SHS Web Conf.
Volume 99, 2021International Scientific Conference “Delivering Impact in Higher Education Learning and Teaching: Enhancing Cross-Boarder Collaborations” (DIHELT 2021)
|Number of page(s)||5|
|Published online||08 March 2021|
Delivering professional doctorate education: challenges and experiences during the COVID-19 pandemic
Liverpool Business School, Liverpool John Moores University, Liverpool, UK
Professional Doctorates have similar attributes of a PhD, but are arguably not as universally known. Moreover, professional doctorates have an added level of complexity, as students become scholar-practitioners by ensuring that they make a significant contribution to professional practice. However, professional doctorate education is often challenging due to the lack of research preparedness of professional doctorate students, who typically have been away from higher education for a number of years. Although these students may have built astute business mind sets, it could be argued that their approach to scholarly research is less so. So to achieve engaged scholarship that enables professional doctorate students to become scholar practitioners, it is crucial to create the correct learning environment. Using the Doctorate in Business Administration (DBA) at Liverpool Business School, UK, as a case study, the ability to deliver professional doctorate education is explored, and pertinently the challenge and experience of how the teaching and learning environment has transitioned since the COVID-10 pandemic is evaluated. Finally, key lessons are outlined as to how to design professional doctorate programmes that are resilient to disruptions to conventional teaching and learning practices.
© The Authors, published by EDP Sciences, 2021
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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