Research Output
Publications
Selected publications from Brenkley Doctoral College faculty and affiliated researchers. We are committed to open and accessible scholarship — contact us if you are unable to access any item listed here.
Strategic sensemaking in regulated industries: Evidence from three sector case studies
Oliver, S. (2024). Journal of Management Studies, 61(4), 892–917.
An examination of how senior leaders in healthcare, financial services, and higher education construct and communicate strategic narratives under conditions of regulatory uncertainty. Drawing on case study data from three organisations, the article develops a process model of regulatory sensemaking and its communicative consequences.
DOI: 10.1111/joms.12XXX
Navigating dual roles: Practitioner-researchers and the ethics of insider positionality in professional doctorates
Salimi, Z. (2024). International Journal of Research & Method in Education, 47(1), 34–51.
An empirical and theoretical examination of how doctoral researchers who study their own organisations manage the ethical complexity of holding simultaneous insider and researcher identities. The article proposes a framework of 'ethical role flexibility' that captures how the most successful practitioner-researchers navigate this challenge.
DOI: 10.1080/1743727X.2024.XXXXXX
Why management research does not reach managers: Mechanisms and remedies
Oliver, P. (2025). Academy of Management Learning & Education, 24(1), 67–89.
A systematic review and conceptual analysis examining the barriers that prevent management research findings from influencing managerial practice. The article identifies six structural mechanisms that impede knowledge transfer and proposes a practitioner-engagement framework for management scholars.
DOI: 10.5465/amle.2024.XXXX
'I never felt like a proper researcher': Identity threat and professional doctoral study
Blower, E. (2024). Studies in Higher Education, 49(3), 445–461.
An IPA study examining the experience of impostor syndrome and identity uncertainty in part-time professional doctoral students. Findings highlight the role of supervisory relationships, peer community, and institutional legitimation in supporting doctoral identity development.
DOI: 10.1080/03075079.2024.XXXXXX
Doctoral education for working professionals: Quality assurance in a flexible delivery context
Oliver, S. & Salimi, Z. (2022). Quality in Higher Education, 28(3), 312–329.
A co-authored examination of the quality assurance frameworks appropriate for non-traditional doctoral delivery, drawing on Brenkley Doctoral College's own model and comparative case analysis of four flexible doctoral providers in the UK and USA.
DOI: 10.1080/13538322.2022.XXXXXX
Wellbeing and performance in knowledge-intensive work: A systematic review
Oliver, P. & Blower, E. (2022). International Journal of Human Resource Management, 33(12), 2401–2428.
A systematic review examining evidence on the relationship between employee wellbeing and performance outcomes in knowledge-intensive professional contexts. The review synthesises eighty-two studies and proposes a multi-level model of wellbeing-performance relationships in professional work.
DOI: 10.1080/09585192.2022.XXXXXX
Access and Permissions
If you are unable to access any of these publications through your institutional library, please email research@doctoralcollege.ac.uk and we will provide access where permitted by journal policy.