Examining cohort models in the education doctorate

• Published in: Studies in graduate and postdoctoral education 2020-12, Vol.11 (3), p.249-262
• Main Authors: Leland, Andrew S, Firestone, William A, Perry, Jill A, McKeon, Robin T
• Format: Article
• Language: English
• Subjects: Case studies; Collaboration; Course Descriptions; Data Analysis; Data collection; Group dynamics; Higher education; Learning; Learning Processes; Peers; Students; Thinking Skills
• ISSN: 2398-4686; 2398-4694
• DOI: 10.1108/SGPE-01-2020-0004

PurposeThis study aims to present a thematic analysis on cohort-based teaching and learning from four education doctorate degree programs. Recommendations are then presented to other scholars engaging in research on cohort-based, graduate degree programs.Design/methodology/approachYin’s (2018) embedded, multiple case study approach guided the design of this study. Data collection consisted of three- to four-day site visits to each program and included the following data sources: program documents (e.g. handbooks, syllabi and third-party evaluations), class observations and semi-structured interviews with students, faculty and program directors.FindingsThis study describes how collaboration and collective learning were key components in each program’s coursework and milestone expectations, arguing that such an emphasis contributed to opportunities for collaboration and collective learning experiences.Originality/valueResearch has documented a number of outcomes associated with cohort-based programs in terms of group dynamics. The authors examine this quality further by showing how specific structures and practices within each program’s cohort model supported not only peer collaboration but also overall student learning.