Supporting EdD Students' Dissertation Efforts Using Leader Scholar Communities 2

• In Event: All the Moving Parts of the Doctoral Program

Abstract

In this study, I examined how Leader Scholar Communities (LSCs) supported EdD students during their dissertation efforts. LSCs are groups of 5-6 students and a faculty member who worked together affording support—academic, socio-emotional, dissertation, etc. and supportive functions—providing accountability, sharing information, and supporting engagement/development as a scholarly practitioner (CPED, n.d.). Results indicated LSCs (a) supported students; (b) provided supportive functions; (c) had some “costs;” and (d) fostered emergence of powerful, informal support systems. Thus, the CoP framework (Wenger, 1998, Wenger et al., 2002) implemented here was helpful as students worked on their dissertations. In the final paper (see Significance), I will also discuss implications for program design and implementation and student/practitioner agency that are based on the findings.

Author

• Ray R. Buss, Arizona State University