Abstract
Purpose: The purpose of this study was to understand the impact of COVID-19 on doctoral students’ personal, professional, and academic roles and factors contributing to their persistence during the pandemic.Research Methods: The researchers engaged in qualitative research at a California State University CPED-inspired Ed.D. program, using semi-structured interviews, document analysis and a focus group. Data were analyzed through the CPED mentoring and advising framework, transformative learning theory, and self-authorship theory.Results: Three themes emerged: a convergence of roles within home and virtual spaces, leading in a complex and uncertain time, and caring relationships encourage persistence.Implications: Participants experienced increased self-awareness and development of cognitive, interpersonal, and intrapersonal dimensions of self. Relationships between cohort members and with faculty were integral to student persistence during a time of significant change and uncertainty. Recommendations for practice within Ed.D. programs and for future research are offered.
Highlights
Engaging in an educational leadership doctoral program is a significant undertaking
The purpose of this study was to understand the ways doctoral students were impacted by and responded to the academic, professional, and personal challenges created by the COVID-19 pandemic
The disorientation of living, working, and learning from home creates psycho-social impact that early studies indicate may adversely impact physical and impactinged.pitt.edu psychological well-being (Dubey et al, 2020; Horesh & Brown, 2020; Qiu et al, 2020). These impacts were evidenced in this study examining the COVID-19 impact on students in an educational leadership doctoral program
Summary
Engaging in an educational leadership doctoral program is a significant undertaking. Accomplished working professionals experience knowledge construction and deconstruction as well as critical reflection and meaning making that may prompt them to question long-held beliefs and professional practices (Collay & Cooper, 2008; Cunningham, 2018; Stevens-Long et al, 2012). This experience creates disorientation in the most stable contexts
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
