Empowering Educational Leadership Research with Generative AI

Insights and Innovations from a Qualitative EdD Dissertation

Authors

DOI:

https://doi.org/10.5195/ie.2025.489

Keywords:

generative Artificial Intelligence, qualitative research, educational leadership, collaborative self-study, AI ethics in education

Abstract

This study explores the integration of generative artificial intelligence (AI) into qualitative research within a higher education context. Through a collaborative self-study, a doctoral candidate and their dissertation supervisor examined the application of Google’s Gemini 1.5 to analyze interview data from a dissertation of practice (DiP) focused on interinstitutional partnerships. The findings demonstrate that AI can enhance the depth and efficiency of qualitative analysis, revealing hidden complexities and patterns while augmenting the researcher's analytical skills and fostering reflexivity. However, challenges related to data integrity, potential biases, and the need for careful human oversight are also discussed. This research offers insights into the transformative potential of AI in qualitative research, particularly within doctoral education, while raising important ethical considerations and prompting a re-evaluation of traditional dissertation practices in the context of emerging technologies.

 

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Published

2025-02-07

How to Cite

Wilder, C., & Calderone, S. (2025). Empowering Educational Leadership Research with Generative AI: Insights and Innovations from a Qualitative EdD Dissertation . Impacting Education: Journal on Transforming Professional Practice, 10(1), 18–26. https://doi.org/10.5195/ie.2025.489

Issue

Vol. 10 No. 1 (2025): The Role of Generative Artificial Intelligence (AI) in Doctoral Research and Writing

Section

Themed-The Role of Generative Artificial Intelligence (AI) in Doctoral Research and Writing

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Copyright (c) 2025 Corrie Wilder, Shannon Calderone

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