Dissertation Topics , Due Date 26th September

This chapter presents the theoretical framework for the study and develops the topic, specific research problem, question(s), and design elements. In order to perform significant dissertation research, the learner must first understand the literature related to the research focus. A well-articulated, thorough literature review provides the foundation for a substantial, contributory dissertation. The purpose of Chapter 2 is to develop a well-documented argument for the selection of the research topic, to formulate the research questions, and to justify the choice of research methodology. A literature review is a synthesis of what has been published on a topic by accredited scholars and researchers. It is not an expanded annotated bibliography or a summary of research articles related to thru topic.

The literature review will place the research focus into context by analyzing and discussing the existing body of knowledge and effectively telling the reader everything that is known, or everything that has been discovered in research about that focus, and where the gaps and tensions in the research exist. As a piece of writing, the literature review must convey to the reader what knowledge and ideas have been established on a topic, and build an argument in support of the research problem.

This section describes the overall topic to be investigated, outlines the approach taken for the literature review, and the evolution of the problem based on the “gap” or “need” defined in the literature from its origination to its current form. Make sure the Introduction and Background section of the literature review addresses all required criterion listed in the table below. Learners may want to create a subsection title for the Introduction section and for the Background to the Problem section to provide clarity to the reader.

All learners must identify a gap or stated need for their authentic dissertation research. The gap, or stated need, for the dissertation is the difference between what is known in a field of research and what is not yet known. The gap is created by synthesizing the literature related to a societal need and/or broad topic. The stated need is defined from the literature from recent years, usually within the last five years. Lack of research on a topic is not a reason to do a dissertation. Just because something has not been researched does not mean it should be. Therefore, the learner must be “well read” on their topic to identify ways their study will add to the existing body of knowledge on the topic.

There are a variety of ways to synthesize the literature to define the gap. Below is a set of steps that may be used:

First, explore original literature on this “societal” or big problem to determine has been discovered and what still needs to be discovered. Then, summarize and compare and contrast, the original literature on this problem.

Second, while exploring the original literature identify the broad topics and problems researched. Explore the evolution of the research on the problem. How did the focus change? What findings emerged from these studies?

Third, describe the research from the past 2 to 3 years to discover what has been discovered, and elaborate to discuss what still needs to be researched or discovered. Discuss the trends and themes that emerged. What has been discovered? What do researchers say still needs to be researched or discovered?

Fourth, define the proposed topic and problem statement, by synthesizing the recent studies, including trends, limitations, and defined future research needs.

While the verbiage in this section highlights a set of steps designed to help GCU doctoral learners identify the gap or need for their study, there are other methods that can be used. These include replication studies, recommendations for future research from prior studies and literature reviews, adding to a broadly researched area, reframing problems and synthesizing areas of research to define a new or innovative area of research. This section must clearly identify the specific sources that form the basis for the gap. Learners can access further information on these strategies in the Doctoral Community, dc.gcu.edu, under the Residency tab, and GCU e-Book (Grand Canyon University, 2017b).

This section identifies and discusses the theory(ies) or model(s) that provide the foundation for the research study. It also contains an explanation of how the problem under investigation relates to the theory or model. The seminal source for each theory or model presented in this section should be identified and described.

For a quantitative study, the theory(ies) or models(s) guide the research question(s), justify what is being measured (variables), and describe how those variables are related. In a qualitative study, the theory(ies) or model(s) guide the research question(s) and help describe the phenomena being investigated (qualitative). This section also includes a discussion of how the research question(s) align with the respective theory(ies) or model(s) and illustrates how the study fits within the prior research based on the theory(ies) or model(s).

The learner should cite references reflective of the foundational, historical, and current literature in the field. Seminal works are usually more than five years old; it is important to include those, as well as relevant, more recent literature on the theory. Overall, the presentation in this section should reflect that the learner understands the theory or model and its relevance to the proposed study. The discussion should also reflect knowledge and familiarity with the historical development of the theory.

This section provides a broad, balanced overview of the existing literature related to the proposed research topic. The Review of Literature identifies themes, trends, and conflicts in research methodology, design, and findings. It provides a synthesis of the existing literature, examines the contributions of the literature related to the topic, and justifies the methodological approaches used for the research based on related empirical studies. Through this synthesis, the researcher applies this information to define the research gaps as well as to the creation of the plan and approach for their proposed study.

Citations are provided for all ideas, concepts, and perspectives. The researcher’s personal opinions or perspectives are not included. Chapter 2 must be a minimum of 30 pages in length. However, it is important to note that a well-written comprehensive literature review will likely exceed this minimum requirement. The literature review must be continuously updated throughout the dissertation research and writing process. Chapter 2 needs to include a minimum of 50 peer-reviewed, empirical research articles, and 75% of all references within this chapter (and in proposal/dissertation) must be within the past five years. Seventy five percent (75%) of the sources must be dated within five years of the proposal defense date and five years of the dissertation defense date, and updated as appropriate at the time of the dissertation defense. Other requirements for the literature review include:

Quantitative study: Describes each research variable in the study discussing the prior empirical research that has been done on the variable(s) and the relationship between variables.

Qualitative study: Describes the phenomena being explored in the study discussing the prior research that has been done on the phenomena.

Discusses the various methodologies and designs that have been used to research topics related to the study. Uses this information to justify the proposed design.

Argues the appropriateness of the dissertation’s instruments, measures, and/or approaches used to collect data.

Discusses and synthesizes studies related to the proposed dissertation topic. This may include (1) studies describing and/or relating the variables (quantitative) or exploring related phenomena (qualitative), (2) studies on related research such as factors associated with the themes, (3) studies on the instruments used to collect data, (4) studies on the broad population for the study, and/or (5) studies similar to the proposed study. The themes presented and research studies discussed and synthesized in the Review of Literature demonstrates a deep understanding of all aspects of the research topic. The set of topics discussed in the Review of Literature must demonstrate a comprehensive understanding of the broad area in which the research topic exists.

Discusses and synthesizes the various methodologies and designs that have been used in prior empirical research related to the study. Must use authoritative sources information to justify the proposed design. Provides discussion and justification for the instrumentation selected for the study. This section must argue the appropriateness of the dissertation’s instruments, measures, and/or approaches used to collect data. Empirical research must be used to justify the selection of instrument(s).

Each major section in the Review of Literature includes an introductory paragraph that explains why the particular topic was explored relative to the dissertation topic.

Each major section in the Literature Review includes a summary paragraph(s) that (1) compares and contrasts alternative perspectives on the topic, (2) provides a synthesis of the themes relative to the research topic discussed that emerged from the literature, (3) discusses data from the various studies, and (4) identifies how themes are relevant to the proposed dissertation topic.

The types of references that may be used in the literature review include empirical articles, a limited number of dissertations (no more than 5), peer-reviewed or scholarly journal articles, and books (no more than 5-10) that present cutting-edge views on a topic, are research based, or are seminal works.

Provides additional arguments for the need for the study that was defined in the Background to the Problem section.

The body of a literature review can be organized in a variety of ways depending on the nature of the research. However, clearly explain the approach taken to the organization and flow of the topics for the Review of Literature section, explaining the organization in an introductory section for the Review of Literature. Learners will work with the chair and committee to determine the best way to organize this section of Chapter 2 as it pertains to the research design. Make sure to include a section for methodology and instrumentation (see the rubrics, below).

Chapter 2 can be particularly challenging with regard to APA format for citations and quotations. Refer to the APA manual frequently to make sure citations are formatted properly. It is critical that each in-text citation is appropriately listed in the Reference section. Incorrectly citing and referencing sources is a serious scholarly and ethical violation, particularly at the doctoral level when writing the dissertation. As an emerging scholar, learners must demonstrate the capability and responsibility to properly cite and reference every single source referenced in the literature review and in throughout the dissertation! Note that all in-text citations within parentheses must be listed in alphabetical order with semicolons between each citation (e.g., Barzun & Graff, 1992; Calabrese, 2006; Hacker, Somers, Jehn, & Rosenzweig, 2008; Mason, 2010; Nock, 1943; Squires & Kranyik, 1995; Strunk & White, 1979).

As a rule, if a direct quote comprises fewer than 40 words, incorporate it into the narrative and enclose it with double quotation marks. The in-text citation is included after the final punctuation mark [6.03]. The final punctuation mark in quoted text should be placed inside the quotation mark.

For a quote within a quote, use a set of single quotation marks. Here is an example of a direct quote within a quote integrated into the narrative. In the classic introspective autobiography, The Memoirs of a Superfluous Man, one reads that, “one never knows when or where the spirit’s breathe will rest, or what will come of its touch. ‘The spirit breathes where it will,’ said the Santissimo Salvatore, ‘and thou hearest the sound thereof, but cannot tell whence it cometh or whither it goeth.’” (Nock, 1943, p.187) [4.08].

Names of the titles of short articles and essays appearing in periodicals are set off by quotation marks

In addition to non-English phrases, acts, wars and treaty names appear in italics. [4.21]

As a rule, if a quote comprises 40 or more words, display this material as a freestanding block quote. Start formal block quotes on a new line. They are indented one inch in from the left margin. The entire block quote is double-spaced. Quotation marks are not used with formal block quotes. The in-text citation is included after the final punctuation mark. [6.03]. Below is an example of a block quote: In an important biography, The First American: The Life and Times of Benjamin Franklin, historian H. W. Brands writes:

In February 1731, Franklin became a Freemason. Shortly thereafter, he volunteered to draft the bylaws for the embryonic local chapter, named for St. John the Baptist; upon acceptance of the bylaws, he was elected Warden and subsequently Master of the Lodge. Within three years, he became Grandmaster of all of Pennsylvania's Masons. Not unforeseeable he—indeed, this was much of the purpose of membership for everyone involved—his fellow Masons sent business Franklin’s way. In 1734 he printed The Constitutions, the first formerly sponsored Masonic book in America; he derived additional [printing] work from his brethren on an unsponsored basis. (Brands, 2000, p. 113)

When citing books and dissertations this implies that you have read the entire book or dissertation. Be mindful of this as you select sources. Dissertations are not considered peer-reviewed research, so limit the number of referenced dissertations to 3-5 total.

Block quotes are indented .5 inches. To create a block quote, highlight the entire paragraph and click on the “increase indent” button.

This section succinctly restates what was written in Chapter 2 and provides supporting citations for key points. The summary section reflects that the learner has done his/her "due diligence" to become well-read on the topic and can conduct a study that will add to the existing body of research and knowledge on the topic. It synthesizes the information from the chapter to define the "gaps" in or "identified research needs" arising from the literature, the theory(is) or model(s) to provide the foundation for the study, the problem statement, the primary research question, the methodology, the design, the variables or phenomena, the data collection instruments or sources, and the population to be studied. Overall, this section should help the reader clearly see and understand the relevance and importance of the research to be conducted. The criteria listed in the table below are required for this section. The Summary section transitions to Chapter 3 by building a case for the study, in terms of research design and rigor, and it formulates the research questions based on the gaps and tensions in the literature.