Interrogating Integration

Reconceptualizing Doctoral Program Self-Study as a Window for Collaborative and Reflective Inquiry

Authors

DOI:

https://doi.org/10.5195/ie.2026.623

Keywords:

doctoral education, program self-study, CPED Framework©, reflective inquiry

Abstract

This qualitative self-study examined the integration of the Carnegie Project on the Education Doctorate (CPED) Framework©, specifically the six guiding principles, within an EdD program. Triangulating evidence from program artifacts and stakeholder focus groups, the program achieved Exemplary ratings across all six principles using the CPED Guiding Principles Implementation Rubric. However, the study revealed critical limitations in presence/absence scoring, noting a lack of explicit CPED language in documents and the risk of overstating integration when principles are merely identified rather than examining how they are enacted. These findings highlight the necessity for self-study designs that evaluate the depth, coherence, and purposeful application of CPED principles. Ultimately, this research argues that doctoral program self-study must transcend basic compliance metrics to become a collaborative, reflective process that drives intentional program redesign and continuous improvement.

References

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Published

2026-09-22

How to Cite

Theriault, J. C., Ochsner, A. K., & Davis, A. R. (2026). Interrogating Integration: Reconceptualizing Doctoral Program Self-Study as a Window for Collaborative and Reflective Inquiry . Impacting Education: Journal on Transforming Professional Practice, 11(4), 25–30. https://doi.org/10.5195/ie.2026.623

Issue

Vol. 11 No. 4 (2026): Themed-CPED Programs Self-Study

Section

Themed-CPED Programs Self-Study

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Copyright (c) 2026 Jennifer C. Theriault, Amanda K. Ochsner, Antonio R. Davis

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