Developing Scholarly Practitioners: Doctoral Management Education in the 21st Century (original) (raw)

Social Science Research Network, 2013

Abstract

Doctoral education in the United States is nearing its 150th anniversary and doctoral education in management is nearing its 75th anniversary. Such milestones occasion an examination of the current state of doctoral education, particularly in management, and a determination as to whether any aspects of doctoral education need rethinking. Certainly, the organizational environment of today is dramatically different from that of the 1850s and 1930s. This changed environment has implications both for the nature of doctoral education and for the study of management at the doctoral level. This chapter will also explore current trends in doctoral education as well as briefly allude to the specific examples of a few university programs. The primary emphasis of the chapter will be to present the Doctor of Management degree at the University of Maryland University College (UMUC) as a case study. The designers of this program endeavored to rethink all aspects of the traditional Ph.D. and, where necessary, make improvements. Atwell (1996) has called for multiple models of excellence, reflecting different but equally worthy educational missions. UMUC's intention is to develop a model that will become the benchmark doctoral degree for students who want to be scholarly practitioners rather than tenure-track faculty. If history is any predictor, models get "locked in" and are not easily changed in higher education; once such a model is formed it may influence doctoral education for over 100 years. The chapter will conclude with a series of ideas for exploration as educators continue to modify and improve doctoral education.

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