Examining Faculty Member Changes in an Innovative Educational Doctorate Program

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

doi:10.1007/s10755-012-9222-3

Examining Faculty Member Changes in an Innovative Educational Doctorate Program

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

Research output: Contribution to journal › Article › peer-review

5 Scopus citations

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 language	English (US)
Pages (from-to)	59-74
Number of pages	16
Journal	Innovative Higher Education
Volume	38
Issue number	1
DOIs	https://doi.org/10.1007/s10755-012-9222-3
State	Published - Feb 2013

Keywords

Change
Community of practice
Faculty members
Innovative doctorate program

ASJC Scopus subject areas

Education

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10.1007/s10755-012-9222-3

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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.",

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AU - Painter, Suzanne R.

AU - Moore, David W.

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N2 - 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.

AB - 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.

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Examining Faculty Member Changes in an Innovative Educational Doctorate Program

Abstract

Keywords

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