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Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these scholar-practitioners need is unique because of their focus on balancing full-time work, academic, and personal needs. This study aims to explore mentor support systems for mentees in their first and second year of the EdD program through a group mentoring program, which is designed to provide resources and access to mentors to promote successful degree completion in five years or less.

Mentors participated in monthly presentations and discussions with mentees throughout the 2018–2019 academic year, which were video recorded. At the end of the academic year, mentors partook in an interview or focus group meeting.

Themes emerged related to mentors’ focus on the dissertation process; emphasis on outreach for support; discussions and work/life balance; selection of presentation topics; perceptions of networking opportunities with mentees; desire to build stronger connections with mentees; and concerns/opinions about the mentoring format.

The design of a mentoring program for EdD mentees varies throughout the doctorate degree pathway. Mentors support mentees in their doctoral journey through presentations and discussions about relevant topics during their first two years in the doctoral program. Additional studies are needed regarding EdD mentoring programs for students in the third year to the completion of the degree.

Few studies exist related to mentoring programs for scholar-practitioners in EdD programs. Results from this research provide EdD faculty and advisors insights to group mentoring and discussion topics for first and second year EdD students, based on the mentors’ perspectives.

Since its inception at Harvard in 1921, the Doctorate in Education (EdD) has been a degree fraught with confusion as to its purpose and distinction from the PhD. In response to this, the Carnegie Project on the Education Doctorate (CPED), a collaborative project consisting of 80+ schools of education located in the United States, Canada, and New Zealand were established to undertake a critical examination of the EdD and develop it into the degree of choice for educators who want to generate knowledge and scholarship about practice or related policies and steward the education profession. However, programmatic changes in higher education can bring both benefits and challenges (Levine, 2005). This chapter explains: the origins of the education doctorate; how CPED as a network of partners has changed the EdD; the use of bi-annual Convenings as spaces for this work; CPED’s three phases of membership that have built the network; CPED’s path forward.

The purpose of this paper is to outline findings of a recent MSc study into electronic article provision in interlending and document supply presented to the Robert Gordon University in June 2007.

The paper is primarily based on data from questionnaires circulated to UK ILL departments (in academic, public, industrial, health and special libraries), recent users of ILL in a UK academic library and library managers within UK academic HE and public libraries.

Electronic document delivery was found to be used by half of libraries who responded: it was widespread in academic libraries, but seldom used in public libraries where demand for articles is comparatively low. Academic users appreciate the move to desktop delivery and the trend towards electronic delivery of articles in ILL is expected to grow in the future.

The paper is based on a survey data of libraries and users (in an academic environment) in the UK and Ireland. As such it provides a snapshot of the situation and represents the views of the participants at that time.

The user survey shows that, in an academic context, users welcome the move to desktop delivery.

This paper provides a snapshot of the prevalence of, and attitudes to, electronic article delivery within the UK and Ireland.

The purpose of this study is to examine post-crisis (COVID) futures for major city destinations that are dependent on live entertainment and tourism. Destinations that live from entertainment and tourism must consider the implications of the pandemic and plan strategies for their future.

Based on the Manoa School of Future Studies, four scenarios were identified following a review of current literature. These scenarios (alternate futures) were then discussed in two videoconference focus groups by tourism marketing and entertainment expert professionals from five major North American entertainment cities.

Typical tourism responses to crises and disasters do not appear to apply to the current pandemic and entertainment-dependent destinations (EDDs) are not prepared to thrive in any of the potential outcomes.

This is the first study addressing the future of EDDs in a COVID world. This study cannot predict the future, but this study can make some forecasts. It is important for scholars and professionals to work together toward identifying what can be.

The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching professional development framework (RPDF) as they progressed through the first year of their EdD programme at a research-led English University.

Following an initial questionnaire completed by students and supervisors (n = 18), six students were interviewed at the beginning, middle and end of the year.

The findings suggest that students found the RPDF had been of particular value early in their studies and had helped them realise that they were developing their identity as researching professionals, ready to make a difference to professional practice through their research.

While Doctorate in Education (EdD) courses have been around for some time, supporting frameworks have tended to be based on traditional PhD routes of study, with the unique development needs of part-time students (who are often working full-time and undertaking research into their professional context) often being ignored. To fill this gap, the authors recently proposed a new framework – the Researching Professional Development Framework – which was specifically developed to support EdD students by offering them an opportunity to reflect on key areas of their professional development as they progress through their studies.

The purpose of this paper is to discover peer mentors’ perspectives of an education doctoral (Doctorate of Education) peer mentoring program implemented in a mid-sized public institution.

Data from one focus group and an interview collected from peer mentors as part of a larger case study of mentors and mentees in a peer mentoring program for education doctoral students are presented. Four (n=4) peer mentors participated in a focus group (n=3) and an interview (n=1). Participants were asked about their perceptions of the program and their experiences as mentors.

Four themes were discovered within the data: mentors relate to social, emotional and academic life balances of mentees, mentors provide support and reassurance to mentees, mentors guide mentees to focus on the future, and mentors gain personal and professional growth from the peer mentoring program. Results indicated that mentors believed that the program was helpful for their mentees and beneficial to their own personal and professional development.

Limitations of this study include the small sample size (n=4) and the short period of time in which participants were asked to be a part of the mentoring program and reflect in focus groups and interview (one academic year). Implications of this study include the benefits of peer mentoring for both mentors and mentees alike.

In contrast to many other studies of peer mentoring programs, this peer mentoring program targeted scholar-practitioner students who were balancing full-time careers with their coursework and family lives. Thus, peer mentors focused more on career and work-life balance with mentees than mentors may in other programs, as well as finding benefit to their own professional development.

This paper aims to describe how a Carnegie Project on the Education Doctorate-guided EdD program has fostered the development of leadership and research skills and strong identities as learners, leaders and researching professionals (RPs) among its graduates. In doing so, the researchers explored students’ identities as learners, leaders and RPs and examined the development of those identities over a three-year period.

A mixed method approach was used, including pre- and post-program surveys and interviews.

The results showed students enhanced or developed these identities over time. In particular, there was substantial growth and change in the “RP” identity as compared to development of the “learner” and “leader” identities.

The possible-selves theory and the provisional-selves framework (P/PS) were helpful in accounting for these changes as the program requirements fostered students’ efforts in elaborating and developing their identity roles. Further, examination of P/PS and their influence on identity development is warranted. For example, examining outcomes about more explicit use of P/PS and reflections on P/PS is warranted. See next section.

There are implications for teaching of EdD students such as faculty members making more explicit the concept of P/PS during instruction and in the work required of students. Additionally, students could be required to engage in reflection on P/PS to make this process more concrete for them.

Using P/PS provides a way to understand and foster processes underlying doctoral students’ identity development.

The purpose of this paper is to examine how entering students and graduating students from an education doctorate (EdD) program viewed themselves as learners, leaders, and action researchers. Further, the paper examines differences in the identity trajectories between the two groups. Finally, the paper suggested a new identity status – scholarly and influential practitioners (SaIP) emerged from melding the three identity statuses.

The paper employed a mixed method design.

Results indicated students new to the program held strong identities as learners and leaders, but not as action researchers; whereas graduates held stronger views of each type of identity, especially as researchers. Program features such as cycles of action research (CAR), and leader-scholar communities were instrumental in influencing graduates’ identities as researching professionals.

SaIP emerge when doctoral programs enhance the learner and leader identity statuses of doctoral students while at the same time fostering the construction of a researching professional identity status.

Development of researching professionals can be accomplished by fostering a researcher ethos during their participation in a doctoral program. For working professionals, this can be accomplished by requiring and supporting ongoing CAR in a doctoral program.

With respect to social implications, researching professionals, especially those in education offer substantial promise of achieving the educational reforms the school so desperately need.

This research examines how one institution has attempted to develop researching professionals during their preparation in an EdD program, which is based on Carnegie Project for the Education Doctorate (CPED) working principles and design features.

Library services have been tremendously influenced by rapid technological innovations over the years. The Internet has virtually provided a new dimension to every area of library services and operations. Document delivery remained no exception to these changes. Besides looking at various Internet applications, the paper also examines available electronic document delivery (EDD) transmission systems using the Internet, such as the ARIEL system of Research Libraries Information Network (RLIN), the North Carolina State University Digitized Document Transmission Project (DDTP), and the Ohio State University Network Fax Project. The paper also presents the results of a survey conducted to determine the availability of required hardware and software in the Gulf academic libraries to use the Internet for EDD. The survey confirmed the availability of required equipment in the Gulf academic libraries and their willingness to participate in the EDD. Their adoption of the Internet for EDD for resource sharing is essential if user self‐sufficiency is to be achieved.