Leading Change in the Education Doctorate: Using Multimodal Evidence for Program Development

• In Event: 47.097 - Sheraton Roundtable Session Eight - Grand Centre
  In Roundtable Session: 47.097-3 - Organizational Administration in 21st Century Institutions of Higher Education

Abstract

A defining feature of our EdD program is the cultivation of the “wisdom of practice” (Shulman, 2004) whereby professional educators mine their practitioner experience to propose and resolve problems of practice. Drawing on Polanyi’s (1964) Theory of Tacit Knowledge and contemporary Knowledge Management theories (Gurteen, 1998; Liebowitz, 1999), we collected ten graduates’ oral narratives and cross-referenced these with two additional modes of student data collected electronically. The aims of this research were (1) identifying strengths and growth areas of our EdD program, and (2) designing a national teacher leadership convening that we will host. Graduates felt they benefitted from specific program structures (i.e. a cohort model), but also recommended additional support during the dissertation phase of their program.

Authors

• Eileen Boswell, University of Nebraska - Lincoln

• Edmund T. Hamann, University of Nebraska - Lincoln