NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1048454
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0307-5079
Uncovering the Identities of Students and Graduates in a CPED-Influenced EdD Program
Zambo, Debby; Buss, Ray R.; Zambo, Ron
Studies in Higher Education, v40 n2 p233-252 2015
The educational doctorate (EdD) is being re-envisioned as a distinct professional degree. Today's EdD graduates are envisioned as scholarly practitioners. Given this it may be reasoned these individuals have unique identities comprised of several layers. In this study, we examined how 18 entering students and 17 graduating students from an EdD program viewed themselves as learners, leaders, and action researchers. Data were obtained using a questionnaire with closed- and open-ended items, follow-up interviews were conducted with 12 incoming students and 12 graduates, and dissertations were also examined. Data were analyzed using quantitative and qualitative procedures. Questionnaire results indicated no significant differences between groups, but qualitative results showed students new to the program held strong identities as learners and leaders, but not as action researchers. Graduates held stronger views of each layer and their views were aligned to the program's vision. From these findings implications are provided for program developers and students.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona