The Pandemic as a Soundtrack for Navigating the Dissertation Journey: Becoming a Practitioner-Scholar

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Supporting Educational Leadership Students' Academic and Social-Emotional Well-Being

Abstract

This mixed methods study investigated the experiences of 17 educational leaders enrolled in a leadership development Ed.D. program as they planned, implemented, and wrote their dissertations amidst the COVID-19 pandemic. Surveys were completed by these practitioner-scholars at three strategic time points to investigate how their experiences changed over time. Findings indicated an increased impact on research plans as the pandemic progressed. Additionally, participants’ flow was measured using the “Work-Related Flow Inventory” (WOLF) developed by Bakker (2008). Results indicated both negative and positive pandemic impacts related to flow, largely dependent on the doctoral students’ personal and work life situations. Findings indicate a need for doctoral programs to provide differentiated support based on individual student needs, particularly during times of crisis.

Authors

• Nicole Ralston, University of Portland

• Rebecca Smith, University of Portland