This is evident in research on social impact which is a core value of a practitioner scholar education. This approach is the commitment to making a positive impact to society. Practitioner-scholars are encouraged to apply their knowledge and skills to address social issues, promote equity and justice, and contribute to the well-being of individuals, organizations, and communities. This focus on social impact fosters a sense of purpose and fulfillment in their work. This idea of collective action to mitigate real world problems sets up the practitioner-scholar in management to leverage the idea of “business as an agent of world benefit” (Laszlo, Cooperrider, & Fry, 2020). This in terms of societal impact can be transformative and powerful in times when sustainable change is as important to society as it ever has been (Bright, Fry & Cooperrider).
Additionally, it is important to mention that previous work experience is always highly valued in DBA programs. Unlike typical resident based academic programs, DBA programs are designed for professionals who have significant work experience and are looking to advance their careers in the field of business management. As such, work experience is considered a crucial aspect of the application process and can greatly influence a candidate's chances of admission to these practitioner-scholar based programs. For the Weatherhead DBA there is an admissions criteria of approximately 15 years of management experience. This also demonstrates a candidate's expertise and knowledge in their respective fields. Admissions committees are interested in candidates who have already achieved significant accomplishments in their careers and can bring real-world insights and experiences to the program. These individuals are also better prepared to contribute to class discussions and projects by providing real-life examples and case study materials to enrich the overall learning experience for everyone. Work experience also increases research relevance and securing the appropriate research sample to study while increasing networking experiences during and after the program when seeking new career opportunities or collaborations.
In conclusion, a practitioner-scholar education and the sense of community provide a unique and valuable educational experience that combines theoretical knowledge, practical skills and experience, research engagement, and community collaboration. This integrated approach prepares individuals to excel as professionals, leaders, and contributors to their fields while addressing the needs of the communities they serve. DBA programs close the academic-practice gap that often is described best when you realize that there is limited or no value to the best published academic research because in reality business leaders in practice do not read journal articles (Murray, 2003). This is where the value of DBA education and the DBA community integrate to make rigorous research more accessible to practitioners.
References
Bright, D. S., Fry, R. E., & Cooperrider, D. L. (2006). Transformative innovations for the mutual benefit of business society, and environment. BAWB Interactive Working Paper Series, 1(1), 17-33.
Cola, P. A., & Wang, Y. (2022). Discovering factors that influence physician scientist success in academic medical centers. Qualitative Health Research, 32(10), 1433-1446.
Laszlo, C., Cooperrider, D., & Fry, R. (2020). Global challenges as an opportunity to transform business for good. Sustainability, 12(19), 8053.
Murray, S. (2003). How business doctorates can deliver real-world change. Financial Times. July 4, 2023.
Rousseau, D. M. (2006). Is there such a thing as “evidence-based management”? Academy of Management Review, 31(2), 256-269.
