Research Versus Problem Solving for the Education Leadership Doctoral Thesis: Implications for Form and Function

Abstract

Background: A growing literature is questioning the appropriateness of a research dissertation for practitioners in education doctoral programs. Although this literature persuasively critiques the prevailing theory-research orientation of most programs and theses, it goes little beyond exhorting change and describing extant alternatives in a few programs. There is little attention in this literature to the powerful structures and values holding in place the traditional research dissertation. This literature has not examined in-depth distinctions between research and organizational problem solving and the implications for an alternative thesis design for education leadership doctorates.Findings: This article presents four "qualities of acceptability" that alternatives to the traditional research thesis must address: (a) developmental efficacy, (b) community benefit, (c) stewardship of doctoral values, and (d) distinctiveness of design. The author comments on existing proposals from the standpoint of this framework, noting their strengths and shortcomings; elaborates on five key distinctions between research and organizational problem solving; presents theory and research supporting a thesis based on organizational problem solving; and proposes a specific and distinctive thesis design.

Engaging in the Battle of the Snails by Challenging the Traditional Dissertation Model

“…Some EdD programs have incorporated collaboration into dissertation research, which challenges the "traditional perspective of the lone investigator laboring away on her or his research project" (Murphy & Vriesenga, 2005, p. 47). Archbald (2008) asserted that few details are available to describe collaborative dissertations but concluded from existing literature that group approaches derive from faculty members' recognition that collaboration is an important component of the work of practitioner scholars. According to Archbald's review, group-based dissertations include both individual and group components.…”

“…We call it horizontal collaboration. Archbald's (2008) review addressed dissertations that involved horizontal collaboration and reflected the distinct research paradigm of practitioner scholarship.…”

“…However, faculty members who, as Schön (1995) points out, are themselves steeped in technical rationality, have difficulty imagining alternatives. A number of surveys of EdD-granting institutions have been conducted over the past half century examining differences in research preparation and dissertation products between EdDs and PhDs (e.g., Anderson, 1983;Archbald, 2008;Dill & Morrison, 1985;Murphy & Vriesenga, 2005). These surveys have consistently shown that while the goals of the two degree programs typically differ, the implementation rarely does; EdD and PhD research courses are often indistinguishable and the five-chapter, sole-authored dissertation genre abounds.…”

“…Philosophers of science and education have developed paradigmatic alternatives to technical rationality that support practitioner scholarship, and the literature base documenting culminating tasks that differ from the five-chapter, sole-authored dissertation and vertical collaboration formats is growing (e.g., Archbald, 2008;Belzer & Ryan, 2013;Dana, Bondy, Kennedy-Lewis, Adams, & Ma, 2016;Dawson & Kumar, 2014;Murphy & Vriesenga, 2005;Ravitch & Lytle, 2016). Archbald (2008) summarizes, "Alternatives proposed in the literature include portfolios, internships, analytical papers, and collaborative projects" (p. 705).…”

“…Archbald (2008) summarizes, "Alternatives proposed in the literature include portfolios, internships, analytical papers, and collaborative projects" (p. 705). He then critiques the paucity of literature examining the breadth, depth, and effectiveness of those products in supporting the goals of practitioner scholarship, pointing the way for future research.…”