The International Society for Educational Planning recognizes outstanding dissertations related to all aspects of educational planning. The Society will consider dissertations leading to a terminal degree in 2022 and 2023 for the 2023 award. We encourage the submission of dissertations on any aspect of educational planning.
Dissertations that deal with planning and program implementation on the international, state/provincial, regional, local and individual school or building levels are welcomed. Individuals who have recently been conferred their doctoral degree may individually submit their dissertation for consideration. The chairperson of the dissertation committee or any member of the committee also may recommend a dissertation for consideration.
Individuals who are chosen for recognition will be asked to make a presentation of their findings at the annual meeting. In addition, these individuals will be asked to submit a manuscript to the Society’s journal, Educational Planning. An electronic version of the dissertation should be emailed to facilitate distribution to the committee for a double-blind review, with all identifying information removed. Complete identification including name, address, phone number, and email address should accompany the dissertation on a separate page. Deadline for submission is August 15, 2023. Individuals to be recognized will be notified no later than September 15, 2023. Interested candidates or nominees are encouraged to submit documents to:
Robert C. Johnson, Ph.D.
Ethnic, Gender and Women’s Studies
St. Cloud State University
St. Cloud, MN 56301
2022: Diana Adela Martin, “Towards a Sociotechnical Reconfiguration of Engineering and an Education for Ethics: A Critical Realist Investigation into the Patterns of Education and Accreditation of Ethics in Engineering Programmes in Ireland”
2021: Mesfin Manaze Woldegebriel, “Students’ Diversity Management in Ethiopian Public Universities: Practices and Challenges”
2020: Caitlin Riegel, “The Development of the Teacher Preparation Technology Inventory (TPTI): An Instrument Designed to Measure How Often Teacher Candidates Model and Apply the 2017 International Society for Technology in Education (ISTE) Standards for Educators in Teacher Preparation Programs”
2019: Carolina Coelho, “Life Within Architecture from Design Process to Space Use Adaptability in School Buildings Today – A Methodological Approach”
2018: Chris D. Hewitt, “An Analytic Synthesis of Research Studies Dealing with the Relationship between Building Condition and Student Academic Achievement”
2017: David Veres, “A phenomenological understanding of the experience of academic administrators motivation, satisfaction, retention, and succession planning”
2016: Maria Bacharel, “In-Between Formality and Informality: Learning Spaces in University Context”
2015: Maartje Van den Bogaard “Towards an Action-Oriented Model for First Year Engineering Students Success: A Mixed-Methods Approach”