Dossier Style Dissertations

Fostering Scholar-Practitioner Identity through Rapid Education Innovations

Authors

DOI:

https://doi.org/10.5195/ie.2025.508

Keywords:

EdD dissertation, scholar-practitioner identity, dossier style dissertation

Abstract

Practitioner-oriented dissertations are unique in their potential to address wicked problems through relevant and timely applications of empirical research that can facilitate rapid change. This account describes the dossier style dissertation, a newly re-imagined dissertation of Johns Hopkins University’s Doctor of Education program, with two options-an empirical deep dive and an applied project. Three graduates of the program illustrate their journeys with the dossier style dissertation-applied project, describe their work with research-practice partners and professional organizations, and highlight their growth as scholar-practitioners. Implications for practice and the merits of EdD program doctoral research options are discussed.

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Published

2025-08-01

How to Cite

JohnBull, R. M., Bryant, C. L., Robbibaro, E., Vasquez, M., & Williams, J. (2025). Dossier Style Dissertations: Fostering Scholar-Practitioner Identity through Rapid Education Innovations . Impacting Education: Journal on Transforming Professional Practice, 10(3), 29–37. https://doi.org/10.5195/ie.2025.508

Issue

Vol. 10 No. 3 (2025): The Present and Future of EdD Alternative Dissertations

Section

Themed-The Present and Future of EdD Alternative Dissertations

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Copyright (c) 2025 Ranjini Mahinda JohnBull, Camille L. Bryant, Emily Robbibaro, Maria Vasquez, Jeremy Williams

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