Using the Carnegie Project for the Education Doctorate (CPED) as a model curricular framework, this study sought to determine the structures and functions of well-run and respected non-CPED participating higher education administration EdD curricula. The qualitative approach was used during two iterations of focus groups to learn the professional opinions and knowledge of nine full-time doctorally-prepared faculty members (also serving as administrators) of higher education administration EdD programs across the nation.
Focus group data was interpreted by framing the emerging ideas and relating these ideas to Senge’s (2006) Theory of Learning Organizations (Bogdan & Biklen, 2007). The researcher then compared the CPED model curricular framework, particularly the six guiding principles, with the curricula from participants’ institutions. The researcher learned that regardless of participants’ levels of knowledge regarding the CPED prior to the study, their higher education administration EdD curricula were closely aligned with the CPED model framework. Moreover, participants agreed more collaborative efforts are needed to further assess and revise EdD curricula, making certain the needs of the students are indeed being met, and the future of higher education administration will be positive.
Implications and recommendations for additional curricular work and research, both pertaining specifically to the EdD in higher education administration, are included within the summary of this study
