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Becoming Practitioner-Scholars: The Role of Practice-Based Inquiry Dissertations in the Development of Educational Leaders
Abstract
This chapter explores how educational leaders learn to engage in site-based inquiry within a leadership-focused doctoral program through coursework and dissertation research. There is a dearth of research on educational leaders engaging in research, and specifically in local inquiries, that speaks to how leaders enact practitioner research in their institutional settings and how this kind of engagement in inquiry influences their leadership practices. This chapter is the outgrowth of considerable program and dissertation structure development over 14 years and argues that there is considerable value, for mid-career leaders and for the field, in doing rigorous research as part of their doctoral studies. The chapter describes how dissertations are conceptualized, cultivated, and framed within the Mid-Career Doctoral Program in Educational and Organizational Leadership at the University of Pennsylvania; it explores the relationships among coursework, dissertation research, inquiry-based leadership practices, and the cultivation of scholar-practitioners in leadership.
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