Doctoral Program in Educational Leadership Redesign: Utilizing a Multicriteria Framework

Miriam D. Ezzani, Noelle A. Paufler

Abstract


The development of educational leaders, who have a profound influence in shaping a culture of organizational learning; ethical community engagement; advocacy for diversity, equity and inclusion; and theory to practice solutions, is the aim of redesign efforts in one educational leadership (EDLE) program in the United States. These ideas, grounded in a multicriteria framework, are reified in the Carnegie Project on the Education Doctorate’s (CPED) Principles and Design Concepts and reinforced by the University Council for Educational Administration (UCEA) criteria. Yet, right from the beginning, faculty struggled with ideological differences and logistical challenges. Without the dean and department chair’s collaborative, visionary leadership and support of key faculty, efforts to redesign the program would have been stifled. We argue that the multicriteria framework, underscoring the importance of collaborative leadership, is the cornerstone of the education doctorate program redesign. The article’s contributions are intended to inform the planning, implementation, and evaluation of this program redesign and its impact.


Keywords


Carnegie Project on the Education Doctorate (CPED), collaborative leadership, educational leadership program redesign, program implementation and evaluation, University Council for Educational Administration (UCEA)

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DOI: https://doi.org/10.5195/ie.2018.70

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Copyright (c) 2018 Miriam D. Ezzani, Noelle A. Paufler

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