Uncovering the identities of students and graduates in a CPED-influenced EdD program

Debby Zambo, Ray Buss, Ron Zambo

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

The educational doctorate (EdD) is being re-envisioned as a distinct professional degree. Today's EdD graduates are envisioned as scholarly practitioners. Given this it may be reasoned these individuals have unique identities comprised of several layers. In this study, we examined how 18 entering students and 17 graduating students from an EdD program viewed themselves as learners, leaders, and action researchers. Data were obtained using a questionnaire with closed- and open-ended items, follow-up interviews were conducted with 12 incoming students and 12 graduates, and dissertations were also examined. Data were analyzed using quantitative and qualitative procedures. Questionnaire results indicated no significant differences between groups, but qualitative results showed students new to the program held strong identities as learners and leaders, but not as action researchers. Graduates held stronger views of each layer and their views were aligned to the program's vision. From these findings implications are provided for program developers and students.

Original languageEnglish (US)
Pages (from-to)233-252
Number of pages20
JournalStudies in Higher Education
Volume40
Issue number2
DOIs
StatePublished - Feb 7 2015

Fingerprint

educational program
graduate
student
leader
questionnaire
earning a doctorate
interview
Group

Keywords

  • doctoral education
  • doctoral student
  • doctorate
  • identity
  • identity formation

ASJC Scopus subject areas

  • Education

Cite this

Uncovering the identities of students and graduates in a CPED-influenced EdD program. / Zambo, Debby; Buss, Ray; Zambo, Ron.

In: Studies in Higher Education, Vol. 40, No. 2, 07.02.2015, p. 233-252.

Research output: Contribution to journalArticle

@article{a54816c7fa154106be2d0644e7f7b7c8,
title = "Uncovering the identities of students and graduates in a CPED-influenced EdD program",
abstract = "The educational doctorate (EdD) is being re-envisioned as a distinct professional degree. Today's EdD graduates are envisioned as scholarly practitioners. Given this it may be reasoned these individuals have unique identities comprised of several layers. In this study, we examined how 18 entering students and 17 graduating students from an EdD program viewed themselves as learners, leaders, and action researchers. Data were obtained using a questionnaire with closed- and open-ended items, follow-up interviews were conducted with 12 incoming students and 12 graduates, and dissertations were also examined. Data were analyzed using quantitative and qualitative procedures. Questionnaire results indicated no significant differences between groups, but qualitative results showed students new to the program held strong identities as learners and leaders, but not as action researchers. Graduates held stronger views of each layer and their views were aligned to the program's vision. From these findings implications are provided for program developers and students.",
keywords = "doctoral education, doctoral student, doctorate, identity, identity formation",
author = "Debby Zambo and Ray Buss and Ron Zambo",
year = "2015",
month = "2",
day = "7",
doi = "10.1080/03075079.2013.823932",
language = "English (US)",
volume = "40",
pages = "233--252",
journal = "Studies in Higher Education",
issn = "0307-5079",
publisher = "Routledge",
number = "2",

}

TY - JOUR

T1 - Uncovering the identities of students and graduates in a CPED-influenced EdD program

AU - Zambo, Debby

AU - Buss, Ray

AU - Zambo, Ron

PY - 2015/2/7

Y1 - 2015/2/7

N2 - The educational doctorate (EdD) is being re-envisioned as a distinct professional degree. Today's EdD graduates are envisioned as scholarly practitioners. Given this it may be reasoned these individuals have unique identities comprised of several layers. In this study, we examined how 18 entering students and 17 graduating students from an EdD program viewed themselves as learners, leaders, and action researchers. Data were obtained using a questionnaire with closed- and open-ended items, follow-up interviews were conducted with 12 incoming students and 12 graduates, and dissertations were also examined. Data were analyzed using quantitative and qualitative procedures. Questionnaire results indicated no significant differences between groups, but qualitative results showed students new to the program held strong identities as learners and leaders, but not as action researchers. Graduates held stronger views of each layer and their views were aligned to the program's vision. From these findings implications are provided for program developers and students.

AB - The educational doctorate (EdD) is being re-envisioned as a distinct professional degree. Today's EdD graduates are envisioned as scholarly practitioners. Given this it may be reasoned these individuals have unique identities comprised of several layers. In this study, we examined how 18 entering students and 17 graduating students from an EdD program viewed themselves as learners, leaders, and action researchers. Data were obtained using a questionnaire with closed- and open-ended items, follow-up interviews were conducted with 12 incoming students and 12 graduates, and dissertations were also examined. Data were analyzed using quantitative and qualitative procedures. Questionnaire results indicated no significant differences between groups, but qualitative results showed students new to the program held strong identities as learners and leaders, but not as action researchers. Graduates held stronger views of each layer and their views were aligned to the program's vision. From these findings implications are provided for program developers and students.

KW - doctoral education

KW - doctoral student

KW - doctorate

KW - identity

KW - identity formation

UR - http://www.scopus.com/inward/record.url?scp=84919861014&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84919861014&partnerID=8YFLogxK

U2 - 10.1080/03075079.2013.823932

DO - 10.1080/03075079.2013.823932

M3 - Article

VL - 40

SP - 233

EP - 252

JO - Studies in Higher Education

JF - Studies in Higher Education

SN - 0307-5079

IS - 2

ER -