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Adapting and Advocating for an Online EdD Program in Changing Times and “Sacred” Cultures

Adapting and Advocating for an Online EdD Program in Changing Times and “Sacred” Cultures

Elan Nicole Paulson
Copyright: © 2017 |Pages: 28
ISBN13: 9781522516248|ISBN10: 1522516247|EISBN13: 9781522516255
DOI: 10.4018/978-1-5225-1624-8.ch085
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MLA

Paulson, Elan Nicole. "Adapting and Advocating for an Online EdD Program in Changing Times and “Sacred” Cultures." Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 1849-1876. https://doi.org/10.4018/978-1-5225-1624-8.ch085

APA

Paulson, E. N. (2017). Adapting and Advocating for an Online EdD Program in Changing Times and “Sacred” Cultures. In I. Management Association (Ed.), Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications (pp. 1849-1876). IGI Global. https://doi.org/10.4018/978-1-5225-1624-8.ch085

Chicago

Paulson, Elan Nicole. "Adapting and Advocating for an Online EdD Program in Changing Times and “Sacred” Cultures." In Educational Leadership and Administration: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 1849-1876. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1624-8.ch085

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Abstract

The purpose of this chapter is to underscore the importance of recognizing how complex cultural and structural forces shape the design and delivery of a fully online professional doctorate (EdD) program. This chapter considers various challenges and opportunities of a new distance-delivery EdD program in Educational Leadership offered by a leading Canadian university in order to examine how the pressures of educational reform and academic cultural norms shape professional doctorate programs and their components. Ultimately, this chapter calls for promoting greater adaptability within EdD program designs and stronger championing of the program's value and distinctiveness, especially its capacity to be adaptable to the expectations of student stakeholders.

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