DSRT 837 w7 q

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Overview: Rather than writing a full-length literature review for your topic, you will practice developing your theoretical framework for your mock or actual (you choose) dissertation topic in this assignment and then develop your literature review funnel for assignment 7.2.

· The purpose of the theoretical framework is to tie the dissertation together. As the researcher, you should approach the proposed research from a theory or set of theories that provide the backdrop for the work (researchers do not create theory; they use established theory in which to embed their work).

· This section should describe how this study will relate to existing theories and discuss how the methodology being used in the study links to those theories

· The theoretical framework justifies the methods you plan to use for conducting the study and presents how this research will contribute to the body of knowledge and/or practice. Further, it describes the context within which to locate the intended project and suggests why doing such a study is worthwhile.

Directions:

1. Review the rubric to make sure you understand the expectations of this assignment.

DSRT 837 Rubric Adapted from Doctoral Research Handbook.docx

1. Develop a 1 page (more is fine) theoretical framework for your mock or actual dissertation topic. Consider (but do NOT directly answer) the following questions when you write your theoretical framework:

a. Is the theoretical foundation strong?

b. Are the theoretical sources apparent?

c. Are they appropriate for the topic?

d. Do they need further explanation?

DSRT 837 Rubric (Adapted from Doctoral Research Handbook)

Criterion	4 (Expert)	3 (Proficient)	2 (Fair)	1 (Poor)
I. Critical and reflective thinking capable of facilitating institutional, informational technology, or business related problem-solving or school/ college improvement	Critically analyzed the topic. Discussion of the topic was extensive and anchored in fact and reason. Information about significant aspects of the topic were analyzed from the perspective of key related concepts. Meaning of the analysis was summarized.	Critically analyzed the topic. Discussion of the topic was anchored in fact and reason. Information about significant aspects of the topic were analyzed from the perspective of key related concepts. Either the analysis or summary lacked some level of detail.	Somewhat critically analyzed the topic. Discussion of the topic was minimally anchored in fact and reason. Information about significant aspects of the topic were somewhat analyzed from the perspective of key related concepts. Analysis and summary included but lacks a significant level of analysis and discussion.	Minimally discussed the topic without supporting facts and reasons. Poor organization of the information and limited level of detail.
II. Consideration for the impact of leadership, information technology, or business on institutional constituents.	Demonstrates an extensive understanding of the topic’s relationship to leadership, information technology, or business.	Demonstrates a good understanding of the topic’s relationship to leadership, information technology, or business.	Demonstrates a fair understanding of the topic’s relationship to leadership, information technology, or business.	Demonstrates a minimal understanding of the topic’s relationship to leadership, information technology, or business.
III. Effective analytical and communication skills	Demonstrates a professional level of skills associated with formatting, grammar, spelling, syntax, and use of numbers.	Demonstrates acceptable skills associated with formatting, grammar, spelling, syntax, and use of numbers.	Needs minor improvement in skills associated with formatting, grammar, spelling, syntax, and use of numbers.	Needs significant improvement in skills associated formatting, grammar, spelling, syntax, and use of numbers.
IV. Knowledge of genres, paradigms, theories, literature or trends in business, criminal justice, education, English, health sciences, history, information technology, math, nursing, psychology, religion, or student personnel services.	Subject is identified, realistic, and grounded in a recognized genre, paradigm, theory, literature, or trend.	Subject is identified and is realistic, but it lacks grounding in a recognized genre, paradigm, theory, literature, or trend.	Subject is identified but is not realistic or grounded in a recognized genre, paradigm, theory, literature, or trend.	Subject area is not established.
V. Required Components of the assignment as listed in the assignment directions.	All required parts of the assignment as listed in the assignment directions are included.	Minor information is missing from the required components of the assignment as listed in the assignment directions.	Significant information is missing from the required components of the assignment as listed in the assignment directions.	The assignment lacks the detail needed to meet the requirements for the components of the assignment as listed in the assignment directions.

7.2 Literature Review Funnel/Organizer

Overview: While the literature review funnel is not necessarily a part of the actual dissertation, the purpose here is to think about the most logical way to organize your future lengthy chapter 2 for your actual dissertation study (not mock topic).

Directions:

1. View the rubric to make sure you understand the expectations of this assignment.

a. DSRT 837 Rubric Adapted from Doctoral Research Handbook.docx D \

2. View this 3 Ways to Structure Your Literature Video to review organizational methods.

3. Research your topic to find the logical starting point to your topic. Then, write your literature review funnel.

DSRT 837 Rubric (Adapted from Doctoral Research Handbook)

Criterion	4 (Expert)	3 (Proficient)	2 (Fair)	1 (Poor)
I. Critical and reflective thinking capable of facilitating institutional, informational technology, or business related problem-solving or school/ college improvement	Critically analyzed the topic. Discussion of the topic was extensive and anchored in fact and reason. Information about significant aspects of the topic were analyzed from the perspective of key related concepts. Meaning of the analysis was summarized.	Critically analyzed the topic. Discussion of the topic was anchored in fact and reason. Information about significant aspects of the topic were analyzed from the perspective of key related concepts. Either the analysis or summary lacked some level of detail.	Somewhat critically analyzed the topic. Discussion of the topic was minimally anchored in fact and reason. Information about significant aspects of the topic were somewhat analyzed from the perspective of key related concepts. Analysis and summary included but lacks a significant level of analysis and discussion.	Minimally discussed the topic without supporting facts and reasons. Poor organization of the information and limited level of detail.
II. Consideration for the impact of leadership, information technology, or business on institutional constituents.	Demonstrates an extensive understanding of the topic’s relationship to leadership, information technology, or business.	Demonstrates a good understanding of the topic’s relationship to leadership, information technology, or business.	Demonstrates a fair understanding of the topic’s relationship to leadership, information technology, or business.	Demonstrates a minimal understanding of the topic’s relationship to leadership, information technology, or business.
III. Effective analytical and communication skills	Demonstrates a professional level of skills associated with formatting, grammar, spelling, syntax, and use of numbers.	Demonstrates acceptable skills associated with formatting, grammar, spelling, syntax, and use of numbers.	Needs minor improvement in skills associated with formatting, grammar, spelling, syntax, and use of numbers.	Needs significant improvement in skills associated formatting, grammar, spelling, syntax, and use of numbers.
IV. Knowledge of genres, paradigms, theories, literature or trends in business, criminal justice, education, English, health sciences, history, information technology, math, nursing, psychology, religion, or student personnel services.	Subject is identified, realistic, and grounded in a recognized genre, paradigm, theory, literature, or trend.	Subject is identified and is realistic, but it lacks grounding in a recognized genre, paradigm, theory, literature, or trend.	Subject is identified but is not realistic or grounded in a recognized genre, paradigm, theory, literature, or trend.	Subject area is not established.
V. Required Components of the assignment as listed in the assignment directions.	All required parts of the assignment as listed in the assignment directions are included.	Minor information is missing from the required components of the assignment as listed in the assignment directions.	Significant information is missing from the required components of the assignment as listed in the assignment directions.	The assignment lacks the detail needed to meet the requirements for the components of the assignment as listed in the assignment directions.