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The Education Doctorate (Ed.D.)

Issues of Access, Diversity, Social Justice, and Community Leadership

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Edited By Virginia Stead

This first-of-its-kind text explores the Ed.D. program as a crucible for equitable higher education and community leadership. It was inspired in part by the Carnegie Project on the Educational Doctorate (CPED) and, more broadly, by widespread international interest in the power of the Ed.D. as a force for positive social change. The book’s range of cultural contexts and educational perspectives promises new insights and solutions for policy analysts, policy makers, executive administrators, faculty researchers, philanthropists, and policy beneficiaries.
In contrast to the traditional Ph.D., the Ed.D. typically attracts educational practitioners within school boards, government agencies, non-governmental organizations (NGOs), as well as standalone or internationally linked community associations. The greatest attraction of the Ed.D. is an assessment strategy that encourages graduate students to incorporate their own cultural and professional contexts into a capstone project instead of producing a classic dissertation.
This book features inclusive language, highlights everyday expressions from minoritized cultures, and clarifies new concepts to accommodate new scholars and English Language Learners. Readers will discover representative research on Ed.D. policy and practice from the United States, Canada, and a sprinkling of other countries. Renowned and emergent researchers represent multiple roles within the Ed.D. education process. Individual chapters contrast historical and contemporary issues, and raise awareness about many complexities and strategies that make the Ed.D. an ideal engine of professional empowerment and social justice leadership.
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Chapter Five: Reforming Practitioner-Based Ed.D. Programs: Access, Diversity, and Impact

← 60 | 61 → CHAPTER FIVE

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Texas Tech University has identified an institutional priority of increasing its student enrollment to 40,000 by the year 2020 (Texas Tech University, 2010). In order to achieve this goal, the university is relying on distance learning. This case study focuses on the transition of the education doctorate (Ed.D.) in higher education administration at Texas Tech University (TTU) to a robust online Ed.D. program based on the working principles of the Carnegie Project on the Education Doctorate (CPED).

The higher education program at Texas Tech University is located in the College of Education and is a standalone program. The program currently offers an on-site master’s degree in higher education, an on-site Ph.D. in higher education research, an on-site Ed.D. in higher education administration (which is being phased out), and a robust online Ed.D. in higher education administration. The majority of the program’s students (60%) are enrolled in the online Ed.D. There are plans to implement an online master’s degree over the next year. This chapter includes an overview of the higher education program, a discussion of the reform of the online Ed.D., the program’s relationship to the CPED, and a discussion of the importance of collaborative partnerships in practice-based doctorates. It concludes with a discussion of the positive outcomes of the reformed online Ed.D. in attracting a diversified student population to the program.

The mission of the higher education program is to provide its students—who are predominantly employed as higher education professionals—with the skills...

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