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This paper aims to define a hierarchical and multi-criteria framework based on pillars of the Modernization of Higher Education to evaluate European Accounting Doctoral Programmes (EADE-Model).

The authors applied a quali-quantitative methodology based on the analytic hierarchy process and the survey approach. The authors conducted an extensive literature and regulation review to identify the dimensions affecting the quality of Doctoral Programmes, choosing accounting as the relevant and pivotal field. The authors also used the survey to select the most critical quality dimensions and derive their weight to build EADE Model. The validity of the proposed model has been tested through the application to the Italian scenario.

The findings provide a critical extension of accounting ranking studies constructing a multi-criteria, hierarchical and updated evaluation model recognizing the role of doctoral training in the knowledge-based society. The results shed new light on weak areas apt to be improved and propose potential amendments to enhance the quality standard of ADE.

Theoretical and practical implications of this paper are directed to academics, policymakers and PhD programmes administrators.

The research is original in drafting a hierarchical multi-criteria framework for evaluating ADE in the Higher Education System. This model may be extended to other fields.

This chapter intends to provide a reflexive discussion of the experience I loosely refer to as the ‘supervisory relationship breakdown’, which led me to withdraw from a Professional Doctorate in the penultimate year of completion. The event left an indelible impact upon me; a reminder of my blackness, the contrast between that and the ivory tower of academia and the emotional toil I endured as each incident unfolded, ultimately leading to my exit and the shattering of my emotional wellbeing. The term ‘supervisory relationship breakdown’ is a superficial reference to a complex entanglement of what I deemed to be dysconscious racism and attempts situated historically to control people of colour through education. I will explore how I as a black woman in academia believe I am perceived through a dysconscious racial lens, a lens shaped by a perception to maintain white privilege. I posit how a misalignment existed between who I am and who I was perceived to be by my doctoral supervisor. The space between this misalignment became filled with inequity, tension and oppression, culminating in the relationship breakdown. I present an ‘implosion’ of the relationship as a metaphor for the embodied affect having to withdraw from the doctorate had on me; it felt as though my ‘self’ – body, mind and spirit – were broken, in a state of collapse which I did not know how I would recover from. I conclude with support and renewed hope, I returned to academia and found an alternative approach for completing my doctorate.

This paper aims to estimate the delay or timely effects of the national vaccination strategy for COVID-19 on Italian gross domestic product (GDP). By adopting a knowledge management lens, the study highlights the importance of “time” for Italian recovery. Indeed, recovering an adequate growth rate is crucial for the future of employment, well-being and management of Italian public debt.

This study applies an epidemiological model of a universal access vaccination programme against COVID-19. The economic model is based on the time-shift of available quarterly projections deriving from the expected delay or acceleration of the national vaccination plan against COVID-19.

The basic concept underlying the scenario analysis is that the sustainability of the expected recovery of the Italian economy due to the COVID-19 shock, and consequently the growth of the GDP, is time-dependent on the rollout of the national vaccination plan.

A delay in the vaccination campaign could have a twofold negative impact on the growth of the Italian gross product: it reduces the quarterly growth over the previous year in the short term and it delays the quarterly upwards trend over the next two years. Policymakers and practitioners are called to promptly face new dynamic scenarios due to public and economic policies to fight the COVID-19 crisis.

To the best of the authors’ knowledge, this is the first attempt of research that focuses attention on the synchrony between the economic time necessary for recovery and the real-time necessary to achieve vaccination coverage for the restart of production activities.

There is no particularly efficient way to measure research output, but effectual assessment of research output is necessary to motivate and encourage researchers to enhance their research performance and disseminate knowledge. The purpose of this paper is to highlight the exacerbating pressure on Indian academics to deliver incessantly in terms of research output and identify an agreeable way to increase research output. The metric explores trends in management publications by Indian academics and presents an overview of collaborative practices by Indian management researchers that could shine a light on the trends of collaborative publishing future.

The study focuses on publications in the area of Business and Management. Scopus was used with advanced filters to draw relevant research papers. Data were then sorted and filtered on the basis of quality determined through Australian Business Deans Council rankings and diverse bibliometric information to understand the pattern of research output of Indian academics.

The research found that the rate of collaboration with researchers from the home country is low for top rated publications. Majority of publications were listed in Scopus indexed journals, whereas a handful featured in A and A* journals. A and A* journals were predominantly co-authored with academics from universities outside the country. Tradeoff was achieved by majority of authors by getting published in B, followed by C category journals to achieve research outputs.

The study is limited to publications in the area of Business and Management and may be extended to other disciplines such as economics, engineering, law, medical sciences, etc., to understand publishing trends at universities in the country. The study can also be conducted in understanding a similar dilemma with academics at other countries that are evolving in research culture.

The study would help management researchers to dig deep into the root cause and understand why and how collaborations within and outside the country impact the quality of publications. The results would further encourage ranking agencies to award suitable grades to colleges that promote collaboration within the country as well as international collaboration. The study also conducts a benchmarking exercise of the institutions in the country that would be useful for researchers, journals and colleges.

While earlier studies have highlighted the importance of foreign collaborations in academic publishing, there are a handful of studies that have focused on the role of collaboration within the home country. The practice of Indian authors collaborating with Indian counterparts at other universities would help understand the expertise of researchers at different universities and encourage the collaboration process and quality of publications in the country.

The purpose of this paper is to outline some of the issues related to enabling the accreditation of prior experiential learning (APEL) in doctoral level awards, and illustrate the effects for candidates, others involved in the process and higher education (HE).

The paper is a mainly qualitative evaluation study of those involved with 12 graduates from a professional doctorate that uses an in‐depth reflective and critical analysis of prior high level work based learning as its main product for assessment. In‐depth semi‐structured telephone interviews, focus group and questionnaires were used to gather data from candidates, their advisers and consultants, internal and external examiners, and chairs of their presentation.

Findings included the development of understanding about work‐based epistemologies by all the participants and changes in the candidates' understanding of their professional identity. The recognition of scholarliness and the evaluation and accreditation of professional knowledge was a key issue for external examiners.

As a small‐scale evaluation case study the results are indicative and presented alongside experience of facilitating and assessing prior learning in this UK‐based professional doctorate, in order to stimulate further discussion.

APEL is a valuable and valued, student‐centred learning and teaching method for experienced professionals that could provide a useful entrée to other pedagogies that develop a personal understanding of professional knowledge production and ability to reflect on practice.

The paper provides some evidence for claims in the current literature that there is an important place for work‐based knowledge in contemporary HE. The pedagogic processes described in this paper appear to work effectively with doctoral level candidates.

This paper provides a cross-national analysis of PhD supervision models, milestones and examination procedures in order to compare PhD programs and their practices.

A comparative approach is employed, which systematically interrogates PhD supervision models, milestones and examination procedures in the United Kingdom, South Africa and the United States via a comprehensive review of the practices and literature.

The findings indicate the ramifications of the different approaches and highlight the benefits and drawbacks associated with the different models.

By making explicit the dominant supervision models, milestones and examination procedures that exist in the United Kingdom, South Africa and the United States, the authors shed light on the somewhat obscure path to earning a PhD degree.

This paper aims to explain the nature, and identify the quality criteria of a doctoral thesis by explication for professional management development.

A working definition of a professional doctoral explication thesis (DET) is proposed and substantiated by five experts. The paper takes a practical, educational approach to senior executive development through action learning and explication writing; and it briefly explains the philosophical assumptions underpinning the practice of explication writing, including grounded theory, personal construct theory, critical theory, and systems theory.

The paper identifies the main principles affecting the quality of a thesis, the main characteristics of a DET, the differences between a DET and a PhD thesis, and the differences between “researching” and “writing” an explication.

Length of a journal article severely restricts capacity to explain in detail how to write, supervise and examine a DET. With these limitations, this paper presents a rationale for, and new conceptual models of, both knowledge creation and a thesis by explication.

The paper offers a practical checklist for candidates, supervisors and examiners for evaluating the quality of a DET, the published works supporting it, and the oral examination.

The contributions relate to first, conceptual models of knowledge creation, explication research activities and explication writing; and second, a practical checklist mentioned above.

This paper aims to describe the transition of EThOS, the British Library’s E-Theses Online service, from its original role as a transactional document supply service to the service seen today where it forms part of the UK’s network of institutional repositories, open access and still-developing research funder mandates.

The constituent parts of the EThOS service are described, and an analysis is given of the development of open access repositories, electronic theses and the way that PhD theses have become an important resource for cutting-edge research content for researchers worldwide.

The value of doctoral theses for researchers continues to grow and be recognised. Many UK institutions have moved to mandatory open deposit of electronic theses, and many are digitising their older print thesis collections. Public funders are starting to track open deposit of the theses they fund; and research organisations are analysing the full UK metadata collection to understand trends in PhD research areas.