Exploring the development of students' identities as educational leaders and educational researchers in a professional practice doctoral program

The researcher examined how end-of-first-year students in a professional practice doctoral program were developing professional identities as educational leaders and educational researchers, researching professionals. Data were gathered using two questionnaires and interviews. Quantitative and quali...

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Bibliographic Details
Published inStudies in higher education (Dorchester-on-Thames) Vol. 47; no. 6; pp. 1069 - 1083
Main Author Buss, Ray R.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 03.06.2022
Taylor & Francis Ltd
Subjects
Doctoral Programs
Doctoral Students
EdD degree
educational leaders
Graduate studies
Identity
identity development
Leadership
Possible selves
Professional Identity
Professional practice
Professional practice doctorate
Professionals
Research Skills
Researchers
researching professionals
Student Attitudes
Students
Workplaces
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Summary:The researcher examined how end-of-first-year students in a professional practice doctoral program were developing professional identities as educational leaders and educational researchers, researching professionals. Data were gathered using two questionnaires and interviews. Quantitative and qualitative data revealed substantial development of identities as leaders and researching professionals. Course and program requirements afforded students with opportunities to advance these skills by 'trying out' and 'practicing' leadership and researcher skills in their workplaces. Such efforts were consistent with possible selves theory in which individuals try on identities, which they practice on a trial basis and refine over time. Regression analyses showed possible selves 'connections to current views of self' and 'congruency with overall identity' were predictive of leadership and researcher identity roles, respectively. Implications for practice including program and course design and student efforts; and implications for research on exploring students' identity changes as educational leaders and researching professionals were discussed.
ISSN:0307-5079
1470-174X
DOI:10.1080/03075079.2020.1836484