This qualitative study explores the impact of an Educational and Community Leadership (EDCL) doctoral program on its alumni, focusing on their personal growth, community engagement, and societal contributions. Guided by a holistic framework, the study addresses two key questions: (1) How do alumni make sense of their doctoral studies in retrospect? and (2) How does the doctoral program in EDCL impact alumni at the levels of Self, Organization, and Community? Through semi-structured interviews with 13 alumni, the study identifies three central themes: (1) Personal Growth, Identity, and Self-Discovery (2) Community Engagement and Leadership for Social Change, and (3) Educational Leadership Beyond Traditional Models. Participants emphasized the need for higher education institutions to incorporate student perspectives in program development to improve success and well-being. The study highlights the role of dynamic-critical pedagogy in shaping leaders and addressing gaps in student success, offering insights for improving doctoral programs and advancing equity in higher education.
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