ABSTRACT

This research presents a three year case study examining the impact of social support and isolation in the doctorate of business administration (DBA) on professional outcomes these graduates have experienced. Through individual reflections, participant-observer conversations and a short open-ended questionnaire, social support derived from multiple developmental networks contributed to reducing academic and social isolation in their DBA programme. Academic and social engagement also related to professional outcomes such as scholarly participation and output, workplace contributions and identity development. The DBA process and completion meant deeper engagement applying scholarship in their daily work. It could manifest as leadership of scholarly communities and presenting dissertation research at national and international venues. Participants described engaging professional communities with the dual identities of graduate students in training as researchers and senior colleagues responsible for practical expertise and professional work. For DBA students already in faculty roles, the identity shift to doctoral qualified scholar represented joining the academic community of practice more fully as they were enculturated into new ways of work and being within their home communities of higher education.

摘要

这项研究提出了一个为期三年的案例研究，研究了工商管理博士学位（DBA）中的社会支持和孤立感对这些毕业生所经历的专业成果的影响。通过个人反思，参与者与观察者的对话以及简短的开放式问卷，来自多个发展网络的社会支持有助于减少其DBA计划中的学术和社会孤立感。学术和社会参与也与专业成果有关，例如学术参与和产出，工作场所贡献和身份发展。DBA的流程和完成意味着在日常工作中运用奖学金获得更深层次的参与。它可以表现为学术界的领导者，并在国家和国际场所展示论文研究。参加者描述了在培训中以研究生的双重身份让专业社区参与其中，他们是负责实践专业知识和专业工作的研究人员和高级同事。对于已经在担任教师的DBA学生来说，身份转变为具有博士学位的合格学者表示，随着他们被培养成新的工作方式并进入其家庭高等教育社区，他们可以更充分地加入实践学术界。