The Power of Looking Inward

Abstract

This introduction frames a themed issue of Impacting Education examining the role of program self-study within CPED-member institutions. Grounded in the theme The Power of Looking Inward, the issue features essays and research from participants in the CPED Principles Implementation & Framework© Impact Self-Study Project, a multi-institutional initiative designed to refine rubric-based approaches to assessing CPED principles enactment and impact. The project evolved beyond evaluation into a collaborative space for reflection, dialogue, and organizational learning across diverse Education Doctorate (EdD) programs. Across contributions, self-study emerges as a generative process extending beyond accountability to support collective inquiry, faculty learning, and program transformation. Authors explore cross-institutional collaboration, the visibility of program values, tensions between espoused theory and enacted practice, and the role of institutional contexts. Findings illustrate how self-study surfaces implicit practices, reveals gaps between intention and experience, and exposes “living contradictions” shaping program design. Collectively, the issue positions self-study as a critical mechanism for advancing CPED-informed doctoral education and fostering continuous improvement through reflective, collaborative practice.