Dossier Style Dissertations: Fostering Scholar-Practitioner Identity through Rapid Education Innovations
Saved in:
| Title: | Dossier Style Dissertations: Fostering Scholar-Practitioner Identity through Rapid Education Innovations |
|---|---|
| Language: | English |
| Authors: | Ranjini Mahinda JohnBull (ORCID |
| Source: | Impacting Education: Journal on Transforming Professional Practice. 2025 10(3):29-37. |
| Availability: | University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Doctoral Dissertations, Doctoral Students, Literary Styles, Student Research, Scholarship, Text Structure |
| ISSN: | 2472-5889 |
| Abstract: | Practitioner-oriented dissertations are unique in their potential to address wicked problems through relevant and timely applications of empirical research that can facilitate rapid change. This account describes the dossier style dissertation, a newly re-imagined dissertation of Johns Hopkins University's Doctor of Education program, with two options-an empirical deep dive and an applied project. Three graduates of the program illustrate their journeys with the dossier style dissertation-applied project, describe their work with research-practice partners and professional organizations, and highlight their growth as scholar-practitioners. Implications for practice and the merits of EdD program doctoral research options are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482267 |
| Database: | ERIC |
| Abstract: | Practitioner-oriented dissertations are unique in their potential to address wicked problems through relevant and timely applications of empirical research that can facilitate rapid change. This account describes the dossier style dissertation, a newly re-imagined dissertation of Johns Hopkins University's Doctor of Education program, with two options-an empirical deep dive and an applied project. Three graduates of the program illustrate their journeys with the dossier style dissertation-applied project, describe their work with research-practice partners and professional organizations, and highlight their growth as scholar-practitioners. Implications for practice and the merits of EdD program doctoral research options are discussed. |
|---|---|
| ISSN: | 2472-5889 |
