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Program learning outcomes from a Jesuit Educational Leadership for Social Justice Doctoral (Ed.D.) program were evaluated to determine if candidates were inspired to lead socially just educational communities. This qualitative inquiry went beyond the traditional examination of graduates’ self-perceptions to examine the perspectives of the graduates’ supervisors in the field. Two years of data indicate that graduates were able to take concepts from their coursework and apply them in the field. Findings indicate that the program was transformational, described as a call to action to challenge the status quo, and were corroborated by on-the-job colleagues.



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