Document Type

Conference Proceeding

Publication Date



The positive outcomes of the collaborative efforts of full-time and adjunct faculty in assessing the content and rigor of the doctoral program in School Leadership reinforce the value of blending scholar and practitioner expertise. Developing the capacity of full-time and adjunct faculty to be co-facilitators of program change resulted in the transformation of a disjointed program into a jointed, well-grounded program based on the co-equal foundation of scholarship and practice.


Nashville, TN

Copyright Statement

This document was published with permission from the publisher. It was originally published in the Proceedings of the Joint Meeting of th Academic Business World International Conference and International Conference on Learning and Administration in Higher Education.