Doctoral Student Perceptions of a Study Away Experience

• In Event: Targeted Uses of Community-Engaged Learning Across the Educational Life Span

Abstract

This qualitative study examined educational doctoral (Ed.D.) student perceptions about an experiential learning summer study away program. Students perceptions about the four-day study away trip impact on their development in becoming more effective leaders were shared in an end-of-course reflective assignment. Four themes emerged from the writing narratives: (1) encouraging collaborative campus-level decision making; (2) understanding the various contexts and environments of various public school campuses; (3) recognizing the importance of stakeholder trust within the educational setting; and (4) examining the experiential observations within the context of leadership theory and research. Potential benefits study away programs can have for other Ed.D. programs and recommendations about how faculty can incorporate similar study away experiences are also discussed.

Authors

• Jesse Brock, University of West Georgia
  Presenting Author

• Don Beach, Tarleton State University
  Presenting Author

• Russ Higham, Tarleton State University
  Presenting Author

• Juanita M. Reyes, Tarleton State University
  Presenting Author