This paper is a case of an innovative approach to the dissertation for a practitioner doctoral program in educational administration. Grounded in theory on professionalization, as well as reform movements in leadership training, this paper describes the approach, called policy advocacy, which provides a rationale for the use of a model for professional preparation that is distinct from scholarly preparation, and then draws out lessons for sustainability of professional colleges. The policy advocacy document, based on a rather obscure scholarly proposal from 1995, was implemented in 2005 at a professional college undergoing significant change in how it viewed doctoral education. The implementation process demonstrated that any dissertation model is both a contentious symbol of disciplinary and academic values and an artifact of the conceptions of student competency. This case provides unique insight into the technical details and the political struggles of the implementation of curricular and assessment reforms in professional schools.
|Keywords:||Professional Education, Educational Administration, Dissertation, Innovative Assessment|
Assistant Professor, Graduate School of Education, American University in Cairo, Cairo, Egypt
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