Graduate Perceptions of the Impact of an Educational Leadership Doctorate Degree on Overall Career Development

Autor/in	Nwabuoku, Mfon Benedicta
Titel	Graduate Perceptions of the Impact of an Educational Leadership Doctorate Degree on Overall Career Development
Quelle	(2022), (175 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Maryland Eastern Shore
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3719-7875-2
Schlagwörter	Hochschulschrift; Dissertation; Graduate Students; Student Attitudes; Instructional Leadership; Doctoral Degrees; Career Development; Doctoral Programs; Black Colleges; Rewards; Recognition (Achievement); Credibility; Outcomes of Education; Self Efficacy; Competence; Self Esteem; Critical Thinking; Decision Making; Maryland + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Instruction; Leadership; Bildung; Erziehung; Führung; Doctoral degree; Doktorgrad; Berufsentwicklung; Doktorandenprogramm; Reward; Belohnung; Soziale Anerkennung; Glaubwürdigkeit; Lernleistung; Schulerfolg; Self-efficacy; Selbstwirksamkeit; Kompetenz; Self-esteem; Selbstaufmerksamkeit; Kritisches Denken; Decision-making; Entscheidungsfindung
Abstract	Doctoral degree programs like the education leadership doctorate (EDLD) are often designed with a focus on desired/required program outcomes. Evaluating the impact of such programs is not only a topic of interest but a necessity. However, there is limited research that measures these outcomes particularly outside of the scope of academia. The purpose of this phenomenological study was to examine graduates' perceptions of the impact of an EDLD doctoral program in a Historically Black University (HBU) in suburban Maryland on overall career development. The study explored graduates' perceptions of the impact of the EDLD doctoral program on professional practice (in terms of progress and rewards, as well as recognition and credibility) and personal growth. In addition, the study identified factors that may determine the impact of the EDLD doctoral program on career development. The theoretical framework for the study was based on the social cognitive career theory (SCCT) and Maslow's holistic dynamic theory (MHDT). Thematic analysis was used to analyze and triangulate data collected through a questionnaire, individual interviews and focus groups from 24 graduates of one EDLD doctoral program. Eight themes emerged from the data analyses all relating to how the graduates perceived that the doctoral degree had impacted their professional practice and growth. This study found that the EDLD doctorate program has a positive impact on graduates' professional practices and personal growth and thus their overall career development. Participants in the study reported perceived impact of the doctoral degree in areas that include self-awareness and self-efficacy, competence, confidence, critical thinking, and decision making among others. Findings from the study also suggest that the impact of the EDLD doctoral program is determined by factors like personal goals, motivation, and the career/life stage. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01