Document Type : Research Paper
Authors
1 Leadership and Human Capital ,Collège of management,, University of Tehran
2 Leadership and Human Capital Department,,, Collège of Management,, University of Tehran
Abstract
Given the unique nature of management studies and the significant increase in doctoral admissions in this field, the quality of teaching and learning processes in these programs has been severely impacted, posing challenges to achieving the primary objectives of doctoral education. Although various factors contribute to this inefficiency, one key reason is undoubtedly the lack of an appropriate behavioral framework to achieve learning objectives. This article assumes the necessity of engaging with the current state of doctoral education and explores the potential for implementing behavioral interventions, or "nudges," as a cost-effective and quick-return tool for enhancing learning processes in the stages of interviews, training, research, and dissertation defense.
Data collected through semi-structured interviews with 15 graduates and current doctoral candidates in management were analyzed using thematic analysis, with coding performed using MAXQDA software. The findings indicate that nudges can significantly improve learning outcomes at the doctoral level. Based on theoretical studies and field research, 281 foundational themes were extracted, which were organized into 19 structured themes and 7 overarching themes, validated by experts to ensure alignment with practical applications of nudges in behavioral interventions.
Proposed nudges include preemptive nudges, clarifying nudges, informative nudges, directional nudges, commitment-inducing nudges, awareness-raising (warning) nudges, feedback-oriented nudges, capacity-building nudges, identity-forming nudges, satisfaction-enhancing nudges, motivational nudges, future-oriented nudges, opportunity-creating nudges, digital nudges, courage-inducing nudges, risk-managing nudges, reverse-thinking nudges, evaluative nudges, and expectation-modifying nudges. These are suggested as effective tools for facilitating learning processes in management doctoral programs.
Keywords
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