The Group-Based Dissertation in Practice: A Journey Worth Taking

Authors

DOI:

https://doi.org/10.5195/ie.2022.234

Keywords:

dissertation in practice, educational doctorate, group dynamics, problems of practice, small group development

Abstract

This personal reflective essay explores a group Dissertation in Practice (DiP) model and process used in a localized Doctor of Education program. It describes and recommends this team-based DiP approach as an innovation that prepares practitioners to tackle complex problems of practice by focusing on a process centered around group dynamics that requires collaboration, advanced dialectical activity, engagement of stakeholders, and application of solutions to localized problems of practice. The framework of the exploration is based on accepted theories of small group development. Implications of this DiP approach include providing doctoral students collaborative problem-solving skills and professional capacity building. Ultimately, the model enables doctoral students, as future educators and leaders, to transform an environment predicated on teaching and learning in isolation to one of a highly functioning, effective team-based professional practice.

Author Biography

William Hamilton, Augusta University

Augusta University

College of Nursing

Assistant Professor

References

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Published

2022-01-14

How to Cite

Hamilton, W. (2022). The Group-Based Dissertation in Practice: A Journey Worth Taking. Impacting Education: Journal on Transforming Professional Practice, 7(1), 42–46. https://doi.org/10.5195/ie.2022.234

Issue

Vol. 7 No. 1 (2022): Evolution of the Dissertation in Practice

Section

Themed - DiP

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