edd leadership dissertation topics

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Dissertations

We are proud to provide access to the dissertations that our students have written as part of the requirement for their doctoral degree. Below is a list by cohort of titles with a link to ScholarWorks, a searchable database where the actual dissertations are available. To search our full collection of doctoral dissertations, you can follow the link to ScholarWorks .

Cohort 1: Dissertations from the Graduation Class of 2010

Cohort 2: dissertations from the graduation class of 2011, cohort 3: dissertations from the graduation class of 2012, cohort 4: dissertations from the graduation class of 2013, cohort 5: dissertations from the graduation class of 2014, cohort 6: dissertations from the graduation class of 2015, cohort 7: dissertations from the graduation class of 2016, cohort 8: dissertations from the graduation class of 2017, cohort 9: dissertations from the graduation class of 2018, cohort 10: dissertations from the graduation class of 2019, cohort 11: dissertations from the graduation class of 2020, cohort 12: dissertations from the graduation class of 2021, cohort 13: dissertations from the graduation class of 2022.

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Dissertations from 2023 2023.

Literary Types: How Literature Helped Inspire Healing and Joy in my Classroom and Beyond, a Narrative , Donald R. Anderson

An Analysis of the Suitability of Philosophy as a Core K-12 Public School Subject , Mark Christopher Blythe

A Conceptual Analysis and Variable Identification Study of First-Language Attrition , Neil Edward Cantrall

Using Online Video Observations and Real Time, Peer Reflective Analysis of Culturally Responsive Teaching Pedagogy in a University Teacher Preparatory Program for Preservice Teachers , Adrian E. Cortes

An Exploration of Teacher Attrition Factors in Oregon Christian Schools , Zachary Davidson

An Implementation Evaluation of Social and Emotional Skills Curricula in a Cohort Model , Lancelot Falcon

Enabling Conditions for Safety System Implementation by Leaders in a Southern California School District: An Improvement Science Study , Shelah Feldstein

Demystifying Preservice Teacher Reflective Thinking: A Systematic Literature Review , Joan Flora

A Phenomenological Study of Educator Perceptions of Social-Emotional Learning Following the COVID-19 Pandemic , Allison Haulton

Practice Habits of Instrumental Music Students in Elementary School VAPA Programs: An Empirical Mixed-Methods Survey , Timothy Johnson

An Evaluation of Social Emotional Learning Curricula and their Effect on 4th Grade Students' Emotional Regulation , Jared Larson

General Education Teachers and Students with Disabilities: Using Targeted Information and Delivery Methods to Improve Perceptions of Preparedness in Inclusion Models , Kaitlyn Lemos

Alternative Settings for Students with Emotional and Behavioral Disabilities , Jamie Logan

Improving Fidelity of Implementation of a Tier I Phonics Program: an Improvement Science Study , David B. Mack

The Formation of a Guide for Licensed Educators Supervising and Supporting Paraeducators in Special Education , Catherine Parry

The Impact of Social-Emotional Team Huddles on Educational Leaders' Wellbeing: An Improvement Science Study , Jennifer Lambie Patterson

Examining Motivation and Self-Efficacy in Reading and Writing in Seventh Grade English: An Improvement Science Dissertation in Practice , Jennifer Tuttle

A Handbook for Community College Deans: Foundations, Frameworks, and Day-to-Day Resources for Leaders of Two-Year Institutions of Higher Education , Thomas James Wilkins-Luton

An Improvement Science Approach to Reducing Dual Language Immersion Student Attrition Through Ongoing Parent Learning Activities , Shannon Zavala

Dissertations from 2022 2022

Mathematics Achievement and Native Language Within Dual Immersion Programs , Cristina Alcaraz-Juarez

The Impact of Empathy-Building Activities: Implementing the Anti-Defamation League's No Place for Hate Program , Heidi Blackwell

CTE Instructor Retention: Considering the Factors Impacting Turnover and How Use of Funding Affects Instructor Satisfaction , Matt Boase

"Why Stay?" Experiences of Persistence in Former Education Support Staff who become Second-Career Teachers , Christine Bullock

Improving Student Satisfaction and Wellbeing in an International Baccalaureate Program: An Improvement Science Study , Michael Fisher

Lived Experiences of Liberal and Conservative Educational Leaders Navigating Solutions to Highly Contentious and Polarizing Sociopolitical Education Problems , Troy Fisher

An Examination of Peer-led Professional Development in Positive Behavioral Interventions and Supports , Sarah E. Flynn

The Impact of Social-Emotional Curriculum Training on Oregon 4th-8th Grade School Teachers' Emotional Intelligence , Tiffany Marie Fotre

The Correlation Between Rural Oregon High School Students' SAT and ASVAB Scores with High School GPA, Gender, Race, and Ethnicity, and SES as Moderators , Kelly Garvin

New Teachers Enacting Culturally Relevant Pedagogy in Literacy Instruction , Sarri A. Gibson

An Exploration of Elementary Mathematical Performance during the COVID-19 Pandemic , Rachel Sunshine Herron

A Professional Teacher Disposition, Defined and Assessed Through Peer Reviewed Literature from 1985 to 2021: A Narrative Review , John Hynes

Hired, Not Retained, and Leaving Drained: Assembling Teacher Attrition Through Drama Theory and Theatre of the Oppressed in Nevada K-12 Schools , Jonathon M. Josten

A Descriptive Analysis of the Impact of Mindfulness-Based Intervention for Public Educators During COVID-19 , Amy Joynt

Rethinking Grading: Exploring High School Teachers' Experiences with Changing to a Nontraditional Grading System , Sarah E. Leonard

A Multiple Case Study Exploring CTE Faculty Members’ Account of Working with ID Professionals in the Course Design Process , Nicole Lewis

A Multiple Case Study of Oregon’s K-12 Accountability Transformation: A Journey to include Outcome Mapping , Shay Mikalson

Exploring the Relationship Between College Mathematics Remediation Status and Continued Persistence in Mathematics of Community College Students , Morvarid Javadi Pourhassan

Exploring Student Teacher's Lived Experiences with Supervisor Feedback , Kristin M. Rich

Grade Determination: An Exploration of High School Teacher Cognitive Processes , Bonnie Robbins

Paraeducator Experience Participating in Professional Development: a Phenomenological Perspective , Loren K. Sickles

Corporate Gaslighting: Can Isolated Training Help? A Narrative Study , Jade Singleton

A Phenomenological Investigation of Nurse Faculty Commitment , Timothy A. Yett

Dissertations from 2021 2021

Safety Department Officers' Perceptions: Concealed Carry and the Imposed Risk on Campus , Alaina R. Adkins-Armstrong

A Case Study of White Professors' Culturally Responsive Practice in a Dominant Cultural Higher Education Setting , Zhiqiong Ai

The Impact of Using Social Media Platfrom WeChat for Formative Feedback of Teaching and Learning on Student Satisfaction , Suxia Chen

A Multiple-Case Study Examining the Experiences of Culturally and Linguistically Diverse Teachers in Grow Your Own Programs , Emily Couch

Licensed Educator Perceptions of the Use of Mission, Vision, and Values to Guide Daily School Operations: A Qualitative Study , Adaline K. Fraser

A Phenomenological Study of Community College Career and Technical Education Graduates' Perceptions of the Impact of Online Delivery on Their Employability Skills Preparation , Jarett John Gilbert

Improving Student Engagement in a Digital Environment: An Improvement Science Study , Christopher Scott Gragg

A Qualitative Study of Contributing Factors of Early Career Teacher Burnout , Mindi Ann Helmandollar-Armatas

Improving Student Engagement Through Instructional Design During the COVID-19 Pandemic , Jill Kirksey - Diehl

Exploring Educators' Perspectives on Empathy and Equity through a Role-Play Game Experience , Jennifer Kleiber

A Case Study of English as Foreign Language Chinese Teachers' Use of Computer-Based Technology , Lingao Li

Portraits of Meaning Attached to a Rural School Through the Community It Serves , Dena Jo Palmaymesa

People Leaders and Change Managers: Perspectives from the Middle , John Regier

Increasing Social and Emotional Learning Competencies Through Use of Tabletop Role-Playing Games , Tia Ruff

Exploring Rural Teachers' Perceptions of the Achievement of Professional Agency in the Context of a School District Mandated Pedagogical Reform , Janice Marie Scudder

Efficacy of Culturally Responsive Teaching with the 7 Cs within an Educational Alternative Services High School English Class , Mark A. Simon

"You Don't Have to be a Head Teacher": Perceptions of Long-Term Male Elementary Teachers on Why They Stay in the Classroom , Maranda Turner

Dissertations from 2020 2020

The Impact of Socioeconomic Status, Race/Ethnicity, and English Learner Status in Predicting Student Placement with an Individual Education Plan During the Third Through Eighth Grades , John Burch

A Critical Phenomenological Study of Female Asian American Leadership in Higher Education , Jenny L. Elsey

Understanding Hispanic Women's Emotional and Social Presence Experiences: Case Studies of Three Undergraduate Online Learners , Angel Krause

A Case Study of Christian School Parents Who Work in Public Schools , Timothy C. Lehman

An Exploratory Data Analysis Study of Open Education Resources in Dental Hygiene Education , Jessica Luebbers

"Some Days We Don't Learn Anything New": A Phenomenological Study of Intellectually Gifted Elementary Students , Frank Luzaich

The Relationship Between Social Science Majors' Quantitative-Course Experience and Their Quantitative Anxiety , Kelly McIntyre

The Lost Boys: A Phenomenological Study of Freshmen Year Failure , Holly Miele

Exploring How Second-Career Teachers Construct a New Professional Identity: A Narrative Inquiry Study , Bethany Pflug

When's the Payoff?: A Narrative Inquiry into Adjunct Faculty Experiences , Tiffany Sarkisian

Christian Higher Education Faculty's Perceptions of Occupational Stress, Job Demands, and Job Resources as Predictors of Job Burnout , Michelle E. Shelton

The Association Between Teacher Self-Efficacy, Teacher Motivation and the Implementation of Project-Based Learning (PBL) Teaching Methods , John Spencer

A Cross-study Exploration of Experiences of Induction Level Teachers Identified as Teacher Leaders , Elaine Tinholt

A Content Analysis of Dissertations on Business Topics: A Quantitative Study , Kat Yamamoto

Dissertations from 2019 2019

The Influence of a School-Based Health Center on Students and Teachers' Classroom Experiences: Stories Teachers Tell , Joseph D. Bridgeman

Exploring High School Seniors' Lived Experience of Teacher Empathy: A Phenomenological Study , Danielle Bryant

Exploring the Associations Among Self-Harm, Anxiety, and Suicidal Ideation in the American College Health Association National College Health Assessment II , Meagan Clark

A Microethnographic Study of Bilingual Teacher Candidates' Appropriation of Translanguaging , Jessica Dougherty

The Impact of Freshmen On-Track Status, Absenteeism, and Associated Demographic Variables on Four-Year Graduation Attainment within a Rural Community: A Predictive Validity Study , Joel Hoff

An Examination of the Psychometric Properties of the Mental Health Literacy Scale with K-12 Educators , Cassandra A. Kenney

A Multiple-Case Study of Chinese Student Teachers' Micropolitical Literacy in Teaching Practicum Conflicts in Chinese Contexts , Huiyin Li

The Predictive Validity of Mathematics Curriculum-Based Measurement on Smarter Balanced Assessment Consortium Mathematics Scores , Lauren J. Merkel

An Exploration of Schooling Perceptions of Dual-Enrollment Students: A Qualitative Research Study , Helen Louise Milliorn-Feller

Examining the Help Seeking Experiences of Youth in Extended Care: A Narrative Ethnography Study , Sarah M. Pennington

Including Students with Emotional Disturbance: Teachers' Experiences , Kimberley Shearer

Student Perceptions on a Virtual Credit Recovery Program , Max O. Sigander

Homeless Students in Rural Oregon: A Narrative Ethnographic Study , Sherri Sinicki

An Examination of Oregon Department of Education's Implementation Processes and Practices , Beth Maruka Wigham

Art Student Perspectives of Activist Art: A Phenomenological Study , Charity-Mika Woodard

Dissertations from 2018 2018

A Phenomenological Study of the Professional Learning Experiences of Music Educators , Allison Bonn-Savage

Identifying Students at Risk of Dropping out: Indicators and Thresholds Using ROC Analysis , Susan E. Carlson

Leading for Innovation: A Visual Ethnography of Three Principals that Have Moved Their Schools from Low to High Achievement as Viewed through Transformational Leadership Theory , Charan Cline

Student Perceptions on the Community of Spiritual Formation at a Faith-Based University , Jonathan R. Colburn

The Influence of Age, Employment, and Ethnicity on Associate Degree Nursing Students' Perception of Instructor Caring , Pamela Fifer

Mathematics Self-Efficacy and the Smarter Balanced Assessment: An Intersection of Race, Socioeconomic Status and Gender , Angela Freeman

An Examination of Special Education Teachers' Self-Efficacy By Certification Status, Credential Type, Age, Gender, Previous Experience in Special Education, and Years Taught , Sarah R. Johnson

An Exploration of the Impact of Mentoring Upon Job Satisfaction for New Elementary Principals in Washington State , Sean D. McGeeney

Culture and Critical Thinking: Exploring Culturally Informed Reasoning Processes in a Lebanese University Using Think-Aloud Protocols , William Merrifield

Planning for Enrichment and Equity in Dual Language Education: A Study of Eight Program Master Plans , Charles Merritt

The Relationship Between Core Knowledge Sequence Curriculum and Smarter Balance Assessment English Language Arts Scores , Melissa Meyer

The Perceptions and Experiences on Professional Caring Dispositions in Online and Hybrid Nursing Programs Among Veteran Nursing Educators , Devorah Overbay

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Guide to the Doctor of Education (EdD) Dissertation

The Doctor of Education (EdD) dissertation is considered a central component of EdD programs. The EdD dissertation is a five-chapter document that investigates an issue in education, reviews the existing literature on this issue, adds additional insight through a qualitative and/or quantitative research study, and proposes one or more solutions. It is considered the culmination of a student’s knowledge of education systems and his or her training in the academic research process. Most EdD programs require students to formally publish their dissertation and/or present their findings to a group of faculty and peers.

The dissertation and dissertation defense are two of the most challenging experiences students will have during their program, but are also two of the most engaging and rewarding from an intellectual perspective. The dissertation allows students to truly apply all the skills and knowledge they have gained during their graduate work to an education issue in which they are invested. Below is a more detailed description of EdD dissertations and the important steps students should take to successfully prepare for, complete, and defend their dissertation.

Doctorate of Education Dissertations

EdD dissertations are students’ opportunity to contribute original research on and insight into an issue in education, such as educational disparities, curriculum development or instruction challenges, school funding problems, college counseling and guidance, job skills development, or standardized testing. For their dissertation, students complete research under the guidance of a research mentor, and receive academic credit for this work. Students typically attend seminars and/or other classes that provide structure around the processes of developing a research question, formulating a research plan, reviewing existing academic literature, and writing about their findings. Many programs require students to present their findings to a committee and/or publish their dissertation in an academic journal.

The Structure of EdD Dissertations

As mentioned previously, dissertations are traditionally divided into five chapters: Introduction, Literature Review, Research Methodology, Results and Analysis, and Discussion and Conclusions. A brief description of each chapter section is below:

• Introduction : The introduction includes background information about the topic of study and its purpose, the significance of the student’s research, and existing literature on the subject. It also provides a summary of the results of one’s study, and their implications.
• Literature Review : This section explains the existing literature on the student’s topic of study, and places the student’s work in the context of existing theoretical frameworks that are relevant to one’s research.
• Research Methodology : This chapter focuses on how the student gathers qualitative and/or quantitative data regarding his or her research query.
• Results and Analysis : This section explains in detail the results of the student’s study, and analyzes it to arrive at actionable conclusions.
• Discussion and Conclusions : This chapter places the student’s findings in the context of the educational system(s) of focus (e.g. private or public education, secondary or post-secondary) to illustrate how the student’s research contributes to the larger understanding of the educational issue at hand. This section also makes recommendations for the application of the student’s findings to real-world education practice as well as further research on the subject.

Dissertations are typically very long, in-depth works. Many dissertations are between 100 and 200 pages in length or longer, and seek to comprehensively investigate a specific issue or problem in education. Due to the intensive nature of dissertation research and writing, students must plan their research query and methodology well in advance, and seek the support of research mentors and other faculty throughout the process.

Overview of the EdD Dissertation Completion Process

In general, students begin thinking about their dissertation topic during the second year of their program. The second year is also when students begin taking courses in research and data analysis. The term prior to the beginning of their independent research, students typically take a dissertation seminar, during which they discuss potential research topics to explore and learn more about the academic research process. During their third year, students delve into independent research, while still receiving guidance from their selected faculty research mentor. Students generally submit several drafts to a dissertation committee for review and revision suggestions before they finalize their paper. Upon the completion of their dissertation, students may be required to publish their writing and/or present on their research.

Below is a general timeline of the dissertation completion process, followed by a description of the eight steps to successfully completing an EdD dissertation. The timeline below should be used for example purposes only, as programs vary in terms of when they have students complete their requisite research courses.

The Steps to Completing an EdD Dissertation

Choose a research topic and review the existing literature.

During their classes, students should take note of the topics within education that interest them and the issues that they have encountered during their work in education that they would like to see resolved. These areas are often rich with potential research questions. Conducting research within these areas of interest by reading academic articles is an important step in finding a potential question or issue in education that merits further investigation. It is important that students select a research question that is specific enough to allow for in-depth research, is not overwhelming, and is engaging enough to students to carry them through over a year of independent research.

After identifying their field of focus and preliminary research query, students must gain a thorough understanding of the existing literature concerning their field, as well as the theoretical frameworks and conceptual models that have shaped current research methodologies. In general, students should start with articles that have been published within the last 3-5 years, and then review less recent studies that are considered flagship works that have shaped the field in important ways. While reading through this research, students should stay organized with their notes, the conclusions they draw from their literature review, and how these conclusions impact their research study, as they will have to write about these topics in their dissertation.

Select a Research Advisor and Committee

One of the most important parts of students’ research process is selecting a dissertation advisor and committee. Students’ dissertation advisors are faculty members within the school’s EdD program who work closely with students to ensure that they select a research question and project that are manageable in scope, meet certain research and writing deadlines, and have the support and mentorship they need to succeed.

The dissertation committee is comprised of a group of faculty members and instructors who are qualified to read through and provide feedback on a student’s dissertation. The chair of the committee is a student’s dissertation advisor, and the student selects other members based off of their work and expertise in their area of research. Many schools have guidelines around the individuals students can select to be a part of their committee. For example, an EdD program may require students to select one more faculty member from within the EdD program (in addition to their faculty advisor), one individual outside of the department who works in a related field, and one subject matter expert from inside or outside the department who can give in-depth advice regarding the student’s research project. Students must obtain approval from their program for their committee member selections.

A student’s dissertation committee not only provides feedback and support on a student’s research, but also serves as a collective evaluator of a student’s research progress and final product. For example, the committee generally sets dissertation chapter completion and submission deadlines to keep students on track, and also listens to and evaluates students’ dissertation defense, which is a requirement for graduation.

Create and Defend Research Proposal

After students receive approval of their dissertation committee, they work individually and with their dissertation chair/advisor to develop a formal research proposal. The proposal typically includes the first three chapters of a student’s dissertation: the Introduction, the Literature Review chapter, and the Research Methodology chapter. In this proposal, students must outline their specific research query and its relevance to and impact on different spheres of education. They must also explain the work that has already been done in their area of research, their methodologies for the study they will conduct, and their tools and plans for analysis.

Once students have written these three chapters and formalized their research proposal, they must meet with their committee to present and defend their research proposal. This defense is meant to identify any issues with a student’s research objective, review of the literature, or study methodology, so that the student can address these issues prior to conducting their research.

Develop a Timeline for Research and Writing

Students work with their dissertation committee to establish timelines for the completion of certain chapters and milestones in their study (e.g. the conducting of surveys or the compilation and analysis of data or records). A reasonable timeline may have students writing the first three chapters during the fall term of their third year, and the fourth and fifth chapters during the spring term of the same year. However, dissertation timelines will vary depending on whether students are pursuing their degree full-time or part-time, how early in their program they are able to take the requisite research courses prior to starting their independent work, how soon they are able to identify a research question, and other factors.

Apply for Institutional Review Board (IRB) Approval

The Institutional Review Board protects the rights and well-being of human subjects of research studies by working to ensure their consent to certain research procedures, and assuring their ethical treatment during the research process. All EdD research projects must receive IRB approval before proceeding. The IRB approval application is generally comprised of any study subject consent forms; copies of any surveys, questionnaires, or other data collection methods and tools to be used; a completed application form; and proof of IRB Training completion. IRB Training is typically completed through an online course module that is delivered through the Collaborative Institutional Training Initiative (CITI) program.

Conduct Study and Analyze Results

Once students have received IRB approval, they are ready to proceed with their planned study. Data collection methods vary depending on the nature and scope of one’s research project, but may include sending out surveys, conducting interviews, conducting student or teacher assessments, compiling student performance metrics from public records, and other methods of collecting relevant data to try and answer their research query. Once students have gathered sufficient data, they move to the analysis of this data to try and find trends or patterns that help answer their research question. Throughout this process, students consult with their advisor and with members of their dissertation committee as necessary.

Complete Dissertation and Submit for Review and Revision

Once students have completed their analysis, they must write the Results and Analysis and Discussion and Conclusions sections of their dissertation. The Results and Analysis chapter is a straightforward explanation of one’s study results and the conclusions that can be drawn from them. The Discussion and Conclusions section places the study results in the context of the larger educational issue(s) affected by one’s research, makes recommendations for the application of one’s findings, and also provides suggestions for further research in the area of study. Upon the completion of a full dissertation manuscript, students submit their work to their committee for review and commentary. Students may go through several revisions and then final edits of their dissertation prior to their final defense and formal manuscript submission.

Conduct Dissertation Final Defense

A milestone in the EdD student’s graduate school career is the dissertation final defense, which is a formal presentation that students make to their dissertation committee, in which they explain their research objectives, methodology, and findings. During and after their presentation, committee members ask questions in an effort to identify any weaknesses, inconsistencies, or other issues in the student’s research. When faced with these questions, students must answer clearly and defend the validity of their research methods, results, and conclusions. After the presentation and questions are over, the committee confers to decide whether the student has passed his or her final defense and will receive the doctoral degree.

Before completing their dissertation defense, it is recommended that students prepare well in advance by attending the defenses of other students within the same program and discussing their dissertation manuscript with their advisor and asking any questions regarding what to expect during the defense. Students should craft a strong and well-organized presentation, and also anticipate questions that their committee members may ask them.

Submit Dissertation for Formal Review

The final step students need to take to complete their dissertation is to submit their fully edited manuscript for formal review by their dissertation committee, after making any necessary modifications in response to recommendations given during their dissertation defense. Some programs require students to publish their dissertation in an academic journal, which requires students to format their manuscript according to journal guidelines.

Home > Bagwell College of Education > Educational Leadership > Ed.D. Leadership

Doctor of Education in Educational Leadership Dissertations

The Doctorate (EdD) in Educational Leadership is a post-master’s professional degree program for qualified candidates who wish to pursue the terminal degree in Educational Leadership. The program is designed to further develop experienced leaders in the areas of school improvement, strategic planning and institutional development, and other areas of critical need for the twenty-first century. The EdD program is designed to build candidates’ critical understanding and expert use of transformational and distributed leadership skills as a means to develop integrated professionals who are both globally-minded thought leaders and successful educational leaders, prepared to actively and knowledgeably engage within institutional contexts of constant challenge and innovation. Candidates critically review and robustly construct knowledge in educational policy, data analysis, educational planning in conjunction with educational theory, through discourse-rich coursework and field-centered projects. The knowledge and application of research in general and in the specific form of a dissertation is an integral component of the doctoral program experience. Candidates are prepared to lead change and develop organizations to effectively succeed in a global educational context.

Need to Submit Your Dissertation? Submit Here!

Dissertations from 2023 2023.

COVID-19 Crisis: Shifting Educational Leadership Toward a New Normal - A Case Study , Emily C. R. Ellwood

Perceptions of Curriculum Alignment and Student Achievement in US History Courses in an Urban Characteristic Georgia School , Jameka Fields

General Education Teacher Challenges with Teaching English Learners in the Mainstream Classroom: A Qualitative Study of 3rd-5th Grade Elementary General Education and ESOL Teachers’ Perceptions , Joanne Gauthier

A Phenomenographic Study to Explore the Perceptions and Experiences of Diversity Directors in Council of Educational Standards and Accountability Member Schools , Joel Hazard

A Case Study of Shifting to a Four-Day Student School Week as a Response to the COVID-19 Pandemic and its Impact on Teacher Job Satisfaction and Retention , Melanie Hyde

Administrators' perceptions of reducing exclusionary discipline in Black girls in k - 12 urban schools: A qualitative study , Lorraine Reeves

Trauma-Informed Educational Leadership: A Case Study , Robyn Scott

Connection Before Correction: The Impact of Restorative Practices on Students with Disabilities , katrina shirley

Elementary Grade Students’ Perspectives on the Impact of Adult Behaviors on School Climate , Tameka Walker

Courageous School Leadership: Rural Principals’ Perception and Self-Efficacy in Implementing Culturally Responsive Leadership (CRL) , Angela Denise Young

Dissertations from 2022 2022

The Relationship between Instructional Staff Training Expenditures and Teacher Retention: Comparing Georgia Public Schools , Sunita Holloway

Alignment of Leadership to Constructs of Governance in Independent Schools , Damian Kavanagh

An exploration of effective communication strategies for secondary educational leaders to increase African American family engagement within an urban school district , Stephen McClure

The Relationship between Leadership Implementation of Multi-Tiered Systems of Support and Student Achievement in Reading and Mathematics in Middle Schools in Georgia , Eleajah McElroy

A Phenomenographical Study: The Effects of High-Stakes Test Failure on Low Income Black Students , Tuqwan Taylor

Dissertations from 2021 2021

An Exploration of the Mentoring Experiences of Elementary Assistant Principals Provided by Elementary Principals Within One Large Urban School District. , Adib Shakir

The Relationship between Hiring Type and Principal Retention: Comparing Georgia Public School Principals , Belinda Sloan

Dissertations from 2020 2020

Evaluative Feedback of Performance as Experienced by First-Year Teachers , Christine Carson

A Phenomenographic Study of Teachers’ Perceptions of a School Leader’s Role in Teacher Retention in a Failing Title I Elementary School , Alex Davis

The Influence of Student Discipline on Teacher Job Satisfaction when Controlling for Workplace Characteristics, Personal Attributes, Human Capital Elements, and Principal Leadership , Joshua Pittman

A Comparison of Public and Private School Teachers' Job Satisfaction When Controlling for Policy Perspectives, Individual, and Workplace Characteristics , Christopher Small

Dissertations from 2019 2019

The Relationship between School Climate and Graduation Rates from a Control Perspective: Comparing Georgia Public High Schools , Nathan Hand

The Missing Mirror: A Critical Content Analysis of Multicultural Children's Literature with Black Male Characters , Wendy Harris

Student Voice: A Qualitative Study Investigating Students' Experiences and Teachers’ Perceptions of Instructional Practice Across Learning Levels , Lisa A. Moore

Dissertations from 2018 2018

Leadership For Student Engagement , Felicia Angelle

Principals and the Phenomenon of Neoliberal Audit Culture , James A. Bishop

Examination of K-12 School Administrators’ Perceptions of Their Preparation to Lead Special Education Programs , Jaime Davies

Assistant Principals and the Phenomenon of Leadership Coaching , Thomas Flugum

The Effect of Leadership Coaching on the Self-Efficacy of New Assistant Principals , Michael Manzella

Promoting Growth and Self-Efficacy: A Phenomenological Study of the Lived Experiences of First-Year Assistant Principals , Debra Murdock

Transitioning to a Personalized Learning Environment Leveraging One-to-One Devices , Rebecca G. Myers

PLANNING TO ASSIST LOW ACHIEVERS: PERSPECTIVES OF INSTRUCTIONAL LEADERS AND TEACHERS , Andrea Ridley

A Case Study for a Broadened Definition of Arts Integration in Instructional Methods , Maria Rosario-Regan

LIVED EXPERIENCE OF NEWLY APPOINTED ASSISTANT PRINCIPALS WHO RECEIVE EXECUTIVE LEADERSHIP COACHING , Scott Townsend

An Explorational Study of Educational Leaders' Attitudes, Opinions, Understanding, and Application of Student Growth Percentile (SGP) Data , J Lyn Turnell

Dissertations from 2017 2017

THE EFFECT OF MULTIAGE GROUPING ON THE SELF-ESTEEM OF STUDENTS , Aaron Farrant

Qualitative Exploration of Principal Behaviors in Elementary Schools Classified with High Climate and High Achievement , Christian Kirby and Christian Aubrey Kirby

Planning for Differentiated Instruction: Comparing Instructional Leadership Practices as Perceived by Administrators and Teachers in Middle School , Mark L. Lang

The Effects of Instructional Leadership on Teacher Efficacy , Michelle L. Pearce

A Case Study: Leadership for Parent Involvement , Polly Tennies

Dissertations from 2016 2016

The Assistant Principal Position as Preparation for the Principalship , Abigail M. May

A New Approach to Parental Involvement: The Role of Virtual Parent-Teacher Conferences , Daphne M. Winkler

Theses/Dissertations from 2015 2015

The Relationship Between Middle School Students' Mathematical Vocabulary and Their Achievements in Mathematics: A Mixed Method Study , Alanna L. Bowie

Teaching While Lesbian and Other Identities: Sexual Diversity, Race, and Institutionalized Practices Through an Autoethnographic Lens , Sondra S. Briggs

Measuring the Impact of a Ninth Grade Academy on Tenth Grade Performance in Academics, Attendance, and Behavior , Dan Snipes

Principals' Perceptions of the Leader Keys Effectiveness System in Georgia , Alvin Thomas Jr.

Theses/Dissertations from 2014 2014

Impact of Character Development and Empowerment Program on Grit and Resilience Growth in Early and Middle Adolescents , Mimi Gamel

The Implementation and Outcomes of One Georgia Two-way Immersion Program , Marguerite Giménez

A Case Study Examining Teacher Responses to Principal Feedback of Class Observations , Sean Kelly

A Computer-assisted Career Guidance Evaluation , Charles Travis Schmid

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Dissertation Topics

• Alan Aab Pathways to Dropping Out: A Snapshot at Sixth Grade using Structural Equation Modeling, 2011: Dr. Carolyn Eggleston and Dr. Matt Riggs, Co-Chairs, Dr. Donna Schnorr, Member, Dr. Randall Wright, Member 
• Gordon Amerson Narrowing the Gap: Exploring the Characteristics and Practices of Urban Schools Principals Closing the Achievement Gap, 2014: Dr. Louie Rodriguez, Chair, Dr. Donna Schnorr, Member, Dr. Thelma Moore-Steward, Member 
• Gail Angus The Effects of School-wide Positive Behavior Interventions and Supports on Student Achievement and Other Outcomes, 2011: Dr. Brett Nelson and Dr. Deborah Stine, Co-Chairs, Dr. Matt Riggs, Member
• Cherina Octavia Betters Bridge Over Troubled Water: Creating an Ecology of Transformative Care for Students At Risk of their Promise, 2017: Dr. John Winslade, Chair, Dr. Edna Martinez, Member, Dr. Jaime Anderson, Member
• Jennifer Blum Ethical Decision Making Under High-Stakes Testing, 2010: Dr. John Winslade and Dr. Donna Schnorr, Co-Chairs, Dr. Sam Crowell, Member
• Joe Boffa Understanding the Lived Experiences of Late-Entry English Learners in the Vista Canyon Unified School District, 2014: Dr. Louie Rodriguez, Chair, Dr. Bonnie Piller, Member, Dr. Donna Schnorr, Member
• Frieda Brands Practical Wisdom in the Office of the School District Superintendent, 2014: Dr. Patricia Arlin and Dr. Deborah Stine, Co-Chairs, Dr. David Stine, Member
• Beverly Bricker National Board Certification: The Perceived Value and Renewal Rates of California National Board Certified Teachers, 2015: Dr. Patricia Arlin, Chair, Dr. Stacy Begin, Member, Dr. Bonnie Piller, Member, Dr. John Winslade, Member
• Pamela Buchanan Appreciative Inquiry: A Path to Change in Education, 2014: Dr. Patricia Arlin, Chair, Dr. Marita Mahoney, Member, Dr. Donna Schnorr, Member
• Newell Canfield Exploring The Essence of Trust Through The Lived Experiences of Jazz Educators, 2013: Dr. Deborah Stine and Dr. Randall Wright, Co-Chairs, Dr. Herb Shon, Member
• Carly Chavez Planting, Learning, Growing–Utilizing Service-Learning In Science, Technology, Engineering and Mathematics (STEM) Among Urban Middle School Students, 2013: Dr. Ruth Sandlin, Chair, Dr. Donna Schnorr, Member, Dr. Herb Brunkhorst, Member
• Courtney Doussett The Impact of a Classroom-based Physical Activity Program on Teachers’ Perceptions of Student Engagement, 2015: Dr. Marita Mahoney, Chair, Dr. Louie Rodriguez, Member, Dr. Donna Schnorr, Member

Wendy Durkee From Outlaw to Outlier: The Role of Teacher Attachment Style in Addressing Student Behavior Problems in Kindergarten, 2017: Dr. Bonnie Piller, Chair, Dr. Donna Schnorr, Member, Dr. Frieda Brands, Member

• James Feffer Teacher Learning within Professional Learning Communities, 2015: Dr. Donna Schnorr, Chair, Dr. Doris Wilson, Member, Dr. Thelma Moore-Steward, Member
• Jean-Jacques Francoisse Moving Beyond Class Size: The Importance of Addressing Class-context on Academic Achievement, 2011: Dr. Marita Mahoney and Dr. Matt Riggs, Co-Chairs, Dr. Jim Hill, Member, Dr. Donna Schnorr, Member

Stephen Louis Franklin Exploring Organizational Factors that Influence  Resilience and Persistence Among High School Students of Color, 2017: Dr. Donna Schnorr, Chair, Dr. Doris Wilson, Member, Dr. Sherri Franklin-Guy, Member

• Edwin Gomez Narratives of Principal Sustainability in High-Poverty Schools, 2013: Dr. David Stine, Chair, Dr. Joseph Jesunathadas, Member, Dr. Enrique Murillo, Member
• Audrey Hovannesian Conceptual Change Theory in Education: Using Dinner-Home-Visits to Reshape Teacher Perceptions of Students, 2013: Dr. Marita Mahoney, Chair, Dr. Bonnie Piller, Member, Dr. Ruth Sandlin, Member 
• Miguel H. Lopez Fostering a Consciousness of Academic Success with Latino English Language Learners in High School: The Role Self-efficacy and Social Capital Play, 2011: Dr. Enrique Murillo, Chair, Dr. Thelma Moore-Steward, Member, Dr. Louie Rodriguez, Member
• Jennifer Lucht Relationships Between Initial CAHSEE Performance and Academic Success of High School Students, 2012: Dr. Carolyn Eggleston, Chair, Dr. Matt Riggs, Member, Dr. Todd Jennings, Member, Dr. Donna Schnorr, Member
• Christy Martinez Instructional Disability: Voices of the Resource Specialist on the Design of the Resource Support Program, 2013: Dr. Bonnie Piller, Chair, Dr. Donna Schnorr, Member, Dr. Diane Brantley, Member
• Sane Mataitusi Recognizing Samoan Students' Cultural Capital in Schools, 2011: Dr. John Winslade and Dr. Donna Schnorr, Co-Chairs, Dr. Bonnie Piller, Member, Dr. Enrique Murillo, Member
• Jessica Mendoza Testimonios on the Role of Mentorship on Mexican Immigrant's Higher Academic Attainment: Vengo con ganas, solo échame una mano!, 2015: Dr. Enrique Murillo, Chair, Dr. Miguel A. Lopez, Member, Dr. Elsa Valdez, Member
• Renee Middleton Focus on principal and teacher perceptions of the shared ideas and agreements that change teachers’ instructional practice, 2014: Dr. Bonnie Piller, Chair, Dr. Donna Schnorr, Member, Dr. Carole Lee, Member
• Tabitha Muteti Educational Experiences of Pregnant and Parenting Adolescents in a Pregnant Minor Program (Cal-Safe), 2013: Dr. John Winslade and Dr. Randall Wright, Co-Chairs, Dr. Louie Rodriguez, Member, Dr. James Mbuva, Member 
• Lari Nelson At the Core of School Reform: A Culture of Commitment, Collaboration, and Collective Leadership, 2014: Dr. Louie Rodriguez, Chair, Dr. Bonnie Piller, Member, Dr. Doris Wilson, Member
• Mark Norris At Risk Students and Resiliency 2014, Dr. Donna Schnorr and Dr. Michael Verdi, Co-Chairs, Dr. Amy Leh, Member Dr. Eun-Ok Baek, Member, Dr. Young Suk Hwang, Member
• Teri Osborn How Technology Professional Development Guides Instructional Practice, 2016: Dr. Joseph Jesunathadas, Chair, Dr. Donna Schnorr, Member, Dr. Barry Last, Member
• Sharon Pierce Taking Our Seat at the Table': A Narrative Inquiry of the Experiences of Seven Latina Administrative Leaders in Higher Education, 2017: Dr. Enrique Murillo, Chair, Dr. Edna Martinez, Member, Dr. Alexandru Roman, Member
• Derek Pinto Effective Principal Leadership Behavior: The Student Perspective, 2014: Dr. Patricia Arlin and Dr. Marita Mahoney, Co-Chairs, Dr. Bonnie Piller, Member, Dr. Donna Schnorr, Member
• La'Resha Richardson Education Through the Eyes of Foster Parents, 2017: Dr. John Winslade, Chair, Dr. Lorraine Hedtke, Member, Dr. Aja Henriquez, Member
• Charron Rodriguez Student Engagement of Fifth Grade Students in a General Engagement Class, 2016: Dr. Bonnie Piller, Chair, Dr. Donna Schnorr, Member, Dr. Carole Lee, Member, Dr. Renee Middleton, Member

Dorry Sathoff-Lillard Understanding the Purpose of Restorative Practices for Schools: A New Zealand Perspective, 2017: Dr. John Winslade, Chair, Dr. Donna Schnorr, Member, Dr. Doris Wilson, Member

• Sonya Scott Post-Oppositional Culture Theory: Counter-Narratives of African American Preservice Teachers, 2013: Dr. Louie Rodriguez, Chair, Dr. Thelma Moore-Steward, Member Dr. Mary Texeira, Member
• Catherine Terrell Explicit Content-Area Vocabulary Instruction for English Learners: Impacts with Reading Comprehension, 2011: Dr. Bonnie Piller and Dr. Matt Riggs, Co-Chairs, Dr. Mary Jo Skillings, Member

LaTrenda Terrell Head Start Teachers Professional Development on Language Modeling and Children's Language Development: A Sequential Mixed Methods Design, 2017: Dr. Diane Brantley, Chair, Dr. Marita Mahoney, Member, Dr. Edna Martinez, Member

• Eric Vreeman Contributions of Wellness on Student Achievement and Behavioral Engagement, 2011: Dr. Donna Schnorr, Chair, Dr. Brett Nelson, Member, Dr. Louie Rodriguez, Member

Gina Marie Vyskocil Single Parent Student Mothers: How Single Parent Student Mothers Fare in Higher Education, 2017: Dr. John Winslade, Chair, Dr. Rafael Canizales, Member, Dr. Sam Crowell, Member

• Henry Yzaguirre The Physics of School Culture: Unleashing Student Voice in the Quest for School Improvement, 2012: Dr. Enrique Murillo, Chair, Dr. Thelma Moore-Steward, Member, Dr. Louie Rodriguez, Member
• LaTanya Sherrie Greer Firm But Fair: Authoritative School Climate as a predictor of Restorative Justice Readiness, 2018: Dr. John Winslade, Chair, Dr. Edna Martinez, Member, Dr. Marita Mahoney, Member
• Emily Ledesma Factors Related to Optimal Service Delivery Models for Students with Moderate to Severe Disabilities: A Phenomenological Inquiry, 2018: Dr. Bonnie Piller, Chair, Dr. Carolyn Eggleston, Member, Dr. Donna Schnorr, Member
• Brice Scott African American High School Students' Attitudes Toward Mathematics and Perceptions of Extant Culturally Relevant Pedagogy and Ethnomathematics, 2018: Dr. Joseph Jesunathadas, Chair, Dr. Donna Schnorr, Member, Dr. James Smith, Member

Community College / Higher Education

• Eyad Alfattal Globalization, Internationalization, Marketing, and College Choice: Key Factors Affecting International Students’ Mobility in the Case of a Comprehensive Public University, 2017: Dr. Jay Fiene, Chair
• Christine Bender Enhancing Leadership Ability In First-Time Freshmen Through Mentorship: A Grounded Theory Approach, 2015: Dr. Patricia Arlin, Chair, Dr. Carolyn Eggleston, Member, Dr. Donna Schnorr, Member
• Gustavo Chamorro Career Academy Scholars Program, 2012: Dr. Louie Rodriguez, Chair, Dr. Bonnie Piller, Member, Dr. Donna Schnorr, Member
• Mark Darby Understanding Why International Student Applicants Choose a Public Four-Year Institution, 2015: Dr. Jay Fiene, Chair, Dr. Jenny Zorn, Member, Dr. Rueyling Chuang, Member
• Tamara Dean Examining Fully Online Degree Students’ Perceptions of Online Student Support Services: A Mixed Methods Study Using Grounded Theory and Rasch Analysis, 2014: Dr. Doris Wilson, Chair, Dr. Joseph Jesunathadas, Member Dr. Eun-Ok Baek, Member, Dr. Aja Henriquez, Member

Mahbuba Hammad Factors Influencing Attitudes and Motivation Toward Reading Arabic: The Impact of Leveled Reading on the Experiences of Language Learners and Teachers, 2017: Dr. Nancy Acevedo-Gil, Chair, Dr. Dany Doueiri, Member, Dr. Edna Martinez, Member

• Aja Henriquez 'I hope to be a symbol of encouragement': Using CRAFT in Community Colleges to Facilitate Student Voice in the Remedial Studies Debate, 2012: Dr. Louie Rodriguez, Chair, Dr. John Winslade, Member, Dr. Mary Texeira, Member
• Helena Johnson Concerns about Faculty Teaching Distance Education Using Technology, 2010: Dr. Patricia Arlin, Chair, Dr. Sylvester Robertson, Member, Dr. Deborah Stine, Member, Dr. James Smith, Member
• Risa Lumley The Academic Library and Social Justice: A Q-Study of Librarian Attitudes, 2016: Dr. John Winslade, Chair, Dr. Edna Martinez, Member, Dr. Doris Wilson, Member
• Ernesto Reyes Community College and High School Partnership: College Math Readiness Program, 2016: Dr. Donna Schnorr, Chair, Dr. Marita Mahoney, Member, Dr. Joseph Jesunathadas, Member 
• Ricky Shabazz   The Role of College Counseling in Increasing College Access for Black Students: A Case Study of an Effective College Counseling Program, 2012: Dr. Donna Schnorr, Chair, Dr. Angela Louque, Member, Dr. Thelma Moore-Steward, Member
• Nori Sogomonian Academic Self-Efficacy and Persistence in the Context of High-stakes Testing, 2011: Dr. Patricia Arlin and Dr. Marita Mahoney, Co-Chairs, Dr. Donna Schnorr, Member, Dr. James Smith, Member
• Cynthia J. Spence The Role of Intrinsic and Extrinsic Motivation Focusing on Self-Determination Theory in Relation to Summer Bridge Community College Students, 2014: Dr. Bonnie Piller, Chair, Dr. Marita Mahoney, Member, Dr. Doris Wilson, Member
• Tomasz Stanek Applications of the Well-Educated Mind 2003 Concept by Susan Bauer in the Southern California History Classrooms, 2012: Dr. Michael Verdi and Dr. Mark Groen, Co-Chairs, Dr. John Winslade, Member, Dr. Jim Hill, Member
• Ginny Stewart-Hattar Transfer Student Experiences at a Four-Year University, 2016: Dr. Donna Schnorr, Chair, Dr. Marita Mahoney, Member, Dr. Diane Podolske, Member 
• Karen Wall Administrative Development for Academic Deans in the California State University System, 2015: Dr. Jay Fiene, Chair, Dr. Todd Jennings, Member, Dr. Aja Henriquez, Member

Other or Both

• Mauricio Cadavid Literacy Tutoring Strategies of America Reads University-Level Tutors, 2017: Dr. Debbie Stine, Chair, Dr. Marita Mahoney, Member, Dr. Diane Brantley, Member, Dr. Catherine Terrell, Member
• Greg Jones Articulating a Vision: A Case of Study of Democracy, Education, and Prisoner Rehabilitation in a Day Reporting Center, 2014: Dr. Randall Wright and Dr. John Winslade, Co-Chairs, Dr. Louie Rodriguez, Member
• Janet A. Long Addressing Articulation between 11th & 12th Grade English Language-Arts and College-Level English Course Content in the Community College, 2014: Dr. Donna Schnorr and Dr. Thelma Moore-Steward, Co-Chairs, Dr. Bonavita Quinto-MacCallum, Member
• Cecilia L. Ornelas College Choices of Latina/o Students Attending a For-Profit College: Understanding Persistence and Retention, 2018: Dr. Acevedo-Gil, Chair, Dr. Schnorr, Member, Dr. Garcia, Member
• Jesse R. Neimeyer-Romero 'I didn't feel alone': A Phenomenological Study of Universtiy Branch Campus Graduates, High Impact Practices, and Student Persistence, 2018: Dr. Martinez, Chair, Dr. Wilson, Member, Dr. Acevedo-Gil, Member

CSUSB Ed.D. Dissertations completed from 2014 to present can be viewed at Scholarworks .

Home > SOE > EdD

Doctor of Education (Ed.D.) Dissertations

Dissertations from 2024 2024.

AN EXPLORATION OF ADULT CHILDREN’S ATTACHMENT TO THEIR PARENTS ACROSS TWO CULTURAL GROUPS: INDIANS IN INDIA AND INDIANS WHO IMMIGRATED TO THE UNITED STATES , Vilasini Meenakshi Arun

An Exploration of the Contributions of Parenting Styles and Peer Relationships on the Emotional Expression of Second-Generation Indian-Americans , Smitha M. Kashi

THE ASSOCIATION BETWEEN UNCERTAINTY, REPRODUCTIVE DISTRESS, AND AVOIDANCE IN ASSIGNED FEMALE AT BIRTH ADOLESCENT AND YOUNG ADULT (AYA-F) CANCER SURVIVORS , Devon Ann Pons

Dissertations from 2023 2023

STUDENTS AS CO-RESEARCHERS: USING PARTICIPATORY ACTION RESEARCH TO ADDRESS COLLEGE FOOD INSECURITY , Rachel Brand

WE ARE STILL PLAYING: A META-ANALYSIS OF GAME-BASED LEARNING IN MATHEMATICS EDUCATION , Thomas Conmy

MOVING BETWEEN ENTITLEMENT AND CO-CONSPIRACY: A STUDY OF HOW SUPPORT, SKILLS, AND COMMUNITY CAN ADVANCE ANTI-RACISM EFFORTS OF WHITE PARENTS , Karin Marianne Cotterman

WHITE WOMANHOOD: FINDING OPPOSITIONAL EPISTEMOLOGIES AND COMMUNITY AT THE INTERSECTION OF WHITENESS AND WOMANHOOD , Hannah Joy Fischer

Understanding Filipino Wellness: Investigating the Effects of Colonial Mentality and Enculturation , Juliene Grace P. Fresnedi

A Qualitative Study of Ableism on the Postsecondary Campus , George Stuart Fuller

Alleviating Mathematics Anxiety For Middle School Students Using A Combined Intervention Approach Versus Only Using The Cognitive Intervention Approach For Increasing Mathematical Achievement: A Comparative Study , Patricia Anna Garcia

Parent-Child Conversations about Body Safety and Consent , Natasha Gerber

Experiences of Black American Millennials: A Qualitative Study of Internalized and Externalized Coping in the Face of Racial Trauma , Natalia Angelique Giles

The Mental Health of First-Generation College Students of Color , Devin Hallquist

Identity Formation and Role Expansion for Nurse Practitioner Residency Preceptors: A Qualitative Thematic Analysis , Angel Chen Kuo

Understanding the Lived Experiences of Ethnic-Racial Minority Former Foster Youth Who Identify as Queer , Cristian A. Lemus

THE EFFECTIVENESS OF INTERVENTIONS TO INCREASE ANTIRETROVIRAL THERAPY (ART) ADHERENCE AMONG LATINX MEN WHO HAVE SEX WITH MEN (MSM) WITH HUMAN IMMUNODEFICIENCY VIRUS (HIV) IN THE UNITED STATES: A SYSTEMATIC REVIEW , Everardo Leon

Mental Health and Experiences of Pregnancy Among Black Women and Birthing People with Type 1 Diabetes (T1D) , Madeleine E. Marcus

EARLY DIAGNOSIS METHODS FOR AUTISM SPECTRUM DISORDER: A SYSTEMATIC REVIEW , Megan Denise McCarthy

The Association between Psychotic Symptoms and Romantic Relationship Quality among Young Adult Ethnic Minorites , Tashagaye T. McKenzie

META-ANALYSIS OF THE EFFECTIVENESS OF PROJECT-BASED LEARNING APPROACH ON ACADEMIC ACHIEVEMENT IN HIGHER EDUCATION WORLDWIDE , Ziyu Meng

A Case Study of a School-Supported Extracurricular Activity's Influence on STEM Identity and Interest for Females , Letta Meyer

African American Women Make Meaning of Historical Trauma , Deidre A. MILLER

THE GRINDR COMPLEX: THE BEHAVIORAL HEALTH IMPACT OF SEXUAL RACISM ON LATINX MEN WHO HAVE SEX WITH MEN , Luisalfredo Plascencia

Working with Other Immigrants Brings the Parts That I Lost Back To Me: The Experiences of Latin American Immigrant Therapists Working with Latin American Immigrant Populations , Elizabeth P. Rivera

DECOLONIZING MENTAL HEALTH THROUGH HE/A/R/TOGRAPHY: CORAZONAR, SENTIPENSAR Y SENTISABER , Patricia Rojas-Zambrano

The Effects of Acculturation, Marianismo, and Religiosity on Pregnancy Related Anxiety in Latina Women , Jennifer M. Zanoli

Dissertations from 2022 2022

A Collaborative Autoethnography: Your Passport to Immigrant Women of Color Leader's Stories of Identity Exploration and Leadership Barriers and Possibilities , Fraylanie Adan Aglipay

RECLAIMING OUR HUMANITY: REDEMPTION, REIMAGINING, AND RESTORYING OF THE FOUNDATIONS FOR SUCCESS OF FORMERLY INCARCERATED AFRICAN AMERICAN MALES , Robert Mossi Alexander III

Fifty Years of Underrepresented Student Advocacy at One Jesuit Secondary School , Sonya Cotero Arriola

Voces of Little Michoacan: A Collective Narrative of Resistance and Preservation of Home , Ana Angel Avendaño

CLINICIANS' PERSPECTIVES ON THE EFFECTIVENESS OF TRAUMA - FOCUSED COGNITIVE BEHAVIORAL THERAPY WITH AFRICAN AMERICAN CHILDREN: A QUALITATIVE STUDY , Jada Carter

The Use of Simulation with the School of Nursing and Health Professions (SONHP) Prelicensure Students to Support Affirming Practice with Transgender Communities , Genevieve Charbonneau

Understanding the perspectives, practices, and expectations of Korean American parents toward the heritage language education of their children , Yunhee Choi

The Association between Physical Pain, Depression, Anxiety, and Nervios among Latinx Agricultural Workers , Iveth Cuellar Celallos

Incorporating Andragogy and Cognitive Theory Of Multimedia Learning Into Self-Paced Training and Development Programs , Shanshan Gao

An Exploration of Learning-At-Home Experiences Among Families and Children of Color Labeled with Disabilities During COVID-19: A Narrative Inquiry , Nam Ju Han

"What’s Race Got To Do With It?”: A Virtual Participatory Action Research Study of Community College Students Exploring Intersectionality In Queer Studies , Breana Hansen

"MY BODY GOES NUMB A LOT OF THE TIME": EXAMINING HIGH SCHOOL STUDENT-ATHLETE EXPERIENCES USING YOUTH PARTICIPATORY ACTION RESEARCH AND EMBODIED CULTURALLY RELEVANT PEDAGOGY , Gabriela Elizabeth Holmes

TOWARDS CHARISM IDENTITY: A CATHOLIC IDENTITY CASE STUDY THROUGH THE LENS OF LAUDATO SI’ , Kristofer Ross Koller

Teaching Solidarity: Popular Education in Grassroots U.S. Social Movements , Tenaya Summers Lafore

The Effects of Curriculum-Integrated Explicit Learning Strategy Instruction on Reading Comprehension for English as a Second Language (ESL) Learners at the Community College , Sylvia Chaiyeon Lee

Genocide in East Turkestan: Exploring the Perspectives of Uyghurs in the Diaspora and their Resistance to Chinese State Violence , Lina Semyonovna Lenberg

Mediating Language Fluency Development: An Action Research Study In A High-School AP Chinese Second-or-Foreign-Language Task-Based Language Teaching Classroom , Jing Liang

EFFORTS TO CREATE A TRAUMA-INFORMED CLASSROOM IN HIGHER EDUCATION: INSIGHTS FROM MEMBERS OF A COMMUNITY COLLEGE TRAUMA-INFORMED TEACHING GROUP , Danyelle Marshall

Women in Senior Leadership Roles Career Mobility, Challenges, Success Stories and Need for Future Research , Giselle Flores Martin

Impact of COVID-19 on New Teacher Retention and Perceived Supports in a Northern California Public School District , Rebecka Maxkenzie

African American Female Identified Therapists' Experiences Working Culturally Similar and Dissimilar Populations , Kimiko J. May

EXPLORING LATINX PARENTS’ EXPERIENCES WITH SPECIAL EDUCATION: DEVELOPING A COMMUNITY-BASED WORKSHOP TO EMPOWER LATINX PARENTS OF CHILDREN IN SPECIAL EDUCATION , Gabriela Alejandra Perez

BLACK MOTHERING IN THE BAY AREA WHILE UNSEEN AND UNHEARD: NAVIGATING BLACK MOTHERING IN THE MIDST OF A PANDEMIC & SOCIAL UNREST , Kassie Michelle Phillips

Feminist Catholic Organizational Identity: A Phenomenological Study of Charism in the Lay Educator of a Notre Dame de Namur Learning Community , Kathleen Barrera Quiazon

Effects of Teaching Argument to First-Year Community-College Students Using a Structural and Dialectical Approach , Sharon Radcliff

¿TÚ QUÉ SABES?: LATINA DOCTORAL WOMEN DISRUPTING AND RESISTING DOMINANT KNOWLEDGE , Sendy Ramos Madsen

HEARING IMPAIRED AND LEADERSHIP: STRUGGLES OF INDIVIDUALS WITH HEARING LOSS IN THE WORKPLACE , John Cleese Relihan

Cuentos Criollos: Colombian Internally Displaced Families as Knowledge Producers , Liliana Salazar de Deck

An Exploration of Higher Educational Experiences For Mixed Blood American Indian Males in the Santa Clara Valley , Edward Salcedo

APPLICATION OF THE EPISTEMOLOGIES OF THE SOUTH TO ADDRESS THE ECOLOGICAL CRISIS: A NARRATIVE CASE STUDY OF BURKINA FASO AND THE LEADER YACOUBA SAWADOGO , Barwendé Médard Sané

The Relationship Between Metacognitive Strategies and Listening Comprehension Proficiency in Intensive-Korean-Foreign-Language Setting , Gumok Seo

The Collegiate Black Space: Black College Students’ Use of New Counter-Spaces for Support, Knowledge Production, and Organizing for Activism , Heather Marian Streets

The Impact of #MeToo on Reasons for Sexual Assault Disclosure , Cheryl H. Tien

Developing Queer Faith: Exploring Experiences of Cognitive Dissonance and Identity Integration For LGBQ Catholics Individuals , Kendal M. Vaarwerk

Using Peer Review to Improve English as a Second Language College Students' Writing Scores , Mengjie Wei

Dissertations from 2021 2021

The Effect of Teaching and Learning Vocabulary in Lexical Chunks on the Listening Comprehension of Adult Learners of Arabic , Bassam Al-Maqtari

Exploring Student Engagement for Diverse Student Populations: A Case Study Examining Institutional Logics of Student Affairs Middle Management Leaders , Frangelo Rominque Ayran

Employment Discrimination: An Efficacy Study of African American Inequities in the California Utility Sector , Victor Baker

Mental Health Outcomes of Various Types of Fear Among University Students who have an Undocumented Legal Status During the Donald Trump Presidency , Liliana Campos

Experiences of UC Santa Barbara female alumni exposed to a gender-based mass shooting , Erin G. Carpenter

Effects of the Concept-Mapping Method on International Students' Academic Performance and Perceptions , Yinghung Natalie Chiang

Majority to Minority Shift: Experiences for American Born Chinese College Students from Predominant Chinese American Communities to Predominantly White Institutions , Joseph C. Chung

The Role of Community Building in Second Language Acquisition in the Mainstream Classroom , Alejandro Clemente Fernandez

The Effectiveness of Using Multimedia for Teaching Phrasal Verbs in Community-College ESL Classes , Guohua Fu

Replanting a Wild Seed: Black Women School Leaders Subverting Ideological Lynching , Whitneé Louise Garrett-Walker

The Significance of Jesuit Educational Institution in the Reconstruction of Postcolonial and Post-Conflict East Timor , Plinio do Rosario Gusmao dosReis Martins

Effects of Static and Dynamic Visuals on the Learning of Science Concepts in the Secondary-School Classroom , Theodore Johnson

Impact of Moral Injury for Ethnic/Racial Minority Male Veterans , Kristopher Kern

Dysconscious Racism and Racial Microaggressions in the Public School System , Ryan Lee

Stigma and Social-Emotional Health in Youth with Learning Differences , Kelsey Maki

Provider Perspectives: Working with the Male Lifer Reentry Population , Laura R. Marker Dr.

Women Who Lead: A Feminist Phenomenology of Crisis Leadership in Higher Education , Ingrid Helene McVanner

The Use of Mindfulness Meditation to Increase the Efficacy of Mirror Visual Feedback for Reducing Phantom Limb Pain in Amputees , Nicolas Sebastian Mills

A Minority Within a Minority: Exploring Identity Development in Relation to Mental Health Outcomes Within the Black Deaf Community , Nekolas Milton

Community Based Participatory Research Informed Manualization and Piloting of E-Training of a Modified Dialectical Behavior Therapy Intervention , Annika M. Miyamoto

Early Childhood Special Education Teachers’ Attitudes Toward Inclusion: A Qualitative Study on a School’s Transition From Segregated Classrooms to More Inclusion Classrooms , Shally Moua

The Ignatian Pedagogical Paradigm as a Critical Theoretical Framework to Enhance Teachers' Professional Identity in Diverse Context , Lourdu Sunder Reddy Mummadi

Patient Reported Outcomes in Sickle Cell Disease Examined Within a Conceptual Model , Swapandeep Mushiana; Marsha Treadwell PhD; Sherif M. Badawy MD, MS; Liliana Preiss PhD; Allison King MD MPH PhD; Barbara Kroner PhD; Yumie Chen BS; Jeffrey Glassberg; Victor Gordeuk MD; Nirmish Shah MD; Angie Snyder Phd MPH; and Theodore Wun MD

Incorporating Critical Perspectives in Nonprofit Management Education Programs: How Critical Scholars of Color Navigate Pressures in Higher Education , Khanh H. Nguyen

A Critical Feminist Case Study of the Northern California Cherry Blossom Queen Program , Alison Kepola Nishiyama-Young

Understanding the African American Male Student Experience of Being Diagnosed with Emotional Disturbance Through the Use of Counter-Storytelling , Sara Ordaz

Sex or Sexual Assault? Critical Media Literacy as a Tool for Consent Education , Riana S. Pella

Higher Education Discourses of India’s National Education Policy 2020: Analysis and Teacher Counterspaces in Jesuit Institutions , Vincent Pereppadan Poulose

Effect of Transcendental Meditation on the Social Emotional Well-being of Bilingual Teacher Leaders , Margaret Peterson

Engaging Feminism, Transforming Institutions: How Community Engagement Professionals Employ Critical Feminist Praxis to Re-Imagine and Re-Shape the Public Purpose of Higher Education , Patricia Star Plaxton-Moore

The Effectiveness Of A Transaffirmative Cognitive Behavioral Therapy Group-Based Intervention To Help Transgender Individuals Suffering From Depression , Joy Riach

Investigating the Self-Efficacy Awareness of Black Female Technology Leaders , Marie Roberts De La Parra

Parental Involvement in Support of African American Families , September Rose

Pilipinx Radical Imagination: Healing and Visioning in our Process of Becoming , Anthony Abulencia Santa Ana

Interests Served and Interests Converged: A Mixed-Methods Critical Policy Analysis of the California Math Placement Act , Chalesea Schuler

Exploring the lived experiences of Middle-Eastern and North African (Mena) Jews through narrative inquiry using a digital storytelling approach , Brandy B. Shufutinsky

Understanding the Healthcare Experiences of LGBTQ+ People: An Adaptation of the Daily Heterosexist Experiences Questionnaire , Conor Smith

Indigenous assessment developers on elements of the disjuncture-response dialectic: A critical comparative case study , David A. Sul

Indigenous Assessment Developers on Elements of the Disjuncture-Response Dialectic: A Critical Comparative Case Study , David A. Sul

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EdDPrograms.org

What is an Ed.D. Dissertation? Complete Guide & Support Resources

Wondering how to tackle the biggest doctoral challenge of all? Use our guide to the Ed.D. dissertation to get started! Learn about the purpose of a Doctor of Education dissertation and typical topics for education students. Read through step-by-step descriptions of the dissertation process and the 5-chapter format. Get answers to Ed.D. dissertation FAQs . Or skip to the chase and find real-world examples of Doctor of Education dissertations and websites & resources for Ed.D. dissertation research.

What is an Ed.D. Dissertation?

Definition of an ed.d. dissertation.

An Ed.D. dissertation is a 5-chapter scholarly document that brings together years of original research to address a problem of practice in education. To complete a dissertation, you will need to go through a number of scholarly steps , including a final defense to justify your findings.

Purpose of an Ed.D. Dissertation

In a Doctor of Education dissertation, you will be challenged to apply high-level research & creative problem-solving to real-world educational challenges. You may be asked to:

• Take a critical look at current educational & administrative practices
• Address urgent issues in the modern education system
• Propose original & practical solutions for improvements
• Expand the knowledge base for educational practitioners

Topics of Ed.D. Dissertations

An Ed.D. dissertation is “customizable.” You’re allowed to chose a topic that relates to your choice of specialty (e.g. elementary education), field of interest (e.g. curriculum development), and environment (e.g. urban schools).

Think about current problems of practice that need to be addressed in your field. You’ll notice that Ed.D. dissertation topics often address one of the following:

• Academic performance
• Teaching methods
• Access to resources
• Social challenges
• Legislative impacts
• System effectiveness

Wondering how others have done it? Browse through Examples of Ed.D. Dissertations and read the titles & abstracts. You’ll see how current educators are addressing their own problems of practice.

Ed.D. Dissertation Process

1. propose a dissertation topic.

Near the beginning of a Doctor of Education program, you’ll be expected to identify a dissertation topic that will require substantial research. This topic should revolve around a unique issue in education.

Universities will often ask you to provide an idea for your topic when you’re applying to the doctoral program. You don’t necessarily need to stick to this idea, but you should be prepared to explain why it interests you. If you need inspiration, see our section on Examples of Ed.D. Dissertations .

You’ll be expected to solidify your dissertation topic in the first few semesters. Talking to faculty and fellow Ed.D. students can help in this process. Better yet, your educational peers will often be able to provide unique perspectives on the topic (e.g. cultural differences in teaching methods).

2. Meet Your Dissertation Chair & Committee

You won’t be going through the Ed.D. dissertation process alone! Universities will help you to select a number of experienced mentors. These include:

• Dissertation Chair/Faculty Advisor: The Chair of the Dissertation Committee acts as your primary advisor. You’ll often see them referred to as the Supervising Professor, Faculty Advisor, or the like. You’ll rely on this “Obi Wan” for their knowledge of the field, research advice & guidance, editorial input on drafts, and more. They can also assist with shaping & refining your dissertation topic.
• Dissertation Committee:  The Dissertation Committee is made up of ~3 faculty members, instructors and/or adjuncts with advanced expertise in your field of study. The Committee will offer advice, provide feedback on your research progress, and review your work & progress reports. When you defend your proposal and give your final defense , you’ll be addressing the Dissertation Committee.

3. Study for Ed.D. Courses

Doctor of Education coursework is designed to help you: a) learn how to conduct original research; and b) give you a broader perspective on your field of interest. If you take a look at the curriculum in any Ed.D. program, you’ll see that students have to complete credits in:

• Practical Research Methods (e.g. Quantitative Design & Analysis for Educational Leaders)
• Real-World Educational Issues (e.g. Educational Policy, Law & Practice)

When you’re evaluating possible Ed.D. programs, pay attention to the coursework in real-world educational issues. You’ll want to pick an education doctorate with courses that complement your dissertation topic.

4. Complete a Literature Review

A literature review is an evaluation of existing materials & research work that relate to your dissertation topic. It’s a written synthesis that:

• Grounds your project within the field
• Explains how your work relates to previous research & theoretical frameworks
• Helps to identify gaps in the existing research

Have a look at Literature Review Guides if you’d like to know more about the process. Our section on Resources for Ed.D. Dissertation Research also has useful links to journals & databases.

5. Craft a Dissertation Proposal

During the first two years of your Doctor of Education, you’ll use the knowledge you’ve learned from your coursework & discussions to write the opening chapters of your dissertation, including an:

• Introduction  that defines your chosen topic
• Literature Review of existing research in the field
• Proposed Research Methodology for finding the answer to your problem

When you’re putting together these elements, think about the practicals. Is the topic too big to address in one dissertation? How much time will your research take and how will you conduct it? Will your dissertation be relevant to your current job? If in doubt, ask your faculty advisor.

6. Defend Your Dissertation Proposal

About midway through the Ed.D. program, you will need to present your proposal to your Dissertation Committee. They will review your work and offer feedback. For example, the Committee will want to see that:

• Your research topic is significant.
• Your research methodology & timeline make sense.
• Relevant works are included in the literature review.

After the Committee approves your proposal, you can get stuck into conducting original research and writing up your findings. These two important tasks will take up the final years of your doctorate.

7. Conduct Original Research into Your Topic

As a Doctor of Education student, you will be expected to conduct your own research. Ed.D. students often use a qualitative, quantitative, or mixed methods (quantitative/qualitative) approach in this process.

• Quantitative Research: Collection & analysis of numerical data to identify characteristics, discover correlations, and/or test hypotheses.
• Qualitative Research: Collection & analysis of non-numerical data to understand & explain phenomena (e.g. questionnaires, in-depth interviews, focus groups, video artifacts, etc.).

Your Ed.D. coursework will ground you in research methods & tools, so you’ll be prepared to design your own project and seek IRB approval for any work involving human subjects.

Note: Occasionally, universities can get creative. For example, the Ed.D. program at San Jose State University asks students to produce a documentary film instead of conducting traditional research.

8. Write the Rest of Your Dissertation

Once you have written up the first few chapters of your dissertation (Intro, Literature Review & Proposed Methodology) and completed your research work, you’ll be able to complete the final chapters of your dissertation.

• Chapter 4 will detail your research findings.
• Chapter 5 is a conclusion that summarizes solutions to your problem of practice/topic.

This is where you and your faculty advisor will often have a lot of interaction! For example, you may need to rework the first few chapters of your dissertation after you’ve drafted the final chapters. Faculty advisors are extremely busy people, so be sure to budget in ample time for revisions and final edits.

9. Defend Your Dissertation

The final defense/candidacy exam is a formal presentation of your work to the Dissertation Committee. In many cases, the defense is an oral presentation with visual aides. You’ll be able to explain your research findings, go through your conclusions, and highlight new ideas & solutions.

At any time, the Committee can challenge you with questions, so you should be prepared to defend your conclusions. But this process is not as frightening as it sounds!

• If you’ve been in close contact with the Committee throughout the dissertation, they will be aware of your work.
• Your faculty advisor will help you decide when you’re ready for the final defense.
• You can also attend the defenses of other Ed.D. students to learn what questions may be asked.

Be aware that the Committee has the option to ask for changes before they approve your dissertation. After you have incorporated any notes from the Committee and addressed their concerns, you will finalize the draft, submit your dissertation for a formal review, and graduate.

Ed.D. Dissertation Format: 5 Chapters

Chapter 1: introduction.

Your Doctor of Education dissertation will begin with an introduction. In it, you’ll be expected to:

• Provide an overview of your educational landscape
• Explain important definitions & key concepts
• Define a real-world topic/problem of practice
• Outline the need for new studies on this topic

Chapter 2: Literature Review

The literature review is a summary of existing research in the field. However, it is not an annotated bibliography. Instead, it’s a critical analysis of current research (e.g. trends, themes, debates & current practices). While you’re evaluating the literature, you’re also looking for the gaps where you can conduct original research.

Sources for a literature review can include books, articles, reports, websites, dissertations, and more. Our section on Resources for Ed.D. Dissertation Research has plenty of places to start.

Chapter 3: Research Methodology

In the research methodology, you’ll be expected to explain:

• The purpose of your research
• What tools & methods you plan to use to research your topic/problem of practice
• The design of the study
• Your timeline for gathering quantitative & qualitative data
• How you plan to analyze that data
• Any limitations you foresee

Chapter 4: Results & Analysis

Chapter 4 is the place where you can share the results of your original research and present key findings from the data. In your analysis, you may also be highlighting new patterns, relationships, and themes that other scholars have failed to discover. Have a look at real-life Examples of Ed.D. Dissertations to see how this section is structured.

Chapter 5: Discussions & Conclusions

The final chapter of your Ed.D. dissertation brings all of your work together in a detailed summary. You’ll be expected to:

• Reiterate the objectives of your dissertation
• Explain the significance of your research findings
• Outline the implications of your ideas on existing practices
• Propose solutions for a problem of practice
• Make suggestions & recommendations for future improvements

Ed.D. Dissertation FAQs

What’s the difference between a dissertation and a thesis.

• Dissertation: A dissertation is a 5-chapter written work that must be completed in order to earn a doctoral degree (e.g. Ph.D., Ed.D., etc.). It’s often focused on original research.
• Thesis: A thesis is a written work that must be completed in order to earn a master’s degree. It’s typically shorter than a dissertation and based on existing research.

How Long is a Ed.D. Dissertation?

It depends. Most Ed.D. dissertations end up being between 80-200 pages. The length will depend on a number of factors, including the depth of your literature review, the way you collect & present your research data, and any appendices you might need to include.

How Long Does it Take to Finish an Ed.D. Dissertation?

It depends. If you’re in an accelerated program , you may be able to finish your dissertation in 2-3 years. If you’re in a part-time program and need to conduct a lot of complex research work, your timeline will be much longer.

What’s a Strong Ed.D. Dissertation Topic?

Experts always say that Doctor of Education students should be passionate about their dissertation topic and eager to explore uncharted territory. When you’re crafting your Ed.D. dissertation topic , find one that will be:

• Significant

See the section on Examples of Ed.D. Dissertations for inspiration.

Do I Have to Complete a Traditional Dissertation for an Ed.D.?

No. If you’re struggling with the idea of a traditional dissertation, check out this guide to Online Ed.D. Programs with No Dissertation . Some Schools of Education give Ed.D. students the opportunity to complete a Capstone Project or Dissertation in Practice (DiP) instead of a 5-chapter written work.

These alternatives aren’t easy! You’ll still be challenged at the same level as you would be for a dissertation. However, Capstone Projects & DiPs often involve more group work and an emphasis on applied theory & research.

What’s the Difference Between a Ph.D. Dissertation and Ed.D. Dissertation?

Have a look at our Ed.D. vs. Ph.D. Guide to get a sense of the differences between the two degrees. In a nutshell:

• Ed.D. dissertations tend to focus on addressing current & real-world topics/problems of practice in the workplace.
• Ph.D. dissertations usually put more emphasis on creating new theories & concepts and even completely rethinking educational practices.

How Can I Learn More About Ed.D. Dissertations?

Start with the section on Examples of Ed.D. Dissertations . You can browse through titles, abstracts, and even complete dissertations from a large number of universities.

If you have a few Doctor of Education programs on your shortlist, we also recommend that you skim through the program’s Dissertation Handbook . It can usually be found on the School of Education’s website. You’ll be able to see how the School likes to structure the dissertation process from start to finish.

Ed.D. Dissertation Support

University & campus resources, dissertation chair & committee.

The first port of call for any questions about the Ed.D. dissertation is your Dissertation Chair. If you get stuck with a terrible faculty advisor, talk to members of the Dissertation Committee. They are there to support your journey.

University Library

An Ed.D. dissertation is a massive research project. So before you choose a Doctor of Education program, ask the School of Education about its libraries & library resources (e.g. free online access to subscription-based journals).

Writing Center

Many universities have a Writing Center. If you’re struggling with any elements of your dissertation (e.g. editing), you can ask the staff about:

• Individual tutoring
• Editorial assistance
• Outside resources

Mental Health Support

It’s well-known that doctoral students often face a lot of stress & isolation during their studies. Ask your faculty advisor about mental health services at the university. Staff in the School of Education and the Graduate School will also have information about on-campus counselors, free or discounted therapy sessions, and more.

Independent Dissertation Services

Dissertation editing services: potentially helpful.

There are scores of independent providers who offer dissertation editing services. But they can be expensive. And many of these editors have zero expertise in educational fields.

If you need help with editing & proofreading, proceed with caution:

• Start by asking your Dissertation Chair about what’s permitted for third party involvement (e.g. you may need to note any editor’s contribution in your dissertation acknowledgments) and whether they have any suggestions.
• The Graduate School is another useful resource. For example, Cornell’s Graduate School maintains a list of Editing, Typing, and Proofreading Services for graduate students.

Dissertation Coaches: Not Worth It

Dissertation coaches are defined as people who offer academic & mental support, guidance, and editorial input.

• That means the person who should be your coach is your Dissertation Chair/Faculty Advisor. Remember that faculty members on the Dissertation Committee can also provide assistance.
• If you’re looking for extra support, you might consider consulting a mentor in your line of work and collaborating with fellow Ed.D. students.

But hiring an independent Ed.D. dissertation coach is going to be an absolute waste of money.

Dissertation Writing Services: Just Don’t!

Universities take the dissertation process  very seriously . An Ed.D. dissertation is supposed to be the culmination of years of original thought and research. You’re going to be responsible for the final product. You’re going to be defending your written work in front of a phalanx of experienced faculty members. You’re going to be putting this credential on your résumé for everyone to see.

If you cheat the process by having someone else write up your work, you will get caught.

Ed.D. Dissertation Resources

Examples of ed.d. dissertations, dissertation databases.

• Open Access Theses and Dissertations
• ProQuest Dissertations & Theses
• EBSCO Open Dissertations

Ed.D. Dissertations

• USF Scholarship Repository: Ed.D. Dissertations
• George Fox University: Doctor of Education
• UW Tacoma: Ed.D. Dissertations in Practice
• Liberty University: School of Education Doctoral Dissertations
• University of Mary Hardin-Baylor: Dissertation Collection

Ed.D. Dissertation Abstracts

• Michigan State University: Ed.D. Dissertation Abstracts

Ed.D. Dissertation Guides & Tools

General ed.d. guides.

• SNHU: Educational Leadership Ed.D./Ph.D. Guide

Dissertation Style Manuals

• Chicago Manual of Style

Style manuals are designed to ensure that every Ed.D. student follows the same set of writing guidelines for their dissertation (e.g. grammatical rules, footnote & quotation formats, abbreviation conventions, etc.). Check with the School of Education to learn which style manual they use.

Examples of Ed.D. Dissertation Templates

• Purdue University: Dissertation Template
• Walden University: Ed.D. Dissertation Template

Each School of Education has a standard dissertation template. We’ve highlighted a couple of examples so you can see how they’re formatted, but you will need to acquire the template from your own university.

Literature Review Guides

• UNC Chapel Hill: Writing Guide for Literature Reviews
• University of Alabama: How to Conduct a Literature Review

Resources for Ed.D. Dissertation Research

Journal articles.

• EBSCO Education Research Databases
• Education Resources Information Center (ERIC)
• Emerald Education eJournal Collection
• Gale OneFile: Educator’s Reference Complete
• Google Scholar
• NCES Bibliography Search Tool
• ProQuest Education Database
• SAGE Journals: Education

Useful Websites

• Harvard Gutman Library: Websites for Educators
• EduRef: Lesson Plans

Educational Data & Statistics

• Digest of Education Statistics
• Education Policy Data Center (EPDC)
• ICPSR Data Archive
• National Assessment of Educational Progress
• National Center for Education Statistics (NCES)
• UNESCO Institute for Statistics

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60+ Amazing Research Topics for Educational Leadership

A dissertation or thesis is a document presented for one to be awarded a degree or professional qualification. It involves research on a given topic.

Educational leadership, on the other hand, involves identifying and nurturing talents in a school set up to meet the objectives of education.

Now let’s merge the two and see the meaning.

A dissertation topic in educational leadership is, therefore, a thesis on how pupils, teachers, and parents will work towards achieving a common goal.

Leadership dissertation topics are common nowadays attributed to the growing number of institutions, and schools were also incorporated. Education dissertation topics are hence being researched daily due to the emerging challenges in running schools.

Dissertation topics in higher education leadership are vast because of the various tertiary institutions available; vocational training institutions, colleges, and universities. Enough of the explanations, and now let’s delve into the course meal. So sit tight and belt up, this is going to be one fantastic flight you’ve ever had.

60 Research Paper Topics in Educational Leadership

• The Effects of Religion on Educational Leadership
• Analyzing Long Term and Short Term Educational Leadership Goals
• How to pass teacher’s excellence to students easily
• The role of Leadership Summits on Educational Leadership
• The Impact of leadership Training Institutions on Educational Leadership
• How To Improve Education Leadership in the Society Today
• How effective is the Youth than the Elderly in Educational Leadership?
• Evaluating Different structures of Organizational Leadership
• How Education Leadership Varies with Different Continental Settings
• The Effects of Teacher-Parent-Student Ratio in Educational Leadership
• How Public and Private Institutions Vary in Education Leadership
• Policies in Educational Leadership and Their Impact
• Analyzing Higher Education Leadership Characteristics
• Leadership in Higher Education Frames Analysis
• The Impact of Higher Education Programs Leadership Development
• The Higher education Leadership Indigenous Perspective
• Distance Education Programs and Transformational Leadership Characteristics in Higher Education
• How to Plan For an American Higher Education Leadership Crisis
• Preparing of Educational Leadership Personnel
• Evaluating Better Schools With a Ph.D. in Educational Leadership
• How is Educational Leadership in the 21st Century
• Understanding What a Masters in Educational Leadership Entails
• How Educational Leadership is Financed
• Evaluating Differences in Educational Leadership Between Profit and Non-Profit Organizations
• The Need for Effective Leadership in Education
• Analyzing Globalization in Educational Leadership
• Understanding the Different Education Leadership Styles
• When To Start Teaching Education Leadership and The Impact
• Impact of Online Courses on Educational Leadership Graduates
• How Innovative Strategies Impact Educational Leadership
• Evaluating Trends in Educational Leadership
• How Educational Leadership Contributes to Discrimination
• Analyzing Technical Terms in Educational Leadership
• What is the Impact of Subordinate Staff on Educational Leadership
• How Can we Merge Student Leadership with the Administration
• The Need to Simplify Educational Leadership
• Innovative Solutions to Educational Leadership Challenges
• Ensuring Sustainable Student-Parent-Teacher Relationship
• Demystifying Myths About Educational Leadership
• How To Initiate a Re-Birth in Educational Leadership

Also, here are additional dissertation topics for custom dissertation writing on educational leadership:

1. Understanding The Role of Women in Educational Leadership

Ladies, first am being a gentleman here. It has been one of the most researched educational leadership topics.

2. How Cultural Organizations Influence School Institutions

A set way of life defines every Society in any part of the world. These cultural aspects also imply educational leadership.

3. The Influence of Educational Leadership on Transformation

This form of organizational leadership dissertation aims to establish the impact of educational leadership in Society. For instance, how has the Society grown or depreciated as a result of the educational leadership?

4. What Role Does Educational Leadership Serve in Society?

The values and morals set by an education institution determine how the Society will be in the future. A valuable educational leadership system will thus pass on responsible, and reliable people to Society.

5. The Role of Education Leadership on the Success of the Society

Success is critical in any undertaking. If not, why engage with it in the first place? This dissertation topic, therefore, seeks to unveil how education leadership can contribute to the success of the Society.

6. The Impact of Educational Leadership in Research and Literature

Educational leadership determines decisions such as the number of resources invested in research. Thus, it will major on how various forms of educational leadership either contribute to or against study and literature.

7. How Social Media Affects Educational Leadership

The digital era has immensely contributed to the organization of various forms of leadership. Social media can either be positively or negatively impacting educational leadership. Therefore, such a dissertation topic will bring this out.

8. How Poor Leadership and Poor Results in Schools Relate

Decisions made by the parents, teacher, or the students themselves will have an impact on their results.

9. The Role of Technology in Educational Leadership

Has it improved or depreciated the value of educational leadership?

10. The Impact of the Community on Educational Leadership

It focuses on how to incorporate the community into the educational leadership and the subsequent results.

11. How Racism Impacts Educational Leadership

This leadership dissertation topic focuses on institutions with mixed races. Does this affect the running of institutions?

12. The Impact of Interdisciplinary Teams in Running of Schools

Are they effective? And if so, to what extent?

13. The Comparison between Top and Lower Performing Schools

How are the two institutions managed? Are the educational leadership systems the same?

14. How to Intertwine Certain Teaching Methods with an Efficient Organization

Can specific strategic teaching methods be incorporated into educational leadership?

15. How Leadership Wrangles Affect Students

Teachers and parents fighting for different positions in the administration can affect student performance.

16. Analyzing Characteristics of Various Teachers Handling a Certain Subject

The traits of various instructors can either have a positive or negative impact on their mode of delivery.

17. How can Students be incorporated into the Educational Leadership

Ways in which students can adequately represent in the school leadership.

18. Government Regulations on Educational Leadership

Do Government regulations promote or inhibit educational leadership?

19. How Can Special Groups Be Represented Effectively

Persons with disabilities also have an equal right in administration.

20. Evaluating the Impact of the Politics of a Country to Educational Leadership

Do politicians have a say in the running of school institutions?

Use Our Topics And Get A+ Grade

These dissertation topics will properly groom you in writing your next thesis. Ask our professional team of writers to get help in writing more leadership dissertation topics.

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5 Tips for Choosing Your EdD Dissertation Topic

Faculty Insights Industry Advice Education

Associate teaching professor Corliss Thompson shares her top tips for choosing your EdD dissertation topic.

You’ve learned more about why you should earn your Doctor of Education (EdD), and now you’re ready to apply. As part of the Northeastern application process, however, you’re required to submit a problem of practice that you want to pursue throughout the course of your doctoral program.

But how do you arrive at that problem of practice and narrow your area of interest down into a specific dissertation topic? Here are some tips to keep in mind.

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Tips for Choosing a Dissertation Topic

1. pick a topic you’re passionate about..

A lot of work goes into your dissertation—from the literature review, where you’re conducting a critical analysis of what’s been published on your topic, to interviewing stakeholders and actually writing the dissertation itself. Each of those steps take time, so you want to choose a topic that will keep you engaged and hold your interest.

When trying to decide your area of focus, consider the challenges you’re motivated to address and the difference you want to make both during and at the end of your EdD program. The goal is that you will continuously build off your dissertation research and leverage the work in a way that positively impacts your organization and/or community.

2. Ensure your topic is manageable.

You want to select a topic you can complete during the duration of your EdD program that is also aligned with your budget. If you need to travel or perform longitudinal research, your idea might not be achievable. Find what available, attainable data you can, and use that to narrow down your research into a dissertation that’s more manageable.

3. Embrace the unknown.

Although you’re passionate about your topic and it’s manageable, there will still be lingering questions about your subject. Be prepared to explore what you don’t know and deepen what you already do know. Strong research typically results in more questions.

Be ready to ask questions of yourself, others, and the literature, and get comfortable with not knowing the answer. As you’re thinking about your dissertation, keep track of inquiries that emerge around different ideas. Those may help you hone in on a topic.

4. Leverage your peers.

One benefit of enrolling in an EdD program is the diversity of backgrounds and opinions you’ll find within your cohort. At Northeastern, EdD instruction is primarily online, which enables students to connect and collaborate with professionals from around the world.

Vasiliki Goudanas Mavroudhis, a recent graduate of Northeastern’s EdD program, emphasized this benefit in her piece on what it’s like to be in an online doctoral program , saying:

The ability to not only have a cohort-based network, but one that crossed cohorts and continents, allowed me to have a far richer and deeper experience. I learned from students with different perspectives who came from different industries across a number of countries.

When fleshing out your dissertation, use that global network to your advantage. Ask your peers for constructive feedback. It’s likely they’ll have suggestions on how you can approach your topic from different cultural perspectives.

5. Know it’s OK to change your topic.

It’s natural for your dissertation topic to evolve the more research you complete and experts you interview. Actually, it’s expected.

Switching topics halfway through the program might seem like more work, but you will have already gone through the research process once and laid the foundation for your dissertation. As you approach your topic from different perspectives, it’s understandable if your own viewpoint changes a bit.

If you’re in need of inspiration, here are some examples of doctoral research Northeastern students have recently conducted:

• “The Drop Out Decisions of Latino College Students”
• “Changing the Experiences of African Refugee Youth”
• “Supporting Students Through Mindful Mentoring”
• “The Transitioning Student Veteran: Finding Your Civilian Career Through Academic Success”
• “Bridging the Gap Between Training and Educating in Adult Learning”
• “Watch out for Shards from the Glass Ceiling: A Study of Women Higher Educational Administrators’ Leadership Development Experiences”

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Examining EdD Dissertations in Practice: The Carnegie Project on the Education Doctorate

IHR Note:  We are proud to present this second article in the fifth annual volume of the  International HETL Review  (IHR) with the academic article contributed to the February issue of IHR by  Drs. Valerie Storey, Mickey Caskey, Kristina Hesbol, James Marshall, Bryan Maughan and Amy Dolan . In this action research study, the authors, members of the Carnegie Project on the Education Doctorate (CPED) Dissertation in Practice Awards Committee have examined the format and design of dissertations submitted as a part of the reform of the educational doctorate. Twenty-five dissertations submitted as part of this project were examined through surveys, interviews and analysis to determine if the dissertations had changed as a result of the project and re-design with the participating programs. Their results raise questions about distinctiveness of Educational and professional doctorates, as compared to PhDs and the criteria to “demonstrate new knowledge” in the dissertation process.

Valerie A. Storey University of Central Florida, U.S.A.

Micki M. Caskey Portland State University, U.S.A.

Kristina A. Hesbol University of Denver, U.S.A.

James E. Marshall California State University, Fresno, U.S.A.

Bryan Maughan University of Idaho, U.S.A.

Amy Wells Dolan University of Mississippi, U.S.A.

In 2007, 25 colleges and schools of education (Phase I) came together under the aegis of the Carnegie Project on the Education Doctorate (CPED) to transform doctoral education for education practitioners. A challenging aspect of the reform of the educational doctorate is the role and design of the dissertation or Dissertation in Practice. In response to consortium concerns, members of the CPED Dissertation in Practice Awards Committee conducted this action research study to examine the format and design of Dissertations in Practice submitted by (re) designed programs. Data were gathered with an online survey, interviews, analyses of 25 Dissertations in Practice submitted in 2013 to the Committee. Results indicated few changes occurred in the final product, despite evidence of change in the Dissertation in Practice process. Findings contribute to debates about the distinctive nature of EdDs (and of professional doctorates generally) as distinct from PhDs, and how about the key criteria for demonstrating “new knowledge to solve significant problems of practice” are demonstrated through the dissertation submission.

Keywords : Dissertation in Practice, Professional Doctorate, Doctoral Thesis, Education Doctorate

Introduction

During the past decade, epistemological and philosophical debates have surrounded the EdD (Caboni & Proper, 2009; Guthrie, 2009; Shulman 2005, 2007; Zambo, 2011). These debates focus on the source, depth, and type of knowledge doctoral students need to become reflective practitioners and effective school leaders (Andrews & Grogan 2005; Evans 2007; Shulman 2005, 2007; Shulman, Golde, Bueschel, & Garabedian, 2006), and the different roles of the EdD (Doctor of Education) and PhD (Doctor of Philosophy) programs failing in delivering these outcomes (Caboni & Proper, 2009; Guthrie, 2009). Some postulated that the programs were indistinguishable in some higher education institutions (Guthrie, 2009; Shulman 2005, 2007; Shulman et al., 2006). Levine (2005) observed that the EdD lacked its own identity, failing to prepare school leaders who understand real school problems with the ability to take action and make effective, lasting change. Additionally EdD graduates often fail to impact students and teachers in their schools (Murphy & Vriesenga, 2005), declining to turn theory into practice, change practice, or challenge the status quo (Evans, 2007).

In 2007, institutional members of the Carnegie Project on the Education Doctorate (CPED) came together to re-imagine and redesign the EdD (Perry & Imig, 2008), clearly differentiating the Professional Practice Doctorate (EdD) from the PhD. A major outcome was the culminating EdD experience, validating the scholarly practitioner’s ability to solve Problems of Practice, and demonstrating the doctoral candidate’s ability “to think, to perform, and to act with integrity” (Shulman, 2005, p. 52).

In this article, we first set the study context, illustrating the epistemological and philosophical debates relating to the EdD, focusing on Dissertations in Practice (DiPs). Next, we discuss the developing design of DiPs, reflecting new models of educational research that emerge from Problems of Practice (PoPs). Finally, we report an action research study in which we investigated exemplar DiPs, nominated by 54 Phase I and II institutions, for the annual Dissertation in Practice Award. The purpose of the study was to generate valuable insights about the nature of professional practice doctorate dissertations.

The Association of American Colleges and Universities define the EdD as a terminal degree, presented as an opportunity to prepare for academic, administrative, or specialized positions in education. The degree favorably places graduates for leadership responsibilities or executive-level professional positions across the education industry (National Science Foundation, 2011). At most academic institutions where education doctorates are offered, the college or university chooses to offer an EdD, a PhD, or both (Osguthorpe & Wong, 1993). However, Shulman et al. (2006) contended that EdD and PhD programs are not aligned with their distinct theoretical purposes, and that poorly structured programs, marked by confusion of purpose, caused the EdD to be viewed as “PhD Light,” rather than a separate degree for a separate profession (p. 26).

Expanding Role of Influence

CPED encourages Schools of Education to reclaim the education doctorate (Shulman et al., 2006; Perry & Imig, 2008; Walker, Golde, Jones, Bueschel, & Hutchings, 2008) by developing EdD programs with scholarly practitioner graduates. The program design includes a set of courses, socialization experiences, and emphases that are distinct from those conventionally offered in PhD programs (Caboni & Proper, 2009; Guthrie, 2009). Bi-annual, three-day CPED convenings include graduate students, college deans, clinical faculty, teachers, college professors, and school administrators from member institutions. The first convening in Palo Alto, CA (June 2007), attended by 25 invited institutions, set the tone for future convenings by orchestrating an exchange of information with colleagues, grounded in a spirit of scholarly generosity, ethical responsibility, and integrity.

CPED Institutions, Phase 1, 2007-2010

A second group of institutions responded to a call for CPED membership in 2010. The call, open members of the Council for Academic Deans of Research Education Institutions (CADREI), included institutional commitments outlined in a Memorandum of Understanding. Identified as Phase II institutions, 26 new universities joined the consortium, beginning their work of EdD re-design at the fall convening held at Burlington, Vermont in 2011.

CPED Institutions, Phase II, 2011-2013

An ongoing discussion has centered on the nature of the final capstone of CPED influenced programs which Hamilton et al., (2010) suggest helps invigorate the use of a traditionalacademic tool. Many Phase 1 institutional members are farther into their programmatic implementation, with cohorts who have graduated and completed a DiP. Still, iterative questions abound among CPED institutions regarding the nature, scope, impact, and format of the DiP (Sands et al., 2013), as institutions learn from graduating cohorts (Harris, 2011).

CPED Institutions, Phase III, 2014

In April 2014, the consortium’s membership increased to 84, including two universities from Canada and one from New Zealand.CPED’s commitment to support institutional flexibility in the DiP design presents difficulty sorting out issues of rigor, and advancing common understandings about the nature of problems of practice (Sands et al., 2013). An informal survey of current CPED institutions (CPED, 2013) identified culminating projects including white papers, articles for publication, monographs, electronic portfolios, and the traditional five chapter dissertation document.

Not surprisingly, the consortium has struggled to reach consensus on a DiP definition. Several drafts have been distributed on the consortium’s web site inviting feedback and comment. The current version is, “The Dissertation in Practice is a scholarly endeavor that impacts a complex problem of practice” (CPED, 2014). What is agreed upon by the consortium is that the DiP is focused on practice, and that local context matters. Faculty in EdD programs must have a clear sense of the nature of problems in practice among their constituent base, appropriate types of inquiry used to address those issues, and the manner in which results can be conveyed in authentic, productive ways (Sands et al., 2013).

Key Principles and Components of an Innovative DiP

The nature and format of the DiP diverge (Archbald, 2008; CPED, 2012; Sands et al., 2013). The first major discussion about the attributes of the CPED DiP occurred at the second convening (Fall, 2007), at Vanderbilt University (Storey & Hartwick, 2010). Peabody College faculty and recent program graduates described their DiP’s client-based process. Faculty expressed that the DiP’s primary objective is to provide a program candidate with an opportunity to show they are informed and have the critical skills and knowledge to address complex educational problems (Smrekar & McGraner, 2009). They indicated that the EdD candidate could exemplify a skill set including deep knowledge and understanding of inquiry, organizational theory, resource deployment, leadership studies, and the broad social context associated with problems of educational policy and practice (Caboni & Proper, 2009). Faculty asserted that while DiPs may vary by focus area, geographical location, institutions (school, district, agency, association), and scope (case study, systematic review, program assessment, program proposal), all share common characteristics related to rigorous analysis in a realistic operational context (Smrekar & McGraner, 2009). In the convening’s keynote speech, Guthrie (2009) argued that if capstone requirements for research and practice are the same in EdD and PhD programs, then program purposes, research preparation, and practitioner professional training have been woefully compromised.

During the Fall 2012 convening, consortium members tackled the development of a set of standards and criteria to assess the DiP. Questions regarding the requirements of DiP remained, however. In response to a proposed standard that the DiP “is expected to have generative impact on the future work and agendas of the scholar practitioner” (CPED, 2012), members asked, “What is meant by generative impact? Is this doable in a dissertation capstone?” Members wondered if APA was the appropriate stylistic guide for the formatting of final products, and whether blogs, websites, graphic novel, or YouTube videos were appropriate products (Sands et al., 2013).

Participants at the 2009 convening developed six Working Principles to guide the consortium’s work (Perry & Imig, 2010):

The professional doctorate in education:

• Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice.
• Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities.
• Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships.
• Provides field-based opportunities to analyze problems of practice and use multiple frames to develop meaningful solutions.
• Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry.
• Emphasizes the generation, transformation, and use of professional knowledge and practice.

These principles guide institutions as they develop the DiP’s conceptual foundation. Scholarly practitioners blend practical wisdom with professional skills and knowledge to name, frame, and solve problems of practice. They disseminate work in multiple ways, with an obligation to resolve problems of practice by collaborating with key stakeholders, including the partners from schools, community, and the university. The second CPED principle, inquiry as practice, poses significant questions focused on complex problems of practice. By using various research, theories, and professional wisdom, scholarly practitioners design innovative solutions to improve problems of practice. Inquiry of Practice requires the ability to gather, organize, judge, aggregate, and analyze situations, literature, and data with a critical lens (Sands et al., 2013). The final CPED principle relates directly to the DiP as the culminating experience that demonstrates the scholarly practitioner’s ability to solve problems of practice and exhibit the doctoral candidate’s ability “to think, to perform, and to act with integrity” (Shulman, 2005, p. 5).

In 2012, CPED formed a DiP Award Committee to develop assessment criteria for DiPs nominated for the CPED DiP of the Year Award, and to review submitted DiPs for the award. To develop the assessment criteria, the committee drew on Archbald’s (2008) work, which specified four qualities that a reimagined EdD doctoral thesis should address: (a) developmental efficacy, (b) community benefit, (c) stewardship of doctoral values, and (d) distinctiveness of design. In arguing for a problem solving study, Archbald advised that unlike a research dissertation, findings are not the goal. Rather, the problem-based thesis’ goals are decisions, changed practices, and better organizational performances.

At the June 2012 convening, hosted by California State University (Fresno), the DiP committee guided members in a Critical Friends activity, “Defining Criteria for a Dissertation in Practice”. Subsequently, the 2012 DiP Committee developed and circulated the draft criteria, inviting feedback from CPED members.

At the October 2012 convening, hosted by at The College of William and Mary, the DiP Award Committee proposed their assessment criteria and requested additional feedback from CPED colleagues (CPED, 2013). The assessment rubric was revised, responsive to the feedback, and was circulated to a wider consortium membership for public comment on CPED’s website. Review of this feedback led to item criteria refinement along with performance indicators:

• Demonstrates an understanding of, and possible solution to, the problem of practice. (Indicators: Demonstrates an ability to address and/or resolve a problem of practice and/or generate new practices.)
• Demonstrates the scholarly practitioner’s ability to act ethically and with integrity. (Indicators: Findings, conclusions and recommendations align with the data.)
• Demonstrates the scholarly practitioner’s ability to communicate effectively in writing to an appropriate audience in a way that addresses scholarly practice. (Indicators: Style is appropriate for the intended audience.)
• Integrates both theory and practice to advance practical knowledge. (Indicators: Integrates practical and research-based knowledge to contribute to practical knowledge base; Frames the study in existing research on both theory and practice.)
• Provides evidence of the potential for impact on practice, policy, and/or future research in the field. (Indicators: Dissertation indicates how its findings are expected to impact professional field or problem.)
• Uses methods of inquiry that are appropriate to the problem of practice. (Indicators: Identifies rationale for method of inquiry that is appropriate to the dissertation in practice; effectively uses method of inquiry to address problem of practice.)

The DiP Award Committee conducted two rounds of review for the DiP Annual Award, applying the above assessment criteria.

What Makes a Professional Practice DiP?

In this section, we turn to the international community for guidance in answering two major issues concerning the CPED Award Committee as they wrestled with the assessment criteria. First, what should a DiP look like? Second, how should DiP potential impact be measured?

Numerous national and international bodies govern qualifications and specifications for what doctoral level work should look like, e.g., European University Association (2005), Council of Deans and Directors of Graduate Studies, Australia (2007), Council of Graduate Schools (2008), Quality Assurance Agency (2012). Common to all is the emphasis on critical assessment of the originality of findings presented in the dissertation in the context of the literature and the research. Fulton, Kuit, Sanders and Smith (2013) drew on their experience teaching in a Professional Practice Doctoral program at the University of Sunderland in England, concluding that the “ability to design research objectively and logically, and then to critically review and evaluate findings, is what makes it doctoral level, not the actual findings themselves” (p.152). In their view, the difference between a PhD and a Professional Practice Doctorate is the demonstration of knowledge production that makes a significant contribution to the profession. O’Mullane (2005) noted that while the structure of a DiP may be similar to that of a PhD dissertation, it should contain additional reflective elements relating to personal reflections on the learning journey. But the question remains, what should a DiP look like? O’Mullane (2005) identified six outputs currently used by universities to demonstrate a significant contribution to the profession:

• Thesis or dissertation alone;
• Portfolio and/or professional practice and analysis;
• A reflection and analysis of a significant contribution to knowledge over time or from one major work;
• Published scholarly works recognized as a significant and original contribution to knowledge;
• Portfolio and presentation (performance in music, visual arts, drama); and
• Professional practice and internship with mentors.

These six DiP designs can be found within CPED; a group DiP design is also being explored. Universities are offering several DiP design choices: (a) Baylor University’s DiP can be thematic, assessment, action research, or three articles; (b) California State University San Marcos’ DiP can be a policy brief, executive summary, or series of articles; (c) Rutgers University’s DiP can be thematic, assessment, three article, action research, portfolio, or 3 “products” tied together with an introduction and conclusion; and (d) the University of Arkansas’ DiP can be an executive summary and article submission for publication in a peer reviewed scholarly journal (CPED data, 2013). O’Mullane (2005) also identified the essentials of a DiP:

• Create new knowledge.
• Make a significant contribution to your profession.
• Explicit conceptual framework.
• Literature review should provide the context to the research question, and should demonstrate that the question is worth asking.
• Demonstrable evidence of how ideas have been synthesized in the light of experience and in the context of academic literature, and how this has created new knowledge.
• Demonstration that findings have been reflected on, logically planned, and progressed through the research.
• Independently construct arguments for and against the findings and use evidence to support your interpretation.
• A distinctive voice should be clearly heard although what is said should be supported by evidence.
• Use the university’s designated reference style consistently. (pp.149-150)

Fulton et al. (2013) suggested that “the creation of new knowledge and significant contribution” are critical, and likely to give any DiP assessor the most difficulty. Not only does “the creation of new knowledge and significant contribution” vary between professions, but the opportunity to influence a profession also tends to be based on position and length of service. To bring clarity to the problem of “significant contribution,” O’Mullane (2005) suggested two classifications, active or inactive, in terms of contribution to the profession. An active contribution generates new significant knowledge, which results in significant improvement in practice. An inactive contribution generates significant knowledge that has not yet been disseminated.

Current Rhetoric and Reality of DiPs: An Action Research Study Methods of the Study

For this action research study (Lewin, 1944; Stringer, 2007), we gathered data from an online survey from the eight member DiP Award Committee. Members came from a variety of institutions; four had previous Dissertation Award Committee experience with American Education Research Association special interest groups. The authors of this paper were among those who provided data.

Quantitative and qualitative data were gathered using a Qualtrics administered survey with Likert responses and assessors’ comments. Each survey item was scored 1 to 4, with 1 indicating “unacceptable,” 2 “developing,” 3 “target,” and 4 “exceptional”.

Each member of the committee responded to an email invitation to complete a blind review of four DiP synopses submitted by the nominated candidate. Two committee members assessed each synopsis against the assessment item criteria, with a third assessment by the committee chair, as needed. Based on the quantitative scores and qualitative comments of the synopses, the pool was narrowed from 25 to 6 DiPs. A second blind review of the full text of the six DiPs was conducted with each committee member reading the full DiP and submitting criteria assessment data in Qualtrics.

Limitations

The authors of this paper are DiP Award Committee members, which could cause bias in interpretation. The committee members’ initial judgments were based on the submitted synopses; some may not have adequately represented the overall DiPs quality. The sample was neither random nor sufficiently large to draw generalizable conclusions. 14 DiPs came from three Phase 1 institutions. While not surprising that most submissions came from Phase 1 institutions, multiple submissions from any institution was unexpected.

Data Analysis

Descriptive statistics were calculated for each DiP synopsis assessed on the six CPED assessment items (Table 1). Item means ranged from 2.78 to 2.94 with an overall mean of 2.86. The median was 3 (“Target”) for each of the six items and the mode was 3 (“Target”) for all items except item #5, where the mode was 2.

Table 1. Item Statistics for the DiP Award Assessment Survey

Across the range of 300 individual responses (2 reviewers x 25 dissertations x 6 survey items), a 1 (Unacceptable) was selected only four times, while 4 (Exceptional) was selected 50 times. The remaining 246 responses were either a 2 (Developing) or 3 (Target), indicating considerable restriction of range at both ends of the scale. As for measures of central tendency, the median of 3 (Target), and a grand mean of 2.86, indicate that overall, reviewers found the DiP to be near “Target” based on the review criteria.

Figure 1 shows a frequency distribution of total scores for the 25 DiPs submitted for review. The numbers on the X-axis represent a unique identifier for the 25 reviewed DiPs. The scale ranged from 0-48 possible points (6 items of the survey x 4 maximum points allowed x 2 reviewers). The observed scores ranged from 25 to 45 with no obvious natural breaks in the distribution.

Figure 1 . Frequency distribution of scores across 25 DiPs synopses. Prior to scoring, the DiP Award Committee predicted that an analysis of the score distribution might reveal a natural break that could be useful to narrow the pool for further review. Because there were no obvious natural breaks, the committee, after careful review of both the quantitative and the qualitative data, agreed that the top six scoring DiPs would move forward for a full text review.

The format of 24 DiPs was the traditional (five chapter) dissertation, with one non-traditional chapter. All had single authors. Two submissions implemented results of their study and showed immediate impact. The average page length of the 25 DiPs was 212, with a range of 85-377 pages. Four studies used quantitative methods, 17 used qualitative methods, and four used mixed methods. The methodology used in 10 studies was action research, case studies, grounded theory, and phenomenology.

In additional to numerical rating, the DiP Committee members commented on quality and overall alignment with the DiP assessment criteria. For DiPs that received similar, or identical marks, committee members reviewed the reflective comments, re-read the synopses, and continued meetings via Skype, Adobe Connect, or by phone. The inclusion of quality data provided a point of reference to triangulate perspectives regarding the eventual five finalists.

Critical reflections and subsequent comments can often appear somewhat tenuous. Elements of ambiguity may exist in such reviews, and reviewers may be guilty of overgeneralizing. As the process continued, a clear inter-rater agreement (Creswell, 2013) was evident among committee members.

The qualitative data confirmed the quantitative findings. Regarding those dissertations where the mean was closer to the “exceptional” category, some reviewers stated:

• A timely paper and excellent report
• Good example of an important problem of practice
• High potential for impact
• Meaningful and insightful
• Well-developed
• Important examples of a problem of practice
• Good interdisciplinary foundation

A characteristic of all submitted DiPs was addressing immediate needs in practice. Some were assessments of existing programs; others delved into theoretical constructs and inquired about their applicability to educational issues within the local, regional, or national context. Among these studies, a few took their inquiry directly into the classroom. While the DiPs that rose to the top during the review process were regarded by their submitting institutions as exemplary, not all addressed all of the assessment criteria in their synopsis.

Critical assessment of the DiPs indicated that most CPED member institutions remain unclear about what constitutes an exemplary DiP. While the conclusions drawn from the 2009 Peabody convening asserted that all share a set of common characteristics related to rigorous analysis in a realistic operational setting (Smrekar & McGraner, 2009), the DiP Award Committee’s analysis of 25 submissions revealed a continuum of alignment to the Working Principles for Professional Practice Programs.

Discrepancy in alignment to the Working Principles may be indicative of an analogous disconnect between the central principles that were developed by the consortium to guide all programs in 2009 and what is, in reality, being practiced currently among Phase I and II CPED institutions. The assumption that these principles would be tested during Phase II seems to be flawed, borne out by the analysis of the 2013 data.   Alternately, the discrepancy in alignment to the Working Principles may also reflect the need for additional refinement and discussion around the rubric used for review by the DiP Award Committee. Again, because the rubric evolved from a community-based process, further refinements may require similar processes of discussion and recommendation from the broader constituency.

Many of the DiP submissions lacked clear evidence of impact on practice, a characteristic that is foundational to the Working Principles. While submissions demonstrate the author’s ability to generate solutions, whether a complex problem of practice had been identified in the studies was unclear in a majority of the submissions. Additionally, it was unclear in most submissions whether the author included implications for generative solutions at the local and/or broad context. Drawing on the work of Bryk, Gomez, and Grunow (2010), the six Core Principles of Improvement Science suggest the following:

• Make the work problem-specific and user-centered.
• Variation in performance is the core problem to address.
• See the system that produces the current outcomes.
• We cannot improve at scale what we cannot measure.
• Anchor practice improvement in disciplined inquiry.
• Accelerate improvements through networked communities.

Concluding Remarks

The analysis of DiPs and the narrative presented is indicative of both the challenges institutions face and their pervasiveness, as faculty wrestle with the design of a professional practice doctorate program. While challenging, the identification of common issues provides an opportunity for institutions to engage in conversation with others that appear to have found solutions to some of the challenges. Such conversation is a start to ensuring program rigor and consistency at both a national and international level. Learning in situ develops praxis in education. At the core, the creation of generative knowledge forms a substantive epistemology that guides the construction of meaning and builds confidence in decision makers.

To re-imagine and redesign the EdD will require innovation, a commitment that has now been made by the growing membership of CPED, now collaborating on a global stage to rethink the fundamental purpose of doctoral education with specific focus on the professional practice doctorate, the EdD.

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This feature article was accepted for publication in the International HETL Review (IHR) after a double-blind peer review involving three independent members of the IHR Board of Reviewers and two revision cycles. Accepted for publication in July 2014 by Dr. Lorraine Stefani (University of Auckland, New Zealand), IHR Senior Editor.

Suggested citation:

Storey, V. A., Caskey, M. M., Hesbol, K. A., Marshall, J. E., Maughan, B., & Dolan, A. W. (2014). Examining EdD dissertations in practice: The Carnegie Project on the Education Doctorate. International HETL Review , Volume 5, Article 2. https://www.hetl.org/examining-edd-dissertations-in-practice-the-carnegie-project-on-the-education-doctorate

Copyright [2015] V. A. Storey, M. M. Caskey, K. A. Hesbol, J. E. Marshall, B. Maughan and A. W. Dolan.

The authors assert their right to be named as the sole authors of this article and to be granted copyright privileges related to the article without infringing on any third party’s rights including copyright. The authors assign to HETL Portal and to educational non-profit institutions a non-exclusive licence to use this article for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to HETL Portal to publish this article in full on the World Wide Web (prime sites and mirrors) and in electronic and/or printed form within the HETL Review . Any other usage is prohibited without the express permission of the authors

Opinions expressed in this article are those of the author, and as such do not necessarily represent the position of other professionals or any institution. By publishing this article, the author affirms that any original research involving human participants conducted by the author and described in the article was carried out in accordance with all relevant and appropriate ethical guidelines, policies and regulations concerning human research subjects and that where applicable a formal ethical approval was obtained.

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Educational and Organizational Learning and Leadership Dissertations

Dead reckoning: systematically navigating educational and organizational leadership topics in dissertations during unprecedented times.

UrsZula Quintana , Seattle University

Date of Award

Document type.

Dissertation

Degree Name

Doctor of Education (EdD)

First Advisor

Trenia Walker

Second Advisor

Viviane Lopuch

Third Advisor

The occurrence of crises significantly impacts history by potentially prompting changes in the traditional frameworks through which leadership is understood, taught, and displayed. Dissertation writers understanding of Educational and Organizational Leadership (EOL) studies during times of complex crises is uncertain. This qualitative systematic review examines the relationship between EOL topics and extraordinary times. It analyzes the importance of different perspectives in choosing these topics and considers the specific time periods in which they were written. The systematic review utilizes a Hermeneutic analysis and focuses on ProQuest dissertations published between 2019 and 2023, following a predetermined protocol. Out of 24 dissertations, 19 met the criteria for inclusion. 63% of writers had an EdD, 67% utilized a qualitative design before exclusion criteria, 58% used a case study research approach, 95% used a deficit-based approach, 47% acknowledged a small sample size as a limitation, and 74% were written from an emic perspective. Data was split, where 47% explored how Covid-19 affected their studies and 53% did not. An overarching theme of rapid adaptation comprising of mandates, digital resilience, and social health also indicates the possibility of new norms being established quickly in dissertations. Themes of perception and transformational leadership also emerged. This research has limitations like ethical considerations, single database usage, and exclusion criteria, but strengths include Hermeneutic analysis which enriches the review process and deepens leadership insights by developing a relationship with the data. Further study is needed to explain why the data is split. Expanding this systematic review to international dissertations and longer time spans with more data is also recommended.

Recommended Citation

Quintana, UrsZula, "Dead Reckoning: Systematically Navigating Educational and Organizational Leadership Topics in Dissertations During Unprecedented Times" (2023). Educational and Organizational Learning and Leadership Dissertations . 20. https://scholarworks.seattleu.edu/eoll-dissertations/20

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Home > Education > EdD Dissertations in Practice

Ed.D. Dissertations in Practice

Dissertation in practice from 2023 2023.

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Subversive Self-Care: Black Women Faculty and the (Im)possibilities of Healing in Higher Education , Hermenia Butler

(UWT-Muckleshoot Cohort Doctoral Program) NO FRACTIONS HERE: NAVIGATING BLOOD QUANTUM-BASED COLORISM SETTLER IDEOLOGY WITHIN TRIBAL COMMUNITIES , DeAnn Dillon

We are Stronger Together: Faculty Reflections on Competency-Based High School Completion for Adults in Washington State , Elizabeth J. Flanagan

(UWT-Muckleshoot Cohort Doctoral Program) Preparing the Future, Healing the Past, & Being in the Moment with Teachers as they Indigenize the Way They Teach , Ramona Halcomb

(UWT-Muckleshoot Cohort Doctoral Program) Off the Rez: Witnessing Indigenous Knowledges Through Social Media , Deborah Hales

Brazilian Jiu Jitsu & Mental Resilience , Brendan Hanley

(4) A Post Pandemic Analysis of COVID-19 and the Impact on Mental Health of High School Student-Athletes—Today, more than ever minds matter , Pastora Hernandez Barbee

(UWT-Muckleshoot Cohort Doctoral Program) “Tienes Que Ser Bien Educada”: A Call for Art, Reconciliation, and Justice in Education , Eileen Jimenez

(UWT-Muckleshoot Cohort Doctoral Program) Educational Sovereignty: Creating Community by Ensuring Belonging , Merisa K. Jones

(UWT-Muckleshoot Cohort Doctoral Program) Indigenous-based Mindful Activities for Students with Test Anxiety , Amy Maharaj

(UWT-Muckleshoot Cohort Doctoral Program) The One Drop Rule While Being a Black Indigenous Woman , Ada McDaniel

(4) Creating and Maintaining High-Quality Educational Spaces for Black Children: Challenges and Strategies , Darius B. Mensah

Women With Student Loans: Relational Impacts on Self, Family, and Work , Annie Pocklington

(UWT-Muckleshoot Cohort Doctoral Program) Heart Story Curation: Indigenous Feminist Justice Leadership & The Philanthropic Call to Action , Joannie M. Suina

(UWT-Muckleshoot Cohort Doctoral Program) Indigenizing Education: Universal Design for Learning and Indigenous Leadership Frameworks , Jennifer Vasilez

(4) Start with Self: Considerations of Being in Relationship , Alison O. Pugh

(4) Effective Professional Development and Lesson Study , Kylie Danielson

You are another me: Public schooling testimonios de lugares nepantleras , E. R. Álvarez

Re-establishing Public School Curriculum Adoption Process for Grades Six Through Eight , Alicia Mendez

Dissertation in Practice from 2022 2022

Fostering Communities for BIPOC Students in Higher Education Spaces: The Impacts of Targeted Student Supports Services on Racially Hostile Campuses , Kenderick Wilson

Dissertation in Practice from 2021 2021

University Staff: Indigenous Sovereignty and Justice Online , Star Berry

Mechanisms of Biases and Cultural Literacy in International Language Education: One Such Story to Carry , Yukari Birkett

Recommendations for Creating Inclusive Classroom Andragogy: Perspectives of Graduate Students with Learning Disabilities , Marcee Boggs

Examining Strategies that Promote Success for Adult Basic Education Students: A Professional Development Seminar for Educators , Andrew Brottlund

Equity by Design and Delivery Model in Online Learning: Educator and Student Perceptions and Behaviors as Leading Indicators of Systemic Change , Miebeth Bustillo-Booth

A Qualitative Study: Exploring the Connection Between Therapeutic Foster Parent Training and Placement Disruption , Emmanuel Camarillo

Improving Homeless Student Identification in an Urban High School , Donald Crider

COVID-19 School Closures: Professional and Personal Impacts on Building Principals , Paula R. Dawson and Alicia M. Nosworthy

Still Just white-Framed: Continued Coloniality, Hispanic Serving Institutions, and Latin@/x Students , Ilda Guzman

Diversity in Community College Registered Nursing Education , Sergio Hernández Del Cid

Experiences of Contemporary Dance Choreographers of Color in the Pacific Northwest , Sue Ann Huang

Latinx Students' Sense of Belonging in a Comprehensive Suburban High School , Samantha Ketover

Disrupting Racial Segregation in Special Education: An Evaluability Assessment of Washington State’s Inclusionary Practices Project , Tania May

Barriers Impacting LPNs Academic Progression , M Dianne Nauer

Examining Social Capital and Whiteness in a University Community Engagement Network , Bonnie Nelson

Asian American Community College Presidents: Their Leadership Practices, Insights, and Attributes , Michael Pham

Institutional Accreditation: Making the Process More Efficient, Effective, and Meaningful to Colleges and Universities , Cynthia J. Requa

Community College Student Completion Rates and Strategies for Improvement , Norma Whitacre

Dissertation in Practice from 2019 2019

Corporate E-learning: Perceptions of Persistence and Satisfaction , Staci Bain

Reflections on Reentry: A Qualitative Study of Cross-Cultural Reentry Experiences of International Cultural Exchange Students , Christina Lynn Cox

Asian American Teachers in Predominantly White Education Systems , Candis Lee Eckert

Examining Campus Racial Climate for Faculty and Staff , Sherri Fujita

Let's be Blunt: Substance Use Among Black Male Student-Athletes , Elizabeth Griffin

Asian American Community College Presidents: An AsianCrit Analysis of their Approaches to Leadership , Johnny Hu

Professional Development and Self-Efficacy: Their Impact on the Advancement of Latinas in Higher Education Leadership , Olga Torres Inglebritson

Online Learning Within an Open-Door Program , Adriana Julian

SLOW PROGRESS TOWARDS EQUITY AT A HISPANIC-SERVING INSTITUTION (HSI): A Case Study , Paulette Lopez

Social Constructivism: An Andragogical Praxis for Critical Thinking Instruction and Evaluation with Graduate Social Work Students , Luella Loudenback

Experiences of African American Women in Washington State’s Applied Baccalaureate Programs: A Mixed Methods Study , Stefanie McIrvin

STUDENT VOICE IN SOCIAL EMOTIONAL LEARNING , Angelo Mills

Understanding the Impacts of Campus Racial Climate on Southeast Asian College Students’ Experiences , Chanira Reang Sperry

Expanding Educational Potential through Multisector Partnership , Maija Thiel

Reframing Internationalization: Faculty Beliefs and Teaching Practices , Marco Tulluck

Where Did My Black Folk Go? The Exclusion of Black Males From American K-12 Classrooms , conrad webster

Improving the Leadership of P-12 Administrative Teams , Joshua Zarling

Examining the Human Experience of Moral Distress: A Narrative Inquiry , Allison Wareham

Dissertation in Practice from 2018 2018

Its Okay For Us to Be Students, but Not Leaders: African American Women in Executive Leadership within the Community College , La Shemia C. Hanebutte

Dissertation in Practice from 2017 2017

Barriers for Pseudo School District’s College Bound Scholars’ Scholarship Attainment , Annette Burnett

Dissertation in Practice from 2016 2016

Responding to their Voice: The Needs of Postsecondary Students with Intellectual and/or Developmental Disability , Lucretia A. Berg

Youth Empowerment for Environmental Justice , Mattie B. Brickle

The Principal's Voice: Supports Critical to a School Principal's Effectiveness , Rita Chaudhuri

Writing Equity Policy for a K-12 Public School District: An Insider's Perspective , Louanne H. Decker

From Isolation to Collaboration: School Principals , Allison B. Drago and Vincent Pecchia

Sustained Implementation of School-wide Positive Behavior Interventions and Supports through Continuous Regeneration , Thomas A. Edwards

Building on Community: A Community-Built Pipeline of Community College-Educated Secondary Mathematics Teachers of Color , Maria J. Gross

Gifted and Unserved: Evaluating the Effectiveness of the Promise Scholar Program on Reducing the Racial Segregation of Gifted Education , Reby Helland

Harnessing Emotions: The Critical Role of Emotional Intelligence for Community College Leaders , Lauren Hibbs and Valerie M. Sundby-Thorp

Attracting Foreign Direct Investment (FDI) in the Process of Tacoma’s Globalization , Yi Hui

Surviving or Thriving: Educator Change Following School-Based Trauma , Mona M. Johnson

Utilizing Assessment Resources to Support Classroom Instruction in Mathematics , Jennifer A. Judkins

Online Onboarding of Community College Mid-Level Administrators , Heather F. Lukashin

The Cultural Isolation of Providers and Educators Caused by Stigma and Compassion Fatigue when Serving Survivors of Invisible Wounds , Bronwyn G. Pughe

Images of DREAMers: Using Photovoice to Explore the Experiences of Undocumented Latinxs in a Washington State Community College , Theresa R. Ramos Ed.D.

Using Student and Staff Perceptions to Guide Training and Practice , Cynthia Sherrod

Change Management and Guided Pathways: Creating a Plan for Implementation at a Washington State Community College , Sandra Spadoni and Saovra Ear

An Opportunity for Community: Building a Community College Center for Community Engagement in a “Distressed” Suburb , Jeffrey L. Wagnitz

Race Matters: Occupational Therapy as a Career Choice by High School Students of Color , Kirsten L. Wilbur

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EdD in Educational Leadership: Find Dissertations

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How to Locate a Manhattanville Dissertation

• Locating a Manhattanville Doctoral Dissertation These instructions will guide you through the steps to locate a published dissertation written by a Manhattanville doctoral student.

Definition - Dissertation

An extended scholarly essay, usu. based upon original research, submitted for a degree or other academic qualification.

Retrieved from the Oxford English Dictionary library database .

Places to locate dissertations

• Dissertations and Theses This link opens in a new window ProQuest Dissertations and Theses — Full text is the world's most comprehensive collection of dissertations and theses. The official digital dissertations archive for the Library of Congress and the database of record for graduate research. PQDT — Full Text includes 2.7 million searchable citations to dissertation and theses from around the world from 1861 to the present day together with 1.2 million full text dissertations that are available for download in PDF format.

Locating dissertations is important for a doctoral student for a number of reasons:

• to find out what has been written and published on one's topic
• to see different formats used in writing a dissertation
• to review lists of References to search for sources of information that might be relevant to one's dissertation

"Ultimately any search depends on the particular keywords you use and the particular databases you include in your search.  One additional - in our minds, essential resource is the literature reviews of researchers whose own writings you've consulted.  Such reviews, especially if they have been published recently, can give you valuable guidence about seminal research studies and cutting-edge ideas related to your research topic.  As a rule of thumb, we urge you to track down any references that you see cited by three or more other researchers .  Such references are clearly influencing current work in your field and should not be overlooked" (Leedy & Ormrod, 2005, p. 71).

Leedy, P.D., & Ormrod, J. E. (2005). Review of the related literature. In Practical research: Planning and design (8th ed., pp. 64-84). Upper Saddle River,

         NJ: Pearson.

The databases below all provide access to dissertations. 

• ERIC This link opens in a new window This database can be used to search for the abstracts of dissertations. From the advanced search screen in this database - Limit the “Publication Type” to Dissertation/ Theses-Doctoral Dissertations
• Google Scholar Try adding one of the following keywords to your search: doctoral, dissertation, thesis. Use the other resources on this list first- but do check Google Scholar to make sure you haven't missed something.
• Locating Dissertations in Dissertations and Theses (Proquest)

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Ed.D. in Organizational Leadership

The Ed.D. Program in Organizational Leadership develops visionary leaders who are creative agents of change in transforming their diverse organizations through collaboration, innovation, positive influence, strategic thinking and a profound commitment to lifelong learning.

Program Learning Outcomes

• Transformational Leadership: Create a vision of the future as an ethical agent of change, who mobilizes stakeholders to transform the organization.
• Diversity: Integrate the strengths that individual and cultural differences contribute to create an organization that is equitable, respectful, responsive and morally accountable in a global society.
• Collaborative Relationships: Build a culture of trusting relationships and purposeful involvement that supports critical and creative problem solving and decision making through effective communication and conflict resolution.
• Political Intelligence: Generate organizational influence to ethically advocate for causes and changes that will advance the organization’s vision and mission.
• Strategic Thinking: Construct a systems-oriented learning organization to develop, implement, and assess effective, futures-based plans that facilitate innovation, problem solving and continuous improvement.
• Creativity and Sustained Innovation: Develop a culture of divergent thinking and responsible risk taking that harnesses the potential of available human capital to transform the organization.

Application Deadline and Program Start Dates

The start dates for the Ed.D. Program are offered twice annually in Fall I and Spring I. Applications close in July for Fall I and December for Spring I; the specific dates will be established by the university. The deadline for receiving the intent to enroll form will be two weeks after an offer of admission is extended. An extension may be granted for extenuating circumstances.

Admission Requirements

Admission to the Doctoral Program in Organizational Leadership may be achieved by fulfilling the Admission by Prior Graduate Degree option which requires an earned master's degree with a minimum GPA of 2.75 from a regionally accredited institution.

• Transcripts documenting successful attainment of a Master's Degree with a minimum GPA of 2.75.
• Applicants with a GPA lower than 2.75 must submit additional evidence to demonstrate their readiness for doctoral level coursework. Additional evidence could include letters of recommendation and/or an additional writing sample.
• If the applicant is not in a leadership position, the letter of intent must explain their plans for how they will work with individuals and groups in an organization to bring about important change.
• All applicants must successfully participate in an intake interview with a doctoral faculty member designated by the Associate Dean.

Transfer Credit Policy

Transfer credits from other degrees or programs will not be accepted.

Course Waivers

Course waivers will not be permitted.

New Student Orientation

To acquaint students with the unique technology and instructional practices of the doctoral program, students will be required to complete a Doctoral Boot Camp prior to the first Immersion.  The Doctoral Boot Camp is a mandatory induction program designed for candidates to gain pertinent knowledge and skills needed to be successful in the EDOL program.  The Boot Camp experience is online. Students will complete portions of the orientation in Blackboard as well as attending a live online training the Friday before the beginning of their first Immersion. Attendance is mandatory. 

Degree Requirements

Transformational change project.

To integrate change theory into real world settings and provide an opportunity for clinical practice, each student will design, implement, and assess a Transformational Change Project (TCP), which will be operationalized in a real organization. The Transformational Change Project will be introduced and explored in various courses throughout the program, beginning with the first course,  EDOL 700 Transformational Leadership . Field-based assignments in which students begin to work on projects and deliverables that will be used in their second year TCP will spiral through every content course in their first year.

In Year 2, students will implement the TCP in selected organizations while enrolled in EDOL 780 Transformational Change Field Experiences , which will be a 16 week field experience. In EDOL 724 The Leader as Change Agent  the students will deconstruct their experience implementing the Transformational Change Project. At their final Immersion in June of their second year, students will participate in a Transformational Change Symposium, in which they will present their findings, implications for practice, and recommendations for further research.

Advancement to Candidacy

In the second semester of their second year, students will participate in a faculty and cohort mentor review of their work to date. Students will present their analytical paper of their TCP experience along with a Transformational Change Leader Portfolio, which consists of their Transformational Leadership Development Plan, and their Transformational Change Project artifacts and analysis. Also, candidates will present their approved dissertation prospectus. Candidates who successfully meet all criteria required will be advanced to candidacy. Students will then be allowed to petition for a Dissertation Chair, and be permitted to register for Dissertation I.

Program Design

The Ed.D. Program is a rigorous program that is designed to serve the needs of working professionals.  Courses are organized around an 8-week format of online instruction. Individual online work and study will be augmented with extended activities through required participation in cohort meetings, immersion sessions, and synchronous online meetings or seminars. The learning environment is one of collaboration balanced with independent learning. Instructional strategies include experiential activities, large and small group activities, presentations, discussions, and opportunities for real world application. Additionally, online instructional strategies, including webinars focused on high levels of interaction between students and faculty, threaded discussions, journals, wikis, blogs, readings, videos, links to web research and resources, access to a digital library of books and journals, and the use of audio/video synchronous and asynchronous multimedia tools.

Writing Standard

Students in the Doctoral Program in Organizational Leadership must meet Graduate-level academic writing standards.  A writing pretest will be administered during the first writing course.  This test will be used to determine support strategies that will be initiated in EDOL 750 Writing for Research and Publication I .  Student work will be evaluated based on a writing rubric in that course.  The writing rubric will also be used in other courses and the student will be reevaluated in EDOL 751 Writing for Research and Publication II , which takes place in Summer II of the first year.  Students whose work does not meet standards will be expected to take advantage of the online tutorials available in the Online Writing and Math Center and follow through on other faculty recommendations to improve their writing.

Cohorts are a "laboratory for learning,” in which students work together to develop their leadership competencies.  Students will be assigned to an online cohort.   Each cohort will be guided by a cohort mentor, who is an adjunct faculty member and leading practitioner in the field.  These experienced leaders will mentor students in their career development and lead students in dialogue and practice around the application of theory and skills in the real world. Working in small groups, students will deepen their understanding, build collaboration skills, and practice teamwork. Cohort mentors will also coach and assess students as they create individual action plans to develop leadership competencies and serve as mentors in exploring and developing dissertation topics.  Students will meet  for half a day (four hours) each month, scheduling to be determined by the cohort members and mentor.  

Interdisciplinary Degree

The Ed.D. in Organizational Leadership is an interdisciplinary degree, integrating the latest theory and best practices from both Education and Organizational Leadership.  It will draw on both fields to produce transformational leaders who collaboratively design and implement innovative changes and creative solutions in their diverse organizations.

360 Degree Assessment

Each student will have the opportunity twice during the doctoral program for 360 degree feedback on their leadership performance skills.  In addition to a self-analysis, students will request colleagues, supervisors, and subordinates to respond to a confidentially administered electronic survey assessing their strengths and growth areas. Students will review the compiled results and develop a Transformational Leadership Development Plan (TLDP) to address growth goals over the course of the program.  The cohort leader will coach students on their plan and their progress in achieving personal goals.  This leadership performance assessment will be offered at the beginning of the first year and again during the second year.

The program includes three immersions, where all students in the Ed.D. program meet together virtually over three-day weekends; Saturday, Sunday and Monday. The Immersions occur over Labor Day Weekend, Martin Luther King Jr. weekend, and the last weekend in June.   Students and faculty will meet online to engage in extensive relationship-building with faculty and students program-wide, presentations by expert speakers, and in-depth engagement in learning. Immersions will introduce major themes for the coming term and culminate the learning from the previous terms. The Immersion sessions will also offer an opportunity to receive guided practice in mastering leadership competencies. Students will be able to dialogue with faculty and experts from the field about the content they are learning. Immersions also feature more exposure to research development in preparation for the dissertation and offer students the opportunity to get acquainted with faculty members who may serve as potential dissertation chairs.

The Ed.D. in Organizational Leadership program uses the best of online learning support through virtual cohort meetings, three immersion sessions a year, and synchronous online meetings or seminars.  University of Massachusetts Global commitment to learning requires that students be present and participate fully in all activities. For Immersion sessions, cohort meetings and online learning to be successful, everyone’s ideas, feedback and participation is imperative. It is required that students attend all sessions and be on time.

To maximize learning and in fairness to colleagues, students should not ask to be excused from all or part of an Immersion session, synchronous online meeting, seminar or cohort meeting.  If an emergency (such as personal illness, death in the immediate family, job requirement, or childbirth and adoption) requires absence for part or all of an Immersion it is the student’s responsibility to contact the Associate Dean to determine a contract for making up the time and work.  If a student is required to be absent from a cohort meeting, the student will be responsible for discussing the absence and makeup contract with the Cohort Mentor in advance if possible.  Faculty may require that the student attend outside sessions related to the content missed which may involve additional expense. Absence from an online meeting or webinar must be arranged with the instructor in advance if possible and will require the student to complete makeup work with the course instructor.  Patterns of tardiness or absence may result in a cause for concern notice, followed by a disposition action plan, and can affect the course grade or continuation in the course or program.

Students may be dismissed from the program at the Dean’s discretion due to absence from required meetings.

Interrupted Enrollment

Although the university has an interrupted enrollment policy that applies to other programs, the School of Education has a separate policy for the Ed.D. in Organizational Leadership program.  If a student needs to interrupt enrollment from the program for personal or professional reasons, it will be necessary to complete the form entitled, Leave of Absence Application: Ed.D. Program, stating the reasons for the absence and the expected date of return. This form must be submitted to the Associate Dean for approval at least four weeks prior to the term in which the leave is requested.  

When a student interrupts enrollment in the Ed.D. program, course sequence and program design make it necessary to reenter the program at the same term a year or two years later, depending on the length of the leave. Students who interrupt enrollment for more than two years will need to reapply.  Interrupted enrollment/leave of absence does not alter the seven-year period for completion of Ed.D. degree requirements.

Dissertation

Each student is required to complete a dissertation that reflect scholarly research and competent academic writing that is rated as proficient on all criteria identified on the dissertation rubric.  The dissertation will be developed under the supervision of a Dissertation Chair and Committee of two additional members.  Dissertation Chairs and members must meet the criteria established by the university and submit all required documentation, including Curriculum Vita, NIH/CITI Certificate, and Transcripts from the Institution of Terminal Degree.  The student’s dissertation proposal must be approved in Quality Review prior to conducting the proposal defense.  After the student is authorized by the committee to collect data, an application must be approved by IRB before data collection can begin.

The dissertation is completed in EDOL 791 Dissertation I and EDOL 792 Dissertation II with continuing candidacy in 0 credit EDOL 799 Dissertation Extension until completion.  All requirements for the Ed.D. degree must be completed within a seven-year period from the start date of the first course.

Program Completion Timeline

It is expected that most students will complete the dissertation within one to two years after coursework, but the deadline for completion of all program requirements, including the dissertation, is seven years from the student’s program start date.  Interrupted enrollment/leave of absence does not alter the seven-year period for completion of Ed.D. degree requirements. After seven years have elapsed, coursework will expire.

Continuing Candidacy Fees

Students who have been advanced to candidacy are eligible to request a Dissertation Chair and register in  EDOL 791 Dissertation I  Dissertation I. At the conclusion of this course, students who have made satisfactory progress will register for  EDOL 792 Dissertation II . Students who are enrolled in  EDOL 792 Dissertation II  and have not completed the Dissertation at the end of the term, will be granted an “SP” grade and will be permitted to continue until the Dissertation is completed or until the student’s seven-year program completion timeline has expired, by registering for 0 credit  EDOL 799 Dissertation Extension  course and paying the Continuing Candidacy Fee. Individual student accounts must be in good standing for a student to continue to engage the services of their Chair and Committee, as well as have access to University of Massachusetts Global Library.  This is also a pre-condition for moving on to Proposal Defense, Oral Defense, and Commencement Hooding Ceremony. Please see Tuition and Fees section for more detail on the Continuing Candidacy Fee.

Commencement

Ed.D. Candidates will be permitted to participate in commencement ceremonies if they successfully complete the Oral Defense of their Dissertation not later than May 1 prior to Commencement.  Students receiving their degrees in subsequent sessions are entitled to participate in commencement ceremonies the following spring.

Clear Administrative Services Credential Option

University of Massachusetts Global offers the Clear Administrative Services Credential. Further information can be found under the Services Credentials section of the SOE catalog.  Contact Extended Education for further information by visiting their website at  https://www.umassglobal.edu/academic-programs/extended-education  or by calling 800-632-0094.  Please note a separate application with Extended Education is required to be enrolled in the Clear Administrative Services Credential program.

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Interdisciplinary Leadership EdD Degree (Doctorate)

Creighton's online Doctoral Program in Interdisciplinary Leadership (EdD) has developed emergent leaders for over a decade. The model culminates with a  dissertation in practice , a unique opportunity for you to share your findings as a scholar and as a practitioner immediately. Our students continue to make a difference in their communities and across the globe every day.

Are you searching for a program that values your unique strengths and supports personal growth? Creighton’s EdD program helps you to examine and refine yourself as a leader. Our foundation is built on reflective practice, rigorous scholarship and unwavering support. Your dissertation is not destined for a dusty shelf but to be submission ready for a publication or conference in your professional area of interest. Creighton’s top-notch faculty has significant experience as scholars and practitioners across an impressive range of industries. They are ready to guide you at every step. You’ll be part of a diverse cohort of people from different professional backgrounds and regions of the world who will enrich your perspective with their unique experiences. Through this program, you’ll gain valuable skills to help communities and organizations become more authentic and effective and the proficiency to pursue a successful career in any industry where talent and passion are essential.

We're Here to Help

A network of successful peers and faculty.

You will thrive in your cohort community with other leaders from diverse backgrounds and expertise worldwide. Our top-notch faculty have connections due to their journey as scholars and practitioners across a range of industries. Plus, our extensive alumni network offers even more opportunities for growth and development. In addition, you’ll have the chance to bond with your cohort members during our on-campus residency and attend optional on-campus learning opportunities each year.

Retired military officer Driko Parsons, EdD’23 says, “Within my cohort and other cohorts I’ve worked with, these folks are superstars. They’re phenomenal people. They’re at the top of their industries, providing sage advice, wisdom, and leadership. And here I am, learning from them.”

This diverse academic unit creates a rich learning community that shares perspectives and insight in a supportive learning environment. Together, we create an experience no other program can match.

Meet our program faculty

• Leah Georges
• Jennifer Moss Breen Kuzelka
• Moises Guitterez
• Candice Bloomquist

Leah Georges, PhD | Associate Professor and Program Director, Graduate School

“Our EdD program’s heartbeat is rooted in reflective practice, rigorous scholarship, and deep support from faculty and staff. Our program doesn’t seek to “change” you - you come to us already good and whole. Leaning into the Jesuit values, we ask our students to explore what makes them tick and, in turn, how that ‘you’ can be there for and with others - in the Jesuit tradition. Students explore their leadership philosophy, beliefs, and ideas and how those relate to the leadership they practice in their community or place of work.” Dr. Georges currently serves as the President of the Association of Leadership Educators - an organization dedicated to developing and expanding the field of leadership and helps keep Creighton on the cutting edge.

Program Details

The Doctorate in Interdisciplinary Leadership is a 3-year, 51-credit program. The flexibility of online education allows you to focus on balancing school with work and life. In addition, you’ll network with your cohort during the 3-day on-campus residency. Our core curriculum focuses on leadership, ethics, social justice, organizational theory and policy issues. Plus, you choose various elective options, from toxic leadership to servant leadership, followership and more.

View the program curriculum via Creighton’s academic catalog.

Students in the EdD program will complete a dissertation in practice. This structure meets the needs of our practitioner-scholars. As an adult learner, you come to the classroom with rich experiences and meaningful stories. Your dissertation destination is not a dusty shelf but a submission-ready article for publication or a conference in your professional area of interest. The work you do at Creighton should make a difference right away – our approach to the dissertation in practice will help you do that. Our goal is to walk alongside you as you complete your degree and be intentional about getting you across the finish line.

Much of the dissertation experience occurs through coursework. While there is some work outside the usual curriculum, we walk with our students through the research process step by step, together, with the support of faculty and fellow cohort members.

What to Expect

As we keep Cura Personalis (care of the whole person) front and center in our program, we try to allow our community as much flexibility as possible. We recognize that life balance is critical to the sustainability and prevention of burnout amongst our students and faculty and intentionally developed our program with the self-care of the whole student at the center of our program.

Currently, discussion board work is due on Sunday evening, allowing our working professional students to utilize their time best to read and prepare a high-quality post. Major course assignments such as papers, reflections, and other projects are due Wednesday evening. You will value this cadence, which gives you a predictable rhythm and flow.

For the on-campus residency, we strive to provide a comprehensive experience that includes student and faculty panels, class resources and opportunities to foster connection and build community. You’ll be on campus at the end of your first eight weeks of the program and will appreciate meeting the classmates you’ve already begun to bond with and understand. In addition, attendees will explore interdisciplinary leadership and dissertation research. Optional on-campus learning institutes allow students to meet one-on-one with faculty, receive writing support, and build camaraderie with peers. These learning institutes are not mandatory but provide valuable experiences many students appreciate.

The Creighton EdD program’s interdisciplinary approach allows you to build relationships that last long after the program ends. With adaptable knowledge and skills gained from our rigorous, research-based program, you’ll be prepared to pursue a successful career in business, healthcare, criminal justice, education, government or any industry where talent and passion are essential.

Nick Argento, EdD’20, says, “I'm forever grateful to the faculty and to my other classmates for the ideas that they exchanged. For the criticism. For the intention. For the care. I haven't seen that in other programs. And one of the best academic decisions I’ve ever made in my life was to enroll in this program.”

Learn more in our blog post “ How a Doctorate in Leadership Can Help You Make a Difference in Any Industry .”

degrees conferred in 2021-2022

states and the District of Columbia represented in the program

countries represented in the program

students enrolled in the program in 2021-2022

EdD Program Mission Statement

The interdisciplinary leadership program is a challenging, practitioner- and research-based doctoral degree for professionals looking to make a change in themselves, their communities and the world.

The Creighton online Education Doctorate (EdD) in Interdisciplinary Leadership is committed to developing ethical leaders through a values-based, practitioner-led learning approach. As a result, you are equipped with the transformative skills and leadership approach to positively impact the world.

• We believe leadership is practiced in both obvious and subtle ways by anyone willing to help (Lowney, 2003; Wheatley, 2006). 
• We believe in preparing individuals to work for and with others by fostering a rich interdisciplinary learning environment.
• We believe in preparing individuals to embrace complexity by practicing self-reflection, an openness to diversity, and the integration of Ignatian values.
• We are diverse in the life experiences, ways of thinking, and knowledge base that faculty, staff, and students bring to the program.
• We are reflective scholar-practitioners focused on modeling the leadership our communities and workplaces need today and in the future.
• Alongside critical thinking and social science methodologies, we use innovative, leading edge education approaches such as the emerging approach of interdisciplinary leadership, adult learning theory, and dissertations in practice to prepare individuals to work across differences to address complex problems.

Admission Requirements

• Application
• Personal statement
• Resume or curriculum vitae
• Three letters of recommendation
• Official transcripts from all graduate-level coursework
• Master’s degree or equivalent professional degree
• Writing Sample ( EdD Writing Exercise )
• Personal Interview (per request of admissions committee)
• Additional requirements for international students

Due to residency requirements, international students may face difficulties in this program, but are welcome to apply. Please work directly with your enrollment specialist to discuss your situation and how Creighton can support you.

International applicants must meet  English language proficiency requirements

Dates and Deadlines

The table below details the enrollment deadlines and starting dates of courses for the current academic year. If you have any questions about dates, deadlines, or application materials, please  contact an admissions advisor for personalized assistance.

Still Have Questions?

Tuition & Financial Aid

Tuition rates change in the fall of each year. View the tuition and fees for this program.

Financial Aid To help make your graduate studies at Creighton University more affordable, we encourage you to  file the FAFSA  to apply for financial assistance.

Have questions?  Email  or call a friendly financial specialist at 402.280.2731.

Related Blog Articles

How a doctorate in interdisciplinary leadership can help you make a difference in any industry, is an edd in leadership worth it graduates share their stories, edd vs. phd: which degree will help you make a difference, related degrees.

• Master of Science in Organizational Leadership
• Master of Science in Educational Leadership
• Graduate Certificate in Catholic School Leadership
• Graduate Certificate in Healthcare Educator Teaching & Learning

Department Links

• Department of Interdisciplinary Studies

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EdD Leadership, Administration and Policy Program Curriculum

This program incorporates core courses shared between all doctoral offerings along with program-specific courses. Additionally, students may customize their learning experience through elective options and dissertation topics within their area of interest.

Core Courses

  edd 700 leadership theory and practice (3).

This course examines classical and contemporary theories and styles of leadership and their application to a variety of professional and global settings. The role of vision, persuasion, mobilizing constituencies, and other dimensions of effective leadership are examined from a theoretical and practitioner perspective. Students conduct research on leadership theories and practices relevant to their particular academic and professional interests

  EDD 724 Ethical Leadership, Equity, Cultural Proficiency, and Social Justice (3)

This course introduces students to the study of ethical leadership and provides the foundation for value clarification, ethical decision making, and responsible leadership in diverse organizations and communities. Elements of ethical leadership such as cultural proficiency, social justice, equity, and privilege are examined. Students will investigate applications and practices relevant to their academic and professional interests.

  EDD 734 Inferential Statistics (3)

Students learn statistic distributions, confidence intervals, estimation, effect size, and hypothesis testing. Topics include proper application of statistical methods, analysis of data utilizing statistical software, interpretation of parametric and nonparametric techniques, and presentation of findings in a variety of organizational issues and scholarly pursuits. Students will examine the application of statistical analysis and practices relevant to their academic and professional interests.

  EDD 753A Advocacy, Social Change, and Public Policy Development (3)

This course introduces major theories and approaches to research, assessment, and development of public policy. Students develop a policy paper on a topic of their choice at the local, state, regional, or national level. Students will investigate applications and practices of advocacy and social change through policy development relevant to their academic and professional interests.

  EDD 753B National Policy Experience (1)

This course offers students practical experience in policy development at the national level. Students will travel to Washington, DC, or a similar venue; will experience policy development at the federal, state, or local level; and will meet with policymakers, lobbyists, and leaders in government and national associations. Students are required to participate in a trip to Washington, DC, or a similar location. Students will incur travel costs (which vary in relation to airline, hotel, food, venue, and materials). Prerequisite: EDD 753A.

  EDD 754A Global Economics and Public Policy (3)

This course examines global issues and policy alternatives at the intersection of technology, innovation, and social change. It applies principles of micro- and macroeconomics to investigate alternative economic distribution systems, taxation, educational challenges, planet sustainability, intellectual property and trade, poverty eradication, social justice, health care, and economic and workforce development. Students will investigate applications and practices of global economics and policy-relevant to their academic and professional interests.

  EDD 754B Global Policy Experience (2)

This course discusses and examines economic distribution and policy systems with local, national, and global leaders in private and government sectors, public education and learning institutions, social enterprises, health care, and commercial and manufacturing in contrast to the United States. It immerses students in an international destination to gain experiential perspective on alternative economic and policy approaches relevant to their academic and professional interests. Students are required to participate in a trip to an international location. Students will incur travel costs, which vary in relation to venue, airline, hotel, food, and learning material.

  EDD 755 Virtual Learning and Collaboration (3)

This course immerses students, as future global learners, in a dynamic exploration of technology-integrated learning tools and solutions available to global organizations, learning communities, and educational settings. It explores current and future-ready technologies and their intentional application for experiential, collaborative, social, and blended learning across organically or formally developed learning organizations and online communities in K–12, higher education, and private and public sectors. Students will investigate applications and practices in virtual learning relevant to their academic and professional interests.

  EDD 759 Law and Dispute Resolution (3)

This course examines legal, political, and regulatory processes and issues confronting organizations. Topics in the course include intellectual property law, educational law, torts, criminal and contract liability, the laws regarding electronic communication, encryption, internet security, and ethics in cyberspace. Dispute resolution and negotiation techniques are also included. Students conduct research on legal principles and practices relevant to their particular academic and professional interests.

  EDD 763 Learning Design, Cognition, and Evaluation (3)

This course focuses on analysis, design, development, implementation, and assessment of learning-based solutions to organizational challenges in a variety of learning organization environments including K–12, higher education, and private and public sectors. It introduces models and methods of learning theory and cognition and learning assessments as a response to identified needs and gaps in intended organizational results. Students will investigate applications and practices of learning design, cognition, and evaluation relevant to their academic and professional interests.

  EDD 765 Organizational Change, Innovation, and Creativity (3)

This course focuses on innovation and change in organizations in response to environmental and technological induced disruptions they bring to organizations or systems. Organizational change theories and models, futurist literature, and major world trends in innovation that impact sustainable change efforts in education, health care, social enterprises, for-profit and not-for-profit organizations, and related disciplines are examined. Topics include models and strategies in anticipating, creating, and managing change; collaboration; overcoming resistance to change; and creativity and innovations. Students will investigate applications and practices of organizational change relevant to their academic and professional interests.

  EDD 766 Quantitative Research Methods and Descriptive Statistics (3)

This course explores the theory and practice of designing, conducting, and applying statistical software for analyzing and interpreting data and presenting findings in experimental, quasi-experimental, and non-experimental procedures for organizational research and evaluation. Sample size planning and methods of assessing the credibility of published research are discussed. Students focus on quantitative measures and the statistical description of variables. Students will investigate applications and practices in quantitative research relevant to their academic and professional interests.

  EDD 767 Qualitative Research Design and Analysis (3)

This course introduces students to research designs within the qualitative tradition. Topics include the collection and interpretation of qualitative data and methods of minimizing threats to the trustworthiness and authenticity of qualitative studies. Students learn specific techniques for the analysis and interpretation of qualitative data. Students will be expected to utilize appropriate software to conduct content, semantic, and sentiment analysis relevant to their academic and professional interests.

Program Specific Courses

  edlp 700 - education finance and policy (3).

This course provides a conceptual and a practitioner’s perspective in the process of understanding that resources, social progress, technological advancement, and health are created through a sound and continuously improving Pre-K-12 educational system. the bureaucratic or political systems that support these processes require resources, most notably among them is adequate funding. This course reviews and examines the sources and processes of obtaining educational funding. Additionally, the political and bureaucratic challenges around how funding is acquired, administered, and dispersed by the federal government, states, communities, and local school districts are described.

  EDLP 701 – Leadership and Action Research in Pre-K-12 Education (3)

Students investigate the historical context and multiple traditions of participation in any research parentheses (PAR) and its application to leadership in the private and public pre-K-12 settings. Students will select and complete a (PAR) project within their schools. Students also explore their individual and collective leadership talents, strengths, beliefs, values, assumptions, and practices. Learning experiences engage students in imagining a better future, developing greater intentionality, becoming more proactive, and maximizing talent and strengths to build individual and learning community capacity.

  EDD 785 Advances in Theory and Practice (3,3)

Students examine a broad range of advancements in theory and practice in their respective areas of interest. Examples of possible areas may include social innovation and entrepreneurship; school safety; institutional advancement; innovations and future of learning technologies, such as AI, 3D learning and virtual worlds, aerial, cloud, and mobile technologies; financial management of public institutions; open-source electronic platforms; interactive gadgets or media mashups; managing in technological environments; pre-K–12 administration; private and charter school administration; societal factors affecting education and equity; nonprofit management and leadership; mixed-methodology research methods; and other similar topics. Note: Students may not complete the same area of study for credit more than once.

Comprehensive Exam and Dissertation

  edd 787 comprehensive examination seminar (3).

The purpose of the Comprehensive Examination Seminar is to assess the doctoral student's ability to integrate the doctoral coursework by preparing a paper which will address a real-world problem, dilemma, or issue synthesizing the leadership, learning, and change coursework. The paper will be evaluated and defended orally before a committee of faculty members. Prerequisites: EDD 700, 724, 755, 759, 763, and 765.

  EDEL 791 Dissertation Research (until completion) (2)

Under the direction of a dissertation chairperson, dissertation research is individualized and tailored to aid the student in completing the dissertation requirement. In dissertation study, students engage in preparing their research proposal and hold a preliminary oral with their chair and committee. In order to formally conduct dissertation research under the supervision of a faculty member, or to hold a preliminary or final dissertation defense, students must be enrolled in a Dissertation Research course, ED 791, EDOL 791, EDLP 791, and PGLC 791. To enroll in a Dissertation Research Course, ED 791, EDOL 791, EDLP 791, EdD students must have completed EDD 734, EDD 766, and EDD 767. To enroll in PGLC 791, PhD students must have completed EGLC 734, EGLC 766, EGLC 767, and PGLC 734.

  ED 792 Dissertation Completion* (1)

Dissertation students who have successfully completed the final oral defense of their dissertation and the manuscript modifications required by the dissertation committee may enroll in this course for a fee of $100. A completed Form F4 must be submitted to the associate program director to enroll in this course. Students are eligible to enroll in this course for up to two consecutive semesters. If the dissertation has not been APA-cleared and submitted after two semesters, students will need to re-enroll in the appropriate doctoral dissertation research course.

*This course is not a requirement for degree completion. Students can enroll in ED 792 for a fee of $100 per term for up to two terms to clear APA.

The following electives fulfill the requirements for EDD 785.  Note: Students may not complete the same area of study for credit more than once. 

  EDD 785 - Entrepreneurship: From Ideation to Fruition (3)

New venture creation, theory, strategy, and practice for organizational leaders are explored. Students will conduct a comprehensive study of the process of shepherding an entrepreneurial idea from formulation to fruition by forming new ventures in for-profit, not-for-profit, and philanthropic organizations.

  EDD 785 - Non-human Subject Research (3)

This course is designed to explore the various research designs and methods used in non-human subject research. Reliance on the definition and guidance from the US Department of Health &amp; Human Services (45CFR Part 46) of what constitutes human subjects research, directs the discussion of empirical processes that do not involve interventions or interactions between an investigator and individual subject or an investigator and identifiable, individual subject data. Examples of non-human subject research include social media mining and sentiment analysis, content analysis of artifacts including online text and images, virtual ethnography (netnography), secondary analysis of aggregated data, or program evaluation not focused on individual subjects.

  EDD 785 - Resilient Leadership (3)

This course will provide an integrated approach for students to explore Resilient Leadership in theory and practice. To be resilient leaders students need to first understand that leadership isn’t always about the circumstance, but instead how they as leaders respond to those circumstances. The course builds on existing knowledge around leadership theory, ethics, emotional and social intelligence, as well as the relational nature of leadership. It will immerse students in dialogue around trust, respect, mindfulness, and community. The course will be focused on identifying practices that lead to resilience and understanding how leaders can integrate those practices and transform their leadership approach.

  EDD 785- Leadership and Spiritual Development (3)

This course builds on the theory of spiritual leadership (Fry, 2003) that is initially grounded in an intrinsic motivation model that incorporates vision, hope/faith, altruistic love, and theories of the workplace.

  EDD 785 Mixed and Multiple Methods Research Methodology (3)

This course is designed to extend your understanding of both mixed and multiple methods research designs. The main objective and assignment in this course is the development of an integrated, targeted literature review of existing knowledge regarding mixed and multiple methods research methodology. Mixed methods research refers to research designs including both a quantitative and qualitative component. Multiple methods are commonly labeled as Case Study research designs and include multiple data sources and data gathering procedures. While textbooks may support your learning, other sources will include published reports of empirical studies found in the scholarly literature that report on research involving mixed or multiple methods designs. This section of 785 has applicability to your dissertation process as it will help you refine your understanding of research methodology and guide decisions regarding the choice of research design.

Other assignments include participating in virtual sessions and asynchronous activities focused on enhancing your literature review skills; taking advantage of electronic tools for building and searching your electronic library; differentiating components of a dissertation proposal; understanding the Pepperdine Dissertation Process including human subjects’ considerations and the e-Protocol system used by our Institutional Review Board (IRB).

  EDD 785 Quantitative Ethnography (3)

This course is designed to introduce you to research designs that employ quantitative ethnography (QE) and to tools that enable QE designs, including epistemic network analysis (ENA), a federally funded software platform. The joint application of QE and ENA (QE/ENA) is gaining recognition as a means to enhance the analytic clarity of thick qualitative studies through discourse coding and graph theory. A primary. advantage of QE is relational: it not only permits the elaboration of constructs that a qualitative study might examine, but furnishes sophisticated tools to model how the constructs interact, with mathematically grounded validity. This enables visualization of differences between and within individuals and groups, including before and after interventions or treatments.

Much of statistics with quantitative methods was developed to resolve data scarcity, using data samples to make inferences or generalizations about large populations of interest. In contrast, usually with smaller or case study samples, ethnographic and qualitative studies seek to enable descriptions of human behavior and interaction, descriptions that usually elude quantitative studies but become increasingly problematic as data sets expand. QE can be thought of as a science of using potentially large rather than limited datasets to enable qualitatively rich elaboration of research constructs and, most importantly, the relationships between them. This section of 785 walks students through samples from the growing corpus of QE and ENA supported research, and introduces them to hands-on coding and data preparation. Students will generate visual models of multiple social and individual phenomena, focusing on their planned dissertation research.

  EDD 785 Advancing Change Thru Story (3)

Story provides a vehicle for making sense of the world and enhances our ability to engage with others to effect change. This course examines the ontology, epistemology, and axiology of story as a powerful change instrument via art, research, technology, and science (ARTS). The nature of story is explored through scientific inquiry relative to neuroscience research along with the cultural and psycho-social value of story including its enduring appeal and proactivity to adapt to innovative technologies. Curating and creating stories, narratives, meta-narrative, and micro-narratives offer opportunities to generate compelling visions of possible futures useful for leaders, researchers, and new content builders. Students will develop an artifact commensurate with that of peer-reviewed scholarship.

  EDD 785 Philosophy and Researcher Identity (3)

In this course, candidates reflect upon the theory of knowledge and researcher identity as key areas of philosophy. Discussions will focus on issues in ontology and epistemology. Candidates will study the philosophy of mind which is concerned with the relationship between the human mind and the physical world. In metaphysics, candidates will explore the investigation of reality. Candidates will be introduced to classical and contemporary texts in global intellectual traditions.

  EDD 785 A Disciplined Approach to Social Entrepreneurship (3)

Social enterprises are helping make a change and blending a profit organization with real social innovation. This course will clarify the definition and meaning of Social Entrepreneurship and will focus on the need to learn about the source and root of a social problem. You will learn about tools that will help you to detect an opportunity and develop an idea of how to create a business for social change. You will be asked to ideate about a problem topic that you want to address with your social venture. You will then research and validate this opportunity and identify a purpose for your social venture project. Specifically, you will develop a business model using the Lean Model or Business Model Canvas. By the end of the course, you will be able to compare different social impact investment methods and choose the right funding strategy for your social venture. Furthermore, you will determine growth strategies and how you can scale or replicate your business plan in order to reach a larger number of customers, suppliers, and clients.

  EDD 785 Leadership and Social Psychology (3)

The course will examine a number of tenets and principles of social psychology to leadership theory and practice. The course will focus on theories such as Naïve Realism, Objectivity Illusion, Biased Perceptions of Consensus, and other similar tenets discussed in contemporary social psychology writing. Classical tenets such as self-esteem, self-efficacy and locus of control will also be discussed including psychometric tools and approaches used in their measurement. Finally, the course will focus on the relationship between these topics and exemplary practices in local and global leadership, and the present research in this area.

  EDD 785 Diversity, Equity and Inclusion (3)

Students examine a broad range of advancements in theory and practice in their respective areas of interest. This course will provide an integrated approach for students to further explore the theory and practice of diversity, equity, and inclusion. Students will be exposed to a variety of topics centered on what it means to be inclusive. How diversity impacts leadership within organizations, and how diversity is perceived within the societal constructs. Students will also explore emerging trends and topics related to the many challenges faced by Black, Indigenous, and People of Color. Other areas of discussion will center around gender norms, ableism, and ageism.

This course will further explore core issues of personal leadership, equity, and social justice through the lenses of Critical Race Theory, Appreciate Inquiry, and Restorative Justice. Particular attention will be given to social challenges such as anti-racism, microaggressions, feminism, hegemony, equity, gender norms, intersectionality, ableism, and ageism.

  EDD 785 Emergent Education Design for Global Universities (3)

This course utilizes the principles of experiential learning, technology, and analysis of design principles of learning theory and learning assessments to provide students with an innovative and entrepreneurial opportunity. University students from developed countries will collaborate with international university students from low-income countries to conduct research to design an interconnected system of learning at the university level. The course emphasizes topics such as economic mobility of university students from low-income countries, the science of university program design, access of students to a high-quality education, the importance of economic scale, and the global impact of the power of a collaborative network and connectivity.

  EDD 785 Disruptive Learning and Leadership Technology for Fun and Profit! (3)

Students will deeply explore areas of interest within a broad range of advancements in learning theory, technology, and practice with a high potential for innovation and change. Technologies such as A1, blockchain, virtual worlds (xR), social media, cloud and mobile technologies, open-source electronic platforms, interactive tools, media mashups, loT technological environments are open for investigation and discussion. Exploration may also include recent learning theories, connectionism, computational models and neurobiological discoveries, and other similar topics that will inform the future of learning. Students will collaboratively discuss, document, and present their work.

  EDD 785 Psychology of Leadership (3)

Leadership is a multi-disciplinary subject, as it deals with the complexity of human behavior. This course will examine several tenets and principles of psychology as they relate to leadership theory and practice. The course will begin with examining relevant social psychology theories such as Obedience and influence, Naïve Realism, Objectivity Illusion, Biased Perceptions of Consensus, and other similar tenets discussed in contemporary social psychology writing. Attention will be given to how these tenets contribute to social manipulation and flaws in logical reasoning. To explore identifying, managing, and interpreting behaviors of self and others, classical tenets such as self-esteem, self-efficacy, and locus of control will also be discussed. Personality theory and development, type, and preferences will be examined. Psychometric tools and approaches used to measure personality preferences (MMF, and DiSC) and their application to leadership coaching will be studied. A broader examination of the Dark Triangle as it relates to leading others will be examined. Finally, the course will focus on the relationship between these topics and exemplary practices in local and global leadership, and the present research in this area.

  EDD 785 -The World of Accreditation (3)

This course is designed for EdD students who want to learn more about the vast world of accreditation. In particular, in this course, students will begin to understand the value of accreditation beyond compliance, and how the process brings the entire institution together, as well as institutions’ once in a while opportunity to learn from peers. Whether in a K-12 setting or in a higher education setting, from institutional accreditation to specialized accreditation, how standards are formed and criteria for reviews are reflected in self-study processes. An in-depth review of this ongoing accreditation and reaffirmation process will be presented. Also, the impact of the 2020 federal changes to accrediting agencies will be discussed along with the implications of the new Florida law mandating universities to switch accreditors. Other topics, such as why curricular changes are not agile, methods of assessment are complex, assessment plans vary, program reviews are cyclical, and the importance of internal and external reviews all make up parts of the learning outcomes.

  EDD 785  Advanced Literature Information Seeking for Publication and Research (3)

This course will acquaint students with various theoretical approaches within Information Seeking Behavior. Doctoral students will develop expertise in identifying the highest quality, most relevant, and most influential scholarly studies within their chosen research topics.  Assignments and exercises will prepare students to delineate the precise state of scholarship, anticipate the trajectory(ies) and needs/gaps of the research within a field, and be able to articulate the origins and emergence of a field of study.  Moreover, through lectures, readings, and exercises students will gain both a deep and broad understanding of the complicated information universe, including, but not limited to: peer review, (its essential contributions to science, as well as critiques of and challenges to the practice such as predatory publishing); new measures of scholarly impact(such as Altmetrics); open access publishing contributions and challenges; publishing models that both enhance and hinder scholarly communication.

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Graduates of the Executive Leadership (Ed.D.) program have their dissertations posted on the College's institutional repository, Fisher Digital Publications. You can access Fisher dissertations by clicking the link below for Fisher Digital Publications, or copy and paste:https://fisherpub.sjfc.edu/education_etd/.

• Fisher Digital Publications Fisher dissertations from the Executive Leadership program.

The Library has access to dissertations from around the world, on all topics. To search these dissertations use the database ProQuest Dissertations and Theses , linked below.

• ProQuest Dissertations and Theses: The Humanities and Social Sciences This link opens in a new window Dissertations and theses; humanities, social sciences, and education topics more... less... A searchable collection of theses and dissertations in the humanities and social sciences, including the field of education. This database lists more than 1 million dissertations and theses and contains the full text for many of them. Coverage: 1637-Present.
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What is a Problem of Practice? Explore the Cornerstone of the Online EdD Program

Senior-level professionals from various sectors who are motivated to create change within their organization can benefit from New York University’s (NYU) online Doctorate in Education (EdD) in Leadership and Innovation . Open to experienced leaders both in and out of academia—those in government, nonprofits, philanthropy, education technology, and the private sector are welcome—the EdD program stresses hands-on learning in real-world scenarios to develop advanced leadership skills.

The admissions process is competitive. Beyond submitting standard application materials— letters of recommendation, transcripts, and resumes—prospective students must propose a Problem of Practice (POP). Your 750–1,000-word POP application essay is crucial, as it creates a framework for your course of study for the duration of the EdD program. This article explains what a POP is, how to identify one, and how it plays a central role in the program. 

What is a Problem of Practice? 

The POP is the cornerstone of the NYU EdD degree , replacing a traditional dissertation. You should base your POP on an idea that can make a lasting difference in your current organization. 

POP examples in different fields include:

• Education K-12: How do I create a culture that supports teacher learning and growth in my district?
• Higher Ed: How may we use technology to coordinate student services effectively and affordably?
• Corporate/Private: What is the best delivery method for educating, retraining, and/or credentialing talent within my company?

Follow the steps below to shape your POP

Step 1: Identify a Problem of Practice

To identify a suitable POP , ask yourself the following questions: 

• Why does this problem matter to you, your organization, the people you serve, or the larger field? 
• How do you anticipate a solution to this challenge would impact your organization? 
• How will you measure success? Consider what would be testable one year into your EdD studies and what metrics you will have after two years. Use the SMART (specific, measurable, attainable, relevant, time-based) goal strategy to set realistic goals.
• What knowledge or experience will you gain from the NYU EdD program that will help you execute your POP?

Step 2: Contextualize the POP Within Your Organization

To ensure you fully understand the problem and what would be required to solve it, contextualize it within your organization. To do this, ask the following questions: 

• What makes this a problem for my organization? What is the level of impact? Does it hinder key performance indicators? 
• What systems have previously prevented this problem from being solved, and what would need to change to address it now?

Your POP should be specific; thinking too broadly can result in unattainable or impossible-to-measure objectives. However, you should also consider the wider impact of your innovations. 

Step 3: Establish Your Authority and Confirm Access to Necessary Support

Your chosen POP should relate to a familiar topic related to your day-to-day work. The application asks you to demonstrate that you are uniquely positioned to address the problem by obtaining a reference from a senior-level executive in your organization. This reference should speak to your influence, ability, and support from the organization to address the POP.

During this phase, also consider the potential organizational support and resources you will need to bring the project to fruition. This could include input from fellow leaders, thought partners, or external experts. It might also require access to data, strategic plan documentation, and other potentially confidential or proprietary information. Be sure to describe the resources available to you in your POP.

How Are Problems of Practice Assessed?

The POP included in your application is just a starting point. It will evolve throughout the program as you apply the knowledge gained through the curriculum and perspectives shared by expert faculty and peers.

The final POP product is a written document that includes different components, such as:

• Research question
• Organizational improvement plan
• Bibliography
• Results from an action research project
• Metrics and indicators of success

Implement Your Innovation, Solidify Your Thought Leadership

NYU online EdD students work on their POP throughout the program, examining the problem through an academic lens and mapping approaches to confront it. Students produce strategies for  innovation or improvement and build project plans for further impact. Leveraging guidance from faculty, cross-disciplinary research, other cohort members, and support from industry experts, students may implement solutions to their POP during the program. However, most students implement these solutions after graduation.

To learn more about the program and the POP, contact an enrollment advisor or attend an alumni-led information session to jumpstart your application.

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Ed.D. and Ed.L.D. Candidates Defend Dissertations

• Posted April 11, 2014
• By Jill Anderson

Students from the Ed.D. and Ed.L.D. programs will publicly present their dissertations and capstone projects April 11–22 as part of HGSE’s annual 2014 Dissertation and Capstone Defenses. The public is invited to these presentations showcasing the work of 41 students. This is the second time in HGSE history that students will defend their dissertations or capstone projects.

“By the time our doctoral students finish their dissertations and capstone projects, they are perhaps the foremost experts in the world on their particular subject,” said Dean James Ryan. “These defenses aren’t just an integral component of our doctoral training, they are an opportunity for this school to open up its most valuable resource — the knowledge of our students — to the world, so that the research conducted here is made accessible to practitioners and policymakers and can have a real and lasting impact on the field.”

The Ed.D. and Ed.L.D. program faculty consider this an opportunity for accountability and accomplishment among students. The Dissertation and Capstone Defenses provide an enriching and celebratory occasion to share the abundance of research interests and leadership initiatives being pursued within the doctoral communities.

Students will present before their committee members and the public for 60–75 minutes.

The following schedule includes the topics and locations of the presentation.

Friday, April 11

10:00–11:30 a.m., Longfellow 225 Sofía Bahena (Ed.D.). The Hope of Immigrant Optimism. Committee Members: Hiro Yoshikawa (Chair), New York University; Katherine Masyn, HGSE; Vivian Louie, CUNY Hunter College.

12:00–1:00 p.m., Gutman 302 Gislaine Ngounou (Ed.L.D.). Continuous Improvement and Excellence Through Teamwork: The Journey of the Senior Leadership Team of Montgomery County Public Schools. Committee Members: Robert Kegan (Chair), HGSE; Deborah Jewell-Sherman, HGSE; Joshua Starr, Superintendent, Montgomery County Public Schools.

1:00–2:30 p.m., Longfellow 225 Mary Catherine Savard (Ed.D.). Parent beliefs regarding defender behavior when children witness bullying situations: An exploratory study within an early childhood school context. Committee Members: Rick Weissbourd (Co-Chair), HGSE; Hirokazu Yoshikawa (Co-Chair), New York University; Stephanie Jones, HGSE; Kristen Bub, Auburn University.

Monday, April 14

8:30–9:30 a.m., Gutman Conference Center, Area 1 Justin May (Ed.L.D.). Measuring What We Care About: Confident Individuals Who Continuously Challenge Themselves. Committee Members: Elizabeth City (Chair), HGSE; Michael Tushman, HBS; Greg W. Baker, Superintendent, Bellingham Public Schools.

8:30–10:00 a.m., Gutman Conference Center, Area 3 Marcia Russell (Ed.D.). Implementation in an Era of Reform: Investigating the Voluntary Implementation of a Pilot Reading Program in a Supportive Context. Committee Members: Monica Higgins (Chair), HGSE; Kitty Boles, HGSE, Eileen McGowan, HGSE.

11:00 a.m.–12:00 p.m., Gutman Conference Center, Area 1 Ryan Stewart (Ed.L.D.). Increasing the Equity, Transparency, and Strategic Alignment of School Budgets: Weighted Student Funding in The School District of Philadelphia. Committee Members: Robert Kegan (Chair), HGSE; Bruce Harreld, (HBS); Stacy Holland, Chief of Strategic Partnerships, The School District of Philadelphia.

11:00 a.m.–12:00 p.m., Gutman Conference Center, Area 3 Alison Huguley (Ed.L.D.). Principal Supervisors as Agents for Both District-Wide Instructional Improvement and Central Office Cultural Change: A Bifurcated Strategy. Committee Members: Deborah Jewell-Sherman (Chair), HGSE; Richard Weissbourd, HGSE; Dr. Linda Lane, Superintendent, Pittsburgh Public Schools.

12:30–1:30 p.m., Larsen 106 David Rease (Ed.L.D.). Creating Inquiry Networks in Priority Schools: Introducing Data Wise in Prince George’s County. Committee Members: Kathy Boudett (Chair), HGSE; Elizabeth City, HGSE; Sito Narcisse, Associate Superintendent of High Schools, Prince George’s County.

1:30–2:30 p.m., Gutman Conference Center, Area 1 Paul Perry (Ed.L.D.). Shift, Share, and Design: Building Capacity to Improve Student Learning Environments in New York City. Committee Members: Deborah Jewell-Sherman (Chair), HGSE; Andrés Alonso, HGSE; John Duval, Architect, Expanded Success Initiative School Design Fellowship

1:30–2:30 p.m., Gutman Conference Center, Area 3 Joshua Klaris (Ed.L.D.). The Beginning of a Beautiful Relationship: America’s Principals and the United States Department of Education. Committee Members: Richard Elmore (Chair), HGSE; Michael Tushman, HBS; Brad Jupp, Special Advisor to the Secretary, United States Department of Education.

4:00–5:00 p.m., Gutman Conference Center, Area 1 Paola Peacock Friedrich (Ed.L.D.). Disruptive Innovation in Education: Building Organizational Culture to Create an Effective Network of Leadership High Schools. Committee Members: Monica Higgins (Chair), HGSE; Robert Peterkin, HGSE; Tony Monfiletto, Director, New Mexico Center for School Leadership.

4:00–5:30 p.m., Gutman Conference Center, Area 3 Edward Clapp (Ed.D.). Reframing Creativity as the Biography of an Idea: Developing Learning Narratives that Describe Creativity as a Distributed and a Participatory Process. Committee Members: Steve Seidel (Chair), HGSE; Shari Tishman, HGSE; Michael Hanchett Hanson, Teachers College, Columbia University.

Tuesday, April 15

8:30–9:30 a.m., Gutman Conference Center, Area 1 Lucia Moritz (Ed.L.D.). Developing Leadership Capacity Through Strategic Action: A Campaign Approach to Transforming High Schools in Los Angeles Unified School District. Committee Members: Deborah Jewell-Sherman (Chair), HGSE; Marshall Ganz, HKS; Esther Soliman, Linked Learning Administrator, Los Angeles Unified School District.

11:00 a.m.–12:00 p.m., Gutman Conference Center, Area 1 Andrew Frishman (Ed.L.D.). The Future of Big Picture Learning: A Strategy to Spread Student-Centered Personalized Education. Committee Members: Mark Moore (Chair), HGSE/HKS; Clayton Christensen, HBS; Elliot Washor, Co-Director, Big Picture Learning.

11:00 a.m.–12:00 p.m., Gutman Conference Center, Area 3 Janis Ortega de Gomez (Ed.L.D.). Unbundling Capital: A Venture Philanthropy Firm’s Exploration of Non-Monetary Investments & the Organizational Components That Influence Them. Committee Members: Monica Higgins (Chair), HGSE; Michael Tushman, HBS; Deborah McGriff, Managing Director, NewSchools Venture Fund.

1:30–2:30 p.m., Gutman Conference Center, Area 3 Liliana Polo-McKenna (Ed.L.D.). Leading and Learning in Transformation: Exploring the Relationship Between Team Development and School Reform Plan Implementation in Rhode Island. Committee Members: Elizabeth City (Chair), HGSE; Andrés Alonso, HGSE; Kathy Nadurak, Executive Vice President of Programs, NYC Leadership Academy.

1:30–3:00 p.m., Gutman Conference Center, Area 1 John McLaughlin (Ed.D.). The Effect of Test-Optional Policy on Application Choice. Committee Members: Richard Light (Chair), HGSE/HKS; Bridget Terry Long, HGSE; Stephen Minicucci, Consortium on Financing Higher Education (COFHE).

4:00–5:00 p.m., Gutman Conference Center, Area 1 Kimberley Ednie (Ed.L.D.). Organizing to Learn While Managing Transition: BPE's Path to Designing and Supporting Teaching Academies. Committee Members: Jal Mehta (Chair), HGSE; Richard Elmore, HGSE; Shoma Haque, Chief Operations Officer, BPE.

4:00–5:00 p.m. Gutman 303 Jason Lustig Yamashiro (Ed.L.D.). Equity in Action: Implementing the Voluntary Resolution Plan to Eliminate Disproportionality in Exclusionary Discipline in Oakland, California. Committee Members: Deborah Jewell-Sherman (Chair), HGSE; Andrés Alonso (HGSE); Maria Santos, Deputy Superintendent, Oakland Unified School District.

Wednesday, April 16

1:30–2:30 p.m. Gutman Conference Center, Area 1 Laura Shubilla (Ed.L.D.). Designing a Competency Based Educational Innovation in Partnership with the School District of Philadelphia. Committee Members: Robert Schwartz (Chair), HGSE; Marshall Ganz, HKS; William Hite, Superintendent, School District of Philadelphia.

4:00–5:00 p.m., Gutman Conference Center, Area 1 Charles Linehan (Ed.L.D.). Reimagining Secondary Education: A Turn Towards the "Who." Committee Members: Lisa Lahey (Chair), HGSE; Richard Elmore, (HGSE); Stacy Holland, Chief of Strategic Partnerships, School District of Philadelphia.

4:00–5:30 p.m., Gutman Conference Center, Area 3 Adrienne Keene (Ed.D.). “College Pride, Native Pride” and Education for Native Nation Building: Portraits of Native Students Navigating Freshman Year. Committee Members: Sara Lawrence-Lightfoot (Chair), HGSE; Dennis Norman, HGSE/HKS/HUNAP; Bryan Brayboy, Arizona State University.

Thursday, April 17

8:30–9:30 a.m., Gutman Conference Center, Area 1 Katherine Casey (Ed.L.D.). Innovation and Inclusion by Design: Reimagining Learning, Remembering Brown. Committee Members: Robert Kegan (Chair), HGSE; Richard Elmore, HGSE; Alyssa Whitehead-Bust, Chief of Innovation and Reform, Denver Public Schools.

8:30–9:30 a.m., Gutman Conference Center, Area 3 Morgan Camu (Ed.L.D.). A Community-Based Approach to Strategy Development in the Knox County Schools. Committee Members: Martin West (Chair), HGSE; John Kim, HBS; Dr. James McIntyre, Superintendent, Knox County Schools.

11:00 a.m.–12:00 p.m., Gutman Conference Center, Area 1 Christine DeLeon (Ed.L.D.). From Seed to Scale: Building the Foundation to Personalize Learning Within Denver Public Schools. Committee Members: Elizabeth City (Chair), HGSE; Chet Huber, HBS; Peter Piccolo, Executive Director of Innovation Lab, Denver Public Schools

11:00 a.m.–12:00 p.m., Gutman Conference Center, Area 3 Vaishali Dharmadhikari Joshi (Ed.L.D.). Creating Coherent Systems of Data Collection and Analysis: A Case Study in the Collection, Analysis, and Use of Client Feedback Data at Expeditionary Learning. Committee Members: Eileen McGowan (Chair), HGSE; Jal Mehta, HGSE; Tom Van Winkle, Managing Director of School Services, Expeditionary Learning.

1:30–2:30 p.m. Gutman Conference Center, Area 3 Laura Kanter Fellows (Ed.L.D.). Organizing for Innovation in Denver Public Schools: Stimulating Empowered Problem Solving through Design Thinking. Committee Members: Richard Elmore (Chair), HGSE; Eileen McGowan, HGSE; Alyssa Whitehead-Bust, Chief of Innovation and Reform, Denver Public Schools.

1:30–2:30 p.m. Gutman Conference Center, Area 3 Eva Mejia (Ed.L.D.). Walking the Talk, Teaching the Walk: Developing a Collective Learning System for The Carnegie Foundation for The Advancement of Teaching. Committee Members: Jal Mehta (Chair), HGSE; Kathryn Boudett, HGSE; Paul LeMahieu, Senior Vice President for Programs and Administration, The Carnegie Foundation for the Advancement of Teaching.

1:30–3:00 p.m., Larsen 203 Parker Goyer (Ed.D.). Utilizing Psychological “Small Wins” to Help Adolescents in Developing Countries Increase Their Perception of Their Educational and Life Possibilities: A Randomized Controlled Trial of the Coach for College Program, in Two Provinces of Vietnam. Committee Members: John Willett (Chair), HGSE; Hunter Gehlbach, HGSE; Stephanie Jones, HGSE; Fernando Reimers, HGSE.

4:00–5:30 p.m., Gutman Conference Center, Area 1 Melissa Fern Matarazzo (Ed.D. ). Exploring Accountability through Performance Evaluation: How Do School and District Leaders in Three U.S. School Districts Experience Results-Based Evaluations? Committee Members: Deborah Jewell-Sherman (Chair), HGSE; Eileen McGowan, HGSE; Elizabeth City, HGSE.

4:00–5:30 p.m., Gutman Conference Center, Area 3 Janet Kwok (Ed.D.). Be true to your polity: A mixed methods secondary data analysis of youth perceptions of civic engagement and the role of school culture. Committee Members: Robert L. Selman (Chair), HGSE; Helen Haste, HGSE; Terry Tivnan, HGSE.

4:00–5:00 p.m., Larsen 203 Hueling Lee (Ed.L.D.). The Power of Meaningful Work: Facilitating District Learning and Ownership of Sacramento's NCLB Waiver to Promote Social Emotional Learning. Committee Members: Robert Kegan (Chair), HGSE; Richard Weissbourd, HGSE; Koua Franz, Chief of Staff, Sacramento City Unified School District.

Friday, April 18

8:30–9:30 a.m., Larsen 106 Jeron Campbell (Ed.L.D.). The Use of Data to Drive Decisions and Instruction in Chesterfield County Public Schools. Committee Members: Robert Kegan (Chair), HGSE; Deborah Jewell-Sherman, HGSE; Marcus Newsome, Superintendent, Chesterfield County Public Schools.

8:30–10:00 a.m., Longfellow 225 Rebecca Givens Rolland (Ed.D.). Exploring Early Childhood Teachers’ Professional Experiences in a High-Risk Setting: Generating Hypotheses for Enhanced Professional Development. Committee Members: Nonie K. Lesaux (Chair), HGSE; Stephanie Jones, HGSE; Richard Weissbourd, HGSE.

1:30–3:00 p.m., Gutman 302 Andres Molano (Ed.D.). Peer Effects in the Elementary School Classroom: Socialization of Aggressive and Prosocial Behavior and its Consequences for Academic Skills. Committee Members: Stephanie M. Jones (Chair), HGSE; John B. Willett, HGSE; Robert L. Selman, HGSE.

1:30–2:30 p.m., Larsen G08 Sarah Johnson (Ed.L.D.). Developing Leadership Capacities in Central Office Managers in Service of Learning at Every Level. Committee Members: Mark Moore (Chair), HGSE/HKS; Deborah Jewell-Sherman, HGSE; Justin Tyack, CEO of the Office of School Support, New York City Department of Education.

1:30–3:00 p.m., Larsen 203 Vanessa Beary (Ed.D.). Not Doing Business in Tajikistan: The Impact of an Entrepreneurship Education Program for Youths and Young Adults. Committee Members: Fernando Reimers (Chair), HGSE; Andrew Ho, HGSE; Monica Higgins, HGSE.

4:00–5:30 p.m., Larsen 203 Jed Lippard (Ed.D.). Adult Developmentally Oriented Instructional Leadership: An Exploratory Qualitative Study of Two Principals’ Efforts to Support Instructional Improvement Among Teachers Whose “Ways of Knowing” Differ. Committee Members: Robert Kegan (Chair), HGSE; Lee Teitel, HGSE; Eleanor Drago-Severson, Teachers College, Columbia University.

Tuesday, April 22

1:00–2:30 p.m., Larsen 513 Ayana Campoli (Ed.D.). Retaining Black Teachers in Public Schools: What Roles do Interpersonal Bonds and Racial Match Play? Committee Members: John B. Willett (Chair), HGSE; Susan Moore Johnson, HGSE; John B. Diamond, University of Wisconsin.

4:00–5:30 p.m., Gutman 302 North Cooc (Ed.D.). Teacher Perceptions of Student Disabilities: Racial Disparities and Consequences. Committee Members: John Willett (Co-Chair), HGSE; Vivian Louie (Co–Chair), CUNY Hunter College; James Kim, HGSE.

Thursday, April 24

4:10–5:25 p.m., Larsen 203. Jennifer Wallace Jacoby (Ed.D.). Teaching and Working in Linguistically Diverse Early Childhood Education Programs: Three Studies in Head Start. Committee Members: Nonie K. Lesaux (Chair), HGSE; Paola Uccelli, (HGSE); Susan Moore Johnson, (HGSE).

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Leadership Dissertation Topics

Published by Grace Graffin at January 4th, 2023 , Revised On August 15, 2023

Leadership is an attribute of leading and guiding subordinates for collective wellness. Many people aspire to become leaders, but only a few succeed. It is because leadership and management are two relatively different concepts. A manager is not always a leader, and a leader cannot always be a manager. So a leader knows how to manage a group without having distinguished power.

That said, leadership is an exciting discipline to explore and study. If you have aimed to write your dissertation about leadership and direly looking for some exceptional leadership research topics, do not worry; we have got your back. Find out the most relevant and striking list of leadership topics for the research.

You can start your leadership dissertation by requesting a brief research proposal  from our writers on any of these topics, which includes an  introduction  to the problem,  research question , aim and objectives,  literature review , along with the proposed methodology  of research to be conducted. Let us know if you need any help in getting started.

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2022 Leadership Dissertation Topics

Topic 1: a comparative analysis of the impact of transformational and servant leadership style on employee satisfaction and performance..

Research Aim: The research aims to conduct a comparative analysis of the impact of transformational and servant leadership styles on customer satisfaction.

Objectives:

• To analyse the factors impacting employee satisfaction and performance.
• To determine the similarities and differences among transformational and servant leaders.
• To conduct a comparative analysis of the impact of transformational and servant leadership styles on customer satisfaction.

Topic 2: Investigate the suitable leadership attributes for handling crises and the financial stability of the business.

Research Aim: The research aims to investigate the suitable leadership attributes for handling crises and the financial stability of the business.

• To analyse the leadership attributes ideal for handling crises and unpredictable situations.
• To evaluate the factors impacting the financial stability of businesses.
• To investigate the suitable leadership attributes for handling crises and the financial stability of the business.

Topic 3: Analysis of the medical leadership response in the NHS during the initial stages of the Covid-19 pandemic in the UK.

Research Aim: The research aims to analyze the medical leadership response in the NHS during the initial stages of the Covid-19 pandemic in the UK.

• To analyse the impact of medical leadership on staff morale and the quality of patient care.
• To determine the medical leadership in the NHS and its impact on staff productivity and efficiency.
• To investigate the medical leadership response in the NHS during the initial stages of the Covid-19 pandemic in the UK.

Topic 4: How does poor leadership impact the overall organisational revenue and culture?

Research Aim: The research aims to analyse how poor leadership impacts the overall organisational revenue and culture.

• To analyse the ramifications of poor leadership in organisations.
• To evaluate the factors contributing to organisational revenue generation and shaping the organisational culture.
• To analyse the impact of poor leadership on overall organisational revenue and culture.

Topic 5: Analysis of the potential use of AI for enhancing leadership performance and decision making.

Research Aim: The research aims to analyse the potential use of AI for enhancing leadership performance and decision making.

• To analyse how AI contributes to leadership decision making.
• To identify the factors impacting leadership performance and the role of technology.
• To analyse the potential use of AI for enhancing leadership performance and decision making.

Topic no.1: Significance of leadership in business

Research Aim: In times like the present, when there is wavering financial stability, it is imperative for businesses to become as strong as they could be. Only good leaders in a company can help make the right and timely decisions for making it successful. The research will deeply analyze and study the importance of leadership in a business. It will figure out the challenges posed to business due to poor or absence of good leadership.

Topic no.2: Leadership and management

Research Aim: Leadership and management are two different things, but they go hand in hand. But it is significant to understand in what premises and situations leadership becomes more crucial than management and vice versa. It is also significant to find whether or not one is independent of the other. The main of the research will be to find out the answers to all of the aforementioned questions.

Topic no.3: political leadership; the ramifications of poor leadership

Research Aim: The aim of the research would be to analyze and evaluate political leadership and study the consequences of poor leadership. The researcher can study different political leaders and tehriu model of leadership and their repercussions on the citizens of their state.

Topic no.4: Role of women in educational leadership

Research Aim: Women are no less than men in any field, especially leadership. In fact, women leaders have proved themselves over and over again throughout history. The aim of the research would be to identify and analyze women’s role in educational leadership. It will find out the women who played a centrifugal role in the sector of educational leadership.

Topic no.5: Climate leadership

Research Aim: Fairly a new avenue of leadership, climate leadership is one of the most needed and prospering kinds of leadership. When it comes to saving the earth, many are raising their voices, and some are taking crucial actions. The research would aim to explore the nature of leadership predominating for climate preservation, who are the key leaders at the forefront, what approaches are they using for inhibiting global warming, and what would be the recommendations in that regard.

Topic no.6: Impact of leadership style on the performance of employees

Research Aim: The aim of the research would be to understand the interrelation of leadership style and the performance of employees. The researcher will evaluate the performance of employees under different types of leadership styles, i.e., authoritative leadership, participative leadership, delegation leadership, transactional leadership, and transformational leadership. It will evaluate the psychological and behavioural traits of employees under each specified type of leadership.

Topic no.7: Traits of good corporate leadership

Research Aim: The aim of the research is to identify the features and characteristics of good corporate leadership and design a model that can be followed to achieve business goals.

Also Read : How to Write Dissertation Aims and Objectives?

Topic no.8: leadership responses during the pandemic

Research Aim: The aim of the research is to study the role of leaders in crisis management, particularly during the COVID-19 pandemic. The research will study the leadership responses of different countries and evaluate their measures and their repercussion in response to the outbreak.

Topic no.9: Leadership and economy

Research Aim: The economy of a country depends largely on how the leaders are amending the bogus policies and creating effective, updated ones for economic growth. In essence, it is the leaders whose policies lead to a thriving economy. The aim of the research is to find the relationship between leadership and the economy and how good leaders lead to a better economy.

Topic no.10: how leaders are leveraging AI for their optimal performance

Research Aim: The aim of the research is to find out how(if) global leaders are using technology to improve their performances in their respective fields. There are many leaders, apart from technological leaders, who are using different forms of technology to boost their performance and interact with their subordinates.

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Topic no.11: Digital leaders of the future

Research Aim: The aim of the research would be to understand and analyze how digital leaders use information and technology to help an organization become more receptive to customer needs and changing business requirements.

Topic no.12: Leadership culture

Research Aim: The leadership culture is how leaders interact and communicate with the group of people they are commanding. The aim of the research is to study and evaluate the leadership culture prevalent in our society versus how it should ideally be.

Topic no.13: Leadership and managing adversity

Research Aim: The prime aim of the research would be to understand the art of managing adversity and adversaries that leaders employ to swipe off the obstructions that hinder their goals. In order to become a good leader, it is eminent to get familiar with the strategies to get rid of the oppositions that cause damage to the goals.

Topic no.14: Leadership and emotional intelligence:

Research Aim: Emotional intelligence is more important than IQ, and for leaders, it is more than important to hold their nerves to pass the testing times. The aim of the research is to identify and explore the importance of emotional intelligence in leaders and how they use it strategically to cope up with difficult times.

Topic no.15: Women's leadership styles vs men's leadership style

Research Aim: Leaders are leaders, and they have nothing to do with gender, but it is said that there are a bit differences between women’s leadership and men’s leadership. The aim of the research would be to analyze each one’s leadership styles and determine their differences.

Topic no.16: Leadership and ethical paradigms

Research Aim: The aim of the research would be to analyze leadership in the context of five ethical paradigms. It will understand and evaluate how leaders company different levels of ethics during their period of management.

Topic no.17: A case study of Jacinda Ardern's leadership

Research Aim: Newzealand was the first county to swipe off the covid 19 cases from the first wave. It was attributed to the policies of state and leadership for impressive achievement. The main aim of the research is to study and analyze the role of Jacinda Ardern in crisis management.

Topic no.18: A case study of Margret thatcher- the iron lady

Research Aim: Probably no one would be unaware of the first woman prime minister of Britain, Margret Thatcher. The aim of the research is to analyze and evaluate her leadership style that earned he the title of Iron lady.

Topic no.19: Leadership and education

Research Aim: Leadership in the education sector is as important as in any other field. The aim of the research is to study the inclusive or exclusive relationship between leadership and education. It will also provide suggestions about how to improve leadership approaches in education.

Topic no.20: transformational and transactional leadership; the right approach to lead a business

Research Aim: Two main types of leadership include transformational and transactional leadership styles. The aim of the research would be to analyze and evaluate both styles and suggest the benefits and downsides of each style and determine which approach is the best.

Conducting research on leadership and related topics can be very useful and exciting, but when it comes to writing, students become dreadful. But do not worry, we have got your back. Whether you want a section of the dissertation to be written impeccably or the whole of it, we are here. Don’t wait; click here.

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How to find leadership dissertation topics.

For leadership dissertation topics:

• Analyze leadership challenges.
• Explore industry or context.
• Study effective leaders.
• Examine leadership theories.
• Consider organizational issues.
• Select a topic resonating with your passion and research goals.

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There are a wide range of topics in sports management that can be researched at the national and international levels. International sports are extremely popular worldwide, making sports management research issues very prominent as well.

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