Institutional Constraints and Methodological Ideals

Lessons Learned from the CPED Principles Implementation & Framework© Impact Self-Study Project Implementation Process

Authors

  • Hajime Mitani Rowan University
  • James Coaxum Rowan University
  • Jo Ann Manning Rowan University

DOI:

https://doi.org/10.5195/ie.2026.634

Keywords:

self-study, CPED Framework©, faculty engagement, organizational learning

Abstract

Rowan University participated in the CPED Principles Implementation & Framework© Impact Self-Study Project from September 2024 until May 2025, led by the Carnegie Project on the Education Doctorate (CPED). We joined CPED in 2017 and implemented a new CPED-informed EdD curriculum. We conducted a self-study to assess the alignment between our program and the CPED Framework©, using the CPED Guiding Principles Implementation Rubric, to inform program improvement. In this essay, we share our experiences implementing the self-study through the lens of LaBoskey’s (2004) framework for self-study methodology. We describe challenges we faced during the self-study and provide recommendations for CPED member institutions and CPED.

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Published

2026-09-22

How to Cite

Mitani, H., Coaxum, J., & Manning, J. A. (2026). Institutional Constraints and Methodological Ideals: Lessons Learned from the CPED Principles Implementation & Framework© Impact Self-Study Project Implementation Process . Impacting Education: Journal on Transforming Professional Practice, 11(4), 31–37. https://doi.org/10.5195/ie.2026.634

Issue

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

Section

Themed-CPED Programs Self-Study

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Copyright (c) 2026 Hajime Mitani, James Coaxum, Jo Ann Manning

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