Innovative Higher Education

, Volume 38, Issue 1, pp 59–74 | Cite as

Examining Faculty Member Changes in an Innovative Educational Doctorate Program

  • Ray R. Buss
  • Debby Zambo
  • Suzanne R. Painter
  • David W. Moore


Recent criticisms of the Educational Doctorate (Ed.D.) have challenged faculty members to create or reform such programs. In response to these concerns, faculty members at a particular institution designed and implemented a new Ed.D. program focused on leadership and innovation. We conducted this action research study in order to examine the changes faculty members experienced as they implemented the program along with the factors to which they attributed these changes. Data were gathered with an online survey; and results indicated changes had occurred in perceptions of research, teaching, and students as well as professional identities. Participants attributed these changes to collaborative teaching, a community of practice, and strong leadership. Findings will guide program leaders and faculty members in the coming years and may provide insights to leaders of similar programs and to those guiding innovative efforts.


Change Faculty members Innovative doctorate program Community of practice 


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Copyright information

© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  • Ray R. Buss
    • 1
  • Debby Zambo
    • 1
  • Suzanne R. Painter
    • 1
  • David W. Moore
    • 1
  1. 1.Division of Educational Leadership and Innovation, Mary Lou Fulton Teachers CollegeArizona State UniversityPhoenixUSA

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