Examining cohort models in the education doctorate
Studies in Graduate and Postdoctoral Education
ISSN: 2398-4686
Article publication date: 26 August 2020
Issue publication date: 1 December 2020
Abstract
Purpose
This study aims to present a thematic analysis on cohort-based teaching and learning from four education doctorate degree programs. Recommendations are then presented to other scholars engaging in research on cohort-based, graduate degree programs.
Design/methodology/approach
Yin’s (2018) embedded, multiple case study approach guided the design of this study. Data collection consisted of three- to four-day site visits to each program and included the following data sources: program documents (e.g. handbooks, syllabi and third-party evaluations), class observations and semi-structured interviews with students, faculty and program directors.
Findings
This study describes how collaboration and collective learning were key components in each program’s coursework and milestone expectations, arguing that such an emphasis contributed to opportunities for collaboration and collective learning experiences.
Originality/value
Research has documented a number of outcomes associated with cohort-based programs in terms of group dynamics. The authors examine this quality further by showing how specific structures and practices within each program’s cohort model supported not only peer collaboration but also overall student learning.
Keywords
Acknowledgements
This work was supported by the W.T. Grant Foundation under Grant #186233.
Citation
Leland, A.S., Firestone, W.A., Perry, J.A. and McKeon, R.T. (2020), "Examining cohort models in the education doctorate", Studies in Graduate and Postdoctoral Education, Vol. 11 No. 3, pp. 249-262. https://doi.org/10.1108/SGPE-01-2020-0004
Publisher
:Emerald Publishing Limited
Copyright © 2020, Emerald Publishing Limited