Reenvisioning the Ed.D. Dissertation: Practical Action, Visions for Leadership, and Reflections on the Journey

• In Event: Education and Professional Doctorates: Impacts and Innovation

Abstract

Over the past two decades, EdD programs have expanded rapidly. This growth and subsequent lack of distinction between EdD and PhD programs has led to calls for redesigning the EdD, particularly the dissertation. Using a sequential explanatory mixed methods design, we analyzed dissertations written by six cohorts of students from a California state university’s educational leadership program. Quantitative findings demonstrated that most dissertations were practical, as compared to theoretical. The qualitative analysis provided evidence of what works using a traditional five-chapter format, and what should be changed. Based on these findings, we recommend that EdD programs adopt an innovative four-chapter dissertation that we have developed and are piloting, as it aligns better with the applied nature of the degree.

Authors

• Barbara A. Henderson, San Francisco State University

• Timothy L. Weekes, Holy Names University