This research presents a three year case study examining the impact of social support and isolation in the doctorate of business administration (DBA) on professional outcomes these graduates have experienced. Through individual reflections, participant-observer conversations and a short open-ended questionnaire, social support derived from multiple developmental networks contributed to reducing academic and social isolation in their DBA programme. Academic and social engagement also related to professional outcomes such as scholarly participation and output, workplace contributions and identity development. The DBA process and completion meant deeper engagement applying scholarship in their daily work. It could manifest as leadership of scholarly communities and presenting dissertation research at national and international venues. Participants described engaging professional communities with the dual identities of graduate students in training as researchers and senior colleagues responsible for practical expertise and professional work. For DBA students already in faculty roles, the identity shift to doctoral qualified scholar represented joining the academic community of practice more fully as they were enculturated into new ways of work and being within their home communities of higher education.