Research Courses in the CPED Education Doctorate: What s the Difference? Purpose

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Research Courses in the CPED Education Doctorate: What s the Difference? Purpose"

Transcription

1 Research Courses in the CPED Education Doctorate: What s the Difference? Purpose The purpose of this study is to examine the characteristics and attributes of research courses taught in Education Doctorate (Ed.D.) programs associated with the Carnegie Project on the Education Doctorate (CPED) consortium as Phase I institutions. The following research questions were used to frame the study: What are the characteristics of Ed.D. research courses being delivered in CPED Phase I institutions? What changes in the content and focus of research courses have occurred as institutions have transformed the Ed.D.? What are the perceptions of faculty related to challenges in transforming research courses in the Ed.D.? What are the perceptions of faculty related to the impact of the research courses taught in the Ed.D. programs? Internationally, the number of professional doctorate degrees has increased over the past several decades (Neumann, 2005) with perhaps the more common professional doctorate being in the field of education or the Ed.D. In the United States, work has been ongoing to distinguish between the Ph.D. and the Ed.D. through the efforts of the Carnegie Project on the Education Doctorate (CPED). The role of research continues to be a challenging enigma in higher education institutions seeking to develop and progress the professional doctorate. In examining the perceptions of faculty and program administrators, the goal of this study is to respond to the call made by Hochbein and Perry (2013) for an increased clarity in the role of research in the professional doctorate. Related Perspectives The Ph.D. and the professional doctorate have been identified as two different degrees serving two contrasting purposes (Malfroy, 2005; Manathunga, C., Smith, C., & Bath, D., 2004; Neumann, 2005). The search for a distinction between professional doctorate research experiences and those of the Ph.D. has been driven by the thought that perhaps different types of knowledge should characterize the purpose of each degree (Costley & Armsby, 2007; Notoway, Scott, & Gibbons, 2003). Additionally, Dadds and Hart (2001) note that mainstream, traditional research approaches do not always suit the needs and available resources of practitionerresearchers (p.7) a sentiment echoed in the more recent thinking of Hochbein and Perry (2013). Yet another argument supports the idea that the knowledge generated from a practical research endeavor associated with the professional doctorate might be more valuable to society than the knowledge generated through the more traditional research approaches of the Ph.D. (Usher, 2002). 1

2 A Different Type of Inquiry for the Ed.D. There is a somewhat different view of the role inquiry plays as an integral part of the learning process required for the development of the scholarly practitioner. The Carnegie Project on the Education Doctorate (2014) identifies this view through the following definition of the design concept Inquiry of Practice: Inquiry as Practice is the process of posing significant questions that focus on complex problems of practice. By using various research, theories, and professional wisdom, scholarly practitioners design innovative solutions to address the problems of practice. At the center of Inquiry of Practice is the ability to use data to understand the effects of innovation. As such, Inquiry of Practice requires the ability to gather, organize, judge, aggregate, and analyze situations, literature, and data with a critical lens. (para.4) In traditional research pursuits at the doctoral level, there has been an emphasis placed on the role of research being one of filling the gaps of existing knowledge, or challenging an established premise through investigation and inquiry. These pursuits may or may not be related to problems that actually exist in the field of practice. On the other hand, the Ed.D. focuses on actual problems of practice in a specific work settings in which the researchers (i.e., students) are immersed. The work setting then becomes what is referred to as a laboratory of practice (CPED, 2014). The role of existing literature is altered from knowledge creation in the Ph.D. (i.e., research doctorate) to solving problems of practice in the Ed.D. (i.e., professional doctorate) (Belzer & Ryan, 2013). In the research doctorate, existing research serves to create a conceptual framework which assists the researcher in finding gaps in the literature, generating further questions to either extend or challenge the existing knowledge around a particular topic, or actualizing a new theory. In the Ed.D., the existing knowledge serves to inform the problem of practice by providing a framework for identifying, analyzing, and creating solutions. Defining the Methods to be Taught in the Ed.D. Research methods courses have historically maintained a prominent and often exclusive position in doctoral curricula, and have been well-defined for the Ph.D. as courses that cover both quantitative and qualitative research paradigms. More recently, the development of mixedmethods research has occurred as the complexities of the social sciences have led to the belief that research can be more effective if the contrasting philosophies of positivists and constructivists were combined in meaningful ways to better understand the phenomenon or problem being studied (Johnson & Onwuegbuzie, 2004). Action research is one popular approach to research in the field of education that predominantly uses qualitative methods; however, can also rely on some quantitative approaches as a method of inquiry (Johnson, 2008). Separating even further from the traditional research approaches, Dadds and Hart (2001) observe: 2

3 Much action research and practitioner research continues to draw upon the methods and methodologies of traditional social science research. While this methodological borrowing (Winter, 1989) can be appropriate to some degree it is often not situationally appropriate for the professional contexts in which many practitioner researchers work, or for the kinds of research questions they choose to pursue. (p. 7-8) This disparity of beliefs surrounding what research approaches are the most appropriate for the Ed.D. reflects the lack of clarity and perhaps shared understanding for those who have embarked on pursuing the transformation of the Ed.D. as a professional doctorate. As a result, for many institutions, the realization of appropriate research courses has been one of the most difficult challenges in transforming the Ed.D. (Marsh, Dembo, Gallagher, & Stowe, 2010). Methods Qualitative methods of data collection and analysis were used to answer the research questions. Data were collected through 79 individual faculty interviews in 2012 and an openended survey sent to each Phase I institution in The interview data were from a previous CPED study that examined the transformation of the Ed.D. in Phase I CPED institutions. After the initial analysis of the extant data, a survey was designed and sent to each Phase I institution. The survey was a brief online questionnaire that required open-ended responses. Initial analysis of the extant data involved broad descriptive coding (Saldaña, 2013) using terms that identified characteristics of research courses (e.g., traditional, degree of emphasis, course sequence, etc.). After reviewing the coded text from the QSA of the extant text, more specific information was identified as necessary to fully address the research questions resulting in the application of a survey. The survey data was then coded descriptively using key terms from the research questions (e.g., changes in focus, changes in content, challenges, impact, etc.). The descriptive analysis of the survey data was reduced to five overarching themes which are presented in the results section of this proposal. Data sources The sources for data were 21 Phase I CPED institutions. These institutions initially joined the CPED consortium in 2007 and represented three private-not-for-profit institutions and 18 public institutions. Areas of focus varied among the programs of these Phase I institutions with a predominate number being in educational leadership while other areas of focus included curriculum and instruction, teacher education, teacher leadership, organizational leadership, special education, and higher education administration. The Phase I institutions were targeted because they have had the longest tenure in working with CPED in efforts to define and transform the Ed.D. Two of the Phase I institutions had implemented or were in the process of implementing the CPED principals through college-wide efforts, while the remaining institutions focused the transformation on specific programs. 3

4 Results One challenge of using QSA as a strategy is finding connections between the existing data and the new inquiry. The original study, which involved over 75 faculty interviews, did not focus on research courses specifically; therefore, there was not always a direct connection between the question put forth in this study and the data of the original study. The extant data revealed that there was some identified use of the traditional qualitative and quantitative approaches, and that there was, at times conflict between those faculty that wanted to hold on to the established courses and approaches to research along with the traditional Ph.D.-style dissertation. While there was some evidence that many of the programs were still approaching the research courses through the traditional topics of quantitative and qualitative methods, there were indications that faculty were trying to make these approaches more practical. This was often manifested in the use of terms such as action research and mixed methods or titles of courses such as Qualitative Inquiry for Practitioners or Applied Quantitative Research Methods. The analysis of the survey data was more revealing; however, it is important to recognize that being an open-ended survey, there were no two responses exactly the same which is most likely attributed to the various contexts of the institutions studied. None the less, themes that have emerged thus far from our analysis suggest the following: Many Phase I CPED institutions have immersed their research courses to encapsulate the entire doctoral experience, starting with research awareness from the beginning of the program and continuing throughout. There appears to be more reference to inquiry courses rather than research courses which might indicate a shift away from the approaches of the traditional research methods courses of the Ph.D. Evidence indicates that there is a growing concern and resulting attention paid to the applicability of research courses to the world of practice. The impact of research courses are often articulated in terms of client (e.g. student s workplace or organization hosting study of problem) and a more efficient completion of the degree. While there seemed to be a decline in the problem of support from faculty for the shifting or re-creation of research courses, there were still some reports of bureaucratic challenges in meeting the requirements of graduate school s capstone requirements (i.e., five-chapter research dissertation). We will continue to analyze the data as the final surveys are received and the final draft of the paper is completed. 4

5 Significance The results of this study are significant for two major reasons. The first point of significance is that this study indicates that in CPED Phase I institutions are conceptualizing research courses based on what is involved in the examination and resolutions of problems of practice instead of simply applying traditional statistical and qualitative methods to topics surrounding such dilemmas that occur in the field. This suggests that institutions who have been working at redesigning the Ed.D. have come to the realization that the type of research practitioners should know and be able to do is different than the research that researchers know and be able to do. As a result, the methods that they are taught should indeed be different. The second point of significance is that, in the institutions surveyed, there appears to be emphasis placed on research courses being designed to assist in developing professional practitioners as a preference over emphasis on producing a capstone project. The only mention of capstone projects in the survey data thus far has been the challenge of convincing graduate schools of the necessity to have an end product that might be something different than a fivechapter dissertation. This might be a shift of focus from the idea that a capstone must be clearly defined before research courses can be developed. Instead, CPED Phase I institutions seem to focus on research courses that promote the professional skills necessary for their students to solve problems of practice in their workplace. To a great extent, this indicates a shift of emphasis from the measure of success being the production of a capstone to the production of an impactful professional practitioner. References Archbald, D. (2008). Research versus problem solving for the education leadership doctoral thesis: Implications for form and function. Educational Administration Quarterly, 44(5), Belzer, A., & Ryan, S. (2013). Defining the problem of practice dissertation: Where s the practice, what s the problem? Planning and Changing, 44(3/4), Carnegie Project on the Education Doctorate (CPED). (2014). Design concept definitions. Retrieved from Costley, C., & Armsby, P. (2007). Research influences on a professional doctorate. Research in Post-Compulsory Education, 12(3), Dadds, M., & Hart, S. (2001). Doing practitioner research differently. London: RoutledgeFalmer. Hochbein, C., & Perry, J.A. (2013). The role of research in the professional doctorate. Planning and Changing, 44(3/4), Johnson, A.P. (2008). A short guide to action research (3 rd ed.). Boston. MA: Allyn and Bacon. Johnson, R.B., & Onwuegbuzie, A. J. (2004). Mixed-methods research: A research paradigm whose time has come. Educational Researcher, 33(7), Manathunga, C., Smith, C., & Bath, D. (2004). Developing and evaluating authentic integration between research and coursework in professional doctorate programs. Teaching in Higher Education, 9(2),

6 Marsh, D.D., Dembo, M.H., Gallagher, K.S., & Stowe, H. (2010). Examining the capstone experience in a cutting-edge Ed.D. program. In G. Jean-Marie & A.H. Normore (Eds.), Educational leadership preparation: Innovation and interdisciplinary approaches to the Ed.D. and graduate education (pp ). New York: Palgrave MacMillan. Neumann, R. (2005). Doctoral differences: Professional doctorates and PhDs compared. Journal of Higher Education Policy and Management, 27(2), Perry, J.A. (2012). To Ed.D. or not to Ed.D.? Kappan, 94(1), Saldaña, J. (2013). The coding manualfor qualitative researchers (2 nd ed.). Thousand Oaks, CA: Sage Publications. Shulman, L.S., Golde, C.M., Bueschel, A.C., & Garabedian, K.J. (2006). Reclaiming education s doctorates: A critique and a proposal. Educational Researchers, 35(3), Usher, R. (2002). A diversity of doctorates: Fitness for the knowledge economy? Higher Education Research and Development, 21(2),

Factors Affecting Student Choice of an Education Doctorate: A Case Study in the United States

Factors Affecting Student Choice of an Education Doctorate: A Case Study in the United States Work Based Learning e-journal, www.mdx.ac.uk/wbl Vol. 3, Issue, 2, 2013 35 Factors Affecting Student Choice of an Education Doctorate: A Case Study in the United States Jeffrey C. Biddle College of Education,

More information

ILLINOIS STATE UNIVERSITY EAF DEPARTMENT Fall 2009 PK-12 Ed.D. DISSERTATION OPTIONS

ILLINOIS STATE UNIVERSITY EAF DEPARTMENT Fall 2009 PK-12 Ed.D. DISSERTATION OPTIONS ILLINOIS STATE UNIVERSITY EAF DEPARTMENT Fall 2009 PK-12 Ed.D. DISSERTATION OPTIONS Since 1962, the Department of Educational Administration and Foundations (EAF) at Illinois State University (ISU) has

More information

Ed.D. and Ph.D. Programs in Education Leadership in the Southern region of the United States; twins or kissing cousins? Michael Cunningham, Ed.D.

Ed.D. and Ph.D. Programs in Education Leadership in the Southern region of the United States; twins or kissing cousins? Michael Cunningham, Ed.D. Running head: DISTINCTIONS BETWEEN Ed.D. AND Ph.D. PROGRAMS IN EDUCATION LEADERSHIP Ed.D. and Ph.D. Programs in Education Leadership in the Southern region of the United States; twins or kissing cousins?

More information

Program Identity: The EdD in Educational Leadership advances critical inquiry for deliberate intentions.

Program Identity: The EdD in Educational Leadership advances critical inquiry for deliberate intentions. Program Identity: The EdD in Educational Leadership advances critical inquiry for deliberate intentions. The EdD in Educational Leadership is a scholar-practitioner degree designed to provide leaders throughout

More information

The NIE Doctor in Education

The NIE Doctor in Education The NIE Doctor in Education Application for admission opens from Info-Briefing Session Saturday, March 1st @ NIE, LT7 1 April to 15 June 2015 for January 2016 Intake Contact: isabella.wong@nie.edu.sg Info-Briefing

More information

DOCTOR OF EDUCATION (ED.D.) DEGREE EDUCATIONAL TECHNOLOGY LEADERSHIP PROGRAM OVERVIEW. Program Objectives

DOCTOR OF EDUCATION (ED.D.) DEGREE EDUCATIONAL TECHNOLOGY LEADERSHIP PROGRAM OVERVIEW. Program Objectives DOCTOR OF EDUCATION (ED.D.) DEGREE IN EDUCATIONAL TECHNOLOGY LEADERSHIP PROGRAM OVERVIEW The Ed.D. in Educational Technology Leadership is designed to develop educational technology leaders and innovators

More information

Progress Report on the Re-Design of UCF Ed.D. in Education program June 2008 Convening David Boote

Progress Report on the Re-Design of UCF Ed.D. in Education program June 2008 Convening David Boote Progress Report on the Re-Design of UCF Ed.D. in Education program June 2008 Convening David Boote Executive Summary: The initial period of UCF s College of Education involvement in CPED has focused primarily

More information

The Rutgers Education Doctorate (Ed.D.) Graduate School of Education

The Rutgers Education Doctorate (Ed.D.) Graduate School of Education The Rutgers Education Doctorate (Ed.D.) Graduate School of Education Education Doctorate (Ed.D.) The Ed.D. program at the Rutgers University Graduate School of Education helps future and current leaders

More information

Running head: MAKING THE DOCTORAL DISSERTATION RELEVANT 1

Running head: MAKING THE DOCTORAL DISSERTATION RELEVANT 1 Running head: MAKING THE DOCTORAL DISSERTATION RELEVANT 1 Making the Doctoral Dissertation Relevant Diane Mason, Kaye Shelton, and George Saltsman Lamar University Abstract With increasing tuition costs,

More information

Instructional Technology Capstone Project Standards and Guidelines

Instructional Technology Capstone Project Standards and Guidelines Instructional Technology Capstone Project Standards and Guidelines The Committee recognizes the fact that each EdD program is likely to articulate some requirements that are unique. What follows are a

More information

DOCTOR IN HEALTH CARE EDUCATION & LEADERSHIP

DOCTOR IN HEALTH CARE EDUCATION & LEADERSHIP DOCTOR IN HEALTH CARE EDUCATION & LEADERSHIP DNP 910/EDD 910 Applied Research This course in advanced research provides students with knowledge and skills for understanding, analyzing and designing research

More information

Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University

Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University Ph. D. Program in Education Specialization: Educational Leadership School of Education College of Human Sciences Iowa State University The purpose of the doctoral program in Educational Leadership is to

More information

The Education Doctorate, Grassroots Changes, and Future Aspirations: The. Carnegie Project on the Education Doctorate s Work to Reinvasion the Ed.D.

The Education Doctorate, Grassroots Changes, and Future Aspirations: The. Carnegie Project on the Education Doctorate s Work to Reinvasion the Ed.D. The Education Doctorate, Grassroots Changes, and Future Aspirations: The Carnegie Project on the Education Doctorate s Work to Reinvasion the Ed.D. Jill Alexa Perry, Duquesne University and co-director

More information

TITLING OF THE DOCTOR OF NURSING PRACTICE PROJECT 2013

TITLING OF THE DOCTOR OF NURSING PRACTICE PROJECT 2013 1 Introduction NATIONAL ORGANIZATION OF NURSE PRACTITIONER FACULTIES STATEMENT TITLING OF THE DOCTOR OF NURSING PRACTICE PROJECT 2013 The purpose of this white paper is for the National Organization of

More information

TEACHER LEADER. ACTION RESEARCH by Thomas J. Diana, Jr. Becoming a. through

TEACHER LEADER. ACTION RESEARCH by Thomas J. Diana, Jr. Becoming a. through Becoming a TEACHER LEADER through ACTION RESEARCH by Thomas J. Diana, Jr. Find out how conducting your own classroom-based research project can help you become an effective teacher-leader. Accountability.

More information

REQUIREMENTS FOR THE MASTER OF ARTS DEGREE

REQUIREMENTS FOR THE MASTER OF ARTS DEGREE REQUIREMENTS FOR THE MASTER OF ARTS DEGREE For students admitted to the School of Educational Policy & Leadership Between Autumn 2008 and Summer 2012 Pollead://Degree Information/MA/Ed Studies Semester

More information

Redesigning Educational Doctoral Programs: A Study in the Complexity of Change. Kristina Astrid Hesbol Douglas Gordon Hesbol University of Denver

Redesigning Educational Doctoral Programs: A Study in the Complexity of Change. Kristina Astrid Hesbol Douglas Gordon Hesbol University of Denver CPED Case Redesigning Educational Doctoral Programs: A Study in the Complexity of Change Kristina Astrid Hesbol Douglas Gordon Hesbol University of Denver Abstract This case is based on one key question:

More information

ASSESSMENT PLAN/REPORT

ASSESSMENT PLAN/REPORT ASSESSMENT PLAN/REPORT FORM C -Tampa Ed.D. / Ph.D. 2001-2002 August 2002 (Assessment Period Covered) (Submitted) Student Learning Outcomes: 1. Identify, integrate, and illustrate conceptual frameworks

More information

DOCTORAL DEGREE IN EDUCATION. Ed.D. Leadership in Schooling

DOCTORAL DEGREE IN EDUCATION. Ed.D. Leadership in Schooling DOCTORAL DEGREE IN EDUCATION Ed.D. Leadership in Schooling ADMITTING FOR SUMMER 2016 ONWARDS Ed.D. Leadership in Schooling 42 credits 3-4 years Leadership in Schooling Faculty Michaela Colombo, Associate

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership. DM 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership The mission of the Doctor of Management in Organizational Leadership degree program is to develop the critical and creative

More information

Best practices and program-based research in an online. professional practice doctorate for educational technologists. Swapna Kumar & Kara Dawson

Best practices and program-based research in an online. professional practice doctorate for educational technologists. Swapna Kumar & Kara Dawson USING SIGNATURE PEDAGOGY TO BRIDGE THE THEORY-PRACTICE GAP 138 Best practices and program-based research in an online professional practice doctorate for educational technologists Swapna Kumar & Kara Dawson

More information

American Journal of Business Education March 2011 Volume 4, Number 3 ABSTRACT

American Journal of Business Education March 2011 Volume 4, Number 3 ABSTRACT Resolving Issues In Innovative Graduate Degree Programs: The Metropolitan State University Doctor Of Business Administration Experience Tim Delmont, Ph.D., Metropolitan State University, USA ABSTRACT Applied

More information

Doctor of Education in Educational Practice Degree

Doctor of Education in Educational Practice Degree SENATE PROGRAM PROPOSAL FORM for: CHECK ONE: Add, Change, Combine, Drop, Archive CHECK ONE: Degree program, Minor, Certificate, Emphasis area From: N.A. Approved By: Date: Department Department Chair From:

More information

Action Research in EdD Programs in Educational Leadership

Action Research in EdD Programs in Educational Leadership 498378JRL9110.1177/1942775113498378Journal of Research on Leadership EducationOsterman et al. research-article2013 Article Action Research in EdD Programs in Educational Leadership Journal of Research

More information

Copyrighted material 9781137311948. Contents. Introduction: Critical Friendship: Facilitating Innovative Doctoral Program Adoption 1 Valerie A.

Copyrighted material 9781137311948. Contents. Introduction: Critical Friendship: Facilitating Innovative Doctoral Program Adoption 1 Valerie A. Contents List of Illustrations Acknowledgments Foreword Dean Fayneese Miller ix xi xiii Introduction: Critical Friendship: Facilitating Innovative Doctoral Program Adoption 1 Valerie A. Storey Part I Theory

More information

Executive Doctorate in Higher Education Management Curriculum Guide

Executive Doctorate in Higher Education Management Curriculum Guide Executive Doctorate in Higher Education Management Curriculum Guide The Executive Doctorate in Higher Education Management Program consists of six consecutive terms, starting with a late summer term and

More information

Critical Inquiry in Educational Research and Professional Practice

Critical Inquiry in Educational Research and Professional Practice DOCTOR IN EDUCATION COURSE DESCRIPTIONS A. CORE COURSES NEDD 800 Professionalism, Ethics, and the Self This introductory core course will explore and interrogate ideas surrounding professionalism and professionalization.

More information

AC 2007-1659: DEVELOPING AN UNDERSTANDING OF INSTRUCTORS DESIGN LEARNING PHILOSOPHIES IN A SERVICE-LEARNING CONTEXT

AC 2007-1659: DEVELOPING AN UNDERSTANDING OF INSTRUCTORS DESIGN LEARNING PHILOSOPHIES IN A SERVICE-LEARNING CONTEXT AC 2007-1659: DEVELOPING AN UNDERSTANDING OF INSTRUCTORS DESIGN LEARNING PHILOSOPHIES IN A SERVICE-LEARNING CONTEXT Carla Zoltowski, Purdue University CARLA B. ZOLTOWSKI is Education Administrator of the

More information

DOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3.

DOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3. DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensive

More information

Doctor of Education - Higher Education

Doctor of Education - Higher Education 1 Doctor of Education - Higher Education The University of Liverpool s Doctor of Education - Higher Education (EdD) is a professional doctoral programme focused on the latest practice, research, and leadership

More information

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements

School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology. EDD/ET 003 Requirements School of Advanced Studies Doctor Of Education In Educational Leadership With A Specialization In Educational Technology The mission of the Doctor of Education in Educational Leadership degree program

More information

Dissertation Concept Paper. Timothy M. Eklin. Antioch University. Ph.D. in Leadership and Change Program. Submitted. March 2, 2011

Dissertation Concept Paper. Timothy M. Eklin. Antioch University. Ph.D. in Leadership and Change Program. Submitted. March 2, 2011 Running head: DISSERTATION CONCEPT PAPER 1 Dissertation Concept Paper Timothy M. Eklin Antioch University Ph.D. in Leadership and Change Program Submitted March 2, 2011 DISSERTATION CONCEPT PAPER 2 Dissertation

More information

Changing Practice in an Ed.D. Program

Changing Practice in an Ed.D. Program 1 Changing Practice in an Ed.D. Program Beth Kania-Gosche, Lynda Leavitt, and Sherrie Wisdom In the Spring 2010 semester, an anonymous, electronic satisfaction survey was sent to all Ed.D. students (a

More information

Response to Team Training for Team Science: Improving Interdisciplinary Collaboration

Response to Team Training for Team Science: Improving Interdisciplinary Collaboration Response to Team Training for Team Science: Improving Interdisciplinary Collaboration Maura Borrego, Department of Engineering Education, Virginia Tech, mborrego@vt.edu To complement this paper I d like

More information

Signature Pedagogy in California State University Educational Doctorates

Signature Pedagogy in California State University Educational Doctorates Signature Pedagogy in California State University Educational Doctorates Charles Slater California State University, Long Beach Sharon Brown-Welty California State University, Fresno Kathleen Cohn San

More information

Curriculum Development for Doctoral Studies in Education

Curriculum Development for Doctoral Studies in Education Curriculum Development for Doctoral Studies in Education Irine BAKHTADZE * Abstract Profound changes in high education which started in 1996 in Georgia have to be continued. We have to explore potentially

More information

On the attributes of a critical literature review. Saunders, Mark N. K. 1 & Rojon, Céline 2. United Kingdom.

On the attributes of a critical literature review. Saunders, Mark N. K. 1 & Rojon, Céline 2. United Kingdom. On the attributes of a critical literature review Saunders, Mark N. K. 1 & Rojon, Céline 2 1 School of Management, University of Surrey, Guildford, GU2 7XH, United Kingdom; 2 Department of Psychology &

More information

Admissions Procedures. Acceptance Policy CURRICULUM REQUIREMENTS. 2 Public School Administration. Fax: (304)293-3080.

Admissions Procedures. Acceptance Policy CURRICULUM REQUIREMENTS. 2 Public School Administration. Fax: (304)293-3080. West Virginia University 1 Public School Administration CURRENTLY NOT ACCEPTING NEW STUDENTS INTO THIS PROGRAM. The Educational Leadership Public Education Administration Program at West Virginia University

More information

Ed.D. in Human and Organizational Learning

Ed.D. in Human and Organizational Learning Ed.D. in Human and Organizational Learning Foggy Bottom Main Office (202) 994-410 (202)994-4928(fax) hrd@gwu.edu http://gsehd.gwu.edu/hol The Doctor of Education in HOL is designed to provide professionals,

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements

School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology. DM/IST 004 Requirements School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology The mission of the Information Systems and Technology specialization of the Doctor of Management

More information

Research Methods: Qualitative Approach

Research Methods: Qualitative Approach Research Methods: Qualitative Approach Sharon E. McKenzie, PhD, MS, CTRS, CDP Assistant Professor/Research Scientist Coordinator Gerontology Certificate Program Kean University Dept. of Physical Education,

More information

Action Research as Signature Pedagogy in an Education Doctorate Program: The Reality and Hope

Action Research as Signature Pedagogy in an Education Doctorate Program: The Reality and Hope DOI 10.1007/s10755-010-9171-7 Action Research as Signature Pedagogy in an Education Doctorate Program: The Reality and Hope Debby Zambo # Springer Science+Business Media, LLC 2010 Abstract Debates about

More information

California State University, Dominguez Hills. University of California, Santa Barbara. California Clear Administrative Services Credential (2001)

California State University, Dominguez Hills. University of California, Santa Barbara. California Clear Administrative Services Credential (2001) Kathy Huisong Stowe Associate Professor of Clinical Education Associate Dean for Academic Programs Rossier School of Education Education Doctor of Education, Educational Leadership (2002) Master of Arts,

More information

Title: Enhancing Student Learning in Introduction to Sport Management. Author: Angela Lumpkin, Health, Sport, and Exercise Sciences

Title: Enhancing Student Learning in Introduction to Sport Management. Author: Angela Lumpkin, Health, Sport, and Exercise Sciences Title: Enhancing Student Learning in Introduction to Sport Management Author: Angela Lumpkin, Health, Sport, and Exercise Sciences Summary: In order to enhance and document students learning, a sports

More information

Graduate Handbook EDUCATIONAL PSYCHOLOGY

Graduate Handbook EDUCATIONAL PSYCHOLOGY Graduate Handbook EDUCATIONAL PSYCHOLOGY IFCE /Simpson Hall Phone 505-277-4535 MSC05 3040 Fax 505-277-8361 1 University of New Mexico E-Mail edpsy@unm.edu Albuquerque, NM 87131-1246 Program Website: http://coe.unm.edu/departments/ifce/educational-psychology.html

More information

Ph.D. PROGRAM IN HIGHER EDUCATION School of Education Indiana University

Ph.D. PROGRAM IN HIGHER EDUCATION School of Education Indiana University Ph.D. PROGRAM IN HIGHER EDUCATION School of Education Indiana University The Ph.D. program prepares students for careers in higher education emphasizing research and related scholarly activities. Toward

More information

Ed.D vs. Ph.D. Distinctions Samples from CPED institutions

Ed.D vs. Ph.D. Distinctions Samples from CPED institutions Arizona State University Leadership and Innovation Develops high-level practitioners Goal of dissertation is local impact and spirit of inquiry Mostly prescribed curriculum Several iterations of research

More information

DOCTORATE PROGRAMS. 1. Doctor of Philosophy in Educational Management (Ph.D.EM)

DOCTORATE PROGRAMS. 1. Doctor of Philosophy in Educational Management (Ph.D.EM) DOCTORATE PROGRAMS 1. Doctor of Philosophy in Educational Management (Ph.D.EM) Course Objective: This course is designed to enhance professionals for highly competent performances as effective managers,

More information

A Systematic Approach to the Assessment of Impact in a Professional Doctorate. Swapna Kumar. University of Florida. Abstract

A Systematic Approach to the Assessment of Impact in a Professional Doctorate. Swapna Kumar. University of Florida. Abstract Submitted Article: Kumar, S. (2014). A systematic approach to the assessment of impact in a professional doctorate. Higher Education, Skills and Work- based Learning 4(2) 171-183. Doi: 10.1108/HESWBL-

More information

The role of professional organizations as partners in the supervision of dissertation research in emerging professional (work-based) doctoral programs

The role of professional organizations as partners in the supervision of dissertation research in emerging professional (work-based) doctoral programs Work Based Learning e-journal, Vol. 2, No.1 (2011) The role of professional organizations as partners in the supervision of dissertation research in emerging professional (work-based) doctoral programs

More information

Science Education Doctoral Program

Science Education Doctoral Program Science Education Doctoral Program Curriculum and Instruction (Ph.D. or Ed.D) Admission Requirements 1. Submit a complete Graduate School application 2. Master's degree 3. Grade point average of 3. 0 or

More information

Interview studies. 1 Introduction... 1. 2 Applications of interview study designs... 2. 3 Outline of the design... 3

Interview studies. 1 Introduction... 1. 2 Applications of interview study designs... 2. 3 Outline of the design... 3 Interview studies Contents 1 Introduction... 1 2 Applications of interview study designs... 2 3 Outline of the design... 3 4 Strengths and weaknesses of interview study designs... 6 5 References... 7 1

More information

AC 2012-5061: EXPLORING THE DIVERSITY IN FACULTY CAREERS: FORMATIVE AND SUMMATIVE ASSESSMENT IN A PREPARING FU- TURE FACULTY COURSE

AC 2012-5061: EXPLORING THE DIVERSITY IN FACULTY CAREERS: FORMATIVE AND SUMMATIVE ASSESSMENT IN A PREPARING FU- TURE FACULTY COURSE AC 2012-5061: EXPLORING THE DIVERSITY IN FACULTY CAREERS: FORMATIVE AND SUMMATIVE ASSESSMENT IN A PREPARING FU- TURE FACULTY COURSE Ms. Cyndi Lynch, Purdue University, West Lafayette Cyndi Lynch is the

More information

DOCTORAL DEGREE IN EDUCATION. Ed.D. Leadership in Schooling

DOCTORAL DEGREE IN EDUCATION. Ed.D. Leadership in Schooling DOCTORAL DEGREE IN EDUCATION Ed.D. Leadership in Schooling Option: STEM Education ADMITTING FOR SUMMER 2016 ONWARDS Ed.D. Leadership in Schooling 42 credits 3-4 years Leadership in Schooling Faculty Michaela

More information

Higher Education Administration

Higher Education Administration West Virginia University 1 Higher Education Administration Degrees Offered The Higher Education Administration program is designed to enhance leadership skills and prepare students for executive, administrative

More information

Ed.D. in Educational Innovation. Georgia Regents University College of Education Pending Approval by the University System of Georgia

Ed.D. in Educational Innovation. Georgia Regents University College of Education Pending Approval by the University System of Georgia Ed.D. in Educational Innovation Georgia Regents University College of Education Pending Approval by the University System of Georgia Ed.D in Educational Innovation professional degree designed for practitioners

More information

University and Program Leadership; Essential for Effective Professional Doctorate Programs

University and Program Leadership; Essential for Effective Professional Doctorate Programs University and Program Leadership; Essential for Effective Professional Doctorate Programs Rosemarye Taylor University of Florida, Florida USA Corresponding author: Rosemarye.Taylor@ucf.edu Leadership

More information

Doctoral Degree Programs in Special Education

Doctoral Degree Programs in Special Education Doctoral Degree Programs in Special Education University of Florida College of Education School of Special Education, School Psychology, & Early Childhood Studies P.O. Box 117050 / 1403 Norman Hall Gainesville,

More information

GRADUATE EDUCATION COURSE DESCRIPTIONS EDUC 5003 Introduction to Statistics

GRADUATE EDUCATION COURSE DESCRIPTIONS EDUC 5003 Introduction to Statistics GRADUATE EDUCATION COURSE DESCRIPTIONS EDUC 5003 Introduction to Statistics Designed to provide the student with a basic understanding and use of statistical methods in the analysis of their practical

More information

UNIVERSITY OF CALIFORNIA, SANTA CRUZ. Education Department, Ph.D. Program. Ph.D. Program in Education. Program Features.

UNIVERSITY OF CALIFORNIA, SANTA CRUZ. Education Department, Ph.D. Program. Ph.D. Program in Education. Program Features. UNIVERSITY OF CALIFORNIA, SANTA CRUZ Education Department, Ph.D. Program Ph.D. Program in Education We prepare leading scholars and educators who engage in research focused on needs of students from linguistic

More information

DOCTOR OF PHILOSOPHY DEGREE INSTRUCTIONAL DESIGN, DEVELOPMENT AND EVALUATION SCHOOL OF EDUCATION, SYRACUSE UNIVERSITY

DOCTOR OF PHILOSOPHY DEGREE INSTRUCTIONAL DESIGN, DEVELOPMENT AND EVALUATION SCHOOL OF EDUCATION, SYRACUSE UNIVERSITY DOCTOR OF PHILOSOPHY DEGREE INSTRUCTIONAL DESIGN, DEVELOPMENT AND EVALUATION SCHOOL OF EDUCATION, SYRACUSE UNIVERSITY Doctor of Philosophy students in the Instructional Design, Development and Evaluation

More information

Revised 12.11.11 Revised 7.30.12 Revised 4.10.15

Revised 12.11.11 Revised 7.30.12 Revised 4.10.15 Revised 12.11.11 Revised 7.30.12 Revised 4.10.15 Dear Scholar Practitioner: I am pleased to share with you the Informational Handbook for the Executive Ed. D. in Educational Leadership. The University

More information

Major Professor: Rosemarye Taylor

Major Professor: Rosemarye Taylor A STUDY OF THE IMPLEMENTATION OF THE EXECUTIVE ED. D. IN EDUCATIONAL LEADERSHIP AT THE UNIVERSITY OF CENTRAL FLORIDA 2010-2013: A PROFESSIONAL PRACTICE DOCTORATE by NICOLE L. MARSH HANCHI B. A. University

More information

Dissertation Requirements in Professional Practice Education Doctoral Programs to Facilitate K-12 School Improvement in the United States

Dissertation Requirements in Professional Practice Education Doctoral Programs to Facilitate K-12 School Improvement in the United States Dissertation Requirements in Professional Practice Education Doctoral Programs to Facilitate K-12 School Improvement in the United States Jeffrey C. Biddle, College of Education and Human Performance,

More information

Summary of the Case American Intercontinental Universit y1 Master of Education Program

Summary of the Case American Intercontinental Universit y1 Master of Education Program Summary of the Case American Intercontinental University 1 Master of Education Program The Summary of the Case is written by the auditors and approved by program faculty. The Summary reflects the auditors

More information

Theory to Practice: Implementation and Initial Impact of an Online Doctoral Program

Theory to Practice: Implementation and Initial Impact of an Online Doctoral Program Theory to Practice: Implementation and Initial Impact of an Online Doctoral Program Swapna Kumar, Ed.D. University of Florida swapnakumar@coe.ufl.edu Kara Dawson, Ph.D. University of Florida dawson@coe.ufl.edu

More information

HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management

HAMPTON UNIVERSITY ONLINE College of Education and Continuing Studies PhD in Educational Management Program Overview The accelerated program provides candidates with an opportunity to develop the critical leadership skills and knowledge that are required in today s increasingly complex, diverse, and

More information

GRADUATE FACULTY COUNCIL DOC. NO. 872 APPROVED NOVEMBER 19, 2001

GRADUATE FACULTY COUNCIL DOC. NO. 872 APPROVED NOVEMBER 19, 2001 GRADUATE FACULTY COUNCIL DOC. NO. 872 APPROVED NOVEMBER 19, 2001 RECOMMENDATION OF THE GRADUATE CURRICULUM COMMITTEE AND THE FACULTY OF THE SCHOOL OF BUSINESS ADMINISTRATION FOR A COORDINATED DEGREE PROGRAM

More information

THE ASSESSMENT OF GRADUATE PROGRAMS IN ART AND DESIGN. National Association of Schools of Art and Design

THE ASSESSMENT OF GRADUATE PROGRAMS IN ART AND DESIGN. National Association of Schools of Art and Design THE ASSESSMENT OF GRADUATE PROGRAMS IN ART AND DESIGN National Association of Schools of Art and Design Copyright 2009, 1992, 1990 by the National Association of Schools of Art and Design Reston, Virginia

More information

Characteristics of Effective and Sustainable Teaching Development Programs for Quality Teaching in Higher Education

Characteristics of Effective and Sustainable Teaching Development Programs for Quality Teaching in Higher Education Characteristics of Effective and Sustainable Teaching Development Programs for Quality Teaching in Higher Education This presentation will address the following conference aim/question: What are the contextual

More information

MBA Dissertation Guidelines

MBA Dissertation Guidelines Faculty of Economics, Management And Accountancy University of Malta MBA Dissertation Guidelines As part of the degree formation you are expected to present a dissertation project. This booklet contains

More information

Exit Interview with Dean, Department Chair and Leadership Team: March 22, 2012

Exit Interview with Dean, Department Chair and Leadership Team: March 22, 2012 University of La Verne College of Education and Organizational Leadership Doctoral Program in Organizational Leadership External Review of Self Report External Examiner Report Prepared by: Jim Cox, Ph.D.

More information

Master of Science in Nursing

Master of Science in Nursing Curry College s Master of Science in Nursing is designed for nurses who want to enhance their practice with cutting-edge knowledge and skills. Among the program features are: Convenient campus locations

More information

INSTITUTE OF CONTINUING AND DISTANCE EDUCATION

INSTITUTE OF CONTINUING AND DISTANCE EDUCATION INSTITUTE OF CONTINUING AND DISTANCE EDUCATION PHD IN ADULT EDUCATION AND HUMAN RESOURCE STUDIES OVERVIEW The Doctor of Philosophy (Ph.D.) in Adult Education and Human Resource Studies is to provide leadership

More information

Doctorates in Occupational Safety and Health: A Critical Shortage

Doctorates in Occupational Safety and Health: A Critical Shortage Doctorates in Occupational Safety and Health: A Critical Shortage By Anthony Veltri, Ed.D., MS, CSHM and Jim Ramsay, Ph.D., MA, CSP Contact Information: Anthony Veltri, Ed.D., MS, CSHM Associate Professor

More information

Self-Reflection Teaching. Susan M. Blunck, Ph.D. Assistant Clinical Professor Department of Education UMBC

Self-Reflection Teaching. Susan M. Blunck, Ph.D. Assistant Clinical Professor Department of Education UMBC Self-Reflection Teaching Susan M. Blunck, Ph.D. Assistant Clinical Professor Department of Education UMBC 2 Self Reflection Teaching Effective teaching is not about what we give or do to our students.

More information

Community Colleges. Measuring Internationalization. AMERICAN COUNCIL ON EDUCATION The Unifying Voice for Higher Education

Community Colleges. Measuring Internationalization. AMERICAN COUNCIL ON EDUCATION The Unifying Voice for Higher Education Measuring Internationalization at Community Colleges Funded by the Ford Foundation AMERICAN COUNCIL ON EDUCATION The Unifying Voice for Higher Education Center for Institutional and International Initiatives

More information

NEIL LEADING AND LEARNING CYCLES

NEIL LEADING AND LEARNING CYCLES NEIL LEADING AND LEARNING CYCLES Jim Brandon 1 Candace Saar 2 Sharon Friesen 1 University of Calgary 1 Galileo Educational Network 2 Design-based professional learning and collaborative inquiry have mobilized

More information

PsyD Psychology (2014 2015)

PsyD Psychology (2014 2015) PsyD Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing

More information

All Aboard: Showcasing Doctoral Studies to Guarantee the Vitality of our Field

All Aboard: Showcasing Doctoral Studies to Guarantee the Vitality of our Field Taylor, S. S., & Abernathy, T. V. (2013). All aboard: Showcasing doctoral studies to guarantee the vitality of our field. The Researcher, 25(1), 1-5. All Aboard: Showcasing Doctoral Studies to Guarantee

More information

DBA Courses and Sequence (2015-)

DBA Courses and Sequence (2015-) DBA Courses and Sequence (2015-) Term Courses (Credits) Year 1 / Summer Research Foundations (3) Applied Statistics & Regression (3) Year 1 / Fall Multivariate Analysis (3) Organizational Behavior (3)

More information

Doctoral Degree Programs in Higher Education

Doctoral Degree Programs in Higher Education Doctoral Degree Programs in Higher Education The Program in Higher Education offers the Ed.D. and Ph.D. in Higher Education. Both programs are designed to enable students to: acquire knowledge about and

More information

EDLR EdD Program Handbook

EDLR EdD Program Handbook EDLR EdD Program Handbook Mission Statement Neag s EdD program in Educational Leadership aims to provide professional educational leaders with the essential habits of mind and sophisticated reasoning skills

More information

JEFFREY C. BIDDLE B.A.S. Troy State University, 1986 M.P.A. Troy State University, 1988 M.A. University of Central Florida, 2010

JEFFREY C. BIDDLE B.A.S. Troy State University, 1986 M.P.A. Troy State University, 1988 M.A. University of Central Florida, 2010 A NEEDS ANALYSIS FOR K-12 SCHOOL IMPROVEMENT PROJECTS AND THEIR USE AS THE DISSERTATION IN PRACTICE FOR THE PROFESSIONAL PRACTICE EDUCATION DOCTORATE PROGRAM AT THE UNIVERSITY OF CENTRAL FLORIDA by JEFFREY

More information

Leader Succession and Collective Efficacy: Conditions that Create Continuity in Transition

Leader Succession and Collective Efficacy: Conditions that Create Continuity in Transition Versland, T. M., Quintana, E., & Malloy, J. (2014). Leader succession and collective efficacy: Conditions that create continuity in transition. The Researcher, 26(1), 3-7. Leader Succession and Collective

More information

QUALITY GUIDELINES FOR PHD PROGRAMS IN SOCIAL WORK. Group for the Advancement of Doctoral Education in Social Work (GADE)

QUALITY GUIDELINES FOR PHD PROGRAMS IN SOCIAL WORK. Group for the Advancement of Doctoral Education in Social Work (GADE) QUALITY GUIDELINES FOR PHD PROGRAMS IN SOCIAL WORK Group for the Advancement of Doctoral Education in Social Work (GADE) APPROVED APRIL, 2013 GADE Task Force on Quality Guidelines, appointed by GADE Chair

More information

GRADUATE SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

GRADUATE SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT Dean M.J. Feuer Senior Associate Dean C.A. Kochhar-Bryant Associate Dean for Research and External Relations M.B. Freund Administrative Dean and Chief

More information

Master of Science in Nursing

Master of Science in Nursing Curry College s Master of Science in Nursing focuses on the timely and relevant Clinical Nurse Leader (CNL ) role. The program is designed for nurses who want to enhance their practice with cutting-edge

More information

Striving for Success: Teacher Perspectives of a Vertical Team Initiative

Striving for Success: Teacher Perspectives of a Vertical Team Initiative VOLUME 16 NUMBER 3, 2006 Striving for Success: Teacher Perspectives of a Vertical Team Initiative Dr. Lisa Bertrand Educational Administration and Counseling Southeast Missouri State University Dr. Ruth

More information

SCHOOL OF COMMUNICATION TENURE AND PROMOTION CRITERIA, GUIDELINES FOR CREATIVE, PROFESSIONAL, SCHOLARLY ACHIEVEMENT

SCHOOL OF COMMUNICATION TENURE AND PROMOTION CRITERIA, GUIDELINES FOR CREATIVE, PROFESSIONAL, SCHOLARLY ACHIEVEMENT SCHOOL OF COMMUNICATION TENURE AND PROMOTION CRITERIA, GUIDELINES FOR CREATIVE, PROFESSIONAL, SCHOLARLY ACHIEVEMENT INTRODUCTION: PURPOSE OF THIS DOCUMENT Because the School of Communication requires both

More information

Analyzing Qualitative Data

Analyzing Qualitative Data Analyzing Qualitative Data The purpose of coding qualitative data is to take an overwhelmingly large amount of words or artifacts and organize them into manageable chunks. Following the steps in this outline

More information

Institutional and Program Quality Criteria

Institutional and Program Quality Criteria University Council for Educational Administration (UCEA) Institutional and Program Quality Criteria Guidance for Master s and Doctoral Programs in Educational Leadership 2012 University Council for Educational

More information

Is Online Course Quality Predictive of Student Satisfaction in Higher Education?

Is Online Course Quality Predictive of Student Satisfaction in Higher Education? Is Online Course Quality Predictive of Student Satisfaction in Higher Education? Stacey Clawson (Ph.D. expected June 2007) Manager, Next Generation Learning Capella University, Minneapolis, MN Dr. Sonja

More information

Pacifica Graduate Institute. Ph.D. in Clinical Psychology Program Goals and Student Learning Outcomes

Pacifica Graduate Institute. Ph.D. in Clinical Psychology Program Goals and Student Learning Outcomes Pacifica Graduate Institute Ph.D. in Clinical Psychology Program Goals and Student Learning Outcomes Goal 1. Clinical Practice Domain To produce graduates who are prepared to effectively deliver multicultural

More information

Department of Leadership and Organizational Psychology

Department of Leadership and Organizational Psychology Azusa Pacific University 1 Department of Leadership and Organizational Psychology Department Overview The Department of Leadership and Organizational Psychology (http://www.apu.edu/bas/leadershippsych)

More information

Ensemble work as a 21 st century model for the Doctorate in Education nontraditional Dissertation in Practice(DiP) at Lynn University

Ensemble work as a 21 st century model for the Doctorate in Education nontraditional Dissertation in Practice(DiP) at Lynn University International Journal of Educational Policy Research and Review Vol.2 (2), pp. 25-31 March, 2015 Available online at http://www.journalissues.org/ijeprr/ http://dx.doi.org/10.15739/ijeprr.008 Copyright

More information

Heutagogy and Adults as Problem Solvers: Rethinking the Interdisciplinary Graduate Degree

Heutagogy and Adults as Problem Solvers: Rethinking the Interdisciplinary Graduate Degree Heutagogy and Adults as Problem Solvers: Rethinking the Interdisciplinary Graduate Degree Albert S. Dietz, Texas State University-San Marcos, USA Matthew A. Eichler, Texas State University-San Marcos,

More information

4. DEPARTMENT OF ADVERTISING, PUBLIC RELATIONS AND MEDIA DESIGN (APRD)

4. DEPARTMENT OF ADVERTISING, PUBLIC RELATIONS AND MEDIA DESIGN (APRD) 4. DEPARTMENT OF ADVERTISING, PUBLIC RELATIONS AND MEDIA DESIGN (APRD) Mission Statement The strategic communication problems that organizations and society face today are more complex than ever before.

More information