EDDD 8113 Dis1

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Running Head: WORK PRODUCT

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WORK PRODUCT

Colleague #1 Response

Moses Jackson :

 

Motives for Earning a Doctorate

Motivations

There is a common awareness among education practitioners that education is the bedrock for the development of nations because it supports the foundation upon which nations stand (Marriott, 1990; Lovett, 2020). The existing need to close the gaps and reinforced the defective bedrock in the educational system of my country, Liberia is the factor that motivated me to earn a doctorate of education. My country is a small West African nation that was ravaged by a 14-year civil war that devastated all of its sectors including education.

Upon cessation of belligerence in 2003, the country faced a serious brain drain in addition to the loss of valuable education infrastructure. To mitigate the situation, emergency interventions especially the recovery of professional capacities, were launched. To date, those interventions still stand in dire need of capacity to move forward.

Goals

As a doctor of education by July 2023, my goal is to join the existing capacity development workforce in Liberia to render necessary mitigation services. In 2006, ex-Liberian President Ellen Johnson-Sirleaf declared the education system a mess due to unhealthy learning situations that prevailed at the time. Since that time, efforts by international and national developments partners have produced average gains with a huge set of challenges existing. Due to the transfer of credits from a previous doctorate program, I have a strong belief that my goal is realistic.

 

References

Marriott, M. (1990). EDUCATION: A Tireless Voice and Bedrock Beliefs. The New York Times. https://eds-b-ebscohost-com.ezp.waldenulibrary.org

 

Lovett, C. M. (2002). Cracks in the Bedrock: Can U.S. Higher Education Remain Number One? Change, 34(20). 10-15. https://eds-b-ebscohost-com.ezp.waldenulibrary.org

Colleague #2 Response

Rachael Stewart 

Motivation

             Completing an Ed.D program is a way to access career advancements and opportunities for many doctoral students. With a doctoral degree in educational technology, candidates have opportunities to use their knowledge of current technological trends to fill much needed gaps in education. With the onset of Covid-19, the gaps in distance education, e-Learning, and access to education have become all too pronounced. The Ed. D program allows for the blending of advanced studies and research, instructional design, and educational theory to create a well-rounded candidate capable of bringing about social change (Burke & Rau, 2017). Candidates are also able to explore innovative ways of addressing specific educational and performance needs of diverse learners within the communities they serve which can lead to widespread changes.  

Goals

    Goals of completing the Ed. D program in educational technology include developing the knowledge to incorporate meaningful technology solutions into curriculum to increase student motivation and knowledge retention. The program provides the option to explore and develop cutting-edge research within the field to enhance current educational trends and meet the needs of diverse learners at a variety of levels. Additional goals include searching for leadership opportunities to act as an agent for positive change. Overall, the goals would be to develop the skills necessary to complete a doctoral program efficiently with the necessary skills to reach career goals while also benefitting the community and students.     

Projected Completion

            After completing the Doctoral Planning Tool and speaking with my advisor, I am on track to finish the doctoral program by December 2023 while also incorporating a semester “cushion”. This date is dependent on meeting all designated guidelines and receiving feedback within a timely manner. This is also dependent on implementation of research and data extraction being handled in a timely manner. In order to complete the program within the designated time frame, candidates need perseverance, tenacity, and cogency (Gittings, et al., 2018; Olive, 2019).

References:

Burke, L.A., & Rau, B. (2017). The research-teaching gap in management. Academy of Management Learning & Education, 9(1), 132–143. https://doi.org/10.5465/amle.2010.48661196

Gittings, G., Bergman, M., Shuck, B., & Rose, K. (2018). The impact of Student attributes and Program characteristics ON doctoral degree completion. New Horizons in Adult Education and Human Resource Development, 30(3), 3–22. https://doi.org/10.1002/nha3.20220

Olive, J. (2019). The impact of LONGITUDINAL action research ON doctoral student retention and degree completion. The Qualitative Report. https://doi.org/10.46743/2160-3715/2019.3736