Leader Scholar Communities: Supporting EdD Students’ Dissertation in Practice Efforts


  • Ray R. Buss Arizona State University
  • James G. Allen Northern Kentucky University




reducing doctoral attrition, leader scholar communities, dissertation in practice, communities of practice


In this essay, we discuss Leader Scholar Communities (LSCs), which have proven to be helpful in supporting students’ dissertation in practice (DiP) efforts in several CPED-guided programs.  We have organized this essay around four important topics including (a) describing a theoretical framework that serves as the foundation for LSCs, (b) providing a rationale for using LSCs, (c) illustrating how LSCs have been implemented to support students’ DiP efforts in our EdD programs, and (d) exploring the benefits and limitations of LSCs.  We have also presented research information about graduates’ perceptions of LSCs.  We concluded by presenting some questions others might wish to contemplate as they consider the use of LSCs to support their students’ DiP efforts.


An erratum has been published for this article at DOI: https://doi.org/10.5195/ie.2020.215.

Author Biography

Ray R. Buss, Arizona State University

Dr. Ray Buss is Associate Professor of Educational Psychology and Educational Research in the Mary Lou Fulton Teachers College at Arizona State University. 


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How to Cite

Buss, R. R., & Allen, J. G. (2020). Leader Scholar Communities: Supporting EdD Students’ Dissertation in Practice Efforts. Impacting Education: Journal on Transforming Professional Practice, 5(3), 1–7. https://doi.org/10.5195/ie.2020.98