Dissertation

Testing of Research Question 2 (RQ2) Hypothesis. Restate the second Research Question and hypothesis to begin this discussion; making sure to provide an introductory or lead-in sentence. Next, identify the statistical analyses/techniques used, then present the testing. You must show tables and figures related to and appropriate for the statistical analyses/techniques and provide an interpretation of this information for the reader, which demonstrates the outcome of the test. End this statement with a clear statement of whether the null hypothesis was rejected or accepted and why. Comment by Charlene Dunfee: Repeat this formatting for subsequent Research Questions and related hypothesis, if any. Comment by Charlene Dunfee: Research Question 1 (RQ1) and the related hypothesis for the study were as follows:

Themes

In this section, you will first assess the preliminary assumption of trustworthiness of your study’s data — credibility, transferability, confirmability, and dependability. Recall how you proposed to meet these criteria in Chapter 3’s Trustworthiness of the Study. Only after meeting these requirements may you proceed to present the themes or patterns that emerged in your study’s data. In this opening paragraph state the means used to establish the trustworthiness of your study’s data then briefly state the themes or patterns that were shown. Comment by Charlene Dunfee: Recall from Chapter 3, validity refers to the degree to which an instrument accurately reflects or assesses the specific variables, constructs, or concept the developer or publisher claims the instrument attempts to measure. Reliability is the extent to which the instrument can be replicated and yields the same result with repeated trials.

Credibility

For each data source, describe how and why your data is credible. Make sure to make connections to and align with the praxes given in Chapter 3’s Trustworthiness of the Study. Describe how these praxes produced credible data.

Transferability

For each data source, describe how and why your data is transferable, i.e., could be used by other researchers. Make sure to make connections to and align with the praxes given in Chapter 3’s Trustworthiness of the Study. Describe how these praxes produced transferable data.

Confirmability

For each data source, describe how and why your data is confirmable. Make sure to make connections to and align with the praxes given in Chapter 3’s Trustworthiness of the Study. Describe how these praxes produced confirmable data.

Dependability

For each data source, describe how and why your data is dependable. Make sure to make connections to and align with the praxes given in Chapter 3’s Trustworthiness of the Study. Describe how these praxes produced reliable data.

Emergent Themes

In an opening paragraph restate the research question(s) for the reader then provide a brief summary of the themes or patterns that emerged in the data. Organize the remainder of this section by APA level 3 headings (and possibly APA level 4 headings) that identifies the research question and related theme to which the discussion relates (See example below). The discussion provided should identify how and why you identified this theme, i.e., emerged from, by the data. Use APA tables and figures related to and appropriate for the information and interpret this information for the reader to demonstrate the outcome, i.e., emergent theme.

Research Question
1 (RQ1) Theme of XYZ. Restate the first Research Question to begin this discussion; making sure to provide an introductory or lead-in sentence. Next, identify the emergent theme, and discuss related data. Provide APA tables and figures and an interpretation of this information for the reader, which discusses how and why you identified this theme by the data. Comment by Charlene Dunfee: You must follow this organizational structure. This is level 3 APA Heading telling the reader what is contained in this section.

Research Question 1 (RQ1) Theme
ABC. Restate the first Research Question to begin this discussion; making sure to provide an introductory or lead-in sentence. Next, identify the next emergent theme, and discuss related data. Provide APA tables and figures and an interpretation of this information for the reader, which discusses how and why you identified this theme by the data. Comment by Charlene Dunfee: Once you have presented all themes related to RQ1, provide the same information for subsequent Research Questions and their themes following this same structure.

Data Findings Comment by Charlene Dunfee: When drafting this section, think of the action verbs associated with the Synthesis level of Bloom’s Taxonomy, i.e., combine, reconstruct, relate, assemble, compose.

Present, in this section, your detailed findings of the data based on the data results and accompanying analysis given in the prior sections of this Chapter. Provide the reader with logical connections derived from the data and analysis given in the prior sections. This section is a compilation of the information provided so far in Chapter 4 to arrive at rational conclusions regarding the study’s data. Remember, this is not your interpretation of the data, but a synthesis of the analysis already provided in this Chapter Comment by Charlene Dunfee: Findings are the logical connections one can deduce, i.e. arrive at a conclusion through reasoning, based on an analysis of the data.

Findings of the Study Comment by Charlene Dunfee: When drafting this section, think of the action verbs associated with the Evaluation level of Bloom’s Taxonomy, i.e., conclude, assess, relate, appraise, attach.

This section provides a concise statement, in two pages or less, of what the study showed or indicated, i.e., findings of the study. In describing the final findings briefly restate the primary or essential data results, related data analysis, and data findings, as presented in this Chapter. Make clear to the reader the ultimate findings of the research and how these findings are responsive to answering the research question(s). End this section with a transition into Chapter 5.

Chapter 5: Implications and Conclusions Comment by Charlene Dunfee: When drafting this section, you will be thinking and writing at the highest levels of Bloom’s Taxonomy, i.e., Synthesis and Evaluation. A review of the actions, i.e., verbs, associated with higher-order thinking is strongly encouraged. Comment by Charlene Dunfee: The purpose of this chapter is to integrate the study’s findings and show the larger implications of your research. This includes making implications resulting from study, as well as recommendations, for further research and/or practice.

Begin with a restatement of the study’s purpose statement. Then briefly remind the reader of the study’s sample, significance, and findings from Chapter 4. End with a statement about the organization of Chapter 5 to orient the reader.

Fulfillment of Research Purpose

Evaluate how and the extent to which your research fulfills its stated purpose by contributing knowledge toward understanding or increasing what we know the business problem based on findings from Chapter 4. Look at the broader scope of your undertaking in this study and consider did you accomplished what you set out to do, i.e., did you meet your study’s purpose in seeking information about the business problem identified? Was your research question(s) answered? If not, why not?

Implications for Business Practice

In this section, you need to make connections between the findings given in Chapter 4 that address the larger question of what do your findings tell you? What does your study contribute to the body of knowledge related to business practice? How does this come together? Do your research findings support your initial hypothesis? Why and how? How does this relate to business practices? It is important to show how your results fit into a business context by pointing out the agreements and disagreements between your findings and that of other scholars, researchers, and practitioners. Your readers need to discern what has been done by others, what has been done by you, and how they complement or clash. This is a section that shows the connections between your findings and the literature presented in Chapter 2. Comment by Charlene Dunfee: Remember, a DBA study cannot provide a solution, practice, model, procedure, or process. Focus on what your study contributes to what we know about your topic.

Implications for Research

This section provides the implications of your results with respect to the existing research. Additionally, you should provide a retrospective examination of the theoretical or conceptual framework presented in Chapter 1, now considering the study’s findings. A critical evaluation of the strengths and weaknesses of the study, and the degree to which the conclusions are credible given the methodology, research design, and data, should also be presented. The section delineates new insights and/or applications derived from the study.

Implications for future research are based on what your study did find or do, and what the study did not find or do. Future research could look at different kinds of subjects in different kinds of settings, interventions with new kinds of protocols or dependent measures, or new theoretical issues that emerge from the study. It could also address the questions that have been left insufficiently answered and how they might be more effectively answered. Implications for practice are based on how practitioners could use the study findings to improve their practice. The section ends with a discussion of “next steps” in forwarding this line of research inquiry based on your study’s findings and scholarly sources you discussed in Chapter 2’s literature review.

Conclusions

This section reinforces, in a page or less, the study’s purpose, final findings, and implications for the future of business practice and research. Make sure to remind the reader of the overall significance of the study, the subject in general, why it is important to know about it, and most importantly how your study’s findings increased what is known, i.e., our knowledge.

References Comment by Doc Office: The Reference list should appear as a numbered new page at the end of the dissertation. The Reference heading is centered at the top of the page and is bolded.The Reference list provides necessary information for the reader to locate and retrieve any source cited in the body of the text. Each source mentioned must appear in the Reference list. Likewise, each entry in the Reference list must be cited in the text.All text should be in 12-point Times New Roman font and double-spaced. For proper APA formatting please consult: Purdue Online Writing Lab. (2015). Available at: https://owl.english.purdue.edu/owl/resource/560/01/ORAmerican Psychological Association. (2015). APA style. Available at: http://www.apastyle.org/

Bourke, B. (2014). Positionality: Reflecting on the research process. The Qualitative Report,

19, 1-9. Available at: http://www.nova.edu/ssss/QR/QR19/bourke18

Imenda, S. (2014). Is there a conceptual difference between theoretical and conceptual

frameworks? Journal of Social Science, 38(2), 185-195. doi: 1234.5678 Comment by User: Always provide electronic location information per APA

Maxwell, J. A. (2012). Qualitative research design: An interactive approach (3rd ed).

Thousand Oaks, CA: Sage.

Mishler, E. (1990). Validation in inquiry-guided research: The role of exemplars in narrative

studies. Harvard Educational Review, 60, 415-442.

Appendix A

Title of Appendix

Appendix includes copies of the instruments, interview questions, consent forms, and other appropriate material.

CUSTOMER RELATIONSHIP MANAGEMENT

1

CUSTOMER RELATIONSHIP MANAGEMENT 14

CUSTOMER RELATIONSHIP MANAGEMENT

Dissertation Session One – DBA-8000

Dissertation Proposal: Customer Relationship Management

Chapter 1: Introduction and Background

The research aims at examining the impact of customer relationships on the acquisition of new potential customers and the retention of current customers. As explained by Khodakarami and Chan (2014), customer relationship management relates to how companies control and analyze their interactions with current and potential new clients through the use of a combination of technologies, systems, strategies and practices embedded in their customer management practices. At its very core, CRM is aimed at helping organizations and business enterprises build a strong relationship with their customers that, consequently, create solid loyalty and retention.

Since retention and customer loyalty are both aspects that affect the revenue of a company, CRM is a vital management strategy that impacts the overall bottom line of the company, including the profits and general financial performance. The proposal also aims to understand how customer relationship management improves the growth of sales growth in companies and developing service relationships. A specific focus of the project is how CRM is used by the largest retailing companies, Walmart and Kroger, in acquiring and retaining their customers, and how a proper CRM in place boosts the financial performance of these companies.

Research Aim and Objectives

To determine how customer relationship management impacts how the retail industry in the United States acquires and retains its customers, with a specific focus on Walmart and Kroger, which are considered some of the largest retail chains in the country and beyond. The aim of the study proposal is to analyze and examine how customer relationship management affects the acquisition and retention of customers in the retail industry of the United States.

This study investigate the value of customer relationship management in the industry and identify the contribution of strategies and activities towards increasing the attraction customers as well as the promotion of the rising value of the industry. Overall, this study aims at providing a comprehensive view of customer relationship management and investigating the customer relationship management activities that online purchase usually engages in and how the management activities are used to improves satisfaction for the customers. Besides, it aims to find out how these activities have had a significant contribution to the increase in the value of the company.

Research Objectives

· To determine the significance of customer relationship management to the retail industry in the United States, with a specific focus on Walmart and Kroger as case study examples.

· To determine and evaluate the relationship between customer acquisition and customer retention and customer relationship management.

· The evaluate how customer relationship management, through the acquisition of new customers and retention of the current ones, impact the financial performance of the retail industry, with a specific focus on Walmart and Kroger, leading retailing brands in the United States.

Chapter 2: Literature Review

Binsar Kristian (2014) and Osman and Sentosa (2014) explain that one of the most vital components of business has been how it forges and maintains relationships with its customers. The significance of a reliable and competent customer relationship management system cannot, therefore, be underestimated. Since the relationship aspect of the customer, management is an indispensable component of business, not just today. Still, even from the past, companies must figure out the best way to do it to impact the overall bottom line of their organizations.

As supported by Khodakarami and Chan (2014), creating a long-lasting bond with the currently existing customers and working towards acquiring new potential ones ensures that the business is always forging keeping old relationships while forging new ones. According to Santouridis and Veraki (2017), companies have used customer relationship management in the past to manage contacts, collaborate with clients, and systemize how these interactions help in keeping and maintaining relationships. Through the use of data and systems, we determine past literature on how CRM has been used primarily across all sectors, and pay special attention to the retail industry.

As the competition in the retail industry becomes more advanced, giant retailers must forge significant relationships with their customers if profitability is to be achieved and maintained. According to Khodakarami and Chan (2014), with the sharp increase and growth of online and m-shopping retailers in recent years, customer relationship management systems and technologies are going through a progressive evolution. Most providers and users of the CRM technology have recognized that the emergence of the e-commerce retailing industry is putting a lot of pressure on traditional-based retailers like Walmart, where customers have to visit their stores to make purchases (Khodakarami & Chan, 2014).

As the competition in the retail space becomes fiercer, the need for improving customer experience has grown steadily, and more retailers in the industry have adopted customized CRM systems to boost their relationships with customers. Platforms like Magento and Salesforce Commerce Cloud are being used by retailers to revolutionize retail customer experience on digital platforms. Choosing the right CRM technology and an appropriate deployment strategy is critical in ensuring that the business gets value for its money (Khodakarami & Chan, 2014).

Chapter 3: Research Methodology

Introduction

This chapter discusses the research methodology and design that will be used to achieve research objectives. The research design is described and a justification for the chosen research design, sampling, framework, sampling technique and sample size are provided. Also, the chapter discusses data collection instruments, data collection procedures, and data analysis techniques to be employed to determine the impact of customer relations management in acquisition and retaining of customers.

The researcher intends to use a mixed-methods design, in which both qualitative and quantitative approaches are used to collect the data. A vital benefit of the mixed methods approach is to allow the researcher to systematically will enable the integration of both quantitative and qualitative data within one system of conducting an investigation or program inquiry. A descriptive study design is the most appropriate and effective method to observe how the two giant retailers- Walmart and Kroger, are using customer relationship management to advance their relations with customers and hence boost their financial performance.

Research Design

The study will employ a mixed method research based on non-experimental cross-sectional survey of selected retail stores in the United States. Mixed methodology allows researchers to blend aspects of qualitative and quantitative approaches. Mixed methodology research design allows researchers to compensate the weaknesses of one research approach with the strengths of the other approach to attain the best outcomes (Creswell, Klassen, Clark & Smith, 2011). Non experimental cross sectional survey is considered appropriate because it enables a researcher to collect data from research participants at a given point in time. Also, it provides objective data that help in determining significant relationships among variables (Blumberg, Cooper & Schindler, 2014). A non-experimental study is a quantitative study without variable manipulation. The descriptive design is appropriate for this study because it emphasizes defining and explaining the “what” aspect of a research problem or phenomenon, which is the case in this proposal. Secondly, the descriptive design is chosen for the study because it employs both quantitative and qualitative aspects of data collection and research. It can collect quantifiable and quality information or data on the subject being studied. For instance, in this research proposal, the focus is, “what is the impact of customer relationship management in the retail industry.” The research question or aim is focused on the “what” aspect of the proposal and not “why.”

Cross sectional studies have been proven effective in relationship studies because of their ability to capture features of a population in their natural occurrences. According to Saunders, Lewis and Thornhill (2009) cross sectional studies are versatile and therefore provide accurate approach of assessing information while at the same time allowing a researcher to ascertain whether there are major casualties among variables or not. Blumberg, Cooper and Schindler (2014) also indicate that cross sectional studies allow researchers to collect uniform as well as comparable data that do not only capture respondents’ similarities, but also differences across sampled organizations to enrich a study’s findings. It is expected that a cross sectional design will support the study’s objectives and allow logistical flexibility needed for data collection and data analysis.

Study Population

Creswell et al. (2011) describe population as the elements that meet the need for inclusion in a given study. Generally, there are two categories of population: target population and accessible population. Gall, Gall and Borg (2014) indicate that the former comprises of all members of a hypothetical set of persons, objects and/or events from which a researcher seeks to generalize findings of a study. The accessible population for this study will comprise of Wal-Mart and Kroger stores serving in the United States. For purposes of the study, research participants will consist of workers in middle and senior level of management within the organization’s customer relationship management or their equivalent.

Sample Size and Sampling Technique

The study use a census technique in selecting Walmart and Kroger retail stores for the study. The population for the study will be 30 retail stores- 15 Walmart retail and 15 Kroger stores. Cochran (2007) asserts that although census approach is inappropriate for large population because of cost considerations, the approach is suitable for small populations of 200 respondents and below. Moreover, a census technique reduces sampling error and provides appropriate data on all subjects in a population.

The study uses a purposive sampling technique in selection of research participants. Ritchie, Lewis, Nicholls and Ormston (2013) indicate that purposive sampling technique involves choosing members of a particular sample to represent a location. In this regard, the study seeks to collect data from 150 middle and senior employees in customer relations departments at Walmart stores and Kroger Stores.

Data Collection Instruments

For this study, a five-point Likert scale structured questionnaire will be used for data collection. Saunders, Lewis and Thornhill (2009) indicate that because respondents are asked to answer similar questions, the instrument provides an efficient means of collecting responses from a large pool of respondents before quantitative analysis. Blumberg, Cooper and Schindler (2014) agree that a questionnaire has numerous advantages including: low cost even if a large universe is involved, free from interviewer’s biases, and convenience. Moreover, respondents can answer in their own words and have adequate time to think about their answers. In view of the merits and the need to collect more data, a combination of open and close ended questions will be administered to senior customer relationship managers at Walmart stores and Kroger stores. Closed ended questionnaires will use five-point Likert scale measurement to rank the degree of agreement and disagreement among respondents.

Data Collection Procedure

The questionnaires will be administered with the help of research assistants. Blumberg, Cooper and Schindler (2014) support adoption of questionnaires over personal interviews because self-administered surveys are less costly. One hundred and fifty questionnaires will be administered to one senior employee and a middle manager at from each of the 30 retail stores in the study. Because of the confidentiality and sensitivity nature of the information sought, the questionnaires will be designed in a way that the respondents will not be required to reveal not only their names, but that of their employers as well.

Pilot Test

A pilot test will be carried out in order to determine the questionnaire’s validity and reliability in collecting data for the objective of the study. A pilot study helps in testing the design and instruments used in a study before conducting a research. The process involves performing an initial test of data gathering instruments and process to detect and eliminate errors. In essence, the purpose of a pilot test is to determine the accuracy as well as the appropriateness of a research design and instrumentation (Blumberg, Cooper & Schindler, 2014). Since researchers aim to have consistent, clear, and understandable questionnaires, it will be important to measure their validity and reliability. Blumberg, Cooper and Schindler (2014) indicate researchers do not have to statistically select respondents in a pilot study to test the validity and reliability of an instrument. In this regard, only 10 percent of the questionnaires will be tested to determine their relevancy and effectiveness. Hence, 15 questionnaires piloted to respondents will not be part of the sample size.

Research Validity and Reliability

Validity relates to whether or not a questionnaire is measuring what it seeks to measure. It is the degree of congruence between realities and explanations of a phenomenon (Bryman & Bell, 2015). Although it is difficult to establish validity, demonstration of validity is essential in a research (DeVellis, 2016). This study will use construct validity and content validity. For content validity, the questionnaires will be subjected to examination by three randomly selected customer relationship managers. The managers will be asked to assess the content of the questionnaires for relevance, meaningfulness, and clarity. Based on their evaluations, appropriate adjustments will be made before distributing them for data collection. To ensure construct validity, questionnaires will be divided into different sections so that each section assesses information for each specific objective. Also, each section will be closely tied to the study’s conceptual framework. Comrey and Lee (2013) posit that establishing construct validity involves verification of predictions arrived at concerning test scores. Factor analysis will be used to test construct validity.

Bryman and Bell (2015) refer to reliability as consistency of responses. It is the level to which an instrument uses the same measures under the same condition. There are different approaches to reliability testing including test-retest reliability, equivalent forms reliability, as well as internal consistency reliability. Internal consistency reliability will be conducted on 15 questionnaires to establish their relevancy and effectiveness. Reliability will be tested by having 15 randomly selected senior customer relations manager completing the questionnaires. The respondents will not be included in the final sample to control response biasness. The questionnaire responses will be entered into the statistical package for social sciences and the Cronbach’s alpha coefficient for reliability assessment. Potgieter, Saayman and Du Plessis (2015) assert that Cronbach’s alpha result of less than 0.60 imply lower acceptance levels.

Data Analysis

Data from the questionnaires will be coded and responses on each question put into main themes. The statistical packages for social sciences will be used to analyze quantitative data collected from questionnaires while ATLAS will be used to analyze qualitative data. Analysis of Moment Structures version 18 will be used for confirmatory factor analysis, structural equation model, and generation of fit models. It will also be used for initial explanatory factor analysis and path analysis. Statistical measures such as percentages, means, and standard deviation will be used to analyze descriptive statistics.

The study also perform two tests of assumptions including multicollinearity and correlation. Olivia and Ilie (2013) refer to multicollinearity as the undesirable situation characterized by strong correlation among independent variables. Variance inflation factor will be used to test for multicollinearity. A variance inflation factor of 1 will imply that there is no correlation between two independent variables. Multicollinearity will exist if variance inflation factor for one the variable is at least 5. Correlation analysis will be carried out to test the correlation of the study’s variables. Correlation is normally used to assess the relationship existing among various variables. The factors are considered different measures of different variables if correlation values are far from 1 or -1 (Pallant, 2010). Pearson correlation will be used for correlation testing in the study.

References

Binsar Kristian, P. (2014). Analysis of Customer Loyalty through Total Quality Service, Customer Relationship Management and Customer Satisfaction. International Journal of Evaluation and Research in Education, 3(3), 142-151.

Blumberg, B. F., Cooper, D. R., & Schindler, P. S. (2014). Business research methods. New York, NY: McGraw-Hill education.

Bryman, A., & Bell, E. (2015). Business research methods. New York, NY: Oxford University Press.

Cochran, W. G. (2007). Sampling techniques. Hoboken, NJ: John Wiley & Sons

Comrey, A. L., & Lee, H. B. (2013). A first course in factor analysis. London, LN: Psychology Press.

Creswell, J. W., Klassen, A. C., Plano Clark, V. L., & Smith, K. C. (2011). Best practices for mixed methods research in the health sciences. Bethesda, MD: National Institutes of Health

DeVellis, R. F. (2016). Scale development: Theory and applications (Vol. 26). Thousand Oaks, CA: Sage publications.

Gall, M. D., Gall, J. P., & Borg, W. R. (2014). Applying educational research: How to read, do, and use research to solve problems of practice. New Jersey, NJ: Pearson Higher Ed.

Osman, Z., & Sentosa, I. (2014). Influence of Customer Satisfaction on Service Quality and Customer Loyalty Relationship in Malaysian Commercial Banking Industry. International Journal of Economics, Finance and Management, 3(2).

Olivia, B., & Ilie, P. (2013). A model to minimize multicollinearity effects. Annals of the University of Oradea, Economic Science Series, 22(1), 699-706.

Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program. Österrike, Austria: Allen & Unwin Book Publisher.

Potgieter, M., Saayman, M., & Du Plessis, L. (2014). Key success factors in managing a visitors’ experience at a South African international airport. Journal of Contemporary Management, 11(1), 510-533.

Ritchie, J., Lewis, J., Nicholls, C. M., & Ormston, R. (Eds.). (2013). Qualitative research practice: A guide for social science students and researchers. Thousand Oaks, CA: Sage.

Khodakarami, F., & Chan, Y. E. (2014). Exploring the role of customer relationship management (CRM) systems in customer knowledge creation. Information & Management, 51(1), 27-42.

Saunders, M., Lewis, P., & Thornhill, A. (2009). Research methods for business students. Essex, England: Pearson Education

Santouridis, I., & Veraki, A. (2017). Customer relationship management and customer satisfaction: the mediating role of relationship quality. Total Quality Management & Business Excellence, 28(9-10), 1122-1133.

CHAPTER 1
UNDERSTANDING THE AUDIENCE AND THE REQUIREMENTS

RESOURCES AVAILABLE AS YOU WRITE YOUR DISSERTATION-

• Library
• Writing Center
• Mentor
• Faculty in the courses you take
• IT help desk
• IRB Process
• Grammarly
• DBA Template
• DBA Rubric
• Chpt 1 and 2 Presentation

CHAPTER 1 COMMON CHALLENGES BY STUDENTS

• Use of tenses
• Understanding between Qualitative and Quantitative Dissertation
• Age of scholarly sources
• Quoting versus paraphrasing
• Brevity
• Follow APA
• Grammar/Spelling
• Never use I, me, we in the dissertation
• Assumptions vs limitations
• For qualitative case studies the research question has How and Why questions.
• Envisioned study versus research
• Using MS Word as a tool (i.e. auto spacing, APA, auto correction)
• General business problem vs specific business problem
• Too many purposes of the study
• Need to be sure your topic aligns with your specialization
• Definitions need to be in alpha order

Single paragraph

Intriguing introduction to the study – cannot duplicate the background – use “thought-provoking data/info”

Specialization given

Research method given

Research design given

Study variables or phenomenon

Define Acronyms

Define Abbreviations

Define Operationalized Terms

Define Special Usages

Define Quantitative Variables per instrument

Format properly

Support required

No more than 10 in alphabetical order

REVIEWING THE LITERATURE
WRITING CHAPTER 2 OF THE PROPOSAL

CHAPTER 2 COMMON CHALLENGES BY STUDENTS

• Relating scholarly work to your topic
• Age of scholarly sources
• Difference between and relating seminal,

core and practitioner literature
• Conceptual

framework

vs theoretical

framework

ORGANIZING
LITERATURE REVIEW
BY METHODOLOGY
WHAT DO I INCLUDE? HOW DO I
ORGANIZE IT?

Quantitative

Framework

Variables

Qualitative

Framework

Themes

Chapter 2

Paragraph One – Three Elements (Rubric 2.1)

1. First statement of the opening paragraph to Chapter 2 is a statement of the exact Purpose

of the Study provided in Chapter 1 (not the entire Purpose

Statement).

Ex: The purpose of this proposed quantitative case study is…

2. Restate the exact Research Questions

Ex: The research question(s) indicated for this proposed study is…

3. Provide 2-3 sentences that explain the organizational of Chapter 2.

Strategy for Identifying Applicable Research

2-4 Paragraphs with 5 Elements (Rubric 2.2)

1. Explanation of the specific procedures and processes for identifying literature

2. Focus on demonstrating researched literature aligns clearly with the proposed study’s Purpose, RQ’s, and Background

3. Include specific search terms, databases, resources, and the like and how these align with the elements of Chapter 1.

i. Ex: The strategy used to identify literature applicable to proposed study included . . . (consider providing examples

of how particular terms or databases related to the Sections of Chapter 1, e.g., The inquiry of _____ sought to

develop ___ with respect to the Research Questions of the proposed study).

4. Include the specific criteria used to determine if a source was included in the final lit review, i.e., explain why some

sources made the cut while others did not. This could be as simple as you only included peer-reviewed sources or only

sources dated in the past 5 years.

5. Provide justification for why your approach is logical and would provide all applicable sources

Reputability and Extensiveness of the Literature Review (Rubric 2.3)

1-2 Paragraph with 3 Elements (2.3)

1. The critical reflection on the various sources/content of the literature that demonstrates to the reader a through synthesis of relevant seminal and recent literature supporting

the existence of the specific problem, as stated in Chapter 1.

Ex: The literature offered, in this review, represents a critical reflection of [state the types of sources] to present a synthesis of relevant seminal, scholarly, and

practitioner literature demonstrating an in-depth inquiry of theory and academic research on the topic of [state the research variables or the phenomenon].

2 Provides a summary by visual depiction (APA table or figure) followed by interpretative analysis of the frequency of :

a. journals,

b. peer-reviewed sources,

c. reports,

d. scholarly works,

e. books,

f. practitioner articles, etc.

used in the literature review to demonstrate the work presented is of distinction (i.e., of scholarly and practitioner quality). Focus of demonstrating the reputability

and extensiveness of the literature examination provided.

3. The figure or table is followed by interpretative analysis!

APA TABLES & FIGURES

¡ Tables and figures must be formatted per APA
requirements. Please carefully READ Chapter 5 of
the APA Manual. Appropriate formatting is critical
to convey effectively the information. DO NOT
JUST LOOK AT THE EXAMPLES!!!

¡ Take a look at elements such as title format,
column headings, and decimal point consistency and
lines for tables, i.e., do not use vertical lines

¡ Take a look at APA figures – no boxes and
formatted only at the bottom!!!

ORGANIZING
LITERATURE REVIEW
BY METHODOLOGY
WHAT DO I INCLUDE? HOW DO I
ORGANIZE IT?
Quantitative

Opening

Strategy

Rep and
Extent

Framework
Variables
Qualitative
Opening
Strategy
Rep and
Extent
Framework
Themes

QUANTITATIVE
RESEARCHERS

Quantitative
Opening
Strategy

Rep and Extent

Framework
Cover processes of all
sources in Framework

from Chapter 1 + other

relevant sources

Variables (

Seminal

Works)
Cover each variable and its

measurement

QUANTITATIVE
RESEARCHERS

I. Chapter 2: Literature Review (Rubric 2.1)

II. Strategy for Identifying Applicable Research (Rubric 2.2)

III. Reputability and Extensiveness of the Literature Review (Rubric 2.3)

IV. Literature of the Theoretical Framework (Rubric 2.4)

V. Review of the Seminal Literature (Rubric 2.5)

A. Seminal Literature of [state the name of the first research variable]

B. Seminal Literature of [state the name of the second research variable]

C. Seminal Literature of [state the name of the third research variable]

VI. Review of the

Core

Literature (Rubric 2.6)

A.

Core

Literature of [state the name of the first research variable]

B. Core Literature of [state the name of the second research variable]

C. Core Literature of [state the name of the third research variable]

VII. Review of the

Practitioner

Literature (Rubric 2.7)

A. Practitioner Literature of [state the name of the first research variable]

B. Practitioner Literature of [state the name of the second research variable]

C. Practitioner Literature of [state the name of the third research variable]

VIII.

Application

of the Literature to the Proposed Study (Rubric 2.8)

QUANTITATIVE
RESEARCHERS
Quantitative
Opening
Strategy
Rep and
Extent
Framework

Seminal

Core

QUANTITATIVE
RESEARCHERS
I. Chapter 2: Literature Review (Rubric 2.1)
II. Strategy for Identifying Applicable Research (Rubric 2.2)
III. Reputability and Extensiveness of the Literature Review (Rubric 2.3)
IV. Literature of the Theoretical Framework (Rubric 2.4)
V. Review of the Seminal Literature (Rubric 2.5)

A. Seminal Literature of [state the name of the first research variable]

B. Seminal Literature of [state the name of the second research variable]
C. Seminal Literature of [state the name of the third research variable]

VI. Review of the Core Literature (Rubric 2.6)

A. Core Literature of [state the name of the first research variable]

B. Core Literature of [state the name of the second research variable]
C. Core Literature of [state the name of the third research variable]

VII. Review of the Practitioner Literature (Rubric 2.7)

A. Practitioner Literature of [state the name of the first research variable]
B. Practitioner Literature of [state the name of the second research variable]
C. Practitioner Literature of [state the name of the third research variable]

VIII. Application of the Literature to the Proposed Study (Rubric 2.8)

QUANTITATIVE
RESEARCHERS
Quantitative
Opening
Strategy
Rep and
Extent
Framework

Seminal

Core

Practitioner)

QUANTITATIVE
RESEARCHERS
I. Chapter 2: Literature Review (Rubric 2.1)
II. Strategy for Identifying Applicable Research (Rubric 2.2)
III. Reputability and Extensiveness of the Literature Review (Rubric 2.3)
IV. Literature of the Theoretical Framework (Rubric 2.4)
V. Review of the Seminal Literature (Rubric 2.5)
A. Seminal Literature of [state the name of the first research variable]
B. Seminal Literature of [state the name of the second research variable]
C. Seminal Literature of [state the name of the third research variable]
VI. Review of the Core Literature (Rubric 2.6)
A. Core Literature of [state the name of the first research variable]
B. Core Literature of [state the name of the second research variable]
C. Core Literature of [state the name of the third research variable]
VII. Review of the Practitioner Literature (Rubric 2.7)

A. Practitioner Literature of [state the name of the first research variable]

B. Practitioner Literature of [state the name of the second research variable]
C. Practitioner Literature of [state the name of the third research variable]
VIII. Application of the Literature to the Proposed Study (Rubric 2.8)

QUANTITATIVE
RESEARCHERS
Quantitative
Opening
Strategy
Rep and
Extent
Framework
Seminal
Core

Practitioner

Application

QUANTITATIVE
RESEARCHERS
I. Chapter 2: Literature Review (Rubric 2.1)
II. Strategy for Identifying Applicable Research (Rubric 2.2)
III. Reputability and Extensiveness of the Literature Review (Rubric 2.3)
IV. Literature of the Theoretical Framework (Rubric 2.4)
V. Review of the Seminal Literature (Rubric 2.5)
A. Seminal Literature of [state the name of the first research variable]
B. Seminal Literature of [state the name of the second research variable]
C. Seminal Literature of [state the name of the third research variable]
VI. Review of the Core Literature (Rubric 2.6)
A. Core Literature of [state the name of the first research variable]
B. Core Literature of [state the name of the second research variable]
C. Core Literature of [state the name of the third research variable]
VII. Review of the Practitioner Literature (Rubric 2.7)
A. Practitioner Literature of [state the name of the first research variable]
B. Practitioner Literature of [state the name of the second research variable]
C. Practitioner Literature of [state the name of the third research variable]
VIII. Application of the Literature to the Proposed Study (Rubric 2.8)

Chapter 2

Opening 2.1

Paragraph One – Three Elements

1. First statement of the opening paragraph to Chapter 2 is a statement of the

exact Purpose of the Study provided in Chapter 1 (not the entire Purpose

Statement).
Ex: The purpose of this proposed quantitative case study is…
2. Restate the exact Research Questions
Ex: The research question(s) indicated for this proposed study is…

3. Provide 2-3 sentences that explain the organizational of Chapter 2.

Quantitative
Opening
Strategy
Rep and
Extent
Framework
Seminal
Core
Practitioner
Application

QUALITATIVE
RESEARCHERS

Qualitative
Framework
Cover processes of all
sources in Framework

from Chapter 1 +
other relevant sources

Themes

QUALITATIVE
RESEARCHERS
Qualitative
Opening
Strategy
Rep and Extent

Framework
Cover processes of all
sources in Framework
from Chapter 1 + other

relevant sources
Seminal

QUALITATIVE
RESEARCHERS
I. Chapter 2: Literature Review (Rubric 2.1)
II. Strategy for Identifying Applicable Research (Rubric 2.2)
III. Reputability and Extensiveness of the Literature Review (Rubric 2.3)

IV. Literature of the Conceptual Framework (Rubric 2.4)

V. Review of the Seminal Literature (Rubric 2.5)

A. Seminal Literature of [state the name of the first theme]

B. Seminal Literature of [state the name of the second theme]

C. Seminal Literature of [state the name of the third theme]

VI. Review of the Core Literature (Rubric 2.6)

A. Core Literature of [state the name of the second theme]

B. Core Literature of [state the name of the third theme]

VII. Review of the Practitioner Literature (Rubric 2.7)

A. Practitioner Literature of [state the name of the first theme]

B. Practitioner Literature of [state the name of the second theme

C. Practitioner Literature of [state the name of the third theme]

VIII. Application of the Literature to the Proposed Study (Rubric 2.8)

QUALITATIVE
RESEARCHERS
Qualitative
Opening
Strategy
Rep and
Extent
Framework
Seminal

Core

QUALITATIVE
RESEARCHERS
I. Chapter 2: Literature Review (Rubric 2.1)
II. Strategy for Identifying Applicable Research (Rubric 2.2)
III. Reputability and Extensiveness of the Literature Review (Rubric 2.3)
IV. Literature of the Conceptual Framework (Rubric 2.4)
V. Review of the Seminal Literature (Rubric 2.5)

A. Seminal Literature of [state the name of the first theme]

B. Seminal Literature of [state the name of the second theme]
C. Seminal Literature of [state the name of the third theme]
VI. Review of the Core Literature (Rubric 2.6)
A. Core Literature of [state the name of the second theme]
B. Core Literature of [state the name of the third theme]
VII. Review of the Practitioner Literature (Rubric 2.7)
A. Practitioner Literature of [state the name of the first theme]
B. Practitioner Literature of [state the name of the second theme
C. Practitioner Literature of [state the name of the third theme]
VIII. Application of the Literature to the Proposed Study (Rubric 2.8)

QUALITATIVE
RESEARCHERS
Qualitative
Opening
Strategy
Rep and
Extent
Framework
Seminal
Core
Practitioner

QUALITATIVE
RESEARCHERS
I. Chapter 2: Literature Review (Rubric 2.1)
II. Strategy for Identifying Applicable Research (Rubric 2.2)
III. Reputability and Extensiveness of the Literature Review (Rubric 2.3)
IV. Literature of the Conceptual Framework (Rubric 2.4)
V. Review of the Seminal Literature (Rubric 2.5)
A. Seminal Literature of [state the name of the first theme]
B. Seminal Literature of [state the name of the second theme]
C. Seminal Literature of [state the name of the third theme]
VI. Review of the Core Literature (Rubric 2.6)
A. Core Literature of [state the name of the second theme]
B. Core Literature of [state the name of the third theme]
VII. Review of the Practitioner Literature (Rubric 2.7)

A. Practitioner Literature of [state the name of the first theme]

B. Practitioner Literature of [state the name of the second theme

C. Practitioner Literature of [state the name of the third theme]
VIII. Application of the Literature to the Proposed Study (Rubric 2.8)

QUALITATIVE
RESEARCHERS
Qualitative
Opening
Strategy
Rep and
Extent
Framework
Seminal
Core
Practitioner
Application

QUALITATIVE
RESEARCHERS
I. Chapter 2: Literature Review (Rubric 2.1)
II. Strategy for Identifying Applicable Research (Rubric 2.2)
III. Reputability and Extensiveness of the Literature Review (Rubric 2.3)
IV. Literature of the Conceptual Framework (Rubric 2.4)
V. Review of the Seminal Literature (Rubric 2.5)
A. Seminal Literature of [state the name of the first theme]
B. Seminal Literature of [state the name of the second theme]
C. Seminal Literature of [state the name of the third theme]
VI. Review of the Core Literature (Rubric 2.6)
A. Core Literature of [state the name of the second theme]
B. Core Literature of [state the name of the third theme]
VII. Review of the Practitioner Literature (Rubric 2.7)
A. Practitioner Literature of [state the name of the first theme]
B. Practitioner Literature of [state the name of the second theme
C. Practitioner Literature of [state the name of the third theme]
VIII. Application of the Literature to the Proposed Study (Rubric 2.8)

Chapter 2
Opening 2.1
Paragraph One – Three Elements
1. First statement of the opening paragraph to Chapter 2 is a statement of the
exact Purpose of the Study provided in Chapter 1 (not the entire Purpose
Statement).
Ex: The purpose of this proposed quantitative case study is…
2. Restate the exact Research Questions
Ex: The research question(s) indicated for this proposed study is…
3. Provide 2-3 sentences that explain the organizational of Chapter 2.
Qualitative
Opening
Strategy
Rep and
Extent
Framework
Seminal
Core
Practitioner
Application

WRITING THE
DISSERTATION
CLOSING THOUGHTS

27

The Dissertation Title Appears in Title Case and is Centered

Comment

by

Doc Office: GENERAL FORMAT RULES:
Dissertations must be 12 –point Times New Roman typeface, double-spaced on quality standard-sized paper (8.5″

x

11″) with 1-in. margins on the top, bottom, and right side. For binding purposes, the left margin is 1.5 in.
All text lines are double-spaced. This includes the title, headings, formal block quotes, references, footnotes, and figure captions. Single-spacing is only used within tables and figures.
Note: APA recommends that the title be no more than 12 words in length and that it should not contain abbreviations or words that serve no purpose.
To format page numbers please see the instructional video at: http://guides.lib.umich.edu/content.php?pid=245394&sid=2027882

Submitted by

Your Full Legal Name (no titles, degrees or academic credentials)

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctor of Business Administration,

Specialization in ____________ Comment by Charlene Dunfee: Make sure to provide you specialization.

University – Chicago

River Forest, Illinois

Date

(of the committee or Dean’s signature)

© by Your Full Legal Name (no titles, degrees or academic credentials), year

All rights reserved. Comment by Doc Office: This page is centered. This page is counted, not numbered and should not appear in the Table of Contents.

UNIVERSITY OF CHICAGO Comment by Doc Office: The Signature Page is only included in the final dissertation.

The Dissertation Title Appears in Title Case and is Centered
by

Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials)

has been approved

Date

Full Legal Name, Degree, Dissertation Chair

Full Legal Name, Degree, Committee Member

Full Legal Name, Degree, Committee Member

Abstract Comment by Doc Office: Abstract text is one paragraph with no indentation and is double-spaced. This page is counted, not numbered, and does not appear in the Table of Contents.
Begin the abstract on a new page. The abstract is an accurate, descriptive, and comprehensive summary of the contents of the dissertation study, presented in no more than 250 words. The abstract includes a brief statement of the problem that was investigated, a description of the participants, the research method(s) used, and the fundamental findings.
An abstract for a proposal should be written in the future tense; an abstract for a final dissertation report should be written in the past tense.

The abstract is an accurate, nonevaluative, concise synopsis of the research study. The abstract is not an introduction; it is usually the last written piece of a dissertation. The purpose of the abstract is to summarize and assist future researchers in accessing the research material and other vital information contained in the dissertation. Although only a few people typically read a full dissertation after publication, the abstract will be read by many scholars and researchers.

Consequently, great care must be taken in writing this section of the dissertation. The abstract is a concise statement of the nature of the research and content of the dissertation. The content of the abstract covers the problem statement, research questions, theoretical foundations, methodology, design, data analysis procedures, location, sample, results, and implications. The abstract does not appear in the Table of Contents and has no page number. Abstracts must be double-spaced, presented in no more than 250 words. The abstract must be fully justified with no indentions and no citations. Refer to the APA Publication Manual, 6th Edition, for additional guidelines for the development of the dissertation abstract. Make sure to add the keywords at the bottom of the abstract to assist future researchers.

Keywords: Abstract, assist future researchers, 150 to 250 words, vital information

Dedication

An optional dedication may be included here. The dedication page is numbered with a Roman numeral, but the page number does not appear in the Table of Contents. It is only included in the final dissertation and is not part of the proposal.

Acknowledgments

An optional acknowledgments page can be included here. If it applies, acknowledges, and identify grants and other means of financial support. This page does not appear in the Table of Contents. This page provides a formal opportunity to thank family, friends, colleagues, and faculty members who have been helpful and supportive. The acknowledgments page is only included in the final dissertation and is not part of the proposal.

Tables of Contents
Chapter 1: Introduction 1
Background of the Problem 1
Problem Statement and Significance of the Study 1
Theoretical Foundation or Conceptual Framework 2
Researcher’s Positionality 2
Purpose of the Study 3
Research Question(s) and Hypotheses 3
Research Question(s) and Participant Inquires 4
Rationale for Methodology and Design 4

Operational Definitions for the Study

5

Assumptions and Limitations

5
Summary and Organization of the Study 6
Chapter 2: Literature Review 7

Strategy for Identifying Applicable Research

7

Reputability and Extensiveness of the Literature Review

7
Literature of the Theoretical Framework or Conceptual Framework 8

Review of the Seminal Literature

8

Review of the Core Literature

10

Review of the Practitioner Literature

11
Application of the Literature 11

Chapter 3: Methodology

12
Statement of the Business Problem, Research Question(s), and Hypotheses 12
Statement of the Business Problem, Research Question(s), and Participant Inquires 12
Research Methodology 12
Research Design 13

Research Setting

13
Sample Selection 13
Data Sources 14

Instrumentation

14
Role of the Researcher 15

Validity

and

Reliability

15
Trustworthiness of the Study 16

Data Collection Procedures

16

Data Analysis Procedures

16
Ethical Considerations and Procedures 17
Summary of Research 17
Chapter 4: Data Results and Analysis 18
Data Results 18
Descriptive Statistical Analysis 20
Descriptive Analysis 20
Hypothesis Testing 21

Themes

23
Data Findings 25
Findings of the Study 25
Chapter 5: Implications and Conclusions 26

Fulfillment of Research Purpose

26
Implications for Business Practice 26
Implications for Research 26

Conclusions

27

List of Tables (if applicable) Comment by Doc Office: All tables are numbered with Arabic numerals in the order in which they are first mentioned in the text. The table title included in the Table of Contents should match the title found in the text.

Table 1. Correct Formatting 57

Table 2. Correct Formatting 60

List of Figures (if applicable) Comment by Doc Office: Figures include graphs, charts, maps, drawings, cartoons, and photographs.
All figures are numbered with Arabic numerals in the order in which they are first mentioned. The figure title included in the Table of Contents should match the title found in the text.

Figure 1. Correct formatting 35

x

Chapter 1: Introduction Comment by Charlene Dunfee: Dissertation proposals are written in the future tense, because they represent proposed work yet to be completed.
Final dissertation reports are for the most part written in the past tense, because they represent work completed.

Provide an opening that sets the stage for your study in a single paragraph, and does not duplicate information in the Background of the Problem. Consider providing interesting data or thought-provoking evidence about your subject to grab the reader’s attention. Make sure to include your specialization, your study’s research method, and design, as well as your study variables, if you are a quantitative researcher, or your study phenomenon if you are a qualitative researcher.

Background of the Problem

This section in a page or less highlights a scholarly foundation by providing an account of the cu
rrent state of research as indicated by the literature on the study’s topic study, as well as places the topic in context for the reader. This section indicates it responds to the following questions: What does the reader need to know about your topic as described by current literature? How does this topic align with your specialization? What business settings apply? Who or what is affected? Comment by Charlene Dunfee: Sources should be no more than five years old. Comment by Charlene Dunfee: Sources should be no more than five years old.

Problem Statement and Significance of the Study

The Problem Statement and Significance of the Study are provided in a page or less. First, the researcher narrows the topic articulated in the Background by providing a general business issue, concern, or controversy supported by peer-reviewed literature less than five years old. Next, the Problem Statements identifies in a single sentence a specific business issue, concern, or controversy requiring a researched response and supported by peer-reviewed literature less than five years old. Quantitative researchers should identify the study variables in the specific problem statement, and qualitative researchers should identify the study phenomenon in the specific problem statement. Finally, this section provides the value of the proposed study by describing the proposed research as applied to a broader business setting that is beyond the immediate sample or population and the potential contributions/implications the study may have in your field of specialization. Comment by Charlene Dunfee: DBA research cannot be based on a “gap” in the existing literature. A lack of information on a topic is not necessarily an indicate that a problem exists. Most likely the lack of knowledge is a symptom of a problem. Comment by Charlene Dunfee: Wording such as: a general problem exists … is strongly encouraged to clearly identify this statement for the reader. Ideally, the general problem is provided in a single sentence. Comment by Charlene Dunfee: Wording such as: specifically, problematic is … or a specific problem exists …. should be used to clearly identify this statement for the reader. A single sentence must be used. Comment by Charlene Dunfee: DBA studies cannot seek to solve problems, i.e., the research cannot create solutions, models, procedures, strategies, etc. DBA research should increase what is known about study variables or phenomenon.

Theoretical Foundation or Conceptual Framework Comment by Charlene Dunfee: Quantitative researchers should provide a theoretical framework and qualitative researchers should provide a conceptual framework.

According to Imenda (2014), “the conceptual or theoretical framework is the soul of every research project” (p. 185). This section indicates how the researcher formulated his or her study problem, purpose, and questions, as well as the meanings he or she ascribes to the collected data. Studies using a deductive approach (typically quantitative) rely on a theoretical framework to draw upon concepts that they measure; studies that use inductive logic (typically qualitative) construct conceptual frameworks and may use multiple theories to guide the inquiry. Regardless of the approach taken, the conceptual or theoretical framework of your study is “the system of concepts, assumptions, expectations, beliefs, and theories that supports and informs your research” – is a key part of your design (Maxwell, 2004, p. 33). Provided should be an explanation that tells your readers how you understand the variables or phenomenon under study based on identified theories or concepts. Remember that a theoretical or conceptual framework is not a single book or an article you found on your topic, but the web of interrelated ideas, claims, and findings. This section should be no more than a page as it is addressed in depth in Chapter Two. In Chapter 1, your goal is to briefly signal to your readers what theoretical or conceptual frameworks are appropriate as the approach to your study.

Researcher’s Positionality

This section addresses how you are situated concerning your inquiry. What you write about and how you write reveals a great deal about your knowledge and interest in your topic: “We can strive to remain objective, but must be ever mindful of our subjectivities. Such is positionality. We have to acknowledge who we are as individuals, and as members of groups, and as resting in and moving within social positions” (Bourke, 2014, p. 3). Tell your readers how you are situated about your topic and your participants and how you are mindful of the potential for bias but will maintain your objectivity.

Purpose of the Study

A purpose is the major objective or intent of the study used to address the problem. This section identifies the research method, design, as well as the independent and dependent variables, relationship of variables, or comparison of groups for quantitative studies. For qualitative studies, this section identifies the research method, design, and phenomenon to be explored. The study’s proposed population/sample and geographic location is identified, and an explanation of how the population is appropriate to provide data the researcher needs for the research question(s) to meet the study’s purpose. The purpose of the study must be aligned with the researcher’s specialization, specific business problem, and methodology. When drafting the purpose statement remember a researcher can only examine, compare, establish a relationship, explore, understand, or describe, but you cannot “prove” or “solve” anything by doing the study. Comment by Charlene Dunfee: A single sentence using the wording. . .The purpose of this study is. . . is strongly encouraged.

Research Question(s) and Hypotheses Comment by Charlene Dunfee: Quantitative researchers should provide research question(s) and hypotheses, and remove the section for research questions and participant inquires.

Research questions narrow the purpose of the proposed study into specific questions that the researcher intends to address. The RQ’s should identify the independent and dependent study variables, and be clearly aligned with the specific business problem and purpose statement. Hypotheses (declarative statements in which a researcher makes a prediction about the outcome) should follow and be clearly aligned with the appropriate RQ. Provide a brief opening paragraph that ends with a leading phrase to introduce your specific questions such as:

Proposed is the following research questions and hypotheses for this study:

RQ1: State the first RQ

RQ1H0: State the first null hypothesis.

RQ1H1: State the first alternative hypothesis.

RQ2: State the Second RQ

RQ2H0: State the first null hypothesis.

RQ2H1: State the first alternative hypothesis.

Research Question(s) and Participant Inquires Comment by Charlene Dunfee: Qualitative researchers should provide research question(s) and participant inquires and remove the research question(s) and hypotheses sections.

Research questions narrow the purpose of the proposed study into specific questions that the researcher intends to address. Qualitative studies state the research question(s) the study will address, and identify the phenomenon to be studied. Include a leading phrase to introduce your research questions such as:

Proposed are the following research questions for this study:

RQ1: State the first RQ

RQ2: State the second RQ

After stating the research questions provide the participant inquires you will ask of your study participants. Make sure to include a leading phrase to introduce these inquires such as: To obtain data for the research questions posed are the following participant inquires:

PI1: State the first participant inquiry

PI2: State the second participant inquiry

PI3: State the third participant inquiry

Rationale for Methodology and Design

This section first identifies the methodology the researcher plans to use for conducting the study. It justifies, using peer-reviewed support, how the chosen research method is the best approach to addressing the research questions, and the problem statement to meet the study’s purpose. In other words, this section provides a preview of Chapter Three. This information should be provided in one paragraph.

Next, in a second paragraph, this section identifies the exact research design or technique you will use. It justifies using peer-reviewed support why the selected design or technique is the best means to obtain data for the research questions and problems statement to meet the study’s purpose. This information should also be provided in a single paragraph. The entire section should be no more than one page in length. Remember this is a preview of Chapter 3, detailed information will be given later.

Operational Definitions for the Study

This section addresses the key terms that are central to the dissertation topic and those that readers need to know to understand the proposed study. Typically, only definitions of terms are provided for specialized/select usage and for terms with which readers may be unfamiliar. Quantitative researchers should define study variables to align with the proposed instrumentation. Any acronyms or abbreviations must be written out in the text the first time they are used, as well as defined in this section. Scholarly references are used.

The term to be defined should be italicized: Definition of the term should appear one space after the colon in a complete sentence with scholarly support.

Another term: Definition of the term here in a complete sentence with scholarly support.

Assumptions and Limitations

This section first provides in an enumerated list of factual assumptions you will make concerning your study related to the research method, research design or technique, population or sample, instrumentality, and data collection. Provide an introductory sentence for this list such as: Below are the factual assumptions upon with the envisioned study is based: . . . Next, provide the limitations of your study in an enumerated list. Limitations identify potential weaknesses in the proposed study’s related to methodology, design/technique, population/sample, instrumentation, data collection processes, ethical procedures, and risk. The potential effects of these limitations on the results should be given along with an explanation of why the limitations are unavoidable and are not expected to affect the results negatively. Comment by Charlene Dunfee: These are factual assumptions. You cannot assume the method, design/technique, population/sample, instrumentality, or data collection are appropriate for your study variables or phenomenon. These are elements you must justify in other sections of the dissertation. However, you can assume certain facts about your study such as the ability of participants to read and understand questions or to provide honest responses. The assumptions given must be factual, not functional with respect to your study.

Summary and Organization of the Study Comment by Charlene Dunfee: Chapters 4 and 5 are only necessary for the dissertation final report, not for the Proposal. However, provide information about the organizational structure of these Chapters here to let the reader know what to expect.

In a page or less summarize the key points of Chapter 1 and then provide a transition discussion describing what the reader can expect in Chapters 2, 3, 4, and 5. Chapter 2 shows a review of the applicable literature. In Chapter 3, you will describe the procedures for the envisioned study or, if the study is complete, the procedures you used. Chapter 4 shows details about the data results and provides your data analysis for arriving at the findings of the study, as responsive to the research question(s). Chapter 5 indicates the implications of the study to both business practice and research by a discussion of the findings as it relates to the existing body of knowledge in your field and/or specialization.

Chapter 2: Literature Review Comment by Charlene Dunfee: Take Note:
The purpose of this chapter is to offer a substantive, thorough understanding of what is already known about research on your topic of inquiry by offering a synthesized, integrated review. Quantitative researchers must examine the literature related to the proposed study’s theoretical framework and variables. Qualitative researchers must explore the literature related the proposed study’s conceptual framework and themes fitting the study phenomenon. The literature review should be an orderly, cohesive, well-sequenced narrative that provides a clear development of the topic through applicable seminal, core, and practitioner research to arrive at a determination of the application and influence of the literature on the proposed study. Chapter 2 is not an extension of the background of the study. Care should be taken to focus on either study variables, i.e., how others have researched and measured the variables, or themes related to the study phenomenon, i.e., how others have explored these themes. Comment by Doc Office: This chapter should be a minimum of 30 pages. 50+ references are recommended.
References should be scholarly and peer reviewed. Most of the references need to be published within 5-7 years unless considered seminal writings.

Begin Chapter 2 by reminding the reader of your study’s purpose. It is strongly recommended to copy and paste the purpose of the study as the opening sentence. Make sure the purpose statement is identical to that given in Chapter 1. Next, remind the reader of your research question(s). State them exactly as given in Chapter 1. Finish this paragraph by providing an explanation of how Chapter 2 is organized. You want to orient the reader regarding the structure of your analysis. Remember, a quantitative researcher must focus on examining the literature underlying the theoretical framework and the study’s variables and their measurement. The quantitative researcher should focus on the literature underlying the study’s conceptual framework and themes related to the study phenomenon. Comment by Charlene Dunfee: Describes how the chapter will be organized, including the specific sections and subsections.

Strategy for Identifying Applicable Research

Begin with an explanation of your strategy, i.e., specific procedures and process, for identifying literature relevant to your topic. Include specific search terms, databases, resources, and the like and explain how each aligns with either the study’s theoretical framework and variables and their measurement (quantitative researchers) or the study’s conceptual framework and themes of the phenomenon (qualitative researchers). Comment by Charlene Dunfee: Example: The strategy used to identify literature applicable to proposed study included . . . (consider providing examples of how particular terms or databases related to the Sections of Chapter 1, e.g., The inquiry of _____ sought to develop ___ with respect to the Research Questions of the proposed study).

Reputability and Extensiveness of the Literature Review

The point of this section is to convince the reader you are using reputable sources, and have exhausted your research capabilities. Identify, explain, and justify how the source is provided represent a thorough analysis and critical reflection of all relevant seminal, core, and practitioner literature. Provide either a table or figure, using APA formatting, demonstrating the frequency of journals, peer-reviewed sources, reports, scholarly works, books, practitioner articles, etc. you have used in chapter 2. The majority of your sources, and less identified as seminal must be peer reviewed and published within the last 5-7 years. Identify, explain, and justify how you knew when you had located all applicable sources, i.e., how did you know when you are done?

Literature of the Theoretical Framework or Conceptual Framework Comment by Charlene Dunfee: Quantitative researcher should brought provide the level 1 heading Literature of the Theoretical Framework and related analysis. Qualitative researchers should provide the level 1 heading Literature of the Conceptual Framework.

Identify the theoretical framework or conceptual framework from Chapter 1 that underlies the proposed research. Next provide an examination of the sources, not the topics, provided in Chapter 1’s Framework. With respect to each source, describe the research method, design, framework, population, assumptions, limitations, and other research properties, as appropriate. Make sure to compare how the sources identified relate to the development and validation of the identified theory or concept, i.e., trace the progress of the theory or concept through seminal sources, scholarly, and practitioner research. Do not provide alternative or different theories or concepts unless they are relevant to understanding the development of the primary framework.

Review of the Seminal Literature

The literature review is organized by unique subheadings representing the study’s variables and their measurement (quantitative studies) or themes relative to the study’s phenomenon. Subheadings also shape the material into shorter, more easily comprehensible blocks of information for the reader. While you should keep the level 1 headings for the template, use level 2 headings for the subheadings applicable to your study. All materials, in this section, should be from seminal, scholarly, peer-reviewed sources. Although it is recommended that the literature review focus on work published within the past five to seven years, whenever possible and appropriate; exceptions to this recommendation are works that are considered “classics” or “seminal” in the field and are still relevant. In this section of Chapter 2, provide a review that synthesizes the seminal sources, which form the underlying knowledge base of the study’s variables and their measurement (quantitative studies) or the study’s themes relative to the phenomenon (qualitative studies). Comment by Charlene Dunfee: See Rule 3.02 et seq. (APA, 2009) regarding correct formatting and levels for headings.

When drafting Chapter 2, avoid the overuse of direct quotations and overly long quotations, and instead focus on synthesizing across studies and paraphrasing. The discussion should focus on the elements of each study as a means for comparison, i.e., method, design, framework, population, assumptions, limitations, and other research properties, not just on the ultimate findings of the researcher or the study topic.

Avoid “hanging quotations.” It is a quotation without introduction; it just “hangs” in the content without prior explanation or a context. Introduce quotations with specific information in one or two sentences. These sentences provide context for the quotation and enable your readers to understand why the quotation is important. For example, a Researcher (2010) argues:

Use quotations at strategically selected moments. You have probably been told by teachers to provide as much evidence as possible in support of your arguments. However, packing your paper with quotations will not necessarily strengthen your argument. Place direct quotations that are 40 words, or longer, in a free-standing block of typewritten lines, and omit quotation marks. Start the quotation on a new line, indented 1/2 inch from the left margin, i.e., in the same place, you would begin a new paragraph. Maintain double-spacing throughout. (pp. 21-22)

Once you have inserted your quotation, along with its context and attribution, do not stop. Your reader still needs your assessment of why the quotation holds significance for your study. Keep in mind, extensive quoting should be limited in Chapter 2. Your analysis should tell the reader what you know about the underlying research, not what you can copy and paste. In other words, always try to paraphrase, and reserve direct quotes for instances where you cannot otherwise state the information better than the original author.

Occasionally, you will need to use an APA figure to provide a visual depiction of your analysis. Like quotes, figures should be used sparingly in Chapter 2. Below is an example of an APA formatted figure. See Chapter 5 of the APA Manual. A statement should be provided, which informs the reader of the purpose of the figure and offers an interpretive analysis. For example: The theoretical framework for this study is presented in the figure below. Below the figure, the figure number should be provided in italics followed by the title of the figure.

Figure 1. Example of a figure

Use a formal tone and scholarly language throughout the review; avoid contractions (e.g., can’t, doesn’t, etc.), casual, informal language, anthropomorphism, first-person, and passive voice. Do not address your readers as “you, and instead of using “we” be specific (teachers, educators, policy makers, etc.). The literature review is not a place to address or present, personal views, opinions, experiences, or events. Also, make sure all statements about the research cited are provided in the past tense per APA Rule 3.18.

Review of the Core Literature

Organize this section of the literature review again by unique subheadings representing the study’s variables and their measurement (quantitative studies) or themes relative to the study’s phenomenon. Keep the level 1 headings for the template, but use level 2 headings for the subheadings applicable to your study. The wording of headings should not be duplicated, i.e., you will need to slightly the Level 2 headings in this section to identify the discussion as Core vs. Seminal. Literature reviewed, in this section, should be peer-reviewed and published within the past five to seven years. In this section of Chapter 2, provide a review that synthesizes the “core,” studies, i.e., frequently referenced or recognized as authoritative sources, which form the underlying knowledge base of the study’s variables and their measurement (quantitative studies) or the study’s themes relative to the phenomenon (qualitative studies). Comment by Charlene Dunfee: See Rule 3.02 et seq. (APA, 2009) regarding correct formatting and levels for headings.

Review of the Practitioner Literature

Using the same basic organizational structure of the level 1 headings from the template and unique subheadings representing the study’s variables and their measurement (quantitative studies) or themes relative to the study’s phenomenon to provide a synthesizes the practitioner books, articles, or papers. These sources need not necessarily be peer-reviewed but should be published in the past 5-7 years. These articles represent pragmatic knowledge, approaches, or views of the study’s variables and their measurement (quantitative studies) or the themes relative to the study’s phenomenon (qualitative studies).

Application of the Literature

The purpose of your study was already mentioned in chapter one and briefly reiterated at the beginning of chapter two, but you need to re-focus the reader here before you move into the description of research methodology in Chapter 3 (i.e., how you will go about answering your research questions). Begin by summarizing the significance of your proposed study in light of the reviewed research. The readers should feel that your review of literature has created a logical justification for the direction of your study and its contributions to practice, knowledge, or field of specialization. This section, using appropriate sources, should be an analysis showing the connection between the reviewed literature and your study’s problem statement and significance, which you identified in Chapter 1. Comment by Charlene Dunfee: Remember, DBA studies cannot seek to address a “gap “in knowledge, literature, or theory.

Chapter 3: Methodology

Chapter 3 describes how the study will be or was conducted in enough detail so that replication by others is possible. This opening provides in a single paragraph a brief summary of the research topic and restates the purpose statement verbatim from Chapter 1 to reintroduce the reader to the study. Then, briefly describe the contents of Chapter Three (i.e., what is to follow) to orient the reader. Comment by Doc Office: Remember proposal are written in the future tense and final dissertation reports are written in the past tense.

Statement of the Business Problem, Research Question(s), and Hypotheses Comment by Charlene Dunfee: Qualitative Researchers will remove this section and use the Statement of the Business Problem, Research Question(s) and Participant Inquires criteria.

This section restates the specific problem under investigation; therefore, restate verbatim the specific problem requiring a researched response as provided in Chapter One. Do not include the general problem or Significance of the Study, i.e., worth of the research, analysis. Also, restate the research question(s) and hypotheses exactly as written in Chapter One.

Statement of the Business Problem, Research Question(s), and Participant Inquires Comment by Charlene Dunfee: Quantitative researchers will remove this section and use the Statement of the Business Problem, Research Question(s) and Hypotheses

This section restates the specific problem under investigation; therefore, restate verbatim the specific problem requiring a researched response as provided in Chapter One. Do not include the general problem or Significance of the Study, i.e., worth of the research, analysis. Also, restate the research question(s), and participant inquires exactly as written in Chapter One.

Research Methodology

Using research methodology textbooks and other scholarly sources, this section in a page or less identifies the research methodology for the study (quantitative or qualitative) and provides the rationale for selecting this particular methodology that expands on the information provided in Chapter One’s Rationale for Methodology section. In addition to this justification, you should explain, using scholarly support, why the alternative methodology is not an appropriate approach to meet your research purpose. Comment by Charlene Dunfee: Qualitative researchers should justify why a quantitative method will not work for exploration of the study phenomenon. Quantitative researchers should justify why a qualitative method will not work for examination of the study variables.

Research Design

This section identifies and then describes in detail the proposed research design. It includes a rationale for the specific design for the study and argues why other research designs are not appropriate. Supported from articles and books on research design must be provided. This section is an extension and expansion of the discussion provided in Chapter One’s Rationale for Methodology and Design. Make sure to explain exactly how the selected design will be used to collect data for each and every variable (for a quantitative study) or will be used to collect data about the phenomenon (for a qualitative study). Comment by Charlene Dunfee: Quantitative researchers should specifically identify at least three other quantitative research designs and argue why these are not appropriate for the study. Qualitative researchers should identify at least three other qualitative research designs and argue why these are not appropriate for the study.

Research Setting

In two paragraphs or less provide descriptive and demographic information that helps the reader understand the context in which your study will take place. If there is a sponsoring organization, describe the process of choosing the sponsoring organization. Make sure to provide a parenthetical reference to the appendices for the reader can view applicable site permissions. If there is not a sponsoring organization, provide a statement that there is no sponsoring organization involved in this research. Explain the potential benefit the sponsoring organization may derive from the study. If there is not a sponsoring organization, provide the potential practitioner benefit of your study in the given setting.

Sample Selection Comment by Charlene Dunfee: Permissions , informed consent. Comment by Charlene Dunfee: Quantitative researchers should provide the Sample Selection section and remove the Data Source section.

This section describes in detail the population from which your study’s sample will be drawn. This includes describing the characteristics desired in the sample, and how these characteristics were determined, as well as who (or what) you hope to include and exclude, i.e., criteria, and why. Make sure to identify and justify the sampling method and the specific type. You must demonstrate how the sample size was calculated via power analysis, and provide justification for the proposed power levels, effect size, and alpha. Use logic and research literature to justify your choices and calculations. Next, discuss how this sample aligns with the research question(s), study purpose, and variables. Finally, detail how you will recruit participants in accordance with all Human Subject regulations. Include as much detail as possible, use appropriate sources to support your proposed processes, and provide parenthetical references to applicable permissions, proposed consents, and proposed recruitment materials. Comment by Charlene Dunfee: Will you use probabilistic or nonprobabilistic sample? Comment by Charlene Dunfee: Will you use simple random sampling (SRS), stratified, cluster, systemic, etc.?

Data Sources Comment by Charlene Dunfee: Qualitative researchers should provide the Data Sources section and remove the Sample Selection section

This section describes in detail each data source which will be used in your study, as well as how each data source aligns with the research question(s) and study purpose to provide information about the phenomenon. This includes describing the characteristics desired in data sources/participants of your research, how these characteristics were determined, who (or what) you hope to include/exclude in your as data sources and why. Support your choices with logical analysis and reference to scholarly research. Next, identify and justify the exact number of data sources/participants, the sampling method proposed, and how you will achieve data saturation. Include a justification of your choices based on logic and research literature. Finally, detail how you will recruit participants in accordance with all Human Subject regulations. Include as much detail as possible and provide parenthetical references to applicable permissions, proposed consents, and proposed recruitment materials. Comment by Charlene Dunfee: Will you use purposeful, quota, snowball, etc.?

Instrumentation

In this section, quantitative researchers must identify the specific instrument(s) that will be used to collect data. Parenthetical reference to appendices where the instrument(s) and associated permissions can be viewed by the reader should be given. Concerning each instrumen
t, identify the following: Comment by Charlene Dunfee: If more than one instrument is proposed, use subheadings for each instrument.

· characteristics of the instrument, Comment by Charlene Dunfee: For example, the number of questions, specific format, and presentation features.

· concepts the instrument is intended to measure,

· the scale of measurement for each construct/variable,

· procedures required for the administration or delivery of the instrument,

· how scores are calculated for the instrument, Comment by Charlene Dunfee: if applicable, identify items to be reversed-coded

· meaning(s) attributed to the scores calculated for the instrument, and

· any modifications or adjustments you will make to the instrument, scoring, or calculations for your study (scholarly justification should be provided for any modifications or adjustments). Comment by Charlene Dunfee: If more than one instrument is used, you should discuss how you will coordinate different types and scales of measurement, e.g., if instrument #1 uses a seven-point Likert scale of agree/disagree and instrument #2o uses a five-point Likert scale of excellent/poor, explain how you will relate these two different types and scales of measurement.

Role of the Researcher Comment by User: Quantitative researchers should remove this section and use the Instrumentation section.

In this section, qualitative researchers should identify themselves as the primary data collection instrument. This discussion must be supported by reference to scholarly support. You should explain your relationship with or knowledge of the topic, participants, participating organization, or other elements of the study. Make sure to detail any experiences or training that have prepared you to collect data from your sources.

Validity and Reliability Comment by Charlene Dunfee: Quantitative researchers should provide Validity and Reliability and remove the Trustworthiness of the Study section. Qualitative researchers should not provide the Validity and Reliability section.

This section provides specific information regarding the accuracy and veracity of each instrument proposed for use in the study. For each instrument provide: Comment by Charlene Dunfee: Recall your discussion in Chapter 1 regarding Researcher’s Positionality. Make sure to make connections here. Comment by Charlene Dunfee: If more than one instrument is proposed, use subheadings for each instrument.

· How, when, why and by whom the instrument was developed or published,

· where and with what populations have other researchers norm-referenced tested (NRT) the instrument,

· published validity and reliability statistical properties for the instrument and strategies used to assess validity and reliability of the instrument Comment by Charlene Dunfee: Validity refers to the degree to which an instrument accurately reflects or assesses the specific variables, constructs, or concept the developer or publisher claims the instrument attempts to measure. Reliability is the extent to which the instrument can be replicated and yields the same result with repeated trials.

· a discussion using logical and scholarly support of the appropriateness of the instrument to measure the variables/constructs of the proposed study, i.e., is the instrument valid for the proposed study?

· A discussion using logical and scholarly support of the appropriateness of the instrument to replicate results/yields in the proposed study, i.e., is the instrument reliable for the proposed study?

Trustworthiness of the Study Comment by Charlene Dunfee: Qualitative researchers should provide the Trustworthiness of the Study section and remove the Validity and Reliability section. Quantitative researchers do not provide the Trustworthiness of the Study section.

Qualitative researchers use the term trustworthiness, instead of validity and reliability, to establish the credibility, transferability, confirmability, and dependability of a study (Mishler, 1990). With respect to each data source you propose to use, you will need to identify, describe, and justify using appropriate support how you will use ensure the trustworthiness of your study (credibility, transferability, confirmability, and dependability). Processes such as triangulation, interview or focus group protocols, participant transcript review, participant observation protocols, member checking, field, or pilot studies, etc. should be identified and supported. Comment by Charlene Dunfee: To demonstrate the data is from the viewpoint of the participants. Recall your discussion in Chapter 1 regarding Researcher’s Positionality. Make sure to make connections here.

Credibility

is established through recognized means such as member checking, triangulation, as well as interview, focus group, and/or observation protocols. Comment by Charlene Dunfee: An often-confused point, transferability in a qualitative study means you have utilized procedures that will enable others, not you, to generalize your study’s findings. Only quantitative researchers may generalize their findings. Establish this value by adherence to clear step-by-step data collection and analysis, using interview, focus group, and/or observation protocols, and identifying the point of data saturation. Comment by Charlene Dunfee: The ability of your study’s results to be confirmed or supported by other research. Established through recognized means such as member checking, triangulation, as well as interview, focus group, and/or observation protocols.
Comment by Charlene Dunfee: To demonstrate the reliability of the data. Established through recognized means such as data saturation, member checking, triangulation, as well as interview, focus group, and/or observation protocols.
Comment by Charlene Dunfee: Subheadings with respect to each data source are strongly encouraged.

Data Collection Procedures

This section describes the step-by-step procedures used to carry out all the major steps for data collection for the study in a way that would allow another researcher to understand and/or replicate your study. Peer-reviewed sources should be used to justify the procedures described. Reference to the Appendix location of the instrument(s) or protocol(s) should be included.

Data Analysis Procedures

This section provides a step-by-step description of the procedures to be used to conduct the data analysis. The key elements of this section are supported by peer-reviewed sources and include: description of the type of data to be analyzed, identification and description of the specific data analyses/techniques proposed, rationale for the data analyses/techniques proposed, demonstration of the research analyses/techniques alignment to the specific research design. The level of statistical significance for quantitative analyses is stated as appropriate.

Ethical Considerations and Procedures

This section discusses the ethical concerns surrounding the research and study procedures, and how you will address these concerns to eliminate or diminish the risk to participants or data, i.e., procedures. Specifically address issues related to data collection, security, storage, and destruction, as well participant anonymity, confidentiality, privacy, lack of coercion/bias, informed consent, and conflicts of interests.

Summary of Research

In a paragraph, summarize what was written in Chapter 3 by providing a synopsis the key elements of your study.

Chapter 4: Data Results and Analysis Comment by Charlene Dunfee: Remember throughout this chapter, as well as Chapters 1 through three, that verb tense must be changed from future tense (proposal) to past tense (dissertation manuscript).

Provides a single paragraph that briefly summarizes the research topic and restates the purpose statement exactly as provided in Chapter 1. The content of Chapter 4 is also briefly described. Furthermore, consider what happened during data collection and analysis. Sometimes, the intended research procedure ends up modified based on unforeseen events that could occur during the data collection. Identify any modifications made to the proposed processes that were necessary to complete the research study. If modifications were not made, provide a statement to indicate that no modifications to the proposed study processes were needed. Comment by Charlene Dunfee: The purpose of this chapter is to summarize the collected data, describe how it was analyzed, and then to present the findings based on the data. This chapter typically contains the analyzed data, which should be presented in both text and tabular or figure format. To ensure readability and clarity of findings, organization and structure are of the utmost importance in this chapter.

Data Results Comment by Charlene Dunfee: Note the difference and appropriate usage of the words results and findings. These are not synonyms. Results are impartial reports the study’s data; findings are the logical connections one can deduce, i.e. arrive at a conclusion through reasoning, based on an analysis of the data.

This section reports the data collected during the study in an objective, nonevaluative manner. Organization of this information should be by the research question(s) as identified in the previous chapters and then by variable, if the research is quantitative, or by research question(s) as in the previous chapters and then by data source if the research is qualitative. You must use APA formatted visual aids, such as tables and figures, interview or document excerpts, observational notes, or other sources to provide that study data. Ensure the manner in which you report the data cannot lead to the identification of any participants or organizations.

Make sure to always provide a connection between the table and text using the table number in parentheses (Table 1) and stating, “Table 1 shows…” or something similar. “Table above,” “Table below” or “Table on page…” should not be used. Each table should be introduced. Comment by Charlene Dunfee: Take note of APA Rules in Chapter 5 regarding the selection between tables or graphical presentation of information, as well as the relationship between body text and tables or figures. Comment by Doc Office: Tables supplement and support, rather than repeat information provided verbally in text. Tables present essential information concisely in a way that is easy for readers to grasp. (See the APA Manual at Chapter 5 for further information).

Table 1 Comment by Charlene Dunfee: Tables should contain numerical data, not just words. Figures or lists should be used to when the information provided is not numerical, but words.

A Sample Data Table Showing Correct Formatting

Row

Column A
M (SD)

Column B
M (SD)

Column C
M (SD)

Row 1

10.1 (1.11)

20.2 (2.22)

30.3 (3.33)

Row 2

20.2 (2.22)

30.3 (3.33)

20.2 (2.22)

Row 3

30.3 (3.33)

10.1 (1.11)

10.1 (1.11)

A descriptive summary that provides a context for, not an analysis of, the information for the reader should follow the table. You should identify or highlight important items of the data, so the reader is clued into why you have provided this information specifically. You will analyze these important items, for the reader, in the later section of this Chapter and provide your interpretation of the analysis in Chapter 5.

If you are relying on interviews or documents, provide the most representative or compelling excerpts. Similar to tables, the excerpts need a descriptive summary explaining the context for information given. For example, with respect to the theme of X, Participant 1 shared the following about his experiences in response to Interview Question 4:

Participants’ words. Participants’ words. Participants’ words. Participants’ words.

Participants’ words. Participants’ words. Participants’ words. Participants’ words.

Participants’ words. Participants’ words. Participants’ words. Participants’ words.

Do not provide excerpts that are longer than a paragraph, and do not provide excerpts without descriptive context. Remember, however, your focus is on just providing the reader an objective, unbiased account of the important data collected in the study; save your interpretations of what the data means for your study for Chapter 5.

Descriptive Statistical Analysis Comment by Charlene Dunfee: Quantitative researchers should provide this section, and remove the section Descriptive Analysis below. Qualitative researchers should remove this section and keep the section Descriptive Analysis below.

In this section, anal
yze the data. Do not draw conclusions or present your interpretation of the data. Rather, provide a discussion that classifies, compares, distinguishes, separates, organizes, or categorizes elements of the data as appropriate. Use this deductive reasoning approach to give the reader a multifaceted analytical view of the data. Clear connections to the specifically identified or highlighted data given in the Data Analysis section should be given. Comment by Charlene Dunfee: When drafting this section think of the action verbs associated with the Analysis level of Bloom’s Taxonomy, i.e., appraise, breakdown, categorize, compare, distinguish, separate, identify, etc.
Comment by Charlene Dunfee: This includes, but is not limited, to analysis related to demographic categories, numbers of participants, sampling outcomes, constructs, frequencies, constructs, factors of the study.

Quantitative researchers must test for data normality, as a prerequisite for using parametric statistical tests with the underlying assumption being that the data are normally distributed. To determine whether the data obtained as part of the study meet the normality assumption, each composite scale of the independent and dependent variables need to be tested using the Shapiro-Wilk normality test. APA formatted tables and figures must be provided to give the reader a visual depiction of important aspects of the data analysis. The Level 2 headings, i.e., organization, of this section, will be content driven, but should logically connect to the prior section, as well as one that follows.

Descriptive Analysis Comment by Charlene Dunfee: Qualitative researchers should remove the section Descriptive Statistical Analysis, and keep this section.

In this section, analy
ze the data. Do not draw conclusions or present your interpretation of the data. Rather, provide a discussion that classifies, compares, distinguishes, separates, organizes, or categorizes elements of the data as appropriate such as recurrent or key words, phrases, or ideas. Use this deductive reasoning approach to give the reader a multifaceted analytical view of the data. Qualitative researchers should focus on descriptions that related to the organization of the data into a logical framework or structure, i.e., coding, to later identify themes or patterns (See Theme section below). Clear connections to the specifically identified or highlighted data given the Data Results section above should be made. By the end of this section, the coding of the data should be clear to the reader. APA formatted tables and figures must be provided to give the reader a visual depiction of important aspects of the data. The Level 2 headings, i.e., organization, of this section, will be content driven, but should logically connect to the prior section, as well as one that follows. Comment by Charlene Dunfee: When drafting this section think of the action verbs associated with the Analysis level of Bloom’s Taxonomy, i.e., appraise, breakdown, categorize, compare, distinguish, separate, identify, etc.

Hypothesis Testing Comment by Charlene Dunfee: When drafting this section, think of the action verbs associated with the Analysis level of Bloom’s Taxonomy, i.e., identify, appraise, breakdown, categorize, compare, distinguish, separate, etc.
Comment by Charlene Dunfee: Quantitative researchers should draft this section and remove the section Themes below. Qualitative researchers should remove this section and draft the section Themes section instead.

In this section, you will first assess preliminary assumptions of validity and reliability of the data collected in your study based on the instrument(s) you used. Only after meeting these requirements may you proceed to then test the study’s hypotheses using the statistical data analyses/techniques you identified in Chapter 3’s Data Analysis Procedures. In this opening paragraph state the validity and reliability of your study’s data obtained via the instrument(s), then specifically identify and briefly describe the data analyses/techniques you conducted in the study. Comment by Charlene Dunfee: Recall from Chapter 3, validity refers to the degree to which an instrument accurately reflects or assesses the specific variables, constructs, or concept the developer or publisher claims the instrument attempts to measure. Reliability is the extent to which the instrument can be replicated and yields the same result with repeated trials.

Validity

Before testing the study’s hypotheses, you must first establish the validity of your data obtained via the instrument(s); this is an assumption underlying the testing of the study’s hypotheses. Provide the discussion here based on the validity presented in Chapter 3’s Validity and Reliability section; making sure to discuss the different types of validity you have provided previously. This means all types of validity identified in Chapter 3 must be tested in this section.

Reliability

As a precursor to testing your study’s hypotheses, you must first meet an initial assumption of reliability. In this section account for the reliability testing of the study data via a comparison of a Cronbach alpha to that given by the instrument’s developer and other researchers. Include the Alpha value of the scale the instrument’s developer found, as well as that found by other researchers and compare it to your study’s. Provided should be a table showing the Cronbach’s alpha coefficient of your study. A Cronbach alpha 0.7 or above is required. If the alpha value is lower than 0.7, consider removing items with low item-total correlation. Make sure to explain your calculations and any needed adjustments to the reader.

Testing of the Hypothesis

In an opening paragraph restate the research question(s) and related hypothesis for the reader then provide a brief summary of the hypothesis testing outcomes. Organize the remainder of this section by APA level 3 headings (and possibly APA level 4 headings) that clearly identify the research question and related hypothesis to which the discussion relates (See example below). The discussion provided should identify the statistical analyses/techniques used, show tables and figures related to and appropriate for the statistical analyses/techniques, interpret the tables and figures for the reader demonstrating the outcome of the test, and give a clear statement of whether the null hypotheses was rejected or accepted and why.

Testing of Research Question
1 (RQ1) Hypothesis. Restate the first Research Question and hypothesis to begin this discussion; making sure to provide an introductory or lead-in sentence. Next identify the statistical analyses/techniques used, then conduct the testing. You must show tables and figures related to and appropriate for the statistical analyses/techniques and provide an interpretation of this information for the reader, which demonstrates the outcome of the test. End this section with a clear statement of whether the null hypothesis was rejected or accepted and why. Comment by Charlene Dunfee: You must follow this organizational structure. This is level 3 APA Heading telling the reader what is contained in this section. Comment by Charlene Dunfee: Research Question 1 (RQ1) and the related hypothesis for the study were as follows: