Doctor of Education in Leadership and Innovation
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12264/584
Students pursuing the Doctor of Education in Leadership and Innovation program at Purdue Global complete an Applied Research Project. The Applied Research Project allows students to propose, develop, and carry out research as well as write up and present the results. Select students are invited to submit their Applied Research Project for inclusion in the University Archive.
The first graduates of the program completed their work starting in late February 2025.
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Item Open Access Transformational Leadership in Education: Commitment, Cohesiveness, Satisfaction, & Trust(2025-03-11) Browning, JedThis study examined the idealized influence tenet of transformational leadership, focusing on behaviors that enhance commitment, cohesiveness, satisfaction, and trust. A review of the literature on leadership, transformational leadership, educational leadership, and these variables underscored the suitability of transformational leadership for educational leaders due to the focus on follower engagement and development. The review indicated that transformational leadership positively correlated with performance, commitment, cohesiveness, satisfaction, and trust. However, prior studies lacked prescriptive behavioral suggestions or guidelines to bolster transformational leadership, which new and practicing leaders may be interested in. To address this gap, the study applied a qualitative method to identify idealized influence behaviors appreciated by educational leaders within a healthcare management organization, intending to develop a training program. Using custom-designed survey questions targeting commitment, cohesiveness, satisfaction, and trust, the study attained participants’ perceptions of idealized influence. Purposive sampling ensured the inclusion of leaders and followers capable of providing rich, meaningful data. A preparatory presentation familiarized participants with the study’s concepts to ensure revelatory survey responses. Findings uncovered that an effective iii leadership training program should emphasize behaviors such as leading by example, authenticity, development, vision articulation, support, collaboration, creation of shared goals, recognition, vulnerability, empathy, and transparency. These behaviors were deemed vital for fostering commitment, cohesiveness, satisfaction, and trust. The study also clarified the concept of idealized influence by identifying actionable and teachable behaviors, reducing semantic vagueness, and providing a framework for developing targeted training for educational leaders. This research advances the understanding of transformational leadership and its practical implications in educational contexts.Item Open Access Developing a Continuous Coaching and Training Framework for Agile Transformation in an EDTECH(2025-03-11) Ramirez, JoseAgile methodologies, originally developed for software development, have evolved into a vital framework for fostering adaptability, iterative progress, and collaboration across industries. EdTech’s pursuit of organizational agility through Agile transformation has revealed critical challenges, including resistance to change, inconsistent implementation, and the need for cultural alignment. This applied research develops and evaluates a continuous coaching and training framework tailored to sustain Agile practices by integrating leadership engagement, educational strategies, and iterative learning principles. Using a mixed-methods approach, the study collects data through surveys, interviews, and observations to assess the impact of leadership, education, and coaching on Agile sustainability. Quantitative results demonstrate that departments receiving regular, tailored coaching sessions reported 20–30% higher sprint completion rates and enhanced collaboration. Qualitative findings emphasize the transformative role of leadership in fostering a culture of continuous learning, with engaged leaders driving team adaptability and alignment with Agile principles. Furthermore, educational frameworks tailored to address both technical skills and cultural shifts were found to significantly enhance team cohesion and productivity. This research highlights the centrality of leadership and education in embedding Agile practices within an organizational framework. Continuous coaching emerges as a cornerstone for fostering a mindset of collaboration, problem-solving, and resilience in dynamic environments. The findings contribute to the growing body of literature on Agile transformations by providing actionable recommendations for aligning leadership, coaching, and educational strategies with the long-term sustainability of Agile practices in EdTech and similar organizations.Item Open Access Empower Community: The Impact of Black Father Involvement on the Educational Outcomes of Black Boys(2025-03-11) Thomas III, LewisThe historical and systemic impact of white supremacy and racism has long distorted perceptions of Black fatherhood, perpetuating harmful stereotypes of absence and disengagement. This study challenges these narratives by adopting a strength-based, socially embedded perspective on Black father’s involvement in education. It examines the critical role Black fathers play in Black boys' academic and holistic development, emphasizing culturally responsive and innovative strategies to foster engagement. By examining the processes through which new ideas, values, and practices are communicated and adopted within the school community, the analysis investigates the impact of active fatherly involvement on Black boys' educational outcomes and socio-emotional growth. Additionally, the study assesses such initiatives’ broader community impact, sustainability, and scalability. By centering the voices and experiences of Black fathers, this work contributes to the growing body of literature on educational equity and Black fatherhood, offering practical strategies to dismantle systemic barriers and enhance father engagement in schools.Item Open Access Impact of Absences and Tardies on NWEA Test Scores(2025-03-11) Tobin, KristaThe U.S. Department of Education shows that in the 2021-2022 school year, 14.7 million students were chronically absent. This study uses multiple regression analysis to determine a correlation between attendance and NWEA test scores of a twenty-five-student cohort who began Kindergarten in August 2018 and completed fifth grade by May 2024. Research questions that guided the study are: What is the correlation between the absence percentage and NWEA reading and math percentiles at the beginning, middle, and end of the school year? Focusing on the spring reading and math NWEA assessment percentiles, how do students with an absence percentage below five perform compared to those between five and nine percent and above ten percent? In the cohort analysis, students with lower absences throughout the school year had a higher NWEA math percentile. First-, second-, and third-grade students with an absence percentage below five achieved higher percentiles, fourth graders between five and nine percent absence had higher average percentiles, and fifth graders with an absence percentage below five scored the lowest average reading NWEA percentiles. Kindergarten NWEA performance did not correlate to their absence percentage group. In analyzing individual student performance, a positive correlation exists between having a lower absence percentage and the ability to obtain at or above the eightieth percentile on the reading and math NWEA assessment. The implications of this study affirm previous studies and attest to the legislative action taking place.Item Open Access DEI or Lies? How Postsecondary Institutions Can Better Support Students with Intellectual Disabilities and Autism Spectrum Disorder(2025-03-05) Benton, NateesaHigher education institutions promote diversity, equity, and inclusion. However, significant challenges within postsecondary education are still endured by students with intellectual disabilities and autism spectrum disorder (ASD). While many students with a diagnosis face challenges within the personal, medical, and financial components of their lives, the transition to higher education should not be an additional challenge they face. A common barrier students with intellectual disabilities and ASD have identified once enrolled in higher education centralizes around inadequate accommodations, lack of support, financial burden, and unresponsiveness from instructors. This research aims to expose higher education institutions' lack of diversity, equity, and inclusion efforts and how they can more significantly support students with disabilities and ASD. The overall research design for this study utilized archival qualitative research. Findings from the research revealed that an institution's accessibility was a consideration and deciding factor for program enrollment from students. While the specific type of accessibility method mentioned varied per student in each archive, a unified consensus validates research question one, which aims to find the relationship between student support offerings and program enrollment among those with a disability. Financial considerations significantly influence students' decision-making when selecting an institution. Aside from the extensive cost of tuition, students with disabilities often have to pay additional expenses for programs and disability testing. This study presented an essential need for higher education institutions to re-evaluate their diversity, equity, and inclusion practices and financial/scholarship opportunities for students with disabilities and ASD.Item Open Access Examining the effectiveness of diversity, equity and inclusion: The internal stakeholder perspective(2025) Pittman, Dianna L.This study explored internal stakeholder perceptions of Diversity, Equity, and Inclusion (DEI) initiatives within one campus of a large community college system, focusing on leadership diversity. The research was guided by the question: “How do internal stakeholders perceive the effectiveness of DEI initiatives in promoting leadership diversity?” A qualitative methodology was employed, utilizing surveys and institutional document analysis, with Braun and Clarke’s Six-Step Thematic Analysis framework. Findings revealed significant negative sentiment toward DEI efforts and a disconnect between policy and implementation. Key concerns included deficiencies in actionability, accountability, and transparency. Institutional documents highlighted gaps in assessing and enforcing DEI policies, reinforcing stakeholder frustrations. Recommendations included transparent reporting mechanisms, equity-driven hiring practices, and comprehensive accountability measures to rebuild trust. Transformational leadership emerged as essential in aligning DEI initiatives with measurable outcomes and fostering inclusivity. This study contributes a framework for addressing systemic barriers and advancing equity-driven leadership in higher education. By bridging the gap between policy and practice, the research underscores the need for institutions to move beyond rhetoric and implement sustainable, measurable strategies to cultivate diverse leadership.