How to Develop the Distinctive Features of the Specialized Ed.D. Programs in Regional Universities? Insights from a Comparative Study of Two Types of U.S. Research Universities

At present, the number of authorized Ed.D. (Doctor of Education) programs in China's regional universities has surpassed that in ministry-affiliated universities. To avoid becoming perceived as mere "watered-down versions" of their counterparts in ministry-affiliated universities, regional universities must forge their own distinctive developmental path for Ed.D. programs. In the process of cultivating education PhDs, ordinary research universities in the United States have gone through a development path from simple imitation to independent innovation. Initial imitation helped establish a foundational training system, yet limitations in resources (both hard and soft) and a failure to align with regional educational needs resulted in subpart graduate quality. Following profound reflection, these universities embarked on a path of specialized development. By proactively addressing local educational needs, establishing a practice-oriented talent cultivation orientation, and enhancing faculty practical expertise, they earned societal recognition and built strong reputations. This enlightens that the education doctoral training in local universities in China should focus on creating a distinctive development path, emphasizing the utilization of comparative advantages, actively approaching regional education realities, and establishing a positioning for education doctoral training distinct from ministry-affiliated universitie on the basis of ensuring the quality of training. The training objectives should be to cultivate high-end applied education talents for the region, and efforts should be made to enhance the practical rationality of education doctoral students.