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In other words, Russell (1959) believed that knowledge creates communities of moral leadership. Sergiovanni (1992) indicated that school leaders are models of moral leadership. He morally reasoned that they are required to use and project knowledge in a manner that creates a climate of ethics in schools and communities. His reasoning supports Russell’s (1959) belief in putting knowledge into action to improve society. Russell also claimed that society gains moral benefits from disseminators of shared knowledge. In my opinion, the doctoral dissertation of educational administration is a knowledge based work awarded to school leaders. Evidence to this effect can be seen in how students gather research based opinions of other scholars to present new knowledge about a particular field. Drawing from Kohlberg’s (1973) theory, I believe that our doctoral graduates should use this knowledge base to treat society. This step could develop their sense of moral development as they acquire educational experiences.
However, some professors and doctoral students of educational administration have informed me that they do not share this belief. Of course, they believe that the dissertation is built upon knowledge. But the professors indicated that colleges and university award doctoral dissertations to make money and award students with the highest educational achievement. The students have indicated that the doctoral degree is a symbol of higher pay and professional prestige. Listed below is a vignette that reflects their opinions and my experiences with and observations of numerous doctoral students.
Are You Doctoral Student A?
Doctoral Student A is a doctoral student at University B. She is also the Director of Student Development for Social Justice School District. Listed below is a description of how she completed her dissertation.
Doctoral Student A’s Stages of Dissertation Development
| Stage One: Self Centered Anxiety |
| Corresponding Kohlbergian StagesStages One and Two |
| Doctoral Student A is anxious to assemble a dissertation committee that will approve of her dissertation proposal. Once the committee approves of the proposal, she quickly learns to obey their wishes for writing the remaining chapters of the dissertation. |
| Stage Two: Respond and Obey Stage |
| Corresponding Kohlbergian StagesStages Three and Four |
| During this stage, Doctoral Student A exhausts every available resource and effort to complete the dissertation. Her reflection on chapters is more closely aligned to committee suggestions for revisions than moral exploration of the theories found in the literature review. In addition, Doctoral Student A knows that the committee will determine if she reaches graduation or remains ABD (All But Dissertation). |
| Stage Three: Social Suppression |
| Corresponding Kohlbergian StagesStages Five and Six |
| Doctoral Student A defends her dissertation and earns the doctoral degree in educational administration.She knows that this accomplishment can raise her financial and social standing in society. But she seldom incorporates the scholarly work in her platform for educational leadership. Instead, she immediately provides the director of personnel with proof of earning her doctoral degree. After receiving a $20,000 raise, Doctoral Student A lowers her dissertation into a time capsule that consists of other doctoral papers. |
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