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It Is Harder to Generate Alternative Dissertations than It Looks

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Title: It Is Harder to Generate Alternative Dissertations than It Looks
Language: English
Authors: Edmund T. Hamann (ORCID 0000-0003-0566-4431), Laura Boche
Source: Impacting Education: Journal on Transforming Professional Practice. 2025 10(3):14-19.
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: 6
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Doctoral Students, Doctoral Dissertations, Text Structure, Objectives, Praxis, Models, Doctoral Programs
Geographic Terms: Nebraska (Lincoln)
ISSN: 2472-5889
Abstract: This study examines 39 education doctorate (EdD) dissertations that were completed by members of five cohorts of EdD students from the University of Nebraska-Lincoln's (UNL) Department of Teaching, Learning, and Teacher Education (TLTE) to consider what constitutes an alternative dissertation. All of the dissertation authors began their EdD studies after UNL began its affiliation with the Carnegie Project on the Education Doctorate (CPED). After pondering what makes an EdD dissertation "alternative", the article notes both that most of the dissertations remain traditional (i.e., structurally like doctorate of philosophy [PhD] dissertations) and that all of the advising faculty are PhD-holders. The article does offer accounts of two dissertations, however, that seem to encapsulate well the spirit and rationale for alternative dissertations or dissertations in practice (DiPs).
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1482269
Database: ERIC
FullText Text:
  Availability: 0
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  Data: <searchLink fieldCode="AR" term="%22Edmund+T%2E+Hamann%22">Edmund T. Hamann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0566-4431">0000-0003-0566-4431</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Boche%22">Laura Boche</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Impacting+Education%3A+Journal+on+Transforming+Professional+Practice%22"><i>Impacting Education: Journal on Transforming Professional Practice</i></searchLink>. 2025 10(3):14-19.
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  Data: 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
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  Data: This study examines 39 education doctorate (EdD) dissertations that were completed by members of five cohorts of EdD students from the University of Nebraska-Lincoln's (UNL) Department of Teaching, Learning, and Teacher Education (TLTE) to consider what constitutes an alternative dissertation. All of the dissertation authors began their EdD studies after UNL began its affiliation with the Carnegie Project on the Education Doctorate (CPED). After pondering what makes an EdD dissertation "alternative", the article notes both that most of the dissertations remain traditional (i.e., structurally like doctorate of philosophy [PhD] dissertations) and that all of the advising faculty are PhD-holders. The article does offer accounts of two dissertations, however, that seem to encapsulate well the spirit and rationale for alternative dissertations or dissertations in practice (DiPs).
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      – TitleFull: It Is Harder to Generate Alternative Dissertations than It Looks
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