Our contribution in this paper is to elucidate how doctoral education can enable professionals to develop through an experiential pedagogy that is based on a theoretical model of scholarly management practice. It will draw from our experience of designing and running a large online DBA with participants from across the world. We present a model of Scholarly Management Practice and explain how its use differentiates this approach to doctoral education from others in that there is a clear focus on how holders of the DBA enact their management practice, characterized by an orientation to problematization, inquiry, dialogue and critical reflection. We describe the design and underlying theoretical and philosophical rationale for how the program elements articulate together to stimulate the development of scholarly management practitioners. The implications for teaching and learning are presented in the form of a description and rationale for the design of the program in its three stages. We illustrate the trajectory of potential development as a doctoral practitioner through the vignette of one student's journey. We also reflect on the limitations and lessons learned of our own theorising and practice in the development and delivery of this DBA.

我们在本文中所做的贡献是阐明博士教育如何使专业人员通过基于学术管理实践理论模型的体验式教学法发展。它将借鉴我们在设计和运行大型在线DBA方面的经验，并与来自世界各地的参与者进行交流。我们提出了一种学术管理实践模型，并解释了它的使用如何将这种博士教育方法与其他方法区分开来，因为我们明确关注了DBA持有者如何实施其管理实践，其特点是问题化，探究，对话和讨论的方向。批判性反思。我们描述了计划要素如何相互衔接以激发学术管理从业人员发展的设计以及潜在的理论和哲学原理。对于教学和学习的影响以程序设计三个阶段的描述和理由的形式给出。我们通过一个学生的旅行经历来说明作为一名医生从业者的潜在发展轨迹。我们还将反思在开发和交付此DBA方面我们自己的理论和实践的局限性和经验教训。