1.2 Reflections on the first 2 years of a doctoral program in

Programs across the United States and in other countries are re-envisioning and rebuilding their leadership programs (Young, Crow, Orr, Ogawa,&Creighton, 2005). While the changes may have occurred naturally within the context of improving programs, it is also likely that many of the changes have occurred due to criticism leveled at doctoral and other leader preparation programs from various sources. As early as 1987 the National Commission on Excellence in Educational Administration (NCEEA) criticized preparation programs for a number of deficiencies that included a lack of definition of good educational leadership, as well as insufficient sequence, modern content, and field-based experiences in preparation programs (Milstein&Krueger, 1997).

More recently, Levine (2005) issued a highly negative study of preparation programs in the United States that was widely publicized in the media. Young and colleagues (2005) responded on behalf of organizations such as University Council for Educational Administration (UCEA) and National Council of Professors of Educational Administration (NCPEA), and pointed out methodological flaws in Levine’s study. They agreed with Levine that educational leadership programs should have high standards and that they must be evaluated strictly, but they argued that drastic reform efforts have been in place for years and restructuring efforts are continuing nation-wide.

Today there are more leadership doctoral programs throughout the country and the world than ever before. For example, the state of Texas has 16 EdD and five PhD programs in educational leadership (http://www.thecb.state.tx.us). Of those 21 programs, at least 10 are less than 10 years old. Additionally, the October 2006 agenda for the Texas Higher Education Coordinating Board (THECB) meeting lists university applications for two more doctoral programs. Increasingly, the possession of an earned doctoral degree is required for leadership positions. Yet, Creighton and Parks (2006) noted that there are very few empirical studies focused on doctoral programs. While there appears to be some research regarding the beginning of programs, primarily data about GRE takers, and completion data in the form of earned doctorates, Creighton and Parks have emphasized that there is little in-between research about what programs are like and the experiences of students during the process of earning the doctoral degree. Within this climate of conflict regarding the quality of doctoral programs and limited empirical knowledge regarding student experiences of doctoral programs, Lamar University, Texas, was granted approval by the Texas Higher Education Coordinating Board (THECB) to offer an EdD degree in educational leadership. This paper begins with a brief review of related literature then presents a narrative reflection of the first 2 years of this new program.