What motivates EdD students to pursue a professional doctorate: a mixed methods international study
通过调查美国、加拿大等六国581名教育博士学生，发现他们攻读学位的主要动机是个人满意度和热爱学习，但动机受年龄、职业阶段、领域和国家影响，且与外部支持及项目结构相关。
There is more than one ‘terminal degree’ in education: one is the PhD, typically understood as preparing future researchers; another is the EdD, the professional doctorate which prepares educators to be leaders in their field. Interest and enrollment in EdD programs are high but student motivations for pursuing the degree remain little understood and underexplored. Previous studies have examined doctoral students’ motivations broadly, focusing on extrinsic and intrinsic factors. However, the unique motivations of EdD students, who often balance academics with professional responsibilities, have been less thoroughly investigated. This paper addresses this gap through an international, mixed methods study. Phase one surveyed 581 current EdD students from the United States, Canada, the United Kingdom, Ireland, Australia, and New Zealand. Phase two involved semi-structured interviews to probe the survey findings in greater depth. Analysis included quantitative statistical analysis and qualitative coding using a conceptual framework of four primary motivations: personal satisfaction/love of learning, knowledge and skills development, career advancement, and contributions to the profession. Results showed that motivations were multifaceted and varied with demographic and geographic groups. Overall, respondents primarily choose to take the EdD for personal satisfaction/love of learning; however, motivation was influenced by age, career stage, career field, and country. Findings further emphasized that core motivations are interconnected, and additional external factors – relational support and program structure – also influenced decision-making. This research offers new insights into why students pursue this practical degree and aids institutions and policymakers to design programs that better meet EdD students’ diverse expectations.