Examining Faculty Member Changes in an Innovative Educational Doctorate Program

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

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

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
Volume38
Issue number1
DOIs
StatePublished - 2013

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educational program
program guide
leadership
leader
reform program
teaching research
online survey
action research
criticism
innovation
Teaching
community
student

Keywords

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

ASJC Scopus subject areas

  • Education

Cite this

Examining Faculty Member Changes in an Innovative Educational Doctorate Program. / Buss, Ray; Zambo, Debby; Painter, Suzanne R.; Moore, David W.

In: Innovative Higher Education, Vol. 38, No. 1, 2013, p. 59-74.

Research output: Contribution to journalArticle

Buss, Ray ; Zambo, Debby ; Painter, Suzanne R. ; Moore, David W. / Examining Faculty Member Changes in an Innovative Educational Doctorate Program. In: Innovative Higher Education. 2013 ; Vol. 38, No. 1. pp. 59-74.
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