ERIC Number: ED471507
Record Type: RIE
Publication Date: 2002-Nov
Rethinking the Ed.D., or What's in a Name?
Townsend, Barbara K.
This paper traces the development of the Ed.D., explores the purposes the degree serves, and assesses its value. The creation of the degree stemmed largely from the reluctance of faculty in Arts and Sciences to offer the Ph.D. in professional schools. The one thing most Ed.D. programs have in common is that it is supposed to be an applied or practitioner professional degree. Data on the effect of the Ed.D. on practice is generally limited to examinations of the effect of the degree on the recipient's career path. There is little evidence about the importance of the degree for the profession of educational leadership. It would seem important to reconfigure the degree to meet the needs of practice, and there should be systematic study of the impact of receipt of the Ed.D. on educational practice. Attached to this paper is another commentary on the role of the Ed. D., "Degree of Distinction: The Ed.D. or the Ph.D. in Education," by Benjamin Baez, also presented at the Annual Meeting of the Association for the Study of Higher Education, 2002. This paper suggests that the debate over the relative merits of the Ed.D. and Ph.D. degrees reflects the struggle between the education and employment fields. It would be more useful to avoid viewing the need for either degree as a reflection of a particular reality and instead engage in a study of how mechanisms of power establish the need for these degrees and distinction between them in the first place. (Contains 20 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association for the Study of Higher Education (27th, Sacramento, CA, November 21-24, 2002).