Index

Citation

Palmer, N.J., Davies, J. and Viney, C. (2023), "Index", Business and Management Doctorates World-Wide: Developing the Next Generation, Emerald Publishing Limited, Leeds, pp. 153-160. https://doi.org/10.1108/978-1-78973-499-720231007

Publisher

:

Emerald Publishing Limited

Copyright © 2024 Nicola J. Palmer, Julie Davies and Clare Viney

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INDEX

Academia, business school PhD graduate careers

, 107–109

Academic advisors and supervisors role in business doctorate

, 84–88

Academic Career Market

, 103–105

Academic excellence

, 2–4

Academic internship

, 108

Academic workforce

, 81

Academy, doctoral admissions to reproduce

, 42–43

Academy of Management (AoM)

, 74

Admissions of business and management doctorates

, 48–51

Admissions system

, 49

Africa Business School

, 46

African Doctoral Academy, The

, 6

Age diversity

, 37

Agency

, 75

AI tools

, 129

All but dissertation (ABD)

, 53, 87

All but thesis

, 53, 87

AMBA

, 11, 24

American Accounting Association

, 134

American Association to Advance Collegiate Schools of Business (AACSB)

, 3, 77, 113, 128, 140

AACSB-accredited UAE institutions

, 5

accreditation standards

, 133

American Automobile and Transportation Union

, 81

American Psychological Association (APA)

, 76

Antioch University

, 138

Asian century

, 1

Augur Post-18 Education and Funding Review

, 22

Australian and New Zealand Academy of Management (ANZAM)

, 12, 74

Australian Business Deans Council (ABDC)

, 17

Australian business schools

, 81, 127

Brain drain

, 103–105

Brain gain

, 103–105

British Academy of Management (BAM)

, 17, 132

Business and management

, 73–74, 79, 106

brain drain, brain gain and business doctorate mobility

, 103–105

business school PhD graduate careers beyond academia

, 107–109

career-oriented researcher development needs

, 109–110

changes during COVID-19 pandemic and reflections for future

, 117

DBA impact on careers

, 110–111

impactful DBA Programmes

, 111–112

impacts that hit multiple policy agendas

, 112–115

industrial PhD programmes

, 90

role modelling business school PhD graduate careers

, 105–107

structural and agentic influences on impacts of business doctorates

, 115–116

studies

, 13

Business and management doctorates

, 43–44

applications

, 47

changes during Covid-19 pandemic and future prospects

, 55–56

changes during COVID-19 pandemic and reflections on future

, 20–23

DBA as practice-based and work-based learning approach to doctoral education

, 10–11

delivery of business school terminal degrees as executive education

, 18–19

differences and similarities between PhD and DBA

, 11–13

doctoral admissions to reproduce academy

, 42–43

elite reproduction and academic excellence

, 2–4

idea of ‘modern doctorate’

, 19–20

institutional strategic aims of

, 13–18

language of application

, 46–48

overall increase in doctoral qualifications worldwide

, 1–2

pricing and fees

, 38–42

producing business school doctoral graduates for knowledge economy

, 7–10

recruiting to diverse and inclusive research environment

, 36–38

recruitment, selection and admissions

, 48–51

retention of business school doctorate candidates

, 51–55

targeted for business doctorate recruitment

, 35–36

training for research excellence

, 5–7

variations in recruitment of business school doctorate candidates

, 45–46

Business doctoral education and capacity development

, 132–133

Business Doctorate (BusD)

, 41, 45, 83, 138

academic advisors and supervisors in

, 84–88

as doctoral training

, 88–91

mobility

, 103–105

structural and agentic influences on impacts of

, 115–116

targeted for business doctorate recruitment

, 35–36

Business school accreditations

, 3

bodies

, 128

Business school doctoral education

, 17

in UK

, 15

Business school doctoral experience

business doctorate as doctoral training

, 88–91

changes during COVID-19 pandemic and future prospects

, 91–92

doctoral communities

, 72–75

doctoral examination

, 83–84

implications of funded PGRS

, 79–81

influences on shape of doctorate

, 77–79

progression, quality assurance and assessment

, 75–77

role of academic advisors and supervisors in business doctorate

, 84–88

socialisation into business and management doctoral studies

, 69–72

working while completing doctorate

, 81–83

Business school doctorates

looking to future of

, 140

variations in recruitment of business school doctorate candidates

, 45–46

Business School Impact System (BSIS)

, 113

Business school PhD

, 132

examination

, 84

graduate careers beyond academia

, 107–109

Business schools

, 2, 8, 45, 51, 92, 104, 114, 135, 137

doctoral graduates for knowledge economy

, 7–10

doctoral research environment

, 128–130

education

, 3

graduate destinations

, 108

performance

, 3

research environments

, 125–128

system

, 9

Business Science Institute (BSI)

, 52

Cambridge Judge Business School

, 41, 80

Canberra University

, 134

Capabilities as opportunities to enable being or doing

, 137–138

Capacity building

, 133–135

Capella University

, 71

Careers

career-oriented researcher development needs

, 109–110

DBA impact on

, 110–111

destination approach

, 107

Casualisation of academic work in Australia

, 81

Chartered Association of Business Schools, The (CABS)

, 114

Chief diversity officer (CDO)

, 133

Chinese business schools

, 5

Cohesive communities of candidates

, 73

Collaboration

, 140

Columbia Southern University

, 18

Committee on University Pathways

, 22

Confucius China Studies Programme (CCSP)

, 5

Connectivity

, 138–139

Continuous professional development (CPD)

, 51, 89

Cooperation on doctoral education projects (CODOC)

, 132

COVID-19 pandemic

, 80, 126, 133, 139

changes during covid-19 pandemic and future prospects

, 55–56, 91–92

changes during COVID-19 pandemic and reflections on future

, 20–23, 117

Cranfield School of Management

, 110

Creighton University’s DBA

, 20

Cultural paradigms

, 128–130

Decision-making process

, 50

Deferred Action for Childhood Arrivals (DACA)

, 77

Delivery mechanisms for business and management doctorates

, 20

Design, Development, Implementation, and Support (DDIS)

, 71, 92

Diminished capacity

, 135–137

Diverse research environment, recruiting to

, 36–38

Diversity

, 36

Doctor of Business Administration (DBA)

, 90, 106

Association Switzerland

, 83

award

, 114

cohorts

, 130

differences and similarities between PHD and

, 11–13

impact on careers

, 110–111

market

, 11

as practice-based and work-based learning approach to doctoral education

, 10–11

programmes

, 11, 45, 110–112

Doctoral admissions

to reproduce academy

, 42–43

systems

, 49

Doctoral application process

, 48

Doctoral candidates

, 2, 44

liminal experiences

, 70

selection process

, 50

status

, 82

Doctoral communities

, 72–75

Doctoral education

, 7, 10, 110

in business and management

, 15

capacity-building strategies

, 41

DBA as practice-based and work-based learning approach to

, 10–11

in USA

, 14

Doctoral examination

, 83–84

of DBA

, 83

Doctoral graduates in business

, 15

Doctoral learning ecosystem

, 86

Doctoral orphans

, 131

Doctoral programmes

, 105

research methods

, 139

Doctoral qualifications, increase in

, 1–2

Doctoral research

, 10, 115

Doctoral students

, 129

Doctoral study process

, 72

Doctoral supervision, professionalisation of

, 131–132

Doctoral supervisors

, 80, 136

Doctoral training

business doctorate as

, 88–91

consortium

, 6

Doctoral-level study

, 42

Doctorate, influences on shape of

, 77–79

Doctorate in Business Administration (DBA)

, 1

development of

, 2

Doctorate in Professional Studies (DProf)

, 139

Economic and Social Research Council (ESRC)

, 74

Economic impact

, 113

EDAMBA

, 140

EFMD

annual careers fairs

, 112

doctoral conferences

, 10

Gender Gap Report

, 37

EFMD Doctoral Programmes Conference (2016)

, 110, 114

EFMD Doctoral Programmes Conference (2018)

, 13–14, 115

EFMD Doctoral Programmes Conference (2022)

, 86

Elite reproduction

, 2–4

English language proficiency

, 47

Equality impact assessments (EIAs)

, 82

EQUIS

, 3

Equity, diversity, inclusion, and sense of belonging (DEIB)

, 141

Equity of opportunity

, 137

ESCE International Business School

, 45

Ethiopian government’s human development capacity Programme

, 132

Ethnography

, 139

EU’s Research Competency Framework

, 138

European Academy of Management, The (EURAM)

, 74, 135

European Commission and university associations

, 4

European context

, 107

European doctoral education

, 88

European Universities Association (EUA)

, 4

Executive DBA Council (EDBAC)

, 111

Executive education

, 45

delivery of business school terminal degrees as

, 18–19

Extended business school doctoral induction programmes

, 70

Financial crisis (2008)

, 113

Financial hardship

, 80

Financial support

, 40

Financial Times, The (FT)

, 3

Financial Times business school rankings

, 105

First generation doctoral candidates

, 70

Fondation nationale pour l’enseignement de la gestion des enterprises (FNEGE)

, 17, 52, 113

FT Business School Rankings

, 52

Funded PGRS, implications of

, 79–81

Funding

, 44

Geopolitical analysis

, 36

Global ranking systems game

, 36

Government funding

, 79

Grade point average (GPA)

, 44

Graduate Management Admission Council (GMAC)

, 37

Graduate Management Admission Test® (GMAT®)

, 37, 48

Graduate Record Examinations (GRE)

, 48

Graduate Teaching Assistants (GTAs)

, 79, 105

Gulf Cooperation Council (GCC)

, 87

Harvard Business School

, 3

Henley Business School

, 11

High-quality doctoral education

, 35

Higher education funding models

, 16

Historically Black colleges and universities (HBCUs)

, 134

Homosocial reproduction

, 132

Imposter phenomenon

, 130

Imposter syndrome concept

, 70

Inclusive research environment, recruiting to

, 36–38

Individual business schools

, 55

Industrial PhDs

, 13

INSEAD-Wharton Center for Global Research and Education

, 17

(I)nstitutional prestige

, 128

Institutional doctoral recruitment data

, 38

Institutional strategic aims of business and management doctorates

, 13–18

Institutions

, 47

Instituts d’Administration des Entreprises (IAEs)

, 40

Integration of doctoral candidates

, 72

Intellectual property (IP)

, 13

Intercultural competence

, 44

Interdisciplinarity

, 139–140

Intermediary degrees

, 53

International Association for Chinese Management Research

, 114

International business education students

, 21

International candidate mobility

, 3

International doctoral candidates

, 42

International Doctoral School in Human Capital Formation and Labor Relations

, 90

International expansion of business schools

, 36

International recruitment practices in business and management doctorates

, 38

International students

, 104

Internationalisation of education

, 44

Internationalised higher education systems

, 36

Internship Programme of German Business, The

, 108

Jean-Alexis Spitz (JAS)

, 127

Joint Montreal PhD model

, 46

Knowledge economy, producing business school doctoral graduates for

, 7–10

Language of application

, 46–48

Latin American business schools

, 3

League of European Research Universities (LERU)

, 4

Learning community

, 72

LinkedIn

, 112

Macro-level doctoral education strategies

, 14

Managerialism

, 134

Massachusetts Institute of Technology (MIT)

, 107

‘Matthew effect’

, 44

Mental health

, 135–137

Mentorship

, 134

Middle East and North African universities (MENA universities)

, 5

Ministry of Higher Education

, 54

Modern doctorate, idea of

, 19–20

Multiple policy agendas, impacts that hit

, 112–115

National DBA Society, The

, 83

National Graduate School Plan

, 14

National models of training in doctoral education

, 4

National programmes

, 4

National Tertiary Education Union

, 81

National-level higher education reform

, 82

Neo-Weberian-State (NWS)

, 88

New Zealand context

, 78

New Zealand-based university’s School of Management Studies

, 127

Non-profit business schools

, 3

Non-traditional doctoral programmes

, 106

Non-US institutions

, 17

North American business schools

, 9

North American context

, 127

Northern Advanced Research Training Initiative (NARTI)

, 74

Online doctoral programme

, 84

Open Science and Responsible Research and Innovation

, 140

Open University of Switzerland

, 71

Organisational behavior

, 130

Organization for Economic Cooperation and Development (OECD)

, 1–2, 22

Peking University’s Guanghua School of Management

, 17

‘Performativity pressures’

, 54

Personal Statement element

, 47

PhD

, 103

candidates

, 114

crisis discourse

, 15

differences and similarities between DBA and

, 11–13

PhD Project, The

, 77, 133

Polish Doctoral Schools

, 82

Postgraduate research (PGR)

, 8, 38, 73, 91, 130

Power asymmetries

, 80

Practice academic (PA)

, 106

Practice-based learning approach to doctoral education, DBA as

, 10–11

Pre COVID-19

, 81

PREDOC

, 135

Private/non-profit business schools

, 3

Professional doctorate supervision

, 87

Professionalisation of doctoral supervision

, 131–132

Progress reporting mechanisms

, 76

Progression

, 75–77

Quality assurance and assessment

, 75–77

Recruitment

of business and management doctorates

, 48–51

process

, 55

strategies

, 42

variations in recruitment of business school doctorate candidates

, 45–46

Relationships

, 131

Research culture

, 130

Research environments

, 128

Research excellence, training for

, 5–7

Research Excellence Framework

, 140

Research performance

, 4

Researcher Skill Development framework

, 89

Responsible Research in Business and Management (RRBM)

, 113–114

Retention of business school doctorate candidates

, 51–55

Return-on-investment

, 14

Rhizome concept

, 86

Role modelling business school PhD graduate careers

, 105–107

Rotterdam School of Management

, 17

Royal Society in UK, The

, 130

RRBM ‘Dare to Care’ doctoral scholarships (2021)

, 114

School of Business & Technology London

, 71

School of Management at the University of Bradford, The

, 41

Science of Team Science (SciTS)

, 140

Scottish Graduate School of Social Science Career Pathways Mentoring Programme (SGSSS Career Pathways Mentoring Programme)

, 134

Selection

of business and management doctorates

, 48–51

process

, 46

Self-funded international PhD candidates in UK business schools

, 80

Self-funded international students

, 44

Self-funding international doctoral candidates

, 79

Self-funding international PhD candidates in business schools

, 79

Sheffield Business School

, 74

Social capital

, 133–135

Social integration

, 54

Socialisation into business and management doctoral studies

, 69–72

South Africa-UK University Staff Doctoral Programme (South Africa-UK USDP)

, 6

South African Department of Higher Education and Training (South African DHET)

, 6

Status hierarchies

, 36

Status hierarchy of business schools

, 105

Stellenbosch Faculty of Economics and Management

, 6

Stockholm School of Economics (SSE)

, 133

Stressors

, 130

Supervisors

, 129

Swiss School of Management

, 71

Taras National University

, 71

Team science

, 139–140

Terminal degree

, 49

Times Higher Education impact rankings

, 139

Traditional PhD

, 12

Trevecca Nazarene University’s online DBA

, 20

Trust

, 130

U.S. business schools

, 127

UK business schools

, 106

UK context

, 116, 136

UK Research Supervision Survey (UKRSS)

, 50

UK-accredited online DBA

, 71

UK’s Researcher Development Framework (RDF)

, 7

UKCGE Good Supervisory Practice Framework, The (UKCGE)

, 131–132

Un-coordinated production line approach

, 17

United Arab Emirates (UAE)

, 5

United Nation’s Sustainable Development Goals (SDGs)

, 9, 128, 139

Université du Québec à Montréal (UQAM)

, 40

Universities in UK

, 131

University and College Union (UCU)

, 82

University graduate schools

, 136

University leaders

, 8

University of Aberystwyth

, 52

University of Bath, The

, 6

University of California Santa Cruz Graduate Teaching Assistants

, 81

University of Cambridge, The

, 107

University of Dabrowa Górnicz

, 71

University of Fort Hare

, 6

University of Washington Graduate School

, 38

US doctoral training

, 5

US graduate schools

, 38

US model of doctorates

, 5

USDP project

, 6–7

Victoria Business School

, 50

Vitae Researcher Development Framework (Vitae RDF)

, 89, 111, 137

Volatile, uncertain, complex and ambiguous (VUCA)

, 23

Well-being

, 135–137

Wellcome Trust’s survey of UK researchers, The (2020)

, 130

Western business school research

, 4

Wharton and Harvard Business School

, 2

Work-based learning approach to doctoral education, DBA as

, 10–11