question 1016

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Program Note: RES/709 is about the process and conceptualization of your research. Final Approval for research topic, problem and purpose statements, and research questions will be secured from your dissertation Chair and University Research Methodologist (URM).

While your RES/709 faculty member's evaluation and feedback are essential, final approval for your research topic, problem statement, purpose statement, and research questions rest with your dissertation Chair and URM, who have expertise in guiding and assessing the research at the appropriate dissertation phases.

The primary faculty member for this course will give you feedback on your progress and encourage you to look deeper into your topic while researching its feasibility. RES/709 is focused on the process and provide the conceptualization and design strategies needed to initiate, create, and reframe your research as you progress your doctoral journey.

Your RES/709 faculty member will be available to offer guidance and support regarding the process and development of the foundational elements of your research. However, again, your course faculty member is not responsible for approving your problem statement, purpose statement, and research questions.

Beginning in DOC/715, your dissertation Chair and URM will be the individuals responsible for approving your problem statement, purpose statement, and research questions of your dissertation. Additionally, your URM will assist in ensuring the final alignment of your research method and design.

It is crucial to keep in mind the feedback and guidance provided by your dissertation committee is vital in ensuring your study meets the highest standards and expectations of the program.

During DOC/715, DOC/723, DOC/741, and DOC/742, it is highly recommended you closely collaborate with your dissertation committee to incorporate the feedback provided by these experts. Furthermore, you must approach the development of your dissertation with a growth mindset to enable you to cultivate the Scholar-Practitioner-Leader skills necessary for success in our program and your future career.

By embracing challenges as opportunities for learning and growth, persevering through obstacles, and acquiring the skills and knowledge required to become an effective Scholar-Practitioner-Leader, you will excel not only in your doctoral journey but also in your academic and professional endeavors. I am confident adopting a growth mindset will contribute to achieving your goals.

RES/709 Research Outline

Your Name

Institution Name

Course Name

Instructor’s Name

Assignment Due Date

Proposed Dissertation Title

1. Program of Study (DBA, DHA, DM, EDD): including specialization, when applicable

2. Background of the Problem and Problem Statement

Per Week 3’s assignment description, write 1 to 2 paragraphs providing a brief description and background of the identified problem that is backed by literature. Avoid “just talking about” the problem as the literature must be used to build your discussion. Also, provide your one-sentence substantiated problem statement. Substantiated refers to the one-sentence problem statement being backed by literature; there must be a citation to validate that the problem exists and that it is more than just your thoughts, observations, and/or opinions.

3. Purpose Statement

Provide your purpose statement from Week 4’s assignment and complete Appendix B explaining how your purpose statement aligns with the problem statement.

4. Research Question

State your proposed research question from Week 5’s assignment, and in Appendix D provide a summary of how your research questions align with your purpose statement.

5. Research Method

Provide a statement of the proposed method and briefly describe why the methodology is appropriate from Week 6’s assignment.

6. Research Design

Provide a statement of the proposed research design and why the design is appropriate from Week 7’s assignment.

7. Framework

Describe the theoretical or conceptual framework for your proposed study from Week 8’s assignment.

8. Significance of the Study

Provide a statement of the significance or importance of your study from Week 8’s assignment.

References

Note: The reference page is not sub-divided by type of literature and the following provides examples of how to format different pieces of literature. All references are in alphabetical order according to authors’ last names.

Journal Article Example

Ainsworth, S., & Purss, A. (2009). Same time, next year? Personnel Review, 38(3), 217-235.

https://doi.org/10.1108/00483480910943304

Authored Book Example

Bateman, T. S., & Snell, S. A. (2007). Management: Leading and collaborating in a competitive world (7th ed.). McGraw-Hill/Irwin.

Chapter in an Edited Book Example

Eatough, V., & Smith, J. (2008). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.), The Sage handbook of qualitative research in psychology (pp. 179-195). Sage Publications. https://doi.org/10.4135/9781848607927.n11

[ Note: References are listed in alphabetical order. All references listed in the reference list must have an in-text citation from that source in the body of the paper. For additional examples of reference formatting, see Ch. 10 of the APA Manual.] For APA tutorials on formatting citations and references, please visit CDS Central > Student Resources > Writing & APA Resources

Appendix A

Change Matrix: Week 3 Feedback

A reflective practitioner looks back at the work they do, and the work process, and considers how they can improve. The revision matrix provides the opportunity to experience being a reflective practitioner during the doctoral journey. Critical thinking, a necessary skill for scholarly writing, incorporates the need to be a reflective practitioner as learning from personal experiences, as well as others, helps to answer the questions: Can anything be improved? Can anything be done better?

Review the feedback from your instructor and record the instructor’s feedback in the first column. In the second column, state in your own words the feedback provided. In the third column, explain what you have done to address the feedback and include APA Manual page numbers as appropriate.

Use Microsoft® Word formatting features to add rows to the template, as needed.

The information in the table are examples. Please delete before providing your responses.

Student (e)Signature: __________________________________ Date: ___________________

Faculty Feedback (Include comment numbers, as appropriate)	Faculty Feedback in My Own Words	My Detailed and Specific Action Plan to Integrate Faculty Feedback in My Revised Essay (Include APA manual page numbers, as appropriate)
Avoid unnecessary words/phrases. Remember the goal is to just provide information as concisely and specifically as possible. Please review the APA Manual. Comment MH1: Too conversational in tone and doesn’t add to the discussion. Be concise and specific. You may find it helpful to read the first 5-10 pages of a dissertation to gain a sense of “how” concise and specific scholarly writing is.	I will practice it first by reading good dissertations, paying attention to the use of transitions, expressions and overall style of writing. Also, I will remove all phrases and redundant words in my paper that are not essential or are too conversational. I will expose myself to some good texts, and I will learn by example and imitation.	I removed all phrases and redundant words that are not essential or too conversational in tone. I replaced them with simple declarative sentences (APA, 2020, pp. 113-114).

Appendix B

Week 4: Alignment of Problem and Purpose Statements

Provide an explanation of how your purpose statement aligns with the problem statement.

Appendix C

Change Matrix: Week 4 Feedback

Review the feedback from your instructor and record the instructor’s feedback in the first column, including comment numbers as appropriate. In the second column, state in your own words the feedback provided. In the third column, explain what you have done to address the feedback and include APA Manual page numbers as appropriate.

Use Microsoft® Word formatting features to add rows to the template, as needed.

The information in the table are examples. Please delete before providing your responses.

Student (e)Signature: __________________________________ Date: ___________________

Faculty Feedback	Faculty Feedback in My Own Words	My Detailed and Specific Action Plan to Integrate Faculty Feedback in My Revised Essay
Avoid unnecessary words/phrases. Remember the goal is to just provide information as concisely and specifically as possible. Please review the APA Manual. Comment MH1: Too conversational in tone and doesn’t add to the discussion. Be concise and specific. You may find it helpful to read the first 5-10 pages of a dissertation to gain a sense of “how” concise and specific scholarly writing is.	I will practice it first by reading good dissertations, paying attention to the use of transitions, expressions and overall style of writing. Also, I will remove all phrases and redundant words in my paper that are not essential or are too conversational. I will expose myself to some good texts, and I will learn by example and imitation.	I removed all phrases and redundant words that are not essential or too conversational in tone. I replaced them with simple declarative sentences (APA, 2020, pp. 113-114).

Appendix D

Week 5: Research Questions Alignment Summary

Provide a 300- to 500-word summary of how your research question aligns with your study’s purpose.

Appendix E

Change Matrix: Week 5 Feedback

Use Microsoft® Word formatting features to add rows to the template, as needed.

The information in the table are examples. Please delete before providing your responses.

Student (e)Signature: __________________________________ Date: ___________________

Faculty Feedback	Faculty Feedback in My Own Words	My Detailed and Specific Action Plan to Integrate Faculty Feedback in My Revised Essay
Avoid unnecessary words/phrases. Remember the goal is to just provide information as concisely and specifically as possible. Please review the APA Manual. Comment MH1: Too conversational in tone and doesn’t add to the discussion. Be concise and specific. You may find it helpful to read the first 5-10 pages of a dissertation to gain a sense of “how” concise and specific scholarly writing is.	I will practice it first by reading good dissertations, paying attention to the use of transitions, expressions and overall style of writing. Also, I will remove all phrases and redundant words in my paper that are not essential or are too conversational. I will expose myself to some good texts, and I will learn by example and imitation.	I removed all phrases and redundant words that are not essential or too conversational in tone. I replaced them with simple declarative sentences (APA, 2020, pp. 113-114).

Appendix F

Change Matrix: Week 6 Feedback

Use Microsoft® Word formatting features to add rows to the template, as needed.

The information in the table are examples. Please delete before providing your responses.

Student (e)Signature: __________________________________ Date: ___________________

Faculty Feedback (Include comment numbers, as appropriate)	Faculty Feedback in My Own Words	My Detailed and Specific Action Plan to Integrate Faculty Feedback in My Revised Essay (Include APA manual page numbers, as appropriate)
Avoid unnecessary words/phrases. Remember the goal is to just provide information as concisely and specifically as possible. Please review the APA Manual. Comment MH1: Too conversational in tone and doesn’t add to the discussion. Be concise and specific. You may find it helpful to read the first 5-10 pages of a dissertation to gain a sense of “how” concise and specific scholarly writing is.	I will practice it first by reading good dissertations, paying attention to the use of transitions, expressions and overall style of writing. Also, I will remove all phrases and redundant words in my paper that are not essential or are too conversational. I will expose myself to some good texts, and I will learn by example and imitation.	I removed all phrases and redundant words that are not essential or too conversational in tone. I replaced them with simple declarative sentences (APA, 2020, pp. 113-114).

Appendix G

Change Matrix: Week 7 Feedback

Use Microsoft® Word formatting features to add rows to the template, as needed.

The information in the table are examples. Please delete before providing your responses.

Student (e)Signature: __________________________________ Date: ___________________

Faculty Feedback	Faculty Feedback in My Own Words	My Detailed and Specific Action Plan to Integrate Faculty Feedback in My Revised Essay
Avoid unnecessary words/phrases. Remember the goal is to just provide information as concisely and specifically as possible. Please review the APA Manual. Comment MH1: Too conversational in tone and doesn’t add to the discussion. Be concise and specific. You may find it helpful to read the first 5-10 pages of a dissertation to gain a sense of “how” concise and specific scholarly writing is.	I will practice it first by reading good dissertations, paying attention to the use of transitions, expressions and overall style of writing. Also, I will remove all phrases and redundant words in my paper that are not essential or are too conversational. I will expose myself to some good texts, and I will learn by example and imitation.	I removed all phrases and redundant words that are not essential or too conversational in tone. I replaced them with simple declarative sentences (APA, 2020, pp. 113-114).

Appendix H

Paragraphing with the MEAL Plan

M - Main Idea

Every paragraph should have one main idea. If you find that your paragraphs have more than one main idea, separate your paragraphs so that each has only one main point. The idea behind a paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new paragraph.

E - Evidence or Examples

Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, re-evaluate your idea and see whether you even need to keep it in the paper.

A - Analysis

Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the real “meat” of your idea is your interpretation of your evidence or examples: how you break them apart, compare them to other ideas, use them to build a persuasive case, demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your evidence (E) is a quote from another author. Always follow a quote with your analysis of the quote, demonstrating how that quote helps you to make your case. If you let a quote stand on its own, then the author of that quote will have a stronger voice in your paragraph (and maybe even your paper) than you will.

L - Link

Links help your reader to see how your paragraphs fit together. When you end a paragraph, try to link it to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points.

Reference

Duke University (2006). Paragraphing: The MEAL plan. Retrieved from https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf

Example Using Each Letter of the MEAL Plan:

M – Supporters and opponents of the death penalty have justified their beliefs on a number of grounds.

E – Supporters, for instance, argue that the death penalty is the ultimate specific deterrent in that someone who is put to death will never be able to murder again (Pataki, 1997).

A – The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983).

Further, some argue that the death penalty provides retribution and answers individual and societal needs to punish offenders (Fein, 1993) and that the death penalty is cheaper than life imprisonment.

L – Based on these arguments, supporters believe that the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).

Sample Paragraph:

Supporters and opponents of the death penalty have justified their beliefs on a number of grounds. Supporters, for instance, argued the death penalty is the ultimate specific deterrent as someone who is put to death will never be able to murder again (Pataki, 1997). The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983). Further, Fein (1993) argued the death penalty provides retribution, answers individual and societal needs to punish offenders, and the death penalty is cheaper than life imprisonment. Based on these arguments, supporters believe the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).