Order 1113621: Leaders transfer training

Front Matter

Checklist Items

Comment History

Title [Insert Dissertation Title]

Qualitative: Most important conceptual issue explored/discovered.

Qualitative tradition applied.

Qualitative: Participant group to which the study applies.

Quantitative: Type of relationship between variables.

Quantitative: Key variables (independent and dependent).

Quantitative: Applicable population.

Qualitative/Quantitative Comments

The dissertation title is no more than 12 words and reflects how variables or constructs were studied. Here’s a link to guidance on titles: http://academicguides.waldenu.edu/writingcenter/apa/other/titles . The date on the cover page indicates the last month of the quarter the student plans to graduate (ex. November 2015)

Qualitative: Traditional qualitative research assumes that "knowledge is not objective truth but is produced inter-subjectively.”

Rossman, G. B., & Rallis, R. S. (2003). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage.

Abstract

Describe the research problem and why it is important.

Identify the purpose of the study.

State the theoretical foundations and/or conceptual frameworks, as appropriate.

Summarize the key research question(s).

Describe, concisely, the overall research design, methods, and data analysis procedures.

Identify key results, conclusions, and recommendations that capture the heart of the research (for the final study only).

Conclude with a statement on the implications for positive social change.

Qualitative/Quantitative Comments

The abstract is limited to one page and NOT indented. It includes the rationale for why the participants were chosen for the study and how they were recruited. The positive social change statement includes who will benefit and how they will benefit from the study. The social change statement is linked to the Chapter 5 findings. The following seven components are required in the abstract: problem statement, purpose statement, research questions (written in statement form), theoretical framework, data analysis strategy, results/findings, and social change impact.

Note: Examples of the data analysis strategy include modified van Kaam method to identify themes in qualitative studies or in quantitative study (t - test, ANOVA, multiple regression, etc.). Do NOT mention software used.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.

Neuman, W. L. (2003). Social research methods (5th edition). Upper Saddle River, NJ: Prentice Hall.

Chapter 1

Checklist Items

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Comment History

Introduction

Describe the topic of the study, why the study needs to be conducted, and the potential social implications of the study.

Preview major sections of the chapter.

Qualitative/Quantitative Comments

Be mindful that the term topic is defined as the real-world issue that represents the genesis of the proposed research. Make sure that the topic is within management domain even when working across areas of concentration such as where the study is situated. (ie Leadership strategies to determine healthcare providers responsibilities in patient wellness initiatives or knowledge management of IT networks and equipment in educational settings

Background

Briefly summarize research literature related to the scope of the study topic.

Describe a gap in knowledge in the discipline that the study will address.

End the section on why the study is needed.

Qualitative/Quantitative Comments

When crafting the background, distinguish among the following concepts/components, and ensure they are addressed in the following order:

- The real-world management issue (topic).

- Brief summary of current and scholarly research including the historical start of the topic in the literature.

- Statement about what is missing in the scholarly research, or in what way the research does not capture an aspect of the topic that would be beneficial to research. (This is a transition to the problem statement.)

Problem Statement

Provide a concise statement that serves as the connection between the title, purpose, research questions, theoretical framework and research design.

State the research problem.

Provide evidence of consensus that the problem is current, relevant, and significant to the discipline.

Frame the problem in a way that builds upon or counters previous research findings focusing primarily on research conducted in the last 5 years.

Address a meaningful gap in the current research literature.

Qualitative/Quantitative Comments

The problem statement is one to two paragraphs and no more than 150 words. The six components of the problem statement are:

(1) Hook (with citation from the literature, the citation must be within the last five years),

(2) Anchor (situates the problem in management and includes statistic with citation),

(3) General problem identifying the need for the study (description of overall issue, situational dynamics, or related factors),

(4) Specific problem proposed for research (precise statement of what will be explored in the study,

(5) Brief description of the method and design approach , and

(6) General population group of proposed study.

Include the gap or the lack of knowledge and understanding about the topic (the real-world management issue) that occurs as a result of a shortfall or gap in the scholarly literature.

Note: Check with Ulrich’s Periodical Directory http://library.waldenu.edu/728.htm to ensure citations are peer reviewed.

Purpose of the study

Provide a concise statement that serves as the connection between the problem being addressed and the focus of the study and contains:

Qualitative: The research paradigm.

Qualitative: The intent of the study (such as describe, compare, explore, develop, etc).

Qualitative: The concept/phenomenon of interest.

Quantitative: Indication that this is a quantitative study.

Quantitative: The study intent (such as describe, compare, correlate, explore, and develop).

The independent, dependent, and covariate variables.

Qualitative/Quantitative Comments

The purpose statement is one to two paragraphs in length and no more than 200 words. The statement includes the reason why you are conducting the study and what the student plans to accomplish by conducting the study. The purpose statement includes the scope, the means of data collection and must alignment to the problem statement.

Note: The purpose is to perform scholarly research to remedy the shortfall in the scholarly research, and in turn, the gap in the knowledge and understanding on the topic. Ultimately the idea is to increase the knowledge and understanding of the real-world management issue that started the research; and to make some form of positive social change as a result of a contribution to the scholarly research.

Qualitative: Dill and Romiszowski (1997) stated the functions of paradigms as follows:

· Define how the world works, how knowledge is extracted from this world, and how one is to think, write, and talk about this knowledge

· Define the types of questions to be asked and the methodologies to be used in answering

· Decide what is published and what is not published

· Structure the world of the academic worker

· Provide its meaning and its significance

Quantitative: In quantitative studies the purpose statement should include the type of study the student is conducting, definition of the independent and dependent variables, definition of controlling and intervening variables, participants, and research site.

Dills, C. R., & Romiszowski, A. J. (1997). The instructional development paradigm: An introduction. In C. R. Dills, and A. J. Romiszowski (Eds). Instructional development paradigms. Englewood, NJ: Educational Technology Publications, Inc.

Research question(s)

Provide a central overarching research question for a qualitative study. For a quantitative study provide a research question or a series of closely connected questions in proper quantitative format. Research questions t serve as a frame for the research and includes the variables, concepts, and/ or theories related to the study. The research question(s) must align with the problem statement and purpose statement.

State the research questions.

Quantitative: State the null and alternative hypotheses that identify the independent and dependent variables being studied, the association being tested, and how the variables are being measured.

Qualitative/Quantitative Comments

The research questions must be aligned to the problem, purpose, research method/design and title.

One to four research questions are adequate for dissertation. Research questions answering “yes/no” are not good research questions. Develop research questions that begin with “how/what”. . The research questions should be broad enough to guide the entire study and should not include pronouns like “you, they, we, and us.”

Quantitative: In quantitative studies, the null hypotheses should be stated before the alternative hypotheses. Also, the wording of the research questions should include terms that relate to “cause and effect relationships between variables.”

Qualitative: In qualitative studies, the research question is stated as an overarching question. It may or may not have sub questions.

Theoretical and / or Conceptual Framework for the Study

(Studies must include either a theoretical foundation for quantitative studies or a conceptual framework for qualitative studies. (Mixed-method studies may include both)

Theoretical Foundation – Quantitative studies

Identify the theory or theories and provide the origin or source.

State concisely the major theoretical propositions and/or major hypotheses with a reference to more detailed explanation in chapter 2.

Explain how the theory relates to the study approach and research questions.

Conceptual Framework – Qualitative studies

This applies to qualitative and some epidemiological studies (as well as some other quantitative studies)

Identify and define the concept/phenomenon that grounds the study.

Qualitative: Describe concisely the conceptual framework (for qualitative studies, the contextual lens; for quantitative studies, description of the body of research that supports the need for the study) as derived from the literature with more detailed analysis in chapter 2.

Quantitative: Concisely describe the theoretical framework (a description of the body of research that supports the need for the study) as derived from the literature with more detailed analysis in chapter 2.

State the logical connections among key elements of the framework with a reference to a more thorough explanation in chapter 2.

State how the framework relates to the study approach and key research questions as well as instrument development and data analysis where appropriate.

Qualitative/Quantitative Comments

Qualitative: The conceptual and theoretical framework is used interchangeably in many studies, but the conceptual framework is mainly used in qualitative studies and is more of a rationale, that the concepts chosen for investigation or interpretation, and any anticipated relationships among them, will be appropriate and useful, given the research problem under investigation.

Students must use the theory or concept that fits their research questions and will produce the results from their data collection. These are the questions students utilize to situate their study. The problem must be assessed from the theory/concept that students are going to examine or review, and it must be developed fully in the literature review. The problem must be framed properly in the conceptual framework. The following points need to be addressed:

What are the underlying concepts for the study?

Who are the authors writing about those concepts?

Are there theories that will apply?

Focus on the header and put the study in perspective both historically and in the present

Quantitative: The theoretical framework is used mainly in quantitative studies and includes existing theories that are related to the student’s research topic. The theoretical framework should be aligned to the research design and the problem under investigation.

The problem must be framed properly in theoretical framework. The following points need to be addressed:

Who are the theorists?

What theories are you utilizing to situate the study?

Focus on the header and put the study in perspective both historically and in the present.

Nature of the study

Provide a concise rationale for selection of the design and/ or tradition.

Qualitative: Briefly describe the key concept and / or phenomenon being investigated.

Quantitative: Briefly describe the key study variables (independent, dependent, and covariates).

Briefly summarize the methodology (from whom and how data are collected and how data will be analyzed).

Qualitative/Quantitative Comments

The Nature of Study provides a brief discussion on the research method (i.e. quantitative or qualitative) and design (i.e. correlation for quantitative study; phenomenological, case study, etc., for a qualitative design); In the Nature of Study the student will justify the use of the selected research method/design to include identifying other methods that were considered to be used, but were not selected, and explain why the method of choice was chosen over the ones considered. The following are also included in the Nature of Study:

(1) How the student plans to answer the research questions and solve the problem indicated in the problem statement, and

(2) Show the alignment between the methodology and theoretical framework or conceptual framework.

Definitions

Qualitative: Provide concise definitions of key concepts or constructs.

Quantitative: Provide concise definitions of the independent variable, dependent variable(s), and any covariates (with more detailed analysis of coding, etc. described in chapter 3).

Define terms used in the study that have multiple meanings (e.g., socioeconomic status, educator, health service professional, etc.). Do not include common terms or terms that can easily be looked up in a dictionary

Include citations that identify support in the professional literature for the definition or operational definition.

Qualitative/Quantitative Comments

Only provide definitions that are uniquely used and may have various connotations. Include acronyms in the definitions (if there are many acronyms, consider including all of them in the appendix versus in the definitions.) Also distinguish between conceptual and operational definitions. Conceptual definitions are used to define a construct. Operational definitions are used to define variables including how they are measured, categorized or controlled.

Listed terms in alphabetical order following APA level 5 headings in italics followed by a period. Provided citations (for each definition) from peer reviewed articles/government websites.

Assumptions

Clarify aspects of the study that are believed but cannot be demonstrated to be true. Include only those assumptions that are critical to the meaningfulness of the study

Describe the reasons why the assumption(s) was/were necessary in the context of the study.

Qualitative/Quantitative Comments

Assumptions are out of your control, but if they are eliminated the student’s study would not be relevant. If the student is conducting a survey, an assumption is needed that participants will answer the questions truthfully. If the student is selecting a sample versus using secondary data, an assumption is needed that the sample is representative of the population. Define the term “assumptions” and provide citation; list facts that that the student assumes to be true but cannot actually verify.

Scope and Delimitations

Describe specific aspects of the research problem that are addressed in the study and why the specific focus was chosen.

Define the boundaries of the study by identifying populations included and excluded and theories/conceptual frameworks most related to the area of study that were not investigated.

Qualitative: Address potential transferability.

Quantitative: Address potential generalizability.

Qualitative/Quantitative Comments

The scope of the study includes the boundaries or parameters under which the student’s study will be focused. The delimitations of the study include the inclusionary or exclusionary choices that the student makes while developing the research plan including, research questions, variables, theoretical framework, methodology, and choice of participants. Define the term “delimitations” and provide citation; identify the bounds of the study.

Limitations

Qualitative: Describe limitations of the study related to design and / or methodological weaknesses (including issues related to limitations of transferability and dependability).

Quantitative: Describe limitations of the study related to design and/or methodological weaknesses (including issues related to limitations of internal and external validity, construct validity, and confounder variables).

Describe any biases that could influence study outcomes and how they are addressed.

Describe reasonable measures to address limitations.

Qualitative/Quantitative Comments

Limitations in the study are weaknesses in the study that are out of the student’s control, which can affect the final conclusions that can be drawn from the study. For example, Snowball sampling is a limitation because the participants selected for the study may be referrals of other participants and responses to questions may be influenced by other participants in the study.

Qualitative: Validity and reliability is a limitation in qualitative studies. Use the correct qualitative terminology for validity (credibility) and reliability (dependability) (Bloomberg, 2008). Qualitative studies are conducted in a natural setting which makes it difficult to replicate in other settings or environments. Another limitation is found in case studies because in case study research the behavior of people or organizations are studied and the results may not reflect the same behavior in similar environments.

Bloomberg, L. D., & Volpe, M. (2008).  Completing your qualitative dissertation: A road map from beginning to end.  Thousand Oaks, CA: Sage.  Schwandt, T.A. (2015). The Sage dictionary of qualitative inquiry. Thousand Oaks, CA: Sage.

Quantitative: Survey instruments are a limitation in quantitative studies. Participants may be constrained by time and may not have the time to complete surveys. Also, some survey questions are categorized and forces participants to respond in certain categories which limits their range of responses.

Vogt, W. P. & Johnson, R. B. (2011). Dictionary of statistics & methodology: A nontechnical guide for the social sciences (4th edition). Thousand Oaks, CA: Sage.

Significance

Identify potential contributions of the study that advance knowledge in the discipline. This is an elaboration of what the problem addresses.

Identify potential contributions of the study that advance practice and/or policy (as applicable).

Describe potential implications for positive social change that are consistent with and bounded by the scope of the study.

Qualitative/Quantitative Comments

The Significance of the Study is generally about ¾ of a page and should be aligned to the purpose statement. In this section, the student will justify the reason why the problem is under investigation. This section should also include the potential value, the audience for the research and who will benefit from the research.

Summary

Summarize main points of the chapter.

Provide transition to chapter 2.

CHAPTER 2

Checklist Items

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Comment History

Introduction

Restate the problem and the purpose.

Provide a concise synopsis of the current literature that establishes the relevance of the problem.

Preview major sections of the chapter.

Qualitative/Quantitative Comments

One of the key purposes of this chapter is to present, summarize, critically compare, contrast, and synthesize the relevant research, as captured in the scholarly literature; but, the second and perhaps more important purpose is to show/demonstrate and then articulate what the shortfall is that exists regarding the topic (the real-world issue) that was summarized in Chapter 1.

Literature Search Strategy

List accessed library databases and search engines used.

List key search terms and combinations of search terms (with more detailed search terms located in an appendix if appropriate).

Qualitative: Describe the iterative search process by explaining what terms were used in what database to identify germane scholarship.

Quantitative: Describe scope of literature review in terms of years searched as well as types of literature and sources searched, including seminal literature as well as current peer-reviewed literature.

In cases where there is little current research, and few (if any) dissertations and/or conference proceedings, describe how this was handled.

Qualitative/Quantitative Comments

Include a table in the Literature Search Strategy to show the category of type of literature searched (peer-reviewed journals, dissertations and books), databases searched, key words searched, and number of documents searched.

Theoretical Foundation (Quantitative Studies)

Name the theory or theories.

Provide origin or source of the theory.

Describe major theoretical propositions and/or major hypotheses, including delineation of any assumptions appropriate to the application of the theory.

Provide a literature and research based analysis of how the theory has been applied previously in ways similar to the current study.

Provide the rationale for the choice of this theory.

Describe how and why the selected theory relates to the present study and how the research questions relate to, challenge, or build upon existing theory.

Quantitative Comments

In Chapter 1, the theories are briefly introduced that are closely related to the study and an explanation on how the study will be built. In this section the theoretical framework needs to be aligned to the research design and the problem under investigation.

Conceptual Framework (Qualitative Studies)

Identify and define the concept/phenomenon.

Synthesize primary writings by key theorists, philosophers, and / or seminal researchers related to the concept or phenomenon.

Provide key statements and definitions inherent in the framework.

Describe how the concept or phenomenon has been applied and articulated in previous research and how the current study benefits from this framework.

Qualitative Comments

The questions below can be used to describe and assess the merits of previous studies and could be included when writing the literature review in the student’s dissertation:

· What was done? Was it effective?

· When did the study take place? What was the accepted belief at this time?

· Where did the study or event take place?

· Who was involved?

· What methodologies were used? How does this methodological choice affect the research findings?

· What are the limitations? How were these limitations addressed?

Qualitative: According to Borgatti, Everett, and Freeman (1999), in a qualitative study, the conceptual framework is generally a set of assumptions for fundamental beliefs that researcher possesses that affects the conclusions drawn. Include these fundamental beliefs in this section so the reader will have the tools to better judge the validity of the conclusions.

Borgatti, S., M. Everett, L. Freeman. 1999. UCINET 5 for Windows: Software for Social Network Analysis. Analytic Technologies, Inc., Natick, MA.

Literature Review Related to Key Variables and/or Concepts

Provide an exhaustive review of the current literature that includes the following information:

Describe studies related to the constructs of interest and chosen methodology and methods that are consistent with the scope of the study.

Describe ways researchers in the discipline have approached the problem and the strengths and weakness inherent in their approaches.

Justify from the literature the rationale for selection of the variables or concepts.

Qualitative: Review and synthesize studies related to the key concepts and/or phenomena under investigation to produce a description of what is known about them, what is controversial, and what remains to be studied.

Qualitative: Review and synthesize studies related to the research questions and why the approach selected is meaningful

Quantitative: Review and synthesize studies related to the key independent, dependent, and covariate variables to produce a description and explanation of what is known about the variables, what is controversial (i.e., mixed findings by researchers), and what remains to be studied.

Quantitative: Review and synthesize studies related to the research questions.

Qualitative/Quantitative Comments

The Literature Review is categorized by themes and topics and is generally between 40-60 pages. The dissertation should include between 130-150 references. Make sure the references follow the 85/15 rule. 85% of the references need to be within the past five years (the last three years for technology studies) and the remaining 15% of the references can be older than five years. If for some reason the study needs additional historical or seminal references a rationale and discussion is developed in the key processes part of the literature review. Primary sources are also preferred over secondary sources, but secondary sources can be used sparingly. Do NOT use Wikipedia in doctoral research. Include a section “Gap in the Literature” right before the Summary and Conclusions. In this section, align the gap in the literature back to the problem statement, purpose and research questions.

Summary and Conclusions

Concisely summarize major themes in the literature.

Summarize what is known as well as what is not known in the discipline related to the topic of study.

Describe how the present study fills at least one of the gaps in the literature and will extend knowledge in the discipline.

Provide transitional material to connect the gap in the literature to the methods described in chapter 3.

Qualitative/Quantitative Comments

Quantitative/Qualitative: In the summary, make sure all key components of the literature review are summarized, like the theoretical framework alignment, and gap in literature alignment.

CHAPTER 3

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Comment History

Introduction

Restate study purpose as described in chapter 1.

Preview major sections of the chapter.

Qualitative/Quantitative Comments

Make sure when previewing the major sections of the chapter, all sections are aligned with the dissertation checklist and rubric. Make sure the introductory paragraph includes the Purpose of the Study as stated in Chapter 1 – see the notes section below

Note: That you need a fully developed literature review of your method and design for depth and breadth of scholarship. Use reference books by authors specific to your research method and design.

Note on use of Creswell: Although Creswell is one of your texts; his work is avoided as a reference in your prospectus, proposal and dissertation. Creswell is a generalist not a specialist in research method and design – He is like a Google search. It I is a university wide initiative to avoid the use of Creswell in your dissertation work

Research Design and Rationale - Qualitative

Restate research questions exactly as described in chapter 1.

State and define central concept(s) / phenomenon (a) of the study.

Identify the research tradition.

Provide rationale for the chosen tradition.

Research Design and Rationale - Quantitative

Concisely state the study variables (independent, dependent, covariate, mediating, and/or moderating variables, as appropriate.

Identify the research design and its connection to the research questions.

Explain any time and resource constraints consistent with the design choice.

Describe how design choice is consistent with research designs needed to advance knowledge in the discipline.

If conducting an intervention study, defend the choice of intervention.

Qualitative/Quantitative Comments

Begin Chapter 3 by restating the problem, purpose and describe how the selected research design is supported by the problem and purpose. This chapter is generally about 20 pages long in quantitative studies and about 30-40 pages long in qualitative studies.

Qualitative: The student should use seminal authors to help justify the selection of the research design in this section. For example, in conducting a case study, use the work of Yin or Stake. In conducting grounding theory, use the work of Glaser or Strauss. In conducting a phenomenological study, use the work of Glaser & Strauss, Moustakas, Stake, Van Manen, and Yin.

Glaser, B.G. & Strauss, A.L. (1999). The discovery of grounded theory: Strategies for qualitative research. Hawthorne: NY: Walter de Gruyter, Inc.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage Publications.

Stake. R. E. (1995). The art of case study research. Thousand Oaks, CA: Sage.

Van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenological research and writing. Walnut Creek, CA: Left Coast Press, Inc.

Yin, R.K. (2014). Case study research: Design and methods. Thousand Oaks, CA: Sage.

Role of the Researcher - Qualitative

Define and explain your role as observer, participant, or observer-participant.

Reveal any personal and professional relationships researcher may have with participants, with emphasis on supervisory or instructor relationships involving power over the participants.

State how any researcher biases and / or power relationships are or will be managed.

Other ethical issues as applicable (these could include doing a study within one’s own work environment, conflict of interest or power differentials, and justification for use of incentives) and the plan for addressing these issues.

Qualitative Comments

Ensure there are no ethical concerns related to where the study is conducted and the relationship the researcher has with the participants or participating organization does not pose any ethical violations. Describe the role of the researcher in the data collection process and provide a peer review or seminal source. Describe any relationship the researcher may have had with the topic, participants, or area. Describe how the student will mitigate bias and view data from a personal lens. Briefly describe the rationale for an interview protocol.

Method – Qualitative

Participant Selection Logic – Qualitative

Identify the population (if appropriate).

Identify and justify the sampling strategy.

State the criterion/a on which participant selection is based.

Establish how participants are known to meet the criterion/a.

State number of participants / cases and the rationale for that number.

Explain specific procedures for how participants will be identified, contacted, and recruited.

Describe the relationship between saturation and sample size.

Qualitative Comments

Justify the sample size and explain the geographical region where the study takes place. Explain how the participants in the study are protected from any harm or ill effects.

Note: Specifically describe how data saturation will be reached as it relates to sample size. How will data saturation be recognized? What will be done once data saturation is reached?

Instrumentation – Qualitative

Identify each data collection instrument and source (observation sheet, interview protocol, focus group protocol, video-tape, audio-tape, artifacts, archived data, and other kinds of data collection instruments).

Identify source for each data collection instrument (published or researcher produced).

If historical or legal documents are used as a source of data, demonstrate the reputability of the sources and justify why they represent the best source of data.

Establish sufficiency of data collection instruments to answer research questions.

Qualitative Comments

It is usually easier to use an instrument that has been developed, rather than developing an instrument from scratch. This means that instruments that have already been developed probably have already shown to be both reliable and valid.

For published data collection instruments – Qualitative

Who developed the instrument and what is the date of publication?

Where and with which participant group has it been used previously?

How appropriate is it for current study (that is, context and cultural specificity of protocols/instrumentation) and whether modifications will be or were needed?

Describe how content validity will be or was established.

Address any context- and culture-specific issues specific to the population while developing the instrument.

Qualitative Comments

Here is a link to check for an appropriate instrument www.unl.edu/buros

For researcher-developed instruments – Qualitative

Basis for instrument development (Literature sources, other bases (such as pilot study).

Describe how content validity will be / was established.

Establish sufficiency of data collection instruments to answer the research questions.

Qualitative Comments

If a student has developed an instrument for data collection, the student will need to describe in detail what has been done to see that it is valid, and how reliability has been confirmed. Panels of experts (field tests), pilot studies, and content analysis can help in this respect.

Procedures For Pilot Studies (as appropriate) – Qualitative

Include all procedures for recruitment, participation, and data collection associated with the pilot study and the main study.

Describe the relationship of the pilot study to the main study (e.g., what is the purpose of the pilot study?)

Include the IRB approval number (completed dissertation).

Qualitative Comments

The participants in the field test (pilot study) cannot be included in the main study.

Procedures For Recruitment, Participation, and Data Collection (for students collecting their own data) - Qualitative

For each data collection instrument and research question, provide details of data collection.

· From where data will be collected?

· Who will collect the data?

· Frequency of data collection events.

· Duration of data collection events.

· How data will be recorded?

· Follow-up plan if recruitment results in too few participants.

Explain how participants exit the study (for example, debriefing procedures).

Describe any follow-up procedures (such as requirements to return for follow-up interviews).

Qualitative Comments

To be in alignment with presenting the results by research question in Chapter 4, align the data collection by research question in this section. Justify the number of participants. In addition to identifying the student as the primary data collection instrument, identify the data collection instrument/process (i.e., informal interview, semi structured interviews, phenomenological in-depth interviews, focus groups, company/archival documents, etc.). Clarify how the student will use data collection instrument/technique (the process/protocol).

Identify how the student will enhance the credibility, transferability, dependability and confirmability of the data collection instrument/process (i.e., member checking, transcript review, field test, etc.). Identify where in appendices the instrument (i.e., interview protocol, focus group protocol, interview questions, etc.) is (are) located. Ensure Table of Contents lists appendices.

Describe the technique used to collect data such as an online/paper survey, interview, observation, site visit, video recording (think recipe card—step-by-step-process and describe richly). Describe advantages and disadvantages of data collection technique. As applicable, describes the process for conducting a pilot study after IRB approval. Identify how the student will use member checking of the data interpretation or transcript review (if applicable).

Describe the systems used for keeping track of data, emerging understandings such as research logs, reflective journals, and cataloging/labeling systems. Remind readers all raw data will be maintained in a locked container for 5 years.

Data Analysis Plan – Qualitative

For each type of data collected identify:

· Connection of data to a specific research question.

· Type of and procedure for coding.

· Any software used for analysis.

· Manner of treatment of discrepant cases.

Qualitative Comments

Conducting qualitative data analysis can be challenging in placing raw data into logical, meaningful categories, coding and generating themes. NVivo is a great tool to use for qualitative data analysis. Here is a link to a free tutorial on how to use NVivo http://www.qsrinternational.com/support_tutorials.aspx . Students may opt to use other tools for qualitative data analysis.

Identify the appropriate data analysis process for the research design (i.e., one of the four types of triangulation for case study; modified van Kaam, van Maanen, etc. for phenomenology). Provide a logical and sequential process for the data analysis. Detail the student’s conceptual plan or software (i.e., NVivo, Atlasti, Ethnograph, Excel, etc.) for coding, mind-mapping, and identifying themes. Identify how the student will focus on the key themes; correlate the key themes with the literature (including new studies published since writing the proposal) and the theoretical/conceptual framework.

Issues of Trustworthiness - Qualitative

Credibility (internal validity): Describe appropriate strategies to establish credibility, such as triangulation, prolonged contact, member checks, saturation, reflexivity, and peer review.

Transferability (external validity): Describe appropriate strategies to establish transferability, such as thick description and variation in participant selection.

Dependability (the qualitative counterpart to reliability): Describe appropriate strategies to establish dependability, such as audit trails and triangulation.

Confirmability (the qualitative counterpart to objectivity): Describe appropriate strategies to establish confirmability, such as reflexivity.

Intra- and intercoder reliability (where applicable).

Methodology

Qualitative Comments

A key difference from quantitative research is the reliability and validity headings. The analogous criteria for qualitative studies are credibility, transferability, dependability, and confirmability. These criteria are not measurable and need to be established using qualitative methods such as member checking (Marshall and Rossman have a good definition) and triangulation (Data triangulation, investigator triangulation, theoretical triangulation, and methodological triangulation). See Norman Denzin’s work on triangulation). Please review more detailed information on qualitative validity at: http://www.socialresearchmethods.net/kb/qualval.php

Denzin, N. (2002). Interpretive Interactionism (Second Edition, Series: Applied Social Research Methods Series – Volume 16). London: Sage

Marshall C. & Rossman, G. (2006). Designing Qualitative Research [20 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 9(3), Art. 13, http://nbn-resolving.de/urn:nbn:de:0114-fqs0803137 .

Method - Quantitative

(needs to be described in sufficient depth so that other researchers can replicate the study)

Population – Quantitative

Define the target population.

State target population size (if known) or approximate/estimated size.

Quantitative Comments

Population and sample size cannot be used interchangeably. The sample size is derived from the overall population.

Sampling and Sampling Procedures – Quantitative

Identify and justify the type of sampling strategy.

Explain specific procedures for how the sample will be drawn.

Describe the sampling frame (inclusion and exclusion criteria).

Use a power analysis to determine sample size and include:

· Justification for the effect size, alpha level, and power level chosen.

· Cite the source for calculating or the tool used to calculate the sample size.

Quantitative Comments

Justify the sample size and explain the geographical region where the study takes place. Explain how the participants in the study are protected from any harm or ill effects. Demonstrate that population aligns with the overarching research question. Describe and justify the sampling method (i.e. probabilistic or non-probabilistic) and specific subcategory (i.e. simple random or purposeful). Address the strength and weaknesses associated with the chosen sampling method and subcategory. Justify sample size via power analysis. Provide justification for the proposed effect size, alpha level, and the power level. Cite the source for calculating or the tool used to calculate the sample size.

Procedures For Recruitment, Participation, and Data Collection (for students collecting their own data) - Quantitative

Thoroughly describe recruiting procedures and particular demographic information that will be collected.

Describe how participants will be provided informed consent.

Describe how data are collected.

Explain how participants exit the study (for example, debriefing procedures, etc.).

Describe any follow-up procedures (such as requirements to return for follow-up interviews, treatments, etc.).

Quantitative Comments

To be in alignment with presenting the results by research question in Chapter 4, align the data collection by research question in this section. Describe the population from which the sample will come.

Additional Information if Conducting a Pilot Study (Quantitative):

Describe the relationship of the pilot study to the main study (for example, what is the purpose of the pilot study?).

Quantitative Comments

The participants in the pilot study cannot be included in the main study.

Additional Information if Conducting an Intervention – Quantitative

Describe clearly and thoroughly the nature of the treatment, intervention, or experimental manipulation, how it will be designed and administered, and by whom and to whom it will be administered.

Quantitative Comments

In experimental research, the researcher seeks to determine if a specific treatment influences an outcome. This is assessed by providing a specific treatment to one group and withholding it from another and then determining how both groups scored on an outcome.

For Students Using Archival Data – Quantitative

Include all procedures for recruitment, participation, and data collection associated with the main study.

Describe the procedure for gaining access to the data set.

Describe necessary permissions to gain access to the data (with permission letters located in an appendix).

If historical or legal documents are used as sources of data, demonstrate the reputability of the sources and justify why they represent the best sources of data.

Quantitative Comments

If students are considering using secondary data, here is a link to get started: http://academicguides.waldenu.edu/researchcenter/dataresources

Instrumentation and Operationalization of Constructs – Quantitative

For published instruments provide:

· Name of developer(s) and year of publication.

· Appropriateness to the current study.

· Permission from developer to use the instrument (permission letter should be included in an appendix).

· Published reliability and validity values relevant to their use in the study.

· Where and/or with what populations the instrument was previously used and how validity/reliability are/were established in the study sample.

For all researcher instruments provide:

· Basis for development (literature sources or other bases for development, such as a pilot study).

· Plan to provide evidence for reliability (for example, internal consistency and test/retest).

· Plan to provide evidence for validity (for example, predictive and construct validity).

· Establish sufficiency of instrumentation to answer research questions.

Quantitative Comments

Describe threats to external validity (for example, testing reactivity, interaction effects of selection and experimental variables, specificity of variables, reactive effects of experimental arrangements, and multiple-treatment interference, as appropriate to the study) and how the student will address the threats to external validity.

Describe threats to internal validity (for example, history, maturation, testing, instrumentation, statistical regression, experimental mortality, and selection-maturation interaction, as appropriate to the study) and how the student will address the threats to internal validity.

Discuss threats to statistical conclusion validity (factors that affect the Type I error rate) and how the student will address the threats to statistical conclusion validity.

Describe the extent to which, and rationale for justifying if, and if so why, research findings can be generalized to larger populations (external validity) and applied to different settings.

For intervention studies or those involving manipulation of an independent variable (Quantitative):

Identify materials/programs applied as treatment or manipulation.

Provide information on the developer of the materials and/or programs.

If published, state where, how, and with which populations the instrument was previously used.

If researcher-developed materials, state the basis for development and how the materials were developed.

Provide evidence that another agency will sponsor intervention studies (such as clinical interventions).

Operationalization

For each variable describe:

Its operational definition.

How each variable is measured or manipulated.

How the variable/scale score is calculated, what the scores represent, and an example item.

Data Analysis Plan

Identify software used for analyses.

Provide explanation of data cleaning and screening procedures as appropriate to the study.

Restate the research questions and hypotheses here as written in chapter 1.

Describe in detail the analysis plan including the elements below including:

· Statistical tests that will be used to test the hypothesis(es).

· Procedures used to account for multiple statistical tests, as appropriate.

· Rationale for inclusion of potential covariates and/or confounding variables.

· How results will be interpreted (key parameter estimates, confidence intervals and/or probability values, odds ratios, etc.).

Quantitative Comments

Describe and defend, in detail, the statistical analyses that the student will conduct (i.e. multiple regression, two-way ANOVA, etc.). Describe and defends, in detail, why other statistical analyses are not appropriate. Provide explanation of data cleaning and screening procedures as appropriate to the study. Provide explanation for addressing missing data. Identify and explain the assumptions pertaining to the statistical analyses. Identify the process for testing/assessing the assumptions. Identify appropriate actions to be taken take if the assumptions are violated.

Describe how the student will interpret inferential results (i.e. key parameter estimates, effect sizes, confidence intervals, probability values, odds ratios, etc.). Identify statistical software and version that the student will use in the data analysis process (i.e. SPSS, Excel, R, etc.).

Threats to Validity - Quantitative

Describe threats to external validity (for example, testing reactivity, interaction effects of selection and experimental variables, specificity of variables, reactive effects of experimental arrangements, and multiple-treatment interference, as appropriate to the study) and how they will be and/or were addressed.

Describe threats to internal validity (for example, history, maturation, testing, instrumentation, statistical regression, experimental mortality, and selection-maturation interaction, as appropriate to the study) and how they will be and/or were addressed.

Describe any threats to construct or statistical conclusion validity.

Methodology

Quantitative Comments

When determining an instrument to use, it is better to select a survey that has been tested for validity and reliability versus developing one from scratch. Remember, questionnaires and surveys are NOT the same. Surveys are used for quantitative research and questionnaires are used for qualitative research. Both questionnaires and surveys can be used in Mixed-method research.

Describes the extent to which, and rationale for justifying if, and if so why, research findings can be generalized to larger populations (external validity) and applied to different settings.

Ethical Procedures

Agreements to gain access to participants or data (include actual documents in the IRB application).

Describe the treatment of human participants including the following (include actual documents in the Institutional Review Board (IRB) application):

· Institutional permissions, including IRB approvals that are needed (proposal) or were obtained (for the completed dissertation, include relevant IRB approval numbers).

· Ethical concerns related to recruitment materials and processes and a plan to address them.

· Ethical concerns related to data collection/intervention activities (these could include participants refusing participation or early withdrawal from the study and response to any predicable adverse events) and a plan to address them.

Describe treatment of data (including archival data), including issues of:

· Whether data are anonymous or confidential and any concerns related to each.

· Protections for confidential data (data storage procedures, data dissemination, who will have access to the data, and when data will be destroyed).

Other ethical issues as applicable (these issues could include doing a study within one’s own work environment; conflict of interest or power differentials; and justification for use of incentives).

Quantitative Comments

Discuss the informed consent process. Include informed consent form in an appendix and lists in the Table of Contents. Discuss participant procedures for withdrawing from the study. Describe any incentives for participating. Clarify measures that the student will use to assure that the ethical protection of participants is adequate. Include statement that the student will maintain the data in a safe place for 5 years to protect confidentiality of participants. Final doctoral manuscript includes the Walden IRB approval number. Identify how the student will protect names of individuals or organizations to keep the participants and organizations confidential.

Summary

Qualitative: Summary of main points of the chapter.

Quantitative: Summary of design and methodology of the method of inquiry.

Transition to chapter 4.

Qualitative/Quantitative Comments

Before IRB approval, the paper is written in future tense and after IRB approval, the paper is changed to past tense. The paper is written in predominantly active voice without slang, jargon, colloquialisms, euphemisms, and anthropomorphisms.

Chapter 4

Checklist Items

Pg /NA

Comment History

Introduction

Review briefly the purpose and research questions.

Preview chapter organization.

Qualitative/Quantitative Comments

Begin with the purpose of the study. Do not repeat the entire purpose statement. Typically the first sentence of the purpose statement will suffice.

Pilot Study or Field Test (If Applicable)

Qualitative: Describe the construct of the field test study.

Quantitative: Concisely report the results of the pilot study.

Report any impact of the pilot study or field test on the main study (for example, changes in instrumentation and /or data analysis strategies).

Qualitative/Quantitative Comments

Qualitative: If you conducted a Field test to validate your interview questions, describe the conduct of the Field test. Report any impact of the Field test on the main study.

Setting – Qualitative

Describe any personal or organizational conditions that influenced participants or their experience at time of study that may influence interpretation of the study results (for example, changes in personnel, budget cuts, and other trauma).

Demographics - Qualitative

Present participant demographics and characteristics relevant to the study.

Data Collection - Qualitative

State number of participants from whom each type of data were collected.

Describe location, frequency, and duration of data collection for each data collection instrument.

Describe how the data were recorded.

Present any variations in data collection from the plan presented in chapter 3.

Present any unusual circumstances encountered in data collection.

Data Collection - Quantitative

Describe the time frame for data collection as well as actual recruitment and response rates.

Present any discrepancies in data collection from the plan presented in chapter 3.

Report baseline descriptive and demographic characteristics of the sample

Describe how representative the sample is of the population of interest or how proportional it is to the larger population if non-probability sampling is used (external validity).

Provide results of basic univariate analyses that justify inclusion of covariates in the model, if applicable.

Data Analysis – Qualitative

Report process used to move inductively from coded units to larger representations including categories and themes.

Describe the specific codes, categories, and themes that emerged from the data using quotations as needed to emphasize their importance.

Describe qualities of discrepant cases and how they were factored into the analysis.

Evidence of Trustworthiness - Qualitative

Credibility: Describe implementation of and / or adjustments to credibility strategies stated in chapter 3

Transferability: Describe implementation of and / or adjustments to transferability strategies stated in chapter 3

Dependability: Describe implementation of and / or adjustment to consistency strategies stated in chapter 3

Confirmability: Describe implementation of and / or adjustment to consistency strategies stated in chapter 3.

Treatment and/or Intervention Fidelity (as appropriate) - Quantitative

Describe whether the treatment was administered as planned and any challenges that prevented planned implementation as described in chapter 3.

Describe any adverse events (those with serious consequences) related to the intervention.

Results – Qualitative

Address each research question (chapter may be organized by research question or patterns or themes).

Present data to support each finding (quotes from transcripts, documents, etc.).

Discuss discrepant cases/ nonconforming data as applicable.

Include tables and figures to illustrate results, as appropriate, and per the current edition of the Publication Manual of the American Psychological Association.

Results

Qualitative Comments

List the overarching research question. The student needs to identify each theme and analyze and discuss findings in relation to the themes. Describe in what ways findings confirm, disconfirm, or extend knowledge in the discipline by comparing the findings with other peer reviewed studies from the literature review that includes new studies since writing the proposal. Tie findings to the conceptual framework.

Results – Quantitative

Report descriptive statistics that appropriately characterize the sample.

Evaluate statistical assumptions as appropriate to the study.

Report statistical analysis findings, organized by research questions and/or hypotheses, including:

· Exact statistics and associated probability values.

· Confidence intervals around the statistics, as appropriate.

· Effect sizes, as appropriate.

Report results of post-hoc analyses of statistical tests, if applicable.

Report any additional statistical tests of hypotheses that emerged from the analysis of main hypotheses, as appropriate for the study.

Include tables and figures to illustrate results, as appropriate, and per the current edition of the Publication Manual of the American Psychological Association

Results

Quantitative Comments

Describes the statistical test(s), the variables, and the purpose of the test(s) and how they relate to the hypotheses. Present relevant descriptive statistics (i.e. mean standard deviation for scale variables; frequencies and percentages for nominal variables). Provides evaluation of statistical assumptions from chapter 3. Report inferential statistical analyses results, organized by research question, in proper APA statistical notation/format. Include alpha level chosen for the test, test value, p (significance) values, effect size, degrees of freedom, confidence intervals (when appropriate), etc. Include appropriate tables and figures to illustrate results, as per the current edition of the Publication Manual of the American Psychological Association.

Summary

Summarize answers to research questions.

Qualitative: Provide transition to chapter 5.

Quantitative: Provide transitional material from the findings and introduce the reader to the prescriptive material in chapter 5.

CHAPTER 5

Checklist Items

Pg /NA

Comment History

Introduction

Concisely reiterate the purpose and nature of the study and why it was conducted.

Concisely summarize key findings.

Qualitative/Quantitative Comments

Chapter 5 is the appropriate place for interpretations of the results, and then the student’s recommendations for addressing the real-world issue (topic) that was started within Chapter 1; along with explaining how the gap was narrowed or closed in the scholarly research, knowledge, and understanding of the topic; and how the purpose was achieved.

Interpretation of the Findings

Describe in what ways findings confirm, disconfirm, or extend knowledge in the discipline by comparing them with what has been found in the peer-reviewed literature described in chapter 2.

Analyze and interpret the findings in the context of the theoretical and/or conceptual framework, as appropriate.

· Ensure interpretations do not exceed the data, findings, and scope.

Qualitative/Quantitative Comments

Findings are more associated with interpretation than with results. Findings would constitute the most salient outcomes of the process of data collection, analysis, and interpretation of results. What specifically were the major outcomes that the student can distill from the results and interpretation of results?

Limitations of the Study

Describe the limitations to trustworthiness that arose from execution of the study. These should be used to revise what was written in chapter 1 for the proposal.

Qualitative/Quantitative Comments

The limitations in Chapter 5 are not copied from the limitations section in Chapter 1. In this section, the student may have noted additional limitations that arose as a result of conducting the study, related to trustworthiness, data collection, etc.

Recommendations

Describe recommendations for further research that are grounded in the strengths and limitations of the current study as well as the literature reviewed in chapter 2.

· Ensure recommendations do not exceed study boundaries.

Qualitative/Quantitative Comments

Ensure recommendations flow logically from the conclusions and contain steps to useful action. State who needs to pay attention to the results. Indicate how the results might be disseminated via literature, conferences, training, etc. List recommendations for further study. Identify how limitations identified in Chapter 1, Limitations, can be addressed in future research.

Implications

Positive Social Change

· Describe the potential impact for positive social change at the appropriate level (individual, family, organizational, and societal/policy).

· Ensure implications for social change do not exceed the study boundaries.

Describe methodological, theoretical, and/or empirical implications, as appropriate.

Describe recommendations for practice, as appropriate.

Qualitative/Quantitative Comments

The student’s research potentially may impact society or a societal organization positively, through changes that may occur as a result of their effort. Students are not influencing social change; they are influencing society; they are changing society in a positive way as the result of their research. Specifically, the student should say, “here is how the research might do that and specifically whom or what organizations might be impacted. . . .” This very specific narrative will need to be added, succinctly, to the Abstract and explained in greater detail in the body of the dissertation.

Conclusion

Provide a strong “take home” message that captures the key essence of the study.

Qualitative/Quantitative Comments

This is the opportunity for students to provide key highlights of their study including the problem, your research questions answered, key findings, key recommendations and social change impact. The conclusions emphasize the significance of your research (what great benefits has the student bestowed upon society or an organization as the result of the several years spent conducting the research?) and recommendations for others either to research more or to change their professional practices.

APA Form and Style Check

Checklist Items

Comment History

Citations and Referencing

All citations have been crosschecked to ensure that there are corresponding references (and that there are no references that do not have associated citations).

All sources are cited correctly per APA formatting requirements (for example, studies listed in alphabetical order by first author; no first names of authors).

Qualitative/Quantitative Comments

Click on this link to access the resources related to APA formatting: http://academicguides.waldenu.edu/writingcenter/apa/references

Grammar, Spelling, and Syntax

The paper has been thoroughly checked for grammar , spelling, and syntax errors.

For the final dissertation, the dissertation has been checked for correct verb tense representing a completed study.

Qualitative/Quantitative Comments

Click on this link to access resources related to grammar: http://academicguides.waldenu.edu/writingcenter/grammar

Headings

Headings are used, consistent with the Walden Dissertation Template , to make sections of thought distinct.

Qualitative/Quantitative Comments

Click on this link to access the dissertation template: http://academicguides.waldenu.edu/writingcenter/capstone/phd

Use of the Writing Center Template

The Writing Center Dissertation Template (APA, 6th edition) was used to construct the proposal and/or dissertation so that all formatting is correct.

Qualitative/Quantitative Comments

Click on this link to access the dissertation template: http://academicguides.waldenu.edu/writingcenter/capstone/phd