Answer: An EdD Dissertation in Practice features impact-focused research, with the goal of using scholarly inquiry to improve problems of practice in real academic and/or professional settings. Unlike traditional dissertations which may focus more on investigating and analyzing a problem or phenomena within education with the intent of broadening or deepening scholarly literature on said phenomena, the goal of a DiP is to directly change practice. As a result, many DiPs use applied research approaches, such as action research, improvement science, and evaluation. On the other hand, traditional dissertations may use methods such as appreciative inquiry, case study, ethnography, or grounded theory.

As a practitioner’s doctorate, the Doctor of Education (Ed.D.) prepares educators to enact concrete changes in their place of work to improve education outcomes, using scholarly inquiry and rigorous research methodologies to identify, examine, and address barriers to success within their spheres of influence. The Carnegie Project on the Education Doctorate (CPED), an organization that is dedicated to distinguishing the Ed.D. as a practice doctorate (as opposed to a Ph.D. in Education), invented the Dissertation in Practice (DiP), which is a scholarly research project that aims to identify and solve a concrete problem that the Ed.D. student has encountered in their place of work.

In a conversation with CPED’s Executive Director, Dr. Jill A. Perry, she explained how CPED defines the DiP specifically as “A scholarly endeavor that impacts a complex Problem of Practice (PoP).” A Problem of Practice, according to Dr. Perry, is defined as “a persistent, contextualized, and specific issue embedded in the work of a professional practitioner, the addressing of which has the potential to result in improved understanding, experience, and outcomes.” A central feature of the DiP is how the Problem of Practice drives the structure and research methodology that students use for their dissertation.

While many DiPs still take the form of a standard five-chapter dissertation, others may not follow this format. Depending on the Ed.D. program, students may be able to format their dissertation in a way that aligns better with the problem they are trying to solve. For example, a practitioner may want to incorporate a training module, alternative lesson plan, or other concrete deliverable into their DiP, along with collected data on and discussion of the impact of this deliverable and where the practitioner wishes to take their efforts in the future. Some Ed.D. programs allow or even encourage students to complete a group dissertation to collaboratively tackle a larger problem of practice; in such cases, students may submit a joint DiP or write their own DiP on their findings from the collaborative project. CPED emphasizes that the DiP is a continually evolving form of practitioner research and action, and as such it should have the flexibility to adapt to the changing needs and concerns of students and educators.

For the DiP, there are three primary scholarly approaches that focus on direct change and improvement of Problems of Practice: action research, improvement science, and evaluation. Below is an in-depth exploration of each of these approaches and their utility for educators and scholar-practitioners.

Applied Research Approaches

In their work to differentiate the Ed.D. from the Ph.D. in Education, CPED established a CPED Improvement Group (CIG) devoted to discussing and defining new research methods and paradigms specifically for Dissertations in Practice. According to CPED, a Dissertation in Practice should advance knowledge in the practitioner’s field of work, while also, as mentioned previously, directly addressing a complex Problem of Practice. In contrast, a traditional dissertation such as the ones written in Ph.D. programs seek to expand the scholarly literature on a particular topic through methodologies that are more observational in nature and less oriented around enacting change in one’s place of work.

Action research, improvement science, and evaluation are three applied research approaches that the CPED favors for EdD students completing a DiP, as they are geared towards enacting change directly in one’s place of employment. While these three approaches have similarities, the CPED considers each approach as distinct with its own types of research methodologies. It is important to note that not all EdD programs (even those that are members of the CPED consortium) or EdD students use one of these approaches for their dissertation. There are a number of traditional research approaches such as appreciative inquiry, case study, ethnography, grounded theory, etc. that students might use. However, this FAQ focuses on the applied approaches advocated for by the CPED, which connect research insights to directly facilitating educational improvements.

Action Research

Action research involves directly investigating and attempting to solve problems in one’s professional practice. It is a highly student-focused research approach wherein scholar-practitioners identify an area of concern or interest, evaluate its effects on their target population – whether that is a classroom of students, a team of fellow educators, or a department within an organization – and then develop and test potential solutions or optimizations that can help their target population. Action research is inherently iterative in that practitioners design and implement initiatives and then evaluate the efficacy of those initiatives as part of their research process. In doing so, action research combines action with scholarly inquiry, enabling educators to conduct rigorous studies that directly impact their work environment, while also providing strong evidence-based best practices for educators and leaders in other contexts.

Examples of actions research might include developing an interactive reading proficiency program that incorporates education technology into the classroom, and gathering qualitative and quantitative data on the impact of this program on student learning outcomes. Another example could be the design and subsequent assessment of a professional development program for teachers that provides certification opportunities or training on important topics such as supporting students with special needs or addressing systemic discrimination in the school system.

Improvement Science

Improvement science is similar to action research in that it is focused on identifying and addressing real problems in one’s work environment. However, improvement science is more iterative in nature, involving rapid cycles of solutions development, implementation, and evaluation. It is a systems-oriented approach wherein practitioners implement small changes and evaluate the efficacy and overall impact of these changes in a continuous way. Enacting this cycle repeatedly allows educators to better understand the systems of learning that their students encounter, the challenges students face, and the optimal processes to achieve reform.

In fact, according to the U.S. Department of Education, one of the key components of improvement science is the “Plan-Do-Study-Act (PDSA) inquiry cycle.” The PDSA cycle empowers educators to design and enact changes in their educational setting, record their observations of the results, and continually revise their implemented changes in order to work towards their goals for the population they wish to help. Improvement science is characterized by small-scale experiments or tests so that educators can move quickly. Rather than implementing a large project once and evaluating the results, improvement science breaks up the process into smaller cycles of change, observation, analysis, and further change.

An example of improvement science includes coordinating a writing skills development program for students wherein teachers continually assess students’ progress and use this data to further tailor lessons and activities to students’ needs. Another example could be testing a teacher support program where teachers get access to mentors and advisors and continually complete qualitative surveys on how this mentorship helps and how their needs evolve over time.

Evaluation

Evaluation research is a form of systematic inquiry that seeks to determine the feasibility, efficacy, and overall impact of a particular program, practice, and/or policy. It can be conducted prior, during, and after the implementation of an initiative, and plays an important role in helping practitioners determine whether a program should be enacted, continued, modified, or discontinued. Evaluation research incorporates both qualitative and quantitative methodologies, such as surveys, interviews, assessment scores, statistical modeling, and direct observation, and is used in the social, medical, and behavioral sciences, as well as in the education space. For example, in the medical field evaluation is used to assess the effectiveness of particular smoking cessation programs, STD prevention initiatives, and similar efforts.

In education, evaluation research is used to determine whether certain academic programs are returning on their required investments in terms of time and budget. Simply put, evaluation helps education leaders and stakeholders decide: 1) if a program is worth implementing, 2) the populations this program affects, and in what ways, and 3) what is working and not working for a program that has been implemented. Examples of evaluation research include student surveys asking about the aspects of learning that challenge them the most, teacher interviews to identify pain points with a particular education program or initiative, and analysis of standardized test scores to determine the efficacy of a math or reading proficiency program. Gathering and analyzing this relevant data empowers practitioners to then design or modify their educational programming to better serve their students and/or colleagues.

For more information on dissertations in practice and the kinds of research approaches and methodologies they use, please refer to our Ed.D. Dissertation Interview Series as well as our CPED Ed.D. Innovation Interview Series.

To learn more about the CPED, we conducted an interview with Dr. Jill Perry in which she discusses the history of CPED and how it has reshaped the EdD degree and brought schools of education nationwide together to discuss the continued advancement of the education doctorate towards a more socially impactful and professionally effective degree. Furthermore, our exclusive interview with Dr. Kimberlee Everson, Chair of CPED’s Dissertation in Practice Award Committee, offers a wealth of information about the evolution of the Dissertation in Practice and how Problems of Practice should drive students’ research methodologies and approaches.

Sources:

• Evolution of the Dissertation in Practice, Impacting Education, Journal on Transforming Professional Practice
• EdD Research Guide: Improvement Science, University of Pittsburgh
• Evaluation Research: An Overview, ScienceDirect
• Introduction to Improvement Science, Regional Educational Laboratory Program
• What is Action Research, Scribbr

Answer: Doctor of Education (EdD) in Nursing Education and Doctor of Nursing Practice (DNP) in Nursing Education programs represent two different types of terminal degree programs with similar, yet distinct, goals and aims. Both types of programs provide Registered Nurses (RNs) and Advanced Practice Registered Nurses (APRNs) with advanced academic training in the theories and practices of nursing education. However, an EdD is an education degree with a focus in nursing education, while a DNP is a clinical degree in nursing with courses in nursing education.

While there are similarities between EdD and DNP programs in nursing education, there are also differences that are important for nurses to understand when exploring these degree programs. In general, EdD programs are offered by Schools of Education and are thus positioned primarily to equip teachers, educational researchers, administrators, and other experienced professionals, including nurses and professionals working in healthcare, with the most up-to-date pedagogical tools, educational methodologies, and curriculum design strategies to become educational leaders in organizations. In contrast, DNP programs are practice-based clinical doctoral programs offered by nursing schools and are designed for nurses, including RNs, Nurse Practitioners (NPs), and other APRNs, who want to advance into leadership positions in their field. Thus, DNP programs with an emphasis in nursing education are clinical DNP programs that include courses in nursing education designed to teach nurses how to teach in clinical and/or academic settings.

DNP programs are designed to prepare RNs to train nursing students in clinical and academic settings using the latest innovations in pedagogy and teaching technologies in nursing education, and train RNs how to design and assess nurse training curricula. EdD programs, on the hand, are designed for RNs who want to explore and conduct research on how to improve nursing training and pedagogy. Therefore, most EdD programs require students to conduct an original research project and complete a dissertation, a dissertation in practice, or a doctoral capstone project in nursing education. While DNP programs also require students to conduct research and complete a scholarly project, they do not typically require students to complete a dissertation.

There are also differences in terms of the academic and professional prerequisites for EdD and DNP programs. The majority of EdD programs require a master’s degree for admission and typically EdD programs in Nursing Education require students to have earned a Master of Science in Nursing (MSN) degree. (There are EdD programs with an emphasis in Health Professions that may accept RNs who have a non-nursing master’s degree.) For DNP programs, there are several pathways with many nursing schools offering BSN to DNP and MSN to DNP programs.

Regardless of their differences, EdD and DNP programs in nursing education can prepare RNs for a range of nurse educator roles. These include academic and clinical faculty positions at hospitals, nursing schools, universities, and medical centers, as well as administrative roles in the field of nursing education. To learn more about EdD and DNP programs, continue reading below.

Doctor of Education (EdD) in Nursing vs. Doctor of Nursing Practice (DNP) in Nursing Education Programs

The major differences between EdD and DNP programs in nursing education stem from the fact that the EdD degree is grounded in the field of education and the DNP degree emerged from the field of nursing. As a result, EdD programs in nursing education are more likely to be housed in schools and colleges of education, like the online Doctor of Education in Nursing Education program that is offered by Teachers College at Columbia University, while DNP programs are based almost exclusively in schools, colleges, or departments of nursing. Thus, while schools that offer DNP programs receive programmatic accreditation from the Commission on Collegiate Nursing Education (CCNE) or the Accreditation Commission for Education in Nursing (ACEN) and must adhere to specific standards for the academic training in nursing in order to maintain their accreditation, EdD programs do not go through the same accreditation process.

It should be noted that EdD programs in Nursing Education may choose to follow curricular guidelines established by the CCNE and/or one of the several other professional nursing organizations and accrediting agencies. As Dr. Kathleen O’Connell, the Director of the Online EdD in Nursing Education program at Teachers College Columbia University, noted in an interview with OnlineEdDPrograms.com:

“We aligned our curriculum’s learning outcomes with the core competencies set forth by the National League of Nursing (NLN). Our courses are designed to teach students how to apply higher education theories to the creation and management of effective learning environments in health care contexts. We have students who want to teach in an academic, higher education setting, as well as students who are interested in staff development at hospitals, medical centers, and community health centers. We expect our graduates to be able to apply theories and innovative teaching strategies from nursing and higher education to enact an effective nurse educator role.”

Dr. O’Connell emphasized that, “The major difference between the DNP and the EdD is that the DNP was established to be a clinical degree, the highest clinical degree in nursing that you could get.” To put the differences between the two types of degrees in historical context, she explained:

“There was a shortage of faculty in nursing higher education. Schools of nursing initially came up with the DNP in nursing education, which still had a clinical emphasis with a smattering of education courses to teach students how to create a syllabus and teach a class. In contrast, the EdD in Nursing Education is specifically about nursing education. It requires people to do research in areas of nursing education and how to improve it. While there are people who have DNPs and are in faculty positions, the majority of DNP programs prepare students for advanced clinical work and non-pedagogical nursing leadership. The EdD in Nursing Education is specifically for those individuals who want to be leaders in nursing education.”

There are some structural differences between EdD and DNP programs as well. While crediting requirements vary by school and by program, EdD programs typically require 60 credits of coursework, which is more than the 33 to 45 credits that MSN-to-DNP programs commonly require. This translates to a completion time of one to two years for DNP programs and two to three years for EdD programs.

Finally, to graduate from a DNP program, RNs are required to have at least 1,000 hours of post-BSN clinical hours, of which a minimum of 500 hours must be completed as part of the DNP program. EdD programs with a nurse educator specialization typically require one or more practicums in which students receive hands-on training in teaching in academic and/or clinical settings. However, the number of hours and the clinical settings in which those hours are accrued are not necessarily the same for students in EdD programs versus DNP programs.

Side-By-Side Comparison of EdD in Nursing Education vs. DNP Nurse Educator Programs

The table below highlights the similarities and differences between EdD and DNP programs in nursing education. It is meant to provide an overview of some of the key characteristics associated with these programs. Program details are drawn from research into EdD and DNP programs offered by accredited, non-profit schools, colleges, and universities.

For the sake of clarity and equivalence, the programs used for this comparison are MSN-to-DNP and MSN-to-EdD programs. BSN-to-DNP programs have different admissions and academic requirements, more extensive curricula, and longer completion times than programs designed for RNs who have already completed their MSN degree.

Additional EdD and DNP Specializations

Another useful way to illustrate the conceptual differences between DNP and EdD programs is to look at the various specializations that these programs offer. DNP programs, as noted above, are housed within nursing schools, and are specifically designed to provide doctoral training to nurses. Thus, in addition to nurse educator DNP programs, there are DNP programs with specializations in Executive Leadership, Health Policy, Informatics, Public Health, and various APRN specializations, including Clinical Nurse Specialist (CNS), Family Nurse Practitioner (FNP), Neonatal Nurse Practitioner (NNP), Psychiatric-Mental Health Nurse Practitioner (PMHNP), and Women’s Health Nurse Practitioner (WHNP). Nurse Educator/Nursing Education is just one of many areas within nursing that DNP students can choose as a specialty.

In contrast, there are EdD programs that are designed for professionals in a wide range of fields, including several non-nursing healthcare areas of practice. There are, for example, EdD programs in Healthcare Administration, Health and Human Performance, Organizational Leadership for Behavioral Health, and Human Services Administration. For more detailed information on these types of programs, refer to our Online EdD Programs in Healthcare Professions: Health, Healthcare Administration, and Nursing Education page.

Finally, as the focus of EdD programs is on education leadership first and foremost, there are also numerous EdD specializations designed for educators in fields outside of the healthcare professions. These include: Adult Education; Community College Leadership; Curriculum Development and Instruction; Diversity and Multiculturalism; Early Childhood Education; Education Administration and Leadership; Education Policy; Education Technology and e-Learning; Entrepreneurship in Education; Higher Education Leadership; K-12 Leadership; Organizational Leadership; and Special Education.

Answer: An EdD program is a Doctor of Education degree that prepares students to apply education design and organizational leadership principles, as well as action-focused research methodologies, to improving education programs and systems in a wide variety of professional environments. While traditionally geared towards educators, recently the EdD has expanded to be more versatile with programs designed for advanced professionals who would like to apply an education-focused lens to improving operations in non-academic settings as well, such as businesses and corporations, health care organizations, and the military.

A Doctor of Education (EdD) degree is a terminal doctoral program in education designed for educators and professionals interested in leading educational and organizational leadership programs in academic and professional settings. It is an applied, terminal doctoral program that focuses on using research to improve educational outcomes in PK-12, higher education, and adult education settings, including schools, school districts, colleges and universities, and professional workplaces where education is central to an organization’s success (for example, in employee development at a corporation, or in medical staff training or patient education in health care settings).

The EdD prepares scholar-practitioners to solve problems in their places of employment with advanced knowledge of the latest evidence-based practices and pedagogical systems. In addition, students learn how to employ quantitative and qualitative research methodologies to identifying, examining, and developing viable solutions to problems in education. The EdD differs from the Doctor of Philosophy (PhD) in Education (which is also a terminal degree in Education), which typically focuses more on academic research in the field of education that is broader in scope, in that EdD students are expected to apply their research to an actual problem they are facing in their place of employment. For more information about how these programs differ, read our FAQ on EdD vs. PhD programs.

Overview of EdD Specializations

While many students who pursue an EdD work in academic and educational systems (i.e., PK-12 schools and school districts, colleges and universities), increasing numbers of professionals outside of the education sector who are interested in gaining advanced knowledge of organizational leadership within their industry are pursuing EdD programs. This includes professionals working at for-profit companies, for nonprofit organizations, and/or in government, healthcare, and military settings. As demand for EdD programs has grown, more schools have begun to offer specializations in specific areas of education or organizational leadership, such as curriculum and instruction, instructional design, entrepreneurship, education policy, nursing leadership, and other fields.

Below is a list of common EdD specialization options offered at accredited schools of education nationwide.

• Adult Education: This specialization prepares students to lead education programming for the adult learner. Courses cover topics such as adult learning theory, cognitive coaching, and diversity and inclusion in adult and continuing education.
• Community College Leadership: This specialization focuses on the key aspects of leading a community college successfully, including program development and administration, funding and financial planning, partnership building, and college policy development.
• Curriculum Development and Instruction: This specialization focuses on the theory and principles of effective curriculum development and instructional design. In addition to covering the principles of teaching and learning, this specialization will often include courses in online learning technologies and how they are reshaping curriculum design and instructional methodologies.
• Diversity and Multiculturalism: This specialization prepares students to lead diversity and multicultural initiatives in their place of work, and to take an education-based approach to promoting social justice in academic and industry settings.
• Early Childhood Education: This specialization focuses on program development and leadership for students in their early childhood years.
• Education Administration and Leadership: This specialization is often a good option for educators who want to step into leadership roles in their place of work, such as superintendent positions, principalships, deans, vice presidents, and presidents. Students learn about the financial, political, legal/ethical, and administrative aspects of leading an educational institution.
• Education Policy: This specialization equips students with the knowledge and skills to lead policy development and change in a variety of academic and government settings.
• Education Technology and E-Learning: This specialization focuses on the growing use of education technologies in primary, secondary, and higher education settings, and how education leaders can integrate technology into their education programming and systems.
• Entrepreneurship in Education: This specialization generally features courses that view education program development and student learning through an entrepreneurial lens. Innovative ways of designing and honing education programs, and of identifying funding opportunities to finance important programs, are some of the topics discussed.
• Healthcare Professions: This specialization is typically ideal for individuals who are nurses, doctors, and other healthcare professionals who wish to step into higher leadership roles in their place of work, or into an instructional role at an educational institution. Topics covered in courses range from team management in medical settings and nursing curriculum development to hospital finance, policy development, and crisis management.
• Higher Education Leadership: This specialization equips students with the knowledge and skills to lead in higher education settings as department chairs, program directors, deans, presidents, and vice presidents. Students learn about the structure of higher education institutions, the key challenges and opportunities for leadership in these environments, and student affairs.
• PK-12 Leadership: This specialization is ideal for educators and other professionals who want to step into an administrator role in PK-12 settings, whether that may be as a principal, a superintendent, or a director of academic programming.
• Organizational Leadership: This specialization is typically geared towards a wider range of professionals who come from backgrounds inside or outside of academic settings where professionals can employ organizational leadership and education principles to improve outcomes. Courses in this specialization often cover topics in team leadership, organizational change theory, and diversity and multiculturalism.
• Special Education: This specialization prepares students to engage in special education program development, evaluation, and improvement. Students discuss learning theories, contemporary issues in special education, and the foundations of special education program design.

Structure of EdD Programs

While the number of course credits that an EdD degree requires varies depending on the selected program, in general students are required to complete between 50 and 70 post-masters credit hours. Students can typically earn their EdD within three to four years of full-time study, though some schools may offer part-time options that allow students to spread their degree out over a longer period of time. The majority of EdD programs require students to complete a doctoral capstone, which may take the form of a traditional dissertation or thesis, a dissertation in practice, or an applied capstone project. There are now online EdD programs that do not require a dissertation which allow students to complete a doctoral capstone project instead of a dissertation.

While some programs are designed for students to complete their coursework before embarking on their capstone, other programs embed a student’s capstone/dissertation work into their courses with the goal of having students complete the majority of their capstone before they finish with their coursework. The embedded dissertation model aims to improve the percentage of students who finish their degree by ensuring students are well supported while working on their doctoral capstone.

Online EdD Programs

As the EdD is a practitioner’s degree, it is generally designed with working professionals in mind, with evening classes that accommodate students’ full-time work schedules, and/or online program delivery that greatly increases scheduling flexibility for students. Online EdD programs are particularly advantageous for numerous reasons, including:

• Greater access to programs and specialization options, especially for students who do not live near a college or university that offers an EdD program.
• Increased flexibility and time management as students are not required to commute to campus for weekly lectures and discussion sessions.
• The ability to take classes from anywhere with an Internet connection and access to the program’s learning management system/platform.
• Greater diversity of class cohorts which can lead to more meaningful and impactful discussions as students work with classmates from across the country who bring their unique backgrounds and perspectives to solving challenges in administration and leadership.

For more information, be see to check out our resource on the Structure of Online EdD Programs.

Admissions Considerations for EdD Programs

As with most doctoral programs, the majority of EdD programs requires applicants to hold a master’s degree from an accredited institution of higher education. (There are a handful of online EdD programs that do not require a master’s degree for admission.) Depending on the EdD program’s specialization, applicants to the program may be required to hold a master’s degree in education or a related field, and/or have professional experience as educators. However, EdD programs with less traditional specialization options, such as those in nursing leadership, entrepreneurship, and organizational leadership, typically admit students from a variety of different academic and professional backgrounds. In general, applicants to EdD programs are expected to submit the following:

• Transcripts of all post-secondary academic work. Some programs will have a minimum GPA requirement.
• A personal statement explaining one’s background and career goals, as well as how one will be an excellent fit for the program, its student community, and its mission.
• Several (typically three or more) letters of recommendation. Programs vary in terms of whether they prefer academic recommendations only, or a mix of academic and professional recommendations. Students should check with the admissions office of the programs to which they are applying for the latest information.
• A resume or curriculum vitae detailing one’s professional experiences.
• The GRE is required for some, but not all EdD Programs. (OnlineEdDPrograms.com has compiled a list of online EdD programs that do not require the GRE.)
• Applicants whose first language is not English may be required to submit TOEFL exam scores.

Check out our resource section for more information on admission requirements for online EdD programs.

Answer: Established in 2007, the Carnegie Project on the Education Doctorate (CPED) is a collection of colleges and schools of education whose faculty meet consistently to discuss, reassess, and improve the structure of the Doctor of Education (EdD) degree. Their membership currently includes over 135 institutions in the United States and Canada, all working together to redesign the EdD to better serve advanced practitioners in the field. The primary goal of CPED is to promote its three-part framework for EdD redesign, which includes “a new definition of the EdD, a set of guiding principles for program development, and a set of design-concepts that serve as program building blocks.” While member schools are expected to adhere to this framework and restructure their EdD programs accordingly, the CPED does not grant any type of accreditation to these institutions or their degree offerings.

The Carnegie Project on the Education Doctorate (CPED) is comprised of a wide range of postsecondary institutions who are looking to develop and implement changes to their current EdD programs. Working together, these member schools have performed a critical examination of the Doctor of Education degree and created a set of guiding principles intended to refocus the degree on rigorous practitioner preparation. Colleges that join the consortium agree to adopt and institute this framework, making changes to improve their EdD curriculum with support from the CPED community and membership resources, such as collaborative meetings (also known as Convenings) and access to the peer-reviewed, open source journal, “Impacting Education: Journal for Transforming Professional Practice.”

In our exclusive interview with Dr. Jill Perry, Executive Director of CPED, we discussed the mission and evolution of the CPED. “CPED started in 2007 as a research project among 25 institutions. Really, what that meant was about 50 faculty came together to think it through. We weren’t a formal organization, we didn’t have a coalesced mission early on,” Dr. Perry explained, “As we’ve grown over time, what I’ve observed is that CPED is kind of two things at once–we are a group of institutions, each of which is tackling their Ed.D. program, but as we’ve grown, CPED has become a professional development organization where people collaborate to advance the Ed.D. degree forward.”

Through this combination of discussing innovative ways to improve the EdD, advocating for education practitioners, and designing professional development and networking opportunities for EdD program faculty, CPED takes a multifaceted approach to ensuring the Doctor of Education continues to evolve, expand, and optimally serve the needs of educators and educational leaders.

The CPED Framework for EdD Redesign

In an effort to help improve EdD program content and outcomes, members of CPED developed a framework for EdD redesign that consists of three components. The first is a unified description of the degree that clearly outlines its goal of producing advanced practitioners in the field. According to CPED, “The professional doctorate in education prepares educators for the application of appropriate and specific practices, the generation of new knowledge, and for the stewardship of the profession.” This new definition serves as somewhat of a mission statement for the consortium, summarizing the general consensus of members’ stance on the EdD and serving as the overall objective for program development.

From there, CPED outlined six guiding principles for schools to follow as they reassess and redesign their EdD programs. These guidelines (found on the CPED website) stipulate that the professional doctorate in education:

1. Is framed around questions of equity, ethics, and social justice to bring about solutions to complex problems of practice.
2. Prepares leaders who can construct and apply knowledge to make a positive difference in the lives of individuals, families, organizations, and communities.
3. Provides opportunities for candidates to develop and demonstrate collaboration and communication skills to work with diverse communities and to build partnerships.
4. Provides field-based opportunities to analyze programs of practice and use multiple frames to develop meaningful solutions.
5. Is grounded in and develops a professional knowledge base that integrates both practical and research knowledge, that links theory with systemic and systematic inquiry.
6. Emphasizes the generation, transformation, and use of professional knowledge and practice.

Finally, CPED members developed a set of seven design concepts based around these principles, each representing an integral factor in the preparation of educational leaders. These are fundamental ideas or elements to be used as building blocks when designing or reconstructing a program, as opposed to a rigid or prescriptive model that schools must adhere to, allowing each institution to apply them in a manner that best aligns with their individual program goals. With that in mind, the consortium believes an effective EdD program should be built upon or include the following concepts (which have been paraphrased from the CPED website):

• Scholarly Practitioners – Professionals who employ practical skills and knowledge to address problems of practice, using practical research and applied theories as tools for change.
• Signature Pedagogy – A pervasive set of practices used to prepare scholarly practitioners to think, perform, and act with integrity, which challenges assumptions, engages in action, and requires ongoing assessment and accountability.
• Inquiry as Practice – The process of posing significant questions that focus on complex problems of practice and the ability to gather and analyze situations, literature, and data with a critical lens.
• Laboratories of Practice – Settings where theory and practice inform and enrich each other, that address complex problems of practice where ideas can be implemented, measured, and analyzed for the impact made.
• Mentoring and Advising – Instructional coaching guided by equity and justice, mutual respect, dynamic learning, cohort and individualized attention, rigorous practices, and integration.
• Problem of Practice – Specific issues embedded in the work of a professional practitioner, the address of which has the potential to result in improved understanding, experience, and outcomes.
• Dissertation in Practice – A scholarly endeavor that impacts a complex problem of practice.

CPED’s Six Values That Reflect the CPED Framework

As CPED has grown, Dr. Perry and her leadership team began to define the organization’s core values and their role in guiding EdD program faculty in their efforts to optimally prepare the next generation of scholarly practitioners. “These values are really reflective of our CPED Framework, which includes our definition of the Ed.D., our six principles that guide program design, and our design concepts that frame the pieces of an Ed.D. program. The values are meant to be shared across both the program and the organization itself,” she noted in her interview. The six values (and how they apply to EdD programs as well as education practitioners in the field) are as follows:

• Diversity: Embracing the value of every learner’s perspectives, and prioritizing the voices and input of diverse communities in improving both CPED and its member schools and partners.
• Learning: Investing in continual improvement and growth, as well as the practical application of new scholarly knowledge about education leadership and addressing barriers to academic equity and success.
• Partnership: Seeking to strengthen partnerships with schools offering EdD programs, as well as with education leaders at public school districts, community colleges, and other organizations that focus on advancing education for diverse learners at all levels.
• People: Prioritizing the lived experiences, needs, concerns, and insights of educational professionals.
• Social Justice: Maintaining ethical, inclusive, and just practices throughout all CPED initiatives, and having an accessibility-focused perspective underpinning all programs, educational media, and collaborative events.
• Students First: Upholding the principle that all education leaders should put their students first, from CPED’s mentorship of EdD faculty, to EdD faculty’s prioritization of their students’ goals and professional development needs, to education practitioners’ support of their students across diverse public and private school settings.

The Impact of CPED on EdD Programs

CPED only accepts non-profit institutions with current accreditation from a U.S. regional accrediting body, who can demonstrate commitment to ongoing enhancement of EdD education and a willingness to implement the CPED Framework in their EdD program. To illustrate the ongoing impact that the CPED has had on EdD programs nationwide, OnlineEdDPrograms.com interviewed the program directors for several EdD programs that are CPED members (you can view CPED-related interviews with program faculty in our Educational and Organizational Leadership Interviews section).

For example, Northeastern University’s Doctor of Education program won the 2022 CPED Program of the Year Award. In an exclusive interview with OnlineEdDPrograms.com, Northeastern’s Assistant Dean of Faculty and Academic Affairs Dr. Sara Ewell explained how, “Having CPED behind us as a standard of excellence within the field really helped establish our work. […] The CPED convenings and subsequent relationships have been really helpful in terms of creating thought partners. I feel like every relationship or conversation that I had at the convening or follow-up was another little nugget of the big picture: […] ‘Wow that’s a really great idea to use that kind of a template to help students organize the literature review’ or ‘That’s really interesting, what you’re doing to ensure that social justice is infused throughout the program.’”

Similarly, in an exclusive interview with Dr. Nancy Hastings, Assistant Dean of the College of Education at the University of West Florida (UWF) and Chair of the Department of Instructional Design and Technology, she explained how her program’s membership with CPED helped them clarify their curricular content and research mentorship and guidance for students. “We are a member of the Carnegie Project for the Education Doctorate, and the resources our membership provides to our faculty and students also make us stand out. The Carnegie Project is all about recognizing that an Ed.D. and a Ph.D. are two very different things, meant for different audiences,” she noted, “An Ed.D. is for the practitioner—the person who is looking to be the leader in their organization. The chief learning officer or performance consultant, those are people who are going to stay in practice.”

Choosing an EdD Program

As mentioned above, CPED does not directly accredit EdD programs, and member schools may be in different phases of implementing the framework and its guidelines. In general, students should choose an EdD that provides the curriculum and structure needed to help them best achieve their academic and career goals, independent of whether the program comes from a CPED member school. With that said, membership is definitely another factor one might consider when researching options for their doctorate.

If students are unclear about how a particular institution has implemented the framework or where they are in the process, it is best to reach out to a school representative for more information. This is a great opportunity to learn how a prospective EdD program has evolved over time and where the school sees that program going in the future. Pursuing an EdD is a significant time and financial commitment; therefore, students should be certain that the program they choose is the ideal match for their personal and professional needs both now and in years to come.

Online EdD Programs offered by Schools that are members of the CPED

The following schools are members of the CPED and offer online EdD programs. The CPED classifies members into three categories based on their phase of program development. These three phases include: Designing and Developing, Implementing, and Experienced. The following schools/programs are currently in one of these three phases.

Answer: Doctor of Education (EdD) programs in organizational leadership focus on the theories and strategies behind effective management of organizations and their members. This particular approach to leadership is generally concerned with setting large-scale goals for an organization, department, or project, then motivating the individuals involved to excel and successfully reach those objectives. Unlike other EdD specializations, which typically focus on preparing students for leadership roles in education, organizational leadership is more broad, giving graduates skills they can apply in nearly any setting, from academia to business or government.

The study of organizational leadership deals with both micro and macro levels of management. Professionals in the field must consider what is best for the organization as a whole, as well as the employees or members within, driving everyone toward a common goal while fostering individual success and development. In order to do this well, leaders need a diverse skill set, with expertise in areas such as communication, assessment, problem solving, conflict management, strategic decision making, resource allocation, and more. To gain these skills, many pursue an EdD in the field, which can qualify them for top-level management or administration positions in almost any organization.

Many schools offer organizational leadership as a degree concentration in Doctor of Education (EdD) programs, but it may also be available as a Doctor of Philosophy (PhD) at the doctoral level. Both are terminal degrees, preparing graduates with the most advanced knowledge and skills in the field. However, these two degrees differ when it comes to their overall focus and intended career paths.

The EdD is primarily a practitioner’s degree, designed for working professionals interested in taking on active leadership roles in organizations. Students in these programs are typically looking for skills they can immediately apply in the workplace, either to perform better in their current management positions or gain the qualifications necessary to further their careers in administration. The PhD, on the other hand, is more research focused, aimed at those who want to teach in the field at the collegiate level or pursue other scholarly work. Graduates of these programs generally move into careers that involve educating the next generation of leaders or adding to existing theory through original research, as opposed to more direct organizational management roles.

Doctor of Education (EdD) Programs in Organizational Leadership

Most EdD programs in organizational leadership require around 40 to 70 credit hours and take anywhere from three to five years to complete. Curriculum is generally focused on advanced topics related to management theory and practice, giving students concrete skills they can apply to leadership roles in a variety of settings. Some examples of potential course subjects include:

There are a variety of different organizational leadership EdD programs available to students, each with their own unique focus and curriculum. Some even offer students the chance to specialize in a certain area of administration, such as Human Resource Development, Conflict Management, or Entrepreneurship. Others may concentrate more heavily on educational aspects of the field, preparing students for careers that involve designing or managing instructional programs for or within organizations. In these particular programs, coursework generally leans more toward topics related to adult learning, instructional design, models of teaching, and educational assessment.

Careers in Organizational Leadership

With an EdD in Organizational Leadership, students can pursue a wide range of high-level management positions, both in and outside of academia. While they might work in educational leadership, as principals or other administrators, graduates are not tied to careers in education, unlike those who earn a more traditional EdD in fields such as K-12 or Higher Education Administration. Majoring in organizational leadership prepares graduates to oversee operations or instructional efforts in nearly any setting, from schools to private businesses, nonprofits, healthcare, government, and more.

Some potential career paths for EdD graduates include Human Resources Manager/Director, Corporate Director, Chief Executive Officer (CEO), Chief Development Officer (CDO), Management Consultant, Policy Analyst, Training and Development Manager, Postsecondary Education Administrator, College Professor, Operations Research Analyst, or Social and Community Service Manager.

To learn more about this degree concentration and browse online EdD programs in the field, check out our Organizational Leadership specialization page.

Answer: While the curriculum and overall degree requirements are often identical for campus, online, and hybrid Doctor of Education (EdD) programs, these three formats differ significantly when it comes to how students receive instruction. In a campus program, students attend live lectures or seminars in traditional classroom settings, learning from professors in person and interacting with classmates face-to-face. Students in an online program, on the other hand, access the majority of their course materials via the web, logging onto a virtual classroom to view lectures, complete assignments, and communicate with professors or peers. Hybrid or blended programs offer a combination of both in person and online instruction, with students completing some requirements on campus and others at a distance.

There are a wide range of options available to students interested in pursuing a Doctor of Education degree, whether they prefer in-person instruction, flexible online coursework, or a mix of both. As program length and content is generally similar in each format (among programs in the same concentration), the type one chooses will depend largely on their particular learning style, schedule constraints, and proximity to schools offering degree options in their area of interest. To learn more about campus-based, online, and hybrid EdD programs, as well as their individual pros and cons, continue reading below.

Campus EdD Programs

Most students are already familiar with campus-based degree programs, as these have been around the longest and continue to be the most common form of postsecondary education. In this more traditional type of program, students travel to a college campus to attend classes in a physical classroom, interacting with professors and peers in person, then completing assignments or readings at home. Since students must be on campus at specific times during the week for lectures or seminars, this format offers very little flexibility when it comes to scheduling. However, in an on-campus EdD program, courses are usually offered during the evenings or on weekends to accommodate working professionals pursuing their doctorate.

Campus-based programs are a good fit for students who benefit from face-to-face instruction, learning best when presented with materials in a traditional classroom setting and receiving immediate feedback from professors. Those who require more structure to their studies, a set schedule to keep them on track on a weekly basis, may also find this format better suits their educational needs. A major drawback to campus programs, however, is that students generally need to live close to their school in order to attend class each week. Otherwise, assuming they live with commuting distance, students have to take additional time out of their day to travel to campus, which adds transportation costs to earning their degree. This may not be an issue for those who plan to relocate for their doctoral studies.

Online EdD Programs

Students in an online EdD program can expect to complete the majority (if not all) of their degree without setting foot on campus. Instead of physically going to school to attend classes, they typically watch lectures, participate in class discussions, and access all other course materials online through a learning management system (LMS), which is software used to deliver and manage web-based courses. There are two main types of instructional methods used by online programs: synchronous and asynchronous. In a program that uses synchronous instruction, students must be online at set times to watch and participate in live class sessions, often using video conferencing or text chat to engage with classmates and the instructor as the lecture is happening. Asynchronous instruction, on the other hand, relies mainly on prerecorded lectures, meaning students can watch them at any time it best fits their schedule.

Keep in mind, some online EdD programs include mandatory campus-based residencies or immersions, intended to supplement students’ online studies with in-person learning activities. These sessions can span anywhere from a weekend to one week at time, and give students the chance to meet and work with their classmates and faculty members face to face. To help prospective students better understand any campus requirements that may be included in an online course of study, OnlineEdDPrograms.com only defines a program as online if it requires three or fewer campus visits per year. This does not include any internship opportunities or requirements which may also be part of these programs. (Note: Programs that require more than three campus visits per year are classified as hybrid or campus-based programs.)

The major benefit to pursuing an EdD online is flexibility. Students can typically attend class or access course materials from anywhere, provided they have internet access and a working computer (or tablet or mobile device, depending on the program). This eliminates the need to commute to campus on a weekly basis for classes, saving students valuable time they can devote to their career or other obligations. In fact, an online program may be the only option for some with busy schedules outside of school, such as those trying to maintain a full-time job while pursuing their studies, or students with families who may be unable to attend class during the evening or weekend. Online study also increases access to program options, giving students who live far from schools offering degrees in their area of interest the chance to pursue a doctorate that fits their professional goals without needing to relocate.

An online EdD program may not be the best option for all students, however, especially those who value face-toface interactions or prefer the structure provided by traditional campus-based instruction. In general, online study requires more self-motivation and self-discipline from students in order for them to keep up with course materials and assignments. While students are able to view lectures and complete assignments on their own schedule, online programs still have deadlines that must be met throughout the term. With that said, many online programs have systems in place to ensure students are participating on a weekly basis and not falling behind on their studies.

Hybrid EdD Programs

There are many different forms of hybrid (or blended) degree programs. Typically, this is a term used for programs that utilize online coursework, but also require students to visit campus on a regular basis for in-person classes or activities. While this may mean the program includes a balanced mix of campus and online instruction, it generally refers to those that combine mainly online study with a number of on-campus sessions spread throughout the year (more than a “fully” online program with residencies). On OnlineEdDPrograms.com, we define hybrid programs as those that are primarily online focused but still include more than three campus visits per year.

This type of EdD program can be a good alternative for students who want both the flexibility offered by online learning and the opportunity to engage in more face-to-face interaction with their professors and peers. Hybrid programs often combine the best aspects of both campus-based and online education, allowing students to complete most of their credits at a distance, then enhancing this with periodic residencies or other in-person experiences. However, this also means students must be prepared to travel to campus when required, making more frequent trips to campus than they would in an online program with little or no on-campus requirements.

Note: Some programs may use the term hybrid if they offer a mix of on-campus and online courses.

Campus vs. Online vs. Hybrid EdD Programs

In many ways, EdD programs in each of these three formats are very similar. Most require around three years to complete, including roughly 60 credits of coursework and a doctoral research project (i.e., dissertation). Students can also find the same or very similar specializations offered in all three formats, sometimes at the same institution. Programs offered in different formats at the same school are typically identical when it comes to curriculum, course content, and requirements, just delivered in different ways. Students can expect to graduate with the same degree as their peers, whether they completed courses on campus or online.

The main difference when it comes to campus, online, and hybrid EdD programs is course delivery. Students pursuing their degree on campus must physically attend class on a weekly basis at a set time, while online students can access courses from anywhere with an internet connection, logging on to view prerecorded lectures or participate in live class sessions (depending on the program). As such, online programs offer significantly more flexibility for students with already busy schedules, who cannot afford the time or are otherwise unable to commute to campus each week for classes. Hybrid EdD programs, as discussed above, include a mix of both instruction types, and are a great option for those who want the flexibility of online coursework, but are also willing to travel to campus more regularly for face-to-face learning experiences.

Answer: While Doctor of Education (EdD) and Doctor of Philosophy (PhD) in Education programs may cover many similar topics related to education and learning theory, the primary difference between them lies in their overall focus and intended career outcomes. The EdD is fundamentally a practitioner’s degree, intended for working professionals interested in taking on leadership roles in both academic/educational and organizational settings. PhDs in Education, on the other hand, are more research-oriented, designed for those looking to pursue scholarly work or teach in collegiate settings.

Students of EdD programs apply the knowledge and skills they obtain in their doctoral program directly to improving education outcomes, and engage in research that solves concrete educational challenges in their workplace. In contrast, PhD programs in Education prepare students to advance the field of education at large, through research that provides insights into the discipline. It is important to note that both the EdD and the PhD emphasize the importance of research, but for different aims. While the EdD focuses on action-oriented research–that is, research that provides insights into a problem of practice that educators face in their work settings–the PhD focuses on pursuing research for academic publication and for pushing the overall discipline of education forward by advancing current thought and paradigms within the field.

Another way to view the difference between the EdD and the PhD is the types of careers they prepare students for. Whereas the EdD focuses on real-world application, equipping students with the knowledge and tools they need to effectively lead in educational settings, a PhD in Education is ideally suited for students who want to devote their careers to scholarship and/or teaching at institutions of higher education. While these degrees may touch on many of the same topics, such as learning theory, educational policy, and advanced research methods, they typically attract different students and lead to different careers.

Doctor of Education (EdD) Programs

The Doctor of Education is generally considered an advanced practitioner’s degree. It is designed for educators who want to have a farther-reaching impact on student and/or adult learning outcomes through program-level or institutional leadership, as well as professionals seeking concrete problem-solving skills and advanced leadership strategies that they can apply to their organization. To accommodate students’ diverse career goals, EdD programs are available in a number of different specializations, including higher education leadership, PK/K-12 educational administration, early childhood education, curriculum and instruction, adult education, educational technology, special education, organizational leadership, and more.

The curriculum for these programs will vary by specialization–for example, while an EdD program in Curriculum and Instruction may emphasize best practices for instructional design and course evaluation, an EdD in PK/K-12 Education Administration may have courses that focus more on the roles and responsibilities of principals and/or superintendents. Regardless of students’ chosen specialization, however, in general EdD programs will include courses in the history and central theories of education, as well as the research methodologies that underpin action research in education.

EdD programs are designed to combine theoretical study with practical knowledge that students can directly use in their place of employment. Depending on the specialization, students simultaneously learn about educational leadership, finance and budgeting, curriculum design and assessment, professional development, instructional methods, educational technology, and legal issues in education from a concrete, on-the-ground perspective, while also reading literature about these topics and looking at challenges in these areas through a scholarly lens.

Educators who pursue an EdD are typically equipped to step into leadership roles at the school and school district levels. Graduates might also work in administration, as principals, directors, superintendents, deans, or school presidents, or take on management positions in curriculum design or instructional coaching. Depending on their particular specialization, they could also become executive directors of youth or childcare facilities, oversee adult learning or vocational training centers, or work in student affairs and career services mentoring college students. Some EdD graduates go on to teach in their area of focus, instructing at a college or university after gaining several years of professional experience.

While traditionally EdD students are working educators or administrators, in recent years there has been an expansion of the appeal of EdD programs to individuals who wish to apply education principles and practice-oriented research to improving outcomes within their current organization. As a result, there has been a concurrent expansion of EdD specializations in areas such as organizational leadership, health care leadership, nursing education, and entrepreneurship. Graduates of these programs may apply their knowledge and qualifications to improving organizational outcomes at nonprofits, in the military, for government agencies, or at related private sector organizations. For example, graduates of an EdD in Nursing Education may go on to develop curricula for bachelor of nursing or master’s in nursing programs, or optimize training programs in a hospital setting.

Note: The Carnegie Project for the Education Doctorate (CPED) was formed to evaluate and redesign of EdD degree to ensure that programs are designed to meet the needs of leaders in contemporary educational and organizational settings. To learn more, check out our FAQ on the CPED.

Doctor of Philosophy (PhD) in Education Programs

As opposed to the more applied EdD, a Doctor of Philosophy in Education is primarily concerned with conducting, publishing, and disseminating unique research in the field of education. Students in these programs collect and analyze data related to specific areas of education, and then use their findings to advance theory in the field, generate new instructional strategies, or otherwise enhance the teaching profession or educational system as a whole. In general, those pursuing a PhD are full-time doctoral students, fully committed to their research and associated academic endeavors (e.g., teaching or assisting with courses within their department).

PhD programs generally take a more theoretical, study-based approach to coursework. Students can expect to spend the majority of their time designing and conducting research projects and interpreting the results. When it comes to degree specializations, schools might offer education-related PhDs in areas such as education policy, literacy, program assessment, educational technology, human development, or learning and teaching, or concentrations in specific fields, such as special education, educational administration, adult learning, or early childhood education. Typically, specializations within PhD programs are closely aligned with the research interests of the program’s faculty, and students interested in PhD programs are often expected to research faculty at their programs of interest before applying.

Courses in a PhD program typically focus on topics that will help students in their research pursuits, including not only qualitative and quantitative research methods, but also advanced approaches to inquiry, research design, data analysis, and writing, as well as historical and emerging theories related to their area of focus. Students also take several courses dedicated to completion of their dissertation (see below for more information).

In general, students earn a PhD in Education with the intention of building careers in academia or research. Graduates typically become postsecondary educators or researchers, working or teaching in colleges, universities, or other research institutions. As mentioned before, their ultimate goal is often to develop original research in a given subject and add their findings to the existing literature on the topic. This might mean having their work published in an academic journal or similar scholarly outlet and presenting it at national (or even international) conferences. Depending on the subject matter, their findings may then be used to teach future generations of educators, or help make improvements to current systems of education.

Doctorate in Education: EdD versus PhD

As detailed above, there are several key differences between an EdD and a PhD in Education. Overall, the EdD is much more applied, focused on preparing graduates with practical job skills they can immediately use in professional settings. Students typically pursue the EdD for career advancement, either to move into leadership roles or improve in their current position. The PhD, on the other hand, is more theoretical, with a greater emphasis on research and inquiry. These programs are typically for students who want to stay in academia, using their advanced knowledge to teach others and further thought in the field of education.

There are a few other factors to consider when deciding which degree to pursue. Students should note that most PhD programs are campus-based, meaning they will need to live in close proximity to their school in order attend lectures, participate in research projects, and otherwise assist with departmental duties. In contrast, EdD programs can be pursued online or on campus, with a wide range of options available for fully online study (or with minimal campus requirements).

EdD and PhD programs also differ in their typical time to completion and their admission requirements. An EdD degree program generally takes around three to four years to complete and, in most cases, requires a master’s degree for admission. (There are a few programs that will accept students who only have a bachelor’s degree.) PhD programs typically take longer to complete, usually four to five years, but students can often enter with only a bachelor’s degree. Students with a master’s degree may be able to earn a PhD in less time.

Finally, as the EdD is a practitioner’s degree, students of this type of doctoral program are often working professionals, and therefore many EdD programs are designed to accommodate full-time work schedules. In other words, in addition to offering their courses online, many EdD programs allow students to pursue a part-time course of study, extending their enrollment over longer than four years in some cases, so that students can better balance their coursework with their personal and professional obligations. In contrast, students of PhD programs in Education generally pursue a full-time course of study, dividing their time between courses, independent research, meeting with their faculty mentor, and fulfilling teaching assistant or research assistant roles.

The EdD Capstone versus the PhD Dissertation

Returning to the key point mentioned above, both the EdD and the PhD in Education emphasize the importance of research. As a result, it is fitting that both doctorate degrees require a final research project–traditionally a five-chapter dissertation–as students’ culminating experience. However, the EdD capstone and the PhD dissertation differ dramatically in their objectives. In fact, many EdD programs call their dissertation a “dissertation-in-practice” in order to emphasize this difference. In addition, there are several online EdD programs that do not require a traditional dissertation, instead allowing students to complete a research project or publish research articles in lieu of a dissertation.

The EdD dissertation is fundamentally the application of scholarly research methodologies to investigating and seeking to solve a real, education-related problem of practice often within the student’s work setting. EdD students generally select a topic that is relevant to their profession, their immediate workplace, and their personal interests, and they craft a research question that they subsequently answer by employing a variety of quantitative and qualitative research methodologies. The final deliverable maybe a traditional five-chapter dissertation, or for programs that allow students to complete a project, the deliverable may take the form of a curriculum plan, an on-boarding or staff training program, or an informational website or piece of educational software.

For EdD students who come from traditional academic settings, a problem of practice might concern barriers to educational attainment for particular populations at a given school, or the need for a curriculum redesign that incorporates new ways that students interact with technology. For EdD students who come from less traditional work backgrounds (such as those in health care or the corporate sphere), a problem of practice might be the identification of a disconnect between nursing training and nurses’ clinical experiences (and identifiable opportunities to address this disconnect), or the need for a corporate crisis management or employee development plan.

In contrast, the dissertation for the PhD in Education is very much a traditional dissertation, in that it focuses, not on a question derived from a problem of practice, but rather a question that is more steeped in theory and broader cultural, social, and/or political significance. For example, a PhD student focusing in education may craft his or her dissertation around a question about the impact of social justice movements on history pedagogy in institutions of higher education, or how social media has changed the ways in which the brain receives and processes information, and how that in turn affects learning. Unlike questions that EdD students investigate, which typically concern their direct sphere of influence, PhD students examine questions that do not impact their immediate context, but which contribute to the discipline overall.

In summary, students considering an EdD versus a PhD in Education should carefully consider their professional goals and the reasons for which they desired to pursue a doctorate in education. Both the EdD and the PhD are rigorous doctoral programs that require a considerable time and financial commitment, but they can both prepare students for advanced leadership roles inside and outside of academia.