Challenges in (Re)designing EdD Programs: Supporting Change with Learning Cases

Book Review

Authors

DOI:

https://doi.org/10.5195/ie.2025.457

Keywords:

EdD, Carnegie Project on the Education Doctorate (CPED), teaching cases, educational leadership, program redesign

Abstract

This review assesses Dr. Jill Perry's (2023) text Challenges of (Re)Designing EdD Programs: Supporting Transformation Through Case Learning in terms of its relevance to its intended audience of educational practitioners and its contributions to the field. By spotlighting the Carnegie Project on the Education Doctorate (CPED) -associated teaching cases, it examines each for insights into the redesign process and offers meaningful discussion questions for further reflection. Addressing challenges like equity integration, defining research roles, and managing program differences, Perry’s text assesses their impact on EdD program development. It emphasizes the need for cohesive, outcome-oriented program development and positions case-based earning as a practical tool for faculty development and for promoting critical thinking. The text urges readers to reflect on these cases and uses them as an instrument for fostering discussions on EdD program design challenges in an effort to ideally guide institutional transformation.

References

Buss, R., & Zambo, D. (2016). Using action research to develop scholarly practitioners. In J. A. Perry (Ed.), The EdD and the scholarly practitioner (pp. 137–153). Information Age.

Buss, R. R., Zambo, R., Zambo, D., Perry, J. A., & Williams, T. R. (2017). Faculty members’ responses to implementing re-envisioned EdD programs. Studies in Higher Education, 42(9), 1624–1640.

Doran, E. (2021). An EdD in a PhD world: Developing a scholarly identity in a world that may not always recognize you as legitimate. In E. Templeton, B.H. Love, & O. Johnson (Eds.), Elevating marginalized voices in academe: Lessons for a new generation of scholars (pp. 110-114). Routledge.

Janis, I. L. (1972). Victims of groupthink: A psychological study of foreign-policy decisions and fiascoes. Houghton Mifflin.

Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.). SAGE Publications.

Osterman, K., Furman, G., & Sernak, K. (2014). Action research in EdD programs in educational leadership. Journal of Research on Leadership Education, 9(1), 85–105. https://doi.org/10.1177/1942775113498378

Gallant, T. B., & Drinan, P. (2008). Toward a model of academic integrity institutionalization: Informing practice in postsecondary education. Canadian Journal of Higher Education. 38(2), 25–43. https://doi.org/10.2202/1949-6605.1723

Rogers, E. M. (1995). Diffusion of Innovations (4th ed.). The Free Press.

Barnett, B. G., Basom, M. R., Yerkes, D. M., & Norris, C. J. (2000). Cohorts in educational leadership programs: Benefits, difficulties, and the potential for developing school leaders. Educational Administration Quarterly, 36(2), 255–282. https://doi.org/10.1177/0013161X00362005

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Published

2025-04-24

How to Cite

Gu, S. (2025). Challenges in (Re)designing EdD Programs: Supporting Change with Learning Cases: Book Review. Impacting Education: Journal on Transforming Professional Practice, 10(2), 76–78. https://doi.org/10.5195/ie.2025.457

Issue

Vol. 10 No. 2 (2025): Regular Issue

Section

Book Reviews

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Copyright (c) 2025 Siyuan Gu

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