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PhDs in Business & Management: Five Hot Research Topics

Laura Bridgestock

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Table of contents

• Introduction

1. Managing technology & innovation

2. resources management & sustainable development, 3. social entrepreneurship, 4. corporate responsibility, ethics & accountability, 5. accounting & finance.

Looking for a DBA or PhD in business and management ? Find out which fields of business research present most opportunities, according to course leaders.

In the words of Dr Valérie Sabatier, deputy director of the Doctoral School at Grenoble Ecole de Management in France, “What we knew several years ago doesn’t work anymore. We need new research and new models.”

Globalization, technological change, environmental concerns, social and political upheaval, the financial crisis of the end of last decade, and rising business school enrolments are all driving demand for business PhDs and DBAs across a spectrum of diverse, though interconnected topics. Here, course leaders identify five of the most in-demand areas of business research.

“Management of innovation and technology is of particular importance right now,” says Sabatier. “Questions about R&D, strategy and business models, and innovation are very important both from a theoretical and managerial point of view.”

What’s driving demand? Rapid and continuing change. “The world has changed so much and is evolving so quickly with new questions emerging all the time,” Sabatier says. Gillian Symon, director of PhD programs at the School of Management, Royal Holloway, University of London , adds: “The continuing rapid developments in social technologies that have revolutionized marketing, communications and organizational relationships make these topics vital.”

Energy management, water management, and sustainable development are all identified among “the great ‘macro’ themes of the century” by Alessandro Binachi, DBA program thesis and research coordinator at European University’s Business School in Spain.

What’s driving demand? Quite simply, as Binachi says, “without solving [these issues] in the short term, life on Earth may become seriously jeopardized, or at least unpredictably complex.” 

Recent years have seen a growth in the number of MBAs in social entrepreneurship – and there are also opportunities in this field for PhD and DBA candidates. “Social entrepreneurship, business models for developing countries, but also frugal innovations are hot topics,” Sabatier says.

What’s driving demand? Social, economic and attitudinal change. Research in this field focuses on “how to create value for society, as well as value for profits and returns,” says Sabatier.

Corporate social responsibility (CSR) has similarly been a ‘hot’ topic for some time now, but the course leaders say it remains a key priority for research. Binachi identifies ethical issues among the most pressing topics for business research today, while Symon says ‘Sustainability, responsibility and ethics’ is one of the six areas of research excellence being prioritized at Royal Holloway.

What’s driving demand? The impact of the financial crisis of 2008 onwards is still very much being felt, Symon says, meaning corporate responsibility, accountability and “assessing fair value accounting” remain very much at the top of the research agenda.

Finally, accounting and finance remain high-demand areas. As well as highlighting the link between accounting and accountability, Symon also predicts growing demand for models of accounting for intangible assets.

What’s driving demand? In addition to the broader pressures of social and economic change, increased enrolments in higher level business school programs. “With the boom in professional education, there are not enough professors at PhD level to teach in business schools,” Sabatier says. As a result, academics in the fields of accounting and finance - particularly corporate finance and markets - are in high demand, for both research and teaching positions. 

Of course these are by no means the only areas of opportunity. Symon also mentions war and global security and global labor standards as fields of business research likely to see growth, while Sabatier mentions healthcare in addition to the fields already covered.

Meanwhile Binachi emphasizes that beyond these overriding themes, each region and industry presents its own specific priorities and challenges. Finally, he points out that many of the concerns that kept business leaders awake a century or more ago remain just as pertinent and pressing today – including productivity, labor problems, cost containment and new products development.

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The former editor of TopUniversities.com, Laura oversaw the site's editorial content and student forums . She also edited the QS Top Grad School Guide and contributed to market research reports, including ' How Do Students Use Rankings? '

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100s of Free Management Dissertation Topics and Titles

Published by Grace Graffin at January 6th, 2023 , Revised On April 16, 2024

Introduction

The subject of management involves an in-depth understanding of the various aspects of business management, such as employee management, risk management, organisational behaviour, and many more.

When choosing a topic for your management dissertation, make sure to consider diverse topics that explore both the theoretical and practical aspects of management.

We understand that getting a dissertation topic approved can be extremely challenging as academic supervisors require students to research a unique case.

This is where our team of writers comes into play. Our writers can up with exciting and manageable management dissertation topics to help get the juices flowing in your head so you can write your dissertation on a unique and engaging topic.

You may also want to start your dissertation by requesting  a brief research proposal  from our writers on any of these topics, which includes an  introduction  to the topic,  research question ,  aim and objectives ,  literature review  along with the proposed  methodology  of research to be conducted.  Let us know  if you need any help in getting started.

Check our  dissertation examples  to get an idea of  how to structure your dissertation .

Review the full list of  dissertation topics for here.

How to Select the Best Management Dissertation Topic?

A dissertation topic must be selected based on research interests, availability of data, time limitations, and the research’s scope and significance. The following management dissertation topics are carefully shortlisted while considering all these parameters. Please review these topics and let us know if you have any queries.

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• HRM Dissertation Topics
• Operations Management Dissertation Topics

2024 Management Research Topics

Topic 1: an evaluation of organizational change management- why do people tend to oppose change.

Research Aim: The research will aim to assess the structure of organizational change management and to find the reasons why people resist or oppose the changes in an organization. There are many reasons through which change in organization’s management becomes important but some employees’ does not accept that changes. There are many reasons why people resist changes on organization. In certain circumstances, resistance to change might be beneficial. Resistance to change is, in fact, a crucial feedback mechanism that must not be neglected.

Topic 2: Investigating the effectiveness of customer relationship management in airlines

Research Aim: The research will aim to study the efficiency of CRM in airlines. Customer relationship management has evolved into a critical technique used by every corporation to better its operations and obtain a competitive advantage over competitors. Customer relationship management has evolved into a key priority for airline firms and an integral part of airline businesses’ corporate strategy to distinguish themselves from rivals in the eyes of the consumer. The goal of facility organisations, such as airlines, is to provide services that attract and maintain satisfied, loyal customers who promote the airline.

Topic 3: How does leadership affect employees’ productivity? A case of IT firms

Research Aim: This research will focus on leadership positions in IT organisations with the goal of increasing staff productivity and performance. Leadership is essential for increasing employee retention, career drive, and efficiency. Most companies’ progress is accelerated by effective leadership. As a result, it is critical to organisational success. Employee performance, on the other hand, is a critical pillar of every firm, and companies must examine the variables that contribute to great performance. Leadership is based on confidence, which is based on skill, sincerity, ethics, transparency, reactivity, empathy, and kindness.

Topic 4: The effect of organisation advancement tools on business performance

Research Aim: The research will aim to find the effect of organization advancement on business performance. Organizational tools are objects that assist you in organising your workspace, resources, and tasks in order to make your workday more effective. Physical instruments, planners, and software platforms are examples of what they can be. Organization advancement tools are a great source to improve your business performance as they help you in managing your daily tasks and workforce.

Topic 5: The importance of leadership and social skills in new entrepreneurs: An investigative study

Research Aim: The research will aim to investigate the importance of leadership and social skills in new entrepreneurs. Developing talent, introducing innovative goods and services, delivering efficiency, and gaining market share all benefit from improved leadership qualities. If you wish to stay small, you might be able to get away with not growing your leaders. Otherwise, it will restrict your progress. Social skills enable entrepreneurs to interact with customers more effectively, resulting in more agreements and more profitability.

Covid-19 Management Research Topics

Crisis management during covd-19.

Research Aim: This study will identify crisis management aspects during COVD-19, including its challenges and solutions.

Business management during COVID-19

Research Aim: This study will review business executives’ challenges in various scale industries and how they are recovering from the loss. How far did they succeed?

Hospital and medicine management during COVID-19

Research Aim: This study will highlight the role of hospital management during COVID-19, the challenges they came across, and the ways to overcome those challenges.

Educational management during COVID-19

Research Aim: This study will address the issues faced by students and educational institutes. How are they trying to overcome the challenges of imparting education during the coronavirus pandemics?

Maternal health care management during COVID-19

Research Aim: The lockdown situation has been an issue of concern for the patients, including pregnant women. This study will address the role of Maternal health care management during COVID-19.

Management Dissertation Topics for 2023

Topic 1: analyzing the traditions and trends in public administration and management in post-wwii europe.

Research Aim: The purpose of the research will be to analyze the characteristics of cultural and national communities that have influenced public administration and management in the 1970s and 1980s in Europe. The study will be carried out using a systematic literature review.

Topic 2: The Impact of Gender-inclusive Gatekeeping and Predecessors Influence on the Success of Female CEOs

Research Aim: The purpose of the research will explore how local organisational agents and contexts can help women leaders overcome barriers and achieve success at higher levels in corporate firms. The study will focus on CEO succession events and predecessor CEOS factors and their influence on women post-succession. The research design will be developed qualitatively.

Topic 3: Analysing the Impact of Daily Psychological Power on Organisational Leaders

Research Aim: The research will use quantitative techniques to analyze power-holders relational and interdependent work contexts. The study will examine the effect of daily psychological power using the factors of abusive behaviour and perceived incivility.

Topic 4: Examining the Impact of Cultural Diversity on Interaction Process and Performance

Research Aim: Using quantitative techniques, the research will analyse the interaction process and performance factors in two groups of employees in the services industry – homogenous and culturally diverse. The effectiveness in operation and arrangements will be examined.

Topic 5: Analyzing the Impact of ‘Voice’ and ‘Silence’ on Destructive Leadership

Research Aim: The research will examine the limited and biased view of silence in management literature. The study will also analyse the impact of silence in an organisation in terms of a functional value using quantitative research techniques. Furthermore, how silence in organisations can be used as a strategic response will be discussed.

Topic 6: Examining the Relationship between Productivity, Management Practices, and Employee Ability in the UK Setting

Research Aim: Using quantitative techniques, the study will analyse a relationship between productivity, management practices, and employee ability using data from management practices surveys and employees’ longitudinal earnings records.

Topic 7: Analysing the Factors that Impact International Differences in Gender Pay Gap

Research Aim: The research will use quantitative techniques to analyse microdata from various countries between 1980 and 2010. The study will use the factors of wage structures, net supply, wage compression, collective bargaining coverage, and unionised wage setting to identify the lower gender pay gap internationally.

Topic 8: The Impact of Psychosocial Hazards on Workplace Risk Management

Research Aim: The study will investigate workplace risk management practices in industry sectors with a high risk of musculoskeletal disorders (MSDs) and mental health disorders (MHDs) and the extent to which they may rise from psychosocial hazards. The research will be conducted using qualitative research techniques.

Strategic Management and Organisational Behavior Dissertation Topics

Strategic management and organisational behaviour can be described as the actions a firm takes to achieve its business objectives primarily derived from competitive markets’ dynamic behaviour. Following are some interesting dissertation topics under this field of study;

Topic 1: The Impact of Organisational Goals on Organisation Behavior

Research Aim: The primary focus of this research will be to combine factors from the theory of action, phases and self-determination theory to develop a motivational model that will explain the relationship between organisational goals setting process that lead to organisational behaviour. The research will be conducted using mixed methods of research techniques.

Topic 2: Integrating the Principles of Strategic Human Capital and Strategic Human Resource Management to Improve Organisational Performance

Topic 3: comparing the impact of family and non-family firm goals on strategy, family and organisational behavior.

Research Aim: This research will analyse the differences between family and non-family business goals and their impact on how businesses develop strategies. Also, the research will assess how these developed strategies would affect family and organisational behaviour. This research will use quantitative research techniques.

Topic 4: Analyzing the Effect of Strategy, Innovation, Networks and Complexity on Organisational Adaptability – The Mediating Effect of Leadership

Research Aim: The current study will use empirical analysis to examine the effects of strategy, innovation, networks, and complexity of organisational adaptability using leadership as a mediation factor.

Topic 5: Examining the Effect of Appointment of a Racial Minority Female CEO on White Male Top Manager Intrapsychic and Behavioral Responses

Research Aim: This research will examine white male managers’ behavioural responses to a female racial minority CEO’s appointment. The behaviour that the research will analyse is the amount of help that the white male top manager provides to their fellow executives. The research will be conducted using quantitative techniques.

Topic 6: Analysis of the Effectiveness of an Affect-Based Model to Portray Recipients Responses to Organisational Change Events

Research Aim: The study will use the Affect-Based Model developed by Oreg et al. (2016) to analyse if it is useful in documenting and portraying the recipient responses to organisational change events. The research will use factors of valence and activation to assess the effectiveness of the model. The study will be conducted using quantitative techniques.

Topic 7: Evaluating the Relationship between the personality of a CEO and Employee Motivation

Research Aim: This research will investigate the relationship between a CEO’s personality and employee motivation. The core of this study will be to assess whether a CEO’s character possesses the power to influence employee motivation or not. Case studies from various companies will be used in this study.

Topic 8: Assessing the Role of Managers in Bringing and Implementing Technological Change in an Organisation

Research Aim: This research will focus on how managers implement technological change in their organisations. Change management is challenging as not all employees are open to accepting change. This research will focus on various ways through which managers successfully implement technological change in their companies.

Topic 9: An Analysis of Organisational Change Management: Why Employees Resist Change?

Research Aim: This research will focus on why employees resist change in organisations, i.e., why employees dislike change. Different causes and factors will be discussed in this study, and the research will conclude why employees do not wholeheartedly accept the change.

Knowledge Management Dissertation Topics

The importance of knowledge management for organisations can’t be understated because this aspect of management enhances the workforce’s capabilities and overall productivity. It leads to a competitive advantage and provides the basis for differentiating an organisation from its competitors. Some interesting dissertation topics under this field are;

Topic 1: Examining the Impact of Enterprise Social Networking Systems (ESNS) on Knowledge Management and Organisational Learning

Research Aim: The research will investigate the effect of ESNS on knowledge management processes and organisational learning. The research will use knowledge creation and sharing to play the mediating role in analysing the proposed relationship. The proposed study will use empirical research methods.

Topic 2: A Review of Knowledge Management Research

Research Aim: The research paper will use a systematic literature review technique for the proposed study. The research will review the last twenty years of knowledge management literature to assess the presence of bias in explaining knowledge integration over research by exploring knowledge differentiation processes.

Topic 3: The Impact of the Internet of Things (IoT) on Innovation and Knowledge Management Capacity

Research Aim: The purpose of this research will be to investigate the plausible relationship between knowledge management systems, open innovation, knowledge management capacity, and innovation capacity in firms. The research will be conducted using empirical techniques to draw reliable conclusions.

Topic 4: The Impact of Strategic Knowledge Management on MNC and their Subsidiaries Performance

Research Aim: The research will develop a model to test the possibility of a relationship between strategic knowledge management (SKM) processes and organisation performance compared between multinational companies and their subsidiaries. The research will also analyse the impact of relational context on knowledge creation and transfer.

Topic 5: Analyzing the Relationship between Knowledge Management Practices and Knowledge Worker Performance - The Mediating Role of Organisational Commitment

Research Aim: The study will analyse the role of knowledge management practices to address the issues of insufficient organisational commitment and knowledge workers’ performance in the UK’s public sectors. The proposed study will use quantitative research techniques to fulfil its aim and objectives.

Topic 6: The Relationship between Knowledge Management Processes and Sustainable Competitive Advantage in Private Business Schools in the UK

Research Aim: The proposed research will explore the impact of knowledge management processes on sustainable completive advantages by using knowledge-based view (KBV) and resource-based view (RBV) as mediators in the relationship. The research will be conducted using quantitative techniques of data collection (i.e. questionnaire) and analysis (i.e. structural equation modelling).

Topic 7: The Impact of Strategic Knowledge Management on Manufacturing Firm’s Performance

Research Aim: The purpose of the study will be to empirically investigate the relationship between the availability and use of IT solutions for strategic knowledge management and a manufacturing firm’s performance, which will be measured in unit production. The research will use the resource-based view and the knowledge-based theory to develop a conceptual framework to analyze this relationship’s effect.

Topic 8: Evaluating how Knowledge Management Impacts Company Performance: A Case Study of Sainsbury

Research Aim: This research will discuss the basic concepts of knowledge management. The study will also discuss the impact knowledge management has on a company’s performance, i.e. how it helps companies achieve their goals. The main focus of this research work will be on Sainsbury’s knowledge management framework.

Topic 9: Knowledge Management as a Core Competency? Evaluating the Application and Benefits of Knowledge Management

Research Aim: This research will uncover how companies utilise knowledge management as their core competency and how it benefits their business operations. This study’s main focus will be on applying the various concepts of knowledge management and their implication for businesses.

Topic 10: Exploring the Managerial Concerns and Issues in Knowledge Management and Their Impact on Organisations

Research Aim: This research will explore the managerial concerns and issues related to knowledge management. The study will also focus on assessing the impact of these issues on businesses and how they can influence day-to-day operations. This will be an evidence-based study where evidence from different companies and various situations will be evaluated.

Leadership and Management Information System Dissertation Topics

Leadership drives the organisational agenda and is regarded as one of the most influential factors in streamlining organisations’ processes. Good leadership results in better performance of any organisation because it gives direction to the business activities under the market conditions and requirements.

Similarly, management information systems are pivotal to any organisation’s success and successfully implementing them can benefit the organisation in many ways. Following are some dissertation topics under the subject of leadership and management information systems;

Topic 1: The Role of Information Systems (IS) in Enterprise Architecture and its Impact on Business Performance

Research Aim: This study will examine the relationship between IS Enterprise Architecture and business performance using technical alignment and IS capabilities mediators. This research will be conducted using quantitative techniques to fulfil its aim.

Topic 2: Exploring The Relationship between Ethical Leadership and Employee Knowledge Sharing

Research Aim: This research will use social learning theories and self-determination to investigate the relationship between ethical learning and employee knowledge sharing. The study will be conducted using empirical research techniques.

Topic 3: Analysing the Impact of Relationship Leadership and Social Alignment on Information Security Systems Effectiveness in Private Organisations

Research Aim: This research will use social capital theory as its theoretical foundation to explore the impact of relational leadership on social alignment between business and IT executives. The relational model will study the factors of integrated knowledge, information security system effectiveness, and organisational performance. This research will use empirical techniques.

Topic 4: Examining the Relationship between Operating Room (OR) Leadership and Operating Staff Performance

Research Aim: This research will analyse the relationship between Operating Room leadership and operating staff performance. This will be done using emotional intelligence and collaboration variables to assess staff performance, using recovery numbers. The relationship will also be examined through the mediating role of leadership principles. The data will be collected and assessed using quantitative research techniques.

Topic 5: The Role of Transformational Leadership as a Mediating Variable in the DeLone and McLean Information Success Model.

Research Aim: The research will use the DeLone and McLean Information Success Model to analyse if productivity software implemented in an organisation can improve its performance. However, the research will also evaluate the model and propose modifications to include transformational leadership as a mediating factor in the information success model. The research will be quantitative in nature.

Topic 6: Assessing the Role of Leadership in an Organisation to Help Adopt Advanced Technological Systems

Research Aim: This research will assess the role of leadership in an organisation to help companies realise the importance of innovative, technologically advanced systems. Many companies today are still naive to the ever more important role of technology. Thus this research will aim to help companies adopt innovative technological systems through leadership. The research will be evidence-based in nature.

Topic 7: Evaluating How Changing Business Leadership Impacts Technological Organisational Performance

Research Aim: Changing leadership in organisations can prove a disaster if not handled properly. The transition process is extremely challenging, and companies should have the capability to handle this phase. This research will explore how their decision to change leadership impacts technological and organisational performance and how to optimise the process. This research will be quantitative in nature.

Topic 8: Can Information Systems in Organisations Be Considered a Competitive Advantage?

Research Aim: Information systems, if implemented successfully, benefit organisations immensely. The impact that an information system has and its results help companies stay ahead of their competitors. This research will assess how companies can turn their information systems into a competitive advantage, and most importantly, whether they or not information systems should be considered a competitive advantage.

Topic 9: Understanding the Leadership Challenges of Implementing and Managing an Advanced Information System in an Organisation

Research Aim: This research will help explain the challenges that managers and the entire leadership of an organisation face when implementing an advanced information system. Bringing a change in a company is challenging, and throw in a technology to implement, the process becomes even more challenging. This study will explore in detail all related challenges through quantitative research.

Topic 10: Do all Business Processes in an Organisation need Information System Management?

Research Aim: It is often argued that not all business processes require information systems. However, when talking about today’s world and the technological advancements taking place, it is recommended that business processes in organisations adopt the technology. This research will be a comparative analysis of whether companies are successful and profitable with information systems or without them.

Also Read: Business Dissertation Topics

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Organisational Culture and International Business Dissertation Topics

Organisational culture shapes the work ethics and helps in defining the professional image of organisations. Organisational culture plays a huge role in international business.

Organisations that adopt the country’s culture they are operating in are known to run their operations more successfully. The following topics are related to organisational culture and international business and help students choose an appropriate topic according to their interests.

Topic 1: The Impact of Organisational Culture of Collaborative Networks Influence on IT Governance Performance in Large Enterprises

Research Aim: This research will explore the influence of collaborative networks’ organisational culture on IT governance performance. The study will use a case study to analyse multinationals as they have a wide working network. The purpose of the research will be to determine whether or not organisational culture helps businesses effectively use IT in business operations. The research will be conducted using mixed methods research.

Topic 2: Analysing the Relationship between Supervisor’s Job insecurity and Subordinates’ Work Engagement

Research Aim: The purpose of this research is two-fold. The research will analyse the relationship between the supervisor’s job insecurity and subordinates’ work engagement using a mediator and a moderator. The research will first examine the mediating role of subordinate’s pro-social voice between supervisor job insecurity and subordinates’ work engagement. Next, the research will examine the moderating role of organisational culture between the supervisor’s job insecurity and sub-ordinates pro-social voice. The research will be conducted through quantitative techniques.

Topic 3: Analysing the Impact of Individual Perception of Organisational Culture on the Learning Transfer Environment

Research Aim: The research will be conducted empirically to assess the relationship between culture (as perceived by employees) and the work environment based learning factors (i.e. learning transfer environment [LTE]) in the organisation). LTE is measured using feedback and coaching factors that received resistance or openness to chance, personal outcomes, and supervisor and peer support.

Topic 4: The Role of Organisational Culture on the Development of Psychological Distress in the Workplace

Research Aim: The purpose of the study will be to analyse how organisational culture may cause the symptoms of psychological distress in the workforce. The study will use corporate culture and work organisation conditions as base factors to relate them to employees’ psychological distress. The research will be conducted using quantitative research techniques.

Topic 5: Analysing the Role of Leadership and Organisational Culture

Research Aim: The research will examine the relationship between organisational culture, leadership and employee outcomes. The paper will focus on the mediator of leadership processes and their impact on the relationship between culture and employee outcomes. The study will be conducted using quantitative research techniques.

Topic 6: The Role and Relationships among Strategic Orientations, Cultural Intelligence, International Diversification and Performance of Organisations

Research Aim: The research will aim to understand the drivers of the international expansion of globalised firms. The research will explore the relationship between strategic orientations and cultural intelligence as drivers and international diversification and firm performance. Strategic orientations used in the study include international market orientation (IMO) and entrepreneurial orientation (IEO). The study will be conducted using quantitative research techniques.

Topic 7: Dynamics of Corruption Culture Distance to Core Values

Research Aim: The research will examine how corporate bribery is impacted by cultural distance between multinational enterprises (MNEs) in their home and host countries. The research will also analyse the organisational distance to core value between MNE’s entry into the host country and its headquarters. The research will use empirical data collection and analysis techniques.

Topic 8: Examining Organisational Export Performance by International Business Competencies

Research Aim: The study aims to explore the relationship between international business competencies and export performance. The research will also analyse export performance by singular analysis or combined analysis of the competencies. The research will be conducted using empirical data.

Topic 9: Does Organisational Culture Influence the Leadership Type that a Company Should Adopt?

Research Aim: This research will argue whether companies should hire leaders concerning their culture or not. Organisational culture and leadership are interconnected. Thus companies that do not operate according to their culture struggle to grow exponentially. This research will aim to focus on the possible relationship between leadership and organisational culture. The research will be evidence-based.

Topic 10: Organisational Culture and International Business Competition: Are they Interrelated?

Research Aim: Organisational culture plays a huge role in making a company competitive internationally. When a business’s culture is motivating to all employees and identifies the right culture for its employees, there is every likelihood of rapid growth for both the company and the employees. The research will explore how the two concepts are interrelated.

Important Notes:

As a management student looking to get good grades, it is essential to develop new ideas and experiment with existing management theories – i.e., to add value and interest to your research topic.

The management field is vast and interrelated to many other academic disciplines like operations management , business , business administration , MBA , human resource management and more. That is why creating a management dissertation topic that is particular, sound, and actually solves a practical problem that may be rampant in the field is imperative.

We can’t stress how important it is to develop a logical research topic based on your entire research. There are several significant downfalls to getting your topic wrong; your supervisor may not be interested in working on it, the topic has no academic creditability, the research may not make logical sense, there is a possibility that the study is not viable.

This impacts your time and efforts in writing your dissertation , as you may end up in the cycle of rejection at the initial stage of the dissertation. That is why we recommend reviewing existing research to develop a topic, taking advice from your supervisor, and even asking for help in this particular stage of your dissertation.

Keeping our advice in mind while developing a research topic will allow you to pick one of the best management dissertation topics that fulfil your requirement of writing a research paper and adds to the body of knowledge.

Therefore, it is recommended that when finalizing your dissertation topic, you read recently published literature to identify gaps in the research that you may help fill.

Remember- dissertation topics need to be unique, solve an identified problem, be logical, and be practically implemented. Please look at some of our sample management dissertation topics to get an idea for your own dissertation.

How to Structure your Management Dissertation

A well-structured dissertation can help students to achieve a high overall academic grade.

• A Title Page
• Acknowledgements
• Declaration
• Abstract: A summary of the research completed
• Table of Contents
• Introduction : This chapter includes the project rationale, research background, key research aims and objectives, and the research problems. An outline of the structure of a dissertation can also be added to this chapter.
• Literature Review : This chapter presents relevant theories and frameworks by analysing published and unpublished literature on the chosen research topic to address research questions . The purpose is to highlight and discuss the selected research area’s relative weaknesses and strengths while identifying research gaps. Break down the topic and key terms that can positively impact your dissertation and your tutor.
• Methodology : The data collection and analysis methods and techniques employed by the researcher are presented in the Methodology chapter, which usually includes research design , research philosophy, research limitations, code of conduct, ethical consideration, data collection methods, and data analysis strategy .
• Findings and Analysis : Findings of the research are analysed in detail under the Findings and Analysis chapter. All key findings/results are outlined in this chapter without interpreting the data or drawing any conclusions. It can be useful to include graphs, charts, and tables in this chapter to identify meaningful trends and relationships.
• Discussion and Conclusion : The researcher presents his interpretation of results in this chapter and states whether the research hypothesis has been verified or not. An essential aspect of this section is establishing the link between the results and evidence from the literature. Recommendations with regards to implications of the findings and directions for the future may also be provided. Finally, a summary of the overall research, along with final judgments, opinions, and comments, must be included in the form of suggestions for improvement.
• References : Make sure to complete this by your University’s requirements
• Bibliography
• Appendices : Any additional information, diagrams, and graphs used to complete the dissertation but not part of the dissertation should be included in the Appendices chapter. Essentially, the purpose is to expand the information/data.

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Frequently Asked Questions

How to find dissertation topics about management.

To find management dissertation topics:

• Research recent management challenges.
• Explore industry trends and innovations.
• Analyze organizational behavior or strategies.
• Examine cross-cultural management issues.
• Investigate sustainability and ethics.
• Consult academic journals and experts.

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• Search this Site Search in https://phd.business.uconn.edu/> Search

The School of Business encourages and fosters a rich research-oriented environment for faculty and doctoral candidates. Students can choose from a variety of topics reflecting the varied research interests of our faculty. The Ph.D. Program is intended to prepare students to conduct original research; i.e., to explain phenomena previously not well understood and then to test proposed explanations empirically.

• Accounting standards-setting
• Analyst forecasts
• Corporate financial reporting issues
• Initial Public offerings
• Internal control
• Mergers and acquisitions
• Securities regulation in international capital markets
• Taxes and business decisions
• Asset pricing models
• Corporate management behavior
• Risk management
• Corporate governance
• Financial distress and default
• Credit risk
• International finance
• Macro finance
• Real options
• Institutional investors
• Mutual funds
• Hedge funds
• Market efficiency
• Cost of capital
• Bank competition
• Culture and finance
• Environmental impacts on real estate value
• Capital structure
• Dividend policy
• Insurance markets
• Healthcare finance
• Teams in organizations
• Empowerment and empowering leadership
• Social networks
• Multi-level theory
• Strategic entrepreneurship
• Corporate alliance and networks
• Learning process
• Creativity and innovation
• Strategic human resource management
• International expansion
• Long-term decision making
• Big data anlytics, Branding in developed and emerging markets
• Cross-cultural research
• Cognitive computing applications
• Consumer search and decision  making
• Consumer social networks and social media
• Creativity, identity and emotions
• Digital marketing and analytics
• Digital strategies for customer relationship management
• E-commerce and online retailing
• Global citizenship and consumer behavior
• International marketing
• Interpersonal social networks and social capital
• Marketing-finance interface
• Mobile and digital marketing
• Sales management and innovation
• Product design
• Social interaction and peer effects
• Quality and innovation

Operations & Information Management

• Auction theory and applications
• Database design and security
• Database management
• Distributed computing and client/server technology
• Electronic commerce
• Economics of information and information systems
• Healthcare information systems
• Management of technology
• Manufacturing systems, planning and strategy
• Supply chain management
• Telecommunication and network modeling and analysis
• Applications of operations research and other optimization techniques to areas such as product design, production scheduling, and facility location

PhD in Management Program

A phd in management: where business research and education intersect.

Become an industry thought leader while preparing tomorrow’s business leaders.

Our fully funded PhD in Management is designed for ambitious students and professionals interested in a career in university teaching and research.

This residential program, based at the Samuel Curtis Johnson Graduate School of Management in Ithaca, NY, combines Ivy League rigor and real-world relevance to prepare you for successful careers in academia.

Why Get a PhD in Management?

With a strong focus on management science and applied research, this doctoral degree is ideal for someone looking to teach at the university level and contribute to the greater body of industry knowledge. Pursuing a PhD in Management is also an ideal next step for executives and senior managers who want to make a transition to academia or enhance their research skills for a successful consulting career.

Fully Funded, Highly Flexible: What Makes Cornell’s Management PhD Different?

As you explore PhD programs’ degree requirements, faculty engagement, and campus experience, Cornell stands alone.

In Cornell’s highly flexible program, you’ll choose a specific area of study and build your own dissertation committee. Our program faculty are genuinely interested and invested in your intellectual development. In this small and highly selective program, you will get to know the faculty and your peers well.

The SC Johnson Graduate School of Management is home to leading research centers and a high-impact academic journal; these open you up to unique learning and mentorship opportunities.

Business Simulation Lab

The Debra Paget and Jeffrey Berg Business Simulation Lab facilitates in-person and online behavioral research related to decision-making and problem-solving.

Discover More About BSL

Our Three-Pronged Approach to a PhD in Management

The Johnson School’s doctoral degree in management combines the best of theory and practice, building on a three-pronged foundation:

Hands-on Experience

Develop your research and analytical skills. You’ll work with classmates to examine existing literature and theories for class deliverables, which will often include your own original research.

Customizable Curriculum

Design your own academic pathway. You’ll choose one of six primary areas of study and create your own dissertation committee.

University-Wide Coursework

Draw on the expertise from across Cornell. You’ll get to select graduate-level courses from schools and colleges devoted to law , hospitality , engineering , labor relations , and other fields.

At a Glance: Cornell’s Fully Funded PhD in Management

The fully residential, fully funded PhD in Management program includes a tuition waiver and a stipend for living expenses. Here’s a quick overview of what to expect:

Degree Awarded

PhD in Management

Program Location

Ithaca, NY, with options in New York City

Program Format

Foundational coursework, original research, and six potential areas of study

Hear from Our Community

“PhD is a marathon, not a sprint, and collaborating with great people is paramount. At Cornell, I’ve found a place where amazing people come together, supporting my research and personal growth. Choosing Cornell means joining a community that knows how important it is to work with exceptional people to excel in the program.” – Elina Hur PhD ’23

Customize Your Path: Our Areas of Study

When you apply to the Johnson School’s PhD in Management, you will select a primary area of study. Choosing a concentration allows you to gain specialized skills and knowledge while growing a portfolio of original research.

Examine the role of accounting information in firms and financial markets. PhD-level research at Cornell explores topics such as how firms report information to investors, how accounting information is used to manage firms, and the nature of auditing.

Strategy & Business Economics

Use modern tools and methodologies to gain a better understanding of the world. PhD students in this area explore many aspects of economics including industrial, behavioral, labor, and organizational.

Dive deep into the financial structure and issues of organizations. Your research might look at how conflicts of interest affect corporate policy, how investor psychology affects asset pricing, or how to detect price bubbles.

Learn how theories from operations research, economics, psychology, and sociology intersect to inform corporate and consumer decisions. Your PhD studies will explore both quantitative and behavioral perspectives of marketing.

Management & Organizations

Prepare for a research-focused career in academia or industry. This versatile concentration develops skilled, innovative, analytical researchers through a broad curriculum and close faculty collaboration.

Operations, Technology, & Information Management

Develop the technical skills and behavioral analysis knowledge you need to address high-impact managerial decisions. This focus area also offers an option to complete coursework at Cornell Tech in New York City.

Idea Generation to Publication: A Career in Teaching and Research

The majority of our PhD in Management students pursue careers in academia. After graduation, many land tenure-track teaching positions at top-tier business schools and continue to advance knowledge through original research. Johnson School PhD students often field multiple offers and see starting salaries range from $150,000 to $250,000.

Finding Your Place at Cornell: Meet Our Current PhDs

Students from around the United States and across the globe arrive at the Johnson School to earn their PhD in Management—and their diverse research interests, educational backgrounds, and professional experiences make for a vibrant, enriching learning environment.

MEET CURRENT PHD STUDENTS

Research and Placements: Making an Impact in the Management Field

After earning the PhD in Management, our alumni go on to teach and inspire future leaders at top-tier institutions. Not only do they teach and conduct research alongside some of the most brilliant minds in business, but they also advance the field through publishing in leading journals and presenting their work at industry conferences.

Recent PhD in Management Placements

• Piyush Anand, PhD ’21, assistant professor of marketing, Jones Graduate School of Business, Rice University
• Guarav Kankanhalli, PhD ’20, assistant professor, Joseph M. Katz Graduate School of Business, University of Pittsburgh
• Eunjee Kim, PhD ’21, assistant professor, Mays Business School, Texas A&M University
• Sarah Lim, PhD ’21, assistant professor, Gies College of Business, University of Illinois Urbana-Champaign
• Xuege Lu, PhD ’22, assistant professor, Carlson School of Management, University of Minnesota
• Subrina Shen, PhD ’21, assistant professor, McCombs School of Business, University of Texas at Austin

Recent Research Publications

• “ Do Real Estate Values Boost Corporate Borrowing? Evidence from Contract-Level Data ” in the Journal of Financial Economics (2022) — Gaurav Kankanhalli, PhD ’20, with Murillo Campello, Robert A. Connolly, and Eva Steiner
• “ Converging Tides Lift All Boats: Consensus in Evaluation Criteria Boosts Investments in Firms in Nascent Technology Sectors ” in Organization Science (2021) — Xirong (Subrina) Shen, PhD ’21, with Huisi (Jessica) Li, PhD ’20, and Pamela S. Tolbert 
• “ Initial and Longer-Term Change in Unit-Level Turnover Following Leader Succession: Contingent Effects of Outgoing and Incoming Leader Characteristics ” in Organization Science (2020)— Huisi (Jessica) Li, PhD ’20, with John Hausknecht and Lisa Dragoni

“ Does Regulatory Jurisdiction Affect the Quality of Investment-Adviser Regulation? ” in American Economic Review (2019) — Alan Kwan, PhD ’17, with Ben Charoenwong and Tarik Umar

Our Faculty: Accomplished Researchers, Dedicated Teachers

When you join the PhD in Management program at the Johnson School, you’ll be part of a learning community comprising more than 100 accomplished academics and thought leaders. 

Not only will you take courses with renowned professors from across the Cornell SC Johnson College of Business, but you also will have the opportunity to build your own faculty committee—a group that will become instrumental as you select your dissertation topic and embark on your original research.

Faculty Spotlight: Learn from Leading Thought Leaders

Throughout the PhD program—from foundational coursework to your dissertation—you’ll work closely with dedicated teacher-scholars like these:

Kristina Rennekamp

Dr. Rennekamp’s research focuses on financial accounting from a behavioral perspective. She’s widely published, with work appearing in leading academic journals such as The Accounting Review , Contemporary Accounting Research , and The Journal of Financial Reporting .

Karan Girotra

Dr. Girotra studies the digital transformation of companies, whether it’s looking at emerging tools and practices or exploring new business models. He’s frequently interviewed in an array of mainstream business media outlets, including Bloomberg BusinessWeek , Fortune , and Forbes .

Kaitlin Woolley

Dr. Woolley studies the psychological processes behind consumer motivation. She’s an award-winning educator and researcher with work published in academic journals and national media outlets including the Journal of Consumer Research , Journal of Marketing Research , and The Wall Street Journal .

EXPLORE JOHNSON SCHOOL FACULTY

What You’ll Learn: Curriculum Overview

As you pursue your PhD in business management, you’ll begin with a set of foundation courses and progress into advanced coursework in your area of interest. Through it all, your faculty committee will help make sure you’re on the right track.

Foundational Management Coursework

Early in your doctoral program, you will complete foundational coursework in management and other fields. Many of these will focus on the research process and prepare you for your dissertation.

Advanced Coursework in Your Concentration Area

As you progress in the PhD in Management program, you’ll take electives and advanced courses that align with your research area of interest; these classes can be in the Johnson School and across Cornell.

Your Dissertation: Creating Original Research

During the final part of the program, you begin work on your dissertation—the culmination of your original research. You choose the topic of research in conjunction with your committee.

VIEW PROGRAM SPECIFICS

Beyond Business: Cross-Disciplinary Collaboration and Dialogue

Tap into the experience and expertise of faculty members from across Cornell University.

Management is a broad science. Business leaders serve in a variety of roles in industries of all kinds: healthcare, consumer goods, agriculture, biotechnology, media, and consulting to name just a few. At Cornell, you can enrich your education and expand your research opportunities by taking courses and finding mentors beyond the college of business.

Explore fields like computer science, psychology, sociology, communication, engineering, and data science—and then connect the dots back to your management research.

Interact with peers and professors from other disciplines by participating in student organizations and special interest groups or by attending public lectures, workshops, and networking events.

Admissions Overview: How to Apply to the Management PhD Program

The ideal candidate for the Johnson School’s doctorate degree in management will have a strong record of academic excellence, a solid understanding of the research process, and an entrepreneurial approach to problem-solving. An MBA or master’s degree is not a requirement for admission. 

Our admissions page offers more details about program prerequisites, selection criteria, requirements, deadline information, and a checklist of materials you need to submit with your application.

Connect With Cornell Admissions

The Johnson School admissions team is available to answer your questions about the program and the application process. Stop in or reach out by phone or email today.

253-D Sage Hall Johnson Graduate School of Management Cornell University Ithaca, NY 14853-6201

Phone: 607-255-5340 Email: Graduate Research Programs Office

The Cornell Campus: Where You Will Learn, Grow, and Thrive

Learn, grow, and thrive on one of the most beautiful college campuses in the United States. As a PhD student, you’ll spend a lot of time in Sage Hall, a Gothic-style building dating back to 1875. You’ll find more high-tech learning spaces just off campus at the Breazzano Family Center for Business Education. You’ll also have access to the innovative campus of Cornell Tech in New York City—particularly relevant to students focused on technology and information management. 

Attending Cornell also means you’ll call Ithaca, NY, home for about five years. Our eclectic downtown is full of eateries, shops, activities, and all of the amenities you’d need for everyday life. When you’re not in class or studying, you can explore all that the Finger Lakes region has to offer.

PhD in Management FAQ: What You Need to Know

Before you apply to a research-focused graduate program, you’re likely to want to do some deep research of your own. For instance, how does a fully funded PhD in Management work? What’s the typical completion time?

We have a robust Frequently Asked Questions section to help you learn more about our program, the admissions process, and dissertation requirements. For our international applicants, you’ll also find specific details about earning your PhD in Management.

May I speak to someone about my interest in the program and visit?

You are welcome to reach out to any professor with whom you see a good research fit. Our website also has a wealth of information about the program.

Is an interview part of the process?

We offer interviews only to a few applicants after their first screening.

May I talk to a professor or advisor?

You are welcome to contact any professor with whom you see a research match. Faculty are more likely to respond to specific research queries.

I have questions; may I write to this program email address?

Yes. Our response time will vary. We are not able to answer detailed questions that are better assessed by faculty during the application process.

May I schedule a campus tour?

Admissions does not offer campus tours for PhD program applicants. However, you may arrange an appointment with a faculty member.

Fraud alert – beware of third-party post-doc scams.

Cornell University recently has been made aware of fraudulent activity targeting overseas students and researchers, including at least one third party website falsely stating that it is offering a postdoctoral or visiting scholar program in association with Cornell. These scams, which may seek to obtain money and/or personal details from interested applicants, are fraudulent. 

Cornell wishes to warn the public about these fraudulent activities being perpetrated purportedly in the name of Cornell, and/or its officials. Please be advised that: 

• Cornell does not, nor has it, worked in collaboration with third-party companies or organizations to offer postdoctoral or research certificate programs.
• Third parties do not collect tuition or fees on behalf of Cornell.
• Cornell does not work with or endorse such organizations including, but not limited to, Shanghai Lufei Education Technology Co., Ltd. (Chinese name: 上海璐斐教育科技有限公司) and Shenzhen Guoyan Era Education Technology Co., Ltd. (Chinese name: 深圳市国研时代教育科技有限公司).

Cornell’s postdoctoral positions are listed on the Academic Career Opportunities website and postdoctoral fellowship programs are available for viewing. If you suspect a third party of falsely advertising a Cornell program, please notify [email protected]. Victims of such scams may also report them to their local law enforcement authorities for appropriate action.

Start the Application Process Today

Ready to apply to our highly selective, fully funded PhD in Management? We look forward to learning more about you and your research goals. Start the application process today at the Cornell Graduate Admissions website. [You’ll first need to register for an account or log in to an existing one.]

• How to Choose a PhD Research Topic
• Finding a PhD

Introduction

Whilst there are plenty of resources available to help prospective PhD students find doctoral programmes, deciding on a research topic is a process students often find more difficult.

Some advertised PhD programmes have predefined titles, so the exact topic is decided already. Generally, these programmes exist mainly in STEM, though other fields also have them. Funded projects are more likely to have defined titles, and structured aims and objectives.

Self funded projects, and those in fields such as arts and humanities, are less likely to have defined titles. The flexibility of topic selection means more scope exists for applicants to propose research ideas and suit the topic of research to their interests.

A middle ground also exists where Universities advertise funded PhD programmes in subjects without a defined scope, for example: “PhD Studentship in Biomechanics”. The applicant can then liaise with the project supervisor to choose a particular title such as “A study of fatigue and impact resistance of biodegradable knee implants”.

If a predefined programme is not right for you, then you need to propose your own research topic. There are several factors to consider when choosing a good research topic, which will be outlined in this article.

How to Choose a Research Topic

Our first piece of advice is to PhD candidates is to stop thinking about ‘finding’ a research topic, as it is unlikely that you will. Instead, think about developing a research topic (from research and conversations with advisors).

Consider several ideas and critically appraise them:

• You must be able to explain to others why your chosen topic is worth studying.
• You must be genuinely interested in the subject area.
• You must be competent and equipped to answer the research question.
• You must set achievable and measurable aims and objectives.
• You need to be able to achieve your objectives within a given timeframe.
• Your research question must be original and contribute to the field of study.

We have outlined the key considerations you should use when developing possible topics. We explore these below:

Focus on your interests and career aspirations

It is important to choose a topic of research that you are genuinely interested in. The decision you make will shape the rest of your career. Remember, a full-time programme lasts 3-4 years, and there will be unforeseen challenges during this time. If you are not passionate about the study, you will struggle to find motivation during these difficult periods.

You should also look to your academic and professional background. If there are any modules you undertook as part of your Undergraduate/Master degree that you particularly enjoyed or excelled in? These could form part of your PhD research topic. Similarly, if you have professional work experience, this could lead to you asking questions which can only be answered through research.

When deciding on a PhD research topic you should always consider your long-term career aspirations. For example, as a physicist, if you wish to become an astrophysicist, a research project studying black holes would be more relevant to you than a research project studying nuclear fission.

Read dissertations and published journals

Reading dissertations and published journals is a great way to identify potential PhD topics. When reviewing existing research ask yourself:

• What has been done and what do existing results show?
• What did previous projects involve (e.g. lab-work or fieldwork)?
• How often are papers published in the field?
• Are your research ideas original?
• Is there value in your research question?
• Could I expand on or put my own spin on this research?

Reading dissertations will also give you an insight into the practical aspects of doctoral study, such as what methodology the author used, how much data analysis was required and how was information presented.

You can also think of this process as a miniature literature review . You are searching for gaps in knowledge and developing a PhD project to address them. Focus on recent publications (e.g. in the last five years). In particular, the literature review of recent publications will give an excellent summary of the state of existing knowledge, and what research questions remain unanswered.

If you have the opportunity to attend an academic conference, go for it! This is often an excellent way to find out current theories in the industry and the research direction. This knowledge could reveal a possible research idea or topic for further study.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

Discuss research topic ideas with a PhD supervisor

Discuss your research topic ideas with a supervisor. This could be your current undergraduate/masters supervisor, or potential supervisors of advertised PhD programmes at different institutions. Come to these meetings prepared with initial PhD topic ideas, and your findings from reading published journals. PhD supervisors will be more receptive to your ideas if you can demonstrate you have thought about them and are committed to your research.

You should discuss your research interests, what you have found through reading publications, and what you are proposing to research. Supervisors who have expertise in your chosen field will have insight into the gaps in knowledge that exist, what is being done to address them, and if there is any overlap between your proposed research ideas and ongoing research projects.

Talking to an expert in the field can shape your research topic to something more tangible, which has clear aims and objectives. It can also find potential shortfalls of your PhD ideas.

It is important to remember, however, that although it is good to develop your research topic based on feedback, you should not let the supervisor decide a topic for you. An interesting topic for a supervisor may not be interesting to you, and a supervisor is more likely to advise on a topic title which lends itself to a career in academia.

Another tip is to talk to a PhD student or researcher who is involved in a similar research project. Alternatively, you can usually find a relevant research group within your University to talk to. They can explain in more detail their experiences and suggest what your PhD programme could involve with respect to daily routines and challenges.

Look at advertised PhD Programmes

Use our Search tool , or look on University PhD listing pages to identify advertised PhD programmes for ideas.

• What kind of PhD research topics are available?
• Are these similar to your ideas?
• Are you interested in any of these topics?
• What do these programmes entail?

The popularity of similar PhD programmes to your proposed topic is a good indicator that universities see value in the research area. The final bullet point is perhaps the most valuable takeaway from looking at advertised listings. Review what similar programmes involve, and whether this is something you would like to do. If so, a similar research topic would allow you to do this.

Writing a Research Proposal

As part of the PhD application process , you may be asked to summarise your proposed research topic in a research proposal. This is a document which summarises your intended research and will include the title of your proposed project, an Abstract, Background and Rationale, Research Aims and Objectives, Research Methodology, Timetable, and a Bibliography. If you are required to submit this document then read our guidance on how to write a research proposal for your PhD application.

Browse PhDs Now

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Earn your MBA and SM in engineering with this transformative two-year program.

Combine an international MBA with a deep dive into management science. A special opportunity for partner and affiliate schools only.

A doctoral program that produces outstanding scholars who are leading in their fields of research.

Bring a business perspective to your technical and quantitative expertise with a bachelor’s degree in management, business analytics, or finance.

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PhD Program

Program overview.

Now Reading 1 of 4

Rigorous, discipline-based research is the hallmark of the MIT Sloan PhD Program. The program is committed to educating scholars who will lead in their fields of research—those with outstanding intellectual skills who will carry forward productive research on the complex organizational, financial, and technological issues that characterize an increasingly competitive and challenging business world.

Start here.

Learn more about the program, how to apply, and find answers to common questions.

Admissions Events

Check out our event schedule, and learn when you can chat with us in person or online.

Start Your Application

Visit this section to find important admissions deadlines, along with a link to our application.

Click here for answers to many of the most frequently asked questions.

PhD studies at MIT Sloan are intense and individual in nature, demanding a great deal of time, initiative, and discipline from every candidate. But the rewards of such rigor are tremendous:  MIT Sloan PhD graduates go on to teach and conduct research at the world's most prestigious universities.

PhD Program curriculum at MIT Sloan is organized under the following three academic areas: Behavior & Policy Sciences; Economics, Finance & Accounting; and Management Science. Our nine research groups correspond with one of the academic areas, as noted below.

MIT Sloan PhD Research Groups

Behavioral & policy sciences.

Economic Sociology

Institute for Work & Employment Research

Organization Studies

Technological Innovation, Entrepreneurship & Strategic Management

Economics, Finance & Accounting

Accounting  

Management Science

Information Technology

System Dynamics  

Those interested in a PhD in Operations Research should visit the Operations Research Center .  

PhD Program Structure

Additional information including coursework and thesis requirements.

MIT Sloan Predoctoral Opportunities

MIT Sloan is eager to provide a diverse group of talented students with early-career exposure to research techniques as well as support in considering research career paths.

Rising Scholars Conference

The fourth annual Rising Scholars Conference on October 25 and 26 gathers diverse PhD students from across the country to present their research.

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The goal of the MIT Sloan PhD Program's admissions process is to select a small number of people who are most likely to successfully complete our rigorous and demanding program and then thrive in academic research careers. The admission selection process is highly competitive; we aim for a class size of nineteen students, admitted from a pool of hundreds of applicants.

What We Seek

• Outstanding intellectual ability
• Excellent academic records
• Previous work in disciplines related to the intended area of concentration
• Strong commitment to a career in research

MIT Sloan PhD Program Admissions Requirements Common Questions

Dates and Deadlines

Admissions for 2024 is closed. The next opportunity to apply will be for 2025 admission. The 2025 application will open in September 2024. 

More information on program requirements and application components

Students in good academic standing in our program receive a funding package that includes tuition, medical insurance, and a fellowship stipend and/or TA/RA salary. We also provide a new laptop computer and a conference travel/research budget.

Funding Information

Throughout the year, we organize events that give you a chance to learn more about the program and determine if a PhD in Management is right for you.

PhD Program Events

August phd program overview.

During this webinar, you will hear from the PhD Program team and have the chance to ask questions about the application and admissions process.

Discover Your Doctoral Path

An event for prospective students with Boston-area management programs

September 12 PhD Program Overview

September 25 phd program overview.

Complete PhD Admissions Event Calendar

Unlike formulaic approaches to training scholars, the PhD Program at MIT Sloan allows students to choose their own adventure and develop a unique scholarly identity. This can be daunting, but students are given a wide range of support along the way - most notably having access to world class faculty and coursework both at MIT and in the broader academic community around Boston.

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Profiles of our current students

MIT Sloan produces top-notch PhDs in management. Immersed in MIT Sloan's distinctive culture, upcoming graduates are poised to innovate in management research and education.

Academic Job Market

Doctoral candidates on the current academic market

Academic Placements

Graduates of the MIT Sloan PhD Program are researching and teaching at top schools around the world.

view recent placements 

MIT Sloan Experience

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The PhD Program is integral to the research of MIT Sloan's world-class faculty. With a reputation as risk-takers who are unafraid to embrace the unconventional, they are engaged in exciting disciplinary and interdisciplinary research that often includes PhD students as key team members.

Research centers across MIT Sloan and MIT provide a rich setting for collaboration and exploration. In addition to exposure to the faculty, PhD students also learn from one another in a creative, supportive research community.

Throughout MIT Sloan's history, our professors have devised theories and fields of study that have had a profound impact on management theory and practice.

From Douglas McGregor's Theory X/Theory Y distinction to Nobel-recognized breakthroughs in finance by Franco Modigliani and in option pricing by Robert Merton and Myron Scholes, MIT Sloan's faculty have been unmatched innovators.

This legacy of innovative thinking and dedication to research impacts every faculty member and filters down to the students who work beside them.

Faculty Links

• Accounting Faculty
• Economic Sociology Faculty
• Finance Faculty
• Information Technology Faculty
• Institute for Work and Employment Research (IWER) Faculty
• Marketing Faculty
• Organization Studies Faculty
• System Dynamics Faculty
• Technological Innovation, Entrepreneurship, and Strategic Management (TIES) Faculty

Student Research

“MIT Sloan PhD training is a transformative experience. The heart of the process is the student’s transition from being a consumer of knowledge to being a producer of knowledge. This involves learning to ask precise, tractable questions and addressing them with creativity and rigor. Hard work is required, but the reward is the incomparable exhilaration one feels from having solved a puzzle that had bedeviled the sharpest minds in the world!” -Ezra Zuckerman Sivan Alvin J. Siteman (1948) Professor of Entrepreneurship

Sample Dissertation Abstracts - These sample Dissertation Abstracts provide examples of the work that our students have chosen to study while in the MIT Sloan PhD Program.

We believe that our doctoral program is the heart of MIT Sloan's research community and that it develops some of the best management researchers in the world. At our annual Doctoral Research Forum, we celebrate the great research that our doctoral students do, and the research community that supports that development process.

The videos of their presentations below showcase the work of our students and will give you insight into the topics they choose to research in the program.

Attention To Retention: The Informativeness of Insiders’ Decision to Retain Shares

2024 PhD Doctoral Research Forum Winner - Gabriel Voelcker

Watch more MIT Sloan PhD Program  Doctoral Forum Videos

• [email protected]

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Ask a question or register your interest

Faculty Directory

Meet our faculty.

How To Choose A Topic For PhD Research In Management

The journey of pursuing a PhD in Management is both an exhilarating and challenging endeavour. One of the critical milestones in this academic pursuit is choosing the right research topic. A well-crafted PhD research topic lays the foundation for a successful and impactful doctoral journey. In this guide on “Topic For PhD Research In Management,” we will provide insights into developing PhD research topics in project management and present a list of 13+ excellent topics in the broader field of management.

Key TakeAway

• Passion and Relevance: Choose a research topic aligned with your passion, ensuring it addresses current management issues.
• Feasibility and Scope: Define a realistic scope for focused and in-depth research within constraints.
• Consultation is Key: Engage with advisors and peers for insights and refinement of ideas
• Diverse Research Topics: Explore diverse management topics, from human resources to innovation and cultural sensitivity, offering opportunities for impactful research.

Creating a Simple Guide for Developing Topic For PhD Research In Management

Before diving into the list of specific research topics, let’s establish a simple guide for developing a Ph.D. research topic in project management.

1. Identify Your Passion and Interest

PhD journey is an exhilarating yet challenging endeavour, and choosing a topic that aligns with your passion and interest is crucial for its longevity. If you find yourself struggling to find a PhD topic, take a moment to reflect on what aspects of management truly captivate your curiosity. Whether it’s unravelling the intricacies of human resources, exploring the dynamics of entrepreneurship, or delving into the nuances of strategic decision-making, selecting a topic that resonates with you will not only pique your interest but also keep you motivated throughout the extensive research process. 

2. Relevance to Current Issues

Choosing a PhD research topic that addresses the current challenges and issues in the field of management is crucial for producing impactful and relevant research. Staying informed about the latest developments, trends, and emerging paradigms ensures that the research is not only academically rigorous but also has the potential to influence and shape the industry’s future. Exploring trending PhD topics allows researchers to delve into areas that are actively shaping the management landscape, providing a unique opportunity to contribute to the ongoing discourse and advancements in the field.

3. Feasibility and Scope

While it’s tempting to aim for the stars, it’s crucial to ensure that your chosen topic is feasible within the constraints of time, resources, and data availability. Clearly define the scope of your research to stay calm. A well-defined scope helps you stay focused and enables a more in-depth exploration of your chosen subject.

4. Consultation with Advisors and Peers

Your advisors and peers can be invaluable resources during the topic selection process. Engage in meaningful discussions with them to gain insights into potential research areas. Their experiences and perspectives can help you refine your ideas and identify aspects of your chosen topic that you may have yet to consider.

Now, armed with this guide, let’s delve into specific PhD research topics in the field of management.

List of 13+ Excellent PhD Research Topics in the Field of Management

1. management of human resources, exploring innovative approaches to employee motivation and engagement.

Investigate novel methods to enhance employee motivation and engagement, considering factors such as remote work, flexible schedules, and recognition programs.

The Impact of Remote Work on Human Resource Management Practices

Examine how the widespread adoption of remote work influences traditional human resource management practices. Consider the challenges and opportunities presented by virtual work environments.

2. Strategic Entrepreneurship and Businesses Led by Women

Analyzing success factors for women-led businesses in a competitive landscape.

Identify the key success factors that contribute to the growth and sustainability of businesses led by women. Explore challenges unique to women entrepreneurs and strategies for overcoming them.

The Role of Gender in Shaping Entrepreneurial Strategies

Investigate how gender influences entrepreneurial strategies, decision-making processes, and the overall success of businesses. Address gender-related biases and their impact on entrepreneurial endeavours.

3. Innovation and Technology Management

Examining the relationship between technological innovation and organizational performance.

Explore how technological innovation contributes to organizational performance. Analyze the adoption of emerging technologies and their implications for business success.

Managing Innovation in the Era of Artificial Intelligence

Investigate the challenges and opportunities of integrating artificial intelligence into innovation processes. Explore how organizations can effectively manage AI-driven innovation.

4. Sustainable Development and Resource Management

Integrating sustainable practices in supply chain management.

Assess the integration of sustainable practices, such as eco-friendly sourcing and reduced carbon footprint, into supply chain management. Explore the economic and environmental benefits of sustainable resource management.

The Role of Leadership in Fostering Sustainable Business Practices

Examine how leadership practices influence the adoption of sustainable business practices. Analyze the impact of environmentally conscious leadership on organizational culture and performance.

5. Entrepreneurship with a Social Impact

Evaluating the social impact of entrepreneurial ventures.

Assess the social impact of entrepreneurial ventures beyond economic indicators. Explore how businesses can contribute to social welfare, community development, and sustainable practices.

Social Entrepreneurship as a Catalyst for Positive Change

Investigate the role of social entrepreneurship in addressing societal challenges. Analyze successful social enterprises and their strategies for creating positive and lasting change.

6. Global Enterprises and Their Management

Cross-cultural management strategies in global enterprises.

Explore effective strategies for managing cross-cultural teams and operations in global enterprises. Analyze the impact of cultural diversity on organizational performance and success.

Navigating Challenges in International Business Management

Examine challenges specific to international business management, such as cultural differences, legal complexities, and geopolitical factors. Develop strategies for overcoming these challenges and fostering global success.

7. Strategies Tailored to Cultural Sensitivity on a Global Scale

Developing cultural intelligence in global management.

Investigate the concept of cultural intelligence and its role in global management. Explore how leaders can enhance their cultural sensitivity to build successful international relationships.

The Role of Cultural Sensitivity in Effective Leadership

 Analyze how cultural sensitivity contributes to effective leadership in diverse organizational settings. Explore case studies and examples of leaders who have successfully navigated cultural nuances.

8. Customization On A Mass Scale in Business

Personalization strategies in mass production industries .

Explore how mass-production industries can incorporate personalization strategies to meet individual customer preferences. Analyze successful examples of businesses achieving mass customization.

Balancing Customization And Efficiency In Business Operations 

Investigate the challenges and opportunities of balancing customization with operational efficiency. Explore technological solutions and organizational frameworks that enable efficient customization.

9. Finance And Accounting In Management

The integration of financial strategies in strategic management.

Explore how financial strategies are integrated into overall strategic management. Analyze the role of financial decision-making in shaping organizational goals and objectives.

Accounting Practices And Decision-Making In Modern Businesses

Investigate the impact of accounting practices on decision-making in contemporary businesses. Analyze how financial information is used to inform strategic choices and resource allocation.

10. Behavior Within Organizations

Understanding organizational behavior in the digital age.

Explore how advancements in technology and changes in the digital landscape influence organizational behavior. Analyze the implications of remote work, digital communication, and virtual collaboration on employee behavior.

The Impact Of Leadership Styles On Employee Performance

Investigate the relationship between different leadership styles and employee performance. Analyze how leadership behaviors and approaches contribute to organizational success.

11. Integration within Supply Chain Management

Optimizing integration strategies in supply chain management .

Explore strategies for optimizing integration within supply chain management. Analyze the role of technology, collaboration, and real-time data in enhancing supply chain efficiency.

Technology And Innovation In Supply Chain Integration 

Investigate the impact of technology and innovation on supply chain integration. Explore how emerging technologies, such as blockchain and IoT, transform traditional supply chain processes.

12. Strategic Decision-Making In High-Velocity Contexts

Decision-making in rapidly changing business environments.

 Explore the challenges and opportunities of decision-making in high-velocity business environments. Analyze how organizations can adapt their decision-making processes to stay agile and responsive.

Strategic Adaptability In High-Velocity Markets

Investigate the concept of strategic adaptability and its relevance in high-velocity markets. Explore case studies of organizations that have successfully navigated rapid changes in their industries.

13. Competitive Advantage In Interconnected Firms

Leveraging interconnectedness for competitive advantage.

Explore how interconnectedness, facilitated by digital technologies, can be leveraged for competitive advantage. Analyze strategies for building and sustaining competitive advantages in a hyper-connected business landscape.

Network-Based Competitive Strategies In The Digital Economy 

Investigate how businesses can develop and implement network-based competitive strategies in the digital economy. Explore the role of strategic partnerships, collaborations, and digital ecosystems.

14. Holistic Approaches To Business Planning

Integrating sustainability and profitability in business planning.

Explore how businesses can integrate sustainability goals into their overall business planning. Analyze the economic and environmental benefits of adopting a holistic approach to business planning.

Holistic Business Models For Long-Term Success

Investigate successful examples of businesses that have adopted holistic business models for long-term success. Analyze the key components of these models and their impact on organizational resilience.

15. Perceptions Of Organizational Fairness In The Context Of Cultural Differences

Cultural variations in perceptions of organizational fairness.

Explore how cultural differences influence perceptions of organizational fairness. Analyze how organizational policies and practices can be adapted to ensure fairness across diverse cultural settings.

Fairness and Employee Satisfaction Across Diverse Cultural Settings

Investigate the relationship between organizational fairness and employee satisfaction in diverse cultural settings. Analyze strategies for promoting a fair and inclusive workplace culture.

16. Imitation Strategies In Business

Exploring the role of imitation in business strategy.

Investigate the strategic role of imitation in business. Analyze how businesses can effectively imitate successful strategies while maintaining innovation and differentiation.

The Fine Line Between Imitation And Innovation In Business

Explore the delicate balance between imitation and innovation in business. Analyze case studies of companies that have successfully navigated this fine line to achieve sustained success.

Q1: How Long Does It Typically Take To Develop A PhD Research Topic In Management?

The time it takes to develop a research topic varies, but it often takes several months. It involves exploring literature, discussions with advisors, and refining your interests.

Q2: Can I Change My Research Topic After Starting My PhD?

 Yes, it’s possible to change your research topic, but it’s essential to discuss this with your advisors to ensure a smooth transition.

Q3: How Can I Ensure My Research Topic Is Relevant To The Industry?

Stay updated on industry trends, engage with professionals, and consider conducting interviews or surveys with industry experts to ensure relevance.

Choosing a Ph.D. research topic in management is a significant step that requires careful consideration. By following the guide provided and exploring the suggested research topics, you can pave the way for a successful and impactful doctoral journey. Remember, the key is to align your passion with the current needs of the field, ensuring that your research contributes meaningfully to the world of management.

About The Author

Tom Baldwin

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PhD/ MPhil/ MSc Management (Research)

• Visit an Open Day
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Our PhD in Management comprises a short taught component followed by a longer research phase. The programme will allow you to broaden and deepen your knowledge of research methods whilst undertaking your own research and developing a set of transferable professional skills.

The PhD programme in Management will facilitate the creation and interpretation of new knowledge by the research student, demonstrated through the thesis. The taught component is designed to ensure that doctoral researchers understand the breath of techniques used in modern social science research.

Doctoral researchers will be capable of analysing a range of data using a range of qualitative and quantitative techniques. They will be able to explain theories underlying different approaches to social science research. Doctoral researchers are expected to participate to the fullest possible extent in the life of the Business School. This means attending seminars organised by the Business School thereby helping expose doctoral researchers to new ideas emanating from outside their own area of specialisation. It also requires actively participating in PhD workshops and conferences organised by the Business School and Graduate School as well as institutions outside the University of Birmingham.

Ultimately all doctoral researchers will have the ability to characterise and solve business and management problems using advanced research tools. They should be able to derive policy implications from their research and communicate these to policy makers, practitioners and other academics in a manner which is comprehensible. They will also be able to peer review others’ research and offer constructive criticism; and to extend the frontiers of the discipline through their own innovative research.

Doctoral researchers may choose to become academics, work in Government, businesses, supranational organisations or in the research arms of major financial institutions. They are expected to achieve a substantial understanding of contemporaneous management and business issues enabling them to take a lead in ongoing debates within society. They will be aware of and understand the function of related institutions at both a national and international level.

Fees 2024 - 2025

• Code 8169 - £4,778 (UK) PhD Full time
• Code 8171 - £2,389 (UK) PhD Part time
• Code 8169 - £23,520 (International) PhD Full time
• Code 698B - £2,389 (UK) Distance Learning 8 Years Part time
• Code 8165 - £4,778 (UK) MPhil Full time
• Code 8168 - £2,389 (UK) MPhil Part time
• Code 8165 - £23,520 (International) MPhil Full time
• Code 8176 - £4,778 (UK) MSc (Research) Full time
• Code 8179 - £2,389 (UK) MSc (Research) Part time
• Code 8176 - £23,520 (International) MSc (Research) Full time

Learn more about fees and funding

Scholarships and studentships

Scholarships may be available. International students can often gain funding through overseas research scholarships, Commonwealth scholarships or their home government.

The Business School and the University provide some scholarships and bursaries for postgraduate research students.For details of these, please contact the Business School's Research Office at [email protected] . For further information contact the School directly or email [email protected] .

How To Apply

• How to apply

To apply for a postgraduate research programme, you will need to submit your application and supporting documents online. We have put together some helpful information on the research programme application process and supporting documents on our how to apply page . Please read this information carefully before completing your application.

Our Standard Requirements

The Business School's entry requirement is a good honours degree (first or upper second class honours) awarded by a recognised University in an appropriate subject, and a merit in a relevant Master’s degree. We usually ask students for an average of 65 in the taught component of their Masters. All international students also need to show that they have adequate knowledge of written and spoken English. Learn more about entry requirement

Writing your Research Proposal

Your research proposal should illustrate your ability to plan an independent research study and the relevance of your topic to the research interests and expertise of Birmingham Business School.You need to demonstrate that you understand the field that you plan to research, identify an interesting and original research question, and develop a tentative plan of study. It's critical that your research proposal is written to the guidelines specified below.

Guidelines for the Research Proposal

International Requirements

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 14/20 from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of the Licenciado or an equivalent professional title from a recognised Argentinian university, with a promedio of at least 7.5, may be considered for entry to a postgraduate degree programme. Applicants for PhD degrees will normally have a Maestria or equivalent

Applicants who hold a Masters degree will be considered for admission to PhD study.

Holders of a good four-year Diplomstudium/Magister or a Masters degree from a recognised university with a minimum overall grade of 2.5 will be considered for entry to postgraduate research programmes.

Students with a good 5-year Specialist Diploma or 4-year Bachelor degree from a recognised higher education institution in Azerbaijan, with a minimum GPA of 4/5 or 80% will be considered for entry to postgraduate taught programmes at the University of Birmingham.

For postgraduate research programmes applicants should have a good 5-year Specialist Diploma (completed after 1991), with a minimum grade point average of 4/5 or 80%, from a recognised higher education institution or a Masters or “Magistr Diplomu” or “Kandidat Nauk” from a recognised higher education institution in Azerbaijan.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0 or 75% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a CGPA of 3.0-3.3/4.0 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Students who hold a Masters degree from the University of Botswana with a minimum GPA of 3.0/4.0 or 3.5/5.0 (70%/B/'very good') will be considered for Postgraduate Diplomas and Masters degrees.

Please note 4-year bachelor degrees from the University of Botswana are considered equivalent to a Diploma of Higher Education. 5-year bachelor degrees from the University of Botswana are considered equivalent to a British Bachelor (Ordinary) degree.

Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

A Licenciatura or Bacharelado degree from a recognised Brazilian university:

• A grade of 7.5/10 for entry to programmes with a 2:1 requirement
• A grade of 6.5/10for entry to programmes with a 2:2 requirement

Holders of a good Bachelors degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good post-2001 Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Students with a minimum average of 14 out of 20 (or 70%) on a 4-year Licence, Bachelor degree or Diplôme d'Etudes Superieures de Commerce (DESC) or Diplôme d'Ingénieur or a Maîtrise will be considered for Postgraduate Diplomas and Masters degrees.

Holders of a bachelor degree with honours from a recognised Canadian university may be considered for entry to a postgraduate degree programme. A GPA of 3.0/4, 7.0/9 or 75% is usually equivalent to a UK 2.1.

Holders of the Licenciado or equivalent Professional Title from a recognised Chilean university will be considered for Postgraduate Diplomas and Masters degrees. Applicants for PhD study will preferably hold a Magister degree or equivalent.

Students with a bachelor’s degree (4 years minimum) may be considered for entry to a postgraduate degree programme. However please note that we will only consider students who meet the entry guidance below.  Please note: for the subject areas below we use the Shanghai Ranking 2022 (full table)  ,  Shanghai Ranking 2023 (full table) , and Shanghai Ranking of Chinese Art Universities 2023 .

需要具备学士学位（4年制）的申请人可申请研究生课程。请根据所申请的课程查看相应的入学要求。 请注意，中国院校名单参考 软科中国大学排名2022（总榜） ，  软科中国大学排名2023（总榜） ，以及 软科中国艺术类高校名单2023 。  

Business School    - MSc programmes (excluding MBA)  

商学院硕士课程（MBA除外）入学要求

School of Computer Science – all MSc programmes 计算机学院硕士课程入学要求

College of Social Sciences – courses listed below 社会科学 学院部分硕士课程入学要求 MA Education  (including all pathways) MSc TESOL Education MSc Public Management MA Global Public Policy MA Social Policy MA Sociology Department of Political Science and International Studies  全部硕士课程 International Development Department  全部硕士课程

  All other programmes (including MBA)   所有其他 硕士课程（包括 MBA）入学要求

Please note:

• Borderline cases: We may consider students with lower average score (within 5%) on a case-by-case basis if you have a relevant degree and very excellent grades in relevant subjects and/or relevant work experience. 如申请人均分低于相应录取要求（5%以内），但具有出色学术背景，优异的专业成绩，以及（或）相关的工作经验，部分课程将有可能单独酌情考虑。
• Please contact the China Recruitment Team for any questions on the above entry requirements. 如果您对录取要求有疑问，请联系伯明翰大学中国办公室   [email protected]

Holders of the Licenciado/Professional Title from a recognised Colombian university will be considered for our Postgraduate Diploma and Masters degrees. Applicants for PhD degrees will normally have a Maestria or equivalent.

Holders of a good bachelor degree with honours (4 to 6 years) from a recognised university with a upper second class grade or higher will be considered for entry to taught postgraduate programmes.  Holders of a good Masters degree from a recognised university will be considered for entry to postgraduate research programmes.

Holders of a good Bacclaureus (Bachelors) from a recognised Croatian Higher Education institution with a minimum overall grade of 4.0 out of 5.0, vrlo dobar ‘very good’, or a Masters degree, will be considered for entry to postgraduate research programmes.

Holders of a Bachelors degree(from the University of the West Indies or the University of Technology) may be considered for entry to a postgraduate degree programme. A Class II Upper Division degree is usually equivalent to a UK 2.1. For further details on particular institutions please refer to the list below.  Applicants for PhD level study will preferably hold a Masters degree or Mphil from the University of the West Indies.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum overall grade of 6.5 out of 10, or a GPA of 3 out of 4, and will usually be required to have completed a good Masters degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bakalár from a recognised Czech Higher Education institution with a minimum overall grade of 1.5, B, velmi dobre ‘very good’ (post-2004) or 2, velmi dobre ‘good’ (pre-2004), or a good post-2002 Magistr (Masters), will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum overall grade of 7-10 out of 12 (or 8 out of 13) or higher for 2:1 equivalence and will usually be required to have completed a good Masters/ Magisterkonfereus/Magister Artium degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Holders of the Licenciado or an equivalent professional title from a recognised Ecuadorian university may be considered for entry to a postgraduate degree programme. Grades of 70% or higher can be considered as UK 2.1 equivalent.  Applicants for PhD level study will preferably hold a Magister/Masterado or equivalent qualification, but holders of the Licenciado with excellent grades can be considered.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0 or 75% from a recognised institution. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bakalaurusekraad from a recognised university with a minimum overall grade of 4/5 or B, or a good one- or two-year Magistrikraad from a recognised university, will be considered for entry to postgraduate research programmes.

Students who hold a Masters degree with very good grades (grade B, 3.5/4 GPA or 85%) will be considered for Postgraduate Diplomas and Masters degrees. 

Holders of a good Kandidaatti / Kandidat (old system), a professional title such as Ekonomi, Diplomi-insinööri, Arkkitehti, Lisensiaatti (in Medicine, Dentistry and Vetinary Medicine), or a Maisteri / Magister (new system), Lisensiaatti / Licenciat, Oikeustieteen Kandidaatti / Juris Kandidat (new system) or Proviisori / Provisor from a recognised Finnish Higher Education institution, with a minimum overall grade of 2/3 or 4/5, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a should hold a Bachelors degree and will usually be required to have completed a Masters/Maîtrise with a minimum overall grade of 13 out of 20, or a Magistère / Diplôme d'Etudes Approfondies / Diplôme d'Etudes Supérieures Specialisées / Mastère Specialis, from a recognised French university or Grande École to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Magister Artium, a Diplom or an Erstes Staatsexamen from a recognised university with a minimum overall grade of 2.5, or a good two-year Lizentiat / Aufbaustudium / Zweites Staatsexamen or a Masters degree from a recognised university, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0 Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Applicants for postgraduate research programmes should hold a good four-year Ptychio (Bachelor degree) with a minimum overall grade of 6.5 out of 10, from a recognised Greek university (AEI), and will usually be required to have completed a good Metaptychiako Diploma Eidikefsis (Masters degree) from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

4-year Licenciado is deemed equivalent to a UK bachelors degree. A score of 75 or higher from Universidad de San Carlos de Guatemala (USAC) can be considered comparable to a UK 2.1, 60 is comparable to a UK 2.2.  Private universities have a higher pass mark, so 80 or higher should be considered comparable to a UK 2.1, 70 is comparable to a UK 2.2

The Hong Kong Bachelor degree is considered comparable to British Bachelor degree standard. Students with bachelor degrees awarded by universities in Hong Kong may be considered for entry to one of our postgraduate degree programmes.

Students with Masters degrees may be considered for PhD study.

Holders of a good Alapfokozat / Alapképzés or Egyetemi Oklevel from a recognised university with a minimum overall grade of 3.5, or a good Mesterfokozat (Masters degree) or Egyetemi Doktor (university doctorate), will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a 60% or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of the 4 year Sarjana (S1) from a recognised Indonesian institution will be considered for postgraduate study. Entry requirements vary with a minimum requirement of a GPA of 2.8.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a score of 14/20 or 70% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree from a recognised institution, with 100 out of 110 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Students who hold the Maitrise, Diplome d'Etude Approfondies, Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees (14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2).

Students with a Bachelor degree from a recognised university in Japan will be considered for entry to a postgraduate Masters degree provided they achieve a sufficiently high overall score in their first (Bachelor) degree. A GPA of 3.0/4.0 or a B average from a good Japanese university is usually considered equivalent to a UK 2:1.

Students with a Masters degree from a recognised university in Japan will be considered for PhD study. A high overall grade will be necessary to be considered.

Students who have completed their Specialist Diploma Мамаң дипломы/Диплом специалиста) or "Magistr" (Магистр дипломы/Диплом магистра) degree (completed after 1991) from a recognised higher education institution, with a minimum GPA of 2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, will be considered for entry to postgraduate Masters degrees and, occasionally, directly for PhD degrees.  Holders of a Bachelor "Bakalavr" degree (Бакалавр дипломы/Диплом бакалавра) from a recognised higher education institution, with a minimum GPA of  2.67/4.00 for courses requiring a UK lower second and 3.00/4.00 for courses requiring a UK upper second class degree, may also be considered for entry to taught postgraduate programmes.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/50

Holders of a good Postgraduate Diploma (professional programme) from a recognised university or institution of Higher Education, with a minimum overall grade of 7.5 out of 10, or a post-2000 Magistrs, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a score of 16/20 or 80% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Bachelors degree from a recognised university in Libya will be considered for postgraduate study. Holders of a Bachelors degree will normally be expected to have achieved score of 70% for 2:1 equivalency or 65% for 2:2 equivalency. Alternatively students will require a minimum of 3.0/4.0 or BB to be considered.

Holders of a good pre-2001 Magistras from a recognised university with a minimum overall grade of 8 out of 10, or a good post-2001 Magistras, will be considered for entry to postgraduate research programmes

Holders of a good Bachelors degree from a recognised Luxembourgish Higher Education institution with a minimum overall grade of 16 out of 20, or a Diplôme d'Études Supérieures Spécialisées (comparable to a UK PGDip) or Masters degree from a recognised Luxembourgish Higher Education institution will be considered for entry to postgraduate research programmes.

Students who hold a Masters degree will be considered for Postgraduate Diplomas and Masters degrees (70-74% or A or Marginal Distinction from a well ranked institution is considered comparable to a UK 2.1, while a score of 60-69% or B or Bare Distinction/Credit is considered comparable to a UK 2.2).

Holders of a Bachelors degree from a recognised Malaysian institution (usually achieved with the equivalent of a second class upper or a grade point average minimum of 3.0) will be considered for postgraduate study at Diploma or Masters level.

Holders of a good Bachelors degree from the University of Malta with a minimum grade of 2:1 (Hons), and/or a Masters degree, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree (Honours) from a recognised institution (including the University of Mauritius) will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2:1).

Students who hold the Licenciado/Professional Titulo from a recognised Mexican university with a promedio of at least 8 will be considered for Postgraduate Diplomas and Masters degrees.

Students who have completed a Maestria from a recognised institution will be considered for PhD study.

Applicants for postgraduate research programmes should hold a Bachelors degree, licence or Maîtrise and a Masters degree, with a score of 14/20 or 70% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Students with a good four year honours degree from a recognised university will be considered for postgraduate study at the University of Birmingham. PhD applications will be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 60-74% or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Doctoraal from a recognised Dutch university with a minimum overall grade of 7 out of 10, and/or a good Masters degree, will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor degree (minimum 4 years and/or level 400) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) with a minimum GPA of at least 3.0/4.0 or 3.5/5.0

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised institution with a minimum GPA of B/Very Good or 1.6-2.5 for a 2.1 equivalency, and will usually be required to have completed a good Masters, Mastergrad, Magister. Artium, Sivilingeniør, Candidatus realium or Candidatus philologiae degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with a CGPA of 3.0/4 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a Bachelors degree from a recognised university in the Palestinian Territories will be considered for postgraduate study. Holders of Bachelors degree will normally be expected to have achieved a GPA of 3/4 or 80% for 2:1 equivalency or a GPA of 2.5/4 or 70% for 2:2 equivalency.    

Holders of the Título de Licenciado /Título de (4-6 years) or an equivalent professional title from a recognised Paraguayan university may be considered for entry to a postgraduate degree programme. Grades of 4/5 or higher can be considered as UK 2.1 equivalent.  The Título Intermedio is a 2-3 year degree and is equivalent to a HNC, it is not suitable for postgraduate entry but holders of this award could be considered for second year undergraduate entry or pre-Masters.  Applicants for PhD level study will preferably hold a Título de Maestría / Magister or equivalent qualification, but holders of the Título/Grado de Licenciado/a with excellent grades can be considered.

Holders of the Bachiller, Licenciado, or Título Profesional with at least 13/20 may be considered as UK 2.1 equivalent.  Applicants for PhD level study will preferably hold a Título de Maestría or equivalent qualification.

Holders of a good pre-2001 Magister from a recognised Polish university with a minimum overall grade of 4 out of 5, dobry ‘good’, and/or a good Swiadectwo Ukonczenia Studiów Podyplomowych (Certificate of Postgraduate Study) or post-2001 Magister from a recognised Polish university with a minimum overall grade of 4.5/4+ out of 5, dobry plus 'better than good', will be considered for entry to postgraduate research programmes.

Holders of a good Licenciado from a recognised university, or a Diploma de Estudos Superiores Especializados (DESE) from a recognised Polytechnic Institution, with a minimum overall grade of 16 out of 20, and/or a good Mestrado / Mestre (Masters) from a recognised university, will be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a good Bachelors degree from a recognised Romanian Higher Education institution with a minimum overall grade of 8 out of 10, and will usually be required to have completed a Masters degree/Diploma de Master/Diploma de Studii Academice Postuniversitare (Postgraduate Diploma - Academic Studies) or Diploma de Studii Postuniversitare de Specializare (Postgraduate Diploma - Specialised Studies) to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Диплом Специалиста (Specialist Diploma) or Диплом Магистра (Magistr) degree from recognised universities in Russia (minimum GPA of 4.0) will be considered for entry to taught postgraduate programmes/PhD study.

Students who hold a 4-year Bachelor degree with at least 16/20 or 70% will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a Maitrise, Diplome d'Etude Approfondies,Diplome d'Etude Superieures or Diplome d'Etude Superieures Specialisees will be considered for Postgraduate Diplomas and Masters degrees. A score of 14-15/20 or Bien from a well ranked institution is considered comparable to a UK 2.1, while a score of 12-13/20 or Assez Bien is considered comparable to a UK 2.2

Students who hold a Bachelor (Honours) degree from a recognised institution with a minimum GPA of 3.0/4.0 or 3.5/5.0 (or a score of 60-69% or B+) from a well ranked institution will be considered for most our Postgraduate Diplomas and Masters degrees with a 2:1 requirement.

Students holding a good Bachelors Honours degree will be considered for postgraduate study at Diploma or Masters level.

Holders of a good three-year Bakalár or pre-2002 Magister from a recognised Slovakian Higher Education institution with a minimum overall grade of 1.5, B, Vel’mi dobrý ‘very good’, and/or a good Inžinier or a post-2002 Magister from a recognised Slovakian Higher Education institution will be considered for entry to postgraduate research programmes.

Holders of a good Diploma o pridobljeni univerzitetni izobrazbi (Bachelors degree), Diplomant (Professionally oriented first degree), Univerzitetni diplomant (Academically oriented first degree) or Visoko Obrazovanja (until 1999) from a recognised Slovenian Higher Education institution with a minimum overall grade of 8.0 out of 10, and/or a good Diploma specializacija (Postgraduate Diploma) or Magister (Masters) will be considered for entry to postgraduate research programmes.

Students who hold a Bachelor Honours degree (also known as Baccalaureus Honores / Baccalaureus Cum Honoribus) from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (70%) or a distinction (75%).

Holders of a Masters degree will be considered for entry to postgraduate research programmes.

Holders of a Bachelor degree from a recognised South Korean institution (usually with the equivalent of a second class upper or a grade point average 3.0/4.0 or 3.2/4.5) will be considered for Masters programmes.

Holders of a good Masters degree from a recognised institution will be considered for PhD study on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 7 out of 10 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Applicants for postgraduate research programmes should hold a Bachelors degree and will usually be required to have completed a Masters degree, with 60-74% or a CGPA 3.30/4.0 or higher for 2:1 equivalency from a recognised institution to be considered for entry. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Kandidatexamen (Bachelors degree) or Yrkesexamen (Professional Bachelors degree) from a recognised Swedish Higher Education institution with the majority of subjects with a grade of VG (Val godkänd), and/or a good Magisterexamen (Masters degree), International Masters degree or Licentiatexamen (comparable to a UK Mphil), will be considered for entry to postgraduate research programmes.

Holders of a good "PostGraduate Certificate" or "PostGraduate Diploma" or a Masters degree from a recognised Swiss higher education institution (with a minimum GPA of 5/6 or 8/10 or 2/5 (gut-bien-bene/good) for a 2.1 equivalence) may be considered for entry to postgraduate research programmes.

Applicants for postgraduate research programmes should hold a Bachelors degree and a Masters degree, with a GPA of 3.0/4.0, 3.5/5 or 75% from a recognised institution to be considered. Applicants with lower grades than this may be considered on an individual basis.

Holders of a good Bachelor degree (from 75% to 85% depending upon the university in Taiwan) from a recognised institution will be considered for postgraduate Masters study. Holders of a good Masters degree from a recognised institution will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees.  Most taught Masters programmes require a minimum of an upper second class degree (2.1) Students who have completed a Masters degree from a recognised institution will be considered for PhD study.

Holders of a good Masters degree from a recognised institution will be considered for entry to our postgraduate research programmes.

Holders of a good Masters degree or Mphil from a recognised university will be considered for entry to postgraduate research programmes.

Students with a Bachelors degree from the following universities may be considered for entry to postgraduate programmes:

• Ateneo de Manila University - Quezon City
• De La Salle University - Manila
• University of Santo Tomas
• University of the Philippines - Diliman

Students from all other institutions with a Bachelors and a Masters degree or relevant work experience may be considered for postgraduate programmes.

Grading Schemes

1-5 where 1 is the highest 2.1 = 1.75 2.2 = 2.25 

Out of 4.0 where 4 is the highest 2.1 = 3.0 2.2 = 2.5

Letter grades and percentages 2.1 = B / 3.00 / 83% 2.2 = C+ / 2.5 / 77%

Holders of a postdoctoral qualification from a recognised institution will be considered for PhD study.  Students may be considered for PhD study if they have a Masters from one of the above listed universities.

Holders of a Lisans Diplomasi with a minimum grade point average (GPA) of 3.0/4.0 from a recognised university will be considered for postgraduate study at Diploma or Masters level.

Holders of a Yuksek Diplomasi from a recognised university will be considered for PhD study.

Students who hold a Bachelor degree from a recognised institution will be considered for Postgraduate Diplomas and Masters degrees. Most Masters programmes will require a second class upper (2.1) or GPA of 3.5/5.0

Applicants for postgraduate research programmes should hold a good Bachelors degree / Диплом бакалавра (Dyplom Bakalavra), Диплом спеціаліста (Specialist Diploma) or a Dyplom Magistra from a recognised Ukrainian higher education institution with a minimum GPA of 4.0/5.0, 3.5/4, 8/12 or 80% or higher for 2:1 equivalence and will usually be required to have completed a good Masters degree to be considered for entry to postgraduate research programmes. Applicants with lower grades than this may be considered on an individual basis.

The University will consider students who hold an Honours degree from a recognised institution in the USA with a GPA of:

• 2.8 GPA (on a 4.0 scale) for entry to programmes with a 2:2 requirement 
• 3.2 GPA (on a 4.0 scale) for entry to programmes with a 2:1 requirement 

Please note that some subjects which are studied at postgraduate level in the USA, eg. Medicine and Law, are traditionally studied at undergraduate level in the UK.

Holders of the Magistr Diplomi (Master's degree) or Diplomi (Specialist Diploma), awarded by prestigious universities, who have attained high grades in their studies will be considered for postgraduate study.  Holders of the Fanlari Nomzodi (Candidate of Science), where appropriate, will be considered for PhD study.

Holders of the Licenciatura/Título or an equivalent professional title from a recognised Venezuelan university may be considered for entry to a postgraduate degree programme. Scales of 1-5, 1-10 and 1-20 are used, an overall score of 70% or equivalent can be considered equivalent to a UK 2.1.  Applicants for PhD level study will preferably hold a Maestria or equivalent qualification

Holders of a Bachelors degree from a recognised Vietnamese institution (usually achieved with the equivalent of a second class upper or a grade point average minimum GPA of 7.0 and above) will be considered for postgraduate study at Diploma or Masters level.  Holders of a Masters degree (thac si) will be considered for entry to PhD programmes.

Students who hold a Masters degree with a minimum GPA of 3.5/5.0 or a mark of 2.0/2.5 (A) will be considered for Postgraduate Diplomas and Masters degrees.   

Students who hold a good Bachelor Honours degree will be considered for Postgraduate Diplomas and Masters degrees. 

International Students

English requirement - IELTS 7 with no less than 6.5 in any band or equivalent.

The diversity of our research strengths at Birmingham Business School means we cover a wide range of management specialisms and if your application is successful you would join one of the five departments that collectively contribute to the PhD programme in Management.

Business and Labour Economics  - Research interests include labour markets, employment regulation and incentives, international trade, piracy and production and global value chains.

Entrepreneurship & Local Economy  - Research interests include leadership, local and regional economic development and entrepreneurship.

Organisation, Work and Employment  - Research interests include work and employment in contemporary organisations in the public and private sectors, human resource management and employment relations.

Procurement and Operations Management  - Research interests include organisational buying behaviour, supplier relationship management, public sector contracting, project management, small firm operations and high value engineering management.

Strategy and International Business  - Research interests include corporate social responsibility and sustainability, internationalisation and China, knowledge and innovation and also resilience and extreme events.

>Doctoral researchers in Management are registered for a full time 3-year PhD or a part-time 6-year PhD. In the first year of the programme (first two years for those registered part-time) students are required to take 60 credits of core Research Methods modules from the MA Social Research programme. They are also recommended to take Advanced Training Modules from the MA Social Research Programme as appropriate to their research and training needs.

Depending on their needs and accredited prior learning and subject to supervisory approval doctoral researchers can substitute 20 credits of the introductory MA Social research modules for Advanced Training Modules. By the end of their first year doctoral students will have completed an 8,000 word research proposal that they will present at the first annual review.  This forms the basis for supervised research over the remaining two years of the programme and the production of an 80,000 word thesis.

If I gain a postgraduate research degree from Birmingham Business School, what are my career prospects?

Birmingham’s Business graduates are sought after by a wide range of financial, commercial and public sector employers. They can typically offer a wide range of skills including analytical & research, numeracy, communication, team working and political & commercial awareness.

For those entering employment after graduating, traditionally popular areas include banking, accountancy/professional services and financial services. Many of our programmes involve studying towards a professional qualification. Outside of these areas, options include teaching abroad and retail management. Many PhD graduates also go on to forge successful academic careers of their own in teaching and academic research.

What type of career assistance is available to doctoral researchers in Birmingham Business School?

The University of Birmingham has invested heavily in careers and employability support.  The Careers Team have been praised for enhanced developments within their team and for adopting a model of integrated employability and internship support; something that has been rolled out and implemented across all Schools and Colleges at the University.

Doctoral researchers at Birmingham Business School will benefit from this additional investment; the school  now has its own well qualified dedicated Careers Team to support students with employment opportunities, work placements, internships and how to succeed at interview. In addition, a range of career management, personal development and employer events are run each year by the Careers in Business Team to help you make the most of the opportunities available. 

The University also has dedicated careers advisors for International students who run workshops and networking opportunities with potential employers. These are especially popular with International postgraduate researchers.

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• Business Management

400 Trending Business Management Research Topics in 2024

Home Blog Business Management 400 Trending Business Management Research Topics in 2024

Business management is crucial for competitiveness and profitability in today's fast-paced world. It involves understanding business structure, finance, marketing, and strategy. Pursuing a postgraduate course, like PGDM, often requires a well-researched paper to launch one's career. The main challenge is selecting a relevant, trending research topic. To assist, here are ten current business management research topics for 2024, focusing on technological advancements and innovative leadership strategies. Enrolling in Business Management training courses can further enhance your skills and knowledge, propelling your career to new heights. Let's explore these cutting-edge topics together for career growth.

Business Management Research Topics [Based on Different Industries]

A. business management research topics for business administration.

• Data analytics’ role in company performance and decision-making.
• Revolution of firm operations and strategy due to artificial intelligence.
• How sustainable business practices affect a company’s financial performance.
• Blockchain technology’s role in business.
• Impact of fintech on traditional financial institutions.
• How digital transformation affects organizational culture.
• Consequences of social media marketing for customer engagement.
• Impact of the gig economy on the traditional employment model.
• Abuse experienced by women in the workplace.
• Effects of the COVID-19 pandemic on global supply chain management.
• Impact of agile methodologies on business management.
• The role of emotional intelligence in business leadership.
• Outsourcing and its effects on business efficiency.
• Implementing corporate governance for better decision-making.
• The influence of consumer behavior on marketing strategies.
• E-commerce trends and their impact on retail businesses.
• Strategies for managing business risks and uncertainties.
• Ethical considerations in business strategy formulation.
• Role of business analytics in strategic planning.
• Organizational resilience in times of economic downturns.
• Corporate philanthropy and its impact on business reputation.
• Change management strategies for business growth.
• Impact of employee engagement on organizational performance.
• Role of innovation hubs in business development.
• The influence of global trade policies on local businesses.
• Business model innovation in the digital age.
• Customer relationship management (CRM) systems and their impact.
• The role of leadership development programs in businesses.
• Strategic alliances and partnerships in business growth.
• The impact of business process reengineering on performance.
• The effectiveness of telecommuting in business operations.
• Business continuity planning in disaster management.
• The impact of organizational structure on business efficiency.
• The role of corporate governance in fraud prevention.
• The influence of market segmentation on business strategies.
• The role of strategic management in business growth.
• The impact of regulatory changes on business operations.
• The role of knowledge management in business success.
• The impact of employee training and development on performance.
• Strategies for improving business process efficiency.
• The role of innovation in competitive advantage.
• The impact of globalization on small businesses.
• The role of social responsibility in business ethics.
• Strategies for enhancing customer loyalty.
• The impact of digital marketing on business growth.
• The role of strategic planning in organizational success.
• The influence of leadership styles on business outcomes.
• Strategies for managing business transformation.
• The impact of technological advancements on business operations.
• The role of corporate social responsibility in branding.
• The effectiveness of business incubators in start-up success.
• The role of organizational culture in business performance.
• The impact of financial management on business sustainability.
• The influence of business intelligence on decision-making.
• Strategies for improving customer satisfaction.

B. Business Management Research Topics for Accounting and Finance

• Asset pricing and financial markets
• Business history
• Corporate finance
• Corporate governance
• Credit management
• Financial accounting and auditing
• Organizations: ownership, governance and performance
• SME finance
• Sustainable finance and ESG
• Venture capital and private equity
• Banking and financial intermediation
• Behavioral finance
• The effect of digital currencies on global finance.
• Forensic accounting and fraud detection.
• Impact of financial regulations on banking operations.
• Corporate financial planning and risk management.
• Trends in international financial reporting standards.
• The role of auditing in corporate governance.
• Financial forecasting techniques in business planning.
• The impact of economic crises on financial markets.
• Mergers and acquisitions: Financial implications and outcomes.
• The role of financial technology in modern banking.
• Sustainable investment strategies and their impact.
• Corporate social responsibility and financial performance.
• Financial literacy and its importance for small businesses.
• The role of credit rating agencies in financial markets.
• Comparative analysis of different investment portfolios.
• The impact of taxation policies on business growth.
• Financial management practices in non-profit organizations.
• Trends in global investment and capital flows.
• The role of financial markets in economic development.
• Ethical issues in financial reporting.
• Financial risk management in multinational corporations.
• The role of financial intermediaries in economic growth.
• The impact of financial innovations on market stability.
• Financial distress and corporate restructuring.
• The role of hedge funds in financial markets.
• The influence of monetary policy on financial markets.
• Behavioral finance and investor psychology.
• The impact of interest rates on investment decisions.
• Corporate governance and shareholder value.
• The role of venture capital in entrepreneurial success.
• Financial market efficiency and anomalies.
• The influence of financial globalization on local markets.
• Financial inclusion and its impact on economic development.
• The role of institutional investors in corporate governance.
• The impact of fiscal policy on financial markets.
• Financial market integration and economic growth.
• The role of financial regulation in preventing crises.
• The influence of economic indicators on financial markets.
• Financial planning for retirement and its importance.
• The role of microfinance in poverty alleviation.
• Financial implications of environmental sustainability.
• The impact of demographic changes on financial markets.
• The role of corporate finance in strategic decision-making.
• Financial analysis and valuation of companies.
• The influence of globalization on financial reporting standards.

C. Business Management Research Topics for Economics

• Environment, infrastructure, innovation and the circular economy
• Work, labour and organisation
• Financialisation and globalisation
• Development and wellbeing
• The macro economy and macroeconomic policy
• The impact of trade wars on global economies.
• Economic policies and their effect on unemployment rates.
• Economic implications of climate change policies.
• The future of globalization in the post-pandemic world.
• Behavioral economics and consumer decision-making.
• Economic growth and income inequality.
• The role of government subsidies in economic development.
• Economic effects of demographic changes.
• Digital economy and its impact on traditional industries.
• The relationship between inflation and interest rates.
• The impact of economic sanctions on global trade.
• The economics of renewable energy sources.
• Economic policies for sustainable development.
• The role of entrepreneurship in economic growth.
• Economic impacts of technological advancements.
• Comparative analysis of economic systems.
• The effect of financial crises on emerging markets.
• Economic policies for managing public debt.
• The impact of immigration on labor markets.
• The role of international trade in economic development.
• The impact of monetary policy on economic stability.
• The influence of fiscal policy on economic growth.
• Economic implications of global health crises.
• The role of education in economic development.
• The impact of urbanization on economic growth.
• Economic policies for reducing income inequality.
• The influence of political stability on economic development.
• The role of innovation in economic growth.
• Economic effects of environmental regulations.
• The impact of global economic integration on local economies.
• Economic policies for promoting entrepreneurship.
• The influence of cultural factors on economic behavior.
• The impact of technological advancements on labor markets.
• Economic implications of international trade agreements.
• The role of government intervention in market economies.
• The impact of population growth on economic development.
• Economic policies for managing inflation.
• The influence of global economic trends on local economies.
• The impact of economic crises on poverty levels.
• The role of social welfare programs in economic development.
• Economic implications of digital currencies.
• The influence of economic policies on business cycles.
• The impact of economic inequality on social stability.

D. Business Management Research  Topics for International Business

• International business policy, SDGs and “grand challenges”
• International business, migration and society
• Global health and international business
• Cross-cultural management, diversity and inclusion
• The theory of the multinational enterprise (MNE)
• The governance of global value chains (GVCs)
• Emerging market multinational enterprises (EMNEs)
• The impact of political instability on international business.
• Strategies for managing cultural differences in global teams.
• The role of international trade agreements in business expansion.
• Global business strategies in emerging markets.
• International marketing challenges and opportunities.
• The impact of Brexit on European businesses.
• Global supply chain management best practices.
• The role of global business networks in innovation.
• Cross-border mergers and acquisitions: Challenges and strategies.
• The influence of global economic trends on business strategy.
• International business ethics and legal considerations.
• The impact of digital globalization on traditional business models.
• Strategies for entering new international markets.
• The role of global leadership in multinational corporations.
• International business communication challenges.
• The impact of global crises on international business operations.
• Managing global talent and human resources.
• The role of expatriates in international business.
• Global financial management practices.
• The impact of cultural intelligence on international business success.
• Strategies for managing international business risks.
• The role of international joint ventures in business growth.
• The influence of global consumer behavior on marketing strategies.
• The impact of international regulatory changes on business operations.
• Strategies for managing cross-cultural negotiations.
• The role of global logistics in supply chain management.
• The influence of international economic policies on business strategy.
• The impact of global technological advancements on business operations.
• Strategies for managing international business partnerships.
• The role of international business in economic development.
• The impact of global trade policies on business competitiveness.
• The influence of international market trends on business strategy.
• Strategies for managing international business expansion.
• The role of global innovation hubs in business development.
• The impact of cultural differences on international business negotiations.
• The influence of global financial markets on business operations.
• Strategies for managing international business compliance.
• The role of international business in promoting sustainability.
• The impact of global economic integration on business strategy.
• The influence of cultural diversity on international business success.
• Strategies for managing international business innovation.
• The role of global entrepreneurship in business growth.
• The impact of international trade disputes on business operations.
• The influence of global economic shifts on business strategy.
• Strategies for managing international business risks and uncertainties.

E. Business Management Project Topics for Management 

• Organizational strategy
• Global supply chains
• Leadership and performance
• Technology and innovation
• Digital transformation
• Sustainability
• Information management and information systems
• Learning and change
• Human information processing
• Decision making
• Strategies for managing remote teams.
• The role of leadership in fostering innovation.
• Performance management systems in modern businesses.
• Conflict management and resolution strategies.
• The impact of organizational culture on employee performance.
• Strategic human resource management practices.
• The role of technology in transforming management practices.
• Change management in dynamic business environments.
• Effective communication strategies in management.
• The impact of leadership styles on organizational change.
• Crisis management and business continuity planning.
• Employee motivation techniques in diverse workforces.
• The role of mentoring in leadership development.
• Strategic planning in uncertain business environments.
• The influence of corporate culture on business success.
• Managing innovation in established companies.
• The impact of globalization on management practices.
• Decision-making processes in business management.
• Strategies for enhancing employee productivity.
• The role of ethics in business management.
• Managing diversity and inclusion in the workplace.
• The impact of emotional intelligence on leadership effectiveness.
• Strategies for managing organizational change.
• The role of corporate governance in management practices.
• Managing cross-functional teams for business success.
• The influence of digital transformation on management practices.
• Strategies for improving employee engagement and retention.
• The role of strategic alliances in business growth.
• Managing work-life balance in modern organizations.
• The impact of leadership development programs on business performance.
• Strategies for fostering a culture of continuous improvement.
• The role of management consulting in business success.
• Managing organizational conflicts and their resolution.
• The influence of corporate social responsibility on management practices.
• Strategies for managing business process reengineering.
• The role of technology in enhancing management practices.
• Managing employee performance through effective feedback.
• The impact of leadership styles on team dynamics.
• Strategies for improving organizational communication.
• The role of strategic management in business success.
• Managing organizational growth and scalability.
• The influence of corporate ethics on management decisions.
• Strategies for managing business transformation and change.
• The role of human resource management in organizational development.
• Managing innovation and creativity in the workplace.

F. Project Topics for Marketing

• Corporate responsibility and sustainability
• Green marketing and advertising
• International marketing
• Cross cultural buyer-seller relationships
• Consumer buying behaviour
• Analysis of consumer heterogeneous preferences and discrete choice analysis
• Retailing and store choice analysis
• Branding and brand equity
• Formulating and implementing sustainability marketing strategies: Bridging the gap
• Marketing strategy making
• Emergent marketing strategy and decision making in marketing organizations
• Export marketing strategy and performance
• Sustainable strategies of multinational corporations
• Standardizations/adaptation of international service offerings
• International marketing process standardization/adaptation
• Strategies for leveraging user-generated content in marketing campaigns.
• The impact of augmented reality on consumer purchasing decisions.
• Marketing strategies for virtual reality products.
• The influence of personalization on consumer loyalty.
• The effectiveness of loyalty programs in retaining customers.
• The role of neuromarketing in understanding consumer behavior.
• Strategies for marketing to Generation Z.
• The impact of voice search on digital marketing strategies.
• The influence of podcast advertising on brand awareness.
• Marketing strategies for crowdfunding campaigns.
• The role of gamification in enhancing customer engagement.
• The impact of blockchain technology on marketing practices.
• The effectiveness of omnichannel marketing strategies.
• The influence of artificial intelligence on customer service.
• Marketing strategies for non-profit organizations.
• The impact of eco-labeling on consumer purchasing behavior.
• The role of data privacy regulations on digital marketing.
• The influence of interactive content on consumer engagement.
• Marketing strategies for subscription box services.
• The impact of influencer partnerships on brand reputation.
• The effectiveness of cross-promotion in increasing sales.
• The role of predictive analytics in marketing strategy.
• The influence of social commerce on consumer behavior.
• Marketing strategies for pop-up shops and temporary retail spaces.
• The impact of mobile payment systems on consumer spending.
• The role of virtual influencers in marketing campaigns.
• The effectiveness of geotargeting in local marketing.
• The influence of ethical branding on consumer trust.
• Marketing strategies for cause-related marketing campaigns.
• The impact of social media challenges on brand engagement.
• The role of experiential marketing in building brand loyalty.
• The influence of mobile gaming on advertising effectiveness.
• The effectiveness of remarketing campaigns in conversion rates.
• The impact of chatbots on customer experience in e-commerce.
• The role of video marketing in enhancing brand storytelling.
• Marketing strategies for health and wellness products.
• The influence of social proof on consumer purchasing decisions.
• The effectiveness of SMS marketing in reaching target audiences.
• The impact of subscription models on customer retention.
• The role of interactive advertising in consumer engagement.
• Marketing strategies for sustainable fashion brands.
• The influence of visual content on social media engagement.
• The effectiveness of email segmentation in increasing open rates.
• The impact of digital wallets on consumer behavior.
• The role of affiliate marketing in driving sales.

G. Business Management Research Topics for Employment Relations

• Labour mobility, migration and citizenship
• Markets, flexibilization and social protection
• Voice, representation and social movement
• Digitalization, automation, platformisation, and the future of work
• Between professions and precarity: the new world of work
• Changing structures of governance and organisation
• Employment, skills and occupations
• The impact of flexible working arrangements on employee productivity.
• Strategies for managing employee relations in remote work environments.
• The role of employee resource groups in promoting diversity and inclusion.
• The impact of gig economy trends on traditional employment relations.
• Strategies for handling workplace harassment and discrimination.
• The role of mental health initiatives in employee well-being.
• The impact of automation on employment relations in manufacturing.
• Strategies for managing employee grievances and disputes.
• The role of labor unions in the modern workforce.
• The impact of cultural diversity on employee relations.
• Strategies for fostering a positive organizational culture.
• The role of employee feedback in improving workplace policies.
• The impact of generational differences on employee relations.
• Strategies for enhancing employee participation in decision-making.
• The role of work-life balance in employee satisfaction.
• The impact of telecommuting on team dynamics.
• Strategies for managing employee turnover in high-stress industries.
• The role of employee recognition programs in motivation.
• The impact of workplace wellness programs on employee productivity.
• Strategies for improving communication between management and employees.
• The role of training and development in employee engagement.
• The impact of job security on employee morale.
• Strategies for managing conflict in multicultural teams.
• The role of leadership styles in shaping employee relations.
• The impact of economic downturns on employment practices.
• Strategies for addressing employee burnout and fatigue.
• The role of corporate social responsibility in employee relations.
• The impact of remote work on employee collaboration.
• Strategies for enhancing employee loyalty and retention.
• The role of digital tools in managing employee relations.
• The impact of legal regulations on employment practices.
• Strategies for fostering innovation through employee engagement.
• The role of mentorship programs in career development.
• The impact of employee empowerment on organizational success.
• Strategies for managing employee relations in mergers and acquisitions.
• The role of conflict resolution training in improving workplace harmony.
• The impact of social media policies on employee behavior.
• Strategies for promoting ethical behavior in the workplace.
• The role of transparency in building employee trust.
• The impact of employee surveys on organizational improvement.
• Strategies for managing generational conflicts in the workplace.
• The role of flexible benefits in employee satisfaction.
• The impact of workplace design on employee productivity.
• Strategies for addressing the skills gap in the workforce.
• The role of employee advocacy in shaping company policies.

H. Project Topics for Business ethics topics

• Maintaining Compliance with Independent Contractors
• The perception of tax evasion ethics
• Consumer Rights to Privacy and Confidentiality
• The role of ethical leadership in fostering corporate integrity.
• Strategies for promoting transparency in business operations.
• The impact of corporate governance on ethical business practices.
• The role of ethics training programs in shaping employee behavior.
• The influence of corporate culture on ethical decision-making.
• Strategies for managing ethical dilemmas in the workplace.
• The impact of corporate social responsibility on business reputation.
• The role of whistleblowing policies in promoting ethical conduct.
• The influence of stakeholder engagement on ethical business practices.
• Strategies for ensuring compliance with ethical standards.
• The impact of ethical branding on consumer trust.
• The role of corporate ethics committees in governance.
• The influence of regulatory frameworks on business ethics.
• Strategies for fostering an ethical organizational culture.
• The impact of ethical supply chain management on brand reputation.
• The role of sustainability initiatives in ethical business practices.
• The influence of ethical marketing on consumer behavior.
• Strategies for addressing ethical issues in digital marketing.
• The impact of business ethics on corporate financial performance.
• The role of ethical considerations in mergers and acquisitions.
• The influence of corporate ethics on employee loyalty.
• Strategies for managing conflicts of interest in business.
• The impact of ethical leadership on organizational success.
• The role of ethics in strategic business planning.
• The influence of ethical practices on investor relations.
• Strategies for ensuring ethical compliance in global operations.
• The impact of ethics on corporate governance frameworks.
• The role of ethical innovation in business sustainability.
• The influence of corporate social responsibility on stakeholder trust.
• Strategies for managing ethical risks in business.
• The impact of ethical leadership on employee engagement.
• The role of ethics in business continuity planning.
• The influence of ethical considerations on product development.
• Strategies for promoting ethical behavior in customer service.
• The impact of corporate ethics on competitive advantage.
• The role of ethics in managing corporate social media presence.
• The influence of ethical practices on supply chain resilience.
• Strategies for fostering ethical behavior in remote teams.
• The impact of business ethics on brand equity.
• The role of ethical considerations in crisis management.
• The influence of corporate governance on ethical leadership.
• Strategies for integrating ethics into business strategy.
• The impact of ethical consumerism on marketing strategies.
• The role of ethical decision-making in corporate success.
• The influence of corporate ethics on organizational change.

What are Some Good Business Management Research Topics in 2024?

• Conflict Management in a Work Team
• The Role of Women in Business Management
• Issues that Affect the Management of Business Startups
• Consequences of Excessive Work in Business
• Why You Should Start a New Business After One Fails
• Importance of Inter-organizational Leadership and Networks
• How to Manage Organizational Crisis in Business
• Product and Service Development in a Strategic Alliance
• Innovation and Network Markets as a Business Strategy
• Social Enterprise and Entrepreneurship

Every aspect of business, like strategy, finance, operations, and management, is essential. So, it’s hard to say that a particular area of research is more significant. Choosing the best research topic in business management within your area of interest or specialization is one way to decide what your business management research project will be about. It is also a learning process and an opportunity to showcase your in-depth knowledge. 

But if you want to explore other options, write about trending issues and events in the business world, and learn something new, here’s a list of 10 research proposal topics in business management that can help you create an engaging and practical project. You can also take a CCBA training certification to learn more in-depth about business management. 

1. Conflict Management in a Work Team

With businesses going global, team management has escalated from merely managing people to guiding, mentoring and resolving conflicts among individuals. Teams with multicultural members from different departments are fertile ground for conflicts. If you are looking for international business management research topics, conflict management in work teams is an excellent option. 

This research will give you an insight into the various causes of conflict and different techniques and methods of conflict resolution within global multi-lingual and multi-cultural teams enabling you to lead teams successfully and keep disruptions minimal. Better teams translate to better productivity and, eventually, revenue. On the personal front, it means career growth, leadership roles, and higher pay scales for you.

2. The Role of Women in Business Management

In contemporary society, women have made notable strides in shattering patriarchal norms and embracing diverse opportunities and career paths, thereby demonstrating their strength and autonomy. While women encounter challenges in assuming leadership roles, often stemming from prevailing cultural attitudes, their presence in business management positions is more prevalent than commonly perceived. This prompts inquiry into the factors that contribute to the exceptional success of certain women in managerial positions and the unique value they bring to such roles. Exploring this subject through qualitative research could yield insightful findings regarding women's impact on business management.

3. Issues that Affect the Management of Business Startups

The COVID-19 pandemic drove everyone online and created a new digital startup ecosystem. However, while it may be easy to set up a digital business , sustenance, scaling, and growth are some of the challenges that follow. If you are entrepreneurial, your research title about business management should read something like “Challenges in the startup ecosystem.” Such research covers issues that affect the management of business startups. It covers the various factors that lead to success and the pitfalls and obstacles on the growth trajectory. It covers effective strategies to mitigate or work around challenges, and this is where you can get creative. Limiting your research to startups is okay, but you can also cover significant ground across other business models.

4. Consequences of Excessive Work in Business

Work-life balance is the buzzword in today’s business environment. If you choose to write your thesis on the impact of excessive work in business, it could well escalate to international levels as everyone talks about employee well-being, from corporates to SMEs and top management to HR. 

The single most significant reason behind this is the instances of early burnout seen in the past. Secondly, globalization is another cause for concern since people are often required to work multiple shifts. Lastly, the recent trend of post-Covid layoffs that have driven the need for side hustle makes it even more necessary to keep track of how hectic business operations are. 

5. Why You Should Start a New Business After One Fails

Failure is the steppingstone to success. Or so the saying goes. The recent outcrop of start-ups has proven this to be true. If one venture fails, do not give up. Learn from the experience and start again. Not only is that the mantra of the current generation, but it is also among the trending quantitative research topics in business management. 

The main objective and outcome of this business management research topic are to explore lessons learned from failures, the advantages of starting afresh, and the strategies for overcoming the fear of failure.

6. Importance of Inter-organizational Leadership and Networks

This research focuses on managing global networks in leadership roles. It is among the hot favorite research topics for business management students considering how businesses are going global. If you are an aspiring global entrepreneur or leader, you would want to know more about local and global inter-organizational networks, how things work, how people communicate, etc. Researching inter-organizational leadership and networks can provide insights into businesses' challenges and opportunities when building and maintaining relationships. Managing these relationships is another challenging part of the process, and that is what you will learn through this research. 

7. How to Manage Organizational Crisis in Business

Not only is crisis management a critical leadership skill, but today's turbulent business environment is fertile ground for an organizational crisis. Globalization, digitization, and the startup ecosystem have disrupted the environment. Barring corporates, a crisis can strike any business at any time and bailing out of that crisis is the responsibility of the business leadership. Managing an organizational crisis in business is a popular business management research paper topic, especially among MBA students, PGDM, and aspiring entrepreneurs.

8. Product and Service Development in a Strategic Alliance

When it comes to research paper topics related to business management, one area worth exploring is product bundling in a strategic alliance. The ICICI credit card offered to online customers of Amazon India is a classic example.

Development of such strategic products or services requires in-depth product knowledge, knowledge of finance, and of course, a strategic mindset. If you have a strategic mindset and interest in product management, this is one of your best business management research project topics.

9. Innovation and Network Markets as a Business Strategy

Innovation and Network marketing is an emerging and strategic business model for startups. When entrepreneurs need more resources to raise seed or venture capital for their businesses, they elect to market their products through networking. Social Media platforms like Facebook offer substantial networking opportunities. Choose this probe as your quantitative research topic for business management if you have entrepreneurial aspirations to understand every aspect of this business model and strategy in depth.

10. Social Enterprise and Entrepreneurship

Social enterprise is any business having a social objective and undertaking activities in the public interest. Writing a research paper on social enterprises and entrepreneurship will lead you to explore opportunities that can bring an innovative change in society and hold business potential. One thing to remember if you want to explore social enterprise and entrepreneurship as one of several business management research titles is that the organizational goal is primarily social impact rather than revenue generation. This research will make you more open to an inclusive idea of growth by bringing you closer to social causes, marginalized communities, and people thriving in them.

How to Find Business Management Research Topics?

This is just our list of hot and trending business research topics. To help you discover more research project topics on business management, here are some quick-follow tips:

1. Identify Your Interests

Start by making a list of the various aspects of business management that interest you. Rate them on a scale of 1-10, with one being the least liked and 10 being your most favorite. You can also narrow down your topic to a specific niche while seeking sample research topics in business management.

2. Read Academic Journals

You might want to conduct preliminary research on a few of the topics you shortlisted to see if something interesting jumps out at you. One way to do this is by reading academic journals related to your selected area of business management. Findings by earlier researchers may trigger innovative thought.

3. Attend Events

Attending business events like seminars, conferences, and webinars on topics of interest can help you narrow down your list of research topics related to business management. It is also an excellent way to gather knowledge about your area of interest as well as to grow your network.

4. Consult your supervisor or Mentor

Your thesis supervisor is a valuable resource when searching for the best research topics in business management. They can guide you about relevant research areas and help you identify potential research questions apart from guiding you on research presentation.

5. Use Online Resources

Many research journals online allow students access to research papers either free of cost or in exchange for a small fee. Explore this resource and sign up for a few that are relevant to your area of interest.

Business Management Research: Types and Methodologies

Business research, like any other research, involves the collection of data and information about your chosen topic, analysis of the information and data gathered, and exploring new possibilities in the field. 

Broadly speaking, research may be of two types – Quantitative or Qualitative. Quantitative research, also called empirical research, involves the collection of data from sample groups to answer a question. Qualitative research has more to do with the impact of certain phenomena. Such research is usually an extension of previously researched topics. 

The table below highlights the difference between quantitative research topics in business management and qualitative research about business management. 

The world of business management is constantly evolving and finding the right business management research topic might seem like a Herculean task. But, with a little thought, planning, and some research, it is not that hard. So, the 90 topics we've explored in this blog represent some of the most significant areas of development in the field of business management today, from the rise of women as business leaders and to the importance of innovation and network markets. As we move into 2024 and beyond, it's clear that these topics will only continue to grow in importance, shaping the way we do business and interact with the world around us. By staying informed and engaged with the latest research and trends, you can position yourself as a thought leader and innovator in the world of business management. 

Also, our pointers on how to discover a business management research topic will help you identify a list of research topics in business management for your thesis. You can then narrow it down to your area of talent or interest. If you still want to know more, you can enroll in our KnowledgeHut's Business Management training , where you’ll learn more about the different aspects of business. 

Frequently Asked Questions (FAQs)

An example of a business research study could be investigating the impact of social media marketing on consumer buying behavior or examining the effectiveness of a new leadership development program in a company.

The 4 types of business research include:

• Exploratory
• Descriptive

Business management is wide in scope, and there is a spectrum of research topics to choose from. The most prominent areas of business include finance, operations, procurement, marketing, and HR. Within each of these, you’ll find several macro and micro niches to explore.

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• Ph.D. in Management

The Ph.D. in Management focuses on macro- and micro-organizational topics in entrepreneurial and established organizations.

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Ph.D. in Management Emphasis

The ultimate goal of the program is to produce individuals who will enter into research-focused academic positions and contribute significantly to their fields through novel insight and the production of knowledge.

Coursework during the program includes seminars in strategic management, organizational behavior, human resource management, and organizational theory. Students will also take courses in research methods and statistics to ensure that they have the skills to be successful during the program and in their careers. Many students complete the program in four years, although some students may be awarded funding for a 5th year based on need and availability.

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From the first day they arrive on campus, Management Ph.D. students will work closely with faculty members on research projects and will attend regular research colloquiums and developmental activities. In the past, these collaborative projects have led to publications in elite Management journals and fostered the growth of our students into excellent Management scholars.

The management Ph.D. program typically accepts two to three students for each cohort. Prospective students must   apply online   through the university graduate admissions office to be considered for admission.

Candidates for the management Ph.D. program will be considered and chosen based on their academic performance, research interests, work experience, and desire to be placed in a research-focused university after graduation are important criteria for consideration. Information about current students can be found here.

Students without an MBA may be required to take prerequisite courses in business (accounting, marketing, finance, economics, and management) to ensure that they have the knowledge and skills necessary for success in the program.

Students typically complete the core curriculum in two years. Along with core courses, students can take elective courses, allowing them the opportunity to tailor the program to their specific interests and better prepare them for their dissertation research and careers afterward.

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• Complete at least 54 credit hours (3 years) of approved courses beyond the bachelor’s degree, or a minimum of 40 credit hours of approved courses numbered 600 or above, beyond the master’s degree.
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• Have completed a minimum of 18 hours of dissertation credit.
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Ph.D. in Information Technology Management Research Topics

Current Ph.D. faculty research programs span a wide range of technology management topics. Examples include:

• Analytics in organizations and social media
• Organizational diffusion, adoption and use of information technologies
• Role of routines and organizational work processes in IT-mediated transformations
• The roles of trust in the adoption of new technology and sharing economy services
• Organizational capabilities, structures and skills for leveraging IT value
• Impacts of IT investments on customer relationship, supply chain and knowledge management
• IT capabilities and the dynamics of competitive action

Publications

Our doctoral students work with faculty members on many intriguing topics. Here are some research projects involving faculty and either current Ph.D. students or graduates:

“Understanding User Participation in Crowdsourced Mobile Apps: A Geo-Spatial Analysis” ( Tae Hun Kim, graduated 2018 ) “Dynamics of Online Word of Mouth Spillover Effects” ( Yen-Yao Wang, graduated 2017 ) “The Effect of Mergers and Acquisitions on Firm Performance: Evidence from Digital Industries” ( Kangkang Qi, graduated 2016 ) “Community Engagement and Collective Evaluation in Crowdfunding” ( Eun Ju Jung, graduated 2015 ) “A Process Theory of Technology Trust Change” ( Peng Liu, graduated 2013 ) “Technology, Humanness and Trust: Rethinking Trust in Technology” ( John Tripp, graduated 2012 ) “The (N)Ever-Changing World: Stability and Change in Organizational Routines” ( Derek Hillison, graduated 2009 ) “How Peripheral Developers Contribute to Open-Source Software Development” ( Pankaj Setia, graduated 2008 ) “Team Documentation Influences Clinic Complexity and Patient Satisfaction” ( Inkyu Kim and Dr. Brian Pentland )

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Our programs are full-time degree programs which officially begin in August. Students are expected to complete their program in five years. Students typically spend their first two years on course work, at the end of which they take a field exam, and then another three years on dissertation research and writing.

The program requires a minimum of 13 semester long doctoral courses. Students in the Technology & Operations Management program complete courses in the areas of business management theory, economic theory, quantitative research methods, academic field seminars, and two MBA elective curriculum courses. In addition to HBS courses, students may take courses at other Harvard Schools and MIT.

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Students in TOM often begin research in the summer preceding their first year by working with a TOM faculty member. Over the first two years in the program, students are encouraged to explore their research interests as they complete relevant coursework. During their third year, students begin working on their dissertation research, typically developing three publishable papers by the end of the program.

Examples of doctoral thesis topics include: Examining how employee non-compete agreements affect entrepreneurship and job mobility; Improving retailers' sales forecasting using cost-of-sales, inventory levels, and gross margins; How familiarity among team members fosters organizational capabilities among teams; The implications of operations management for investors; and How firms influence service quality, and how service quality affects performance.

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Current HBS Faculty & Students by Interest

Recent placement, maya balakrishnan, 2024, ryan allen, 2023, raha imanirad, 2020, caleb kwon, 2024, tommy pan fang, 2022, michelle shell, 2020, daniel yue, 2024, grace gu, 2020, ohchan kwon, 2019.

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How to find a good topic for a PhD research proposal?

In many countries an application for a PhD position includes a written research proposal, so my questions is what are some advises/strategies to come up with a good topic/idea for a PhD research proposal and how can one assess the quality/fruitfulness of an idea ? As an undergraduate student one just doesn't have the experience to foresee which ideas might have promising research results and which probably won't have. (And I doubt that potential supervisors have the time to comment on every idea of every potential applicant in cases where it is possible to establish some kind of contact before the actual application.)

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• research-topic

• It seems unwise to undertake a PhD without at least a general topic already in mind. In my (very limited) experience students already have research experience and have established research relationships with faculty. For example, the fourth year of my undergrad ("Honours" in Australia), was a year supervised research. This is how I developed my research interests and found a supervisor. –  Stephen Tierney Commented Apr 23, 2013 at 11:07
• 1 This is an extremely popular paper on the subject: weizmann.ac.il/mcb/UriAlon/nurturing/HowToChooseGoodProblem.pdf –  Bitwise Commented Apr 23, 2013 at 17:57

5 Answers 5

• Jot down your interests.
• Future goals (long term and short term). Doesn't have to be accurate but just to give you the "big picture".
• Speak with your PhD advisor (if you already have one).
• Align his/her interests with yours and see if you have common ground (you may need to lean towards his interests or find another advisor)
• Once you have a list of topics that you could explore, do a literature review and figure out for what topics you'd have a taste.

Each person has his own formula on what to choose as their PhD proposal. This was the way I went about it.

PhD (Mechanical Engineering Expected Fall 2012)

• 3 I would stress that you should speak to your potential advisor (even if you don't have one yet!). You certainly shouldn't submit something that no potential supervisor has ever seen. This is not necessarily because the proposal would be better with their help, but there might be nobody who would be able to advise you. –  Lars Kotthoff Commented Feb 15, 2012 at 19:21
• Thanks for the answer! The problem in many european countries is, that you don't apply for graduate school and then find a topic and supervisor at the university which accepted you (i believe this is how it works in the U.S.?), but you are supposed to come up with something in before (when you apply in the first place). See e.g. in this example what the applicants and their proposals will be judged on. –  tobigue Commented Feb 15, 2012 at 19:34
• Regardless of what it says officially, it's always a good idea to at least establish contact with your potential advisor. If anything, it will show them that you're motivated. I think most people will be happy to give you at least some feedback on your proposal. –  Lars Kotthoff Commented Feb 15, 2012 at 20:13
• 4 In most cases I know (Europe, Physics) the research proposal was written together between the PhD advisor and the candidate, or by the PhD advisor. You could in theory start without an advisor, but in practice almost everyone finds one before starting. –  finitud Commented Jul 7, 2014 at 10:18

In your case, I would find scientific publications aimed at the student/general population in your field, and read the articles written for the public. Both Science and Nature will have numerous articles in each issue that can be read and understood by the general public. Some subfields have publications directed specifically at the student/enthusiast population (such as IEEE Spectrum for Engineering).

By reading through these publications, you will get a sense for what the current major research focus is in a wide variety of fields, and you'll get a feel for what's interesting to you.

Talk to professors in fields that interest you! You'd be surprised at how many professors (admittedly, not all of them) would be willing to spend 15 minutes talking to you about their research, and their field in general. I'm not going to say "showing initiative is key to making progress", because it's not, but it can help, and you'll learn a tremendous amount this way.

Find a subject that you really really are passionately interested in, and care about finding out more about it. This subject is going to become almost your entire life for a few years, and you will need huge dedication to it, in order to complete.

Talk, ideally over a coffee, but by phone or (worst-case) email if you can't meet in person, with people who recently completed their PhDs and are now actively researching in this field; discuss your ideas and recent developments in the field.

Find an area that your intended supervisor is up-to-date in.

If you do it right, your PhD will lead you to knowing more than anyone else in the world about this very very specific subject: so it will really help if you're going to be keen to pursue it as a career after completing your PhD, even after writing several papers and making plenty of conference presentations on it.

One aspect of a PhD is pursuing original research in your given field. I believe it is hard for an undergraduate to know what research has / hasn't been in covered in all of the topics they may be interested in.

Therefore, I would advise that you consider the topics you are interested in, and find out which Researchers / Professors are working in those fields, in the universities that you are considering. Then, you should ask them what they are working on at the moment, and what potential projects they would have in mind for a new PhD student joining them. This will give you a feel for the kind of research that you could be doing.

There are already very good answers above; I would only like to add that you should also take into account whether you can get a scholarship/funding for your research topic. Your personal interests may not necessarily align with those of your potential funders. Consider how much you would be willing to compromise your own interests to be able to receive a scholarship. Most people cannot support themselves financially through the course of a PhD programme, so this point is not to be underestimated.

If you apply for a government scholarship for example, they will likely want you to study a topic that is of high policy relevance to them and you need to think about whether you can offer that or modify your original ideas in such a way that they will meet the policy priorities of the government at the point of application. Governments tend to publish their strategic priorities in various documents online, so it will not be difficult to make the connections between your research and their needs.

University departments giving scholarships tend to be more flexible with regard to research topics as long as the quality and originality of the proposed research is high, but again, it would be best to get an opinion from a member of the department on the chances of your proposal attracting sufficient interest that it will get funding.

Without funding, it will be close to impossible to do a PhD.

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List of PhD Research Topics in Management

Easy Guide on Creating PhD Research Topics in Project Management

For PhD programs, a major portion of your grade relies with the quality of your completed research paper. Before you start, make sure that you understand the importance of good topics and how this can help you ensure the excellence of your PhD paper. You will devote a great deal of time with writing your paper, so your PhD research topics in project management should be significant, interesting and practical. Choose PhD research topics in project management that you are passionate about as this will make the progress faster and less stressful and don’t forger about writing a PhD proposal .

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Top 10 Lists of Great PhD Research Topics in Strategic Management

We have a wide selection of PhD research topics in project management. Browse through our list of topics to help you finalize your own topic.

• Strategic management: How entrepreneurs cope after experiencing business failure.
• An analysis on contemporary management issues: How organizations foster their social responsibility for better consumer relationship.
• Global enterprise: The best management practices utilized by Islamic companies.
• A case study on local industries and the management techniques they use to overcome multinational barriers.
• Sustainability: The impact on adopting sustainable management strategy in complying with environmental regulations.
• A study on the ethical management issues of outsourcing factories to India.
• Management and networking: The various holistic approaches used by organized to create effective business results.
• How corporations use network markets as competitive advantage.
• The innovation of global strategies to accommodate culture-sensitive management approaches.
• Human resources management: How companies use internet based employees for flexible labor.

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PhDResearch Topics

Phd research topics.

Of course, the PhD topics of your doctorate are very important on which you do your project and write a research paper. When you select your PhD topics you must have a clear idea of what your doctoral dissertation will look like. In PhD topics, there are a few false impressions and indefinite throughout everyplace 'topics', and numerous PhDs assume that all they need is the overall theme, to begin with, their research from starting your PhD topics If you have ideas to choose your PhD topics, if you "work" on it and invest a lot of time, you will create one for yourself and you will be successful! you have a reasonable thought regarding what your PhD journey will be about. In any case, you despite everything need to pound out solid examination addresses that will assist you with organizing your exploration. By and by, settling on a theme and working out your exploration questions goes connected at the hip.

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The work degree is designed to provide the multi-disciplinary knowledge and skills required in the modern work world.

Doctor of Philosophy

Commercial and international economic law, management and commerce, doctor of business administration - marketing, base paper implementation.

A base paper is an example project report or a paper that has been distributed by an earlier researcher, that researchers use as reference material for finishing their PhD postulation. The thoughts introduced in the base papers are additionally investigated for a new understanding.

For Good Result

The research and result of the study must be consistent.

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The use of basic text should be similar to the function used as a guide. This is especially true for experimental surveys.

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Research topic in medicine

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• Algebra, Combinatory, and Geometry
• Analysis and Partial Differential Equations
• Applied Analysis
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ORIGINAL RESEARCH article

Phd-supervisors experiences during and after the covid-19 pandemic: a case study.

• 1 Department of Education, University of Bergen, Bergen, Norway
• 2 Department of Educational Studies in Teacher Education, Faculty of Education, Inland Norway University of Applied Sciences, Hamar, Norway
• 3 Department of Psychosocial Science, University of Bergen, Bergen, Norway
• 4 Faculty of Arts and Physical Education, Volda University College, Volda, Norway

Introduction: The COVID-19 pandemic has significantly impacted the education sector, and this case study examined nearly three hundred PhD supervisors in Norway. The study was driven by the urgent need to better understand the professional, social, and existential conditions faced by doctoral supervisors during extended societal shutdowns. This explorative case study builds on a former study among PhD candidates and investigates the experiences of doctoral supervisors when remote work, digital teaching, and digital supervision suddenly replaced physical presence in the workplace, largely between March 12, 2020, and autumn 2022, due to the COVID-19 pandemic.

Methods: A mixed-methods research approach, incorporating formative dialog research and case study design, was employed to bridge the conceptual and contextual understanding of this phenomenon. The primary data sources were a survey ( N = 298, 53.7% women, 46.3% men, response rate 80.54%) and semi-structured interviews (with nine PhD supervisors). Supplementary data collection was based on formative dialog research. It included field dialog (four PhD supervision seminars), open survey responses ( n = 1,438), one focus group ( n = 5), an additional survey ( n = 85), and document analysis of PhD policy documents and doctoral supervision seminar evaluations ( n = 7). The survey data, interview data, focus group data, and supplementary data focus also retrospectively on the first year of the pandemic and were collected from August 2022 until October 2023.

Results: The findings from the explorative case study revealed that the PhD supervisors faced numerous challenges during the pandemic, both professionally and personally. For PhD supervisors who extensively worked from home over a long period, the situation created new conditions that affected their job performance. These altered conditions hindered their research capacity, their ability to follow up with their PhD candidates, and their capacity to fulfill other job responsibilities. Although the PhD supervisors received some support during the pandemic, it seems that the incremental measures provided were insufficient.

Discussion: The case study results indicate that it is more important than ever to understand the gap between the formulation, transformation, and realization arenas when distinguishing between incremental, semi-structural changes and fundamental changes in PhD regulations and guidelines brought on by societal crises. This highlights the need for better crisis preparedness at the doctoral level in the years to come.

1 Introduction

Effective doctoral supervision is crucial for guiding PhD candidates through the complexities of their research, ensuring academic rigor and the successful completion of their dissertations ( Bastalich, 2017 ; Wichmann-Hansen, 2021 ; Kálmán et al., 2022 ). The role of PhD supervisors during the pandemic and their impact on educational quality at various levels has been an under-researched area both nationally and internationally ( Börgeson et al., 2021 ; Krumsvik et al., 2022 ). Supervisors who have varying experiences and work under diverse conditions are key players in the transformation arena where central policies are applied at the institutional level. Their interaction with PhD-candidates, whether in-person or remotely, shapes partly the quality of PhD-programs and candidates’ learning experiences. The COVID-19 pandemic has influenced the education sector in numerous ways, and this case study examined nearly three hundred PhD-supervisors in Norway with a Mixed Method Research design and different methods and data. The impetus for the study was the urgent need for a better knowledge base to understand the professional, social, and existential conditions for doctoral supervisors when society is shut down for an extended period. This explorative case study builds on our former study among PhD-candidates ( Krumsvik et al., 2022 ) and investigates the experiences of doctoral supervisors when remote work, digital teaching, and digital supervision suddenly replaced physical presence in the workplace (to varying extents).

First, the introduction contextualizes the study; second, the methodology is described; third, the main part presents the results from the survey part of the study; fourth, the data from the interviews and Supplementary data are presented; fifth, the discussion and conclusion are presented.

International policy documents underline the importance of PhD-supervision [ European University Association (EUA), 2010 , 2015 ] and, in Norway, it is crucial to view PhD supervision considering the specific frame factors for the PhD’s and some general trends of changed frame factors in doctoral education over the last 10 years ( Krumsvik, 2016a , 2017 ). It is therefore important to examine such frame factors in light of PhD-supervisors’ experiences during the pandemic, but the current state of knowledge is still limited around this topic. However, “The United Kingdom Research Supervision Survey Report 2021″ found that among the 3,500 PhD supervisors in the United Kingdom, 65% felt that supervisory responsibilities have increased during the pandemic, 32% agreed that “concerns over supervision have kept me awake at night over the last 12 months” and 31% agreed that “supervising doctoral candidates makes me feel anxious over the last 12 months” ( UK Council for Graduate Education, 2021 ). With these abovementioned issues in mind, this doctoral supervision study builds on our previous research on doctoral-level education ( Krumsvik and Jones, 2016 ; Krumsvik and Røkenes, 2016 ; Krumsvik et al., 2016a , b , 2019 , 2021 ; Krumsvik et al., 2022 ) and aims to examine the experiences of PhD supervisors in Norway during the pandemic to answer the research questions below:

1. To what extent has the COVID-19 pandemic impeded the PhD supervisors’ frame factors on the micro-level, and how do they perceive this situation?

2. To what extent has the COVID-19 pandemic influenced PhD supervisors’ frame factors on the meso-level, and how do they perceive this situation?

3. How do the PhD-supervisors experience the more general aspects of their supervision role during and after the pandemic?

1.1 The Norwegian context

To contextualize the research questions to the Norwegian context, one must remember that doctoral candidates in Norway are not students per se but are employees (on a 3–4 years contract) and more regarded as colleagues than students, and in this sense, the roles are more equal than in traditional supervisory relationships at a lower level (supervisor-student). Both by having PhD fellows being considered highly competent adult employees with state employment contracts, where they receive regular salaries, and have regular offices, they are initially part of the work community found within academia with its routines, duties, and rights. Another contextual aspect is that Norwegian PhD-candidates defend their theses relatively late in their careers. The average age for a candidate’s defense is between 37 and 38 years and higher for many candidates within the humanities and social sciences. In comparison, the median age across OECD countries is 29 ( Sarrico, 2022 , p. 1304). Table 1 provides a generalized comparison of doctoral education across Nordic countries, the UK, and the US ( Andres et al., 2015 ; Burner et al., 2020 ). While such broad overviews might exaggerate differences, they provide a framework for understanding doctoral education on a spectrum. This spectrum ranges from countries with significant government influence, where PhD candidates are employed (e.g., Nordic countries), to countries with moderate government influence, where PhD candidates are not employed (e.g., the UK), and finally to countries with minimal government influence, where PhD candidates are also not employed (e.g., the US). Despite these variations, the global trend indicates that doctoral education is becoming increasingly dependent on external funding ( Bengtsen, 2023 , p. 45).

Table 1 . Overview of the Nordic PhD model in comparison to UK and US models.

In addition, women defend their theses on average 2 years later than men. Taking into account that the average age for first-time mothers in Norway is now 30.1 years, there is a lot that needs to happen within a few years, and this may sometimes affect the feasibility of their PhD-projects. This can, e.g., be related to the gender differences in Norway about parental leave days during the pandemic which is much higher for women than for men at the universities ( Krumsvik et al., 2022 ) 1 . Another contextual factor that distinguishes doctoral supervision from other supervision (at lower levels) is that over 90% of the doctoral theses in Norway are article-based theses ( Krumsvik, 2016b ; Mason and Merga, 2018 ; Solli and Nygaard, 2022 ), which implies 3–4 published articles and an extended summary or synopsis (a “kappe” in Norwegian, ranging between 50 and 90 pages). This means that the PhD-candidates receive “supervision” and feedback from approximately 8–10 referees in scientific journals on their articles, in addition to feedback from their PhD supervisors. Because of this, many PhD-supervisors are co-authoring their doctoral candidates’ publications. A final contextual aspect is the recent studies indicating a decrease in doctoral disputations nationwide in Norway over the past two years ( Steine and Sarpebakken, 2023 ) – probably as a consequence of the pandemic. In a survey, Ramberg and Wendt (2023 , p. 22) found that about 60 percent of PhD candidates and 50 percent of postdoctoral candidates ( N = 300) were delayed during the autumn of 2022. The study showed that illness or leave, often due to caregiving responsibilities during the pandemic, was the most common reason for delays among PhD candidates and postdoctoral candidates, particularly impacting women more than men. Following illness, reduced access to supervisors, empirical data, research facilities, and external partners were significant factors contributing to delays in their research activities. Nearly a third of delayed candidates reported reduced access to supervisors, and about a fifth faced issues with external partner access, highlighting the critical role of these resources in completing research projects. When it comes to the PhD-supervisors, more specifically, the supervision differs from other types of supervision in that a formal PhD agreement is signed with a binding supervisor contract that lasts for 3–4 years (the PhD period) and is signed by both the supervisor and the candidate. The supervisor also has an overarching responsibility to avoid delays and ensure that the PhD program can be completed within the standard time frame. Supervisors are primarily responsible for guiding doctoral candidates on the specific, content-related aspects of their projects. This includes helping candidates identify the knowledge frontier in their field, position their study within the research field, develop clear and consistent research questions, choose appropriate scientific and methodological approaches, and provide expert guidance in discussing results and addressing ethical issues related to the thesis. This obviously places relatively high competence requirements on the supervisors, both in terms of their academic and research skills, and in relation to the doctoral supervision itself, as poor or inadequate supervision at this level can expose the candidate to a certain “drop-out risk” in the project.

Maintaining education quality during the COVID-19 pandemic has been challenging due to the widespread shift to digital teaching, supervision, and remote work. Many university teachers were unaccustomed to the online, digital learning environment, working with PhD candidates remotely for extended periods. Some taught in hybrid settings, with some PhD candidates quarantined at home while others attended in-person classes. Additionally, others navigated ordinary learning contexts with COVID-19 precautions like masks and social distancing. This situation altered frame factors, adding complexity to the discussion of education quality.

Considering this, the case study seeks to understand if, and potentially how, external factors in pedagogical contexts over which institutions, academics, and teachers have no direct control play out. Lindensjö and Lundgren (2014) find that such external factors might have a significant impact on the outcomes of educational training, teaching, and supervision. Therefore, it is crucial to contextualize the pandemic experiences among PhD supervisors with respect to these factors, as they imply national and institutional frames for their PhD supervision. Though there exist several quantitative, survey-based studies on the impact of COVID-19 on PhD supervision (e.g., Pyhältö et al., 2023 ; Löfström et al., 2024 ), there is still a lack of in-depth qualitative understanding of the impact of COVID-19 on the supervisory relationship. The studies of Löfström et al. (2024) and Pyhältö et al. (2023) indicated that supervisors faced significant challenges in identifying when PhD candidates needed assistance and providing adequate support for their well-being during the shift to remote supervision. Supporting the progress and wellbeing of full-time candidates, who were more adversely affected by the pandemic than their part-time peers, became increasingly difficult. The increase in email communications could overwhelm supervisors, exceeding manageable levels and complicating their ability to offer timely and effective feedback. The lack of spontaneous, informal conversation, previously facilitated by in-person meetings, further hindered their ability to monitor and support the candidates effectively. These challenges were particularly pronounced for supervisors in scientific fields requiring lab work and practical training, which were severely disrupted by the pandemic, and supporting the progress and wellbeing of full-time candidates, who were more adversely affected by the pandemic than their part-time peers, became increasingly difficult. Furthermore, supervisors reported that their PhD candidates’ lack of a scholarly community and inadequate supervision were significant challenges. This reflects the supervisors’ view that the availability of a supportive research environment and adequate supervision are critical for candidates’ success ( Pyhältö et al., 2023 ). The study by Pyhältö et al. (2023) also found that supervisors generally estimated the impact on candidates’ progress and well-being to be more negative than the candidates themselves did, which may imply that supervisors have a broader perspective on the long-term consequences of disruptions like the COVID-19 pandemic. Research prior to the pandemic ( Pyhältö et al., 2012 ) has shown that apart from the importance of having clear and long-term financing, proper research facilities, and sufficient time to pursue a PhD, supervisors also stress the significance of PhD candidates’ motivation, self-regulation, efficacy, and engagement as essential personal regulators for success in the PhD process.

1.2 Theoretical framework

This case study is exploratory and intrinsic ( Stake, 1995 , 2006 ), utilizing an abductive approach to theory with frame factor theory as our theoretical framework ( Lundgren, 1999 ; Lindensjö and Lundgren, 2014 ). Frame factor theory suggests that society’s influence on education manifests through a target system, an administrative system, and a legal system. This theory, used in educational sciences and pedagogy, acts as a lens for planning and analysis, positing that external factors, beyond the control of institutions and educators, significantly affect educational outcomes. We will further explain the contextual application of frame factor theory in this case study below.

Previous research highlights a gap in (doctoral) education between the formalization and realization arenas in frame factor theory ( Lindensjö and Lundgren, 2014 ; Krumsvik et al., 2019 ). Linde (2012) introduces a transformation arena between these two, explaining the difficulty of implementing measures in complex organizations like universities. There is rarely a straightforward relationship between central decisions (formulation arena or macro-level) and their implementation (realization arena or micro-level). Policy documents require interpretation and application by faculty leaders, PhD program leaders, supervisors, and PhD candidates (transformation arena or meso-level) ( Linde, 2012 ).

Given this context, a main focus of this case study was to evaluate how Norwegian PhD supervisors managed changed frame factors and education quality during the pandemic. The Norwegian Agency for Quality Assurance in Education (NOKUT) defines education quality as “the quality of teaching classes, other learning facilities, and students’ learning outcomes in terms of knowledge, skills, and general competence” ( Skodvin, 2013 , p. 2). It is important to differentiate between educational quality, study quality, and teaching quality.

Education quality is a broad concept encompassing everything from the subject/study program level to the government’s education policy. In contrast, study quality is narrower, referring specifically to the educational institution ( Skodvin, 2013 , p. 3). Teaching quality goes further to the micro-level, focusing on course quality, teacher effectiveness, and PhD supervision. This study examined how PhD supervisors experienced COVID-19 restrictions at the micro- and meso-levels, considering two of the three levels. Figure 1 illustrates the analytical lenses in this mixed methods research (MMR) and formative dialog research case study:

Figure 1 . The analytical focus in the case study ( Krumsvik et al., 2019 ) is based on the frame factor theory ( Linde, 2012 ; Lindensjö and Lundgren, 2014 ).

2 Methodology

To understand and corroborate conditions faced by doctoral supervisors related to COVID-19 extended societal shutdowns, both in breadth and in depth, we employed a mixed-methods research design, combining quantitative data to show the strength of associations and qualitative data to explore their nature ( Johnson et al., 2007 ; Creswell and Plano Clark, 2017 ). We utilized a three-stage design, QUAL-QUANT-QUAL (qualitative-driven sequential design, Schoonenboom and Johnson, 2017 ), making it a qualitative-dominant mixed-methods study ( Johnson et al., 2007 , p. 124). Using mixed methods research allowed us to explore the complex research problem more comprehensively compared to using either quantitative or qualitative data alone. Though the approach is less common in case studies ( Tight, 2016 , p. 380), the mixed methods are increasingly used (e.g., Ertesvåg et al., 2021 ; Hall and Mansfield, 2023 ; Peters and Fàbregues, 2023 ). Advocates of such approaches consider mixed methods to “complement and extend one another and thus lead to better descriptions, clearer explanations and an enhanced understanding of phenomena, research aims and questions” ( Ertesvåg et al., 2021 , p. 655).

Specifically, an exploratory, sequential mixed-methods design was used to address the research questions ( Fetters et al., 2013 ; Creswell and Plano Clark, 2017 ). This design involves collecting and analyzing qualitative data first (QUAL), using those findings to guide the quantitative data collection and analysis in the second phase (QUANT), and then using the quantitative results to inform further qualitative data collection and analysis in the third phase (QUAL). This method integrates through building, where results from one phase inform the next.

We conducted a cumulative data collection and analysis process ( Creswell and Guetterman, 2021 ), basing survey questions on previously collected data from field dialogues, online observations, seminar evaluations, and document analysis. The questionnaire consisted of a general demographic questions (e.g., gender, educational background and what field(s) the supervisor supervised in), in addition to a range of multiple response items addressing four key themes: (1) important factors to complete a PhD, (2) supervisor challenges, (3) working from home experiences, and (4) perceived need for future competences as supervisors. Finally the questionnaire contained a range of statements measured on a Likert-scale from 1 to 5 where 3 was neutral (e.g., to what extent do you feel that your PhD-candidate(s) are on track with their doctoral project?). The qualitative interview guide ( Kvale and Brinkmann, 2015 ) was developed from the prior quantitative data (survey), and the focus group guide was based on earlier survey and qualitative interview data (see Figure 2 below). We integrated research questions, methods, interpretation, and reporting at various points, using narratives where qualitative and quantitative results are presented in different sections of the same article through the contiguous approach ( Fetters et al., 2013 ). This article primarily examines the coherence between qualitative and quantitative findings based on confirmation , expansion , or discordance ( Fetters et al., 2013 ). The approach used in the study is similar to Hall and Mansfield (2023) and the coherence is derived from joint displays using visual means.

Figure 2 . The research process. The yellow arrows show the main data sources, and the blue arrows show the Supplementary data in this article. In addition, we have conducted focus group interviews and an extra survey, which will be published in another article (since they mainly focus on academic writing with the large language models).

As a consequence of the mixed-methods design, this study combines two approaches in case study research. The first, proposed by Stake (1995 , 2006) and Merriam (2009) and Merriam and Tisdell (2016) , is situated in a social constructivist paradigm, and is attached to the qualitative part (connected to the second part of each research question). The second, based on Eisenhardt (1989) , Flyvbjerg (2011) , and Yin (2012) , approaches the case study from a post-positivist perspective ( Hyett et al., 2014 , p. 1) (connected to the first part of each research question). This intrinsic case study ( Stake, 1995 ) aims to focus on ecological validity:

“Ecological validity is the degree of correspondence between the research conditions and the phenomenon being studied as it occurs naturally or outside of the research setting” ( Gehrke, 2018 , p. 563). Informant selection was based on a purposeful method ( Maxwell, 2013 ), in which we recruited PhD supervisors from Norway.

Next, all interviews were analyzed using reflexive thematic analysis ( Braun and Clarke 2019 , 2021 ) where themes were constructed and presented in this paper (see section 4). In addition, we also conducted a sentiment analysis ( Dake and Gyimah, 2023 ) of the nine interviews (see Supplementary file ).

To answer the research question, we combined formative dialog research ( Baklien, 2004 ) and case study research ( Stake, 2006 ). Data collection consisted of fieldwork (see Supplementary file ), a survey N = 298, 53.7% women, 46.3% men, response rate 80.54%, nine semi-structured interviews (with PhD supervisors), and one focus group ( N = 5). Supplementary data consisted of an additional survey ( N = 85), PhD-policy document analysis ( N = 6), field dialogues (4 PhD supervision seminars), open survey data (1,438 responses), seminar observations ( N = 4), and reviews of relevant documents such as evaluations of doctoral supervisor seminars. We also used policy documents and regulations concerning PhD education in Norway as supplementary sources.

We focused on how PhD supervisors experienced changing frame factors, such as university lockdowns, remote work, digital teaching, digital supervision, doctoral progression, and others, with an emphasis on illuminating the micro-level (course and teaching level) from the PhD supervisors’ perspective. This focus is twofold: the program’s structure and quality directly affected the PhD- supervisors during the pandemic. The second is simply that they conducted several evaluations about matters related to the structure and quality compared with the others. However, PhD- candidates’ opinions are also important, and their views are also interwoven because some of them have been present during field dialogs and participated in the PhD-supervision seminars.

When focusing on how PhD-supervisors experience their supervision, PhD’s research progression, psychosocial aspects, their nearest superior, and the main focus are on illuminating the meso-level (institutional and program level).

2.1 Cumulative research process

In our case study, we brought the experiences and our study among PhD’s ( Krumsvik et al., 2022 ) from the period March 12, 2020, to November 30, 2021, into our design of this study. We executed an excessive cumulative data collection process (including a part during the pandemic) and analysis, especially from August 2022 – October 2023. The relatively long time period allowed the researchers to test their interpretations along the way and detect contrary evidence, e.g., reach saturation during the coding and analysis of the qualitative data ( Creswell and Guetterman, 2021 ).

3.1 Quantitative part (survey)

Above and below are the results of the quantitative part of the study, based on the survey data. This analysis is tentative and covers only the survey results. The interview data and Supplementary data will be presented later in the paper. Two hundred and forty respondents completed the survey ( N = 298, 80.54% response rate). The academic backgrounds of the supervisors were diverse, with the three largest groups coming from natural sciences, humanities, education and teacher training. The largest group of supervisors (41.75%) supervised PhD candidates in education and teacher training (see Table 2 ).

Table 2 . Distribution of supervisors by academic background and PhD supervision in various fields.

A narrow majority (58.08%) of the supervisors had submitted an article-based dissertation (see more in attachment 5 in the Supplementary file ), in the Supplementary file meaning that approximately four out of ten supervisors have not “hands on” experience with article-based thesis as their thesis in their own doctoral degree. A large majority (81.67%) had supervised PhD candidates before and after the pandemic, while 11.67% had only supervised during and after. 41.27% of the supervisors stated that the coronavirus pandemic (from March 12, 2020 - January 2022) had impeded their candidate(s) progress in their doctoral project. 21.12% agreed (to a large or very large extent) that the PhDs’ publication process of articles to scientific journals has been delayed because of the journal’s peer review process during the pandemic (i.e., journal processing times seemed to increase due to several factors including a lack of available peer reviewers because of heavy workloads, health issues, more teaching, etc.).

3.1.1 Challenges in supervision

Results in Table 3 indicate that the most commonly reported challenges faced by supervisors during the pandemic were balancing work and family life and working from home, each affecting more than a third of the supervisors. Psycho-social aspects, such as loneliness, also emerged as a notable challenge. The cancelation of conference participation and stays abroad were significant issues, reflecting the broader impact on professional development opportunities. Concerns about supervision quality were also prominent. Some supervisors reported no challenges, highlighting a degree of variability in experiences. Other challenges included delays in the peer review process for journals, difficulties with publishing, and issues related to research ethics, though these were less commonly reported.

Table 3 . Challenges faced by supervisors during the pandemic in terms of supervision.

3.1.2 Challenges in working from home

Results in Table 4 indicated that supervisors faced multiple challenges while working from home during the pandemic. The most common issue was having little contact with colleagues, which affected more than six in ten supervisors. Supervisors also frequently reported having little contact with their PhD candidates. Distractions from others at home were another prevalent challenge. Many supervisors experienced an increased workload due to digital teaching from home, and lacking office equipment, such as desks and office chairs, was also commonly reported. Psycho-social aspects, such as loneliness, were significant issues as well. The lack of space and increased home responsibilities, such as childcare, were notable challenges. A smaller number of supervisors reported having no challenges at all. Other less commonly reported issues included limited access to library services and poor internet access.

Table 4 . Challenges faced by supervisors during the pandemic working from home.

3.1.3 Factors PhD candidates need to complete their doctorate

We find that there is a high degree of consistency between what supervisors ( Table 5 ) and PhD candidates ( Table 6 ) consider to be the most important factors for completing the doctorate. In particular, it is persistence, resilience, and the ability to work independently are the most important factors, in addition to supervision and co-writing with supervisors.

Table 5 . Most important factors in completing a PhD as reported by PhD supervisors.

Table 6 . Most important factors in completing a PhD as reported by PhD Candidates.

Thus, there is considerable agreement between what the supervisors and the PhD candidates report, which may indicate that within the academic tradition, the doctoral journey is primarily seen as an individual endeavor (feat of strength) where the supervisor is the closest supporter.

3.1.4 Appreciation of supervision

The supervisors mostly agreed that both they and the PhD candidates value supervision. 89.91% responded they agree or strongly agree to this question for themselves, and 92.47% responded they agree or strongly agree on behalf of the PhD candidates. In comparison, 61.25% responded similarly to whether the department values supervision, while 24.17% were neutral, and 14.59% responded they disagree or strongly disagree. This may suggest that the supervisory relationship is primarily between the PhD candidate and the supervisor, with less firm ties to the institution.

When it comes to what extent the supervisors think that their institution has been accommodating regarding compensating the loss of progress due to the coronavirus pandemic for their own PhDs, 27.2% stated that this had been done to a small extent or very small extent and 29.39% stated that this had been done to a large extent or very large extent. 30.1% agreed (large extent and very large extent) that supervisory responsibilities have increased during the pandemic. 13.3% expressed (to a large or very large extent) that supervising doctoral candidates makes them feel anxious’ over the last 24 months” (pandemic), but the majority (64.3%) experienced this to a small and very small extent. 9.3% expressed (to a large and a very large extent) that concerns over doctoral supervision have kept them awake at night over the last 24 months (pandemic), but the majority (69.3%) experienced this to a small and very small extent. 56.1% of the supervisors have not discussed any challenges with the progress of their doctoral candidate(s) project due to the coronavirus pandemic with the department’s human resources manager/head.

When asked how many hours they have enshrined in their working plan per semester as the main supervisor per PhD candidate, supervisors state this varies from zero to above 80 h, but for the majority, it is between 20 and 40 h per semester (40.46%). 23.1% state they do not think that their PhD-candidate(s) are on track with their doctoral project, while 50.2% state that their PhD-candidate(s) are on track with their doctoral project. Some PhDs publish their articles in their thesis based on pre-collected data (e.g., as a part of bigger projects), while others publish their articles in their thesis based on data collections done by themselves. 58.77% of the supervisors think this affects the completion time for the last group of PhDs (large and very large extent). 53.4% of the supervisors have been co-authoring their doctoral candidates’ publications.

3.1.5 What competencies supervisors need

As seen from Table 7 , nearly half of the supervisors believed they needed more pedagogical and methodological competence related to supervision. Additionally, about one-third felt they lacked knowledge about formal aspects, such as guidelines, related to the PhD program. The supervisors reported that the guidelines for the doctoral program were somewhat clear, particularly those for article-based dissertations. This perceived clarity was positively correlated ( r = 0.23, p = 0.002) with the extent to which the institution offered “continuing professional development” (CPD), and 39.88% of the supervisors stated that their institution did not provide supervisors with CPD. Thus, while many supervisors recognized the need for enhanced pedagogical and methodological skills, as well as a better understanding of formal guidelines, the availability of CPD programs was associated with clearer doctoral program guidelines. This suggests that increasing access to professional development opportunities could improve supervisors’ competence and clarity regarding program requirements, ultimately benefiting the supervision process.

Table 7 . Competencies PhD supervisors believe they need to increase.

3.1.6 Female academics with children

About four out of ten supervisors (41.07%) agreed (to a large or very large extent) that female PhDs with children seem to have more home responsibilities than men (e.g., for childcare, household, homeschooling, own children in quarantines, etc.) during the pandemic. About three out of ten (27.77%) agreed (to a large or very large extent) that female PhDs’ (with own children) submission rates to scientific journals have been delayed as a consequence of COVID-19, considering that women seem to have more home responsibilities (e.g., for childcare, household, homeschooling, own children in quarantine, etc.) during the pandemic. About two out of ten (23.64%) agreed (to a large or very large extent) that female supervisors’ (with their own children) submission rates to scientific journals have been delayed as a consequence of COVID-19, considering that women seem to have more home responsibilities (e.g., for childcare, household, homeschooling, own children in quarantine, etc.) during the pandemic.

Cronbach’s alpha ( α = 0.87) indicated a high level of consistency among three statements concerning the increased home responsibilities faced by female researchers with children compared to their male counterparts during the pandemic. These statements highlighted that female researchers with children appeared to bear more responsibilities at home, such as childcare, household tasks, and homeschooling, and as a result, their submission rates to scientific journals had been adversely affected by COVID-19. The average response (mea n = 3.18, standard deviatio n = 0.88) indicated that the supervisors were generally neutral toward these statements. However, closer inspection revealed that female supervisors (mea n = 3.29, standard deviatio n = 0.92) agreed with these statements more than male supervisors (mea n = 3.03, standard deviatio n = 0.79), a difference that was statistically significant ( p = 0.017) but with a small effect size (Cohen’s d = 0.30). There was a positive correlation ( r = 0.23, p = 0.002) between whether the PhD candidate had considered quitting the PhD program and the three statements, which suggests that supervisors who reported that PhD candidates had considered quitting also agreed more with the statements. Conversely, a negative correlation ( r = −0.21, p = 0.002) was found between considering quitting the PhD program and the belief that the institution made sufficient efforts to compensate for the lack of progress during the pandemic, indicating that better institutional support might have reduced the likelihood of candidates considering quitting.

3.2 Qualitative part (interview data and other types of qualitative data)

We conducted a cumulative data collection process where the qualitative interview guide questions were built upon previously collected quantitative data (survey). Based on a snowballing sample ( Patton, 2015 ), we recruited nine doctoral supervisors from the humanities, social-, and educational sciences with diverse experience and approaches to supervising PhD candidates during the pandemic. Using semi-structured interviews ( Brinkmann, 2022 ), each supervisor was interviewed online using Zoom with interviews lasting from 30 to 60 min. All interviews were conducted in Norwegian and later transcribed verbatim. We followed Braun and Clarke’s, (2019 , 2021) approach to reflexive thematic analysis to analyse the interview data. The themes constructed from the analysis of the interview data focus issues, such as “The Impact of the Pandemic on Supervision,” “Home Office Experience,” Workload and Employer Support,” “PhD Candidate Preparation for Article-Based Theses,” “Competence in Supervising Article-Based Theses,” and “Guidelines and Structuring the PhD Process.”

3.2.1 Analyzing the interview with Kyle

Introduction: Kyle, aged 47, specializes in professional ethics. He completed his doctoral degree through a monographic thesis and is relatively new to supervising PhD candidates, currently guiding three, two of whom he is the main supervisor.

Impact of the Pandemic : Kyle wore two hats during the pandemic: as a PhD supervisor and as a leader of a doctoral program. He noted that the pandemic did not significantly impact his supervisees due to well-planned data collection that adapted to digital formats when necessary. His role as the program leader gave him broader insights into how other candidates fared, with some experiencing difficulties in recruiting interviewees and needing to adjust their research plans accordingly.

PhD Supervision During the Pandemic : Kyle’s supervision was largely unaffected by the pandemic as most of it was conducted digitally, catering to students located in different parts of the country. He emphasized the importance of maintaining frequent contact, especially when usual social and professional gatherings were suspended. The pivot to online platforms like Zoom and increased digital communication tools helped maintain the continuity and quality of supervision.

Home Office Experience : Working from home was generally positive for Kyle, who appreciated the reduced distractions and the ability to maintain productivity with a well-equipped home office. However, he missed informal interactions with colleagues, which were hard to replicate through digital means.

Workload and Employer Support : Kyle experienced a slight increase in workload as more effort was required to monitor and support students remotely. His interactions with his Head of Department/direct manager were supportive, helping him navigate the challenges of remote supervision.

PhD Candidate Preparation for Article-Based Theses : Kyle observed that many PhD candidates were unprepared for the intricacies of article writing, including the lengthy processes of submission and peer review. He attributed this to their educational background, which primarily focused on monographic work at the bachelor’s and master’s levels.

Competence in Supervising Article-Based Theses : Although Kyle has not written a synopsis (‘kappe’, i.e., a synthesis chapter for article-based theses) himself, he feels prepared due to his involvement in supervisor training programs that include synopsis writing. He believes in collaborative supervision where co-supervisors with more experience in specific areas can complement his guidance.

Guidelines and Structuring the PhD Process : Kyle praised the clarity of guidelines regarding the synopsis writing at his program, highlighting proactive efforts to discuss and understand these guidelines among candidates and supervisors. He supports the idea of starting the synopsis early in the PhD journey, allowing candidates to develop a clear perspective on how their articles will integrate into their larger thesis narrative.

Summary: Kyle’s approach to PhD supervision during the pandemic was proactive and adapted to the challenges of remote interactions. He emphasizes the importance of clear guidelines, structured support from the academic program, and the benefits of collaborative supervision. His perspective offers valuable insights into managing PhD supervision under crisis conditions and highlights areas for potential improvement in preparing candidates for the demands of article-based theses.

3.2.2 Analyzing the interview with Sally

Introduction: Sally, aged 46, is experienced in the field of educational sciences and professional research, having supervised 15 PhD candidates to completion. She conducted her doctoral research through an article-based thesis.

Impact of the Pandemic on PhD Candidates : Sally observed that the pandemic had a limited impact on most of her PhD candidates, except for 2–3 individuals who experienced delays, partially due to the pandemic. Disputations were delayed for some candidates who preferred physical attendance, affecting their completion timeline.

Adaptations in Supervision Methods: The pandemic made Sally diversify her supervision methods, including more frequent digital meetings with Zoom or Teams and asynchronous communications like email. She shifted from paper-based to digital comments on drafts, which enhanced the efficiency and immediacy of feedback. This change is something she intends to continue using beyond the pandemic.

Home Office Experience: Sally found working from home manageable and returned to the office as soon as feasible, particularly because she needed to balance work with family responsibilities. The transition to the home office did not significantly disrupt her supervision activities, though it introduced minor challenges like occasional distractions from family.

Increased Workload During the Pandemic: Sally reported a slight increase in her workload during the pandemic due to a need for more frequent communication to ensure the continuity and quality of supervision. This was compounded by the timing of her candidates being in critical phases of their thesis work.

Support from Employer: She felt that the focus of her institution’s support during the pandemic was more on ensuring that PhD candidates were well-supported rather than directly supporting the supervisors themselves.

Preparedness of PhD Candidates: Sally noted that while the PhD candidates were generally well-prepared academically, they often lacked specific training in writing article-based theses, a significant adjustment from writing monographic theses typical at the bachelor’s and master’s levels.

Competence in Supervising Article-Based Theses: Sally felt confident in her ability to supervise article-based theses despite recognizing the ongoing need to adapt and learn, particularly in managing the synthesis chapter or “kappen.”

Clarity of Guidelines for the Synopsis: She found the guidelines for writing the synopsis at her institution clear and involved in educational efforts to help candidates understand these guidelines better. However, she questioned whether standardization would improve understanding or unnecessarily restrict academic freedom.

Timing for Writing the Synopsis: Reflecting on her experience and current practices, Sally advocated for thinking about the synopsis early in the doctoral process but cautioned against producing extensive texts prematurely. She emphasized the importance of adapting the scope of the synopsis as the research evolves.

Use of Doctoral Committees’ Guidelines: Sally observed that adherence to guidelines varies depending on whether committee members are national or international, with international members often impressed by the candidate’s ability to publish in high-ranking journals.

Overall, Sally’s experiences and insights provide a nuanced view of PhD supervision during the pandemic, highlighting flexibility, adaptation, and the importance of maintaining high standards of communication and support. Her approach demonstrates a balance between structured guidance and allowing academic independence, aiming to foster resilience and adaptability among her PhD candidates.

3.2.3 Analyzing the interview with Gabbie

Introduction: Gabbie, aged 54, specializes in school and teacher education. She has supervised two PhD candidates to completion and is currently guiding four others. Her doctoral thesis was article-based.

Impact of the Pandemic on PhD Candidates : Gabbie observed varied impacts of the pandemic on her PhD candidates. While two of her students were minimally affected, one faced significant challenges in data collection due to difficulties in recruiting informants. This disparity seems to have been influenced by the candidates’ approaches or perhaps their personal rapport with potential informants.

Changes in Supervision Practices: The pandemic shifted Gabbie’s supervision to entirely online formats using Zoom, Teams, or phone apps. While she was accustomed to digital interaction, the lack of informal, face-to-face interactions led to a more formal and structured supervision style. The spontaneous “corridor conversations” that often enhance relational aspects of supervision were missing, which she felt detracted from the personal connection in the supervisor-supervisee relationship.

Home Office Experience: Gabbie had a positive experience working from home, finding it efficient and beneficial due to eliminating commute times and the conducive environment at home for focused work. Her family setup supported this arrangement well, allowing her to balance work and home life effectively during the pandemic.

Workload Changes During the Pandemic: Her workload in terms of PhD supervision remained roughly the same, though the nature of interactions changed. Instead of impromptu office drop-ins, there were more scheduled meetings, primarily online via Zoom or Teams, which required a different kind of preparation and possibly led to more structured discussions.

Support from Employer: Gabbie noted a lack of specific support for supervisors from her employer during the pandemic; the focus was more on ensuring that she, like other staff, was generally coping with the pandemic’s challenges. There was an emphasis on looking out for the PhD candidates’ well-being, translating into a directive for supervisors to maintain close contact and support.

Preparedness of PhD Candidates for Article-Based Theses: Similar to Kyle and Sally, Gabbie agreed with the survey findings that many candidates are not well-prepared for writing article-based theses. She attributes this to their academic background, which primarily focuses on monograph writing. She advocates for collaborative writing for the first article to help familiarize candidates with the process of scholarly writing and peer review.

Evaluation of Own Competence in Supervising Article-Based Theses: She feels confident in her supervisory skills but acknowledges that continuous learning and discussion with peers are essential for handling complex or unfamiliar issues that arise during supervision. Gabbie appreciates the collaborative nature of the supervisory teams at her institution, which helps in managing any gaps in her experience or knowledge.

Clarity of Guidelines for the Synopsis: Gabbie finds the guidelines for writing the synopsis to be somewhat unclear and open to interpretation, suggesting that more explicit guidelines could help, especially for those new to supervising or external committee members who evaluate the theses.

When to Start Writing the Synopsis : She recommends that PhD candidates consider the synopsis throughout their doctoral journey but compile it towards the end. Gabbie advises keeping a file of potential content for the synopsis from the start of the doctoral process, which can include discarded sections from articles or ideas that do not fit into the articles but are valuable for the overarching thesis narrative.

Overall, Gabbie’s experience reflects a pragmatic and flexible approach to PhD supervision. She adapts to the demands of the pandemic while trying to maintain the quality of academic mentorship. Her strategies for managing remote supervision and her positive attitude toward the enforced changes highlight a successful adaptation to the challenges posed by the pandemic.

3.2.4 Analyzing the interview with Henrik

Introduction: Henrik, aged 46, specializes in school and educational research. He has successfully guided three PhD candidates as a primary supervisor and is supervising four more. His doctoral thesis was a monograph.

Impact of the Pandemic on PhD Candidates: Henrik noted that the pandemic affected his PhD candidates differently based on the nature of their research. Those engaged in classroom interventions faced significant challenges due to pandemic-related restrictions, particularly in accessing schools and conducting fieldwork. Conversely, candidates focused on desk-based research, such as literature reviews, experienced fewer disruptions. One of his candidates, involved in empirical research, had to receive an eight-month extension due to difficulties in data collection, exacerbated by strikes in the secondary education sector.

Changes in Supervision Practices: The transition to online supervision did not significantly affect Henrik, as he was already accustomed to conducting supervision via video conferencing tools like Teams and Zoom. However, he missed the informal, face-to-face interactions that often enrich the supervisory relationship. He noted that the absence of casual corridor conversations led to a more formal and structured online interaction.

Home Office Experience: Henrik found the exclusive home office setup challenging and detrimental to his well-being. He prefers a balance between working at the office and from home. The lack of physical interaction with colleagues and the continuous remote work environment negatively impacted his mental health, requiring him to seek professional health support.

Workload Changes During the Pandemic: Henrik reported that his workload related to PhD supervision did not increase significantly during the pandemic. However, other responsibilities became more demanding, and the overall context of working from home without the usual workplace interactions made certain tasks more difficult.

Support from Employer: There was no specific support provided by his employer concerning his role as a PhD supervisor during the pandemic. Support efforts were more generalized and not tailored to the unique challenges faced by supervisors.

Concerns for PhD Candidates: Henrik was particularly concerned about the mental health of his candidates, noting that the isolation and disruption caused by the pandemic were significant stressors. He proactively discussed these issues with his candidates, acknowledging the challenges faced by those with families and those who were isolated without a support network.

Personal Health Concerns: The pandemic had a substantial impact on Henrik’s mental health, highlighting the importance of considering the well-being of supervisors along with their candidates during such crises.

Effect on Completion Times: Henrik observed that the pandemic inevitably led to delays in the completion times of his PhD candidates, with some requiring extensions. He noted a disparity in how extensions were granted, suggesting a need for more consistent criteria.

Preparation for Article-Based Theses: Henrik believes that most PhD candidates are not well-prepared to write article-based theses, as their previous academic training typically does not include writing journal articles. He spends significant time discussing the publication process with his candidates to demystify it and help them understand the expectations of journal editors and peer reviewers.

Overall Reflection: Henrik’s experience reflects the diverse impacts of the pandemic on different types of research activities and highlights the importance of flexibility and support in PhD supervision. His proactive approach to discussing mental health and the structural changes in supervision practices illustrate adaptive strategies that can be beneficial in navigating future disruptions in academic settings.

3.2.5 Analyzing the interview with Luna

Introduction: Luna, aged 55, specializes in English as an Additional Language didactics. She completed her doctoral degree with an article-based thesis and has supervised a total of 11 PhD candidates, two of whom have completed their dissertations under her primary supervision.

Impact of the Pandemic on PhD Candidates : Luna discussed the varying impacts of the pandemic on her supervisees. One candidate, who was already far along in her research when the pandemic hit, was less affected in terms of supervision but faced uncertainty and stress related to her digital dissertation defense using Zoom. For two new candidates who started during the pandemic, the experience was particularly challenging. They struggled with integrating into the academic community and adapting to remote work, significantly affecting their progress and emotional well-being.

Changes in Supervision Practices : The pandemic required Luna to adapt her supervision methods, emphasizing digital communication tools and frequent check-ins via Teams, Zoom, or phone apps. She noted that these changes allowed for maintaining close communication but shifted many supervision interactions to support coping with the emotional and logistical challenges posed by the pandemic.

Home Office Experience: Luna had a positive experience working from home, which was facilitated by having enough space and a family structure that supported a conducive work environment. She did not face significant challenges balancing work and family life, which helped maintain her productivity and well-being.

Workload Changes During the Pandemic: While her direct supervision workload remained stable, Luna’s role as a researcher education coordinator significantly increased her overall responsibilities. She was deeply involved in supporting a broader range of PhD candidates beyond her direct supervisees, which included mediating between candidates and their supervisors and helping navigate the challenges posed by the pandemic.

Support from Employer: Luna felt well-supported by her employer, particularly in terms of responsiveness to her needs and concerns as she navigated her roles during the pandemic. This support was crucial in managing the increased demands on her time and ensuring the well-being of the candidates for whom she was responsible.

Concerns for PhD Candidates: Luna expressed significant concern for the mental well-being of her candidates, noting that the pandemic exacerbated feelings of isolation and stress. She was particularly worried about those who could not integrate into the academic community or faced severe disruptions in their personal lives.

Personal Health Concerns: Despite managing her workload and maintaining her health, Luna acknowledged the intense pressures of her role during the pandemic, which were compounded by the high demands of her coordinator position.

Effect on Completion Times: Luna observed that the pandemic delayed completion times for many PhD candidates, with extensions being necessary but variably granted. She emphasized the importance of transparent and equitable handling of extension requests to ensure fairness.

Preparation for Article-Based Theses: Luna believes that PhD candidates are generally underprepared for writing article-based theses, attributing this to the educational focus on monographic rather than article-based work before the PhD level. She highlighted the importance of guidance in academic writing and understanding publication processes as essential components of PhD education.

Overall Reflection: Luna’s experience during the pandemic underscores the critical role of adaptability in supervision, the importance of mental health support for PhD candidates, and the need for clear communication and guidelines in managing extended impacts on doctoral education. Her proactive approach to addressing these challenges reflects a comprehensive and empathetic supervision style aimed at supporting candidates through unprecedented times.

3.2.6 Analyzing the interview with Lydia

Introduction: Lydia, aged 52, specializes in educational research, focusing on professional development, assessment, and teacher education. She completed her doctoral degree through a monographic thesis and has supervised three PhD candidates to completion, with six currently under her guidance.

Impact of the Pandemic on PhD Candidates: Lydia noted that the pandemic affected the progress of her PhD candidates, especially those with young children or those who started their projects around the onset of the pandemic. The challenges of remote work and caring for family members led to minor delays in their research timelines.

Changes in Supervision Practices: For candidates who had already started their projects, Lydia managed to continue effective supervision by meeting them on campus when possible. However, starting a supervisory relationship entirely online via Zoom or Teams with new candidates presented difficulties, particularly in building rapport and trust.

Home Office Experience: Lydia found working from home to be somewhat liberating and enjoyed the quiet environment, which contrasted with the often-hectic campus life. Her home setup, which included adult family members who managed their responsibilities independently, provided a conducive environment for work without significant distractions.

Workload Changes During the Pandemic: While the actual supervision tasks did not significantly increase in time, Lydia spent more effort on providing emotional support to her candidates. Discussions often veered from academic topics to personal well-being, reflecting the heightened anxieties and social isolation experienced by the candidates.

Support from Employer : Lydia expressed disappointment with her institution’s lack of direct support during the pandemic. The focus remained on expecting faculty to adapt and manage without specific interventions aimed at easing the transition to remote supervision or addressing the unique challenges posed by the pandemic.

Concerns for PhD Candidates: She was particularly concerned about the psychological well-being of her candidates, as many were navigating difficult life stages compounded by the pandemic. Lydia felt a strong responsibility to reassure them and help them maintain confidence in their ability to progress in their research.

Personal Health Concerns: Lydia did not report significant concerns about her own health, feeling relatively privileged and well-adapted to the circumstances. She maintained a positive outlook, supported by stable family dynamics and the ability to engage in outdoor activities, which helped preserve her mental well-being.

Effect on Completion Times: Acknowledging the inevitable delays caused by the pandemic, Lydia noted that extensions were likely necessary for most PhD candidates during this period. She appreciated that post-pandemic policies allowed for extensions to address disruptions, especially those related to family responsibilities.

Preparation for Article-Based Theses: Despite not having written a synopsis herself, Lydia observed that candidates often lack preparedness for writing article-based theses, a gap she attributes to the traditional focus on monographic work at earlier academic stages. She advocates for enhanced training and support for candidates transitioning to this format.

Overall Reflection: Lydia’s reflections reveal a nuanced understanding of the challenges faced by PhD candidates and supervisors during the pandemic. Her approach highlights the importance of flexibility, emotional support, and the need for institutions to provide clearer guidelines and more robust support systems to adapt to such unprecedented circumstances effectively. Her experience underscores the critical role of empathy and adaptability in academic leadership during crises.

3.2.7 Analyzing the interview with Michelle

Introduction: Michelle, 41, specializes in educational science, teacher education, and language didactics. She has previously supervised five PhD students to completion and is currently the main and co-supervisor for ten PhD candidates.

Impact of the Pandemic on PhD Candidates: Michelle reported varied impacts of the pandemic on her PhD candidates. Those who were in the final stages of their research before the pandemic began experienced minimal disruptions, benefiting from the shift to remote work which allowed them more focused time for writing. However, candidates in earlier stages of their projects or those with young children faced significant challenges due to reduced childcare hours and the need to juggle multiple responsibilities.

Changes in Supervision Practices: The pandemic greatly affected Michelle’s ability to provide regular supervision. With the demands of her own childcare responsibilities and the limitations of remote work, the frequency and quality of her interactions with her PhD candidates suffered. Supervision sessions were delayed, and Michelle had to adjust her practices, often conducting meetings via phone, online with Zoom or Teams, or in socially distanced outdoor settings.

Home Office Experience: Michelle found working from home to be extremely challenging, particularly due to the presence of young children and the constant interruptions that blurred the lines between work and home life. She experienced a persistent sense of being unable to adequately meet all her responsibilities as a supervisor and a parent.

Workload Changes During the Pandemic : Her workload related to PhD supervision became more demanding due to the difficulties in maintaining regular and effective communication. Michelle had to find creative ways to support her students, which often meant extended work hours and adapting to less conventional interaction methods.

Support from Employer: Michelle expressed significant disappointment with the lack of support from her employer during the pandemic. She felt that the institutions did not provide clear guidelines or additional support for managing the unique challenges brought on by the pandemic, leaving supervisors to manage as best they could under difficult circumstances.

Concerns for PhD Candidates: Michelle was particularly concerned about the psychological well-being of her candidates, noting that the isolation and disruptions affected different groups in varied ways. She observed that while parents were stressed and overextended, single young men often felt isolated and unproductive, which sometimes led to detrimental lifestyle changes.

Personal Health Concerns: Michelle mentioned that, like many in academia, she was accustomed to working excessively and did not have time to focus on her own health due to the demands of the pandemic situation.

Effect on Completion Times: Michelle anticipated that the pandemic would likely extend the completion times for many PhD candidates due to delays in data collection and the general disruption of academic schedules. She noted that while some extensions were granted, many were not, which added to the stress and uncertainty for the candidates.

Preparation for Article-Based Theses: Michelle believes that PhD candidates are generally not well-prepared to write article-based theses, which is often not addressed until during the PhD program itself. She emphasized the importance of structuring doctoral education to prepare better candidates for the realities of academic publishing and the peer review process.

Overall Reflection: Michelle’s experience during the pandemic highlights the complex challenges faced by PhD supervisors. Her insights underscore the need for better institutional support and clearer guidelines to navigate such unprecedented situations. Her commitment to adapting her supervisory practices despite personal and professional challenges demonstrates her dedication to her role and the success of her students.

3.2.8 Analyzing the interview with Ollie

Introduction: Ollie, aged 55, specializes in educational science and has completed his doctoral degree with a monograph. He has guided one PhD candidate to completion and is currently supervising three, with one about to defend their thesis.

Impact of the Pandemic on PhD Candidates: Ollie noted significant disruptions for his PhD candidates due to the pandemic. One candidate was fortunate to have completed major data collection just before lockdowns, which somewhat insulated their progress. However, others struggled as their research depended heavily on data collection in schools, which became nearly impossible due to access restrictions and subsequent strikes affecting the school system.

Changes in Supervision Practices: While the physical data collection was hindered, Ollie found digital supervision effective, especially for discussing and editing texts. He appreciated the direct focus on the text that digital platforms such as Teams or Zoom facilitated, contrasting with the sometimes-awkward setups of physical meetings. Nonetheless, the lack of access to schools for his candidates meant there was less content to supervise, which altered the dynamics of his guidance.

Home Office Experience: Ollie had a relatively positive experience working from home, appreciating the convenience and reduced commute time. He noted that being at home allowed for a more relaxed dress code and flexible work hours, although he acknowledged a potential for decreased social interaction and the blurring of work-life boundaries.

Workload Changes During the Pandemic: Ollie’s workload in terms of PhD supervision remained largely the same, but the nature of the supervision changed. He spent more time helping candidates pivot their projects to adapt to the new realities, which included more discussions and finding alternative approaches to research obstacles.

Support from Employer: Ollie felt that there was a lack of specific support for PhD supervisors from his employer during the pandemic. The focus seemed to be more on undergraduate and master’s students, with little attention paid to the challenges faced by PhD candidates and their supervisors.

Concerns for PhD Candidates: He was concerned about the delays and the psychological impact on his students, noting the challenges of maintaining motivation and morale under such uncertain and stressful conditions.

Personal Health Concerns: Ollie was proactive about maintaining his physical health during the pandemic, investing in ergonomic furniture to ensure comfort while working from home. He did not express concerns about his psychological health, suggesting a pragmatic approach to dealing with the pandemic’s challenges.

Effect on Completion Times: He anticipated that the pandemic would significantly delay his PhD candidates’ completion times, mainly due to disrupted data collection processes. Ollie stressed the importance of data quality and how difficulties in data collection could impact the overall quality of doctoral research and subsequent publication opportunities.

Overall Reflection: Ollie’s insights reflect a nuanced understanding of the diverse challenges posed by the pandemic to doctoral education. His adaptation to online supervision using videoconferencing platforms such as Zoom or Teams highlights the potential benefits of digital platforms for focused academic work, even as he recognizes the significant disruptions to traditional research pathways. His experience underscores the need for institutions to provide more robust support systems for doctoral candidates and supervisors, ensuring that doctoral training quality and integrity are maintained even in adverse circumstances.

3.2.9 Analyzing the interview with Tyler

Introduction: Tyler, aged 60, specializes in the philosophy of science, organization, and educational leadership. He completed his doctorate with a monograph and has guided two PhD candidates to completion, with four currently under his supervision.

Impact of the Pandemic on PhD Candidates: The pandemic significantly disrupted the plans of Tyler’s PhD candidates, particularly affecting those involved in international collaborations and empirical research. One candidate missed a crucial research stay in Italy, impacting their opportunity to engage with an international academic community. Another had to revise their empirical approach due to restricted access to schools, which was a common issue during the pandemic.

Changes in Supervision Practices: Tyler’s supervision was heavily affected by the pandemic, with all interactions moving to digital platforms, including Teams and Zoom. This shift resulted in less frequent and less personal guidance, which he felt was less effective than the planned intensive seminars abroad. Like Ollie, however, Tyler noted some benefits to digital supervision using videoconferencing platforms, such as the ability to engage with text during sessions directly.

Home Office Experience: Initially, Tyler took on additional teaching responsibilities to compensate for colleagues struggling with digital formats, which increased his workload. Over time, he found a rhythm of working from home and even appreciated the focused time that allowed him to complete a book. He alternated working from home and the office, leveraging the strengths of both environments to maintain productivity.

Workload Changes During the Pandemic: Tyler’s workload in terms of PhD supervision did not increase significantly. Digital Teams or Zoom meetings tended to be shorter and more focused, which somewhat compensated for the increased preparatory work required for effective digital instruction.

Support from Employer: Tyler expressed frustration with his institution’s management during the pandemic, particularly concerning doctoral courses and the increased bureaucratic oversight that he felt stifled academic freedom. He noted a lack of focus on the needs of PhD supervisors and candidates compared to other groups within the university.

Concerns for PhD Candidates: While not overly concerned about the mental and physical health of his candidates, Tyler was worried about the practical aspects of their research, especially those needing to conduct fieldwork, which was severely impacted by the pandemic restrictions.

Personal Health Concerns: Tyler did not express particular concerns about his health; however, he took proactive measures to ensure a comfortable working environment by investing in ergonomic office equipment.

Effect on Completion Times: Tyler anticipated that the pandemic would extend the completion times for his PhD candidates, especially due to disruptions in data collection and the broader impact on academic research activities.

Overall Reflection: Tyler’s experiences reflect the complex challenges faced by academic supervisors during the pandemic, balancing the shift to digital platforms with maintaining academic rigor and support for their candidates. His story highlights the need for institutions to provide better support and flexibility for supervisors and PhD candidates during crises, ensuring that academic standards and well-being are maintained. Tyler’s ability to adapt and find personal benefits during the pandemic, such as completing a book, also underscores the potential for finding opportunities in the face of challenges.

3.2.10 Comprehensive analysis of the Main findings across nine interviews of doctoral supervisors in Norway

3.2.10.1 overview.

This analysis integrates the findings from interviews with nine doctoral supervisors in Norway, structured by the interview guide (based on the main findings from the survey) and analyzed using Braun and Clarke’s (2021) approach to reflexive thematic analysis. The analysis focuses on how the COVID-19 pandemic affected the progression of PhD candidates and the corresponding changes in supervision practices.

Main Themes Identified:

1. Impact of the Pandemic on PhD Progression:

• Disruptions in Data Collection : Most supervisors reported significant disruptions in their candidates’ ability to collect data, especially those requiring access to external facilities like schools or international institutions. This was primarily due to lockdowns and restrictions imposed to curb the spread of the virus. As one supervisor noted: “One of my candidates had to delay their project significantly due to the inability to collect data as schools were not accessible.” (Ollie)

• Adaptations in Research Plans : Many candidates had to alter their research methodologies or adjust their empirical scopes to suit the new constraints, highlighting the flexibility required under crisis conditions. However, one of the supervisors mentioned that: “It affected them very differently. I had three candidates before the pandemic, and two of them were barely affected. However, the third struggled significantly with data collection due to difficulties in recruiting informants.” (Gabbie)

2. Changes in Supervision Practices:

• Shift to Digital Supervision : All supervisors transitioned to online platforms for conducting supervision, such as Zoom, Teams, or phone apps (e.g., Facebook Messenger, WhatsApp). While some found digital tools effective for sharing and reviewing written work, others felt the lack of physical presence reduced the quality of interaction and guidance they could provide. As one supervisor noted: “Digital supervision worked very well because it allowed sharing and discussing texts more effectively than in-person meetings. This actually enhanced the focus on the text during sessions” (Ollie).

• Increased Need for Emotional Support : Supervisors noted an increased need to support the psychological well-being of their candidates, as many struggled with isolation and stress due to the pandemic. As one supervisor noted: “I was particularly attentive to the mental health of my candidates, especially those without local family support. Regular check-ins were crucial during this period” (Gabbie).

3. Work Environment and Work-Life Balance:

• Home Office Challenges : Responses about working from home were mixed; some supervisors appreciated the flexibility and reduced commute times, while others struggled with distractions and the blending of personal and professional spaces. As one supervisor mentioned: “I actually enjoyed working from home as it provided a peaceful environment, but I missed the informal interactions with colleagues.” (Lydia)

• Institutional Support : There was a notable lack of targeted support for supervisors from their institutions. This often left supervisors and their candidates feeling overlooked in broader university responses to the pandemic. As one supervisor noted: “There was no specific support for me as a PhD supervisor during the pandemic. The general support was the same as for all staff members” (Lydia).

4. Professional Development and Academic Output:

• Delays in Academic Milestones : The pandemic delayed key academic milestones, including thesis submissions and defenses, primarily due to halted data collection and extended research timelines.

• Publication Challenges : The disruption also impacted candidates’ abilities to publish their research, a crucial component of their academic careers, due to delays and changes in their research projects.

Integration of Findings with Saldaña’s Coding Framework and Interview Guide:

• Using Saldaña’s coding method allowed for identifying recurring challenges and adaptations among the supervisors’ experiences. The thematic analysis revealed a consistent need for increased flexibility in research planning and supervision methods.

• The interview guide helped maintain a focus on how the pandemic specifically impacted various aspects of PhD supervision and candidate progression. It ensured that all relevant areas, such as changes in work routines, supervision adjustments, and overall impacts on PhD timelines, were systematically explored.

Comprehensive Assessment : The interviews collectively underscore the resilience and adaptability required by PhD candidates and their supervisors during the pandemic. They highlight several areas for improvement:

• Enhanced Institutional Support : Institutions clearly need to provide more structured support tailored to the needs of PhD candidates and supervisors during crises.

• Flexibility in Research and Supervision Plans : Adapting research plans and supervision methods to accommodate unexpected disruptions is crucial for maintaining the integrity and continuity of PhD education.

• Focus on Mental Health : The increased emotional and psychological support needed by candidates suggests that institutions should integrate mental health resources more fully into their doctoral training programs.

• Preparedness and Training : The experience has shown the importance of preparing PhD candidates for unexpected changes in their research environment, including training in digital tools and remote research methodologies.

In conclusion, the pandemic has not only disrupted traditional PhD education paths but also provided insights into how flexibility, digital preparedness, and institutional support can be enhanced to better prepare for future crises. These insights are vital for shaping resilient and adaptive academic environments that can withstand global challenges while supporting doctoral candidates’ academic and personal well-being.

From the analysis of the nine interviews, a few aspects stood out as particularly notable, offering deeper insights (expansion) into the unique challenges and responses within the context of PhD supervision during the pandemic:

1. Resilience and Innovation in Supervision:

• Some supervisors noted that despite the significant challenges, the shift to digital platforms allowed them to explore new forms of engagement with texts and supervision methods. For example, one supervisor highlighted the effectiveness of digital tools for collaborative work on documents, suggesting that these might even surpass traditional face-to-face interactions in certain aspects. This adaptation was a positive takeaway that some found surprising and worth integrating into their post-pandemic practices.

2. Diverse Impacts on Different Research Types:

• The differential impact of the pandemic on empirical versus theoretical research was striking. Supervisors of candidates who needed to conduct fieldwork, especially in schools or abroad, faced severe disruptions. As one supervisor noted: “We had to adjust research plans significantly, shifting to alternative data sources and methods where possible.” (Kyle). In contrast, those whose work was more theoretical or could be conducted remotely experienced fewer setbacks. This variance highlighted certain types of research vulnerability to external disruptions, which was a notable point of concern.

3. Underestimation of Emotional Challenges:

• Another well known, but still important aspect was the depth of emotional and psychological impacts on PhD candidates as noted by their supervisors. The extent to which these challenges affected the candidates’ productivity and well-being was significant and perhaps underappreciated by the institutions themselves. This underscores a critical area for future academic support systems to address more robustly.

4. Lack of Institutional Support:

• The widespread sentiment of insufficient institutional support was particularly striking. Several supervisors felt that there was a lack of targeted strategies to support PhD supervision during the pandemic. This lack of support was not just in terms of transitioning to online modes but also in addressing the specific needs of PhD candidates and their projects during such a disruptive period.

5. The Positive Impact of Forced Adaptation:

• Interestingly, some supervisors pointed out that the forced adaptation to new circumstances led to unexpected benefits, such as enhanced focus and productivity in certain cases, and even opportunities for personal and professional growth, such as writing a book or developing new teaching methods. These outcomes, while not universal, were surprising positives that emerged from a generally challenging time.

The sentiment analysis of the 9 interviews (see attachment 4 in the Supplementary file ) showed some individual variations, but that resilience and adaptability among doctoral supervisors during the pandemic were quite common. Supervisors recognized the challenges but overall maintained a positive and proactive stance, focusing on solutions and effective management of their supervisory roles. The objective nature of their responses indicates a practical approach to dealing with the pandemic’s impact, emphasizing the importance of communication, adaptation to remote supervision, and institutional support.

These insights not only highlight the varied experiences of PhD supervisors during the pandemic but also suggest areas for improvement in how institutions support doctoral education in times of crisis. The resilience and innovative approaches developed during this period could inform future policies and practices to better support PhD candidates and supervisors alike.

3.2.11 Integrated analysis: the main findings from the interviews and the open survey responses

To integrate and analyze the findings from the interviews (see attachment 1) and the 1,483 open survey responses (see attachment 2) from the survey among 293 doctoral supervisors, we can draw on several key themes and concerns that emerge consistently across these data sources. This approach will help us understand the broader implications of the insights gathered from different perspectives within the same study.

1. Adaptation to Digital Tools and Platforms:

• Interviews : The interviews highlighted how supervisors adapted to using digital tools for communication and supervision. This was generally seen as effective but lacking in certain qualitative aspects, particularly in building deeper relationships and managing more nuanced discussions.

• Open Survey Responses : The survey also reflected a reliance on digital tools, with many supervisors recognizing their utility in maintaining continuity. However, there was also an acknowledgment of the challenges in fully replicating face-to-face interactions.

2. Ethical and Practical Concerns with Digital Supervision:

• Interviews : Concerns were raised about the relational and ethical implications of the lack of physical presence and interaction, and the extensive use of digital tools in academic settings during the pandemic.

• Open Survey Responses : Similar concerns were noted, with supervisors emphasizing the importance of ensuring academic integrity and the genuine intellectual development of PhD candidates.

3. Impact of the Pandemic on Supervisory Practices:

• Interviews : The pandemic’s impact was a significant theme, affecting the logistical aspects of supervision and the mental well-being of both supervisors and their candidates.

• Open Survey Responses : Responses indicated varied impacts of the pandemic, with some supervisors noting increased stress and difficulty in maintaining research productivity and supervisory quality.

4. Institutional Support and Professional Development:

• Interviews : There was a noted lack of sufficient institutional support for adapting to new modes of supervision and research during the pandemic.

• Open Survey Responses : This theme was echoed in the survey responses, with mixed reports about the availability and effectiveness of continuing professional development (CPD) related to research supervision. Some respondents felt unsupported, particularly in navigating the challenges posed by remote supervision and digital tools.

5. Preparedness of PhD Candidates:

• Interviews : Discussions highlighted concerns about the varying levels of preparedness among PhD candidates, especially in writing the synopsis and adapting to new research methodologies that include digital tools and remote data collection.

• Open Survey Responses : Supervisors expressed a range of experiences regarding candidate preparedness. While some noted their candidates were well-equipped, others pointed out significant gaps, especially in writing the synopsis and article-based theses and handling the referee process, the timeline and complex research independently.

6. Valuation of Supervision:

• Interviews : Supervisors discussed feeling that their efforts were not adequately valued by institutions, with a need for greater recognition and support for their roles.

• Open Survey Responses : This sentiment was reinforced by survey data, where some supervisors felt that their contributions to doctoral training were undervalued by their institutions, particularly when compared to other academic duties.

7. Suggestions for Institutional Changes:

• Interviews : There were calls for institutions to adapt more proactively to the changing landscape of doctoral education, including better training for using digital tools and more robust support systems for both supervisors and candidates.

• Open Survey Responses : Supervisors suggested various improvements, such as more structured professional development opportunities, better guidelines for remote supervision, and enhanced support for mental health and well-being.

3.2.12 Summary

The integrated analysis across interviews and open survey responses suggests a complex landscape of doctoral supervision during and potentially beyond the pandemic era. Key themes highlight both challenges and potential areas for policy and practice enhancements:

• Digital Adaptation and Ethical Concerns : While digital tools have provided necessary solutions for continuity in supervision, they bring up ethical concerns that institutions need to address more thoroughly, particularly concerning academic integrity and the quality of student learning.

• Support and Development Needs : There is a clear need for institutions to offer more targeted support and development opportunities for supervisors, addressing both the technical aspects of digital supervision and the broader pedagogical skills required in a changing academic environment.

• Recognition and Valuation of Supervision : Supervisors feel that their work is not sufficiently valued, suggesting that institutions should reevaluate how they recognize and support supervisory roles within the academic career framework.

• Candidate Preparedness : There is variability in how prepared PhD candidates are for the demands of modern doctoral research, indicating the need for more robust preparatory programs and entry assessments.

• These insights call for a strategic reassessment of doctoral training programs, supervisory support mechanisms, and institutional policies to better align with the evolving needs of both supervisors and their candidates.

4 Limitations and future research

The present study provides in-depths insights into PhD supervision during the pandemic; however, the study also has several limitations apart from inherited limitations of self-reports and interview data. Firstly, the findings might be context-specific to the educational setting in Norway. The unique characteristics of the Norwegian educational system, cultural aspects, and institutional structures may not be entirely generalizable to other countries. However, the globalization of doctoral education, with increasing international collaborations, international publishing, and standardization of academic practices, might mitigate this issue to some extent, making the findings relevant beyond the Norwegian context. Secondly, the study lacks data on PhD supervisors’ experiences prior to the pandemic. This absence of baseline data means we cannot directly compare the pre-pandemic and pandemic periods. Nonetheless, the experiences reported in this study correspond well with prior research on academic supervision ( Pyhältö et al., 2012 , 2023 ; Löfström et al., 2024 ), indicating that the challenges and adaptations observed are not entirely unprecedented, even if intensified by the pandemic context.

Future research should aim to explore the long-lasting impacts of COVID-19 on doctoral education. It is necessary to investigate whether the changes observed in supervisory practices during the pandemic are fleeting or have led to a permanent shift in how supervision is approached. Specifically, studies should examine if new models of remote supervision, increased flexibility, and the use of digital tools will continue to be integrated into doctoral education post-pandemic, or if traditional methods will resume dominance. This is of special interest in cases where PhD supervisors and PhD candidates are located at different institutions. By addressing these questions, future research can contribute to a deeper understanding of the pandemic’s legacy on doctoral education.

5 Conclusion

In this article we examined the experiences of PhD supervisors in Norway during the pandemic to answer the research questions:

1. To what extent has the COVID-19 pandemic impeded the PhD supervisors’ frame factors on the micro- level, and how do they perceive this situation?

2. To what extent has the COVID-19 pandemic influenced PhD supervisors’ frame factors on the meso- level, and how do they perceive this situation?

We conducted a cumulative data collection process and analysis, where survey questions were based on previously collected field dialog data, online observation data, seminar evaluation data, and document analysis data. The qualitative interview guide questions were built upon previously collected quantitative data (survey), and the Supplementary data was based on previously collected quantitative data (survey) and qualitative interview data.

The coherence between qualitative and quantitative findings is mainly examined based on confirmation , expansion , or discordance in this article ( Fetters et al., 2013 ).

The findings from the explorative case study revealed that the PhD supervisors faced numerous challenges during the pandemic, both professionally and personally. They found digital supervision with their PhD fellows via platforms like Teams and Zoom to be convenient and efficient but occasionally lacking in quality. They also encountered difficulties in addressing the psychosocial aspects of their PhD candidates’ experiences and faced various research-related challenges with their PhD-candidates during the pandemic. For PhD supervisors who extensively worked from home over a long period, the situation created new conditions that affected their job performance. These altered conditions hindered their research capacity, their ability to follow up with their PhD candidates and their capacity to fulfill other job responsibilities. Although the PhD supervisors received support during the pandemic, it seems that the incremental measures provided were insufficient. The PhD regulations were established before the pandemic under normal conditions and for normal circumstances. However, it appears that no significant adjustments have been made to accommodate the extraordinary pandemic conditions, which have altered some aspects of their professional roles as academics and PhD supervisors. This was particularly critical for PhD supervisors with young children, especially female supervisors, who had to deal with lockdowns, social distancing, remote work, homeschooling, quarantine for themselves and their children, and COVID-19 illness, since the data showed that they seemed to have more home responsibilities than men during the pandemic. We also found that some supervisors thought that female PhDs’ (with own children) submission rates to scientific journals have been delayed as a consequence of COVID-19, considering that women seem to have more home responsibilities. In addition, the supervisors thought that female supervisors (with own children) submission rates to scientific journals have been delayed as a consequence of COVID-19, considering that female supervisors seem also to have more home responsibilities (e.g., for childcare, household etc.).

This slow-motion disaster lasted up to 20 months and can be perceived as an “external intervention” or a naturalistic experiment which was impossible to predict for universities and society. The case study results indicate that it is more important than ever to plan for the unforeseen in order to be better prepared for the next societal crisis. Therefore, it is important to be vigilant and understand the gap between the formulation, transformation, and realization arenas when it comes to the distinction between incremental, semi-structural changes and fundamental changes in PhD regulations and guidelines brought on by societal crises. Although some support from employers has been offered, the overall PhD guidelines, regulations, and supervision norms remained unchanged in the transformation arena (meso- level) during the pandemic. On a general level, this highlights the need for better crisis preparedness at the doctoral level in the years to come.

A common finding related to RQ1 and RQ2 and across the different data sources was that the COVID-19 pandemic has significantly impacted some of the PhD supervisors in different ways on both micro- and meso-levels, and some of them perceive this long-lasting pandemic challenging and difficult, while others have experienced this to a lesser degree. This reveals a confirmation across the quantitative and qualitative data in the study. Also, these findings mostly confirmed and expanded on the understanding of the impact of the pandemic on PhD candidates ( Krumsvik et al., 2022 ), with some minor discordance.

More specifically, the PhD supervisors in the study were somewhat satisfied with the educational quality regarding digital teaching but experienced various supervision, research-related and psycho-social challenges. Although some of the supervisors received support during the pandemic, it seems like the majority did not receive sufficient support and their workload increased significantly during the pandemic. This is due to the high complexity of frame factors that have changed the underlying premises for doctoral education during the pandemic, affecting both the PhD- supervision and the PhD candidates’ feasibility on several levels. The regulations for PhD scholarships and PhD regulations, implemented before the pandemic in 2018, were designed under normal educational and social conditions and may not fully address the challenges faced during the pandemic. Therefore, this study shows that to reduce this gap and strengthen the feasibility of the PhDs and the frame factors for PhD-supervision, the institutions must significantly enhance their preparedness to effectively manage demanding situations at both micro- and meso-levels, ensuring they are fully equipped to address future societal crises of a similar nature.

When it comes to RQ3 we find both confirmation, expansion, and discordance across the quantitative and qualitative data. We find confirmation across the quantitative and qualitative data when it comes to the variability in preparedness of PhD candidates for writing the article-based thesis. Article-based theses present unique challenges compared to traditional monograph-based dissertations, particularly in terms of integration and the breadth of skills required. One of the primary challenges with article-based theses is integrating articles that may cover slightly different aspects of a research topic into a coherent overall thesis. This integration is critical, it requires a high level of academic writing skills and ability to secure the coherence of the synopsis. Candidates often come into PhD programs with varying levels of experience in academic writing and publication. The survey and interviews, as well as Supplementary data , indicate that many candidates are not well-prepared for writing article-based theses, highlighting a need for more targeted training in academic writing and publishing early in the doctoral process. The need for robust supervisory support is acutely felt in guiding article-based theses, where candidates must navigate the complexities of publishing in peer-reviewed journals alongside synthesizing their research in the synopsis. This implies that PhD-candidates both are taking a doctoral degree in the Norwegian context and at the same time are publishing articles for the international research context, which can be challenging.

We find expansion when it comes to the need to have guidelines for the synopsis. Supervisors reported significant variation in the guidelines for the synopsis across institutions, both in the qualitative and quantitative part, which can lead to confusion and inconsistency in expectations for candidates and supervisors. Some respondents found these guidelines sufficient, while others find them unclear or obscure, complicating their task of effectively guiding PhD candidates. Clear, comprehensible guidelines are essential for ensuring that the synopsis effectively synthesizes the research in a manner that meets academic standards ( Wollenschläger et al., 2016 ).

And we find some discordance regarding variability in candidate preparedness where both strands of the data indicated a significant variability in how prepared PhD candidates are when they enroll in doctoral programs. Candidates’ preparedness often depends on their previous educational experiences, which can vary widely regarding exposure to research methods, academic writing, and critical thinking skills. The variability in preparedness suggests a need for more robust preparatory programs to equip all incoming doctoral candidates with the necessary skills and knowledge to succeed in their research endeavors. Implementing comprehensive entry assessments could help identify specific areas where candidates might need additional support, allowing programs to tailor preparatory courses or early doctoral training to address these gaps.

These findings collectively point to a need for doctoral programs to clarify guidelines, particularly for the synopsis in article-based theses, to enhance support for supervisory roles, and to develop preparatory programs that address the broad variability in candidate preparedness. This is also based on research on the need for rubrics ( Wollenschläger et al., 2016 ), which shows that transparency around requirements and guidelines is important for students learning. By tackling these issues, institutions can better prepare PhD candidates for the demands of modern doctoral research, ultimately leading to more consistent and successful outcomes in doctoral education. And despite that only 20 (8.3%) of the supervisors agreed or strongly agreed that they were supervising a PhD candidate who had considered quitting the PhD program during the pandemic, it is important to be vigilant around the (complex) reasons that causes this, since this is in many ways a drastic decision, first of all for the candidate themselves, but also for the supervisors, as well as for the society in general who has invested almost 5 million Norwegian kroner in each PhD-scholarship. Dropping out can partly be related to the observed findings that many PhD candidates were unprepared for the intricacies of article writing, including the lengthy processes of submission and peer review, attached to their educational background, which primarily focused on monographic work at the bachelor’s and master’s levels. This also implies that while PhD’s are perceived, assessed and evaluated as student/candidates when they are completing assignments in a doctoral program, there might be a quite new situation for them when they submit their articles to scientific journals with blind review, where they are evaluated as other researchers (and not only as students/candidates). Such findings (and similar findings) seem to go “under the radar” in doctoral programs in Norway and by taking into account such “tacit knowledge” we might be better prepared to bridge the formulation arena and realization arena within doctoral education in the years to come. This development also demands a vigilance within doctoral education of the importance of theory development within doctoral education since international research shows that doctoral supervision is under-theorized and lacks a solid knowledge base ( Halse and Malfroy, 2010 ; Halse, 2011 ) where also eclectic use of theories ( Dalland et al., 2023 ) can improve this area.

Author note

GPT-4o ( OpenAI, 2024 ) was employed in this article to translate interview findings to English after a general thematic analysis conducted in Norwegian and as one of several validity communities for the open survey responses. The GPT-4’s output was manually examined, edited, and reviewed by the authors. The sentiment analysis of the 9 interviews was done by the first author and by using the GPT-4o. Then it was carried out a validation of this sentiment analysis by SurveyMonkey ( SurveyMonkey, 2024 ), Claude ( Anthropic, 2024 ) and Gemini Advanced ( Google, 2024 ).

Data availability statement

The original contributions presented in the study are included in the article/ Supplementary material , further inquiries can be directed to the corresponding author.

Author contributions

RK: Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Resources, Software, Validation, Visualization, Writing – original draft, Writing – review & editing. FR: Conceptualization, Data curation, Formal analysis, Methodology, Validation, Writing – review & editing, Writing – original draft. ØSk: Conceptualization, Data curation, Investigation, Methodology, Writing – original draft, Writing – review & editing. LJ: Conceptualization, Data curation, Methodology, Validation, Writing – original draft, Writing – review & editing. SS: Data curation, Formal analysis, Methodology, Writing – original draft, Writing – review & editing. ØSa: Data curation, Validation, Writing – original draft, Writing – review & editing. KH: Methodology, Validation, Writing – original draft, Writing – review & editing.

The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.

Acknowledgments

We would like to thank all doctoral supervisors for their responses to the surveys and for participating in interviews and focus groups on this study.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision.

Publisher’s note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Supplementary material

The Supplementary material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/feduc.2024.1436521/full#supplementary-material

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Keywords: PhD-supervisors, experiences, COVID-19, supervision, PhD-fellows, frame factors

Citation: Krumsvik RJ, Røkenes FM, Skaar &O, Jones L, Solstad SH, Salhus & and Høydal KL (2024) PhD-supervisors experiences during and after the COVID-19 pandemic: a case study. Front. Educ . 9:1436521. doi: 10.3389/feduc.2024.1436521

Received: 22 May 2024; Accepted: 15 July 2024; Published: 09 August 2024.

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Copyright © 2024 Krumsvik, Røkenes, Skaar, Jones, Solstad, Salhus and Høydal. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Rune J. Krumsvik, [email protected]

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