Doctoral Studies As Educational Industrial Complex

Jessica Heybach is Professor of Educational Leadership in the Department of Educational Leadership, Research, and Technology at Western Michigan University. She is currently serving as Associate Dean of Research and Graduate Studies in the College of Education and Human Development. Her scholarly interests center on social foundations of education, democratic education, philosophy of education, Deweyan aesthetics, and critical leadership studies. Her work is committed to bridging the gap between theory and practice, and advocates for the development of more democratic forms of leadership, school policy, and practice. She has published in such journals as the Critical Questions in Education, Education and Culture, Education Policy Analysis Archives, Educational Philosophy and Theory, Educational Studies, Health Education Journal, Oxford Encyclopedia of Philosophy of Education, and Philosophical Studies in Education. She co-edited Dystopia and Education: Insights into Theory, Praxis, and Policy with Eric C. Sheffield (2013, AESA Critics Choice Award Winner), and Making Sense of Race in Education: Practices for Change in Difficult Times with Sheron Fraser-Burgess (2021, SPE Book Award, 2021 AESA Critics Choice Award). She co-edited the Cambridge Handbook on Ethics and Education (2024) with Sheron Fraser-Burgess and Dini Metro-Roland. She is the President-Elect of the John Dewey Society, Program Chair of the Dewey Studies SIG of the American Educational Research Association, past-president of the Ohio Valley Philosophy of Education Society, and the Southeast Philosophy of Education Society. After two decades working with teacher education students, Pete Renn, EdD recently returned to the K-12 world as a secondary school principal. Along with 30 years as an educator, he has extensive experience developing international partnerships around the world. He resides in Seattle with his spouse, Lisa, their two dogs, and takes every opportunity to kayak in Puget Sound.

Acknowledgments Foreword "Applying the Pot Roast Principle" Leonard Cassuto Introductory Matters The Octopus in Doctoral Education Jessica Heybach and Peter Renn The PhD Octopus William James (reprinting 1903) Section I: Why is There Not Just One Doctorate in Education? Chapter 1: A Century of Discourse: The EdD and PhD in Education Grace Blum Chapter 2: Origins of the Education Doctorate in the United States Leonard Waks Chapter 3: The Education Doctorates Converge: The Two Doctorate Problem Leonard Waks Section II: What Kind of Knowledge and Identities are Created by the Doctorate in Education? Chapter 4: Academic Research and the Research Doctorate Leonard Waks Chapter 5: "Members Alien in Kind:" On The Spectral Chimera of the Hyphenated Scholar Gabriel Keehn Chapter 6: Continuous Decline: The Limits of Practitioner Research as Reflected in EdD Student Topic Selection Faith Wilson Section III: What Institutional Contexts And Environments Challenge the Doctorate in Education? Chapter 7: From Distress to Hope: Dissertation Chairs Speak Alison Happel-Parkins, Jessica Heybach, Pamela Konkol, John Lupinacci, Austin Pickup, Peter Renn Chapter 8: The EdD Dissertation Chair Revisited: Cultivating Study Within the Terror of Uncertainty Austin Pickup Chapter 9: EdTech and the EdD Octopus: Critically Exploring the Role of Technology in the Education Doctorate Morgan Anderson Chapter 10: AI and the Outsourcing of "Becoming" Jeremy Delamarter Concluding Thoughts Chapter 11: Doctoral Futures: Artificial Intelligence and the Crisis of Intellectual Formation Jessica Heybach Author and Chapter Details Author Biographies Index NOTE: Table of Contents subject to change up until publication date.

"The doctoral degree in education is shifty and difficult: Sometimes scholarly, sometimes a career ladder, and all times an expression of the affordances and limits of higher education. It transforms identities and, for better or worse, can make us re-examine our relationships to educational institutions. Doctoral Studies as Educational Industrial Complex skillfully interrogates this degree, helping us make sense of its nuance, politics, and potential." - Wayne Au, Dean and Professor, University of Washington Bothell "From the readable and insightful Foreword by Leonard Cassuto to the reprint of William James' original essay to the agenda-setting introduction by co-editors Heybach and Renn to the wide range of observations by thoughtful contributors, this collection never stops asking the questions about the education doctorate that we are all always asking ourselves. Worth the read if you are (considering) pursuing a doctorate, advising someone who is, or running a program!" - Barbara Stengel, PhD, EdD Program, Professor of the Practice, Vanderbilt Peabody College "Doctoral education has been declared in crisis so many times that one begins to wonder whether crisis is simply its natural condition, and perhaps its source of vitality. This collection takes William James's 1903 lament about the PhD octopus and asks, with genuine rigor, why the tentacles have only multiplied. The answers are uncomfortable and thorough: market capture, credential inflation, institutional inertia, and now artificial intelligence pressing on what remains of scholarly formation. What holds the volume together is a conviction that matters well beyond the doctorate: that education, at any level, exists to form minds, not to process them. Whether doctoral programs can be rescued from the forces the authors so carefully anatomize is an open question. That the question still needs asking may be the most telling finding of all." - Alexander M. Sidorkin, Professor of Education, California State University, Sacramento "This wonderful collection of essays uses William James' (1903) metaphor of the Ph.D. Octopus in the examination of the education doctorate, both historically and currently, Throughout the text, authors critically examine the role of doctoral in the field of education, the decades-long debates between the EdD and PhD degrees for educators, and the market influences that challenge higher education today. They address the questions: Why not just one doctorate in education? What kinds of knowledge and identities are created by the doctorate in education? What institutional contexts and environments challenge the doctorate in education? The strength of this carefully organized and well-written volume is its rich exploration of how doctorates in the field of education have been perceived and practiced for over a century. The book as a whole offers a reimagined doctoral education without reducing it to the typical theory vs. practice forms of the doctoral degree. A must read for those involved in education doctoral programs." - Kathleen deMarrais, EdD, Professor, Emerita, Qualitative Research in the Mary Frances Early College of Education at the University of Georgia