Building and Sustaining Community in an Online EdD Program

Buss, Ray R.; Wolf, Leigh Graves

doi:10.5195/ie.2021.192

Cited by 3 publications

(3 citation statements)

References 11 publications

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“…Students of fully online or blended programmes are no less susceptible to a number of the challenges outlined earlier in this paper for those engaging in face-to-face programmes, such as the dangers of isolation, stress, and negative impact on wellbeing in their pursuit of a doctorate, and are likewise in need of support systems in helping them overcome such challenges (Berry, 2019;Deshpande, 2016;Hazell et al, 2020). A difference, however, is that born digital doctoral programmes tend to have mechanisms pre-designed into them for supporting students through community facilitation via digital technologies (Buss & Wolf, 2021). It was clear that we could learn from such programmes as we began to adapt our own for the challenging time that lay ahead.…”

Section: Study Contextmentioning

confidence: 95%

“…For instance, programmatic design measures have proven fruitful for creating a sense of community for online doctoral programmes. Buss and Wolf (2021) outline a number of built-in programme components that are designed to foster and sustain community among students of their professional doctorate programme; these include a Leadership Challenge Fishbowl which is designed "to foster development of collaboration and leadership skills and to build community" (p. 49), and a Doctoral Research Conference (DRC) to share and receive feedback on ongoing doctoral research. Similarly, Lively et al (2021) outline how they developed "purposeful programmatic structures focused around building community" (p. 29); they found that the use of immersion experiences, strong support services, synchronous live sessions, and relationships formed with programme staff all contributed to a sense of community for students in their online professional doctorate programme.…”

Section: Sense Of Communitymentioning

confidence: 99%

“…(c) Online / Blended approaches for facilitation of community within professional doctoral programmes (Buss & Wolf, 2021;Lively et al, 2021).…”

mentioning

confidence: 99%

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From Room to Zoom

Donlon,

King

2024

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In early 2020, the introduction of COVID-19 restrictions meant that doctoral programmes which depended on face-to-face models for teaching, learning, and interaction needed to quickly reconsider their established practices. Of particular concern was the impact of pandemic restrictions upon the development of a sense of community among doctoral scholars. This article considers the experiences, opinions, and perceptions of one cohort of students regarding the development and facilitation of a sense of community in their professional doctorate programme at a time of unparalleled restrictions around in-person congregation. The findings indicate that students were predominantly positive about both student-led and staff-led initiatives to foster and maintain a sense of community, with the strongest sense of community occurring at the specialism level. Arising from these findings, the article reflects broadly on the effectiveness and value of these community-building activities and their continued relevance for subsequent iterations of the programme in the post-pandemic near-future.

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Section: Study Contextmentioning

confidence: 95%

Section: Sense Of Communitymentioning

confidence: 99%

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From Room to Zoom

Donlon,

King

2024

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Becoming scholarly practitioners: creating community in online professional doctoral education

Lambrev

Cruz

2021

Distance Education

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Creating a shared vision of preparing scholarly practitioners: an EdD faculty collaborative autoethnography

Lambrev,

Cruz,

Kiefer

et al. 2024

SGPE

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Purpose In this collaborative autoethnographic study, four faculty members in a US-based Doctor of Education (EdD) program reflected individually and collectively in the authors’ community of practice through reflective journaling, self-reflection and discussion sessions to analyze the individual stories critically. This study aims to examine the influence of the authors’ involvement with an EdD program on the academic approaches to teaching, research and mentoring EdD students. Design/methodology/approach Professional practice doctorates have emerged in response to the growing need for practitioners to use evidence for continuous improvement. Although the literature has highlighted faculty members as change agents redefining the EdD as a professional practice doctorate, minimal research has explored how their involvement in such design work may affect their academic practices. Findings The authors perceived the involvement with the EdD program as transforming the faculty practices in five ways (i.e. shifting the epistemologies, embracing practice-based pedagogies, engaging in practice-based research, mentoring scholarly practitioners and intentional community building) and creating a shared vision of preparing scholarly practitioners. Originality/value The authors draw implications for redesigning EdD programs through participation in a faculty community of practice, prompting faculty to shift their practices to better support scholarly practitioners and affecting their identity as teachers, mentors and program developers.

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Building and Sustaining Community in an Online EdD Program

Cited by 3 publications

References 11 publications

From Room to Zoom

From Room to Zoom

Becoming scholarly practitioners: creating community in online professional doctoral education

Creating a shared vision of preparing scholarly practitioners: an EdD faculty collaborative autoethnography

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