A DBA is a doctoral program in business administration designed for business leaders who are interested in research and eager to bolster their skills to advance their careers, or individuals wanting to transition to a new occupation where deep analytical expertise is required. In contrast, the Ph.D. program prepares students for academic careers in which they will be conducting academic and theoretical research.

The areas of study include, but are not limited to, key Business and Management disciplines, such as Asset Management, Branding, Business Excellence, Entrepreneurship, Finance, International Business, Innovation Management, Maintenance, Marketing, Organisational Behaviour, Organisational Development, Quality Management, Strategy, Strategy Management, Supply Management, and Sustainability. Meet our faculty here.

The DoctorateHub DBA is a structured start-to-end programme that consists of 9 modules. In each of the modules students will master and complete a clearly defined phase of their research, from research planning, over research execution, and towards research presentation. Each module starts with a one-on-one supervised coursework or mentoring period that uses applied learning to develop the students' research further. This period is followed by a period that promotes the self-directed development of the student into an independent researcher within the guided club environment of the module. Each module then closes with a conference at which the student presents the outcome of the module to two expert academics. This allows one to gain perspectives as well as to benchmark one's work against that of peers. Each module also offers optional extension track once and if additional time is needed. This learning development framework is what distinguishes the DoctorateHub DBA from other DBA programmes.

DoctorateHub provides you with a larger supervisory team that works with you through the programme modules and research phases in their roles as cohort chairs, research subject experts, course tutors, mentors, club chairs and conference examiners.

The cohort chair, who will be assigned to you upon the start of the programme as your principal supervisor who is tasked for taking you from programme start to finish.

Towards the end of module two, once your research topic has been well defined, a subject expert in your research field will be assigned to you as a second supervisor.

In addition to your doctoral supervisor, students will be assigned a scientific committee with expertise in the field of study. The scientific committee fulfils the roles of cohort chairs, supervisors, course tutors, module mentors, club chairs, scientific conference examiners, and lecturers of research scoping webinars. Their specific role is:

• Cohort chairs:  the cohort chair will take the cohort from programme start to finish, acting also as the student's principal supervisor.
• Subject experts:  towards the end of module two, once your research topic has been well defined, a subject expert in your research field will be assigned to you as a second supervisor.
• Course tutors:  tutors will take students through the advanced courses with a view of allowing the student to reach the next development stage.
• Mentors:  three out of the nine programme modules make use of 1-on-1 mentoring, instead of course based work. The reason for this is to provide the student with tight expert guidance alongside the individual learning pathways of the respective research project, and for which close 1-on-1 mentoring appears to be most appropriate.
• Club chairs:  club chairs provide the students with their expertise and direction in support of their self-directed learning.
• Scientific experts in the conferences:  two expert academics are sourced by the cohort chair from the DoctorateHub faculty or pool of experts registered with the DoctorateHub to act as expert evaluators during the conferences and to provide students with oral and written feedback on how to develop the work further.
• Research scoping lecturers:  each module features a set of research scoping lectures that are provided on a regular basis to students given by expert academics.

Applicants can enter the programme with or without a topic. The development of an actionable research project is the focal point of the programme's initial three modules. If you have already a topic in mind, the year one research preparation phase will allow you to refine and operationalize the research further. If you enter the programme without a topic, then the topic identification will gradually take place during the year one research preparation phase.

To maximise your progress, DoctorateHub employs a module-based routine consisting of weekly tasks, assignments, and live sessions. You receive feedback on a weekly basis from your course tutor, mentor, club chairs, supervisor, and cohort peers. This approach ensures you remain engaged and to develop the research consistently further.

Each of the 9 programme modules is following the below detailed weekly routine.

Weekly assignments (during module course periods)

During the initial 8-week (FT & PT) course duration (for Modules 1, 2, 5, 7, 8, and 9) students will be asked to complete and submit one weekly assignment. All assignments are directly contributing towards the development and execution of the student’s research project.

Weekly tasks (during module mentoring periods)

During the initial 8-week (FT & PT) mentoring duration (for Modules 3, 4, and 6) students will be asked to work against weekly tasks that are negotiated with their mentor. All tasks are directly contributing towards the development and execution of the student’s research project.

Weekly assessment and feedback (during module club periods)

The club journey periods promote the self-directed development of the student into an independent researcher and where students are provided with feedback on drafts of their work through the club chair as requested. We encourage students to seek feedback on a weekly base (FT), or at least two to three times per month (PT).

Weekly peer work (through the full module duration)

Students are expected to present and discuss their assignments / drafts with their cohort peers and to provide feedback to them. Doing so will support them in their progression and to allow them to stay connected.

Weekly live sessions (through the full module duration)

The course tutors, mentors, and club chairs respectively will run one weekly live session at which students can present and discuss their work.

End of course/mentoring presentations

Students will be asked to present the outcomes of the course / mentoring period to their peers and the course tutor / mentor.

End of module conference assessment

Two expert academics are sourced by the cohort chair from the DoctorateHub faculty or pool of experts registered with the DoctorateHub to act as expert evaluators during the end of the module conference to provide students with oral and written feedback on how to develop the work further.

Based on our experience, students who routinely engage with peers are more engaged and successful. For this reason, all programme participants are assigned to a study cohort. Study cohorts usually comprise 8 students enrolled in the same module.

Yes, the programme is designed for working professionals. You can study through the programme while employed full-time as the DoctorateHub applied learning approach allows for combining work with research.

The standard completion time is three years for the full time programme and 6 years for the parttime programme. However, students are offered optional extension tracks at the conclusion of each of the nine programme modules, should further time be required.

Students are offered optional extension tracks at the conclusion of each of the nine programme modules, should further time be required.

DoctorateHub is accredited by the Malta Further & Higher Education Authority, licence number 2024-002. Its accreditation ensures that DoctorateHub’s doctoral programmes provide a doctoral education at the MQF8 level of the Malta Qualifications Framework and the EQF8 level of the European Qualifications Framework of the European Union.

There are three intake cycles a year, and the application deadline is approximately two weeks prior to the module start. The winter cycle begins in October, the spring cycle begins in February, and the summer cycle begins in June.

Applicants to the programme must satisfy the following admission requirements:

1. Prior formal qualifications

   To be admitted to the DBA Programme the following formal qualifications must have been already obtained:

   • A Master’s degree (MQF level 7 qualification) obtained within the European Higher Education Area (EHEA), or a comparable degree from outside the EHEA.
   • A pre-Bologna 3 to 4 years degree from an institution within the European Higher Education Area (EHEA) that grants access to doctoral programmes at the national level in the country of issue.
   
   

2. Professional experiences

   To be admitted to the DBA Programme the following professional experiences must have been already obtained:

   • 5+ years experience in the field of business and management, or in a field that required the execution of business and management roles.
   
   

3. Language skills

   The applicant must be fluent in English. Candidates for whom English is a second language must demonstrate their proficiency through examinations or practical experience.

   • For the case of tests, the following minimum scores apply:

     • A TOEFL score of 550 (Paper Based Test), 213 (Computer Based Test), 79 (Internet Based Test).
     • An IELTS score of 6.5.
     • A Pearson Test of English (PTE A) score of 50-57.
     • A Cambridge English Advanced test score of 52.
   • For the case of practical experience an employer statement shall be produced stating that English is a principal language at the place of work.

After you click the apply button you will be taken to our application form, where you will be asked to provide details about your educational background, work experience, proficiency in English, and a brief outline about your intended research.

Following the application screening process, you will be required to provide copies of your passport or national ID card, a copy of your CV, your academic diploma(s), and, where applicable, your English language proficiency certificate. If your application is evaluated positively, you will be invited for an online interview.

Given our continuous open call for applications, applications are reviewed continuously and timely. You may anticipate hearing back from us in ten business days.

You have the option to select from the February, June, or October yearly cohorts.

Any changes to the initial date must be communicated at least two months prior to the commencement of the cohort.

The programme fees are 35,150€ for the three years full-time programme and 45,150€ for the six years part-time programme. The difference in the fees is because in the part-time programme, each module includes a 6-months study club period, while in the full-time programme that only lasts two months.

The fees are due on a per module basis and payable in full for each module 10 working days prior to the start of the module. Discounts are available for annual payments.

Click this link for comprehensive fee information

The costs of studying are normally met by students either by self-funding or via employee sponsorship.

Scholarships are available to DoctorateHub students that reduce the cost of the program.

Amounts and availability vary by year based on external funding received by DoctorateHub to support our programmes. More information is available here.

Global Mindset Scholarship

In the spirit of helping our students develop a global mindset, we seek to have students from all areas of the globe. We welcome students worldwide, though we hope to attract more students from certain regions including South and North America, Southeast Asia, the Baltics, Africa, and the Middle East.

Developed Research Topic Scholarship

While students are not expected to arrive at DoctorateHub with a fully-developed dissertation research proposal, we seek to support students who arrive with well-developed research proposals. While such a student will progress alongside the rest of the cohort in further refining the proposal, we expect such forethought to be a benefit to the greater student population.

Future of Business Scholarship

We seek to have students address research topics that are important to the future of business. As such, we will assess applications with regard to the potential impact the intended research might have on business practice and/or on the body of knowledge in the discipline of choice.

Policy Impact Scholarship

While a basic criterion for a research topic is that it focuses on an unaddressed area of the body of knowledge, certain topics will have the potential to have policy-level impact. This scholarship is likely to be awarded to students after their first year and can be awarded more than one time.

Interdisciplinary Research Scholarship

We welcome students who will cross disciplinary boundaries to address interesting interdisciplinary topics. Many of the most interesting research topics exist at the intersection of disciplinary boundaries (e.g., managerial biases in making financial decisions). We seek both discipline-specific students and those interested in these interdisciplinary areas. Nevertheless, scholarships might be available based on our assessment of a student’s topic.

The Doctorate of Business Administration (DBA) programme is designed for practitioners that want to conduct research within their professional work environment with a view to develop their organisation further. The programme emphasises applied research, focusing on practical business problems and addressing real-world issues faced by organisations. DBA candidates conduct research with the intention of generating actionable insights and solutions that can be directly applied to business settings. In contrast, PhD programs in business often focus on theoretical and conceptual research, aiming to contribute to the academic knowledge base.

This DBA is a cohort-based programme, with study groups of 8 candidates that are guided through their research project by our expert academic team with a view of developing the competencies to plan and conduct independent research within their professional work environment.

The programme is comprised of nine modules through which the students will work to advance their research project, so to gain doctoral level research skills and competencies through a combination of obtaining the theoretical and practical understanding on how theoretical concepts are applied within the respective business research field. The research achievements and developments made in each of the modules will culminate in the final thesis and together with the Viva Voce form the base for the final award of the doctoral research degree.

This programme offers students a flexible learning schedule that will take between three to five years to complete, with the minimum time frame being three-years. Alongside the programme’s regular study modules students are provided with extension tracks to accommodate for the case that some research phases might require extended periods of time, and for balancing studies with work and personal life. The programme can also be completed part-time over a minimum study period of six-years.

Applicants to the programme must satisfy the following admission requirements:

1. Prior formal qualifications - To be admitted to the DBA Programme the following formal qualifications must have been already obtained:

   • A Master’s degree (MQF level 7 qualification) obtained within the European Higher Education Area (EHEA), or a comparable degree from outside the EHEA.
   • A pre-Bologna 3 to 4 years degree from an institution within the European Higher Education Area (EHEA) that grants access to doctoral programmes at the national level in the country of issue.

2. Professional experiences - To be admitted to the DBA Programme the following professional experiences must have been already obtained:

   • 5+ years experience in the field of business and management, or in a field that required the execution of business and management roles.

3. Language skills - The applicant must be fluent in English, which prove needs to be satisfied through either tests or practical experience.

   • For the case of tests, the following minimum scores apply:

     • A TOEFL score of 550 (Paper Based Test), 213 (Computer Based Test), 79 (Internet Based Test).
     • An IELTS score of 6.5.
     • A Pearson Test of English (PTE A) score of 50-57.
     • A Cambridge English Advanced test score of 52.
   • For the case of practical experience an employer statement shall be produced stating that English is a principal language at the place of work.

Students who meet the entry requirements are admitted enrolling to the programme’s first year probation period (2 years for part-time).

The passing of the “Module 3: Research Methodology” oral examinations is the point when students have successfully completed their probation period.

Within the one-year probation period (2 years for part-time) students must have at the minimum completed the “Module 1: Research Objectives” and the “Module 2: Doctoral Thesis Research Proposal”. By doing so, the probation period is extended by another four months (8 months for part time) to allow for the successful completion of “Module 3: Research Methodology”.

Download Programme and module learning outcomes.

Download DBA Programme Assessment Grid.

The target group of this Doctorate in Business Administration (DBA) programme consists of professionals (aged 31 or above) who already have significant experience in the field of business and management (5+ years). The DBA programme is designed for individuals who aspire to advance their careers to the highest levels of leadership and seek to make significant contributions to their organisations and the business community. The specific target group of this programme includes:

1. Experienced Business Professionals: The DBA programme is targeted towards mid-career or senior-level professionals who have already acquired substantial work experience in managerial or leadership roles.
2. Executives and Entrepreneurs: The DBA programme is further targeted at candidates that come from executive positions or entrepreneurial backgrounds. They may be CEOs, business owners, directors, or managers who want to deepen their understanding of business concepts, gain academic research skills, and expand their networks.
3. Consultants and Advisors: Professionals working in consulting or advisory roles will find this DBA programme well suited to gain advanced knowledge and research expertise that can enhance their consulting practices. They aim to provide strategic insights and solutions to organisations based on rigorous research and academic rigor.
4. Industry Specialists: Individuals with specialised industry knowledge, such as healthcare, finance, technology, or hospitality, may want to pursue this DBA programme to deepen their expertise within their respective industries. Through this DBA programme they can leverage their industry-specific knowledge and research skills to contribute to knowledge development and practice in their field.

Download Full time programme total hours of learning and per module.
Download Part time programme total hours of learning and per module.

This section outlines the main pedagogical aspects of the programme.

• Use of scientific inquiry as the principle pedagogical approach

  The programme applies the principles of scientific inquiry and follows the essential features of classroom inquiry as outlined by the National Research Council (2000):

  1. Use of scientifically oriented questions.
  2. Giving priority to evidence in responding to questions.
  3. Formulation of explanations from evidence.
  4. Connection of explanations to scientific knowledge.
  5. Clear and logical communication and justification of the explanations.

  Students are provided with a pre-defined set of instructional and learning materials but will be expected to make extent use of (self-selected) information, such as scientific publications, databases, and other secondary data.

  
  

• Learning through and from exposure

  The programme also acknowledges the potential to learn as a result of exposure (Unger & Sloutsky, 2022). The programme is structured in a way that maximises the exposure of the student to a wide number of scientific experts, as well as to learn from and with their peers.

  This is a tremendous opportunity for the student to gain perspectives and to benchmark their work against the one of their peers. This will allow students to gradually mature into an independent researcher, to learn about the do´s and don´ts of scientific research, about what is reasonable and what is unrealistic, and what is up to the standard and what not.

  There are 6 advanced courses, each with a duration of two months, that will be given by a scientific expert on the different phases of planning and executing scientific research projects.

  There are 3 mentored periods, each with a duration of two months, during the critical research preparation and execution phases where students will be assigned a personal mentor with expertise in the student’s research project scientific area.

  There are 9 periods of self-directed development in the study clubs, each period lasting for two months (six month for part time), where students engage with their cohort chair in weekly live video-orientation sessions and receive written feedback on their drafts.

  Students will attend 9 conferences, one at the end of each of the nine study modules, where they will present their work to two experts from the scientific committee.

  References

  National Research Council, (2000). Inquiry and the National Science Education Standards - A Guide for Teaching and Learning. Available from https://nap.nationalacademies.org/catalog/9596/inquiry-and-the-national-science-education-standards-a-guide-for

  Unger, L., & Sloutsky, V. M. (2022). Ready to Learn: Incidental Exposure Fosters Category Learning. Psychological Science, 33(6), 999–1019. https://doi.org/10.1177/09567976211061470

  
  

• Learning through constant engagement with the literature

  The nature of the literature review

  The literature review process is not a one-time-off activity, but a continuous process that accompanies the student from start to finish. What changes over time is, however, the purpose on why to engage with the literature, as well as the motivation for what one is seeking.

  At the initial stage (around Module 1) the literature primarily provides perspectives and a theoretical underpinning about the wider research field.

  Once the research problem becomes clearer (around Module 2) the literature is read with a view on the identification of related research, what is already known, and how this knowledge was created.

  At that point in time (around Module 3) the literature takes on a crucial role in the scoping and shaping of one’s own research project by building on related studies and therefore in a structured manner and to advance the existing state of the art.

  As such, the literature guides the researcher (around Module 4) on how to conduct the research, to collect data, build on established practice, and understand what could go wrong and what mitigations might be taken.

  Once the data has been collected the literature then serves as a mean to critically analyse the data against the existing knowledge from within the literature (around Module 5).

  While in the later stages (from Module 6 onwards) the literature takes on a less prominent role, there still will be a continued engagement with the literature and with a view of benchmarking one’s work and to stay informed on how the research field progresses. At that point in time the literature is perhaps less relevant for the doctoral thesis research project, but more relevant for the personal development as a knowledgeable scholar.

  
  

  Module specific versus research specific literature

  The students are expected to engage with both, module specific and research specific literature. Module level readings apply to all students and are geared to take the students through the research cycle. In addition to this, the students are also expected to engage with specific business literature within the field of their respective research project. The identification of research specific literature is an active element within the interaction with the cohort chairs, course tutors, mentors, club chairs and, notably, the supervisor.

  
  

• Learning from Research Scoping Lectures

  The DoctorateHub has been running research scoping lectures since 2017 and build up over these years a repository with well above 100 recorded sessions (see https://www.doctoratehub.com/webinars) that cover all aspects of doctoral research generally and business related research specifically. These resources are tightly integrated in the DBA programme and its modules.

  During the first three modules research scoping lectures are used as a mean to introduce the student to:

  1. Business and management research foundational topics

     To allow students a smooth entry into the DBA programme a set of research scoping lectures will be provided to students within the first three modules. A set of pre-selected topics is included in the Module descriptions. Additional topics will be covered upon students’ request and identified student needs and interests.

     During the modules four to nine research scoping lectures will be organised alongside common focal points of research, such as on research methodologies, data collection techniques, critical analytics, writing skills, research presentation and communication, etc.

  2. The faculty and subject matter expertise

     The DoctorateHub faculty members will run research scoping lectures where they introduce their research fields to provide students with a perspective on how to develop their research. The lectures will also serve as a mean for students and faculty members to get to know each other and therefore to support the matching of students and future supervisors.

     The typical duration of research scoping lectures is 45 to 90 minutes with the first half of the session taking a lecturing format and the other half being reserved to a group discussion.

     Research scoping lectures are expected to take place on average each second week (4 weeks for part time).

This Doctorate in Business Administration (DBA) programme prepares individuals for a wide range of occupations across various sectors. The programme equips graduates with advanced knowledge, research skills, and expertise in business administration, making them well-suited for roles that require high-level strategic thinking, research capabilities, leadership, and decision-making. Some occupations for which this DBA prepares individuals include:

1. Senior Executives: DBA graduates often pursue executive-level positions in organisations, such as Chief Executive Officer (CEO), Chief Operating Officer (COO), Chief Financial Officer (CFO), or Chief Marketing Officer (CMO). The program provides them with the skills and knowledge necessary to lead organisations, formulate and implement strategic plans, and drive business growth.

2. Management Consultants: DBA graduates are well-positioned to work as management consultants, advising organisations on various aspects of their operations, such as strategy development, organisational change, process improvement, and performance optimisation. They can provide valuable insights based on their advanced knowledge and research expertise.

3. Business Researchers: DBA graduates can work as business researchers in think tanks, research institutions, or corporate research departments. They can conduct research studies, analyse market trends, explore industry-specific challenges, and provide strategic insights to inform decision-making.

4. Entrepreneurship and Startups: DBA graduates may choose to start their own businesses or join startups. Their advanced knowledge of business administration, strategic thinking abilities, and research skills can be valuable in developing business plans, identifying market opportunities, and navigating the complexities of launching and managing a business.

5. Government and Public Sector: DBA graduates can pursue careers in government agencies, regulatory bodies, or public sector organisations. They can contribute their expertise in strategic planning, policy development, and decision-making to address complex economic and business challenges at a national or international level.

6. Not-for-profit and Social Impact Organisations: DBA graduates can make a difference in not-for-profit organisations, social enterprises, and NGOs. They can apply their business acumen and strategic thinking to drive sustainable growth, implement effective management practices, and achieve social impact.

7. Industry Specialists and Thought Leaders: DBA graduates with specialised knowledge in specific industries, such as healthcare, finance, technology, or sustainability, can become industry specialists and thought leaders. They can contribute to industry-specific research, provide expert insights, and shape the direction of their respective fields.

It is important to note that the career paths and occupations pursued by DBA graduates may vary based on individual interests, specialisation areas, prior experience, and market demand. The program equips individuals with the skills and knowledge to excel in a wide range of leadership, research, and consulting roles across diverse sectors.