Bridging Two Worlds: The Scholar-Practitioner Shift of the DBA Balancing Academic Rigor with Practical Application

Guest Blogger: 
Phil Stuczynski, Assistant Teaching Professor of Finance at Penn State University
Doctor of Business Administration (DBA) candidate

The world is timely. We have 24-hour news networks pushing constant narratives, a lack of common ground in a world of division, and people seeking answers before they fully understand their questions. It’s a world that moves fast—often faster than we can process. And for a long time, I thought academic research had nothing to do with any of it. I used to think research was a niche topic where academics sat around in ivory towers, theorizing and debating concepts far removed from the real world. Maybe that still happens? But since becoming a part of the Penn State Smeal Executive DBA program, I’ve never felt closer to the pulse of actual industry. Instead of seeking out answers from others, I feel like I’m in the driver’s seat—attempting to solve some of the most pivotal problems of our time.

In today’s business world, everyone wants quick solutions. We have more than enough 'thought leaders' and 'gurus' giving surface-level advice based on intuition, experience, or cherry-picked data. They may have answers, but whether they translate or remain relevant is another story altogether. Real decision-making—especially at an executive level—requires something more. It requires research that goes beyond trends, beyond gut instinct, and into something deeper: evidence-based insights that can stand up to scrutiny. That’s why academic rigor matters. In an environment flooded with noise, it’s the only thing that separates informed decision-making from just another off-the-cuff opinion.

There are too many people who want to sell an off-the-shelf solution, or give you an answer that they heard from someone else, who heard it from someone else. We are seeing new problems emerge far too fast to keep up with them, and I’ve come to realize the problem with practice is that it only has time to put out today’s fires—not dive into transformational solutions that can change an industry. And the problem with academia is that it rarely leaves its ivory towers; the knowledge generated may be enlightening or even world-changing, but it might never reach the desk of a foundry foreman, a fund manager, or a consultant. I want to find a way to give strong, relevant solutions that actually have impact.

While many focus on 'is this significant?' in the statistical sense, one of the most eye-opening statements I’ve heard in quite some time came from a faculty member who asked: “Yes, it may be significant, but does it matter? Will it make a difference?” That line has stuck with me. We need to find knowledge that is not only statistically significant but actionable and relevant in the real world.

One of the most unexpected realizations I’ve had in this journey is how much my background shapes the way I approach research. I’ve spent my career focused on solving problems, but often in the form of “one-offs”—addressing individual challenges as they arise. Now, in the DBA, I see problems through a new lens. Instead of just reacting to immediate issues, I’m learning how to frame better questions from the start—questions that could lead to deeper understanding and even future solutions.

This shift didn’t happen overnight. It’s one thing to know how to operate in the trenches of industry, where real decisions have consequences. It’s another to learn how to step back, assess patterns, and connect those decisions to theory, frameworks, and methodology. I’m learning how to link what I know from experience to what I’m gaining through evidence and analysis. And I’m learning how to sit with complexity—to pause before jumping to a solution.

That’s been one of the hardest transitions: realizing that academic work doesn’t always offer closure. There’s no neatly packaged deliverable at the end of every discussion or literature review. Sometimes, it’s about living in the ambiguity long enough to understand what really needs to be asked. That’s a far cry from the boardroom—or the classroom—where speed and decisiveness are often seen as virtues.

But that’s also where the transformation lies. I’m no longer content to rely on instinct or past precedent. I want to know what the data says. I want to know what past research has uncovered. I want to know whether the solution I’m proposing has been tried, tested, or challenged elsewhere. Not because I doubt my experience, but because I want it to be better informed. I want my practice to be sharper, my recommendations more defensible, and my thinking more durable.

And I want to help others do the same. One of the most exciting parts of this journey is the possibility of becoming a bridge between these two worlds. I don’t want research that sits on a shelf. I want to help connect ideas with action—to bring evidence-based insight into spaces that often rely too heavily on opinion, precedent, or pressure. If I can contribute even a small piece to that bridge—through my work, my writing, or my teaching—then this journey will have been worth it.

The DBA isn’t just about earning a degree—it’s about learning how to operate in a world where problems are complex, solutions aren’t always obvious, and time is never unlimited. It’s about managing multiple timelines at once, balancing the need for speed with the necessity of rigor, and figuring out how to scale ideas in ways that actually matter. It’s a shift in perspective—from seeking answers to building them, from solving problems in the moment to creating knowledge that lasts.

For a long time, I was given the advice that if you were the smartest one in the room, you might be in the wrong room. Since joining this program, I’m just trying my best not to be in last place. Every conversation I’ve had is with brilliant people—not just the faculty and program leaders, but my own cohort. These individuals are sharp, capable, and relentless in asking big questions—and they’re starting to answer them. This program isn’t just about individual growth—it’s about joining a network of thinkers, problem-solvers, and leaders who are shaping the future of business, one question at a time.

Phil Stuczynski is an Assistant Teaching Professor of Finance at Penn State University and a current Doctor of Business Administration (DBA) candidate. With a background in both finance and education, his work bridges academic theory and real-world application, focusing on what moves markets—from investor behavior to executive decision-making and social perception. His research blends finance, psychology, and communication to explore how public leadership and sentiment shape firm value. Outside the classroom, Phil enjoys sports, exercise, working out – and the occasional trip to Disney World with his wife and kids.