Due 6/18/15 APA format 2-3 pages review

School of Public Service Leadership

Section 1. Learner and Program Information (to be completed by learner)
Learner Name	Aslie Burnett	Learner Email	[email protected]
Mentor Name	N/A	Mentor Email	N/A
Specialization(Delete all specializations except for your own)	Area of Specialization Program Chair · Health Care Administration Dr. Lonnie Wederski	Program Chair Email	N/A

Dissertation Title

Improving comprehensive care for OEF?OIF Veterans with Post Traumatic Stress Disorder (PTSD)

Section 2. Research Problem & Contributions to Research Theory
2.1 Research Problem Describe the scientific problem. This paragraph goes beyond the social problem. E.g. We know X from the literature, we also know Y, but we don’t know Z and that is why this study’s research question is important.	The treatment approaches to the OEF and OIF veterans greatly impacts on the effectiveness of the treatment outcomes. As affirmed by Kracen et al. (2013), only 57% of the100 OEF and OIF veterans preferred individual over the group therapy. Moreover, Chard et al. (2010) describes that there is a major problem regarding the insufficient studies on the different treatment outcomes between the study populations. Furthermore, the current inaccurate diagnosis of the PTSD has become a significant contributor the emerging problems. As such, this study research strives to bridge the gap between the improper diagnostic criteria as well as illustrate the variables that might have a significant influence over the diagnosis and treatment outcomes in order to improve the VA health care for OEF and OIF veterans. The two problems identified, which are: · Lack of proper diagnostic procedures leading to sharp differences between study populations on PTSD prevalence rates among veterans, · Multiple variables that might influence diagnosis and treatment outcomes, These problems need solutions to improve VA health care for OEF and OIF veterans. These gaps in research need to be closed in order to deliver more effective healthcare. Research into these areas will reduce co-morbidities associated with PTSD such as substance abuse, aggressiveness, suicidal ideation and Traumatic Brain Injury.
2.2 Advancing the Scientific Knowledge Base Specifically describe how this research will advance scientific knowledge in your specialization area by answering all of these 3 questions using bullet points and in-text citations.	1. Does the study address something that is not known or has not been studied before—How is this study new or different from other studies? 2. Yes, the study differs from the other studies that have been conducted since it majors on bridging the existing gap on the improper diagnostic procedures on the veterans suffering from the PTSD. Additionally, the study intends to bring fourth the multiple variables that affect the treatment and diagnosis outcomes 3. If your research questions are studied, how could your findings impact your field of interest—“So What?” 4. If my research questions are studied, the findings could impact my field of interest by influencing the diagnostic procedure for PTSD that is currently being used since it depicts that it is inaccurate. 5. What possible practical implications do you predict the results of your research will have? For instance, what will be the impact of these results on your sample, your site location, or your workplace—“Who Cares?” · The possible practical implication that my research will have is the change of the existing diagnostic procedure and adaptation of more improved technology which will be more accurate.
2.3 Theoretical Foundation List the major theory or theories that serve as the backbone of the study. List each theory, briefly describe it, and list a reference for each immediately below the theory.	Behavior Modeling Theory The behavior modeling served as the backbone to the study. This theory stipulates that we obtain a sufficient amount of knowledge by not only doing but also by watching what other people do. It is noted that model looks at the need, enabling and the predisposing factors that tend to influence the veterans access to health care for the PTSD (DiClemente & Crosby, 2011).  Reference DiClemente, R. J., & Crosby, R. A. (2011). Health behavior theory for public health: Principles, foundations, and applications. Jones & Bartlett Publishers. Cognitive Behavior Theory The cognitive behavior theory illustrates that the people’s perceptions or their spontaneous thoughts regarding a situation tend to influence their emotional and behavioral reaction. It is crucial to note that these perceptions are often distorted when the individuals are distressed (Kendall & Hollon, 2013).  Reference Kendall, P. C., & Hollon, S. D. (Eds.). (2013). Cognitive-behavioral interventions: Theory, research, and procedures. Academic Press. Cognitive Theory The cognitive theory tends to explain the mental processes of an individual when influenced by extrinsic and intrinsic factors. It illustrates that analyzing the mental processes plays a major role in understanding the different processes in an individual (Rector et al., 2011).  Reference Rector, N. A., Stolar, N., & Grant, P. (2011). Schizophrenia: Cognitive theory, research, and therapy. Guilford Press.
2.4 Contribution to Research Theory Explain how your study answers one of these 4 questions.	Provide a detailed explanation for at least one of the following questions. · In what ways does the research test to confirm or refute theory? The research confirms the behavior modeling by stipulating that the theory is often employed for identifying the veterans who might need PTSD treatment intervention. It is noted that the model looks at the need, enabling and the predisposing factors that tend to influence the veterans access to health care for the PTSD. Basically, these factors are used in determining if the veteran with PTSD will seek help for his/her mental issue.
2.5 Research Questions List the research questions. The questions should align with the research problem. Be very specific here. PSL dissertations typically have between 2-6 research questions.	· What are the effects of the inaccurate diagnostic procedure that is currently being used? · What is the effectiveness of the existing treatment methods that are administered to the OEF and OIF veterans? · What variables might influence the diagnosis as well as the treatment outcome of PTSD? · What new strategy can be employed to aid in an improved diagnosis of PTSD? · What are the legal, social and ethical implications that the action project has to consider when considering biomarkers for PTSD diagnosis and intervention? · Are biomarkers feasible for grouping individuals with similar predispositions to make them feel safer within their in-group and, therefore, ensure better treatment outcomes? · Are biomarkers currently feasible as a means of detecting the onset of PTSD and ensuring better treatment outcomes? · Which variables can be added to broaden the behavioral model of diagnosis for PTSD victims?

3.1 Identify the variables (quantitative) or the concepts (qualitative) How do the variables or concepts align with the theories?	Variables Measured: Height Weight Population size Concepts Measured: Hair color of veterans Involvement of veterans to the treatment of approaches of OIF and OEF Qualitative Research Design The selection is also based on the fact that the research focuses on life experiences. The research employed a qualitative research design method, used to describe and give meaning to general life experiences. The selection is also based on the fact that the research focuses on life experiences. The researcher can develop a new phenomenon to replace existing ones with new data collected. . The design advocates for intuition. As such, the researcher’s full focus and awareness of the topic is placed in focus. The researcher clearly understands the experiences of the subjects, and can collect and hold data until no more is available to replace it.
3.2 General Methodology Choose the methodology you believe is most appropriate for this study.	Indicate methodology by checking it below. · Quantitative · Qualitative Mixed Method Chosen methodology- Quantitative method/ Qualitative methods
3.3 Methodological Approach Choose the specific approach you believe is appropriate for this study. If a mixed methods design, choose one approach in each category.	Qualitative Approaches : (Case Study; Ethnography; Grounded Theory; Phenomenology) Chosen Approach: Quantitative Approaches: (Experiment, Quasi Experiment, Correlation) Chosen Approach: Quantitative approach – True Experimental
3.4 Rationale for Methodology Write a 1-2 sentence rationale describing how your design is best suited to answering your research questions.	The true experimental approach will enable me determine the effect of the OIF and OEF veterans treatment plan and it will be very vital in giving accurate data since it uses scientific methods to determine the cause-effect relationship in the OIF and OEF veterans treatment approaches. The research employed a qualitative research design method, used to describe and give meaning to general life experiences. The selection is also based on the fact that the research focuses on life experiences. The researcher can develop a new phenomenon to replace existing ones with new data collected. . The design advocates for intuition. As such, the researcher’s full focus and awareness of the topic is placed in focus. The researcher clearly understands the experiences of the subjects, and can collect and hold data until no more is available to replace it.
3.5 Assumptions Identify the key (A) theoretical, (B) topical, and (C) methodological assumptions of the study; provide citations to support their adoption.	A. All veterans access medical care for PSTD B. Veterans with any effect on OEF and OIF medical approach will report the case. C. The experimental approach will be applicable to all veterans
3.6Limitations Evaluate the weaknesses of your study at this time. Indicate areas to be improved before start of the study and areas that cannot be improved. Give reasons for not redesigning to address any of the limitations identified.	Before I begin this study, there are areas that I will need to improve. One is the mode of communication which is very vital in the health experimental approach. How I will communicate with the veterans will determine their willingness to cooperate in this study research. Another thing I will considerably look into is the professionalism of the researchers and the medical tools they are going to use so as to give accurate results at the end of the research. The weaknesses of my study come from lack of enough funds to conduct the research and also to purchase the necessary requirements. I am not going to redesign the research program due to lack of enough finance and poor response that I may get from veterans. These issues will not stop me from conducting the research. I will use what I have.
3.7 Measures/Instruments List and describe each data collection instrument or measurement tool you will use. This includes questionnaires, formal interview protocols, forms, etc. Include (A) alignment with variable or concept (E.g., Qualitative—interview question 3 will elicit information about stress when providing care for elderly who have downs syndrome, OR Quantitative—questions 4-10 on the XX survey are summed to create a measure of happiness) (B) data type(s) generated by each measure (Qualitative—coded themes, lived experiences or Quantitative—nominal, ordinal, interval, or ratio level data),, and (C) available psychometric information (Qualitative—rich, thick descriptions, OR Quantitative—validity& reliability coefficients). Attach a copy of each instrument you plan to use as an appendix to your SMR.	I will use standardized tests especially when measuring concepts which are not directly observable. Standardized tests also includes questionnaires but consist of multiple questions to measure the underlying construct of OEF and OIF veterans approach in order to test for psychometric properties thereby increasing the validity and reliability and scoring of the instrument. I will also use codified forms e.g. an intake form with codes for categories of behavior associated with PSTD infection. This will enables to have an ability to predict the behavior as well ability to discriminate between populations.
3.8 If modifying an instrument: Describe any pilot test or field test that may be required for any instruments. Field tests must be done (A) for new instruments or questions developed by the learner, and (B) with expert panelists. Field tests require no IRB review required. A pilot test requires IRB review.	I am going to administer the research in the same way and under similar conditions as I had planned for in the actual experiment. i am going to record the start and the end time so that I can tell how long the process is going to take to complete the research. I will pay attention to instances where the respondents may fail to answer the questions or ask for clarification in the case where we use questionnaires. I will also conduct the experiment pilot to determine the effectiveness of the medical instruments and tools that will be used in experimental approach and determine if there is any improvement that can be made. The medical tools will be tested with the same procedure that will be used in the actual research.
3.9 Population and Sampling Plan Describe the population of people ORdata(e.g. newspaper articles, schools, neighborhoods) in which your study is interested. Briefly describe the characteristics of this sample, including (A) demographics, (B) inclusion criteria if any; (C) exclusion criteria if any. Describe how you plan to select the sample. Include the steps you will take to recruit participants. Provide enough detail so that someone else would be able to follow this recipe to conduct the study.Provide rationale for your decisions.	My target population in the research study will be the population who are victims of the diagnosis of PSTD and a sample of those who does are not victims, that is, those who have been administered with OEF and OIF veterans medical approach. We are going to undertake this research in one of the neighborhoods. We believe there are a large number of people having been diagnosed with PSTD. The method of inclusion will be based on whether one has been diagnosed with PSTD or not. We will pick a sample of those diagnosed and those not. The children and the elderly will be excluded in the sample population to be examined. We will first explain to our target population the reason behind the research and the process that will be undertaken as well as the associated risk, if any. Afterwards, we will ask for their willingness to participate in the research. This is done so as to do a voluntary research to the target population, not forcing anyone to participate therefore enhancing the credibility of the results we will get.
3.10 Sample Size What is the expected sample size needed? How do you know? Provide citations (primary sources) to support the sample size decision, (e.g., a power analysis, articles indicating effect size of scales, or citations justifying your qualitative sample size).	The sample size for this research should be as minimal as possible. I will need about 40 partcipants, 20 must have been diagnosed with PSTD and the other 20 have been diagnosed. This is as a result of the considerations we make on the expensive and long methods of data collection involved e.g. experimental approach. Reference Paul Kocher, Joshua Jaffe,& Benjamin Jun, (1998). Introduction to Differential Power Analysis and Related Attacks.
3.11 Expected Site Describe the site(s) or source from which you expect to draw your sample.	The sample will be drawn mostly from the neighboring hospital where the diagnosis of the PSTD is undertaken. This will give us an assurance of the patients’ credibility and accuracy in handling the research. Also I am an insider at the Michael E. Debakey VA Medical center of Houston, currently in the process of becoming a PI for Baylor college of Medicine ( over the Veterans Affairs Hospital IRB).
3.12 Site Permission Who is authorized to provide permission to use this site or source? Does the site have an IRB? What do you need to do to obtain permission to access the population or data source?	The management of the hospital has the authority of giving permission for the hospital to be sued in conducting such researches because they are medical based and therefore will enhance the manner in which medical care is conducted in the country. The site has IRB. What needs to be done to obtain permission to access the population data is to write a letter requesting for the same, explaining in details the reasons behind it.
3.13 Participant Contact How will potential participants first be contacted? How will participants be contacted following the study?	Potential participants will be contacted verbally and requested to be part of the research. They will also be contacted through phone calls from the hospital administration.
3.14 Data Collection Describe the exact procedure that will be used to carry out the study. This is a step-by-step description of exactly how the research will be conducted. This should read like a recipe for conducting your study. Be sure to include all the necessary details so that someone else should be able to follow this and be able to replicate the study.	The participants will be assembled in a room and then one by one, called and asked if they will be willing to give the required information. Active tests will be done on those who have been diagnosed with PSTD infection to determine the effects and then make comparison between the ones who have been diagnosed with those who have not been. Include corded questionnaire on the effects they experienced after being treated with OIF and OEF veterans approach.
3.15 Data Analysis Describe analysis procedures for each distinct data type: specific statistical analysis for quantitative studies; audiotapes, transcripts, video tape, field notes, photos, etc. for qualitative studies; or describe a combination of procedures for a mixed methods design. Ensure that the analysis is consistent with your chosen methodological approach. Describe all methods and procedures for data analysis including: (a) types of data to be analyzed, (b) organizing raw data, (c) managing and processing data, (d) preparation of data for analysis, and (e) storage and protection of data. For each research question or sub-question, detail the actual data analyses to be conducted to answer each specific question or how you plan to test each hypothesis.	The feedback from the participants which we received in the form of interviews, questionnaires and experimental approach was then analyzed. The interviews were recorded for assurance purposes. The questionnaires were kept in in transcripts. The raw data was then transformed into understandable information based on the analysis of the effects from the respondents. The effects were organized and a comparison made between those who have been diagnosed and those not. The data was then tabulated for the analysis; it was made in graph from and pie charts. We stored most of the data in recorded data in disks and kept them safe. In case of any loss, we still have the raw data. In order to respect opinions of my sample patients I will distribute consent forms to the identified individual before conducting the research. The consent form will require the victims to fill their national identity number, official names, and signatures to show that they accept to be a part of the study. I will employ quantitative analysis techniques, exploratory data analysis and confirmatory data analysis to get the real picture of the situation. The hypotheses to this study are going to be tested on the basis that most people have been complaining after they have been administered with the OIF and OEF medical approach. Investigator Position The action researcher will perform various roles in the carrying out of the project. The list below provides the various roles the action researcher will carry out during the project implementation: · Develop information-sharing tools for the different VA healthcare organizations to interact and share information regarding the potential for use of biomarkers in diagnosis and treatment interventions · Ensure that information systems are used in the collection of data about the veterans for analysis on the susceptibility to PTSD occurrence · Manage the legal, ethical and social issues that might arise from data collection about veterans, especially pertaining to the potential use of information related to biomarkers · Investigate research on biomarkers and suggest information systems that might be used in the diagnostic process · Identify the minimum set of criteria that might be used to identify biomarkers for specific use with OEF and OIF veterans Engage in ongoing review of the literature on biomarkers and other developments in PTSD diagnosis and treatment to obtain new insights into the issue and therefore engage in progressive exchange of data between different researchers and organizations Action Plan (Look, Think, Act Model) Look This is the information-gathering phase of the action research project. The investigator will engage relevant sources of information about biomarkers. He will gather evidence on the feasibility of the use of biomarkers in diagnosis and intervention in the OEF and OIF veterans with PTSD. Using the gathered information, the action researcher will build a picture of the status on the ground and, therefore, inform the action research project on the implementation measures. In addition, the data gathering process will involve gathering data on the social, legal and ethical issues surrounding the action research. This will help deal with any arising issues regarding the use of biomarker information in the action research. There is also need to identify the tools, such as technology and information tools, needed in carrying out the action research project. These will help with data gathering and information sharing in the action-research implementation phase. The three main areas under consideration are treatment, diagnosis and mechanics of using biomarkers for PTSD intervention. Think This is the theorizing phase of the action research project. The action researcher will integrate information and tools obtained from the information-gathering phase in order to determine the possibilities afforded by biomarkers in improving comprehensive care for OEF and OIF veterans with PTSD. In the process, current and future potentials in the field of using biomarkers in PTSD diagnosis and intervention will be unearthed to inform the action research. Act The action researcher will develop a plan for implementation based on the findings of the other phases of the action research. The action researcher will report on the findings through an integration of what he or she has learned and theorized about biomarkers for PTSD treatment and diagnosis. The action research will then conduct tests on the feasibility of biomarkers for use with PTSD victims and, therefore, implement the plan through a pilot study based on the feasibility study. Finally, evaluations of the effectiveness of biomarkers in improving diagnosis and treatment outcomes for PTSD will be conducted. The evaluation will determine whether biomarkers can be implemented on a large-scale.
3.16 Ethical Considerations. Describe any ethical considerations given the sample population and/or topic. Please explain as fully as possible. E.g., How do you plan to protect human participants while identifying the sample, while collecting the data, while analyzing the data, after data are collected, when you store your data?	Children and the elderly are excluded from the research. Children particularly are not still aware of the effects of the diagnosis and therefore may not be able to give the best feedback. The information provided will be kept confident and no one else will see. The identity of the participants will not be revealed to anyone, not even the medical attenders. The stored data will not be accessed by anybody except for the research team in order to enhance safety of the data. Working with veterans with mental health disabilities is in fact a vulnerable population, however, a number of ethical principles adhering to set standards and federal regulations have been observed in the research: · Coercion: Subject’s participation made voluntary, and no one was coerced. · Anonymity/privacy: the research seeks to reduce identifiable data to maintain the privacy of participants and will thus remain anonymous · Confidentiality: All data collected should be considered confidential to safeguard integrity of human subjects participating in the research (Data Protection Act of 1998). · Informed consent of participants: the researcher obtains genuine informed consent from human participants.

Scientific Merit Status

Directions for Reviewers

The reviewer determines if the Scientific Merit Review (SMR) form is approved, disapproved or deferred for major or minor revisions. An SMR form is approved if the reviewer has been able to answer “MET EXPECTATIONS” to all of the evaluation questions. A researcher has 3 opportunities to pass scientific merit review.

If any of the items have been checked as “BELOW EXPECTATIONS,” then the reviewer is asked to comment specifically and provide recommendations. Most of the time recommendations will lead to the reviewer requesting major or minor revisions. Minor revisions are things like needing to include more detail. Major revisions are issues where there are major design flaws, potential ethical concerns or inconsistency in terms of the research questions, the design, and the proposed data analysis. Disapproval occurs if the researcher fails to pass the SMR review on the third attempt. Disapproval could also occur earlier in the process if it is clear that the study 1.) does not have any potential for scientific merit or 2.) the study has major ethical or methodological flaws that can’t be corrected.

Please indicate your decision for this review in the correct place (First Review, Second Review, etc) and insert your electronic signature and the date below. If the SMR has a Final Status of “Approved” or “Disapproved”, please be sure to indicate this Final Scientific Merit Review status below as well.

Scientific Reviewer Evaluation

	Criteria	Met Expectations	Below Expectations	Reviewer Comments
1	Did the Specialization Chair approve the dissertation title, topic, and problem as appropriate for the specialization area? (2.1)
2	Will the study advance scientific knowledge in the field by meeting one of these four criteria? (2.2) 1. Does the study address something that is not known or has not been studied before? 2. Is this study new or different from other studies in some way? 3. Does the study extend prior research on the topic in some way? 4. Does the study fill a gap in the existing literature?
3	Does the research make a contribution to research theory in one of these ways? (2.3, 2.4) 1. Does the research generate a new theory? 2. Does the research refine or add to a new theory? 3. Does the research test to confirm or refute theory? 4. Does the research expand theory by telling us something new about application or processes?
4	Do the research questions address the research problem? (2.5)
5	Does the basic methodology and rationale proposed seem appropriate to answer the research questions? (3.2, 3.4)
6	Is the research design clearly and accurately described? Can the design answer the research questions with the proposed sample, design, and analysis? (3.5, 3.6, 3.7)
7	Are any concerns about using the particular population, sample, site or how participants will be contacted, sufficiently addressed by the methodology? (3.9, 3.10, 3.11, 3.12, 3.13)
8	Is participant involvement, selection, and recruitment fully described and appropriate for the study? (3.13)
9	Are alldata collection instruments, measures, scales, interview questions or observations , appropriate for this study? Have field tests (if necessary) been described? (3.1, 3.8)
11	Does the researcher describe in detail the procedure to be followed in a step-by-step way so that it is completely clear how the research will be conducted? (3.14)
12	Are the proposed data analyses appropriate? Is there alignment between the research questions, proposed methodology, types of data to be collected and proposed data analysis? Is the language used to describe the type of design and data analysis plans consistent throughout? (3.15)
13	Have any potentially serious ethical concerns been considered and sufficiently addressed? (3.16)
14	Have risks been adequately identified? (3.17)

Scientific Review Information (to be completed by Reviewer only)
Reviewer Name:
	Date	Decision
First Review	|_| Date Approved ____________________ |_| Date Deferred _____________________	Rationale for Deferment (see comments on form) |_| Minor Revisions |_| Major Revisions
Second Review (if needed)	|_| Date Approved ____________________ |_| Date Deferred _____________________	Rationale for Deferment (see comments on form) |_| Minor Revisions |_| Major Revisions
Third Review (if needed)	|_| Date Approved ____________________ |_| Date Deferred _____________________	Rationale for Deferment (see comments on form) |_| Minor Revisions |_| Major Revisions
Sent to Research Chair for Review and Consultation (if needed)	Date:	Research Chair Process Review Outcome (see attachments if needed)
Conference Call	|_| Date Approved ____________________ |_| Date Deferred _____________________	Rationale for Deferment (see comments on form): |_| Minor Revisions |_| Major Revisions
FINAL SCIENTIFIC MERIT STATUS	|_|Approved	Date Approved:_____________________________

Appendix A

Sections of the Dissertation

(& Corresponding Sections of the SMR Form)

Elements from the Dissertation Guides Workbook prepared by

Drs. Curtis Brant, Bruce Fischer, Malcolm Gray, Randy Johnson , Kim Kostere, Tony Levinskas, Bill Percy, and Nancy Piotrowski

Dissertation Chapter One

A. Background of the Problem (Introduction) (2.1)

Identifies the wider issues underlying the research problem and question.Essentially a brief synopsis of the literature review (fully developed in Chapter Two of the dissertation) about the problem itself and the theoretical framework the researcher has chosen to evaluate the problem and the eventual data obtained about it.

B. Statement of the Problem (2.1)

Clearly states the research problem–the form of the problem that is the specific object of investigation in this study. The research problem is not the general social or psychological problem described in the Background section (which may require many different components for solution), but a specific problem that a research project is required to solve.

C. Purpose of the Study (2.2, 2.4)

The core purpose of the study is to answer the research question, whose purpose is to solve the research problem. The wider social or psychological problem (e.g., stopping or treating childhood abuse or developing effective management techniques for organizations) cannot be solved by a single research project. The research project, however, should be, and that is the core purpose of the study. Contributing knowledge toward a solution of the wider problem can be a second purpose.

D. Significance of the Study (2.2, 2.4)

Significance of the research is related both to what is known in the literature and the value of the training in research the learner is receiving as a result of completing the study. This section presents the argument that fulfilling the purpose of the study is important to the field of pubic service leadership, to some specialization within public service leadership, to a community of persons interested in the problem, or to researchers interested in the problem.

E. Research Design (3.2)

Describes the general blueprint for the study itself—how its elements (overall methodology, sample selection and assignment, data collection methods and procedures, data analysis methods, data presentation methods) are aligned and coordinated in order to maximize cogency and to reduce threats to validity or credibility.

F. Research Question and Hypotheses (2.5)

States exactly the question that the study will answer, including any sub-questions. The research question must include the variables or phenomena being investigated and their relationship (if any is sought). Hypotheses are predictive statements of the expected answers to the research sub-questions; qualitative projects do not use hypotheses.

This meets criteria for a respectable research question:

1. It is a question.

2. It can be answered.

3. Because it is closely linked to a viable research problem (which in turn is linked to a wider problem which is important to some stakeholders), it has significance and has not already been answered.

4. It clearly identifies the variables and the relationships that will be investigated.

5. The question, if reduced to its keywords (management, management-by-objective, human potentials, worker morale, etc.), will give readers a good idea of what the study investigates and will bring up the study when others search published dissertations.

G. Assumptions and Limitations (3.5, 3.6)

States the assumptions (constructs being taken as given, usually four kinds: general methodological assumptions, theoretical assumptions, topic-specific assumptions, and assumptions about instruments or methods) being accepted for the study and the limitations (things the study does not do either intentionally or because of inherent design limitations).

H. Definitions of Terms (3.7)

Defines all constructs investigated in the study along with characteristics of the sample and any other characteristics or variables which are of importance in the research question. In quantitative projects, define the construct variables operationally. In qualitative projects, all constructs and characteristics need to be clearly and fully described in sufficient detail that readers can observe them in appropriate contexts.

I. ExpectedFindings (3.15)

States the findings expected from the data analysis from a conceptual standpoint, showing how the findings are expected to answer the research question in terms of the theoretical framework for the study.

Dissertation Chapter Two

A. The Introduction to the Literature Review

The introduction to the literature review states the overall topic of the dissertation and provides an orienting paragraph or passage so the reader knows what the literature review will address. Describe how the chapter will be organized (what are the main points and in what order do they appear?). Describe (briefly) how the literature was surveyed, providing enough information about search criteria (keywords used, databases searched, libraries accessed and journals investigated, for example) that the reader can evaluate the thoroughness of the review.

B. Theoretical Orientation for the Study (2.3)

In this section of the literature review, cite the major references to support your theoretical orientation and briefly describe the orientation. Essentially, the "theoretical orientation" or framework is one's "point of view" from which one writes the paper or conducts the dissertation. When you intend to use more than one theoretical framework, you need to synthesize and integrate the different theories carefully.

C. Review of Research Literature and Methodological Literature Specific to the Topic or Research Question (2.2, 2.3, 2.4)

This section has two sub-sections: Review of research on the topic and Review of methodological literature. How this is organized is important. It can be organized by variables, by factors or constructs to be addressed, by elements of the theoretical framework, by or elements of the research design.

D. Synthesis of Research Findings

This section will summarize the main points of Chapter Two, showing both the strengths and the weaknesses in your theoretical orientation and your project's relationship with the previous research on the topic, both in content (research findings) and methods (methodology).

E. Critique of previous research (2.2, 2.4)

In this section examine the quality of the research reviewed. What are the methodological strengths and limitations of the works you reviewed? How do those weaknesses, in particular, affect your own argument? Consider things such a rigor of designs, sampling errors, size of samples, quality or research instruments, appropriateness of statistical procedures, and any other issues related to the quality of research. At the end of this section there should be a strong case for why the study will be a step forward in terms of research rigor.

F. Summary

This should not be more than a page, and in general will summarize the conclusions you have drawn from the previous literature on your topic or methodology which support your own project. This is of great importance in the dissertation, where this section sums up Chapter Two and provides a transition into Chapter Three.

Dissertation Chapter Three

A. Purposes of the Study (2.1)

This section repeats the information given in the opening sections of Chapter One: the research problem, any background relevant to the methods, the research questions and hypotheses (if any) which are designed to gather information needed to solve the problem, and what the study is meant to accomplish, that is, its purpose. The objective is to reorient the readers so that the methods to be described here will make sense.

B. Research Design (3.2, 3.3, 3.4)

Describes the research design with emphasis on methods and procedures. Critical elements include methodology, sample type, data collection methods and frequency, and data analysis type(s). Emphasis should be placed on description of validity threats (credibility issues in qualitative designs) and how the design minimizes or eliminates them. Like the previous section, you already outlined this in Chapter One from a conceptual standpoint. Here you can repeat (rewritten, as above) much of that material for the readers’ convenience, adding in greater clarity and detail, with your focus being a concrete description of your design. Again, the aim is to create a step-by-step recipe to support possible replication in the future.

C. Target Population and Participant Selection(3.9, 3.11, 3.12)

Describes the characteristics of the larger population from which the sample (study participants) will be drawn. Include in this section, after the characteristics, a discussion of sample size, including all steps taken to determine and justify sample size (e.g., power analysis). In this section, you will first describe the characteristics of the population. Next, describe the sample, consistently with the description of the population. Describe the size of your sample next.

D. Sampling Procedures (3.9, 3.10, 3.13)

Once you have described how you determined the sample size, describe how you plan to select the sample. Include the steps taken for recruitment of participants. Each procedure—identifying potential participants, contacting that pool, recruiting or inviting their participation, and organizing your sample—requires its own procedural description (a recipe clear enough that others can repeat your work).

E. Instruments (3.7)

Describe in detail all data collection instruments and measures (tests, questionnaires, interview protocols, and so forth). This section should include a description of each instrument or measure, its normative data, validity and reliability statistics, results of field tests conducted to determine validity, reliability, or appropriateness of the instrument.

F. Data Collection Procedures (3.14)

The procedures section describes the procedures that will be used to carry out all the major methods of the study. As before, the terms “methods” and “procedures” mean different things. “Methods” is a general term describing what you will do to accomplish the task at hand. “Procedures,” on the other hand, are step-by-step descriptions of how the methods will be carried out.

The Procedures section should contain at least the following subsections:

a) Methods and procedures for sample recruitment, sample selection, and assignment to groups (if relevant);

b) Methods and procedures for obtaining informed consent and for protecting the rights and well-being of the participants;

c) Methods and procedures adopted to maintain data securely, including the length of time data will be kept and how they will be destroyed;

d) Methods and procedures for data collection, including how data will be organized and prepared for analysis;

e) Methods and procedures for data analysis; and

f) Methods and procedures for presentation of the data, findings, and results.

G. Proposed Data Analyses (3.15)

Describe carefully the research question and sub-questions, followed by the null and alternate or research hypotheses (in quantitative studies) that predict the answer to each. Whereas Chapter One was conceptual, this section should focus on the empirical and statistical analysis. Describes all methods and all procedures for data analysis including: (a) types of data to be analyzed (see previous sections), (b) organizing raw data, (c) managing and processing data, (d) preparation of data for analysis, (e) actual analyses to be carried out, (f) storage and protection of data. Procedures must be detailed and carefully described. General statements should be avoided. Remember to state not only what statistics will be used, but also to select the level of significance for all significance tests.

H. Expected Findings

In quantitative studies, describe each outcome of the hypotheses: Was the null accepted or rejected? What correlations were found and at what significance level? In qualitative studies, discuss biases in the researcher that have been identified and how they will be accounted for. The focus in Chapter Three should be on the actual expected results of the analysis (particularly in quantitative studies).

I. Ethical Considerations (3.16, 3.17)

This section provides a discussion of ethical issues related to the study and the population of interest. Anonymity, confidentiality, privacy, lack of coercion, and informed consent are all issues that should be addressed in this section.

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