DISSERTATION PROJECT

Submitted by

Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials) Comment by GCU: For example: Jane Elizabeth Smith

Equal Spacing

~2.0” – 2.5”

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctorate of Education

(or) Doctorate of Philosophy

(or) Doctorate of Business Administration

Equal Spacing~2.0” – 2.5” Comment by GCU: Delete yellow highlighted “Helps” as your research project develops.

Grand Canyon University

Phoenix, Arizona Comment by GCU: HINT: There are several “styles” that have been set up in this GCU Template. When you work on your proposal or dissertation, “save as” this template in order to preserve and make use of the preset styles. This will save you hours of work!

[Insert Current Date Until Date of Dean’s Signature]

GCU Dissertation Template V8.3 01.18.18

GCU Dissertation Template V8.3 01.18.18

© by Your Full Legal Name (No Titles, Degrees, or Academic Credentials), 2018 Comment by GCU: NOTE: This is an optional page. If copyright is not desired, delete this page. The copyright page is included in the final dissertation and not part of the proposal. Comment by GCU: For example: © by Jane Elizabeth Smith, 2012 This page is centered. This page is counted, not numbered, and should not appear in the Table of Contents.

All rights reserved.

GRAND CANYON UNIVERSITY Comment by GCU: The Signature Page is only included in the final dissertation and not part of the proposal.

The Dissertation Title Appears in Title Case and is Centered Comment by GCU: If the title is longer than one line, double-space it. The title should be typed in upper and lowercase letters.

by

Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials) Comment by GCU: For example: Jane Elizabeth Smith

Approved

[Insert Current Date Until Date of Dean’s Signature]

DISSERTATION COMMITTEE:

Full Legal Name, Ed.D., DBA, or Ph.D., Dissertation Chair

Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member

Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member

ACCEPTED AND SIGNED:

________________________________________

Michael R. Berger, Ed.D.

Dean, College of Doctoral Studies

_________________________________________

Date

GRAND CANYON UNIVERSITY Comment by GCU: This page is only included in the final dissertation and not part of the proposal. However, the learner is responsible for ensuring the proposal and dissertation are original research, that all scholarly sources are accurately reported, cited, and referenced, and the study protocol was executed and complies with the IRB approval granted by GCU.

The Dissertation Title Appears in Title Case and is Centered

I verify that my dissertation represents original research, is not falsified or plagiarized, and that I accurately reported, cited, and referenced all sources within this manuscript in strict compliance with APA and Grand Canyon University (GCU) guidelines. I also verify my dissertation complies with the approval(s) granted for this research investigation by GCU Institutional Review Board (IRB).

_____________________________________________ ______________________

[Type Doctoral Learner Name Beneath Signature] Date Comment by GCU: This page requires a “wet signature.” Remove the brackets and type in the learner’s name. The learner needs to sign and date this page and insert a copy into the dissertation manuscript as an image (JPEG) or PDF text box. This page must be signed and dated prior to final AQR Level 5 review.

Abstract Comment by GCU: On the first line of the page, center the word “Abstract” (boldface) Style with “TOC Heading” Beginning with the next line, write the abstract. Abstract text is one paragraph with no indentation and is double-spaced. This page is counted, not numbered, and does not appear in the Table of Contents. Abstracts do not include references or citations. The abstract should be between 150-250 words, most importantly the abstract must fit on one page. The abstract is only included in the final dissertation and not part of the proposal.

The abstract is required for the dissertation manuscript only. It is not a required page for the proposal. The abstract, typically read first by other researchers, is intended as an accurate, nonevaluative, concise summary, or synopsis of the research study. It is usually the last item completed when writing the dissertation. The purpose of the abstract is to assist future researchers in accessing the research material and other vital information contained in the dissertation. Although few people typically read the full dissertation after publication, the abstract will be read by many scholars and researchers. Consequently, great care must be taken in writing this page of the dissertation. The content of the abstract covers the purpose of the study, problem statement, theoretical foundation, research questions stated in narrative format, sample, location, methodology, design, data sources, data analysis, results, and a valid conclusion of the research. The most important finding(s) should be stated with actual data/numbers (quantitative) or themes (qualitative) to support the conclusion(s). The abstract does not appear in the table of contents and has no page number. The abstract is double-spaced, fully justified with no indentations or citations, and no longer than one page. Refer to the APA Publication Manual, 6th Edition, for additional guidelines for the development of the dissertation abstract. Make sure to add the keywords at the bottom of the abstract to assist future researchers. Comment by GCU: Please note this is crucial and must be included in the abstract at the final dissertation stage. This is required for dean’s signature.

Keywords: Abstract, assist future researchers, 150 to 250 words, vital information Comment by GCU: Librarians and researchers use the abstract to catalogue and locate vital research material.

Dedication Comment by GCU: The Dedication page is the first page in the dissertation with a Roman Numeral. In the final dissertation, this is usually page vi, so we have set it as vi.

An optional dedication may be included here. While a dissertation is an objective, scientific document, this is the place to use the first person and to be subjective. The dedication page is numbered with a Roman numeral, but the page number does not appear in the Table of Contents. It is only included in the final dissertation and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below. Comment by GCU: If you cannot see the page break, click on the top toolbar in Word (Home). Click on the paragraph icon. ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar).

Acknowledgments Comment by GCU: See formatting note for Dedication

An optional acknowledgements page can be included here. This is another place to use the first person. If applicable, acknowledge and identify grants and other means of financial support. Also acknowledge supportive colleagues who rendered assistance. The acknowledgments page is numbered with a Roman numeral, but the page number does not appear in the table of contents. This page provides a formal opportunity to thank family, friends, and faculty members who have been helpful and supportive. The acknowledgements page is only included in the final dissertation and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below. Comment by GCU: If you cannot see the page break, click on the top toolbar in Word (Home). Click on the paragraph icon. ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar). Do not use section breaks!

Table of Contents List of Tables xi List of Figures xii Chapter 1: Introduction to the Study 1 Introduction 1 Background of the Study 6 Problem Statement 7 Purpose of the Study 10 Research Questions and/or Hypotheses 11 Advancing Scientific Knowledge and Significance of the Study 14 Rationale for Methodology 16 Nature of the Research Design for the Study 17 Definition of Terms 19 Assumptions, Limitations, Delimitations 21 Assumptions. 22 Limitations and delimitations. 22 Summary and Organization of the Remainder of the Study 24 Chapter 2: Literature Review 26 Introduction to the Chapter and Background to the Problem 26 Identification of the Gap 28 Theoretical Foundations and/or Conceptual Framework 30 Review of the Literature 32 Methodology and instrumentation/data sources/research materials 36 Summary 39 Chapter 3: Methodology 42 Introduction 42 Statement of the Problem 43 Research Questions and/or Hypotheses 44 Research Methodology 45 Research Design 47 Population and Sample Selection 48 Quantitative sample size 48 Qualitative sample size 50 Research Materials, Instrumentation OR Sources of Data 54 Trustworthiness (for Qualitative Studies) 58 Credibility. 59 Transferability 59 Dependability. 60 Confirmability. 61 Validity (for Quantitative Studies) 63 Reliability (for Quantitative Studies) 64 Data Collection and Management 65 Data Analysis Procedures 67 Ethical Considerations 70 Limitations and Delimitations 73 Summary 74 Chapter 4: Data Analysis and Results 76 Introduction 76 Descriptive Findings 77 Data Analysis Procedures 81 Results 83 Summary 91 Chapter 5: Summary, Conclusions, and Recommendations 94 Introduction and Summary of Study 94 Summary of Findings and Conclusion 95 Implications 98 Theoretical implications. 98 Practical implications 99 Future implications 99 Strengths and weaknesses of the study 99 Recommendations 100 Recommendations for future research 100 Recommendations for future practice. 101 References 104 Appendix A. Site Authorization Letter(s) 108 Appendix B. IRB Approval Letter 109 Appendix C. Informed Consent 110 Appendix D. Copy of Instruments and Permissions Letters to Use the Instruments 111 Appendix E. Power Analyses for Sample Size Calculation (Quantitative Only) 112 Appendix F. Additional Appendices 113

Table 1. Correct Formatting for a Multiple Line Table Title is Single Spacing and Should Look Like this Example 79

Table 2. Equality of Emotional Intelligence Mean Scores by Gender 85

Table 3. The Servant Leader 87

Note: Single space multiple-line table titles; double space between entries per example above. The List of Tables and List of Figures (styled as Table of Figures) have been formatted as such in this template. Update the List of Tables in the following manner: [Right click Update Field Update Entire Table], and the table title and subtitle will show up with the in-text formatting. After you update your List of Tables, you will need to manually remove the italics from each of your table titles per the example above.

Figure 1. IRB alert. 71

Figure 2. Correlation for SAT composite score and time spent on Facebook. 88

Note: single-space multiple line figure titles; double-space between entries per example in List of Tables on previous page. Use sentence case for figure titles. After you update your List of Figures, you will need to manually remove the italics per the example above.

8

This section describes what the researcher will investigate, including the research questions, hypotheses, and basic research design. The introduction develops the significance of the study by describing how the study is new or different from other studies, how it addresses something that is not already known or has not been studied before, or how it extends prior research on the topic in some way. This section should also briefly describe the basic nature of the study and provide an overview of the contents of Chapter 1.

The GCU Dissertation Template provides the structure for the GCU dissertation. The template provides important narrative, instructions, and requirements in each chapter and section. Learners must read the narrative in each section to fully understand what is required and also review the section criteria table which provides exact details on how the section will be scored. As the learner writes each section, s/he should delete the narrative and “Help” comments, but leave the criterion table, after each section, as this is how the committee members will evaluate the learners work. Additionally, when inserting their own narrative into the template, leaners should never remove the headings, as these are already formatted, or “styled.” Removing the headings will cause the text to have to be reformatted, that is, you will need to reapply the style. “Styles” are a feature in Word that defines what the text looks like on the page. For example, the style “Heading 1, used for Chapter headings and the List of Tables title, the List of Figures title, the References title, and the Appendices title, has set up to conform to APA: bold, double spaced, “keep with next,” Times New Roman 12. In addition, the automatic TOC “reads” these styles so that the headings show up in the TOC and exactly match those in the text.

The navigation pane in Word shows the first and second level headings that will appear in the Table of Contents. To access the navigation pane, click on Home in a Word document>View Pane. Learners should consult their course e-books for additional guidance on constructing the various sections of the template (e.g., Grand Canyon University, 2015, 2016, 2017a, 2017b).

Learners should keep in mind that they will write Chapters 1 through 3 as the dissertation proposal. However, there are changes that typically need to be made in these chapters to enrich the content or to improve the readability as the final dissertation manuscript is written. Often, after data analysis is complete, the first three chapters will need revisions to reflect a more in-depth understanding of the topic and to ensure consistency. Engaging in scholarly writing, understanding the criterion rubrics, and focusing on continuous improvement will help facilitate timely progression. Comment by GCU: Include one space after the final sentence punctuation in the dissertation.

To ensure the quality of both the proposal and final dissertation and reduce the time for AQR reviews, writing needs to reflect doctoral level, scholarly-writing standards from the very first draft. Each section within the proposal or dissertation should be well organized and easy for the reader to follow. Each paragraph should be short, clear, and focused. A paragraph should (1) be three to eight sentences in length, (2) focus on one point, topic, or argument, (3) include a topic sentence the defines the focus for the paragraph, and (4) include a transition sentence to the next paragraph. Include one space after each period. There should be no grammatical, punctuation, sentence structure, or APA formatting errors. Verb tense is an important consideration for Chapters 1 through 3. For the proposal, the researcher uses future tense (e.g., “The purpose of this proposed study is to…”), whereas in the dissertation, the chapters are revised to reflect past tense (e.g., “The purpose of this study was to…”). Taking the time to ensure high-quality, scholarly writing for each draft will save learners time in all the steps of the development and review phases of the dissertation process.

As a doctoral researcher, it is the learner’s responsibility to ensure the clarity, quality, and correctness of their writing and APA formatting. The DC Network provides various resources to help learners improve their writing. Grand Canyon University also offers writing tutoring services through the Center for Learning Advancement on writing basics; however, the writing tutors do not provide any level of dissertation editing. The chair and committee members are not obligated to edit documents. Additionally, the AQR reviewers will not edit the proposal or dissertation. If learners do not have outstanding writing skills, they may need to identify a writing coach, editor, and/or other resource to help with writing and editing. Poorly-written proposals and dissertations will be immediately suspended in the various levels of review if submitted with grammatical, structural, and/or form-and-formatting errors.

The quality of a dissertation is evaluated on the quality of writing and based on the criteria that GCU has established for each section of the dissertation. The criteria describe what must be addressed in each section within each chapter. As learners develop a section, first read the section description. Then, review each criterion contained in the table below the description. Learners use both the overall description and criteria as they write each section. Address each listed criterion in a way that it is clear to the chair and committee members. Learners should be able to point out where each criterion is met in each section.

Prior to submitting a draft of the proposal or dissertation or a single chapter to the chair or committee members, learners should assess the degree to which each criterion has been met. Use the criteria table at the end of each section to complete this self-assessment. The following scores reflect the readiness of the document:

0 = Item Not Present or Unacceptable. Substantial Revisions Are Required. Comment by GCU: Format with style “List Bullet.” Numbered or bulleted lists are indented .25 inch from the left margin. Subsequent lines are indented further with a hanging indent of .25” per the example in the text. Each number or bullet ends with a period. Bullet lists use “List Bullet” Style. Numbered lists use “List Number” Style.

1 = Item is Present. Does Not Meet Expectations. Revisions are Required.

2 = Item is Acceptable. Meets Expectations.

3 = Item is Exemplary. No Revisions Required.

Sometimes the chair and committee members will score the work “between” numbers, such as a 1.5 or 2.5. The important thing to remember is that a minimum score of 2 is required on each criterion on the prospectus, proposal and dissertation before one can move to the next step. A good guideline to remember is that learners are not finished with the dissertation until the dean signs the cover page.

Learners need to continuously and objectively self-evaluate the quality of writing and content for each section within the proposal or dissertation. Learners will score their work using the learner column in the criteria tables as evidence that they have critically evaluated their own work. When learners have completed a realistic, comprehensive self-evaluation of their work, then they may submit the document to the chair for review. Rating work as all 3’s will indicate that the learner has not done this. The chair will also review and score each section of the proposal and dissertation and will determine when it is ready for full committee review. Keep in mind the committee review process will likely require several editorial/revisions rounds, so plan for multiple revision cycles as learners develop their dissertation completion plan and project timeline. Notice the tables that certain columns have an X in the scoring box. As mentioned above, the chair will score all five chapters, the abstract and the reference list; the methodologist is only required to score Chapters 1, 3, and 4 and the abstract; the content expert is only required to score Chapters 1, 2, and 5 and the abstract. The chair and committee members will assess each criterion in their required chapters when they return the document with feedback.

Once the document has been fully scored and approved by the chair and committee, and is approved for Level 2 or 5 review, the chair will submit one copy of the proposal or dissertation document with the fully scored assessment tables and one copy of the document with the assessment tables removed for AQR review. Refer to the Dissertation Milestone Guide for descriptions of levels of review and submission process.

The background section of Chapter 1 describes the recent history of the problem under study. It provides a summary of results from the prior empirical research on the topic. First, the learner identifies the need for the study, referred to as a gap, which the dissertation study will address. Strategies learners can use to identify a need or gap include:

Using results from prior studies.

Using recommendations for further study.

Using societal problems documented in the literature.

Using broad areas of research in current empirical articles.

Using needs identified in three to five research studies (primarily from the last three years.

Next, the learner builds an argument or justification for the current study by presenting a series of logical arguments, each supported with citations from the literature. This need, called a gap, developed from the literature, is the basis for creating the problem statement. A local need is appropriate for a study. However, the learner needs to situate the “need” or problem by discussing how it is applicable beyond the local setting and contributes to societal and/or professional needs. The problem statement is developed based on the need or gap defined in the Background to the Study section.

Research problems are socially constructed, meaning that a problem may not be considered one until society recognizes it as a problem. For example, spousal abuse was recognized as a problem after women earned more rights. Research problems are not determined only by how much one knows about it, but by the need to investigate phenomena that affect people in order to improve their lives (Krysik & Flynn, 2013).

The Problem Statement section begins with a declarative statement of the problem under study, such as “It is not known if and to what degree/extent...” or “It is not known how/why…”

Other examples are:

It is not known _____.

Absent from the literature is______.

While the literature indicates ____________, it is not known in (school/district/organization/community) if __________. Comment by GCU: Format bulleted lists using the style “List Bullet.” The preferences for this style are: Numbered or bullets are indented .25 inch from the left margin, subsequent lines are indented further to .25 inches. Each number or bullet ends with a period. These preferences have been set in this dissertation template.

This section then describes general population affected by the problem along with the importance, scope or opportunity for the problem and the importance of addressing the problem. Questions to consider when writing the problem include:

What is the need in the world or gap in the literature that this problem statement addresses?

What is the real issue that is affecting society, students, organizations?

At what frequency is the problem occurring?

What is the extent of human suffering that the problem produces?

Why has the problem received lack of attention in the past?

What does the literature and research say about the problem that can and should be addressed at this time?

What are the negative outcomes that this issue is addressing?

This section ends with a description of the unit of analysis, which is the phenomenon, individuals, group or organization under study. Specifically, at the conceptual level, the unit of analysis is the entity/thing (social organization, community, group, individual, social artifacts, policies/principles, or phenomenon) that the researcher wants to be able to say something about. It is the main focus of the study. The unit of analysis is that which the researcher is studying. At the implementation level, the unit of analysis gets determined and defined by the research question/problem statement.

The Purpose of the Study section of Chapter 1 provides a reflection of the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. The section begins with a declarative statement, “The purpose of this study is….” Included in this statement are also the research design, target population, variables (quantitative) or phenomena (qualitative) to be studied, and the geographic location. Further, the section clearly defines the variables, relationship of variables, or comparison of groups for quantitative studies. For qualitative studies, this section describes the nature of the phenomenon/a to be explored. Keep in mind that the purpose of the study is restated in other chapters of the dissertation and should be worded exactly as presented in this section of Chapter 1. Comment by GCU: Note: Each paragraph of the dissertation must 3-5 sentences at minimum, and no longer than one manuscript page [3.08].

This section narrows the focus of the study and specifies the research questions to address the problem statement. Based on the research questions, it describes the variables or groups and their hypothesized relationship for a quantitative study or the phenomena under investigation for a qualitative study. The research questions and hypotheses should be derived from, and are directly aligned with, the problem statement and theoretical foundation (theory(s) or model(s). The Research Questions and/or Hypotheses section of Chapter 1 will be presented again in Chapter 3 to provide clear continuity for the reader and to help frame data analysis in Chapter 4.

If the study is qualitative, state the research questions the study will answer, and describe the phenomenon to be studied. Qualitative studies will typically have one overarching research question with three or more subquestions. If the study is quantitative or mixed methods, state the research questions the study will answer, identify the variables, and state the hypotheses (predictive statements) using the format appropriate for the specific design. For quantitative studies, the research questions align with the purpose statement. Quantitative studies will typically have three or four research questions and associated hypotheses; mixed method studies can use both, depending on the design.

In a paragraph prior to listing the research questions or hypotheses, include a discussion of the research questions, relating them to the problem statement. Then, include a leading phrase to introduce the questions such as: The following research questions guide this qualitative study:

RQ1: This is an example of how a qualitative research question should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5.” Comment by GCU: Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .25.” The style for this is “List RQ.” Note: For the GCU template, the research questions and hypotheses are double spaced and do not follow the APA number or bullet list format for line spacing.

RQ2: Add a research question here following the format above. Additional research questions should follow the same format.

Or, for a quantitative study the research questions are formatted as below. The following research question and hypotheses guide this quantitative study:

RQ1: This is an example of how a quantitative research questions and hypotheses should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5.” Comment by GCU: Use the “Style” called “List RQ to format the RQs and hypotheses.

H01: The null hypothesis that aligns to the research question is listed here. Comment by GCU: The null hypothesis is listed before the alternative hypothesis.

H1a: The alternative hypothesis that aligns to the research question and null hypothesis is listed here. Repeat this pattern for each quantitative research question and associated hypotheses.

The Advancing Scientific Knowledge and Significance of the Study section identifies the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions. Further, it describes how the study will address the “gap” or “identified need.” The section describes how the research fits with and will contribute to or advance the current literature or body of research. Although this advancement may be a small step forward in a line of current research, it must add to the current body of knowledge and align to the learner’s program of study. The section also discusses the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. Further, it describes the potential practical applications from the research. The section identifies the theory(ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study. Finally, it connects the study directly to the theory and describes how the study will add or extend the theory or model.

The Rationale for Methodology section of Chapter 1 clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological choice (quantitative, qualitative, or mixed methods) is the best approach to answer the research questions and address the problem statement. Finally, it contains citations from textbooks and articles on research methodology and/or articles on related studies to provide evidence to support the argument for the selected methodology.

For qualitative designs, this section states the research question(s) the study will answer and describes the phenomenon to be studied. For quantitative designs, this section describes the research questions the study will answer, identifies and describes the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design. Finally, this section includes a discussion of the research questions, relating them to the problem statement. This section should illustrate how the selected methodology is aligned with the problem statement, providing additional context for the study.

This section describes the specific research design to answer the research questions and why this approach was selected. Here, the learner discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs. This section contains a description of the research sample being studied, as well as, the process that will be used to collect the data on the sample. The design section succinctly conveys the research approach to answer the research questions and/or test the hypotheses. This entails the learner describing the unit(s) of observation, which may be individuals, groups, documents, artifacts, databases, based on the data collection plan and instruments/sources. At the conceptual level, the unit of observation is the entity or thing (organization, individual, condition) the researcher will observe, measure and/or collect data on. The unit of observation is that which the researcher will collect data on. At the implementation level, the unit(s) of observation is/are determined and defined by the data collection approach(es).

The Definition of Terms section of Chapter 1 defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and technical terminology used within the scope of the study. Terms are defined in lay terms and in the context in which they are used within the study. Each definition may be a few sentences to a paragraph in length. This section includes any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms).

Definitions must be supported with citations from scholarly sources. Do not use Wikipedia to define terms. This popular “open source” online encyclopedia can be helpful and interesting for the layperson, but it is not appropriate for formal academic research and writing. Additionally, do not use dictionaries to define terms. A paragraph introducing this section prior to listing the definition of terms can be inserted. However, a lead-in phrase is needed to introduce the terms such as: “The following terms were used operationally in this study.” This is also a good place to “operationally define” unique phrases specific to this research. See below for the correct format:

Abbreviations. Do not use periods with abbreviated measurements, (e.g., cd, ft, lb, mi, and min). The exception to this rule is to use a period when abbreviated inch (in.) to avoid confusion with the word “in.” Units of measurement and statistical abbreviations should only be abbreviated when accompanied by numerical values, e.g., 7 mg, 12 mi, M = 7.5 measured in milligrams, several miles after the exit, the means were determined [4.27]. Comment by GCU: All terms should be styled as Heading 4 (level 4 headings).

Spaces. Do not use periods or spaces in abbreviations of all capital letters unless the abbreviation is a proper name or refers to participants using identity-concealing labels. The exception to this rule is that a period is used when abbreviating the United States as an adjective. Use a period if the abbreviation is a Latin abbreviation or a reference abbreviation [4.02]. Use standard newspaper practice when presenting AM and PM times, as in 7:30 PM or 6:00 AM.

Term. Write the definition of the word. This is considered a Level 4 heading., Make sure the definition is properly cited (Author, 2010, p.123). Terms often use abbreviations. According to the American Psychological Association [APA] (Publication Manual of the American Psychological Association, 2010), abbreviations are best used only when they allow for clear communication with the audience. Standard abbreviations, such as units of measurement and names of states, do not need to be written out. APA also allows abbreviations that appear as words in Merriam-Webster’s Collegiate Dictionary (2005) to be used without explanation [4.22-4.30]. Comment by GCU: It is vital to include page numbers with in-text citations: “p.” for a single page, “pp.” for more than one page (e.g., p.12, and pp. 123-124). NOTE: Page or paragraph numbers are included with a direct quote.

Time units. Only certain units of time should be abbreviated. Do abbreviate hr, min, ms, ns, s. However, do not abbreviate day, week, month, and year [4.27]. To form the plural of abbreviations, add “s” alone without apostrophe or italicization (e.g., vols, IQs, Eds). The exception to this rule is not to add “s” to pluralize units of measurement (12 m not 12 ms) [4.29].

This section identifies the assumptions and specifies the limitations, as well as the delimitations, of the study. Define the terms and then list the limitations, delimitations and assumptions. Provide a rationale for all statements.

1. It is assumed that survey participants in this study were not deceptive with their answers, and that the participants answered questions honestly and to the best of their ability. Provide an explanation to support this assumption. Comment by GCU: Formatting numbered lists: Use the style, set in this template, called “List Number.” It has been set up according to the following specifications: Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5.” Each number or bullet ends with a period. Bullet lists use “List Bullet” Style. Numbered lists use “List Number” Style.

1. It is assumed that this study is an accurate representation of the current situation in rural southern Arizona. Provide an explanation to support this assumption.

2. The survey of high school students was delimited to only rural schools in one county within southern Arizona, limiting the demographic sample. Provide an explanation to support this delimitation. Discuss associated consequences for the generalizability and applicability of the findings.

This section summarizes the key points of Chapter 1 and provides supporting citations for those key points. It then provides a transition discussion to Chapter 2 followed by a description of the remaining chapters. For example, Chapter 2 will present a review of current research on the centrality of the dissertation literature review in research preparation. Chapter 3 will describe the methodology, research design, and procedures for this investigation. Chapter 4 details how the data was analyzed and provides both a written and graphic summary of the results. Chapter 5 is an interpretation and discussion of the results, as it relates to the existing body of research related to the dissertation topic. For the proposal, this section should also provide a timeline for completing the research and writing up the dissertation. When the dissertation is complete, this section should be revised to eliminate the timeline information. Comment by GCU: When it is necessary to divide a paragraph at the end of the page, two lines must appear at the bottom of the page (widow) and two at the top of the following page (orphan). This is called “widow/orphan” control, and has been set up on the Normal Style in this template.

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]. Comment by GCU: Book titles, periodicals, films, videos, television shows, and non-English words and phrases appear in italics. [4.21] Names of the titles of short articles and essays appearing in periodicals are set off by quotation marks. Comment by GCU: 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) Comment by GCU: 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.

Chapter 3 documents how the study is conducted in enough detail so that replication by others is possible. The introduction begins with a summary of the research focus and purpose statement to reintroduce the reader to the study. This can be summarized in three to four sentences from Chapter 1. This section also outlines the expectations for this chapter.

Remember, throughout this chapter, that verb tense must be changed from present or future tense (proposal) to past tense (dissertation manuscript). At the dissertation stage, all comments regarding “the proposed research” or “the proposal” must be removed and edited to reflect the fact that the research has been conducted. Furthermore, consider what happened during data collection and analysis. Sometimes, the research protocol ends up being modified based on committee, AQR review, or Institutional Review Board (IRB) recommendations. After the research study is complete, make sure this chapter reflects how the study was actually conducted.

This section restates the research problem for the convenience of the reader. Then, edit, blend, and integrate the problem statement into a narrative discussion that addresses how the problem statement addresses the gap in the literature, as described in the Problem Statement section in Chapter 1. Change future tense in proposals to past tense for dissertation manuscripts.

This section restates the research question(s) (qualitative and quantitative) and the hypotheses (quantitative) for the study from Chapter 1. For a quantitative study, it then presents the matching hypotheses and explains the variables. For a qualitative study, it then describes the phenomena to be understood as a result of the study. The section also briefly discusses the approaches to collecting the data to answer the research questions. For a quantitative study, it describes the instrument(s) or data source(s) to collect the data for each and every variable. The variables are described at the conceptual, operational and measurement levels. For example, a conceptual level of a variable in a school setting may be student achievement. The operational level of the variable may be student performance in social studies. The measurement level for the variable may be individual student scores on the high stakes test, or percentage of overall students passing the test (at the school level).

For a qualitative study, this describes the instrument(s) or data source(s) to collect the data to answer each research question. It also discusses why the design was selected to be the best approach to answer the research questions, test the hypotheses (quantitative), or understand the phenomena (qualitative). Remember to change future tense to past tense for dissertation manuscripts.

This section describes the research methodology for the study (quantitative, qualitative, or mixed) and explains the rationale for selecting this particular methodology. It also describes why this methodology was selected as opposed to the alternative methodologies. This section should elaborate on the Methodology section (from Chapter 1) providing the rationale for the selected research method (quantitative, qualitative, or mixed). This section may bring in additional arguments based on the empirical studies used in the Methodology section in Chapter 2. This section justifies why the selected methodology is better than the alternative methodologies. Arguments are supported by citations from articles and books on research methodology and/or design. It is also appropriate in this section to outline the predicted results in relation to the research questions and hypotheses based on the existing literature. Learners should refer to their course e-books, specifically the RES-866 e-book (Grand Canyon University, 2016), for more information on developing this chapter.

This section elaborates on the nature of the Research Design for the Study section from Chapter 1. It includes a detailed description of, and a rationale for, the specific design for the study and describes how it aligns to the selected methodology indicated in the previous section. GCU core designs for quantitative studies include descriptive/survey, correlational, causal-comparative, quasi-experimental, and experimental. GCU core designs for qualitative designs include case study, narrative, grounded theory, and phenomenological. Additionally, this section must describe why the selected design is the best option to collect the data to answer the research questions and test the hypotheses. Learners should refer to their course e-books (Grand Canyon University, 2015, 2016, 2017b), for more information on developing this section.

This section discusses the setting, the population of interest, target population, and study sample. Researchers should identify each of these explicitly within the section. The discussion of the sample includes the research terminology specific to the type of sampling for the study. This section should include the components listed in the criterion table.

1. State the computed minimum sample size, and

2. Provide the evidence, which would be one of the following:

a. G*Power output(s) of the sample size computation(s) for the statistical procedure(s) needed to answer the research questions;

This section fully identifies and describes the types of data that will be collected, as well as the specific research materials, instruments, and sources used to collect those data (tests, questionnaires, interviews, data bases, media, etc.). Discuss the specific research materials, instrument, or source to collect data for each variable or group for a quantitative study. Discuss the specific research materials, instrument(s), or source(s) to collect information to describe the phenomena being studied for a qualitative study. Use the “Instrumentation” heading for a quantitative study. Use the “Sources of Data” heading for qualitative research. Use the “Research Materials” heading is using materials for experiments other than instruments. Use appropriate APA level subheadings for each data collection instrument, sources, or research material and place a copy of all instruments and research materials in an appendix. For example, a subheading of “Sources of Data” might be “Interviews,” which should begin a new paragraph, and the term “Interviews” should be styled as Heading 3.

If you are using an existing instrument, make sure to discuss the characteristics of the instrument in detail. For example, on a preexisting survey tool describe: how the instrument was developed and constructed, the validity and reliability of the instrument, the number of items or questions included in the survey, the calculation of the scores, and the scale of measurement of data obtained from the instrument. Learners must also obtain all appropriate use permissions from instrument authors. Please note that GCU does not recommend developing or modifying instruments for quantitative studies and permission to do so must be obtained from the Assistant Dean.

For quantitative studies, distinguish between the validated instruments and the questions added by the researcher. The latter have to be justified as (1) data for one or more variables of interest in the study (included in the analysis), or (2) data needed for the sample profile (must be relevant to the topic), or (3) combination of both. Separate appendices required for each instrument; the validated instruments (or watermarked samples thereof) have to be accompanied by authors' or vendors' permission to use. Information required for quantitative validated instruments: (1) number and labels of scales (and subscales); (2) number or items per scale (and subscale); (3) type of scale/data (e.g., Likert scales produce technically ordinal data—ONLY SOME have a format that allows for APPROXIMATION to continuous data—required justification of approximation, with references); (4) method of data aggregation (e.g., for continuous scales: sum vs. mean vs. other mathematical formula).

For quantitative studies, describe the method of instrument administration. All instruments will be administered together, in a single session via online survey. If different instruments are administered separately to different participants, generate separate data files, establish the unit of analysis and create an identification for that as the key variable that will be used to merge the files—make sure to collect data for the key variable from all participants (include the key variable in all instruments).

If using research materials for an experiment for a quantitative study, discuss in detail not only the materials, but also the structure of the experiment or study. Describe all materials and how they will be used. Describe how the participant(s) interact with the materials during the experiment. In psychology and business, an experiment can be run to collect data for experimental, correlation and causal comparative designs. If using psychology data collection software tools such as e-Prime, learners should provide a copy of the software contract showing they are licensed to use the software. Validity and reliability of the experiment and materials must be argued using literature and similar studies.

For qualitative and quantitative studies, the learner often uses data sources other than instruments. These data sources may include databases, journals, participant drawings, photographs, documents, artifacts, and media. Additionally, learners will most likely develop their own interview or focus group guide, observation checklist, or other protocol when conducting a qualitative study. Therefore, learners must describe in detail the process used to develop the instrument, including the research, literature, theory or expert in the field used to develop and justify the questions. Additionally, learners must describe how the validity and reliability of the instrument was established, which often include expert panel review, member checking, field testing and/or pilot testing.

This section describes the four key elements that together serve to produce confidence in the research procedures and results of a qualitative study. These elements constitute the overarching concept of “trustworthiness.” The four elements are credibility, transferability, dependability, and confirmability. Credibility and transferability are the qualitative version of validity, and dependability and confirmability are the qualitative version of reliability.

Learners can start this discussion by (1) defining the concept (e.g., credibility), (2) identifying the “threats” (biases or weaknesses) inherent in their methodology (design, sampling, data collection procedures and sources of data/instruments, and data analysis), and (3) describing how they will minimize such threats (e.g., reflexivity for subjective bias in qualitative data analysis). The following are steps taken by a qualitative researcher to ensure the research is trustworthy, and are from Shenton (2004, p. 73), based on Guba’s (1981) four criteria for trustworthiness. The researcher should address as many as are applicable to the design selected.

Adoption of a well-established data collection plan.

Fundamental knowledge of naturalistic inquiry, which is the essence of naturalistic inquiry is that research is conducted in natural settings, that is, in settings where the participants live or engage in activities that are relevant to the phenomenon under study. (Armstrong, 2010; Lincoln & Guba, 1985)

Deep engagement, which means sufficient time is given to listen, document, and achieve saturation of data.

Member checking, which increases the authenticity of the final transcript.

Narrative truth, which means the researcher represents the authenticity of participants’ reflections, comments, stories, and perspectives.

Negative cases and rival explanations, which include evidence that does not fit the pattern that emerges during analysis, and provide explanation.

Researcher reflexivity, which is how the researcher maintain awareness about how results unfold, documenting emerging patterns. The researcher’s positionality or “reflective commentary:” allows researcher to clearly state the lens through which the social world is interpreted and discuss how the researcher’s background influences data collection and analysis (Lincoln & Guba, 1985).

Thick description, which is the context(s) of the participants be described in a rich and detailed manner.

Triangulation via use of different data collection methods, different informants, different locations

Researcher experience, which includes a description of background, qualifications, and experience of the researcher (researcher positionality)

Thick description that provides background data to establish context of study and detailed description of phenomenon in question to allow comparisons of the context can be made to other contexts. The greater the detailed description of the phenomena, the more meaningful the results may be when informing another context.to be made.

Sampling sufficiency, which refers both to the sample size and to the appropriateness of the sample, so that the participants experience the phenomena so that the data collected from them provide insight into the phenomena.

Audit trail, which is documentation of the inquiry process.

Evidence, which includes full transcripts, careful documentation of data gathering sessions, media (audiotapes, videotapes, documents, photographs) Employment of “overlapping methods.”

An in-depth methodological description that provides a comprehensible record of how data were collected and analyzed. Meticulous description increases soundness of study that can be useful for future studies.

Records of the data analysis process, which includes codebooks, how coding schemes were developed, documentation of initial codes secondary codes, categories, with multiple examples from the dataset (interview transcripts, observational records, focus group transcripts, for example).

Clear alignment of gap, problem statement, research questions, methodology, research design.

Peer debriefing, which includes consulting with mentors or experienced qualitative researchers to discuss and receive feedback on the study, prior to, during, and after the completion of the study.

Test the strength of the analysis and interpretation, which includes checking analysis and interpretation against documents, records, recordings (the dataset).

Coding, which is clear and well defined; the naming of patterns identified in the data; patterns can include stories, ideas, specific participant-offered terms, and phrases.

Providing ample evidence to support claims.

Intercoder reliability. The extent to which two researchers, coding data based on the same codebook (an inductively developed list of codes and their definitions) code the data in the same way.

Rival explanations and negative cases. Identify examples that do not fit a pattern that is emerging. These might indicate an alternative organizing scheme, or may be the exception that proves the rule (Creswell & Miller, 2000; Patton, 1999)

Researcher reflexivity, which is how the researcher maintain awareness about how results unfold, documenting emerging patterns. The researcher’s positionality or “reflective commentary:” allows researcher to clearly state the lens through which the social world is interpreted and discuss how the researcher’s background influences data collection and analysis (Lincoln & Guba, 1985).

In-depth methodological description to allow integrity of research results to be scrutinized.

Admission or statement of researcher’s beliefs and assumptions.*

Recognition of shortcomings in study’s methods and their potential effects.*

*These are covered in the assumptions and limitations sections of the dissertation.

This section describes and defends the procedures used to determine the validity of the data collected. Validity refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. Ask if what is being measured is what was set out to be measured. Researchers must be concerned with both external and internal validity. External validity refers to the extent to which the results of the study are generalizable (quantitative) or transferable (qualitative) to the population. Internal validity refers to the rigor with which the study was conducted (study design, theory instrumentation, measurements, etc.). For this section, provide specific validity statistics for quantitative instruments, identifying how they were developed. Explain specific approaches on how validity will be addressed for qualitative data collection approaches.

This section describes and defends the procedures used to determine the reliability of the data collected. Reliability is the extent to which an experiment, test, or any measuring procedure is replicable and yields the same result with repeated trials. For this section, provide specific reliability statistics for quantitative instruments, identifying how the statistics were developed. Explain specific approaches on how reliability will be addressed for qualitative data collection approaches.

This section details the entirety of the process used to collect the data. Describe the step-by-step procedures used to carry out all the major steps for data collection for the study in a way that would allow another researcher to replicate the study. Think of this section of Chapter 3 as a recipe, that needs to be carefully followed to produce the best possible study results (or “entrée”). Review the Criteria Table below for the exact requirements in this section. It is critical this section is clear, comprehensive, and details the exact steps used in the data collection process.

This section provides a step-by-step description of the procedures to be used to conduct the data analysis. The key elements of this section include the process by which raw data were prepared for analysis and then subsequently analyzed. Overall, be sure that the language used to describe the data analysis procedure is consistently used in Chapters 4 and 5.

This section should demonstrate adherence to the key principles of the Belmont Report (respect, justice and beneficence) in the study design, sampling procedures, and within the theoretical framework, research problem, and questions. Learners should clearly discuss how data will be stored, safeguarded, and destroyed, as well as how the results of the study will be published. This section should also reference IRB approval to conduct the research, which includes subject recruiting, informed consent processes, and the voluntary nature of study. Please see the Figure 2 below regarding IRB approval requirements. Additionally, the learner should identify the potential risks for harm that are inherent in the study, in lieu of just listing what they are doing to ensure confidentiality. Finally, the IRB approval letter with the protocol number, informed consent/subject assent documents, site authorization letter(s), or any other measures required to protect the participants or institutions, must be included in the appendices.

IRB Alert

Please be aware that GCU doctoral learners may not screen, recruit, or collect any data until they receive Institutional Review Board (IRB) approval and obtain a signed D-50 form. IRB review occurs after the proposal is approved by AQR and the proposal defense is completed. Learners are responsible for knowing, understanding, and following the IRB submission and review processes. Screening, recruiting participants, and collecting data in advance of IRB approval is a serious research ethical violation, with legal and federal regulatory implications to the University. If a learner chooses to screen or recruit study participants, or collects data in advance of obtaining IRB approval (IRB approval letter and D-50 form), s/he will be subject to serious academic disciplinary action by the Institutional Review Board and Code of Conduct committee. This may include collecting new data or requiring the learner to start over with a new research study. In addition, the Code of Conduct committee will issue a disciplinary action that may include warning, suspension, or dismissal from the program.

Note: Learners should NEVER proceed with any aspect of participant screening, recruiting, interacting with participants, or collecting data in advance of receiving the IRB approval letter and the signed D-50 form. The chairs and committee members are trained on these requirements; however, the learner is ultimately responsible for understanding and adhering to all IRB requirements as outlined in the University Policy Handbook and Dissertation Milestone Guide.

While Chapter 1 addresses the broad, overall limitations and delimitations of the study, this section discusses, in detail, the limitations and delimitations related to the research methodology and design and potential impacts on the results. The section also describes any limitations and delimitations related to the methods, sample, instrumentation, data collection process and analysis. Other methodological limitations and delimitations of the study may include issues regarding the study design, sample in terms of size, population and procedure, instrumentation, data collection processes, and data analysis. This section also contains an explanation of why the existing limitations are unavoidable and are not expected to affect the results negatively.

This section restates what was written in Chapter 3 and provides supporting citations for key points. The summary should demonstrate an in-depth understanding of the overall research design and analysis techniques. The Chapter 3 summary ends with a discussion that transitions the reader to Chapter 4.

The purpose of this chapter is to summarize the collected data, how it was analyzed and then to present the results. This section of Chapter 4 briefly restates the problem statement, the methodology, the research question(s), hypothesis(es) or phenomena, and then offers a statement about what will be covered in this chapter. Chapter 4 should present the results of the study as clearly as possible, leaving the interpretation of the results for Chapter 5. Make sure this chapter is written in past tense and reflects how the study was actually conducted.

This chapter typically contains the analyzed data, often presented in both text and tabular, or figure format. To ensure readability and clarity of findings, structure is of the utmost importance in this chapter. Sufficient guidance in the narrative should be provided to highlight the findings of greatest importance for the reader. Most researchers begin with a description of the sample and the relevant demographic characteristics presented in text or tabular format. Ask the following general questions before starting this chapter:

1. Is there sufficient data to answer each of the research question(s)/hypothesis(es) asked in the study?

1. Is there sufficient data to support the conclusions made in Chapter 5?

1. Is the study written in the third person? Never use the first person.

1. Are the data clearly explained using a table, graph, chart, or text?

Visual organizers, including tables and figures, must always be introduced, presented and discussed within the text first. Never insert them without these three steps. It is often best to develop all the tables, graphs, charts, etc. before writing any text to further clarify how to proceed. Point out the salient results and present those results by table, graph, chart, or other form of collected data.

This section of Chapter 4 provides a narrative summary of the population or sample characteristics and demographics of the participants in the study. It establishes the number of subjects, gender, age, education level or employee classification, (if appropriate), organization, or setting (if appropriate), and other appropriate sample characteristics (e.g., education level, program of study, employee classification, etc.). The use of graphic organizers, such as tables, charts, histograms and graphs to provide further clarification and promote readability, is encouraged to organize and present coded data. Ensure this data cannot lead to anyone identifying individual participants in this section or identifying the data for individual participants in the data summary and data analysis that follows.

For numbers, equations, and statistics, spell out any number that begins a sentence, title, or heading – or reword the sentence to place the number later in the narrative. In general, use Arabic numerals (10, 11, 12) when referring to whole numbers 10 and above, and spell out whole numbers below 10. There are some exceptions to this rule:

If small numbers are grouped with large numbers in a comparison, use numerals (e.g., 7, 8, 10, and 13 trials); but, do not do this when numbers are used for different purposes (e.g., 10 items on each of four surveys).

Numbers in a measurement with units (e.g., 6 cm, 5-mg dose, 2%).

Numbers that represent time, dates, ages, sample or population size, scores, or exact sums of money.

Numbers that represent a specific item in a numbered series (e.g., Table 1).

A sample table in APA style is presented in Table 1. Be mindful that all tables fit within the required margins, and are clean, easy to read, and formatted properly using the guidelines found in Chapter 5 (Displaying Results) of the APA Publication Manual 6.0 (2010). Comment by GCU: Each table must be numbered in sequence throughout the entire dissertation (Table 1, Table 2, etc.), or within chapters (Table 1.1, Table 1.2 for Chapter 1; Table 2.1, Table 2.2 for Chapter 2, etc.).

This section presents a description of the process that was used to analyze the data. If hypotheses or research question(s) guided the study, data analysis procedures can be framed relative to each research question or hypothesis. Data can also be organized by chronology of phenomena, by themes and patterns, or by other approaches as deemed appropriate according for a qualitative study.

This section, which is the primary section of this chapter, presents a summary and analysis of the data in a nonevaluative, unbiased, organized manner that relates to the research question(s) and/or hypothesis(es). List the research question(s) as they are discussed to ensure that the readers see that the question has been addressed. Answer the research question(s) in the order that they are listed for quantitative studies. Learners can organize data in several different ways for qualitative studies including: by research question, by themes and patterns, or by other approaches deemed appropriate for the study.

The results must be presented without implication, speculation, assessment, evaluation, or interpretation. Discussion of results and conclusions are left for Chapter 5. Refer to the APA Style Manual for additional lists and examples. In quantitative dissertations, it is not required for all data analyzed to be presented; however, it is important to provide descriptive statistics and the results of the applicable statistical tests used in conducting the analysis of the data. It is also important that there are descriptive statistics provided on all variables. Nevertheless, it is also acceptable to put most of this in the appendix if the chapter becomes too lengthy.

Required components include descriptive and inferential statistics. Descriptive statistics describe or summarize data sets using frequency distributions (e.g., to describe the distribution for the test scores in a class of 30 pupils) or graphical displays such as bar graphs (e.g., to display increases in a school district's budget each year for the past five years), as well as histograms (e.g., to show spending per child in school and display mean, median, modes, and frequencies), line graphs (e.g., to display peak scores for the classroom group), and scatterplots (e.g., to display the relationship between two variables). Descriptive statistics also include numerical indexes such as averages, percentile ranks, measures of central tendency, correlations, measures of variability and standard deviation, and measures of relative standing.

Inferential statistics describe the numerical characteristics of data and then go beyond the data to make inferences about the population based on the sample data. Inferential statistics also estimate the characteristics of populations and test hypotheses about population parameters using sampling distributions, estimation, or hypothesis testing. Table 2 presents example results of an independent t test comparing Emotional Intelligence (EI) mean scores by gender.

For qualitative studies, it is important to provide a complete picture of the constant comparative analysis conducted or of the coding pursued to arrive at a set of themes or conclusions about the subject. In qualitative studies, if thematic analysis is used, the questions to ask include the following:

1. What themes occur in interviews and field notes?

1. Does the study provide samples that the themes exist by using interviews or field notes?

1. What topics were mentioned most often?

1. What issues were most important to the people in the study?

1. How do the participants view the topic of research?

1. What kinds of relationships are apparent? (e.g., strict inclusion, cause-effect, function, sequence)?

1. How can the categories identified in the data be ordered into meaningful, grounded theories?

After completing the first draft of Chapter 4, ask these general questions:

1. Are the findings clearly presented, so any reader could understand them?

1. Are all the tables, graphics or visual displays well-organized and easy to read?

1. Are the important data described in the text?

1. Is factual data information separate from analysis and evaluation?

1. Are the data organized by research questions?

Chapter 4 can be challenging regarding mathematical equations and statistical symbols or variables. When including an equation in the narrative, space the equation as one would words in a sentence: x + 5 = a. Punctuate equations that are in the paragraph, as one would a sentence. Remember to italicize statistical and mathematical variables, except Greek letters, and if the equation is long or complicated, set it off on its own line.

Refer to the APA manual for specific details on representation of statistical information.

Basic guidelines include:

Statistical symbols are italicized (t, F, N, n)

Greek letters, abbreviations that are not variables and subscripts that function as identifiers use standard typeface, no bolding or italicization

Use parentheses to enclose statistical values (p = .026) and degrees of freedom t (36) = 3.85 or F(2, 52) = 3.85

Use brackets to enclose limits of confidence intervals 95% CIs [- 5.25, 4.95]

Make sure to include appropriate graphics to present the results. Always introduce, present, and discuss the visual organizers in narrative form. Never insert a visual organizer without these three steps.

A figure is a graph, chart, map, drawing, or photograph. Below is an example of a figure labeled per APA style. Do not include a figure unless it adds substantively to the understanding of the results or it duplicates other elements in the narrative. If a figure is used, a label must be placed under the figure. As with tables, refer to the figure by number in the narrative preceding the placement of the figure. Make sure a table or figure is not split between pages. Below is another example of a table that the characteristics of a servant leader. Comment by GCU: See 5.20-5.30 for details on correct APA style. Comment by GCU: You must reference tables and figures in the text prior to displaying the graphic.

This section provides a concise summary of what was found in the study. It briefly restates essential data and data analysis presented in this chapter, and it helps the reader see and understand the relevance of the data and analysis to the research question(s) or hypothesis(es). Finally, it provides a lead or transition into Chapter 5, where the implications of the data and data analysis relative to the research question(s) and/or hypothesis(es) will be discussed. The summary of the data must be logically and clearly presented, with the information separated from interpretation. For qualitative studies, summarize the data and data analysis results in relation to the research question(s). For quantitative studies, summarize the statistical data and results of statistical tests in relation to the research question(s)/hypothesis(es). Finally, provide a concluding section and transition to Chapter 5.

This section introduces Chapter 5 as a comprehensive summary of the study framework including a recap of the essential 10 strategic points of Chapters 1-3. It reminds the reader of the importance of the topic and briefly explains how the study intended to contribute to the body of knowledge on the topic. It further reminds the reader of the research question(s) and illustrates how the data analysis approach (not findings) reported in Chapter 4 aligns to answering the research questions. It informs the reader that conclusions, implications, and recommendations will be presented.

Chapter 5 is perhaps the most important chapter in the dissertation manuscript because it presents the researcher’s contribution to the body of knowledge. For many who read research literature, this may be the only chapter they will read. Chapter 5 typically begins with a summary of the essential points made in Chapters 1 and 3 of the original research proposal and includes why this topic is important and how this study was designed to contribute to the understanding of the topic. The remainder of the chapter contains a summary of the overall study, a summary of the findings and conclusions, recommendations for future research and practice, and a final section on implications derived from the study.

No new data should be introduced in Chapter 5; however, references should be made to findings or citations presented in earlier chapters. The researcher can articulate new frameworks and new insights. The concluding words of Chapter 5 should emphasize both the most important points of the study, study strengths and weaknesses, and directions for future research. This should be presented in the simplest possible form, making sure to preserve the conditional nature of the insights.

This section of Chapter 5 is organized by research question(s)/hypothesis(es), and it conveys the specific findings of the study. The section presents conclusions made based on the data analysis and findings of the study and relates the findings back to the literature, significance of the study in Chapter 1, Advancing Scientific Knowledge in Chapter 1. Significant themes/ findings are compared and contrasted, evaluated, and discussed in light of the existing body of knowledge. The significance of every finding is analyzed and related to the significance section and advancing scientific knowledge section of Chapter 1. Additionally, the significance of the findings is analyzed and related back to Chapter 2 and ties the study together. The findings are bounded by the research study parameters described in Chapters 1 and 3, are supported by the data and theory, and directly relate to the research question(s). No unrelated or speculative information is presented in this section. This section of Chapter 5 should be organized by research question(s), hypothesis(es), theme, or any manner that allows summarizing the specific findings supported by the data and the literature. Conclusions represent the contribution to knowledge and fill in the gap in the knowledge. They should also relate directly to the significance of the study. The conclusions are major generalizations, and an answer to the research problem developed in Chapters 1 and 2. This is where the study binds together. In this section, personal opinion is permitted, as long as it is backed with the data, grounded in the research methods and supported in the literature.

This section should describe what could happen because of this research. It also tells the reader what the research implies theoretically, practically, and for the future.

Additionally, it provides a retrospective examination of the theoretical framework presented in Chapter 2 considering the dissertation’s findings. A critical evaluation of the strengths and weaknesses of the study and the degree to which the conclusions are credible given the methodology, research design, and data, should also be presented. The section delineates applications of new insights derived from the dissertation to solve real and significant problems. Implications can be grouped into those related to theory or generalization, those related to practice, and those related to future research. Separate sections with corresponding headings provide proper organization.

This section allows the learner to add recommendations for future study based on the results of their authentic dissertation research. In this section, summarize the recommendations that result from the study. Each recommendation should be directly linked to a conclusion.

Armstrong, J. (2010). Naturalistic inquiry. In N. J. Salk (Ed.), Encyclopedia of research design (pp. 880-885). Thousand Oaks, CA: SAGE. Comment by GCU: After completing the Reference list, it is important to cross-reference the in-text citations with the items in the Reference list to be certain that all in-text citations are in the Reference list and all items in the Reference list have an in-text citation. Using the Ctrl-F function helps to search for references within the dissertation.

Barzun, J., & Graff, H.F. (1992). The modern researcher: A classic work on research and writing completely revised and brought up to date. San Diego: Harcourt Brace Jovanovich.

Brands, H. W. (2000). The first American: The life and times of Benjamin Franklin. New York: Doubleday.

Calabrese, R. L. (2006). The elements of an effective dissertation & thesis: a step-by-step guide to getting it right the first time. Lanham, MD: Roman & Littlefield Education.

Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191.

Faul, F., Erdfelder, E., Buchner, A., & Lang, A.-G. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41, 1149-1160.

Grand Canyon University. (Ed.). (2015). GCU doctoral research: Foundations and theories. Phoenix, AZ. Retrieved from http://lc.gcumedia.com/res850/gcu-doctoral-research-foundations-and-theories/v1.1/#/home

Grand Canyon University (Ed.). (2016). GCU doctoral research: Quantitative and qualitative research concepts. Phoenix, AZ. Retrieved from: http://lc.gcumedia.com/res866/gcu-doctoral-research-quantitative-and-qualitative-research-concepts/v1.1/#/home

Grand Canyon University. (2017a). GCU doctoral research: Advanced qualitative research methods. Phoenix, AZ. Retrieved from: http://lc.qa.gcumedia.com/res855/gcu-doctoral-research-advanced-qualitative-research-methods/v1.1/#/home

Grand Canyon University. (2017b). GCU doctoral research: The dissertation process. Phoenix, AZ. Retrieved from: http://lc.gcumedia.com/res885/gcu-doctoral-research-the-dissertation-process/v1.1/#/home

Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29, 75–91.

Guest, G., Bunce, A., Johnson, L. (2006). How many interviews are enough? An experiment with data saturation and variability. Field Methods 18(1), 59-82

Hacker, D., Somers, N., Jehn, T., & Rosenzweig, J. (2008). Rules for writers. Boston, MA: Bedford/St. Martin's.

Laub, J. (1999). Assessing the servant organization: Development of the servant organizational leadership assessment (SOLA) instrument (Doctoral Dissertation, Florida Atlantic University). Available from ProQuest Dissertation and Theses Database. (UMI No. 9921922)

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: SAGE

Krysik, J.L & Flynn, J. (2013). Research for effective social work practice (3rd Ed.). New York: Routledge.

Mason, M. (2010). Sample size and saturation in PhD studies using qualitative interviews. Forum: Qualitative Research 11(3).

Nock, A. J. (1943). The memoirs of a superfluous man. New York: Harper & Brothers.

Publication Manual of the American Psychological Association. (2010). Washington, DC: American Psychological Association. (6th edition) (ISBN 10: 1-4338-0559-6; ISBN 13: 978-1-4338-0561-5; ISBN 10: 1-4338-0561-8). Comment by GCU: NOTE: If the author is not named, list the reference by the title.

Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63-75.

Strunk, W. I., & White, E.B. (1979). The elements of style. New York: Macmillan Publishing, Inc.

This is a required Appendix for Level 2 and Level 5 Reviews.

For purposes of confidentiality, this will be removed prior to Dean’s signature and the following text will be inserted:

Site authorization(s) on file at Grand Canyon University.

This is not the D-form! Use the approval letter that you received upon IRB approval.

This Appendix is required in the full dissertation only.

This is a required Appendix. The text to the informed consent that will be provided to learners after IRB approval (at proposal stage), or the text of informed consent that was provided (without signatures) at dissertation stage, should be attached here.

This is a required Appendix.

Required for both proposal and dissertation:

Proposal must include the a priori computation of the sample size;

The dissertation must include the a priori computation of sample size, and, if the recruited sample size is smaller than the a priori sample size, it must also include a post hoc computation of the effect size at power level 0.80.

Include a screen shot (graphic image) of the G*Power output.

Additional appendices may include statistical results, interview transcripts, raw data (as appropriate), or other critical information pertinent to the dissertation. Consult with the chair on additional appendices appropriate for the dissertation.

GCU Dissertation Template V8.3 01.18.18