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Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, intended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is portrayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigated whether the D.B.A. is, in fact, a viable faculty credential by gathering data from university catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose terminal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

Student plagiarism in higher education is widespread and presents a growing concern for faculty and administrators who are intent on upholding academic integrity. However, a myopic view of plagiarism as a purely ethical issue is misguided. It is not always simply a deliberate attempt to deceive. Through the involvement of students in an introductory MBA course, this case study uses an action research approach to explore student perceptions of the challenges of avoiding plagiarism in academic writing, the appropriateness of plagiarism penalties, and the value of corrective feedback on penalty-free writing assignments. It also offers a practical example of how discipline-based faculty can incorporate plagiarism education into their curriculum.

Through the methodology of auto-ethnographical case study, this research includes a review of the entrepreneurial nature of the current U.S. workforce and explores the experiences and insights of a micro-entrepreneur to identify challenges faced by many freelance, gig workers, and other micro-entrepreneurs in the current economy. The study consolidates the challenges faced by the micro-entrepreneur into four key areas: formulating and executing strategy, constructing a value web, utilizing mentors and negotiating ambiguity in business. These unique challenges center on the start-up, development and operation of a small business, and are used to provide curricular and pedagogical recommendations for higher education to better serve this burgeoning sector of the workforce.

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