The paper should include the following: Table of Contents Executive Summary (300 words) Introduction (150 words) Section 1 – Reflective, Post Module Write-ups of key learnings (4200 words) 1. Doctoral Practioner 2. Change & Crisis Management 3. Knowledge Creation 4. Management Research 5. Leadership & Community 6. Ethics, sustainability & Social Impact 7. Complex Adaptive Systems 8. Residency 2 9. Action Research & Action Research Thesis Section 2 – Future Focussed Plan (4200 words) 1. The Change Plan 2. Reflexive Development towards thesis a. How academic theory informs the plan b. How work context informs the plan 3. Overview of Key Research Methodologies that inform the Plan 4. Possible Blind Spots Conclusion (150 words) References and write about workplace problems
The Doctoral Development Plan (DDP)
The DBA Programme also includes 90 research credits that are based upon your continuing work on your Doctoral Development Plan (DDP) Project. The DDP is progressively prepared, in parallel with the nine taught modules of the doctoral programme and is an account of the student’s reporting and reflection on the research that he or she has undertaken and on his or her development as a researcher. The DDP will serve as a means of assessing the degree to which the student has progressed as a doctoral-level thinker, critical action learner and action researcher. It also will include a commentary on the overall contribution to knowledge you have made during the nine modules.
• The DDP will be a 10,000-word research project.
• The Doctoral Practitioner module introduced you to the concept of the DDP and sets the work schedule and assessment expectations for it.
• The work on the DDP is accomplished both across the nine taught modules and summatively assessed at the end of the taught phase of the programme.
• The DDP will be assessed after the completion of the final taught module, and, therefore, the 90 DDP research credits will be granted upon the DDP’s successful assessment.
• The DDP is a first-person write-up that will contain examples of practice, which include reflections on becoming a scholar-practitioner, creating doctoral-level professional knowledge and developing metacognitive and critical-thinking skills. The DDP should build on previous learning and show a personal development trajectory.
• Within this context, the DDP will include the following concepts:
Contribution to knowledge
• Students will reflect on the quality of their contribution to knowledge in the context of the scholarly field in which they have been working.
• This quality should improve noticeably throughout the course of the programme.
• The write-up will include a reflexive piece (stated from the perspective of the student in the first person) on the following:
o How have I collaborated on the co-creation of knowledge in the team or in the workplace?
o How might I have influenced others during the problematising process?
o How was I impacted by helping others in this process?
o How have the change interventions of others impacted me?
Research methodology
• Five thousand (5,000) words of the total 10,000 will be devoted to a detailed reflection on the selection and utilisation of particular research methodologies in the course of the students’ work.
• The write-up will focus on the methodologies that they have chosen and why they chose them relative to other methodologies.
• The write-up will include a reflexive piece on(stated from the perspective of the student in the first person):
o Who am I as a researcher?
o How have I influenced the research process?
o How might I have influenced it differently?
o What does this mean for my development as a researcher?
o How did I manage these preconceptions?
Development of doctoral skills and dispositions
• The write-up will include a reflexive piece (stated from the perspective of the student in the first person) on the following:
o Where am I on my journey in my development as a doctoral researcher?
o What have I yet to learn?
o Where are my particular strengths?
o Where are my blind spots that perhaps pose a challenge to me in the modules to come?
• The notion that ‘I am part of the problem and the problem is a part of me’ is evidenced through the DDP.
Metacognitive skills
• Readings on metacognitive skills will be identified and provided to the students during Week 10 of each module to stimulate their reflections on this topic.
• Students will reflect on how their metacognitive skills changed throughout the programme.
