Who They Become

Exploring Personal Growth and Identity Development in an Online EdD Program

Authors

DOI:

https://doi.org/10.5195/ie.2026.567

Keywords:

EdD programs, personal growth, mixed methods, doctoral identity, scholar-practitioner development

Abstract

This study explores how students in an online EdD in Instructional and Performance Technology experience personal growth, focusing on shifts in autonomy, self-acceptance, and purpose in life. Using an explanatory sequential mixed methods design, researchers administered Anderson et al.’s (2019) Personal Growth and Development Scale (PGDS) to current students and alumni (N = 44), followed by thematic analysis of semi-structured interviews. Surveys indicated consistently high perceived growth across all PGDS domains, with the highest mean scores in self-acceptance, environmental mastery, and purpose in life. Participants described strengthened self-confidence, decision-making skills, professional relationships, and sense of purpose. Peer and faculty relationships and program structures were identified as key supports for growth. EdD programs can intentionally cultivate both personal and academic growth. Embedding reflective practices, milestone-based check-ins, and structured support may strengthen students’ sense of identity, purpose, and leadership confidence.

Author Biography

Holley L. Handley, University of West Florida

Holley Handley is an Associate Professor and Chair of the Department of Instructional Design and Technology at the University of West Florida.

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Published

2026-07-29

How to Cite

Handley, H. L., Adlof, L., Knudsen, I., & Hastings, N. B. (2026). Who They Become: Exploring Personal Growth and Identity Development in an Online EdD Program . Impacting Education: Journal on Transforming Professional Practice, 11(3), 31–39. https://doi.org/10.5195/ie.2026.567

Issue

Vol. 11 No. 3 (2026): Regular Issue

Section

Research Manuscripts

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Copyright (c) 2026 Holley L. Handley, Lauren Adlof, Isabelle Knudsen, Nancy B. Hastings

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