International Journal of Educational Policy Research and Review
3 (6), pp. 104-108 August, 2016
Available online at https://www.journalissues.org/IJEPRR/
Article ID:/16/EPRR/048/05 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.
Original Research Article
The role of the Historians in a Nontraditional Dissertation in Practice (DiP)
Eric Moore and Jerome Vickers
Lynn University, Boca Raton, Florida, United States of America
*Corresponding Author Email: moore2318(at)bellsouth.net
Tel: +1(561) 795-4964
This study focused on the role of the Historian from the perspective of two doctoral students while they were completing a qualitative nontraditional Dissertation in Practice (DiP). The two doctoral students were part of a cohort of 11 scholarly practitioners known as Cohort 5 at Lynn University and were identified as the Historians for the DiP. This study addressed concerns that the doctoral students mentioned regarding the role of the Historian. The Historians were responsible for documenting, collecting and accurately organizing all the qualitative archival data throughout the entire nontraditional DiP process. The Historians acknowledged the day to day operations of the process over an eighteen month period. This study examined the role of the Historian and how it evolved during the DiP process and concluded with recommendations suggested by the two Historians and implications for education.
Key words: Archival data, Historian, Dissertation in Practice (DiP), nontraditional group DiP.