Developing researching professionals in an EdD program

Abstract

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -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.

Transformational Leadership Plans

“…As public learners, they have a clear role to play (Mitra & Buzzanell, 2017). Buss, Zambo, Zambo, and Williams (2014) stated that "… educational leaders … are scholarly practitioners, individuals who combined practical wisdom, professional knowledge, and research skills to identify, frame, and solve problems of practice in their workplace settings" (p. 139). Using this approach implies testing one's ideas against those of followers and involving them in our intellectual and scholarly activities.…”

Emerging Scholarly Practitioners

“…students is perhaps the most heavily researched aspect of literature on Ed.D. students (i.e., Buss et al, 2014;Caskey et al, 2020;Murakami-Ramalho et al, 2008). One study (Caskey et al, 2020) scaffolded student researcher identity development by asking students to draw pictures of their researcher identity and then write a reflective narrative with an understanding that doctoral students will be more successful when they have established their identity as researchers.…”

Bridging Research and Practice: Using Article Analysis to Prepare Practitioners for Research-Informed Practice

“…The topic has been so far researched mostly in English-speaking countries (USA, UK, Canada and Australia) with findings ranging from seeing development as researching professional as a learning and becoming process (Lindsay et al, 2018), a transition process (Labaree, 2003) and even as a 'melding and hierarchical integration' of previously existing identities with newly formed ones (Buss et al, 2014). Lindsay et al combined three dimensions of learning as presented by Illeris (2002) with the metaphors of learning described by Sfard (1998), Wenger (1998) and Boud and Hager (2012) to create a framework consisting of learning as acquisition (cognitive), as participation (interpersonal) and as becoming (intrapersonal) for exploring how to support developmental needs of EdD students.…”