Research and teaching
- Educational administration and leadership
- Principal preparation
- Organizational learning
- Higher education administration and leadership
- Teaching and learning methods
- Educational technology
- Program development and evaluation
Dr. Scott’s research interests encompass school and university leadership development, building capacity in education and business, and exploring the potential of ICT-mediated communities of practice for enhanced outcomes. Dr Scott is a member of the International Study of Principal Preparation (ISPP) and a founding member of the International Study of Leadership Development in Higher Education (ISLDHE). These international scholarly collectives focus on leadership development but within different sectors. In collaboration with Dr S. Scott, he completed the Faculty Perceptions of Teaching and Learning research study commissioned by the University of Calgary’s Institutional Learning and Teaching Plan Committee.
International Study of Leadership Development in Higher Education
Professional & Community Affiliations
Dr. Scott is a member of the Canadian Society for Studies in Education, Canadian Association for Studies in Educational Administration, the American Educational Research Association, the British Educational Leadership and Management Society, and the Higher Education Research and Development Society of Australasia.
Dr. Scott is the EdD Program Coordinator for Leadership in Post-secondary Contexts. He is an experienced university instructor teaching within the areas of post-secondary teaching and learning, professional development of teachers and faculty, school and university leadership development, ICT integration, and quantitative and mixed methods research approaches. Dr Scott has been a Science teacher and school/district leader, professional developer, and a consultant to the Western Australian government in relation to their ICT implementation strategies for schools. Dr Scott’s PhD (2009) was in teaching and learning within technology-mediated learning environments with implications for faculty development and institutional leadership.
- Scott, D.E., & Scott, S. (2011). Multi-faceted professional development models designed to enhance teaching and learning within universities. In Lindberg, J.O. & A.D. Olofsson, (Eds.). Informed design of educational technologies in higher education: Enhanced learning and teaching. IGI Global. Hershey, PA.
- Scott, D.E., & Scott, S. (2010). Innovations in the use of technology and teacher professional development. In J.O. Lindberg. & A.D. Olofsson (Eds.). Online learning communities and teacher professional development: Methods for improved education delivery. IGI Global. Hershey, PA. (pp. 169-189).
- Scott, D. E. (2008). Effective VoIP learning experiences: The relationship between adult learners’ motivation, multiple intelligences, and learning styles. The International Journal of Learning, 15(3).
- Scott, D. E., & Scott, S. (2010). Faculty Perceptions of Teaching and Learning at the University of Calgary. Research report commissioned by the Institutional Learning and Teaching Committee, University of Calgary, Alberta. June.
- Scott, D. E., & Scott, S. (2010). Future Trends in Academic Professional Development. A literature review commissioned by the Institutional Learning and Teaching Committee, University of Calgary, Alberta. June.
- Doctoral dissertation nominated for the 2009 Emerald/EFMD Outstanding Doctoral Research Awards
- Doctoral dissertation recommended by examiners for Commendation by the Vice Chancellor
- Australian Postgraduate Award with Stipend (APAWS) scholarship for Doctoral studies