Most senior leaders make decisions by drawing on years of valuable experience. They recognise patterns, anticipate change and often have a strong instinct for how markets, organisations and people are likely to respond.
Over almost two decades working in higher education, across teaching, academic leadership and international partnerships, I have seen first-hand the changing expectations placed on senior leaders. Experience remains essential, but leaders are now expected to answer different questions.
The past two years have challenged many of our sector’s assumptions. Visa policy is now more a variable than a constant. In the UK, application withdrawals can outpace refusals, and compliance increasingly reshapes student recruitment strategy, leading some institutions reassessing source markets to protect their position. Australia is capping international student commencements, the US is less attractive to some students, and others are choosing to study closer to home.
AI (Artificial Intelligence) is adding another layer of complexity. Institutions are making important decisions, often without an established roadmap. Many of today’s higher education challenges no longer seem to fit the patterns that experienced leaders have long relied upon.
Experience alone is no longer enough. Leaders need a rigorous way to investigate complex organisational problems, test assumptions and generate actionable evidence. For some, a Doctor of Business Administration (DBA) provides that framework.
What is a DBA?
A Doctor of Business Administration, or DBA, is a practitioner doctorate focused on applied research. While a Master of Business Administration, or MBA, is typically undertaken earlier in a person’s career, a DBA attracts experienced leaders and is held to the same level of academic rigour as a PhD.
The value of a DBA doesn’t arrive once the degree has been awarded. The impact often begins much earlier
The distinction matters. A PhD often starts with a gap in academic knowledge. A DBA starts with a real organisational challenge that has practical consequences for people, strategy and performance. Rather than stepping away from leadership to become researchers, DBA candidates apply research to investigate the organisational issues they are already dealing with. They test assumptions, investigate complex challenges using evidence and develop solutions that creates meaningful impact today.
The questions we are not asking rigorously enough
Think about current decisions being made across international education. Which markets should we diversify into? How do we improve student retention? Are our international partnerships delivering expected outcomes? How should AI be integrated into learning? What does good online delivery really look like? How do institutions lead organisational change while responding to increasing financial pressure?
These are not theoretical questions. They shape strategy, budgets, student outcomes and institutional resilience, yet they often receive less rigorous investigation than their significance demands, simply due to time constraints on leaders. Too often, decisions are based on dashboard data, anecdotal evidence or the strongest opinion in the room.
Take organisational change, for example. When business performance begins to decline, leadership teams often identify several possible causes and quickly move towards a solution. A research-led approach asks a different set of questions. What evidence supports the assumptions being made? Are the underlying issues related to leadership, organisational culture, operational processes, customer behaviour or market conditions?
The difference is practical. One approach assumes a softened market awaiting recovery, while the other identifies whether the real causes lie within the organisation itself and provides an action plan. The latter is exactly the capability a DBA develops: the ability to define a problem, review evidence, choose an appropriate methodology, gather and analyse data, and defend conclusions through rigorous academic scrutiny. Leaders who go through this process often become more effective decision-makers.
Impact does not wait for graduation
The value of a DBA doesn’t arrive once the degree has been awarded. The impact often begins much earlier.
Because candidates usually investigate real organisational challenges within their own businesses or sectors, their findings frequently influence strategic decisions while the research is still underway. A study exploring organisational culture may shape leadership practices before thesis completion. Customer behaviour research may influence commercial strategy. Investigation into digital transformation or organisational change can inform executive decision-making throughout the project itself.
One of the reasons a DBA is so relevant to experienced professionals is that the organisation benefits alongside the researcher. Leadership practice and research inform one another in real time. In many ways, the organisation becomes a laboratory for evidence-led change.
Who is a DBA for?
Honestly, a DBA is not for everyone. It requires commitment, resilience and intellectual curiosity. It is best suited to experienced managers, senior executives, consultants, entrepreneurs and higher education leaders who need more than additional experience. They want to contribute not only to the success of their own organisations, but also to the wider knowledge and practice of their profession.
For those working in higher education, that includes vice-chancellors, deans, international office directors and leaders of education businesses navigating an increasingly competitive global environment. The same profile exists across almost every sector, wherever leaders carry responsibility for complex strategic decisions.
Many senior professionals also ask whether they can realistically balance doctoral study with demanding careers. Fortunately, professional doctorates have evolved considerably, and advanced study is now far more accessible, with flexible online delivery allowing experienced leaders to continue working while undertaking doctoral research.
At London School of Business & Finance, the DBA has been designed around exactly this reality. Candidates remain in leadership roles while carrying out applied research that addresses genuine business and management challenges. The aim is not simply to achieve a doctoral qualification, but to produce research that creates meaningful organisational impact.
The shift worth making
Experience teaches us what has worked before. Research helps us understand what will work next. A Doctor of Business Administration is far more than the next qualification. It equips experienced leaders with the ability to question assumptions, generate evidence and create knowledge that strengthens organisations long after individual decisions have been made.
In a world where change is constant and complexity grows, that may be one of the most valuable capabilities a senior leader can develop.
About the author: Dr. Shahnaz Hamid serves as the dean at the London School of Business and Finance, where she oversees academic and administrative functions. She holds a Doctorate in Business Administration, specialising in Strategic Human Resource Management in Switzerland. She has recently received the prestigious jury award from COAE Global Awards for her exceptional contributions to education.
With extensive experience in human resource management and international business, Shahnaz engages adult learners at various academic levels, delivering a rich and inclusive learning experience. Her research interests include remote learning and technological transformation in higher education, and she actively publishes in scholarly journals.
As an expert in accreditation processes, Shahnaz works closely with regulatory bodies to enhance the quality of online education. Her insights have been featured in recognised publications, reflecting her commitment to advancing academic excellence in a rapidly changing educational landscape.
