Transformative Learning and Professional Advancement During an EdD Program

Abstract

The purpose of the study was to examine education doctoral student perspectives on their experience of enrolling in a fully online EdD program during a global pandemic and achieving career advancement during their enrollment through the lens of transformative learning theory. A qualitative study of 12 participants was conducted to examine in what ways the pandemic influenced their decision to enroll in an online doctorate program, in ways their thinking progressed throughout the program, and the factors affecting their decision to take on a career advancement while enrolled in the program. The findings indicate that there were elements of transformative learning that occurred for many of the participants. Faculty teaching in doctorate programs are encouraged to explore how they might foster transformative learning experiences for their students.