Insider Action Research Doctorates: Creating Transformative Learning Spaces in Professional Development in Higher Education

This paper reports findings from an exploration of how action research as a method of inquiry used within an Ed.D program at the University of Georgia can enhance the teaching-learning environment and create opportunities for transformative learning to occur. The key components of the UGA signature pedagogy are i) scholar leaders, and ii) leading change through action research. The purpose of this study is to explore transformative learning among a faculty community of practice focused on reinventing doctoral education. This study will use critical incident methods to explore incidents when faculty felt their perspective shift about the nature and rigor of doctoral education in the course of implementing this new doctoral program. The specific context for this research study was the Ed.D degree in Adult Education, Learning & Organisation Development (AELOD) delivered at the University of Georgia’s Department of Lifelong Education, Administration and Policy. The purpose of this study was to explore faculty perspective transformations around about the nature of the doctorate through an exploration ofcreating and delivering an innovative doctoral program. Keywords: Action Research, perspective transformation, doctorateness, threshold concepts, professional doctorates, higher education