Graduates Respond to an Innovative Educational Doctorate Program

Audrey Amrein-Beardsley, Debby Zambo, David W. Moore, Ray R. Buss, Nancy J. Perry, Suzanne R. Painter, David L. Carlson, Teresa S. Foulger, Kate Olson, Kathleen S. Puckett

Research output: Contribution to journalArticlepeer-review

19 Scopus citations


Dispute about professional doctoral programs in education has increased, with much hinging on the design of educational doctorate (EdD) programs. In this study, the first cohort of graduates responded to a new, innovative EdD program designed to develop them as leaders, scholars, and practitioners. Twenty graduates completed an exit survey, and a content analysis of their dissertations was performed. Both were done to improve the program. Graduates valued curricular and instructional features, engaged in actions to improve their local settings, endorsed a sense of community that developed, and reported changes in their professional identities. Their dissertation work validated these ideas.

Original languageEnglish (US)
Pages (from-to)98-122
Number of pages25
JournalJournal of Research on Leadership Education
Issue number1
StatePublished - Apr 1 2012


  • action research
  • communities of practice
  • doctoral programs
  • identity

ASJC Scopus subject areas

  • Education


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