2.1 The doctoral dissertation of educational administration: a  (Page 10/11)

Stage Three—Academy of Altruism. Post Dissertation Phase - At this stage, graduates should transform the dissertation into a three part agenda for social justice. The first part should focus on scholarly activities. As newly minted scholars, graduates should present their research at conferences, symposia, and other public and professional venues. They should present the work in a manner that sparks morally driven discussions and debates about the issues related to the dissertation.

In addition, graduates should begin to conduct additional research on the interwoven themes of their dissertations. I believe that every dissertation has at least one article that could be written for publication. The graduates should also consult with their dissertation committees on how to best format the article for publication.

These actions lay the foundation for the social reform part of the agenda. John Dewey (1912) stated that education and knowledge can foster social reform by connecting people and society. As school leaders, doctoral graduates of educational administration are predisposed to fulfilling this obligation. As a former public school leader, I know that educators are required to provide people with knowledge that frees them from ignorance. Consequently, doctoral graduates of educational administration should ensure that their dissertations are used to guide others to towards societal uplift. Strategies should include but not be limited to:

• engaging others in informal discussions about their research;
• inspiring schools and communities to develop a common understanding of their dissertation topics; and
• educating others on how the topic can improve the profession and community.

The final part of this agenda is critical thinking. During the dissertation stage, students ponder hypotheses, theories, and how their findings from their study integrate these themes. As graduates, they should use this reflective thinking to guide their development of the first two parts of the agenda. They should continuously ask the following questions of themselves:

• “How does my dissertation relate to the needs and interests of my profession and public interest?”
• “How can I communicate the overall significance of my dissertation to the audiences of my profession and society?”
• “How can I use my dissertation to promote equity and fairness within the profession and community?”

In my opinion, these questions can provide them with the introspection to remain close to the moral and social significance of their dissertations. Students could also see that the initial knowledge based passion for the topic can further drive their mission to connect theory and practice, research and rhetoric, and communities and schools.

Summary/conclusion

The dissertation is a significant knowledge based component of doctoral programs of educational administration. But some members and students of the profession view the dissertation as a sedge way into higher pay and recognition in society. While the dissertation does symbolize power, privilege, and prestige, this unilateral value counters original value of the scholarly work.