21 courses with the subject DBA, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
DBA 8101Entrepreneurial Leadership3
Only open to DBA students The focus of this course will be on Entrepreneurial leadership (EL) with a focus on understanding the scholarly underpinnings of EL and your own entrepreneurial leader development. Thus, this is a course that has both a scholarly focus on the topic but also a practical focus on applying the concepts to yourself. There are four main theoretical underpinnings for the course: a conceptual framework for EL (developed by six faculty at Babson), Intentional Change Theory (applied at the individual level), Self-Determination Theory, and a theory of leader self-awareness. Many other theoretical frameworks will be involved, but these four will be paramount. Students will finish the course with a thorough understanding of each of these four and how they have been “translated” into research and practice. In terms of understanding the practical relevance of these four theoretical underpinnings of the course and to facilitate their own scholarly creativity, th course will enable students to apply these concepts to themselves and their own leader development. This will help students study (1) what additional research questions can be considered to open new frontiers in scholarship and (2) how the practice of the theories/ concepts is internalized (in this case by the students experiencing the content for themselves). Credits 3 Babson College Graduate Catalog 2026-2027
Only open to DBA students This course offers a broad survey of approaches used in the study of entrepreneurship. It has four objectives: to help students learn how to theorize, to help them uncover important and interesting questions to ask, to help them learn how to influence scholarly conversation through the publication of those thoughts and to help them learn how to become a thought leader in practice, scholarship and/or pedagogy. To achieve these objectives, we will develop an understanding of research and scholarship as a conversation. We will approach several scholarly conversations in entrepreneurship and discuss how we might go about contributing to their evolution. To do so, we will discuss what theory is, what theory does, and how theory is developed; the myriad meanings of entrepreneurship, the seminal works that have developed them, and the theoretical conversations those works have inspired; how these theoretical conversations have emerged and continue to evolve; e strategies one might use to enter into the conversation and influence its direction; and, tactics one might use to expedite the development of a manuscript. Specifically, we will engage in exercises to help to learn how to construct your scholarly identity, choose a research topic for research, identify your audience, pitch your ideas effectively, and identify exemplars to serve as a blueprint. We will also discuss and engage in exercises to improve each section of your paper, including title, abstract, outline, introduction, literature review, theoretical development, methodology & analysis, discussion, contribution, and conclusion. Credits 3 131
Only open to DBA students This survey course addresses the topic of how innovation is managed in established organizations. In contrast to the start-up context, established organizations thrive on routines and processes that encourage efficiency and leverage the familiar in order to maintain competitive advantage. Venturing into the realm of ambiguity and uncertainty challenges this recipe for success, yet innovation requires it, particularly if the objective is organizational renewal. Participants will be exposed to several typologies of innovation management, and dig deeper into academic perspectives on innovation management at the macro, meso and micro levels of analysis. We will look at classic papers and how those theories have been applied and evolved over time. In addition, we will examine current organizational processes and designs for managing innovation. The objective of the course is to provide participants a foundation for deeper examination of specific research questions associated with innovation management given the broad perspective of the literature and its comparison with the reality of current practice. Credits 3 Babson College Graduate Catalog 2026-2027
Only open to DBA students This DBA course provides an in-depth exploration of the theoretical foundations and contemporary theories of organizational change, focusing on their application within the context of entrepreneurial leadership. Designed based on the comprehensive review and synthesis of the organizational change literature by Stouten, Rousseau, and De Cremer (2018)*, the course integrates management practice with scholarly research to offer a robust understanding of successful organizational change. Throughout the 13-week program, students will engage with seminal and current literature, examining key tenets of widely-used practitioner-oriented change models alongside empirical findings from organizational change research. The course covers crucial areas such as diagnosing the need for change, developing a vision and plan, effective communication strategies, empowering stakeholders, generating and consolidating short-term wins, and institutionalizing change. Each topic is designed to not only convey theoretical insights but also to provide practical applications, preparing students to manage and lead change effectively in entrepreneurial settings. More importantly, the course will give students the opportunity to apply organizational change concepts to their dissertation topic and emerging insights and recommendations. What is the “so what” for managers, and how can they successfully implement and institutionalize dissertation recommendations into their organizations? Reflection in this area will help students with the Discussion and Implication sections of their dissertation, and course deliverables will be designed to help students make further progress on their dissertation. Credits 3 132
Only open to DBA students This course introduces the underpinnings of academic management research and how to use academic research to create impact. The course builds the theoretical foundation for students to understand the range of research philosophies, and the associated reasoning approaches and research methods. Students will learn the life cycle of academic research projects, and the underlying mechanics within the individual life cycle phases. Special emphasis is placed on the critical role of finding and articulating a high-quality research question. Students will learn to identify relevant literature streams and how to review them. Further, research ethics will be discussed, concerning both the research subjects’ health and safety and the researcher’s reputation. Credits 3
Only open to DBA Students The purpose of the two qualitative research methods courses is to help the students understand qualitative research to become better scholars and consumers of research work that employs an array of qualitative methodologies. Given the breadth and variety of qualitative methods, in some classes, we will discuss general issues or skills that are applicable to several different methodological approaches (e.g., gaining access), while in others we will focus on a particular approach (e.g., ethnography). In this course, students learn about how to design a qualitative research study and the basics of its implementation. They will be able to explain the various types of qualitative research (ethnography, case studies, etc.), philosophical paradigms, qualitative research design and data collection methods (interviews, observations, document analysis, etc.), and pilot studies. Credits 3 Babson College Graduate Catalog 2026-2027
Only open to DBA students This is the first course in the quantitative research methods series, designed to introduce students to the major quantitative approaches in management research. The first part of the course provides an overview of the major quantitative research methods in management research. Students will learn the foundations of experimental, quasi-experimental, and non-experimental methods. They will understand the strengths, limitations, and requirements of each method and will be able to select the most suitable method for their research projects based on their circumstances, budgetary, and time constraints. The larger component of the course reviews data and statistical concepts and tools that underpin the major quantitative methods mentioned above. These include quantifying managerial phenomena, mean testing, ANOVA, various aspects of linear regressions, hypothesis testing, and an introduction to Structural Equation Modeling (SEM). Furthermore, the course covers effective visualization techniques to communicate findings and craft compelling stories. Students will also learn to use Generative AI as their tutor and assistant. Additionally, students will develop the skills to read and interpret scholarly articles that apply the quantitative analyses taught in this course. Ultimately, the course aims to prepare students for their dissertation and group projects in the Lab for Business-Driven Research I and II courses. Credits 3 133
Only open to DBA students This is the second part of qualitative research methods in which students learn how to analyze collected qualitative data and how to synthesize the results into a coherent research outcome. Students learn about coding and thematic, content, narrative, and discourse analysis and use a software package to implement their analysis. They learn about validity and reliability in qualitative research, triangulation, member checking, etc. By the end of this course, students will be able to complete a qualitative research project from beginning to end. They will also be able to critically analyze other qualitative research studies. Credits 3
Only open to DBA students This is the second course in the quantitative research methods series. The first course provided an overview of experimental, quasi-experimental, and non-experimental methods along with foundational statistical tools underpinning them. This course provides a detailed review of these methods. By the end of the course, students can competently design and execute these methods. They will be able to analyze data, generate meaningful results, and communicate their findings effectively in both academic and non-academic outlets. Throughout the course, students expand their knowledge of statistical analysis and learn to use a statistical software package to implement these methods on data. Furthermore, students may learn advanced tools, such as structural equation modeling and machine learning techniques, to extract deeper insights from data. The integration of Generative AI throughout the course further enhances their ability to streamline analyses and research processes. They can also evaluate and critique quantitative methods in scholarly articles. This course will equip students with the quantitative skills needed for their dissertations and research projects after graduation. Credits 3 Babson College Graduate Catalog 2026-2027
Only open to DBA students Building upon previous courses, this course is an introduction to the complex world of academic publishing and is designed to give students practical experience in getting their work published in peer- reviewed journals; moreover, it familiarizes students with other ways and modes of presenting their research via a rhetorical approach to audience, genre, purpose, and so on. In addition to explaining the academic publication process to students and sharing strategies for achieving success in the academic writing arena—including setting up a writing schedule, identifying appropriate journals for submission, clarifying arguments, making claims for significance, organizing material, etc.—it links such processes to how we might disseminate the same (or similar) information for practitioner and public audiences as well, ensuring that students’ research circulates beyond the figurative walls of the DBA program. Credits 3 134
(Previously titled How People Learn) Only open to DBA students This course examines foundational ideas in the science of human learning and critically investigates how artificial intelligence can undermine, reshape, and scaffold the ways people learn. Doctoral candidates will assess their own lifetime relationship with learning, engage with evidence-based research on how people learn, and design and prototype AI-enabled learning interventions for chosen audiences. Moving beyond large language models, the course draws on empirical studies from radiology, management consulting, software engineering, and classroom instruction to examine how AI variously amplifies and degrades human expertise. Credits 3
Only open to DBA students Today, teaching is evolving at a rapid pace, requiring an understanding of diverse needs of students, emerging technology, and various content delivery modalities. This class will help students develop pedagogical strategies and methods for teaching in varied contexts and with distinct groups of learners, enhancing their adaptability and effectiveness as an educator. In the course, students will read, analyze, and discuss theoretical texts, case studies, and pedagogical materials. Students will have the opportunity to develop exciting, impactful educational experiences for today’s classrooms, boardrooms, and lifelong learning spaces. Students will consider their own experiences as a student and hone arguments regarding course content, instructional methods, and pedagogical design. Ultimately, students will learn to become reflective practitioners, engaging in continuous praxis to address the diverse learning needs of their learners. Credits 3 135
Only open to DBA students This week-long Teaching Workshop is designed to help DBA students become effective and inspiring educators. Building on the foundation laid in the Teaching Across Contexts course, this immersive experience prepares participants for teaching roles through a blend of collaborative learning, interactive sessions, and hands-on practice. The workshop follows a comprehensive daily schedule, typically running from 9:00 AM to 4:30 PM, with additional evening activities. Each day includes a mix of teaching sessions, labs, individual work time, and social events. This structure is designed to balance intensive learning with opportunities for reflection and community building. By the end of the week, participants will have gained practical teaching experience, received peer and expert feedback, and developed a personalized plan for continuous improvement in their teaching practice. Credits 3
Only open to DBA students This two-semester experience will give doctoral candidates (DCs) the opportunity to experience the research process first-hand. DCs will work in teams under the direction of a faculty advisor. During the first semester, they will identify a research question that has the potential to contribute to the literature, thoroughly research theories to develop relevant hypotheses, and design a study that effectively tests the hypotheses and larger research question, and obtain IRB approval if necessary. The first semester will conclude with a well- motivated research proposal. During the second semester, teams will execute their proposal by collecting the necessary data, analyzing the data against the hypotheses and research questions, and interpreting the findings to draw larger conclusions about what was learned. The PAR experience will culminate with a research paper that has potential for publication in an academic journal. Credits 3 Babson College Graduate Catalog 2026-2027
Only open to DBA students This two-semester experience will give doctoral candidates (DCs) the opportunity to experience the research process first-hand. DCs will work in teams under the direction of a faculty advisor. During the first semester, they will identify a research question that has the potential to contribute to the literature, thoroughly research theories to develop relevant hypotheses, and design a study that effectively tests the hypotheses and larger research question, and obtain IRB approval if necessary. The first semester will conclude with a well- motivated research proposal. During the second semester, teams will execute their proposal by collecting the necessary data, analyzing the data against the hypotheses and research questions, and interpreting the findings to draw larger conclusions about what was learned. The PAR experience will culminate with a research paper that has potential for publication in an academic journal. Credits 3
In these courses, beginning in the Spring semester of the second year, students work with their advisors and dissertation committees on their personal research projects. In the early phase of this course sequence, students individually develop their dissertation proposals and defend them to their dissertation committee. In the third year, students will focus on executing their research and writing their dissertation. Once the dissertation has been completed, each student defends the dissertation in a public dissertation defense. A three-member faculty committee determines whether the student passed the defense successfully. Credits 3 136
In these courses, beginning in the Spring semester of the second year, students work with their advisors and dissertation committees on their personal research projects. In the early phase of this course sequence, students individually develop their dissertation proposals and defend them to their dissertation committee. In the third year, students will focus on executing their research and writing their dissertation. Once the dissertation has been completed, each student defends the dissertation in a public dissertation defense. A three-member faculty committee determines whether the student passed the defense successfully. Credits 3
In these courses, beginning in the Spring semester of the second year, students work with their advisors and dissertation committees on their personal research projects. In the early phase of this course sequence, students individually develop their dissertation proposals and defend them to their dissertation committee. In the third year, students will focus on executing their research and writing their dissertation. Once the dissertation has been completed, each student defends the dissertation in a public dissertation defense. A three-member faculty committee determines whether the student passed the defense successfully. Credits 3 Babson College Graduate Catalog 2026-2027
In these courses, beginning in the Spring semester of the second year, students work with their advisors and dissertation committees on their personal research projects. In the early phase of this course sequence, students individually develop their dissertation proposals and defend them to their dissertation committee. In the third year, students will focus on executing their research and writing their dissertation. Once the dissertation has been completed, each student defends the dissertation in a public dissertation defense. A three-member faculty committee determines whether the student passed the defense successfully. Credits 3
In these courses, beginning in the Spring semester of the second year, students work with their advisors and dissertation committees on their personal research projects. In the early phase of this course sequence, students individually develop their dissertation proposals and defend them to their dissertation committee. In the third year, students will focus on executing their research and writing their dissertation. Once the dissertation has been completed, each student defends the dissertation in a public dissertation defense. A three-member faculty committee determines whether the student passed the defense successfully. Credits 3 137
