Examining cohort models in the education doctorate Andrew S. Leland Southern Illinois University Edwardsville, Edwardsville, Illinois, USA William A. Firestone Rutgers University, New Brunswick, New Jersey, USA Jill A. Perry University of Pittsburgh, Pittsburgh, Pennsylvania, USA and CPED, Pittsburgh, Pennsylvania, USA, and Robin T. McKeon Rutgers University, New Brunswick, New Jersey, USA Abstract Purpose – This study aims to present a thematic analysis on cohort-based teaching and learning from four education doctorate degree programs. Recommendations are then presented to other scholars engaging in research on cohort-based, graduate degree programs. Design/methodology/approach – Yin’s (2018) embedded, multiple case study approach guided the design of this study. Data collection consisted of three- to four-day site visits to each program and included the following data sources: program documents (e.g. handbooks, syllabi and third-party evaluations), class observations and semi-structured interviews with students, faculty and program directors. Findings – This study describes how collaboration and collective learning were key components in each program’s coursework and milestone expectations, arguing that such an emphasis contributed to opportunities for collaboration and collective learning experiences. Originality/value – Research has documented a number of outcomes associated with cohort-based programs in terms of group dynamics. The authors examine this quality further by showing how specific structures and practices within each program’s cohort model supported not only peer collaboration but also overall student learning. Keywords Collaboration, Community, EdD programs, Social practice theory, Educational leadership, Cohorts, Education doctorate Paper type Research paper Article classification: research article Cohort-based models gained attention during the 1980s and 1990s as an approach to program delivery in higher education (Maher, 2005). An alternative to a more independently driven style of program completion, the cohort approach emphasizes interpersonal relationships intended to help students as they engage in collective learning experiences, collaborate and complete degrees. Students enter programs together, and move throughout coursework, milestones and capstones as a group, helping them leverage peer support and This work was supported by the W.T. Grant Foundation under Grant #186233. Examining cohort models Received 16 January 2020 Revised 14 April 2020 10 July 2020 Accepted 16 July 2020 Studies in Graduate and Postdoctoral Education © Emerald Publishing Limited 2398-4686 DOI 10.1108/SGPE-01-2020-0004 The current issue and full text archive of this journal is available on Emerald Insight at: https://www.emerald.com/insight/2398-4686.htm