EDUCATION DOCTORATE GRADUATES’ PERCEPTIONS OF A SCHOLARLY PRACTITIONER DOCTORAL PROGRAM PREPARING THEM TO BE PROBLEM SOLVERS AND CHANGE-AGENTS

2020 ◽  
Author(s):  
Jean McAtavey
Keyword(s):  
Change Agents ◽  
Doctoral Program ◽  
Education Doctorate ◽  
Problem Solvers

scholarly journals Redesigning the Education Doctorate for Community College Leaders: Generation, Transformation, and Use of Professional Knowledge and Practice

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
James E Bartlett ◽  
Michelle E Bartlett ◽  
J Jordan Dolfi ◽  
Audrey J Jaeger ◽  
Diane D Chapman
Keyword(s):  
Community College ◽  
Doctoral Program ◽  
Executive Leadership ◽  
Lessons Learned ◽  
Education Doctorate ◽  
Design Concepts ◽  
College Leaders ◽  
Job Shadowing ◽  
The Impact ◽  
Insight Into

This paper describes the redesign of a community college executive leadership doctoral program that seeks to develop senior-level leaders.  The paper provides how the redesign was intentionally aligned with the CPED principles and specifically the sixth principle. The paper sought data from students, faculty and other documents to gain an insight into the impact of aligning the program with principles and design concepts.  The paper suggests that it is important for this program to integrate examples from practice and practitioners, include job shadowing experiences for students and faculty, and ensure there are active learning activities that are relevant to the students.  The paper includes an overview of the program redesign as well as reflection on the first iteration of the new coursework through student's voice, faculty feedback, and a discussion of lessons learned.

Identity, Commitment, and Change Agency

2016 ◽  
pp. 1815-1828
Author(s):  
Carol A. Kochhar-Bryant
Keyword(s):  
Change Agents ◽  
Doctoral Program ◽  
Theoretical Framework ◽  
Theory And Practice ◽  
Change Agency ◽  
Identity Commitment ◽  
Theory To Practice ◽  
The World ◽  
Critical Problems ◽  
Problems Of Practice

It is becoming almost cliché to assert that doctoral scholars should integrate theory and practice and address critical problems of practice. Less charted territory, however, moves beyond integration of theory and practice to the cultivation of scholars' as committed people who possess a compass of values and vision as they act as catalysts for change in the world of practice. The purpose of this chapter is to explore the kind of cultivation needed to effect the transformation required for doctoral scholars to move beyond translation of theory to practice to the next step of catalyzing change. This chapter explores the intersection of core constructs or strands for creating scholars as change agents – identity, commitment and civic agency. These elements are examined from a theoretical framework, and in context of a case example of a doctoral program that bridges the academy and the community.

Identity, Commitment, and Change Agency

2016 ◽  
pp. 189-202
Author(s):  
Carol A. Kochhar-Bryant
Keyword(s):  
Change Agents ◽  
Doctoral Program ◽  
Theoretical Framework ◽  
Theory And Practice ◽  
Change Agency ◽  
Identity Commitment ◽  
Theory To Practice ◽  
The World ◽  
Critical Problems ◽  
Problems Of Practice

It is becoming almost cliché to assert that doctoral scholars should integrate theory and practice and address critical problems of practice. Less charted territory, however, moves beyond integration of theory and practice to the cultivation of scholars' as committed people who possess a compass of values and vision as they act as catalysts for change in the world of practice. The purpose of this chapter is to explore the kind of cultivation needed to effect the transformation required for doctoral scholars to move beyond translation of theory to practice to the next step of catalyzing change. This chapter explores the intersection of core constructs or strands for creating scholars as change agents – identity, commitment and civic agency. These elements are examined from a theoretical framework, and in context of a case example of a doctoral program that bridges the academy and the community.

Identity, Commitment, and Change Agency

2016 ◽  
pp. 29-42 ◽  
Author(s):  
Carol A. Kochhar-Bryant
Keyword(s):  
Change Agents ◽  
Doctoral Program ◽  
Theoretical Framework ◽  
Theory And Practice ◽  
Change Agency ◽  
Identity Commitment ◽  
Theory To Practice ◽  
The World ◽  
Critical Problems ◽  
Problems Of Practice

It is becoming almost cliché to assert that doctoral scholars should integrate theory and practice and address critical problems of practice. Less charted territory, however, moves beyond integration of theory and practice to the cultivation of scholars' as committed people who possess a compass of values and vision as they act as catalysts for change in the world of practice. The purpose of this chapter is to explore the kind of cultivation needed to effect the transformation required for doctoral scholars to move beyond translation of theory to practice to the next step of catalyzing change. This chapter explores the intersection of core constructs or strands for creating scholars as change agents – identity, commitment and civic agency. These elements are examined from a theoretical framework, and in context of a case example of a doctoral program that bridges the academy and the community.

Developing researching professionals in an EdD program

2014 ◽  
Vol 4 (2) ◽  
pp. 137-160 ◽  
Author(s):  
Ray R. Buss ◽  
Ron Zambo ◽  
Debby Zambo ◽  
Tiffany R. Williams
Keyword(s):  
Doctoral Students ◽  
Doctoral Programs ◽  
Doctoral Program ◽  
Identity Status ◽  
Social Implications ◽  
Content Type ◽  
Identity Statuses ◽  
Education Doctorate ◽  
Leader Identity ◽  
Entering Students

Purpose – The purpose of this paper is to examine how entering students and graduating students from an education doctorate (EdD) program viewed themselves as learners, leaders, and action researchers. Further, the paper examines differences in the identity trajectories between the two groups. Finally, the paper suggested a new identity status – scholarly and influential practitioners (SaIP) emerged from melding the three identity statuses. Design/methodology/approach – The paper employed a mixed method design. Findings – Results indicated students new to the program held strong identities as learners and leaders, but not as action researchers; whereas graduates held stronger views of each type of identity, especially as researchers. Program features such as cycles of action research (CAR), and leader-scholar communities were instrumental in influencing graduates’ identities as researching professionals. Research limitations/implications – SaIP emerge when doctoral programs enhance the learner and leader identity statuses of doctoral students while at the same time fostering the construction of a researching professional identity status. Practical implications – Development of researching professionals can be accomplished by fostering a researcher ethos during their participation in a doctoral program. For working professionals, this can be accomplished by requiring and supporting ongoing CAR in a doctoral program. Social implications – With respect to social implications, researching professionals, especially those in education offer substantial promise of achieving the educational reforms the school so desperately need. Originality/value – This research examines how one institution has attempted to develop researching professionals during their preparation in an EdD program, which is based on Carnegie Project for the Education Doctorate (CPED) working principles and design features.

scholarly journals Pandemic Pivots: The Impact of a Global Health Crisis on the Dissertation in Practice

2021 ◽  
Vol 6 (2) ◽  
pp. 5-10
Author(s):  
Cassidy Alvarado ◽  
Leyda Garcia ◽  
Nikysha Gilliam ◽  
Sydney Minckler ◽  
Csilla Samay
Keyword(s):  
Global Health ◽  
Doctoral Program ◽  
Intentional Community ◽  
Health Crisis ◽  
Education Doctorate ◽  
Critical Friends ◽  
Leadership For Social Justice ◽  
Global Pandemic ◽  
New Methodologies ◽  
The Impact

Five scholarly practitioners in an educational leadership for social justice doctoral program share their intentional, community-minded pivots during a global pandemic that disrupted their Dissertations in Practice (DiP). Embodying their Ed.D. program’s CPED framework (Carnegie Project on the Education Doctorate, 2019), the authors, at varying stages in the dissertation process, sought inventive solutions to COVID-19-related challenges that included the development of a new topic and research questions, adjusting study settings and participant pools, and embracing new methodologies to account for virtual-only approaches. Although uncertain how the global health crises would impact their DiP, by fostering a shared sense of community, the authors became critical friends, supporting each other in their personal, professional, and academic lives. Each narrative highlights the potential of oppositional praxis of threading identities of practice, reflection, and research–to respond creatively to the needs of their diverse research communities with compassion, vision, and agility.

scholarly journals Doctoral Program in Educational Leadership Redesign: Utilizing a Multicriteria Framework

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Miriam D. Ezzani ◽  
Noelle A. Paufler
Keyword(s):  
Educational Leadership ◽  
Educational Administration ◽  
Doctoral Program ◽  
The United States ◽  
Visionary Leadership ◽  
Education Doctorate ◽  
Design Concepts ◽  
The University ◽  
University Council ◽  
Program Redesign

The development of educational leaders, who have a profound influence in shaping a culture of organizational learning; ethical community engagement; advocacy for diversity, equity and inclusion; and theory to practice solutions, is the aim of redesign efforts in one educational leadership (EDLE) program in the United States. These ideas, grounded in a multicriteria framework, are reified in the Carnegie Project on the Education Doctorate’s (CPED) Principles and Design Concepts and reinforced by the University Council for Educational Administration (UCEA) criteria. Yet, right from the beginning, faculty struggled with ideological differences and logistical challenges. Without the dean and department chair’s collaborative, visionary leadership and support of key faculty, efforts to redesign the program would have been stifled. We argue that the multicriteria framework, underscoring the importance of collaborative leadership, is the cornerstone of the education doctorate program redesign. The article’s contributions are intended to inform the planning, implementation, and evaluation of this program redesign and its impact.

scholarly journals Advancing A Community of Practice: Reflections from the Field One Year Later

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Felice D. Billups ◽  
Scott L. Borstel
Keyword(s):  
Social Justice ◽  
Conflict Resolution ◽  
Community Of Practice ◽  
Doctoral Program ◽  
Private University ◽  
Faculty Work ◽  
Education Doctorate ◽  
Challenges And Opportunities ◽  
One Year ◽  
Program Components

A year after embarking on program redesign to align with CPED principles and practices, faculty from a small doctoral program at a private university assessed their work. Specific initiatives such as embedding social justice principles into program components and revising admissions strategies were largely successful. Conversely, attempts to re-conceptualize the Dissertation in Practice met with resistance from numerous stakeholders. The challenges and opportunities of substantively changing a long-standing program have affected the way this faculty work together and envision the future of their program. New approaches to collaboration, innovation, and conflict resolution, viewed from an organizational change perspective, and rooted in the program culture, resulted from their collective efforts to strengthen the education doctorate. 

scholarly journals Comparative Review of Education Doctorates in Three Countries

2017 ◽  
pp. 175-201
Author(s):  
Marlene East ◽  
Eva Brown Hajdukova ◽  
Monica E. Carr ◽  
William H. Evans ◽  
Garry Hornby
Keyword(s):  
Online Education ◽  
Doctoral Programs ◽  
Research Question ◽  
Doctoral Program ◽  
The United States ◽  
Central Research ◽  
Education Doctorate ◽  
Education Theory ◽  
Strategic Assets ◽  
Contemporary Education

Researchers affiliated with education PhD programs in Australia and New Zealand, and an education EdD program in the United States aimed to enhance understanding of contemporary education doctorate approaches and challenges. The central research question was: What knowledge will emerge regarding education doctoral programs through the lens of globalization? Using a descriptive interpretive research paradigm, collaborators determined that although education doctorate approaches vary, skills developed are similar. As researchers are increasingly viewed as strategic assets, access to quality education is essential. Doctoral program planners must attend to the paradigm shift away from traditional apprenticeship supervision pedagogy to structured and standardized approaches. For sustainability, online education must be integrated into doctoral programs, while ensuring faculty are trained in distance education theory and best practices. As growth in doctoral enrollments drives the need for more faculty, program planners must also aim to solve related problems of contingent academic labor.

Analysing Problem Situations

2011 ◽  
pp. 52-70
Author(s):  
Enid Mumford
Keyword(s):  
Organizational Design ◽  
Technical Problem ◽  
Change Agents ◽  
Problem Situation ◽  
Problem Situations ◽  
Comprehensive Knowledge ◽  
The Creation ◽  
Problem Solvers ◽  
Successful Change ◽  
Working Out

The book now introduces some case studies on organizational design and asks you to think what you would do if you were a manager, researcher or consultant in the same situation. As we have seen, change and its environment are often complex and difficult to understand. The change initiators, frequently management, may know what they are trying to achieve but may have little understanding of the problems involved in the introduction of a new system or of the uncertain reception it may be given. Wise change agents will start by obtaining a comprehensive understanding of the situation that will receive the change and of the problems that may accompany its early use. This information, if wisely applied, will assist the creation of well thought-out strategies that lead to effective application. Successful change depends on comprehensive knowledge. Without this, decisions will be taken in the dark and lead to consequences which are undesirable and little understood. Metaphors may be helpful here. Gaining an understanding of a problem situation can be seen as similar to a rock climber working out the route for a future climb or an army commander making a battle plan before moving into action. What I am proposing is the creation of a “management map” before any implementation action is taken. I would also like to stress the importance of knowledge and experience of the kind of problem in which many variables may affect the outcome. This could be especially useful for those implementing technical systems such as information technology. Technical problem solvers frequently see technology as the dominant variable and give it exclusive attention. The consequence is that a neglect of other interacting variables, especially those relating to people, can lead to system failure.

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