An appreciative inquiry into educational administration doctoral programs: Stories from doctoral students at three universities
Author: Raymond L. Calabrese , Sally J. Zepeda , April L. Peters
Journal of Research on Leadership Education
Date: 12/01/2007
Volume: 2
Issue: 3
Annotation: A case study using appreciate inquiry identified and described the experiences of five educational administration doctoral students representing three universities regarding their
doctoral program studies and dissertation process. Data were collected using reflective
narratives and the Left Hand Right Hand Column Case Method. Data revealed (a) the student's perception of the level of caring in the doctoral program by program faculty influenced their perception of program quality; and (b) the caring relationship between the faculty and student extended to the student’s work context. We concluded that doctoral students benefit from a culture of caring and link caring to high quality programs.
Online Resources:
An Electronic Journal of the University Council for Educational Administration
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