Submission - Civil Engineering
Please READ and REVIEW the DETAILS of the ENTIRE assignment. The assignment must be written professionally, scholarly, paraphrased, cited and with completed reference(s), and MUST include every detail the assignment asks to be completed
Attached is the...The "Rubric"..."10 Strategic Points paper"..."Prospectus PowerPoint (3)"...PLEASE RESEARCH THE DOCUMENTS...IT PROVIDES THE INFORMATION NEEDED TO COMPLETE THIS ASSIGNMENT CORRECTLY AND PROPERLY
**Please do not rush on the assignment...THERE IS plenty of time to Research, and properly complete the assignment***Please do not repeat the same wording just to meet the word count***
Assignment Details
The research prospectus is an expansion of your 10 Strategic Points and will serve as the framework for your dissertation proposal. It is considered the foundational document for your dissertation. The research prospectus will also assist your dissertation chair in providing valuable feedback to guide you in your dissertation. This assignment is the next step toward completing that process.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Locate the most current version of the Prospectus PowerPoint, attached.
This assignment uses a Rubric. Please review the Rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments.
Refer to the Publication Manual of the American Psychological Association for specific guidelines related to doctoral-level writing. The manual contains essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
Directions:
Using the Prospectus PowerPoint template, located on the Dissertation Templates page in the DC Network, transfer and expand the information from your 10 Strategic Points document into the slides following the instructions on the first slide. Note that subsequent slides have additional instruction details.
Rubic_Print_Format
Course Code Class Code Assignment Title Total Points
RES-880 RES-880-O504 Prospectus PowerPoint Draft 200.0
Criteria Percentage 0: Not Present (0.00%) 1: Does not meet Expectations (70.00%) 2: Approaches Meeting Expectations (87.00%) 3: Meets Expectations (100.00%) Comments Points Earned
Content 100.0%
Identification of the Research Topic/Problem Space 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Background of the Study 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Foundational Theory 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Review of the Literature 8.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Problem Statement 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Methodology 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Research Questions and/or Hypotheses 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Research Design 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Purpose Statement 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Population and Sample Selection 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Instrumentation or Sources of Data 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Data Collection and Management 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Data Analysis Procedures 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Feasibility and Argumentation 10.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Mechanics of Writing 5.0% Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Writer is clearly in command of standard, written, academic English.
APA Format 5.0% Required format is rarely followed correctly. No reference page is included. No in-text citations are used. Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used. Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present. The document is correctly formatted. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Total Weightage 100%
Running head: DISSERTATION: TEN STRATEGIC POINTS
1
DISSERTATION: TEN STRATEGIC POINTS
7
Dissertation: Ten Strategic Points
Dissertation: Ten Strategic Points
Ten Strategic Points
Comments or Feedback
Broad Topic Area
“The Monetary Value of Professional Certifications to Corporations”
A professional certification is becoming more valuable in today’s workplace because employers value a standardized set of skills and qualifications to perform the job – especially in the fields of IT, corporate business, and healthcare.
In a competitive job market, certifications offer heightened career advancement opportunities for workers. In fact, conservative research shows that employees who hold certifications are more confident and knowledgeable, reach job proficiency quicker, are more reliable and perform at a higher level than those without.
For continuing education employers, this is an opportunity to meet the demands of their business needs, and employees who want the highest level of knowledge in their industry. When a company offers employee certification preparation it assists employee’s with advancement of their careers; but is also is a revenue generator for the organization, and the employee.
Lit Review
A. Background of the problem/gap:
i. “The majority of information technology (IT) employment literature, as discussed previously, is focused on academic degrees and certification. Little, if any, has looked at the big picture of relative employer valuation of academic degrees, certifications, and work experience. To address this gap, this research focuses on the employer’s relative valuation of academic degrees, certifications, and work experience; this research has failed to acknowledge the curriculum that employers are most (50%) interested in: experience” (Wierschem & Mediavilla, 2018)
ii. Umit, Esra, Kultigin & Serhat (2012) identified there has been limited empirical work to examine the relationship between the elements of career motivation and key employee behavior such as employment and turnover intentions, job satisfaction, organizational commitment and work performance.
b. Theoretical Foundations (models and theories to be foundation for study);
While professional certifications are not a requirement in the corporate setting, they provide an extra credit to those who have them. Candidates put in long hours of study, to achieve the highest level of professional standards. Professional certifications can open many doors throughout an individual’s career, especially when one is searching for the next challenge. Recruiters and hiring managers tend to look at the Certifications section of a resume before anything else. Employers desire candidates with up-to-date knowledge, and professional certifications that displays to them a person’s mastery of a particular technology or practice.
c. Review of literature topics with key theme for each one;
i. Cognitive Development: Empirical research shows that a relationship exists between professional certification development, employer monetary-value, and employee success in areas such as information technology, corporate business, and healthcare.
d. Summary
i. Obtaining professional certifications leads to improved career development and employee performance.
ii. Gap in terms of additional research needed to examine these findings.
Problem Statement
It is not known how corporate leaders value the use of professional certifications as a perceived profitability to their organization
Research Questions
R1. Do corporate leaders value the use of professional certifications as a perceived profitability to their organization?
R2. The knowledge and information will be based on conceptual framework.
Sample
· Business professionals and Corporate Leaders located in Northern United States – Executive Management Professionals, Corporate CEO’s
· Interviews of a minimum of 10 to 12 participants or until data saturation is met.
· Surveys
Describe Phenomena (qualitative)
· Understanding if corporate leaders value the use of professional certifications as a perceived profitability to their organization.
Methodology & Design
· Qualitative
· Descriptive - Interviews/Focus Groups/Social Media Outputs/Archival Documentation Analysis
Purpose Statement
The purpose of this qualitative study is to determine if corporate leaders value the use of professional certifications as a perceived profitability to their Northern United States organization
Data Collection Approach
Voice interview data will be recorded using an Echo Livescribe pen. Handwritten data will be transcribed using MyScribe. The voice files will be transcribed by a transcription company, which will convert the information into word format.
Data Analysis Approach
Data will be organized and prepared for analysis using MAXQDA, Member Checking, and compiled and summarized identifying common themes to address the research questions, and descriptive statistics will summarize the data.
Theory
· Workplace Certification – Choice Making – Decision-making of executive leadership
· Organizational Profitability
References
Wierschem, D & Méndez Mediavilla, F. A. (2018). Entry Level Technology Positions: No
Degree Required. Journal of Information Systems Education, 29(4), 253-268.
Umit, A., Esra, A., Kultigin, A., Serhat, E. (2012). Relationships between career motivation,
affective commitment and job satisfaction, Procedia - Social and Behavioral Sciences
(58) 355 – 362.
Scoring Instructions
Faculty and learners may use the following slides to score the Prospectus PPT and provide feedback.
There are three sets of slides based on the course. The same scores will be used to enter in the LoudCloud assignment rubric(s):
RSD-851
RSD-881 or RES-880
x-855 or x-955
Faculty may insert the scoring slides into the learner’s PPT or attach them as a separate file
Faculty should enter the scores and provide commentary for each slide.
Faculty should use the Slide 2 - Global Summary of Feedback to provide learners with an overall summary of their feedback.
The same scoring slides may be used for both qualitative and quantitative versions of the prospectus PPT.
1
Global Summary of Feedback
RSD-851 Scoring Slide 1 of 3:
Faculty will assess each slide with scores of 0-3 (midpoint scores may be awarded, such as 1.5) and provide scoring comments applicable to each score.
0=Item is Not Present
1=Does Not Meet Expectations - Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
2=Approaches Meeting Expectations - Component is present and adequate. Small gaps are present that leave the reader with questions.
3=Meets Expectations - Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
RSD-851 Slide(s) Learner Score Instructor Score Grading Comments
Literature Review: Background to the Problem
Literature Review: Problem Space
Literature Review: Theoretical Foundation
Literature Review: Themes
Global Feedback Summary:
RSD-851 Scoring Slide 2 of 3:
Faculty will assess each slide with scores of 0-3 (midpoint scores may be awarded, such as 1.5) and provide scoring comments applicable to each score.
0=Item is Not Present
1=Does not meet Expectations - Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
2=Approaches Meeting Expectations - Component is present and adequate. Small gaps are present that leave the reader with questions.
3=Meets Expectations - Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
RSD 851 Slides Learner Score Instructor Score Grading Comments
Problem Statement
Phenomenon (Qualitative) or Variables (Quantitative)
Research Questions (Qualitative)
Research Questions and Hypotheses (Quantitative)
Global Feedback Summary:
RSD-851 Scoring Slide 3 of 3:
Faculty will assess each slide with scores of 0-3 (midpoint scores may be awarded, such as 1.5) and provide scoring comments applicable to each score.
0=Item is Not Present
1=Does not meet Expectations - Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
2=Approaches Meeting Expectations - Component is present and adequate. Small gaps are present that leave the reader with questions.
3=Meets Expectations - Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
RSD 851 Slides Learner Score Instructor Score Grading Comments
Methodology Justification
Feasibility Slide 1
Feasibility Slide 2
RSD-881 / RES-880 Scoring Slide 1 of 4:
Faculty will assess each slide with scores of 0-3 (midpoint scores may be awarded, such as 1.5) and provide scoring comments applicable to each score.
0=Item is Not Present
1=Does not meet Expectations - Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
2=Approaches Meeting Expectations - Component is present and adequate. Small gaps are present that leave the reader with questions.
3=Meets Expectations - Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
RSD-881 / RES 880 Slides Learner Score Instructor Score Grading Comments
Literature Review: Background to the Problem
Literature Review: Problem Space
Literature Review Theoretical Foundation
Literature Review: Review of Literature Themes
Global Feedback Summary:
RSD-881 / RES-880 Scoring Slide 2 of 4:
Faculty will assess each slide with scores of 0-3 (midpoint scores may be awarded, such as 1.5) and provide scoring comments applicable to each score.
0=Item is Not Present
1=Does not meet Expectations - Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
2=Approaches Meeting Expectations - Component is present and adequate. Small gaps are present that leave the reader with questions.
3=Meets Expectations - Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
RSD-881 / RES 880 Slides Learner Score Instructor Score Grading Comments
Problem Statement
Phenomenon (Qualitative) or Variables (Quantitative)
Research Questions (Qualitative)
Research Questions and Hypotheses (Quantitative)
Methodology Justification
Global Feedback Summary:
RSD-881 / RES-880 Scoring Slide 3 of 4:
Faculty will assess each slide with scores of 0-3 (midpoint scores may be awarded, such as 1.5) and provide scoring comments applicable to each score.
0=Item is Not Present
1=Does not meet Expectations - Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
2=Approaches Meeting Expectations - Component is present and adequate. Small gaps are present that leave the reader with questions.
3=Meets Expectations - Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
RSD-881 / RES 880 Slides Learner Score Instructor Score Grading Comments
Research Design
Purpose Statement
Population, Target Population, & Sample
Instrumentation & Data Sources
Data Collection Slide 1
Data Collection Slide 2
RSD-881 / RES-880 Scoring Slide 4 of 4:
Faculty will assess each slide with scores of 0-3 (midpoint scores may be awarded, such as 1.5) and provide scoring comments applicable to each score.
0=Item is Not Present
1=Does not meet Expectations - Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
2=Approaches Meeting Expectations - Component is present and adequate. Small gaps are present that leave the reader with questions.
3=Meets Expectations - Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
RSD-881 / RES 880 Slides
Learner Score Instructor Score Grading Comments
Data Collection Slide 3
Data Collection Slide 4
Data Analysis Slide(s)
Feasibility Slide 1
Feasibility Slide 2
x885 / x955 Scoring Slide 1 of 4:
Faculty will assess each slide with scores of 0-3 (midpoint scores may be awarded, such as 1.5) and provide scoring comments applicable to each score.
0=Item Not Present
1=Does not meet Expectations - Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
2=Approaches Meeting Expectations - Component is present and adequate. Small gaps are present that leave the reader with questions.
3=Meets Expectations - Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
x885 / x955 Slides
Learner Score Chair Score Methodologist
Score Grading Comments
Literature Review: Background to the Problem
Literature Review: Problem Space
Literature Review: Theoretical Foundation
Literature Review: Themes
Global Feedback Summary:
x885 / x955 Scoring Slide 2 of 4:
Faculty will assess each slide with scores of 0-3 (midpoint scores may be awarded, such as 1.5) and provide scoring comments applicable to each score.
0=Item is Not Present
1=Does not meet Expectations - Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
2=Approaches Meeting Expectations - Component is present and adequate. Small gaps are present that leave the reader with questions.
3=Meets Expectations - Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
x885 / x955 Slides
Learner Score Chair Score Methodologist Score Grading Comments
Problem Statement
Phenomenon (Qualitative) or Variables (Quantitative)
Research Questions (Qualitative)
Research Questions and Hypotheses (Quantitative)
Methodology Justification
Global Feedback Summary:
x885 / x955 Scoring Slide 3 of 4:
Faculty will assess each slide with scores of 0-3 (midpoint scores may be awarded, such as 1.5) and provide scoring comments applicable to each score.
0=Item is Not Present
1=Does not meet Expectations - Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
2=Approaches Meeting Expectations - Component is present and adequate. Small gaps are present that leave the reader with questions.
3=Meets Expectations - Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
x885 / x955 Slides
Learner Score Chair Score Methodologist Score Grading Comments
Research Design
Purpose Statement
Population, Target Population, & Sample
Instrumentation & Data Sources
Data Collection Slide 1
Data Collection Slide 2
x885 / x955 Scoring Slide 4 of 4:
Faculty will assess each slide with scores of 0-3 (midpoint scores may be awarded, such as 1.5) and provide scoring comments applicable to each score.
0=Item is Not Present
1=Does not meet Expectations - Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
2=Approaches Meeting Expectations - Component is present and adequate. Small gaps are present that leave the reader with questions.
3=Meets Expectations - Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
x885 / x955 Slides
Learner Score Chair Score Methodologist Score Grading Comments
Data Collection Slide 3
Data Collection Slide 4
Data Analysis Slide(s)
Feasibility Slide 1
Feasibility Slide 2
Instructions for Learners
Use this template only if you have a Qualitative topic.
This is a working document. You will start this document in RSD-851 and update it through RSD-881, RES-880, and potentially your first two dissertation classes.
Review the instructions prior to each main section (RSD-851 & RSD-881), as well as the last slide with RES-880, x885, and x955 instructions.
Requirements, hints, and alignment notes are found in the Notes section.
To view notes, click the “View” tab at the top of the application and select “notes.”
Hint: You may need to expand the notes section in order to see all of the notes contained for each slide.
To view bubble comments from faculty, click the “review” tab at the top of the application and select “Show Comments.”
Instructions for Faculty
Written feedback is to be provided via bubble comments. Comments can be created by holding Ctrl+M (for PC) or Command+Shift+M (Mac) on your keyboard, or via the Review tab.
To access the Comment pane, click the “review” tab and select “Show comments.”
The notes section in each slide contains the slide requirements.
Feedback should be focused on helping the learner meet the slide requirements.
See the supplementary faculty job aid materials for grading and other resources.
RSD-851 Slides - Instructions
Complete the slides under the RSD-851 section header:
Literature Review:
Background to the Problem
Problem Space
Theoretical Foundation
Review of Literature Themes
Problem Statement
Research Questions & Phenomenon/Variables
Methodology
Feasibility
Next steps
Use the supplementary slide deck for additional information and resources for completion of these slides.
Proposed Dissertation Topic Title
Learner Name
Course Instructor
Submission Date
v.4.16.21
Literature Review: Background to the Problem
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
Describe what is already understood about the problem.
Present findings from prior research related to the history of the problem space.
Focus on:
When the problem started
What has been discovered about the problem
The current state of the problem
Support information with empirical citations
Literature Review: Problem Space
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
Literature Review: Theoretical Foundations
Objective:
In the Proposal this information is used to develop the research questions for chapter 1 and 3. It is expanded significantly in Chapter 2.
Slide Requirements:
There should be one slide on each model or theory in outline format.
Include a visual of the model or theory if it is available.
Focus on describing the theory and not on discussing how it has been used in prior studies.
Hints:
Two ways to find models or theories for both quantitative and qualitative research are
Find studies related to your topic and see what theoretical foundation theory, model, or concept they used. Then research it or find a quantitative instrument that is used to collect data on it.
Look for validated quantitative instruments that measure variables you are studying from either a quantitative or qualitative approach; then do a Google or Google Scholar search that combines the name of the instrument and the term “validation study” or “validity”. This document will explain the model behind the instrument, trace it back historically to the creator of the initial model or theory. For the quantitative studies, use the instrument article to provide the reliability and validity statistics for the instrument.
Literature Review: Review of Literature
Theme 1:
Theme 2:
Theme 3:
Objective:
In the Prospectus this slide is used to provide an outline of the topics that will be included in the Review of Literature section, which is 30+ pages in Chapter 2.
Slide Requirements:
Identify 3-5 major topics in the literature related to the proposed problem space
Each bullet should include:
1-2 sentences defining/describing each topic
At least 3 empirical sources supporting each topic
Hints:
For quantitative studies, themes could include:
Studies describing and/or relating the variables
Studies on related research such as factors associated with the themes
Studies on the instruments used to collect data
Studies on the broad population for the study
Studies defining the need from a community, professional, or organizational perspective
Studies similar to the topic
For qualitative studies, topics could include:
Studies describing and/or relating the phenomenon
Studies on related research such as factors associated with the themes
Studies on the instruments used to collect data
Studies on the broad population for the study
Studies defining the need from a community, professional, or organizational perspective
Studies similar to the topic
Problem Statement
Examples:
It is not known …
Based on what is known in the empirical research literature, _____ is still unknown or what still needs to be understood is…
While the empirical research literature indicates ____________, it is not known in (school/district/organization/community) how/why __________.
Objective:
This slide is used to provide the problem statement, which will be expanded upon in the Chapter 2: Problem Statement section.
Slide Requirements:
State the specific problem for research with a clear declarative statement.
Alignment: The problem statement must align with the established problem space as described on previous slides.
Hints:
Some examples of how to phrase a problem statement include:
It is not known how or why…
Based on what is known in the empirical research literature, _____ is still unknown/what still needs to be understood is…
While the literature indicates ____________, it is not known in (school/district/organization/community) how/why __________.
Research Questions and Phenomenon
RQ1:
RQ2:
Etc…
Phenomenon:
Objective:
State and define each research question. This information is expanded upon in Chapter 3: Research Questions in the dissertation template.
Slide Requirements:
State the research question(s) guiding the proposed study.
Define the phenomenon.
Alignment: Research questions must align with the problem statement presented on the previous slide.
Hints:
The theoretical foundation should guide the phenomenon or variables in the research questions.
Do not introduce new constructs in the research questions that were not introduced in the problem statement or theoretical foundation.
Methodology Justification
Qualitative Quantitative
Seminal sources describing qualitative methodology: Seminal sources describing quantitative methodology:
Justification for qualitative: Justification against quantitative:
Objectives:
The approach on this slide is used to justify the methodology using methodology articles and resources
The information presented on this slide is used to develop one of the three paragraphs comprising the methodology section in Chapter 3. In addition, a second paragraph is added justifying why the opposite methodology is not as appropriate. A third paragraph is developed that uses similar and related empirical articles to justify the proposed methodology for the study
Slide Requirements:
Present 2-3 seminal sources describing qualitative methodology
Justify why qualitative methodology is appropriate based on those sources
Present 2-seminal sources describing quantitative methodology
Justify why quantitative methodology is not as appropriate based on those sources
Hint:
Do not summarize prior research in this slide
Feasibility - Slide 1
Resources for study:
Ethical Concerns:
Objectives:
Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.
The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you will obtain authorization? If no authorization is needed, why not?
What, if any, access to site resources will you need? (i.e., building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications, etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree program (i.e. Business Administration, Organizational Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup plans?
Based on the information you have learned, is your study feasible? Why or why not? How can you make your study more manageable?
Hint:
Visit https://dc.gcu.edu/irb for additional resources and information
Feasibility – Slide 2
Study Alignment with Program (Identify Program of Study):
Feasibility Concerns:
Objectives:
Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.
The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you will obtain authorization? If no authorization is needed, why not?
What, if any, access to site resources will you need? (i.e., building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications, etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree program (i.e. Business Administration, Organizational Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup plans?
Based on the information you have learned, is your study feasible? Why or why not? How can you make your study more manageable?
Hint:
Visit https://dc.gcu.edu/irb for additional resources and information
Defend
Questions
Feedback
Objectives:
This slide is a placeholder for your defense of your topic to your residency instructor, peers, and/or dissertation committee.
Learners should be prepared to answer questions about their study, including the key points, alignment, and feasibility.
Next steps
Objective:
Encourage project management by the learner to prepare for and work on the dissertation. Learners must become project managers and develop a detailed plan for completing their dissertation using the dissertation milestone guide and their current progression in their program of study.
Slide Requirements:
Modify this slide and indicate the next steps you plan to take to prepare for and work on your dissertation
Hints:
List of Next Steps (might) include (customize to your study):
Create a detailed dissertation project plan using the Dissertation Milestone Guide
DC Network
Review resources on Identifying a Content Expert. Begin the process to identify a potential Content Expert that may be interested in serving on your committee
Review the IRB Research Center resources for the Institutional Review Board process and CIT requirements
Start CITI Training
Gather and organize empirical articles (5 years or newer) on related topic
Review the Dissertation Template, Develop an outline/draft of Chapter 2 (Literature Review)
RSD-881 Instructions
Update the RSD-851 slides based on changes made to your key points and complete the RSD-881 Slides:
Design
Purpose Statement
Population, Target Population, and Sample
Instrumentation and Data Sources
Data Collection Slides 1-4
Data Analysis
Feasibility
Next Steps
Prior to submitting this template for your final assignment in RSD-881, remove the feasibility, defend, and next steps slides from the RSD-851 section. These slides will be updated in the RSD-881 slides.
Use the supplementary slide deck for additional information and resources for completion of these slides.
Design
Design Definition Justification
(use /not use)
Qualitative Descriptive
Phenomenological
Narrative
Case Study
Grounded Theory
Objectives:
When completing the proposal, the approach shown on this slide is used to develop the first paragraph/section in Chapter 3. Then there are a series of short paragraphs (3-4 sentences) that argue as to why the alternative designs are not as appropriate for the study
Slide Requirements:
Complete table for all five designs listed (see five on slide).
For each design cite two definitions supported with empirical or authoritative sources.
Using the wording of the definitions, justify why you are using the design or why you are NOT using the design.
Hints:
Quantitative resource: LAERD.com
Web of Science for definitions resources
Purpose Statement
The purpose of this qualitative…
Objective:
This slide is used to provide the purpose statement, which will be expanded upon in the Chapter 3: Purpose of the Study section.
Slide Requirements:
State the purpose of the study in one sentence that identifies the research methodology, design, problem statement, target population, and geographic location.
Alignment: The purpose statement must align with the problem statement, research questions, methodology, and design.
Hint:
This is presented as a declarative statement: "The purpose of this qualitative [design] study is to … [include the unknown from the Problem Statement] among [target population] at a [setting/geographic location]."
Population, Target Population, and Sample
Population Target Sample
Objectives:
This outline is used to ensure there is an appropriate and reachable target population.
In the Proposal this outline becomes a section in Chapter 3.
Slide Requirements:
Define the terms population, target population, and sample using authoritative sources.
Describe the population, target population, and sample as related to the proposed study.
Details to include:
Target Population: Estimate the size of the target population and identify the specific way to access the target population (see hints below).
Sample: Estimate the projected sample size for each source of data.
Hints:
Way to access the target population which might include:
Using your organization (with appropriate approvals);
Asking an association to support/communicate the study;
Using a social group such as a church to support/communicate your research;
Using social media to find the sample;
Using archival data from an organization or association;
Using publicly available archival data;
Using photographs of the phenomena being studied.
Assume 5-20 percent of the target population recruited would participate; therefore, ensure the target population is sufficiently large to obtain the final proposed sample size.
For qualitative studies show the minimum sample size for each data collection source (e.g., interview 12-15; questionnaire 30-40; focus groups 4-5 in each of 2-3 focus groups; 10-25 artifacts; 10-25 photographs, etc.)
If using a questionnaire for a qualitative study with open-ended questions you will most likely need 40+ returned to be able to code the open-ended questions to get any meaningful data; if collecting descriptive information using Likert-based questions you should target at least 30
Visual data such as photographs, videos from YouTube, advertisements, participant drawings, social media data, and observed or recorded behaviors can be analyzed using thematic analysis or other forms of qualitative data analysis. Any source of data must address the research questions though.
Instrumentation and Data Sources
Data Sources #1
Data Source #2
Data Source #3
Objectives:
This outline is used to identify the types and structure of each data source.
This outline is then used to develop the section on Sources of Data in Chapter 3 in the Proposal.
Slide Requirements:
Identify each data source
For each:
Describe the structure of the data source
Describe how the data source will be developed
Identify how the data source will be used to answer the RQs
For validated instruments, cite appropriate sources
If needed, add columns for additional data sources (or delete extra columns)
Hint:
The majority of qualitative studies’ primary source of data are semi-structured interviews.
Data Collection Steps: Slide 1
Required permissions
Site approval (if applicable)
Permission to use each instrument or data source
Obtaining administrative guide and validation information on each data sources from owner/literature
Results of the field tests for qualitative studies
Results of the expert panel review for qualitative instruments such as interviews or observations
GCU Chair and Committee Approvals
AQR Approval
IRB Approval
Consent form from individual participants
Required permissions/approvals (prior to data collection)
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This first slide only discusses all of the permissions required.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Modify each bullet point to be specific to your study, and if you do not believe the bullet is relevant for your study put in a statement justifying why not.
Required Bullets:
Site approval
Permission to use each instrument or data source
Obtaining administrative guide and validation information on each data sources from owner/literature
GCU Chair and Committee Approvals
AQR Approval
IRB Approval
Consent form from individual participants
Results of the field tests for qualitative studies
Results of the expert panel review for qualitative instruments such as interviews or observations
Hints:
If site authorization is not required, state the reason.
Unless otherwise specified, site authorization(s) are valid one year from the date of signature.
Data Collection Steps: Slide 2
Sampling Strategy and Sample Selection
Strategy #1
Strategy #2
Strategy #3
Sampling Strategy Description
Sampling Steps
Sampling Selection Criteria
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This second slide only discusses the sampling strategy and then the steps for the sampling process.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Sampling Strategy Description: Citing an authoritative source define and describe each sampling strategy.
Sampling Steps: State the steps taken for the sampling process for each strategy.
Sampling Criteria: Identify the criteria for selecting your sample.
Hints:
Some sampling strategies could be convenience, purposive, random, and snowball.
Even if only one sampling strategy will be used, identify “Plan B” and “Plan C” if the first plan falls through or does not provide the minimum sample size or enough data for qualitative analysis.
Data Collection Steps: Slide 3
Collecting the Data
Step 1:
Step 2:
Step 3:
etc.
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This third slide only discusses the specific detailed steps to collect the data.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Provide step-by-step detailed instructions regarding how you plan to collect your data.
Steps should detail how each source of data will be completed by the participants, including:
How you plan to obtain informed consent(s).
How each source of data will be completed (who, what, when, how, where)
Discuss any demographic information you plan to obtain and when.
Present the steps in chronological order for each source of data.
Hints:
This slide should be sufficiently thorough such that another researcher could use the instructions to collect your data for you.
Note: Demographic data is not a source of data.
Data Collection Steps: Slide 4
Data Management and Storage
Data Management and Storage
Where will you store the data?
How long will you store the data?
How will you protect the data?
How will you destroy the data?
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This fourth slide only discusses the data management and storage process.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Answer the four questions on the slide:
Where will you store the data?
How long will you store the data?
How will you protect the data?
How will you destroy the data?
Hints:
Be sure to address all sources of data if management will be different for different sources
Protecting data includes participant personal identifiable information
Visit https://dc.gcu.edu/irb for resources and additional information
Data Analysis Steps: Slide 1
Data Source #1 – Analysis Strategy
Step 1:
Step 2:
Step 3:
etc.
Objectives:
The following slides show the approach to cover for qualitative analysis.
The information on this slide will be used to inform the Data Analysis section of Ch. 3
This set of step may require more than one slide.
Slide Requirements:
Replace the subtitle with the name of the data source and the analysis approach used (i.e., Open-Ended Questionnaires – Thematic Analysis).
Identify each step you will take to analyze the data, supported with an authoritative source.
Create a slide for each data source. Two are included in this template. If a third or more are needed, duplicate this slide.
Hints:
One paradigm should be used (i.e. Clarke and Braun OR Sandelowski, not both)
Potential analysis strategies are thematic analysis, pattern recognition, narrative analysis, descriptive statistics for Likert-style sources, content analysis, phenomenological analysis, etc.
If applicable, don’t forget to include transcription, member checking, cleaning the data, program(s) used if any, etc.
Data Analysis Steps: Slide 2
Data Source #2 – Analysis Strategy
Step 1:
Step 2:
Step 3:
etc.
Objectives:
The following slides show the approach to cover for qualitative versus quantitative.
The information on this slide will be used to inform the Data Analysis section of Ch. 3
This set of step may require more than one slide.
Slide Requirements:
Replace the subtitle with the name of the data source and the analysis approach used (i.e., Open-Ended Questionnaires – Thematic Analysis).
Identify each step you will take to analyze the data, supported with an authoritative source.
Create a slide for each data source. Two are included in this template. If a third or more are needed, duplicate this slide.
Hints:
One paradigm should be used (i.e. Clarke and Braun OR Sandelowski, not both)
Potential analysis strategies are thematic analysis, pattern recognition, narrative analysis, descriptive statistics for Likert-style sources, content analysis, phenomenological analysis, etc.
If applicable, don’t forget to include transcription, member checking, cleaning the data, program(s) used if any, etc.
Feasibility - Slide 1
Resources for study:
Ethical Concerns:
Objectives:
Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.
The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you will obtain authorization? If no authorization is needed, why not?
What, if any, access to site resources will you need? (i.e., building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications, etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree program (i.e. Business Administration, Organizational Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup plans?
Based on the information you have learned, is your study feasible? Why or why not? How can you make your study more manageable?
Hint:
Visit https://dc.gcu.edu/irb for additional resources and information
Feasibility – Slide 2
Study Alignment with Program (Identify Program of Study):
Feasibility Concerns:
Objectives:
Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.
The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you will obtain authorization? If no authorization is needed, why not?
What, if any, access to site resources will you need? (i.e., building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications, etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree program (i.e. Business Administration, Organizational Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup plans?
Based on the information you have learned, is your study feasible? Why or why not? How can you make your study more manageable?
Hint:
Visit https://dc.gcu.edu/irb for additional resources and information
Defend
Questions
Feedback
Objectives:
This slide is a placeholder for your defense of your topic to your residency instructor, peers, and/or dissertation committee.
Learners should be prepared to answer questions about their study, …
Instructions for Learners
Use this template only if you have a Quantitative topic.
This is a working document. You will start this document in RSD-851 and update it through RSD-881, RES-880, and potentially your first two dissertation classes.
Review the instructions prior to each main section (RSD-851 & RSD-881), as well as the last slide with RES-880, x885, and x955 instructions.
Requirements, hints, and alignment notes are found in the Notes section.
To view notes, click the “View” tab at the top of the application and select “notes.”
Hint: You may need to expand the notes section in order to see all of the notes contained for each slide.
To view bubble comments from faculty, click the “review” tab at the top of the application and select “Show Comments.”
Instructions for Faculty
Written feedback is to be provided via bubble comments. Comments can be created by holding Ctrl+M (for PC) or Command+Shift+M (Mac) on your keyboard, or via the Review tab.
To access the Comment pane, click the “review” tab and select “Show comments.”
The notes section in each slide contains the slide requirements.
Feedback should be focused on helping the learner meet the slide requirements.
See the supplementary faculty job aid materials for grading and other resources.
RSD-851 Slides - Instructions
Complete the slides under the RSD-851 section header:
Literature Review:
Background to the Problem
Problem Space
Theoretical Foundation
Review of Literature Themes
Problem Statement
Research Questions/Hypotheses & Variables
Methodology
Feasibility
Next steps
Use the supplementary slide deck for additional information and resources for completion of these slides.
Proposed Dissertation Topic Title
Learner Name
Course Instructor
Submission Date
v.4.16.21
4
Literature Review: Background to the Problem
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
Describe what is already understood about the problem.
Present findings from prior research related to the history of the problem space.
Focus on:
When the problem started
What has been discovered about the problem
The current state of the problem
Support information with empirical citations
5
Literature Review: Problem Space
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
6
Literature Review: Theoretical Foundations
v.1.25.21
Objective:
In the Proposal this information is used to develop the research questions for chapter 1 and 3. It is expanded significantly in Chapter 2.
Slide Requirements:
There should be one slide on each model or theory in outline format.
Include a visual of the model or theory if it is available.
Focus on describing the theory and not on discussing how it has been used in prior studies.
Hints:
Two ways to find models or theories for both quantitative and qualitative research are:
Find studies related to your topic and see what theoretical foundation theory, model, or concept they used. Then research it or find a quantitative instrument that is used to collect data on it.
Look for validated quantitative instruments that measure variables you are studying from either a quantitative or qualitative approach; then do a Google or Google Scholar search that combines the name of the instrument and the term “validation study” or “validity”. This document will explain the model behind the instrument, trace it back historically to the creator of the initial model or theory. For the quantitative studies, use the instrument article to provide the reliability and validity statistics for the instrument.
7
Literature Review: Review of Literature
Theme 1:
Theme 2:
Theme 3:
Objective:
This slide is used to provide an outline of the topics that will be included in the Review of Literature section, which is 30+ pages in Chapter 2.
Slide Requirements:
Identify 3-5 major topics in the literature related to the proposed problem space
Each bullet should include:
1-2 sentences defining/describing each topic
At least 3 empirical sources supporting each topic
Hints:
For quantitative studies, themes could include:
Studies describing and/or relating the variables
Studies on related research such as factors associated with the themes
Studies on the instruments used to collect data
Studies on the broad population for the study
Studies defining the need from a community, professional, or organizational perspective
Studies similar to the topic
For qualitative studies, topics could include:
Studies describing and/or relating the phenomenon
Studies on related research such as factors associated with the themes
Studies on the instruments used to collect data
Studies on the broad population for the study
Studies defining the need from a community, professional, or organizational perspective
Studies similar to the topic
8
Problem Statement
Examples:
It is not known …
Based on what is known in the empirical research literature, _____ is still unknown or what still needs to be understood is…
While the empirical research literature indicates ____________, it is not known in (school/district/organization/community) __________.
Objective:
This slide is used to provide the problem statement, which will be expanded upon in the Chapter 2: Problem Statement section.
Slide Requirements:
State the specific problem for research with a clear declarative statement.
Alignment: The problem statement must align with the established problem space as described on previous slides.
Hints:
Some examples of how to phrase a problem statement include:
It is not known how or why…
Based on what is known in the empirical research literature, _____ is still unknown/what still needs to be understood is…
While the literature indicates ____________, it is not known in (school/district/organization/community) how/why __________.
Variables
Variable Conceptual Definition Operational Definition Measurement Level Instrument/Data Source
[Variable 1]
[Variable 2]
[Add Variables as needed]
Objective:
State and define each variable in table format. The table is used in Chapter 3: Research Questions and Hypotheses in the dissertation template.
Slide Requirements:
Complete the table for each variable.
Included citations as appropriate.
Hints:
The conceptual definition is ‘what does it mean’. For example, a conceptual level of a variable in a school setting may be student achievement.
An operational level is how the researcher will measure the variable to reflect the conceptual definition. The operational level of the variable for student achievement may be the test score on a final exam, which ranges from 0 to 100.
The measurement level is whether the variable is nominal, ordinal, interval, or ratio.
10
Research Questions and Hypotheses
RQ1:
H10
H1A
RQ2:
H20
H2A
Objective:
State and define each research question and hypothesis. This information is expanded upon in Chapter 3: Research Questions and Hypotheses in the dissertation template.
Slide Requirements:
State the research question(s) and hypotheses guiding the proposed study.
Define the hypotheses.
Alignment: Research questions must align with the problem statement presented on the previous slide.
A minimum of two sets of hypotheses is required.
Hints:
Do not introduce new constructs in the research questions that were not introduced in the problem statement or theoretical foundation.
One research question may have more than one set of hypotheses.
11
Methodology Justification
Quantitative Qualitative
Seminal sources describing quantitative methodology: Seminal sources describing qualitative methodology:
Justification for quantitative: Justification against qualitative:
Objectives:
The approach on this slide is used to justify the methodology using methodology articles and resources
The information presented on this slide is used to develop one of the three paragraphs comprising the methodology section in Chapter 3. In addition, a second paragraph is added justifying why the opposite methodology is not as appropriate. A third paragraph is developed that uses similar and related empirical articles to justify the proposed methodology for the study
Slide Requirements:
Present 2-3 seminal sources describing quantitative methodology
Justify why quantitative methodology is appropriate based on those sources
Present 2-seminal sources describing qualitative methodology
Justify why qualitative methodology is not as appropriate based on those sources
Hint:
Do not summarize prior research in this slide
12
Feasibility - Slide 1
Resources for study:
Ethical Concerns:
Objectives:
Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.
The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you will obtain authorization? If no authorization is needed, why not?
What, if any, access to site resources will you need? (i.e., building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications, etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree program (i.e. Business Administration, Organizational Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup plans?
Based on the information you have learned, is your study feasible? Why or why not? How can you make your study more manageable?
Hints:
Visit https://dc.gcu.edu/irb for additional resources and information
Feasibility – Slide 2
Study Alignment with Program (Identify Program of Study):
Feasibility Concerns:
Objectives:
Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.
The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you will obtain authorization? If no authorization is needed, why not?
What, if any, access to site resources will you need? (i.e., building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications, etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree program (i.e. Business Administration, Organizational Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup plans?
Based on the information you have learned, is your study feasible? Why or why not? How can you make your study more manageable?
Hints:
Visit https://dc.gcu.edu/irb for additional resources and information
Defend
Questions
Feedback
Objectives:
This slide is a placeholder for your defense of your topic to your residency instructor, peers, and/or dissertation committee.
Learners should be prepared to answer questions about their study, including the key points, alignment, and feasibility.
Next steps
Objective:
Encourage project management by the learner to prepare for and work on the dissertation. Learners must become project managers and develop a detailed plan for completing their dissertation using the dissertation milestone guide and their current progression in their program of study.
Slide Requirements:
Modify this slide and indicate the next steps you plan to take to prepare for and work on your dissertation
Hints:
List of Next Steps (might) include (customize to your study):
Create a detailed dissertation project plan using the Dissertation Milestone Guide
DC Network
Review resources on Identifying a Content Expert. Begin the process to identify a potential Content Expert that may be interested in serving on your committee
Review the IRB Research Center resources for the Institutional Review Board process and CIT requirements
Start CITI Training
Gather and organize empirical articles (5 years or newer) on related topic
Review the Dissertation Template, Develop an outline/draft of Chapter 2 (Literature Review)
RSD-881 Instructions
Update the RSD-851 slides based on changes made to your key points and complete the RSD-881 Slides:
Design
Purpose Statement
Population, Target Population, and Sample
Instrumentation and Data Sources
Data Collection Slides 1-4
Data Analysis
Feasibility
Next Steps
Prior to submitting this template for your final assignment in RSD-881, remove the feasibility, defend, and next steps slides from the RSD-851 section. These slides will be updated in the RSD-881 slides.
Use the supplementary slide deck for additional information and resources for completion of these slides.
Design
Design Definition Justification
(use /not use)
Pre-Experimental
Quasi-Experimental
Correlational or Associative
Correlational-predictive
Comparative
Ex Post Facto
Objectives:
When completing the proposal, the approach shown on this slide is used to develop the first paragraph/section in Chapter 3. Then there are a series of short paragraphs (3-4 sentences) that argue as to why the alternative designs are not as appropriate for the study
Slide Requirements:
Complete table for all six designs listed.
For each design cite two definitions supported with empirical or authoritative sources.
Using the wording of the definitions, justify why you are using the design or why you are NOT using the design.
Hints:
Quantitative resource: LAERD.com
Web of Science for definitions resources
Research may refer to the comparative research design as causal-comparative.
At GCU, archival data used to look at group differences is considered an Ex Post Facto design.
18
Purpose Statement
The purpose of this quantitative…
Objective:
This slide is used to provide the purpose statement, which will be expanded upon in the Chapter 3: Purpose of the Study section.
Slide Requirements:
State the purpose of the study in one sentence that identifies the research methodology, design, problem statement, target population, and geographic location.
Alignment: The purpose statement must align with the problem statement, research questions, methodology, and design.
Hint:
This is presented as a declarative statement: "The purpose of this quantitative [design] study is to … [include the unknown from the Problem Statement] among [target population] at a [setting/geographic location]."
Population, Target Population, and Sample
Population Target Sample
Objectives:
This outline is used to ensure there is an appropriate and reachable target population.
In the Proposal this outline becomes a section in Chapter 3.
Slide Requirements:
Define the terms population, target population, and sample using authoritative sources.
Describe the population, target population, and sample as related to the proposed study.
Details to include:
Target Population: Estimate the size of the target population and identify the specific way to access the target population (see hints below).
Sample: Estimate the projected sample size (see hints).
Hints:
Way to access the target population which might include:
Using your organization (with appropriate approvals);
Asking an association to support/communicate the study;
Using a social group such as a church to support/communicate your research;
Using social media to find the sample;
Using archival data from an organization or association;
Using publicly available archival data.
Assume 5-20 percent of the target population recruited would participate; therefore, ensure the target population is sufficiently large to obtain the final proposed sample size.
For quantitative studies, to determine the minimum sample size of clean data, learners may use G*power analysis by changing power (1-β) to .80 and changing alpha (α) to align with the corresponding alpha of the hypothesis.
Students can download G*power by following this link and the instructions: https://www.psychologie.hhu.de/arbeitsgruppen/allgemeine-psychologie-und-arbeitspsychologie/gpower.html (or search G*power in Google)
20
Instrumentation
Instrument #1: [insert name of instrument] Instrument #2: [insert name of instrument] Instrument #3: [insert name of instrument]
Objectives:
This outline is used to identify the types and structure of each data source.
This outline is then used to develop the section on Sources of Data in Chapter 3 in the Proposal.
Slide Requirements:
Identify each instrument.
For each instrument: describe the instrument in detail, including:
The variable(s) for which it will provide data.
Validity of the instrument to provide data for the variable(s).
Reliability of the instrument to provide data for the variable(s).
The level of measurement provided by the instrument.
If needed, add columns for additional instruments (or delete extra columns)
Hints:
Instruments must have established validity and reliability for measuring the variables
If you are using a previously published measurement instrument, you should discuss the characteristics of the instrument in detail.
I.e., for a validated survey, describe:
The structure of the instrument, including subscales, etc..
The type and number of items or questions per scale and/or subscale.
The statistical scale of measurement (nominal, ordinal, interval, or ratio) of data obtained from the instrument.
There are differences between Likert items and Likert scales. While Likert items are ordinal, one can argue that a Likert scale is interval. It is recommended, if possible, learner use parametric statistics, which require interval or ratio data.
If your research data will come from an electronic database (archival, or secondary data), identify the database and indicate exactly how the data will be obtained or accessed.
Reliability is typically established with Cronbach’s alpha.
A factor analysis is typically used to help establish validity of an instrument.
21
Data Collection Steps: Slide 1
Required permissions
Site approval (if applicable)
Permission to use each instrument
If using archival data, permission to use the data
Obtaining administrative guide and validation information on each instrument from owner/literature
GCU Chair and Committee Approvals
AQR Approval
IRB Approval
Consent form from individual participants
Required permissions/approvals (prior to data collection)
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This first slide only discusses all of the permissions required.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Modify each bullet point to be specific to your study, and if you do not believe the bullet is relevant for your study put in a statement justifying why not.
Required Bullets:
Site approval
Permission to use each instrument or data source
Obtaining administrative guide and validation information on each data sources from owner/literature
GCU Chair and Committee Approvals
AQR Approval
IRB Approval
Consent form from individual participants
Results of the field tests for qualitative studies
Results of the expert panel review for qualitative instruments such as interviews or observations
Hints:
If site authorization is not required, state the reason.
Unless otherwise specified, site authorization(s) are valid one year from the date of signature.
22
Data Collection Steps: Slide 2
Sampling Strategy and Sample Selection
Strategy #1
Strategy #2
Strategy #3
Sampling Strategy Description
Sampling Steps
Sampling Selection Criteria
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This second slide only discusses the sampling strategy and then the steps for the sampling process.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Sampling Strategy Description: Citing an authoritative source define and describe each sampling strategy.
Sampling Steps: State the steps taken for the sampling process for each strategy.
Sampling Criteria: Identify the criteria for selecting your sample.
Hints:
Some sampling strategies could be convenience, purposive, random, and snowball.
Even if only one sampling strategy will be used, identify “Plan B” and “Plan C” if the first plan falls through or does not provide the minimum sample size or enough data for quantitative analysis.
23
Data Collection Steps: Slide 3
Collecting the Data
Step 1:
Step 2:
Step 3:
etc.
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This third slide only discusses the specific detailed steps to collect the data.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Provide step-by-step detailed instructions regarding how you plan to collect your data.
Steps should detail how each instrument will be completed by the participants, including:
How you plan to obtain informed consent(s).
How each instrument will be completed (who, what, when, how, where)
Discuss any demographic information you plan to obtain and when.
Present the steps in chronological order for each instrument.
Hint:
This slide should be sufficiently thorough such that another researcher could use the instructions to collect your data for you.
24
Data Collection Steps: Slide 4
Data Management and Storage
Data Management and Storage
Where will you store the data?
How long will you store the data?
How will you protect the data?
How will you destroy the data?
Objectives:
There are four separate slides that will comprise the data collection section in the Prospectus and the proposal.
These set of four slides are used in bullet format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
This Slide: This fourth slide only discusses the data management and storage process.
**Note: Do not alter the names on the slides, and do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. **
Slide Requirements:
Answer the four questions on the slide:
Where will you store the data?
How long will you store the data?
How will you protect the data?
How will you destroy the data?
Hints:
Be sure to address all data if management will be different for different data.
Protecting data includes participant personal identifiable information.
Visit https://dc.gcu.edu/irb for resources and additional information.
25
Data Analysis Steps: Slide 1
Hypothesis #1 – Analysis Strategy
Step 1:
Step 2:
Step 3:
etc.
Objectives:
The following slides show the approach to cover for quantitative analysis.
The information on this slide will be used to inform the Data Analysis section of Ch. 3
This set of steps may require more than one slide.
Slide Requirements:
Replace the subtitle with the analytic test used (i.e., Pearson correlation, Multiple Linear Regression, independent samples t-test, ANOVA, etc.).
Identify each step you will take to analyze the data.
Create a slide for each hypothesis or set of hypotheses if an analysis addresses multiple hypotheses. Two are included in this template. If a third or more are needed, duplicate this slide.
Hints:
Many learners use Laerd.com for determining the proper statistical analysis and learning the chronological steps needed to complete that analysis. Visit https://dc.gcu.edu/documents/tools/researchtools/statistical-research-folder/laerd_statistics for a discount code.
If applicable, don’t forget to include cleaning the data, program(s) used if any, descriptive statistics for the variables and demographic data, etc.
26
Data Analysis Steps: Slide 2
Hypothesis #2 – Analysis Strategy
Step 1:
Step 2:
Step 3:
etc.
Objectives:
The following slides show the approach to cover for quantitative analysis.
The information on this slide will be used to inform the Data Analysis section of Ch. 3
This set of steps may require more than one slide.
Slide Requirements:
Replace the subtitle with the analytic test used (i.e., Pearson correlation, Multiple Linear Regression, independent samples t-test, ANOVA, etc.).
Identify each step you will take to analyze the data.
Create a slide for each hypothesis or set of hypotheses if an analysis addresses multiple hypotheses. Two are included in this template. If a third or more are needed, duplicate this slide.
Hints:
Many learners use Laerd.com for determining the proper statistical analysis and learning the chronological steps needed to complete that analysis. Visit https://dc.gcu.edu/documents/tools/researchtools/statistical-research-folder/laerd_statistics for a discount code.
If applicable, don’t forget to include cleaning the data, program(s) used if any, descriptive statistics for the variables and demographic data, etc.
27
Feasibility - Slide 1
Resources for study:
Ethical Concerns:
Objectives:
Identify and discuss the feasibility of your proposed study based on the Feasibility & Benefits Checklist located in the Dissertation Template appendices.
The information on this slide will be used to inform the Ethical Considerations section in Ch. 3.
As part of preparation for this slide, you will complete the Feasibility & Benefits Checklist located in the dissertation template appendices, a required appendix in your dissertation.
Slide Requirements:
Complete the following bullets in order of presentation:
Resources for Study:
What, if any, authorization(s) are required as well as how you will obtain authorization? If no authorization is needed, why not?
What, if any, access to site resources will you need? (i.e., building access, computer programs, etc.)
Additional trainings necessary (i.e., instrument certifications, etc.)
Any other resources you will need to complete this study.
Ethical Concerns/Considerations:
What risks, if any, are present? How will you mitigate these risks?
What benefits are there to participants?
Study Alignment with Program:
Identify your degree program
Describe how your study aligns with your overall degree program (i.e. Business Administration, Organizational Leadership, General Psychology, etc.).
Feasibility Concerns:
What obstacles might you face, and what are your backup plans?
Based on the information you have learned, is your study feasible? Why or why not? How can you make your study more manageable?
Hints:
Visit https://dc.gcu.edu/irb for additional resources and information
Feasibility – Slide 2
…
CATEGORIES
Economics
Nursing
Applied Sciences
Psychology
Science
Management
Computer Science
Human Resource Management
Accounting
Information Systems
English
Anatomy
Operations Management
Sociology
Literature
Education
Business & Finance
Marketing
Engineering
Statistics
Biology
Political Science
Reading
History
Financial markets
Philosophy
Mathematics
Law
Criminal
Architecture and Design
Government
Social Science
World history
Chemistry
Humanities
Business Finance
Writing
Programming
Telecommunications Engineering
Geography
Physics
Spanish
ach
e. Embedded Entrepreneurship
f. Three Social Entrepreneurship Models
g. Social-Founder Identity
h. Micros-enterprise Development
Outcomes
Subset 2. Indigenous Entrepreneurship Approaches (Outside of Canada)
a. Indigenous Australian Entrepreneurs Exami
Calculus
(people influence of
others) processes that you perceived occurs in this specific Institution Select one of the forms of stratification highlighted (focus on inter the intersectionalities
of these three) to reflect and analyze the potential ways these (
American history
Pharmacology
Ancient history
. Also
Numerical analysis
Environmental science
Electrical Engineering
Precalculus
Physiology
Civil Engineering
Electronic Engineering
ness Horizons
Algebra
Geology
Physical chemistry
nt
When considering both O
lassrooms
Civil
Probability
ions
Identify a specific consumer product that you or your family have used for quite some time. This might be a branded smartphone (if you have used several versions over the years)
or the court to consider in its deliberations. Locard’s exchange principle argues that during the commission of a crime
Chemical Engineering
Ecology
aragraphs (meaning 25 sentences or more). Your assignment may be more than 5 paragraphs but not less.
INSTRUCTIONS:
To access the FNU Online Library for journals and articles you can go the FNU library link here:
https://www.fnu.edu/library/
In order to
n that draws upon the theoretical reading to explain and contextualize the design choices. Be sure to directly quote or paraphrase the reading
ce to the vaccine. Your campaign must educate and inform the audience on the benefits but also create for safe and open dialogue. A key metric of your campaign will be the direct increase in numbers.
Key outcomes: The approach that you take must be clear
Mechanical Engineering
Organic chemistry
Geometry
nment
Topic
You will need to pick one topic for your project (5 pts)
Literature search
You will need to perform a literature search for your topic
Geophysics
you been involved with a company doing a redesign of business processes
Communication on Customer Relations. Discuss how two-way communication on social media channels impacts businesses both positively and negatively. Provide any personal examples from your experience
od pressure and hypertension via a community-wide intervention that targets the problem across the lifespan (i.e. includes all ages).
Develop a community-wide intervention to reduce elevated blood pressure and hypertension in the State of Alabama that in
in body of the report
Conclusions
References (8 References Minimum)
*** Words count = 2000 words.
*** In-Text Citations and References using Harvard style.
*** In Task section I’ve chose (Economic issues in overseas contracting)"
Electromagnetism
w or quality improvement; it was just all part of good nursing care. The goal for quality improvement is to monitor patient outcomes using statistics for comparison to standards of care for different diseases
e a 1 to 2 slide Microsoft PowerPoint presentation on the different models of case management. Include speaker notes... .....Describe three different models of case management.
visual representations of information. They can include numbers
SSAY
ame workbook for all 3 milestones. You do not need to download a new copy for Milestones 2 or 3. When you submit Milestone 3
pages):
Provide a description of an existing intervention in Canada
making the appropriate buying decisions in an ethical and professional manner.
Topic: Purchasing and Technology
You read about blockchain ledger technology. Now do some additional research out on the Internet and share your URL with the rest of the class
be aware of which features their competitors are opting to include so the product development teams can design similar or enhanced features to attract more of the market. The more unique
low (The Top Health Industry Trends to Watch in 2015) to assist you with this discussion.
https://youtu.be/fRym_jyuBc0
Next year the $2.8 trillion U.S. healthcare industry will finally begin to look and feel more like the rest of the business wo
evidence-based primary care curriculum. Throughout your nurse practitioner program
Vignette
Understanding Gender Fluidity
Providing Inclusive Quality Care
Affirming Clinical Encounters
Conclusion
References
Nurse Practitioner Knowledge
Mechanics
and word limit is unit as a guide only.
The assessment may be re-attempted on two further occasions (maximum three attempts in total). All assessments must be resubmitted 3 days within receiving your unsatisfactory grade. You must clearly indicate “Re-su
Trigonometry
Article writing
Other
5. June 29
After the components sending to the manufacturing house
1. In 1972 the Furman v. Georgia case resulted in a decision that would put action into motion. Furman was originally sentenced to death because of a murder he committed in Georgia but the court debated whether or not this was a violation of his 8th amend
One of the first conflicts that would need to be investigated would be whether the human service professional followed the responsibility to client ethical standard. While developing a relationship with client it is important to clarify that if danger or
Ethical behavior is a critical topic in the workplace because the impact of it can make or break a business
No matter which type of health care organization
With a direct sale
During the pandemic
Computers are being used to monitor the spread of outbreaks in different areas of the world and with this record
3. Furman v. Georgia is a U.S Supreme Court case that resolves around the Eighth Amendments ban on cruel and unsual punishment in death penalty cases. The Furman v. Georgia case was based on Furman being convicted of murder in Georgia. Furman was caught i
One major ethical conflict that may arise in my investigation is the Responsibility to Client in both Standard 3 and Standard 4 of the Ethical Standards for Human Service Professionals (2015). Making sure we do not disclose information without consent ev
4. Identify two examples of real world problems that you have observed in your personal
Summary & Evaluation: Reference & 188. Academic Search Ultimate
Ethics
We can mention at least one example of how the violation of ethical standards can be prevented. Many organizations promote ethical self-regulation by creating moral codes to help direct their business activities
*DDB is used for the first three years
For example
The inbound logistics for William Instrument refer to purchase components from various electronic firms. During the purchase process William need to consider the quality and price of the components. In this case
4. A U.S. Supreme Court case known as Furman v. Georgia (1972) is a landmark case that involved Eighth Amendment’s ban of unusual and cruel punishment in death penalty cases (Furman v. Georgia (1972)
With covid coming into place
In my opinion
with
Not necessarily all home buyers are the same! When you choose to work with we buy ugly houses Baltimore & nationwide USA
The ability to view ourselves from an unbiased perspective allows us to critically assess our personal strengths and weaknesses. This is an important step in the process of finding the right resources for our personal learning style. Ego and pride can be
· By Day 1 of this week
While you must form your answers to the questions below from our assigned reading material
CliftonLarsonAllen LLP (2013)
5 The family dynamic is awkward at first since the most outgoing and straight forward person in the family in Linda
Urien
The most important benefit of my statistical analysis would be the accuracy with which I interpret the data. The greatest obstacle
From a similar but larger point of view
4 In order to get the entire family to come back for another session I would suggest coming in on a day the restaurant is not open
When seeking to identify a patient’s health condition
After viewing the you tube videos on prayer
Your paper must be at least two pages in length (not counting the title and reference pages)
The word assimilate is negative to me. I believe everyone should learn about a country that they are going to live in. It doesnt mean that they have to believe that everything in America is better than where they came from. It means that they care enough
Data collection
Single Subject Chris is a social worker in a geriatric case management program located in a midsize Northeastern town. She has an MSW and is part of a team of case managers that likes to continuously improve on its practice. The team is currently using an
I would start off with Linda on repeating her options for the child and going over what she is feeling with each option. I would want to find out what she is afraid of. I would avoid asking her any “why” questions because I want her to be in the here an
Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych
Identify the type of research used in a chosen study
Compose a 1
Optics
effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended inte
I think knowing more about you will allow you to be able to choose the right resources
Be 4 pages in length
soft MB-920 dumps review and documentation and high-quality listing pdf MB-920 braindumps also recommended and approved by Microsoft experts. The practical test
g
One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research
Elaborate on any potential confounds or ethical concerns while participating in the psychological study 20.0\% Elaboration on any potential confounds or ethical concerns while participating in the psychological study is missing. Elaboration on any potenti
3 The first thing I would do in the family’s first session is develop a genogram of the family to get an idea of all the individuals who play a major role in Linda’s life. After establishing where each member is in relation to the family
A Health in All Policies approach
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum
Chen
Read Connecting Communities and Complexity: A Case Study in Creating the Conditions for Transformational Change
Read Reflections on Cultural Humility
Read A Basic Guide to ABCD Community Organizing
Use the bolded black section and sub-section titles below to organize your paper. For each section
Losinski forwarded the article on a priority basis to Mary Scott
Losinksi wanted details on use of the ED at CGH. He asked the administrative resident