Examining Faculty Member Changes in an Innovative Educational Doctorate Program

Ray Buss, Debby Zambo, Suzanne R. Painter, David W. Moore

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


Recent criticisms of the Educational Doctorate (Ed. D.) have challenged faculty members to create or reform such programs. In response to these concerns, faculty members at a particular institution designed and implemented a new Ed. D. program focused on leadership and innovation. We conducted this action research study in order to examine the changes faculty members experienced as they implemented the program along with the factors to which they attributed these changes. Data were gathered with an online survey; and results indicated changes had occurred in perceptions of research, teaching, and students as well as professional identities. Participants attributed these changes to collaborative teaching, a community of practice, and strong leadership. Findings will guide program leaders and faculty members in the coming years and may provide insights to leaders of similar programs and to those guiding innovative efforts.

Original languageEnglish (US)
Pages (from-to)59-74
Number of pages16
JournalInnovative Higher Education
Issue number1
StatePublished - Feb 2013


  • Change
  • Community of practice
  • Faculty members
  • Innovative doctorate program

ASJC Scopus subject areas

  • Education


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