Doctor of Business Administration
The Doctor of Business Administration (DBA) program at SSM is a structured, research-intensive doctoral pathway. It spans three academic years with clearly defined start and end dates offered regularly.
The curriculum is designed to ensure continuity, engagement, and scholarly immersion throughout the program. Courses are distributed strategically to prevent isolation and sustain intellectual momentum. Candidates transition from guided learning to independent research with methodological depth.
Supervisory assignment begins at the end of the first year, based on topic alignment and faculty availability. Supervisors receive annual training in research guidance and supervisory best practices.
Doctoral classes are capped at 15 students to foster meaningful academic interaction. Progress is monitored through quarterly reports and formal evaluations before program completion. Dissertation proposals undergo ethical review by the SSM Research Center (RC) Board.
Research seminars and doctoral colloquia are embedded in the curriculum. Students are required to attend at least two national or international conferences such as the BUSINET in year 2 and a second one any time before their viva voce. Each candidate is expected to submit one manuscript to a peer-reviewed journal. SSM RC staff offer one-on-one support for conference presentations and academic writing.
The program emphasizes advanced quantitative and qualitative research methodologies. Dissertations must reflect analytical rigor and policy-relevant outcomes. Students are trained to act as principal investigators in their research domains. The program fosters a vibrant research culture rooted in international scholarly standards. It prepares candidates for impactful, innovative contributions to business and management knowledge.
Graduates of the DBA program will demonstrate the highest level of authority, autonomy, and professional accountability in addressing organisational and industry challenges. Through applied research projects that generate actionable, and empirical-based insights, graduates are expected to exercise independent judgement, lead strategic decision-making processes, and influence practice within their professional fields. The program is structured to ensure that candidates translate research outcomes into meaningful and innovative strategies and decisions to create measurable impact across their sectors and industries.
In few words, the DBA program is not an advanced managerial program like an MBA as it includes applied research which also distinguishes it from a PhD where research is more fundamental and theoretical.
Program Structure and Timeline:
The DBA program spans three academic years, with clearly defined start and end dates that are offered regularly throughout the academic calendar. While limited flexibility is available, extensions are permitted only under exceptional circumstances and may not exceed half the total duration of study (from 3 years to 4.5 years). Coursework is strategically distributed across the three years to maintain momentum, foster intellectual community, and prevent isolation. The curriculum integrates theoretical foundations with applied research methodologies, culminating in a dissertation that contributes original knowledge to the field.
– MQF Level: Level 8
– ECTS Awarded: 180 ECTS
– Mode of delivery: Blended: 86% Online and 14 Face to Face
– Total Contact Hours: 875
– Self – Study Hours: 2,713
– Assessment Hours: 117
– Supervised Placement & Practice Hours: 795 During these hours the learner is supervised, coached, or mentored. Tutorial hours may be included here
– Total Learning Hours: 4,500
Target Group:
The Swiss School of Management anticipates attracting a diverse group of highly experienced professionals and academically driven individuals for its Doctor of Business Administration (DBA) program. The expected types of learners include:
1. Senior Business Leaders & Executives
• Profile: CEOs, CFOs, COOs, Managing Directors, and other C-level executives
• Motivation: C-suite executives will be able to translate advanced research and critical inquiry into strategic decisions and leadership practices that elevate professional standards and drive sustainable organizational transformation.
2. Entrepreneurs & Business Owners
• Profile: Founders, startup owners, and SME leaders
• Motivation: Entrepreneurs will be able to transform empirical research into innovative business models and evidence-based strategies that raise professional practice standards and sustain long-term enterprise growth.
3. Senior Management Professionals
• Profile: Department Heads, Senior Managers, and Functional Directors in various industries
• Motivation: Senior management professionals will be able to apply advanced research and analytical insight in refining organizational systems and managerial practices that elevate professional standards and enhance strategic performance.
4. Academics & Aspiring Professors
• Profile: Business faculty members, researchers, and doctoral candidates with academic aspirations
• Motivation: Academicians will be able to integrate applied research and reflective inquiry into pedagogical and scholarly practices that elevate applied and experiential learning standards and with positive impact.
5. Consultants & Industry Experts
• Profile: Business consultants, financial advisors, strategic analysts, and independent professionals
• Motivation: Consultants and industry experts will be able to synthesize applied research into innovative solutions and advisory practices that elevate industry standards and strengthen organizational competitiveness
6. Public Sector & Government Officials
• Profile: Senior policymakers, government advisors, and public administration leaders
• Motivation: Public sector and government officials will be able to apply evidence-based research in formulating policies and governance practices that elevate professional standards and advance public sector effectiveness and accountability.
7. Corporate Trainers & HR Leaders
• Profile: Talent development professionals, HR Directors, and Training Managers
• Motivation: Corporate trainers and HR leaders will be able to leverage applied research to develop talent management and leadership practices that elevate professional standards and foster a culture of continuous improvement.
8. Professionals Transitioning to Research & Academia
• Profile: Mid-career professionals with a passion for research and knowledge dissemination
• Motivation: Professionals transitioning into research and academia will be able to transform practical experience into scholarly inquiry and applied research that elevate academic standards and contribute to the advancement of business knowledge.
At the Swiss School of Management, the overall student-based broad goals of the business programs including the DBA are as follows:
1- Students will acquire a comprehensive understanding of key business disciplines to build a solid base for decision-making in various business contexts.
2- Students will understand the importance of ethical practices and sustainability in creating long-term value for organizations and society.
3- Students will explore the dynamics of international markets, cultural diversity, and globalization to succeed in a globalized business environment.
4- Students will prepare for becoming the future leaders and active teamwork players in a digital era.
Competences:
1- Design comprehensive research that addresses complex business problems, incorporating advanced theoretical frameworks and appropriate methodological approaches.
2- Execute original and independent research studies that contribute new knowledge or insights to the field of business administration.
3- Produce research articles or dissertations that meet peer-reviewed standards in business and management disciplines.
Knowledge:
1- Present the research findings through scholarly arguments and evidence-based reasoning, adhering to the highest standards of academic rigor understanding.
2- Synthesize existing literature to identify gaps in knowledge and establish a foundation for original research in business administration.
3- Propose innovative theoretical contributions or practical applications that address significant issues and advance the field of business administration.
Skills:
1- Interpret quantitative and qualitative data using advanced analytical tools and techniques to generate meaningful insights and support research findings.
2- Formulate rigorous and innovative research methodologies that align with the objectives of scholarly inquiries in business and management.
Formal Eligibility Criteria
Master’s degree or equivalent (60 ECTS POSTGRADUATE STUDIES)
To be eligible for admission to the Doctor of Business Administration (DBA) program, applicants must:
– Hold a Master’s degree (MQF Level 7 or equivalent) from an accredited institution, supported by official transcripts and degree certificates (5% weight).
– Demonstrate documented professional experience of at least 3–5 years in a relevant senior or managerial position within the business, public, or non-profit sectors (5% weight).
– Present evidence of proficiency in research skills, acquired either through prior academic study (Master transcript showing at least one module about research methods) or through verifiable professional research experience (10% weight).
All application documents must be submitted in English and bear the signature and seal of the issuing institution. Official translations must accompany any document issued in another language.
Because DBA studies involve advanced research and scholarly writing, all candidates must demonstrate high-level English proficiency as follows:
– IELTS Academic: Minimum overall band score of 7.0, with no band below 6.5; or
– TOEFL iBT: Minimum score of 95; or
– Pearson Test of English (PTE Academic): Minimum score of 65; or
– Cambridge English: Minimum level C1 Advanced (CAE) or higher; or
– Duolingo English Test: Minimum score of 120; or
– Equivalent qualification recognized by the admissions committee.
Applicants who completed prior postgraduate studies in English (minimum one academic year) may request exemption, subject to verification by the Admissions Committee.
Each applicant must submit a 7–10 page research proposal demonstrating:
– Originality: The proposed study must show a novel contribution to professional practice or applied business knowledge.
– Feasibility: The project should be realistic in scope, supported by a preliminary review of literature, and achievable within the DBA duration.
– Professional Relevance: The topic must show a clear link between the applicant’s professional background and the proposed research.
– Ethical and Supervisory Alignment: Proposals must align with the SSM’s ethical standards and be subject to preliminary approval by a qualified supervisory committee prior to formal enrolment.
Applicants must also provide the following documents as part of their admission file:
– Valid passport or national ID (color scan).
– Updated Curriculum Vitae detailing academic qualifications, employment history, and achievements.
– One professional or academic reference letter commenting on the applicant’s readiness for doctoral study.
Final Notes: Candidates who do not yet meet the English language or research skill requirements may be offered conditional admission upon completion of a preparatory course in English or Research Methods prior to enrollment.
The DBA program spans three academic years, with clearly defined start and end dates that are offered regularly throughout the academic calendar. While limited flexibility is available, extensions are permitted only under exceptional circumstances and may not exceed half the total duration of study (from 3 years to 4.5 years). Coursework is strategically distributed across the three years to maintain momentum, foster intellectual community, and prevent isolation. The curriculum integrates theoretical foundations with applied research methodologies, culminating in a dissertation that contributes original knowledge to the field.
Below is the program structure:
| MODULE NUMBER | MODULE TITLE | MODULE TYPE | TOTAL COURSE CREDIT/CLOCK HOURS |
| Year 1 | |||
| DOC 710 | INTRODUCTION TO DOCTORAL RESEARCH | Core/Required | 10 ECTS |
| DOC 720 | EMERGING RESEARCH TOPICS IN BUSINESS AND MANAGEMENT | Core/Required | 10 ECTS |
| DOC 730 | QUALITATIVE RESEARCH METHODS & TECHNIQUES | Core/Required | 10 ECTS |
| DOC 740 | QUALITATIVE RESEARCH METHODS & TECHNIQUES | Core/Required | 10 ECTS |
| DOC 750 | ADVANCED EXPERIMENTAL RESEARCH DESIGN | Core/Required | 10 ECTS |
| DOC 760 | ADVANCED ECONOMETRIC TECHNIQUES FOR DATA ANALYSIS | Core/Required | 10 ECTS |
| Total | 60 ECTS | ||
| Year 2 | |||
| DOC 770 | GUIDE TO PROPOSAL WRITING | Core/Required | 10 ECTS |
| DOC 800 | PROPOSAL DEVELOPMENT & PRESENTATION | Core/Required | 5 ECTS |
| DOC 810 | DOCTORAL DISSERTATION WRITING I | Core/Required | 10 ECTS |
| DOC 820 | GUIDE TO PUBLISHING SCIENTIFIC RESEARCH | Core/Required | 10 ECTS |
| DOC 830 | DOCTORATE ACADEMIC PROGRESS | Core/Required | 5 ECTS |
| DOC 840 | RESEARCH DISSEMINATION AND SCHOLARLY PUBLISHING | Core/Required | 10 ECTS |
| DOC 850 | DOCTORAL DISSERTATION WRITING II | Core/Required | 10 ECTS |
| Total | 60 ECTS | ||
| Year 3 | |||
| DOC 860 | DISSERTATION | Core/Required | 55 ECTS |
| DOC 870 | VIVA VOCE DEFENSE | Core/Required | 5 ECTS |
| Total | 60 ECTS |
Supervision and Faculty Engagement:
Supervisory assignment is initiated at the end of the first year, following submission of a formal Premise document. A two-page submission outlines the candidate’s suggested topic’s background, identified research gap, tentative research questions, proposed methodology, and anticipated outcomes. Candidates also indicate two preferred faculty members from the SSM Research Center (RC) list of approved doctoral faculty. The RC Committee assigns supervisors based on topic alignment, faculty availability, and workload considerations. Candidates have the right to nominated external supervisors provided they get approval from the RC; any external supervisor should at least be an associate professor with a proven research profile.
To ensure quality mentorship, each faculty member supervises no more than five doctoral candidates, subject to RC approval. Supervisors participate in annual training sessions organized by the RC, focusing on effective supervision practices, research skill development, and methodological guidance. Doctoral classes are capped at 15 candidates to preserve a high staff-to-student ratio and promote meaningful academic interaction.
Progress Monitoring and Ethical Oversight:
Academic progression is closely monitored through structured mechanisms. Supervisors submit quarterly reports detailing student progress, challenges encountered, and modes of communication. Six months prior to the program’s conclusion, supervisors working in collaboration with the RC, conduct a formal evaluation of each candidate’s trajectory, offering guidance for timely completion or recommending an extension if warranted. Dissertation proposals (Chapters 1- 4), once approved by the supervisor, must be accompanied by relevant data collection instruments (e.g., survey tools, consent forms) and submitted to the RC Board for ethical clearance. This ensures adherence to international research standards and institutional protocols.
Research Culture and Scholarly Engagement:
The DBA program fosters a vibrant and participatory research culture. Research seminars and doctoral colloquia are embedded within the curriculum (especially in year 2), providing structured opportunities for candidates to present work-in-progress, receive peer and faculty feedback, and engage in scholarly dialogue. Beyond internal academic forums, candidates are required to participate in at least two national or international academic conferences of their choice during the course of their studies; one of them could be the BUSINET where SSM is a member and the second one of their choice to be approved by the RC any time before their viva voce schedule in year 3. Additionally, each candidate is expected, but not required, to prepare and submit at least one manuscript to a peer- reviewed journal prior to graduation. These activities are integral to the program’s commitment to scholarly dissemination and professional development. To support these endeavors, RC staff provide individualized consultations, assisting candidates in the preparation of conference presentations and academic papers. This includes guidance on drafting PowerPoint materials, refining research arguments, and adapting content for demanding scholarly audiences.
Transition to Independent Research:
As candidates progress from structured coursework to independent research, they are equipped with advanced methodological training, both quantitative and qualitative, aligned with the principles of responsible research and policy relevance. Dissertation projects are expected to demonstrate analytical rigor, methodological transparency, and potential for impact, in accordance with guidelines published by the RC. Projects should reflect the role of the candidate as a principal investigator and include innovative recommendations for policy development grounded in international research standards.
Cost of the program
| Application fee | € 60 – due immediately |
| Enrollment fee | € 10,000 – due immediately after acceptance |
| First Installment | € 10,000 – at the beginning of the second academic year |
| Second Installment | € 9,940 – on the second-half of the second year |
| Total Tuition Fees | € 30,000 |
The above tuition fees are for the SSM in Residence Programs in Rome, Barcelona and Brescia. At Swiss School of Management we firmly believe in equity by giving people around the globe the same opportunities to earn an SSM degree. For students applying from areas of the planet with unequal social or economic conditions, we offer different rates. Please contact our in Residence Programs Directors in UAE, GCC, & Cairo as tuition fees vary.
Learn more about our Refund Policy.
SSM’S programs are focusing on the following aspects of pedagogical methods:
1. Establishing a foundation for the learning process:
The lectures are designed to support the development of the learning community by creating an atmosphere of mutual respect, and shared learning among students and faculty. The online
lectures assist students to participate with a higher degree of flexibility, regardless their location and time zone. In addition, faculty are instructed to
act student-centered and proactively in outreach and follow up with students, e.g., when assignments are late, the students appear ‘absent’.
2. Facilitating the learning process:
SSM Program is designed to early establish clear expectations for how students should participate in the lectures, assignments, and research projects. In addition, the courses are delivered in a way which contributes to students’ development, by focusing on the development students’ critical thinking and creative abilities, e.g. critical review of peer-reviewed articles and students’ presentations in the class for feedback and discussion; critical review of real case scenarios in business and management and resolutions presentation; role play such as mock interviews; co-analysis of data; appropriate and regulated use of Artificial Intelligence tools to draft specific assignments with the appropriate use of prompts. These pedagogical techniques encourage students to actively participate in the class and perform at higher standards.
SSM also adopts a student-centered approach and co-creation of learning with students, by providing exposure to multiple perspectives to encourage
reflective thinking.
The learning process is facilitated in three directions:
instructor-to-student, student-to-instructor, and student-to-student.
3. Responding to the learning process:
At SSM, timely feedback to students is an essential component of our Programs. Examples of timely feedback is the regular and synchronous participation via discussion board and other communication channels in each course’s online Google Classroom, responding to student emails within 48 hours, returning grades within required timelines. SSM requires from faculty to provide substantive and quality feedback by addressing in detail students’ questions, highlighting where students did well, and by providing specific solutions and instructions about how students’ work can be improved and meet higher standards. Having a Google Classroom facilitate digital communication and feedback that is interactive and documented; quite superior to physical documentation that has few traces. Online lectures, even though they are synchronous, are recorded to enhance learning by having the chance to review the digital lectures several while preparing assignments or revising for exams; this is also an advantage of digital teaching and learning methods as opposed to non-digital or physical channels.
4. Verifying the learning process:
SSM Programs are designed to evaluate students’ work products against stated expectations by providing specific grading instructions and rubrics per assignment and course. Faculty should assess students’ critical thinking skills in addition to content mastery and students’ scholarly writing skills.
5. Scholarship, Ethics and Values:
SSM curriculum aims at developing scholar-practitioners, using of one or more modes of scholarship (discovery, integration, application, or teaching) and one or more type of service (institution, discipline, or community) in activities developed for the classroom, the school, and/or personal growth. In addition, SSM leadership regularly reviews and evaluates faculty and students’ coursework, to confirm that this adheres to the core values articulated in the Student and Faculty Handbooks and Code of Conduct, e.g., respect and consideration for all faculty and students, regardless of race, ethnicity, gender, gender identity or expression, sexual orientation, physical ability, nationality, age, socioeconomic status, and belief, in alignment with diversity, equity and inclusion principles; professional environment and code of conduct enforcement process in both in-person and online lectures/activities, aiming at a respectful, harassment-free environment for all participants.
6. Research colloquia, peer-reviewed workshops, and advanced seminars
Research colloquia, peer-reviewed workshops, and advanced seminars are incorporated into the program. As a matter of fact, year 2 modules will be delivered like seminar-based classes in which we expect students to discuss their research proposal, progress and writing with other students, faculty, and supervisors to maximize peer-to-peer discussions, and peer-to-supervisor/faculty supervision. DOC830- Doctorate Academic Progress is a midpoint module designed to include a colloquium space for students, faculty, supervisors, and researchers. This enables gathering feedback from a wide research community.
The DBA program is structured to provide candidates with multiple formal opportunities to present, critique, and refine their scholarly work through interactive academic forums. These include doctoral research colloquia, proposal defence seminars, peer-review workshops, and conference-style presentations embedded within core modules such as DOC800-Final Proposal Development and Presentation, DOC810-Doctoral Dissertation Writing I, DOC820- Guide to Publishing Scientific Research, DOC830-Doctorate Academic Progress, DOC 840- Research Dissemination and Scholarly Publishing, and DOC850-Doctoral Dissertation Writing II. The stakeholders involved in such forums and seminars are the students, faculty, and supervisors; a wide academic community involvement.
7- Formal Instructions and Supervisory Leadership
The DBA program has established a rational and progressive supervision system whereby supervisory assignments are made following the successful completion of key research instruction modules (Years 1 and 2). This approach ensures that supervision becomes a natural extension of formal learning, allowing students to apply the knowledge, methodologies, and ethical standards gained during coursework/modules to their individual research projects. Supervision intensifies as candidates transition from proposal development to fieldwork and dissertation writing, with periodic reviews conducted by peers, faculty, supervisor, and RC to monitor progress and maintain alignment between instruction, research milestones, and supervisory input.
8- Integration of Supervision and Academic Teaching
The DBA program adopts an integrated academic–supervisory model, in which teaching faculty and supervisors collaborate through structured communication channels and shared monitoring mechanisms. Faculty responsible for research instruction modules work closely with supervisors to align coursework outcomes with each candidate’s evolving research project. Regular coordination meetings, joint feedback sessions, and shared progress reports ensure that supervisory advice reflects the theories, methodologies, and standards taught in class. The RC oversees this collaboration, reviewing supervision logs and progress milestones to maintain academic continuity and consistency of support.
9- Universal Design for Learning (UDL)
The program recognizes that doctoral education must be accessible to all qualified candidates and is therefore embedding UDL as a core design principle across its instructional, supervisory, and technological frameworks. Specifically, all instructional materials and recorded sessions will include captioning and downloadable transcripts to ensure accessibility for learners with diverse needs. Course content will be made available in multiple formats—including video, text, and audio—to accommodate different learning preferences and bandwidth conditions.
10- Cultural Responsiveness and Inclusion
Faculty and supervisors are trained to recognize and value the diverse cultural perspectives, professional experiences, and communication styles that candidates bring to the learning environment. Course materials, articles, and case studies are selected to reflect global and cross-cultural business contexts, encouraging comparative analysis and cross-cultural dialogue. Supervisory feedback and classroom interactions emphasize cultural sensitivity, linguistic inclusivity, and respect for different academic traditions, ensuring that all participants can contribute fully and authentically. Moreover, the program’s assessment strategies allow candidates to contextualize their research within their own national or regional environments, thereby promoting relevance and inclusivity while maintaining the academic rigor expected at MQF Level 8.
11- Research Clusters
The DBA program will include research clusters and thematic groups organized around major disciplinary and interdisciplinary areas such as Leadership and Strategy, Sustainability and Corporate Governance, Innovation and Entrepreneurship, FinTech, Governance, Public Policy, Applied and Experiential Business Learning, and Digital Transformation in Business. Each cluster will be facilitated by a senior researcher appointed by the who will coordinate periodic research meetings, peer-review workshops, and joint seminars, allowing candidates working on related topics to exchange feedback, share data collection strategies, and identify opportunities for co-authored publications or conference presentations. The RC will oversee the operation of these clusters to ensure alignment with SSM research priorities and MQF8 expectations of originality, collaboration, and scholarly dissemination.
Each module is evaluated based on multiple assignments, comprising of individual and group assignments such as, article review and analysis, qualitative and quantitative analyses, and research projects that encompasses all the Intended Learning Outcomes of the module. Students must construct a critical review incorporating relevant portions of the existing literature obtained from peer-reviewed research publications. Appendix E shows two sample of assignments with rubrics that guide students in their academic and research progress and facilitate marking and feedback sharing.
The DBA Program structure complies with the international standards of Postgraduate Education, ensuring alignment with the Bologna Process, which aims to harmonize higher education in Europe.
As shown in point 19, the program has three stages. To earn the DBA degree, students must accumulate 180 ECTS credits.
This includes a total of 120 ECTS credits obtained by completing all Research Methods modules. The remaining 60 ECTS credits are earned through the Doctoral Dissertation and Viva Voce Defense.
The Research Methods modules are delivered interactively, drawing on current knowledge and research in the field. These modules involve lectures and/or seminars, requiring students’ active participation.
The collection and analysis of data, in conjunction with the production of an independent empirical Doctoral Thesis, provide compelling evidence of the candidate’s capability to engage in rigorous and defensible research at the highest academic level.
The DBA program is recognized for its relevance, richness, and academic validity, as it adopts the highest standards of Higher Education. Moreover, the program incorporates superior professional standards. The learning objectives and module contents adhere closely to the Six Principles of the United Nations’ PRME Framework, enhancing the program’s alignment with global sustainability and responsible management education.
Marks of Academic Performance
– High pass (70% and above – GPA point 4/4),
– Pass (60%-69% – GPA point 3 out of 4),
– Low pass (50%-59% – GPA point 2 out of 4),
– Fail (Less than 50%).
Resit and/or Module Repeat
Students are allowed for assessment resit twice for any failed module of module components without the need to demonstrate special circumstances or appealing.
In case of further failure, then the student has the right to make a special request to the executive dean for approving a third attempt; this should be normally approved provided the student submits a legitimate reason such as a medical note or any other force majeure that can be officially documented. The student shall be dismissed from the DBA program because of failing the third attempt.
Dissertation:
The Dissertation is a capstone research thesis that DBA students need to show a high level of competency in using the appropriate research philosophy, approach, methodology, and data collection and analysis techniques to generate robust results and findings with applied and practical relevance.
Exit Award:
Master of Philosophy (MPhil) in Business Research (MQF Level 7), comprising 95 ECTS, awarded as an intermediate exit award of the Doctor of Business Administration (DBA) program at the Swiss School of Management upon successful completion of all prescribed doctoral coursework modules below:
– DOC710 (10 ECTS)
– DOC720 (10 ECTS)
– DOC730 (10 ECTS)
– DOC740 (10 ECTS)
– DOC750 (10 ECTS)
– DOC760 (10 ECTS)
– DOC770 (10 ECTS)
– DOC800 (5 ECTS)
– DOC810 (10 ECTS)
– DOC820 (10 ECTS)
Total : 95 ECTS