Who They Become

Abstract

This study explores how students in an online EdD in Instructional and Performance Technology experience personal growth, focusing on shifts in autonomy, self-acceptance, and purpose in life. Using an explanatory sequential mixed methods design, researchers administered Anderson et al.’s (2019) Personal Growth and Development Scale (PGDS) to current students and alumni (N = 44), followed by thematic analysis of semi-structured interviews. Surveys indicated consistently high perceived growth across all PGDS domains, with the highest mean scores in self-acceptance, environmental mastery, and purpose in life. Participants described strengthened self-confidence, decision-making skills, professional relationships, and sense of purpose. Peer and faculty relationships and program structures were identified as key supports for growth. EdD programs can intentionally cultivate both personal and academic growth. Embedding reflective practices, milestone-based check-ins, and structured support may strengthen students’ sense of identity, purpose, and leadership confidence.