The development and validation of the scholar–practitioner research development scale for students enrolled in professional doctoral programs

Purpose: The purpose of this paper is to develop and validate the scholar–practitioner research development scale (SPRDS), an instrument to assess research competencies of students enrolled in professional doctoral programs. Design/methodology/approach: In this instrument development study, an expert panel established the content valid. A factor analysis and internal consistency analysis was used to examine the validity and reliability of the instrument. Findings: An expert panel deemed the scale as content valid. Results of a factor analysis and internal consistency analysis demonstrated that the scale is both valid and reliable, consisting of five subscales. Research limitations/implications: The current study provides evidence that the scholar–SPRDS is a valid and reliable instrument to assess research characteristics professional doctorate students’ research competencies, which can be used to extend research on the development of doctoral students in professional doctorate programs. Practical implications: The instrument can be a useful tool to assess and inform the faculty and administrators about their students, the curriculum and program resources. Social implications: Equipped with an instrument such as this, faculty and administrators are better armed to assess students’ growth thought out the program, and, in turn, design and deliver research curriculum and mentorship that assists students in developing as scholar–practitioners, which may ultimately lead to success in the program and beyond, impacting the society. Originality/value: There is not a formal or standardized scale to evaluate if professional doctoral students are progressing and developing as practitioner-scholars through their professional doctoral programs. There is not a standardized or universally adopted assessment to determine if professional doctoral programs are meeting the goals and objectives they have set forth. Thus, the aim of this study was to develop and to determine the validity and reliability of a scale to measure a scholar–practitioner’s research competencies in a professional doctoral program