This study used survey data to investigate the benefits, challenges, perceptions, and current practices of the multiple article dissertation format in instructional technology. Online surveys were sent to current students, alumni, faculty, and department representatives of instructional technology programs, and data were analysed using qualitative and quantitative methods. The surveys found that alumni who completed multiple article format dissertations received more citations for their dissertations than those who completed traditional dissertations, showing that the multiple article format can increase the likelihood of impact. Additionally, respondents reported that multiple article dissertation formats facilitate authenticity and collaboration and prepare students for a career in academia. However, some participants perceived the multiple article format to be less rigorous than traditional dissertations, with ambiguous requirements and expectations of quality. More research is needed in order to understand current practices for multiple article dissertation formats in instructional technology.