The Carnegie Project on the Education Doctorate

Perry, Jill Alexa

doi:10.1080/00091383.2015.1040712

Cited by 23 publications

(26 citation statements)

References 2 publications

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“…The differences can be found in the admission processes, course credits, and capstone projects. In addition, CPED has specific designated components for the Ed.D program such as developing scholarly practitioners or those who use practical research as a change agent in their respective fields, identifying and solving problems of practice focused on real life problems in education and how to address them, and the completion of dissertations of practice which stem from problems of practice (Perry, 2015). Furthermore, it has been noted that both Ed.D and PhD programs are on the same stature as doctoral degrees (National Opinion Research Center, 2018;National Science Foundation, 2018).…”

Section: Review Of the Literaturementioning

confidence: 99%

Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

Tolman

McBrayer

Evans

2019

IJDS

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Aim/Purpose: This study examined doctoral faculty of educational leadership within the state of Georgia in the United States. The aim was to illustrate the academic qualifications and practitioner experiences of the faculty that develop students in educational leadership programs to be scholarly practitioners and future educational leaders. Background: Faculty of educational leadership programs prepare their students to hold imminent senior leadership roles in P-12 school administration and higher education administration. In this apprenticeship model, doctoral faculty utilize their academic qualifications and/or practitioner experiences to develop students into scholarly practitioners. Methodology: A descriptive quantitative study utilizing content analysis was conducted to examine faculty of doctoral programs in educational leadership (n=83). True to this methodology, the inquiry of this study sought to better understand the academic qualifications and practitioner experiences of doctoral faculty in the field of educational leadership. Contribution: This study serves as a primer for faculty and researchers to visualize the doctoral faculty of educational leadership programs. It can serve as a catalyst to encourage empirical studies of educational leadership faculty and their effectiveness in preparing scholarly practitioners. Findings: Key findings included that nearly 2/3 of the faculty have their terminal degrees from a Research 1 institution, 3/5 hold a PhD, and 3/4 have practitioner experience in their respective field. Recommendations for Practitioners: Doctoral programs should examine the diversity of the academic qualifications and practitioner experiences of their faculty and develop strategies to enhance their programs with these complimenting skill sets. Recommendation for Researchers: Descriptive studies effectively “dip our toe” into a new area of inquiry. Considerations for future research includes examining student perceptions of their faculty who hold either a PhD or Ed.D, as well as those who are academics versus practitioners to better understand their effectiveness. Impact on Society: True to the work of John Dewey, education serves as the vehicle to promote a democratic society. Recognizing these doctoral faculty are preparing the future leaders of education, understanding the experiences of faculty will allow for better insight into those who are ultimately shaping the future of education. Future Research: Future research should focus on empirical studies that explore the effectiveness of faculty based on their academic qualifications and practitioner experiences through the lens of student perceptions.

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Section: Review Of the Literaturementioning

confidence: 99%

Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

Tolman

McBrayer

Evans

2019

IJDS

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“…First, casting a wider net for whom to include in development programs provides a means to incorporate diverse conceptions of leadership (Reille & Kezar, 2010). Second, graduate doctoral programs require rethinking (Perry, 2015). As noted by Romano et al (2009), the majority of students enrolled in community college doctoral programs are part-time, thus the bulk of what these students indicated influenced their learning was their current work in a community col-lege.…”

Section: Looking Forwardmentioning

confidence: 99%

“…Current graduate doctoral programs and organizational training sessions fall short in providing authentic learning opportunities for aspiring leaders to apply what they are learning to practice. Work on the Carnegie project on the education doctorate (Perry, 2015) holds promise as at the core of the curricular design are courses that link theory to practice and the development of a dissertation of practice that provides students an authentic way to apply their learning. We assert that networked leadership (Eddy et al, 2015) and a matrix organizational design (McPhail, 2013) represent the future direction of leadership approaches.…”

Section: Looking Forwardmentioning

confidence: 99%

“…Programs offering a doctorate of education often focus on skills-based courses and are offered at regional universities, which provide increased access to individuals in more remote areas (Eddy & Rao, 2009;Friedel, 2010). Regardless of the degree type or focus, curriculum proves critical to preparation for future leaders and is a focus of the Carnegie project on the education doctorate (Perry, 2015).…”

Section: Graduate Programsmentioning

confidence: 99%

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Preparing Community College Leaders to Meet Tomorrow's Challenges

Eddy

Mitchell

2017

JSPTE

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Aim/Purpose: This article reviews the leadership development literature and posits that a learning centered approach will best support the development of community college leaders. But, it is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Background: American community colleges have received a great deal of attention over the last decade as institutions poised to contribute to the education of the workforce and to increase the number of citizens who possess a certificate or degree. Concurrently, community colleges also received attention due to the warnings about a pending presidential leadership crisis in the sector. As more and more sitting leaders retire, the demands of the job increase, and fewer individuals seek out top-level leadership positions, it is important to address how to develop community college leaders. Contribution: The review of leadership development literature provides the backdrop for creating new programs to develop community college leaders. A multi-faceted approach is required in which succession planning occurs, graduate programs are revamped, and both individuals and organizations engage in the development of community college leaders. Findings: It is important to recognize that community colleges have differing needs due to size, location, and the communities they serve. Graduate doctoral programs targeting community college leadership and national training programs can help prepare leaders, but they need curricular and program alignment targeting development of authentic leadership and ways to bridge theory with practice. Establishing succession planning can build a robust leadership pipeline that supports networked leadership and nurtures contextual competencies. Impact on Society: Understanding better how to prepare leaders to face the challenges now facing community colleges requires questioning current practices and building different leadership development programs.

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“…There is great debate about the differences between an Ed.D. and a Ph.D. (see Levine, 2005;Perry & Imig, 2008;Shulman, Golde, Bueschel, & Garabedian, 2006), but following the rationale developed by the Carnegie Project on the Education Doctorate (Perry & Imig, 2010), we see the Ed.D. as a professional practice degree that "prepares one to apply research-based knowledge and to generate contextually based knowledge to improve and advance practice" (Dawson et al, 2011, para.…”

Section: The Edd / Educational Technology Program At Boise State Unmentioning

confidence: 99%

Establishing an Equitable and Fair Admissions System for an Online Doctoral Program

Perkins

Lowenthal

2014

TECHTRENDS TECH TRENDS

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This is an author-produced, peer-reviewed version of this article. AbstractThe field of educational technology has seen marked growth from just a small number of distance-based doctoral programs to nearly 20 today. Creating and sustaining a quality doctoral program of any kind requires a substantial amount of work; the additional challenges of online programs both increases and changes the nature of the efforts required. Among these challenges is creating an admissions process that treats people fairly, does not create a burdensome system for applicants or those involved in the selection process, and ensures the selection of a solid foundation of high quality candidates with whom faculty can mentor, who add value to the program, and who can benefit from the program. This paper explores common admissions requirements among institutions offering a distance or hybrid doctorate in Educational Technology and examines the specific admissions system used by the

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The Carnegie Project on the Education Doctorate

Cited by 23 publications

References 2 publications

Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

Educational Leadership Doctoral Faculty Academic Qualifications and Practitioner Experiences in Georgia

Preparing Community College Leaders to Meet Tomorrow's Challenges

Establishing an Equitable and Fair Admissions System for an Online Doctoral Program

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