An Online Carnegie Project on the Education Doctorate Educational Leadership Program: Perspectives on Value and Influence

• In Event: Roundtable Session 29
  In Roundtable Session: Socialization and Identity: Who Do They Say We Are?

Abstract

This case study examined the experiences of doctoral students in the online Educational Leadership CPED Ed.D. program at the University of Arkansas, as well as the perceived value of the program. The study used qualitative methods to analyze survey and interview data. Analysis led to the following findings: students believed the doctoral program led to a change in their thinking; students overwhelmingly perceived the program to have value due to the program’s rigor, practicality, reputation, and design; students appreciated the convenience and accessibility of the program; connections to people and campus were important to students; and, students who most recently experienced the program identified more experiences and value related to the CPED principles.

Authors

• Kara Lasater, University of Arkansas at Fayetteville

• Ed Bengtson, University of Arkansas

• Maureen Murphy-Lee, University of Arkansas at Fayetteville