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Action Research Dissertation

Handbook School of Public Service Leadership and School of Nursing and Health

Sciences

Version 2.0 Effective July 2017

Capella University

225 South Sixth Street, Ninth Floor

Minneapolis, MN 55402

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TABLE OF CONTENTS

Table of Contents .................................................................................................... 3

Introduction ............................................................................................................ 5

CHAPTER 1: OVERVIEW OF THE DISSERTATION PROCESS .................................... 5 Doctoral Program Coursework ................................................................................ 6 Dissertation Courseroom ......................................................................................... 6 ePortfolio ................................................................................................................ 6 Dissertation Milestones ........................................................................................... 6

CHAPTER 2: UNDERSTANDING THE DISSERTATION .............................................. 7 Defining the Dissertation ........................................................................................ 7 Acceptable Methods ................................................................................................ 8

CHAPTER 3: MENTEE, MENTOR, AND COMMITTEE ROLES AND

RESPONSIBILITIES ................................................................................................ 9 Role of Dissertation Mentee .................................................................................... 9 Role of the Dissertation Mentor ............................................................................... 9 Mentor-Mentee Relationship ................................................................................. 10 Role of the Dissertation Committee ....................................................................... 10

CHAPTER 4: UNDERSTANDING THE DISSERTATION MILESTONES ...................... 12 Milestone 1: Research Ethics Education Completion .............................................. 12 Milestone 2: Topic Approval .................................................................................. 12 Milestone 3: Mentor Approved Research Plan (SMART form) ................................ 12 Milestone 4: Committee Approved Research Plan (SMART form) .......................... 13 Milestone 5: School Approved Research Plan (SMART form) ................................. 13 Milestone 6: Institutional Review Board (IRB) Approval ....................................... 13 Milestone 7: Pre-Data Collection Call ..................................................................... 13 Milestone 8: Mentor Approved Chapters 1-4* ........................................................ 13 Milestone 9: Mentor Approved Chapter 5 and Final Dissertation* ......................... 14 Milestone 10: Committee Approved Dissertation ................................................... 14 Milestone 11: School Approved Dissertation ......................................................... 14 Milestone 12: Format Editing Completed ............................................................... 14 Milestone 13: Final Conference Call ....................................................................... 15 Milestone 14: Final Manuscript Approved .............................................................. 15 Milestone 15: Manuscript Submitted for Publication ............................................. 15 Milestone 16: Dean’s Final Manuscript Approval ................................................... 15

CHAPTER 5: ADMINISTRATIVE REQUIREMENTS .................................................. 16 University Policies ................................................................................................. 16 Doctoral Manual .................................................................................................... 16

CHAPTER 6: DISSERTATION SUCCESS AND SUPPORT SERVICES ........................ 17 Dissertation Success ............................................................................................. 17 Advisors ................................................................................................................ 17

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CHAPTER 7: ADDITIONAL RESOURCES ................................................................ 18 Dissertation Research ........................................................................................... 18

Acceptable Methods Document ............................................................ 18 Dissertation Writing Template ............................................................. 18 Scientific Merit Information ................................................................. 18

IRB Resources ....................................................................................................... 19 IRB Process Resources ........................................................................ 19

Format Editing Guidelines ..................................................................................... 19 APA ...................................................................................................... 19 Dissertation Format Guidelines ............................................................ 19 Writing and Revising Toolkit ................................................................ 19

Library .................................................................................................................. 20 TurnItIn ................................................................................................................ 20

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INTRODUCTION

This manual is intended to support learners and faculty at Capella University in

understanding the Action Research dissertation process. It provides an overview of the

Action Review dissertation process and outlines sixteen milestones by which learners fulfill

the academic and administrative requirements for the professional doctorate degree at

Capella University. The manual also describes in broad terms the roles and responsibilities

of the learner, the mentor, the dissertation committee members, and the university support

staff.

Learners are responsible for the requirements detailed in this manual as well as for

requirements of their specialization. Information concerning specific requirements for

dissertation, guidance for writing the dissertation, and additional resources to support the

dissertation process is located in the dissertation courseroom.

Learners should be aware that the contents of this manual are subject to change. Learners

are responsible for ensuring that their dissertations meet the guidelines outlined in the

current version of the dissertation manual. Learners are encouraged to remain aware of

updates to this manual as they continue through the dissertation process.

CHAPTER 1: OVERVIEW OF THE DISSERTATION PROCESS

As an institution, Capella University’s mission and philosophy has always been to extend

access to high quality education with a clear focus on the learner and learning. Our scholar-

practitioner model emphasizes the importance of connecting theory and practice and offers

a constructivist synergy: the experiences that learners bring to their studies are the

platform on which new knowledge can be built through dialogue and scholarly activity. The

process of “becoming doctoral” represents a historically rich tradition of transitioning from

being a consumer of knowledge to exploring one’s own character, intellectual capacity,

intelligences, identity, habits of mind, and overall developmental formation as an emergent

knowledge producer.

For a novice researcher, the action research dissertation experience represents a process

that emphasizes learner development and growth as a reflective scholar-practitioner. The

dissertation process has been designed to provide you an opportunity to train as a

researcher and to learn the knowledge, skills and thought process necessary to conduct

action research. Further, the dissertation serves to demonstrate your mastery of a

discipline’s knowledge base, acquired professional skills and competencies, and aptitude in

doing action research in the future.

In engaging this endeavor, you enter the research phase of your program and are dedicated

to developing a dissertation that 1) contributes to society by improving or changing a

practice, 2) utilizes evidence to document need for change and 3) meets Capella

University’s hallmarks of good research.

The dissertation is the culminating event of the professional doctorate program at Capella

University. Your doctoral coursework helps prepare you for collaborative research and

writing skills that goes into a dissertation.

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Doctoral Program Coursework

Doctoral Program Coursework provides the competency framework for each professional

doctorate program. While in courses, doctoral learners should become familiar with relevant

theories and research methods in their program. As learners progress through their

coursework they are building the skills necessary for action research. Having completed

their coursework, learners should be comfortable with the differences between qualitative

and quantitative analysis, and understand the strengths and limitations of each. Learners

should also understand key concepts and definitions related to research epistemology and

recognize how problems in the field have been measured and analyzed.

Dissertation Courseroom

The dissertation learner will be placed in a dissertation courseroom. The mentor will be

assigned as the courseroom instructor. Learners will use the courseroom as their main point

of contact with their mentor and with other learners in the dissertation process. Individual

mentors will differ in their management of the courseroom; learners should contact their

mentors or academic advisors with questions.

Learners are encouraged to network with their learner peers in the courseroom, as this is an

excellent source of support during the Action Research dissertation process. One of the

most commonly cited benefits of the academic community fostered in the courseroom is

networking among learners. Learners are strongly encouraged to interact with their peers

by offering and accepting feedback.

ePortfolio

It is highly recommended that dissertations are saved in the electronic portfolio (ePortfolio)

provided by Capella. Dissertation learners should save drafts, assignments, forms, and

other artifacts to their ePortfolio to verify successful completion of their dissertation

milestones. The ePortfolio travels with a learner from quarter to quarter, and can be

updated at any time.

Complete information regarding the use and management of ePortfolio can be found on

Campus iGuide: ePortfolio

Dissertation Milestones

Every Action Research dissertation is unique, but the process of creation moves through a

similar sequence of steps. Capella refers to these steps as milestones. Progress in the

Dissertation is measured by progress through these steps.

Timelines for completing each Dissertation Milestone vary as learners progress through the

dissertation at different rates. The speed of progress depends on the nature of the research

plan and how quickly, carefully, and effectively the learner applies academic and research

competencies to completion of Dissertation Milestones.

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CHAPTER 2: UNDERSTANDING THE DISSERTATION

Defining the Dissertation

The purpose of Action-oriented studies is to bring about change or improvement in the area

of the problem. In action research, methodology is designed to solve the problem rather

than test a hypothesis.

The Action Research dissertation is a scholarly document intended to demonstrate the

research competence of the author and to produce greater understanding of cultural, social,

psychological, or physical phenomena. It is written in the formal language and style of its

discipline or field of study, and it results from a comprehensive, logical, and ethical

investigation. The Action Research dissertation is the documentation of a study that involves

change or improvement of a problem or concern with an organization or within a

community. It is supported by published research and involves the acquisition, analysis, and

interpretation of new data. In some instances, extant data is appropriate for reanalysis. A

dissertation study is based on the assumption that there exists one or more of these

elements:

 An external reality that can be sampled, observed, measured, and analyzed

 An internal phenomenological reality that can be described in sufficient detail by the

person experiencing it

 A social or organizational reality that can be derived by examination of its structure

or communicated through its participants’ reports

Regardless of the underlying assumption, the Action Research dissertation should address

an important problem that is feasible to study within the learner’s field. The dissertation

study must be carried out through the application of accepted methods and procedures

appropriate to the stated problem. The dissertation is not just descriptive; it has to have a

sound or well-developed conceptual basis that leads to the question(s) under investigation.

This basis serves as the origin for conclusions and inferences that lead to further research,

to enhanced theoretical understanding, and to recommendations for community or

organizational improvement.

Finally, the dissertation is an expression of the highest level of critical thought and is

expected to be a substantive contribution to the theory or practice of its discipline or field of

study. The quality of the final draft of the dissertation will be appropriate for publication.

Capella University recommends a five-chapter dissertation, but allows for variation when

warranted. The specific organization of any dissertation is at the discretion of the learner in

consultation with the mentor and by approval from the committee. The five recommended

chapters are as follows:

 Chapter 1. Introduction and Statement of the Problem

 Chapter 2. Literature Review

 Chapter 3. Methodology

 Chapter 4. Data Analysis and Results

 Chapter 5. Conclusions and Recommendations

These five chapters are preceded by a series of introductory sections that are collectively

known as front matter. Front matter includes the title page, copyright page, abstract,

dedication, acknowledgments, table of contents, list of tables, and list of figures. The

inclusion of some of these sections, such as the copyright, dedication, and

acknowledgments, is at the discretion of the learner. Others, such as the list of tables and

list of figures, are dependent on their presence in the manuscript.

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A dissertation also includes a collection of supporting materials following the presentation of

the main text. These materials are collectively known as end matter, which consists of

materials outside the main body of the document that may furnish useful references to the

reader. The end matter may include, but is not limited to, references and appendixes.

More information concerning contents and structure of each chapter of the dissertation can

be found in the appendix.

Acceptable Methods

Types of dissertation research methods at Capella follow closely those found in the scholarly

literature of learners’ disciplines or fields of study. Learners begin dissertation with the

development of a research plan, also called the Scientific Merit Action Research Template

(SMART). Learners select and defend a research topic, question, design, and methodology.

Selection of an appropriate topic, question, design, and method must be defensible on an

academic basis rather than on a personal preference.

Research methods focus on the choice of information and tend to follow two lines of inquiry:

deductive and inductive reasoning. Quantitative methods, those that present their results in

the form of numbers, are typically confirmatory or deductive. Qualitative methods, those

that present their results in the form of words or themes, tend to be exploratory, and use

deductive reasoning. Mixed methods, those that present their results in both numbers and

words, reflect a current trend in research that addresses the shortfalls in one design, such

as the reductionist nature of quantitative methods, by drawing on the strengths of the

other, such as a content analysis of responses to open-ended questions. More information

about acceptable methods can be found in the Acceptable Methods Documents for Action

Research.

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CHAPTER 3: MENTEE, MENTOR, AND COMMITTEE ROLES AND

RESPONSIBILITIES

Carrying out an Action Research dissertation project is not an effort of the learner working

independently. Doctoral learners work under the supervision of their mentors, dissertation

committee members, and other faculty who have expertise conducive to the success of the

dissertation. For example, some faculty members have strong skills in research design and

data analysis, while other faculty members are subject matter experts. In the end, however,

learners are solely responsible for the quality and integrity of all aspects of their

dissertation.

Role of Dissertation Mentee

Upon entering the dissertation phase of the doctoral program, the dissertation learner

transitions to the role of mentee—an individual engaged in professional research who works

with a faculty mentor to complete each of the dissertation milestones.

Mentees are expected to:

 Apply understanding about the research process in completion of each dissertation

milestone

 Use Capella dissertation resources to develop a research plan and dissertation

manuscript that aligns with school and University requirements

 Dive deeply into the scholarly study of the literature, applying the skills and

competencies accrued as a professional doctorate learner

 Keep the principles of the ethical conduct of research at the forefront of research

design and implementation

 Assess personal understanding of the research process and discuss areas of concern

as well as researcher strengths with the mentor

 Seek referral information from the mentor and other academic support experts to

address gaps in research knowledge and understanding

 Actively engage in seeking information about the dissertation process; Learn about

the milestone sequence and map milestone deliverables to a personal dissertation

plan

 Engage regularly with mentor in the dissertation courseroom and adhere to

expectations regarding frequency of communication, and the timelines for

assignments and deliverables

Role of the Dissertation Mentor

Each dissertation learner works with a faculty mentor to progress through the dissertation

completion process. The mentor’s role is a combination of leadership and collaboration,

direction and facilitation, coaching and challenging. The mentor role is dedicated to

providing the mentee with the guidance and support that allows the mentee to consistently

make progress toward dissertation completion.

Mentors are expected to:

 Provide research process guidance and direction throughout the dissertation process

 Advise mentees about research plan requirements that ensure alignment with ethical

conduct of research and school requirements. For example, mentors remind mentees

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about the tenets of ethical research design and when necessary, require changes to

a research design to ensure that these tenets are honored

 Direct mentees to resources available at Capella. Such referral may include

University resources found on Campus iGuide or school-specific resources

 Collaborate with mentees to promote consistent progress in milestone completion.

For example, many external factors can influence how a mentee progresses toward

milestone completion. The mentor, however, consistently follows up with mentees to

assess progress, help the mentee redirect focus, or to set due dates for deliverables

 Provide critical feedback in a respectful, yet direct, manner on dissertation

deliverables

 Engage regularly with mentees in the dissertation courseroom and establish

expectations with mentees regarding frequency of communication, regular check-ins,

and mentor initiated contact to evaluate progress, provide feedback, and offer

supportive guidance

Mentor-Mentee Relationship

The dissertation is a scholarly research study completed by the mentee with the guidance,

support and direction of the mentor. This working relationship is focused on one goal: the

mentee’s completion of the dissertation. As each step in the dissertation development

process is initiated, the mentee produces deliverables for mentor review and critique. As

mentor feedback is returned, the mentee uses that guidance to clarify, strengthen, and

finalize each dissertation element. It is this back and forth, iterative process that forms the

backbone of the mentor-mentee relationship.

Key assumptions form the infrastructure for this pivotal working relationship:

 Mentee and mentor each bring specific competencies, skills and knowledge to the

research study development collaboration. For example, mentees focus on a

particular area of research interest while mentors provide guidance and direction to

develop the research plan and dissertation

 Mentees are independent researchers using the guidance, coaching, direction, and

support provided by the mentor to complete dissertation milestones

 Mentors and mentees work together to ensure that communication channels are

used and kept in good working order. For example, confusion or lack of clarity about

expectations of mentors or mentees signals a need to discuss solutions in a timely

manner

 Both mentor and mentee are committed to upholding the ethical principles for the

conduct of research as integral to the dissertation process. This includes discussions

about ethics as the research plan is developed or as part of the research

implementation stage of the research study

 Mentees recognize that the mentor has experience in dissertation completion, has

expertise that the mentee can benefit from, and based on this, values and uses the

advice provided as the dissertation development process unfolds.

Each mentor-mentee relationship is characterized by nuances of personality. As this

relationship is formed, its effectiveness and maintenance requires a commitment on the part

of both mentor and mentee to open, clear and consistent communication.

Role of the Dissertation Committee

The dissertation committee reviews and approves the topic and SMART form, guides the

research, approves the final dissertation, and participates in the required conference calls.

The committee provides timely and competent guidance to you throughout the dissertation

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research and writing process. The dissertation committee has overall responsibility for

providing content, technical, organizational, ethical, and administrative guidance for you

throughout the dissertation process. The dissertation committee members work

collaboratively with the mentor (committee chair) to guide you as you continue to develop

and strengthen your advanced academic skills to conduct a study for the dissertation.

Committee members evaluate the dissertation SMART form and manuscript to ensure that

the work meets rigorous academic standards for quality and you meet the guidelines for

ethical research, academic honesty, and academic writing and presentation.

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CHAPTER 4: UNDERSTANDING THE DISSERTATION MILESTONES

There are sixteen dissertation milestones that need to be documented before a learner

completes the dissertation process. The first milestone can be completed prior to the

completion of coursework. The rest of the milestones begin after coursework is completed

and a committee has been assigned.

Milestone 1: Research Ethics Education Completion

Overview: Completing research ethics training prepares dissertation learners to design a

Research Plan that aligns with current ethical standards of research. In Milestone 1, learners

complete a Human Subjects Research Course available through the Collaborative

Institutional Training Initiative (CITI). The course, consisting of 11 online modules, provides

basic information on the ethical principles and federal regulations that protect human

participants in research. You may be required to take additional modules depending on the

nature of your proposed research. Optional modules are available after you complete the

basic course.

Completion of CITI training ensures that researchers understand key concepts such as

research misconduct, informed consent and conflict of interest. CITI modules may be

reviewed and quizzes retaken as many times as needed until a passing score is obtained. A

minimum score of 85 percent correct overall is required for researchers to obtain a

certificate of completion for the CITI modules. Submission of a CITI Completion Report is

required for completion of this Milestone.

Importance: Completing your research ethics training prepares you to design a Research

Plan (SMART form) that aligns with current ethical standards of research.

Milestone 2: Topic Approval

Overview: Submit your research topic first to your mentor for feedback and suggestions.

Your mentor will then submit the Topic Approval section of your Research Plan/SMART form

to the Doctoral Success Center (DSC). The DSC sends the Topic Approval section of your

Research Plan/SMART form to your school’s designee for review.

Importance: It is important that there is alignment between the learner’s specialization and

topic. The topic also must be a feasible action research dissertation that takes into

consideration the learner/mentor resources, time constraints, the learner’s ability to obtain

the sample, etc.

Milestone 3: Mentor Approved Research Plan (SMART form)

Overview: Complete the rest of your SMART form and submit to your mentor for feedback

and approval. Your plan may require multiple iterations before mentor approval is obtained.

Submit the full SMART form to your mentor for feedback and final approval. Once your

mentor approves the SMART form, Milestone 3 is marked complete.

Importance: Your SMART form specifically addresses all aspects of your proposed study and

will be the outline of your dissertation research. The SMART form is the foundation of your

study.

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Milestone 4: Committee Approved Research Plan (SMART form)

Overview: For Milestone 4, your mentor shares the approved SMART form with your

dissertation committee for review, feedback, and approval. Your plan may require multiple

iterations before final approval from the dissertation committee is obtained. Once your

committee approves your SMART form, Milestone 4 is marked complete.

Importance: This step informs the committee of your proposed SMART form, and provides

the committee with an opportunity to ask questions and offer input to your work.

Milestone 5: School Approved Research Plan (SMART form)

Overview: For Milestone 5, your mentor submits your mentor and committee-approved

SMART form to the DSC, which forwards it to the specialization’s Chair Designee. Once the

Chair Designee has approved your SMART form, Milestone 5 is marked complete.

Importance: A demonstration of scientific merit in all SMART forms is a necessary condition

for IRB approval.

Milestone 6: Institutional Review Board (IRB) Approval

Overview: The Institutional Review Board (IRB) ensures that the rights of human research

participants are respected. Three documents are essential to determining whether research

procedures are aligned with current ethical standards: the Belmont Report, the Code of

Federal Regulations 45 part 46 (aka the Common Rule), and the Capella Policies regarding

Research.

Importance: Developing research procedures that comply with ethical and legal standards is

critical to your development as a researcher. Researchers are responsible for adhering to

these national standards as well as the specific research guidelines for their discipline.

Ignorance is no excuse for the violation of human rights, and all researchers are responsible

for policing their respective disciplines where research is conducted.

Milestone 7: Pre-Data Collection Call

Overview: For Milestone 7, coordinate and complete your pre-data collection conference

call.

Importance: The pre-data collection conference call is an opportunity for you to present

your approved SMART form, ensure that both you and your committee understand the

proposed methodology, and provide an opportunity for the committee to offer any guidance

before you begin your data collection.

Milestone 8: Mentor Approved Chapters 1-2

Overview: For Milestone 8, complete and submit your Dissertation Chapters 1 and 2 to your

mentor. Your mentor provides guidance through this iterative process.

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Importance: It is important to complete Chapters 1 and 2 in coordination with your mentor.

Chapter 1 is essential in outlining the full background for your study. Chapter 2 is a

comprehensive literature review supporting your research.

Milestone 9: Mentor Approved Chapters 3- 5 and Final Dissertation*

Overview: The purpose of Chapter 3 of your dissertation is to explain and justify the choice

of research design, data collection and analysis, and detail the steps of the research design.

Data analyses and results are presented in Chapter 4. In Chapter 5, you must evaluate your

work, provide personal insight into, and interpret the results of your study.

Importance: Chapters 3. 4, and 5 represent the final stages before your completed work is

submitted to the dissertation committee for review. Your critical thinking skills, research

sophistication, and mastery of the content area of the dissertation topic are qualities that

define your doctoral level training.

Milestone 10: Committee Approved Dissertation

Overview: For Milestone 10, your mentor approves and submits your dissertation to the

committee for approval.

Importance: Throughout the dissertation process, your committee guides your work through

an iterative process. At this time, you confer with your mentor to address committee

feedback.

Milestone 11: School Approved Dissertation

Overview: For Milestone 11, your mentor submits your approved dissertation to the school

for approval.

Importance: All dissertations are required to have school level approval. At this time, you

confer with your mentor to address school feedback.

Milestone 12: Doctoral Publications Review

Overview: For Milestone 12, the Doctoral Success Center submits your school-approved

dissertation to the Doctoral Publications team (formerly known as the Format Editing team)

for a thorough review to ensure the document aligns with Capella’s form and style

guidelines and meets the standards for publication. The Doctoral Publications team is

responsible for reviewing your dissertation to identify revisions needed prior to publication.

You are responsible for working with your mentor to make the required revisions.

Importance: The Doctoral Publications Review (former known as Format Editing review)

must be completed before scheduling your final conference call with your committee.

Following the review, you confer with your mentor to make required revisions to your

dissertation manuscript.

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Milestone 13: Final Conference Call

Overview: For Milestone 13, coordinate and complete your final conference call. Any

remaining issues with the dissertation must be addressed prior to scheduling the call. The

conference call may result in suggestions for future research or other aspects of the

dissertation being added to the document.

Importance: The dissertation completion conference call is the forum for you to share the

completed dissertation with the academic community. The dissertation completion

conference call is an opportunity for you to present your research, collaborate with the

members of the committee, and create new possibilities for future research.

Milestone 14: Final Manuscript Approved

Overview: For Milestone 14, submit your manuscript for final mentor approval. Milestone 13

involved your Final Conference Call with your dissertation committee. In the final conference

call, you may have received feedback from the committee regarding revisions. In addition

you might have feedback from both Milestone 11 and 12 that still needs to be addressed.

Incorporate any revisions into the final manuscript for your mentor’s final approval.

Importance: Completing Milestone 14 is the final step before your manuscript is submitted

for publication in Milestone 15. The document must be correctly formatted and accurate!

Once published, your dissertation becomes a permanent and public record of your

scholarship.

Milestone 15: Manuscript Submitted for Publication

Overview: Upon completion of Milestone 14, The DSC is notified and sends you instructions

for submitting your manuscript for publication.

Importance: Publication to ProQuest Dissertations & Theses is required for the Dean’s Final

Approval.

Milestone 16: Dean’s Final Manuscript Approval

Overview: For Milestone 16, submit your manuscript for dean approval.

Importance: When the manuscript is ready for publication, Capella facilitates a final review

of the dissertation for approval by the school’s dean. This is an internal process and does

not require action from either the mentor or the learner. It is important that you access

your school-specific resources using the links below.

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CHAPTER 5: ADMINISTRATIVE REQUIREMENTS

Information related to Academic Standing and Satisfactory Academic Progress during the

dissertation is located in the University Doctoral Manual and in University Policy 3.01.10

Doctoral Learners.

University Policies

Capella University recognizes that the completion of a doctoral degree requires the

demonstration of unique competencies not present in other degree levels. This policy

outlines and defines the procedures and requirements of these program components

necessary for doctoral degree conferral. For more information on this policy, refer to

University Policy 3.01.10 Doctoral Learners.

In addition, you are required to adhere to the Academic Honesty and Research Misconduct

policies. It is important that you familiarize yourself with these policies in ensure adherence.

Doctoral Manual

This document is a resource learners should consult throughout their doctoral studies and a

companion to Capella’s University Catalog and university policy. All doctoral-level degrees

are represented and organized by degree program. Each section indicates which

components are required for a learner’s degree program, helping learners proactively

navigate its specific requirements. Procedural information related to each degree program’s

components and references to other key information will help learners avoid bumps in the

road. For more information, refer to the Capella University Doctoral Manual.

Pertinent policy information: Per university policy 3.01.04 Academic Standing, learners who

fail to meet these standards are no longer considered to be in good academic standing and

may be administratively withdrawn from their degree program. Learners who are

administratively withdrawn from their degree program have the right to appeal. For more

information regarding opportunities to repeat courses, see university policy 2.02.02 Course

Registration.

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CHAPTER 6: DISSERTATION SUCCESS AND SUPPORT SERVICES

Dissertation Success

By the time learners complete the Action Research dissertation, they will be collaborative

doctoral researchers who regularly build on a foundation of theory and experience that

contributes to their fields. A common challenge learners may face is staying motivated and

connected with their advisor and mentor. Learners should visit the dissertation courseroom

on a weekly basis. This way, learners will be creating a dialogue with their mentor. At times,

learners might feel discouraged and need additional academic or personal support. It is

critical that learners ask for help when they need it.

Learners have developed the study skills and critical thinking necessary to reach this point,

but now they might need to modify them to get through the last part of the program. To

support their success in the dissertation, learners should:

 Understand the requirements of the Action Research dissertation

 Understand the dissertation process

 Remain in frequent contact with their mentor and advisor

 Make use of the dissertation courseroom

 Utilize the many resources available to support their work in the dissertation.

There are many helpful resources located in the dissertation courseroom and on Campus

iGuide. Visit the following pages for more information:

https://campus.capella.edu/web/doctoral-programs/professional/dha

https://campus.capella.edu/web/doctoral-programs/professional/dpa

https://campus.capella.edu/web/doctoral-programs/professional/drph

https://campus.capella.edu/web/doctoral-programs/professional/dsw

Advisors

The advising staff provides learners with direction in achieving their educational goals. The

best way for learners and mentors to contact the Dissertation Advising team or an individual

advisor is by emailing [email protected]. Learners and mentors may also phone 1-888-

CAPELLA (1-888-227-3552) option 2.

Learners should be prepared to schedule an appointment outside of quarter start to address

complex issues. While advisors work hard to be responsive, they are not always able to

provide an immediate response.

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CHAPTER 7: ADDITIONAL RESOURCES

Dissertation Research

Capella University promotes excellence in research through a commitment to ethical

principles for the responsible conduct of research. Ensuring the highest standards and

protecting the rights and welfare of human research participants is a shared responsibility.

You will find many helpful resources located in the courseroom and on Campus iGuide.

These resources will help you with designing, reviewing, conducting, and sharing research.

Acceptable Methods Document

This document identifies and describes research methods and research designs that are

acceptable for Action Research dissertations. An acceptable Action Research Dissertation is

an original research study that is designed to bring about change or improvement in the

area of the problem. Be sure to refer to the Acceptable Methods for Action Research.

Dissertation Writing Template

Doctoral learners must use the writing template that corresponds to their school and

program. The Dissertation Format Guidelines also should be used in conjunction with the

writing template. Available on Campus iGuide at Research in Your School

Scientific Merit Information

Scientific Merit is intended to make sure a study will contribute something beneficial to the

discipline, field or knowledge base, and that the proposed intervention is sound. Scientific

merit requires attention to these types of questions:

 Is this a meaningful topic and significant research question? Will seeking an answer

to this question benefit the field? Society? The community or organization?

Participants?

 Is there adequate literature or preliminary data to justify this research?

 Is the research design sound? Can the research design answer the research

question? Has an appropriate methodology been selected?

 Is the sample selection appropriate? Is the sample size appropriate?

 Has the researcher selected appropriate instruments? Are they credible, valid and

reliable? Have they been used with this population?

 Is the plan for data analysis appropriate?

 Specific questions relating to scientific merit may vary depending on the nature of

the discipline and the type of research proposed.

Capella’s doctoral learners participate in a scientific merit review as part of the school

approval process. More information about Scientific Merit requirements, process and

procedures is available in the courseroom.

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PSL/NHS ACTION RESEARCH MANUAL

IRB Resources

The Institutional Review Board iGuide page is intended to provide information on all aspects

of conducting research. Be certain to review this page for information on recruitment,

informed consent, obtaining site permission, research ethics, and other important topics

related to conducting research.

IRB Process Resources

The IRB Quick Guide provides answers to frequently asked IRB application and process

questions.

The IRB A–Z Handbook is your source for in-depth information on the IRB process.

For additional questions, search the Dissertation Knowledge Base for frequently asked

questions not covered in the IRB Quick Guide. Be certain to ensure that you are referencing

the most recent versions of these documents. The current version will always be posted on

the IRB page.

Doctoral Publication Guidelines

APA

Familiarity with the Publications Manual of the American Psychological Association (6th

edition), typically referred to as APA or APA 6, is assumed. Learners must purchase their

own copy of APA 6, which is widely available.

APA’s Style blog addresses specific elements of APA formatting. The tone of the style blog is

more informal than the manual but no less rigorous in its requirements. Available at APA

Style

Doctoral Format Guidelines

The dissertation manuscript is a permanent document that reflects on the writer, the school,

and the university. To that end, the Doctoral Format Guidelines details document specifics

(margins, table formatting, reference list presentation, for example) as well as content

elements related to APA requirements (protecting confidentiality of participants and

research sites, proper crediting of outside work, for example).

Available on iGuide at Dissertation Format Guidelines

Writing and Revising Toolkit

This suite of resources supports learners throughout the writing process. Doctoral writers

can use these handouts in conjunction with the Doctoral Format Guidelines and the

dissertation or capstone writing template. Available on Campus iGuide on the Doctoral

Review page at Revisions Toolbox

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PSL/NHS ACTION RESEARCH MANUAL

Library

The Capella University Library has a huge database of journal subscriptions, e-books, and

dissertations, along with access to the Interlibrary Loan service. The library's knowledgeable

staff is on call for search strategy discussions and discipline-specific consultations.

Available on Campus iGuide at Library

TurnItIn

TurnItIn is a text-matching software platform that scans submitted papers for instances of

potential plagiarism. Schools, programs, and instructors may have specific requirements

regarding learners’ use of TurnItIn. Available on Campus iGuide at TurnItIn

Common plagiarism errors are discussed in a TurnItIn white paper, The Plagiarism

Spectrum: Instructor Insights into the 10 Types of Plagiarism. Available through the

TurnItIn website