In fulfilling their gate-keeping function, doctoral programs in educational leadership must attract and graduate the most able candidates if the nation is to retain leadership status in the world economy. Success rates in the past for these goals have been at best mediocre relative to most standards of comparison.Improvements in these base rates are likely to come about only through systematic research and then through the application of this research in the actual setting. That is, data are needed that inform both attraction of and selection among potential candidates for a doctoral program in educational leadership. The focus of this chapter is on providing information bearing on the attraction and on the selection of doctoral students.
In response to societal, pedagogical, and economic pressures for change, colleges of education and departments of educational leadership have sought alternative formats for the professional development of educational leaders.
This article describes an evaluation of an Ed.D. Doctoral Program in Educational Leadership conducted at a university in North Carolina. The purpose was to determine graduates’ perceptions of the impact of the degree attainment on their professional career. Results will also assist with efforts for improving the quality of the program of study. Data analyzed included professional accomplishments, scholarly activities, leadership activities that contribute to the education profession and society. Findings indicated that follow up and information provided by graduates of a program provided a unique source of data that can describe the significance and effectiveness of the program to students and to professional communities. Approximately 80% of graduates indicated that the dissertation process was the most effective aspect of their program of study. Additionally, all graduates reported that the degree program resulted in increased income and job promotions. Only 16% of graduates indicated participation in scholarly work.
Instead of a call for further segmenting EdD and PhD programs as preparation for practice or preparation for scholarship, this study suggests the value students attest to an emphasis on both scholarship and practice in their preparation as scholar-practitioner leaders who will make a true difference in schools and university settings. Students’ voices suggest that important processes in the doctoral program for the student’s development as a scholar-practitioner leader include dialogue and critical inquiry. Important practices that support the processes include a portfolio assessment process designed to make critical connections between theory and practice. The findings suggest that high quality EdD programs have the opportunity of enriching students’ lives and merging theory and practice to prepare school leaders who will work as practitioners to transform schools or as university professors. Rather than proclaiming sweeping generalizations of problems in EdD programs and issuing a call for redesign, this study suggests the value of opportunities for dialogue; in-depth study; extensive reading, writing, and reflective opportunities that can be attained in an educational leadership doctoral program. Portfolio assessment was identified as a practice to support the processes. This study supports that educational leadership doctoral programs can serve as vital links in preparing educational leaders both as scholars and as practitioners.
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