This module is a critical review and analysis of management and organizational theories and practices. It develops a culture of evaluation where statements are critiqued and examined for evidence, the grounds of portrayed evidence, and where claims are systematically checked for validity, reliability and process, with a non-acceptance of the 'givens' in organizational life. Analytical, critical and discursive aptitudes and skills are developed through rigor and relevance.
An exploration of the relationship between philosophical presuppositions in researching management and methodological issues involved in research design. The module is grounded in epistemology and ontology that allows participants to critically comprehend ongoing debates in management theory and research. Develop a critical awareness to the understanding of how taken-for-granted assumptions and values influence versions of reality and are socially constructed. It reviews methods in social science and principles of the major intellectual traditions in qualitative and quantitative research (e.g. positivist; hermeneutic; constructivist). It considers the legal and ethical basis of precautionary and protective aspects of research practice and implications of ethical requirements for research design.
This developing area of management research, from that explored and achieved in Contemporary Issues and Challenges in Management Practice & Theory #1, seeks to further extend in terms of breadth of experience, and cognitively deeper in understanding and practically in terms of action, the original indicative areas, that build on and develop a culture of advanced evaluation where 'the givens' of both practice and theory' and their underpinning statements are critiqued and examined for evidence, the grounds of such evidence, and again where claims are systematically checked for their validity, reliability and the process of their establishment. The continued aptitudes of critical analysis and founded communication are advanced through rigor and relevance.
This module develops from module two and explores further the framing, coding and logic of interpretation. Using practical workshops in design, use and analysis of data collection methods it covers topics such as: questionnaires, focus groups, interviews, observation, and documentary analysis.
Here a systematic critical literature review and identification of research question and structured research approach is explored. The review task will be taken forward and developed by the participant's engagement with questions exemplified in the following list: What are the origins and competing definitions of this topic? What are the major issues and debates? What are the main questions and approaches within these debates that have already been researched? How does a particular study/paper/report relate to my research questions? What are its key theoretical and conceptual ideas? How has the literature reviewed increased knowledge and understanding of the topic? What are the main sources that support the line of argument? What are the main sources that question the line of argument? Are there any areas that have not been previously explored in the literature?
In this module a systematic reflection upon oneself in the context of one's work organization is considered. Working in action-sets participants will provide analytical-reflective change processes that connect award modules throughout the life of the award tasks: The role of reflection, reflexivity and reflective practice; Underpinning Learning theories, experiential learning, types of knowing; The development of your thinking from the beginning; The identification of personal/research skills. Conflict management; Challenging the connections; Engagement with the processes of professional development and planning; Encouraging self-awareness and critical reflection upon the research project(s) and their conceptual scholarship; Encouraging self-awareness and critical reflection on your values, ethics and impact on and within a group.
Working in action sets participants will provide analytical-reflective change processes that connect award modules throughout the life of the award tasks. This developing portfolio from that explored and achieved in Reflective Practice-into-Theory Portfolio #1, seeks to further extend in terms of breadth of experience, and cognitively deeper in reflection and practically in terms of action, the indicative areas: The role of reflection, reflexivity and reflective practice. Underpinning Learning theories, experiential learning, types of knowing. The development of your thinking from the beginning. The identification of personal/research skills. Conflict management. Challenging the connections. Engagement with the processes of professional development and planning. Encouraging self-awareness and critical reflection upon the research project(s) and their conceptual scholarship. Encouraging self-awareness and critical reflection on your values, ethics and impact on and within a group. Plus other emergent agenda and areas of reflective interest.
By the end of Year Two all participants who have successfully completed the modules are required to produce a thesis proposal document. This is a short document (approx. 6 pages) that sets out one’s proposed line of research inquiry that the participant intends to engage in over the forthcoming two years in order to develop and subsequently produce your original DBA thesis.
The thesis enable participants to demonstrate, via a substantial piece of written research of doctoral quality, that they can make an original contribution to a relevant field of business, management, organizational and/or professional knowledge and practice. Participant researchers should aim to: 1) Identify a topic worthy of high level research; 2) Select and justify appropriate methods of investigation; 3) Execute the research approach; 4) Analyze findings, interpreting and appraising them against a wider context of relevant scholarship; 5) Demonstrate the ability to critically reflect on the contribution/s made; and 6) Demonstrate ability to write to a professional doctoral standard. The thesis is orally defended by the candidate at a formal examination board and is both internally and externally examined under University Regulations (Professional Doctorate) for research degrees.