My experience as a doctoral candidate at the University of Hertfordshire has been overwhelmingly positive. From the outset, the admissions process was seamless, and the transition into the research community was well supported. The clarity and professionalism demonstrated by my supervisory team—Dr. Birinder Sandhawalia, Judy Willetts, and Dr. Nnamdi Ogbuke—has been exceptional. Their early engagement, constructive feedback, and structured approach to supervisory support have enabled me to hit the ground running with confidence and clarity. The emphasis on developing a strong theoretical foundation, alongside applied research relevance, affirms UH’s commitment to academic rigour and societal impact. One of the standout features has been the Doctoral College’s "Researcher Development Programme (RDP)". The blend of live and asynchronous learning, especially around research integrity, critical thinking, and academic writing, has been a valuable scaffold. The availability of experienced facilitators and accessible learning platforms positions UH as a forward-thinking institution with a genuine commitment to developing both scholars and practitioners. Equally commendable is the inclusive and collegial culture. I have found the University to be welcoming and diverse, with a global outlook that resonates deeply with my research focus on transnational investment flows and digital entrepreneurship. The tone is academic yet supportive, with resources that encourage independence without isolation. That said, there are areas that could be strengthened to enhance the doctoral journey even further. First, the volume of orientation information—spanning regulations, systems (e.g., RSMS, StudyNet), and policies—can be overwhelming for new candidates, especially those balancing part-time research with professional responsibilities. A more structured, interactive, and centralised “Doctoral Starter Hub” (perhaps via a short modular onboarding course) would help students synthesise the most critical information in a more digestible format. Second, the use of multiple digital systems, while individually robust, can create friction. RSMS, Canvas, and Teams all serve different purposes, but an integrated dashboard or clearer navigation map would improve usability—particularly for international or mature learners less familiar with UK university systems. Lastly, while the University has made commendable efforts to highlight wellbeing services, there could be more visibility around pastoral support tailored for doctoral researchers, who often experience very different stressors compared to undergraduates. Peer mentoring or scheduled virtual “drop-in” sessions with faculty outside of formal supervision might provide an additional layer of informal support and scholarly community-building. In summary, UH is a rewarding place to study—academically rigorous, globally relevant, and professionally structured. Its strength lies in its people and the systems that support them. With a few tweaks in onboarding clarity, systems integration, and pastoral visibility, the doctoral experience could be elevated even further.

My experience on the DBA programme at the University of Hertfordshire has so far been deeply rewarding, both intellectually and professionally. The course design reflects a mature understanding of the demands placed on senior professionals pursuing research alongside executive roles. Its flexibility, scholarly rigour, and supportive supervisory framework make it especially well-suited for practitioner-researchers like myself. Among the most positive aspects is the high-quality supervision. My supervisory team—Dr. Birinder Sandhawalia, Judy Willetts, and Dr. Nnamdi Ogbuke—have been exemplary in their responsiveness, critical guidance, and encouragement. From our first meeting, they demonstrated a clear understanding of my research focus and helped me refine my approach while balancing academic contribution and real-world relevance. This level of engagement has been a real differentiator. I also appreciate the course’s blended structure, which combines independent research with targeted interactions through seminars, the Researcher Development Programme (RDP), and online resources. The emphasis on self-direction is balanced by clear expectations, milestone assessments, and strong institutional scaffolding via the Doctoral College. The mandatory training on research integrity and academic writing is particularly well-delivered and relevant, setting the tone for a responsible, well-grounded research process. That said, there are areas that could improve the overall experience. The initial onboarding process, while comprehensive, can feel fragmented. Key materials, such as the Doctoral Handbook, RSMS instructions, ethics guidelines, and submission timelines, are dispersed across multiple platforms (Canvas, Teams, email, and HertsHub). A single, interactive orientation module—tailored to the DBA context—could consolidate essential content into a more navigable format, especially for professionals juggling complex schedules. Another area for enhancement is the visibility of peer engagement opportunities. While I recognise the solitary nature of doctoral work, occasional online roundtables, peer review clinics, or co-learning spaces with other DBA candidates could enrich the learning environment. Sharing progress and challenges with peers, especially those researching complementary fields, would enhance scholarly dialogue and reduce the isolation that often accompanies part-time doctoral study. Finally, although the Researcher Development Programme (RDP) is strong in design, some sessions would benefit from more DBA-specific examples and case studies. The current programme occasionally leans towards generic PhD contexts or STEM disciplines, and a more tailored offering for practitioner-researchers could improve relatability and impact. In summary, the UH DBA programme has so far exceeded my expectations in key areas: supervision, academic integrity, and professional alignment. Its core strength lies in the quality of mentorship and the autonomy it grants the researcher. With minor enhancements in onboarding cohesion, peer interaction, and contextualised training content, the course could become a benchmark model for doctoral education in applied business research.

University of Hertfordshire is a great place to study, with standard facilities and equipments. They also provide support to students both academically and in other aspects, such that when the weight of balancing academic work with your personal life seems overwhelming, you can easily reach out to trained personnel for support and encouragement. The school takes it's time to make sure that the wellbeing of students is not overlooked. This encourages students like me to feel rest assured that I will succeed in my academic pursuits and well as live a balanced life!

I found my course really interested, yet intriguing. There was a lot to learn, especially when it comes to practising everything that has been taught. It was a bit challenging, but I enjoyed the ride.