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  • D O C 7224

    D oct oral S emi n ar I I

  • DOC 722 Doctoral Seminar II


    Program Council The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program.

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    Edited in accordance with University of Phoenix editorial standards and practices.

  • DOC 722 Doctoral Seminar II

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    Course Syllabus Course Title: Doctoral Seminar II

    Course Schedule: 02/26/2007-04/21/2007

    Course Location/Times: Online

    Online Newsgroups: Course Forums:

    Main: This is the Main Classroom, and every learner has the ability to read and write to this newsgroup. This is where class discussion will be held, answers to discussion questions will be posted, weekly summaries submitted, and weekly participation monitored (at least two substantive messages on at least 4 days out of 7 each week). University of Phoenix automatically monitors attendance from posting two messages on any 2 separate days to any of the newsgroups. CHAT-ROOM: This read-and-write access folde is for learners to communicate on an informal level. Learners are free to engage in any appropriate discussions, including those that are not based on course content.

    COURSE.MATERIALS: This is a read-only forum, which means that students can read messages in the forum but are not able to submit posts. Instructors will use this forum to post materials such as this syllabus, course lectures, and other instructional messages.

    Individual Forums: This newsgroup is used for submission of assignments, such as individual papers and chapter drafts. Since this is a direct study class, you can submit all your assignment through Main Forum.

    Required Texts: Cone, J. D., & Foster, S. L. (2001). Dissertations and theses from

    start to finish. Washington, D.C.: American Psychological Association.

    Cooper, D. R., & Schindler, P. S. (2002). Business research methods (8th ed.). Boston: Irwin.

    Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson.

    Neuman, W. L. (2003). Social research methods (5th ed.). Upper Saddle River, NJ: Prentice Hall.

    Neuman, W. L., Plano Clark, V. L., Lane, D., & Roberts, C. (2004). School of Advanced Studies research and statistics guidebook. (Custom edition.) Boston, MA: Pearson Custom.

    Reference Materials: American Psychological Association. (2001). Publication manual of

    the American Psychological Association (5th ed.). Washington, D.C.: Author.

    Program-specific Research Handbook

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    Instructors Name: Mr. Xiaobing Shuai, Ph.D.

    Telephone: Cell: (804)405-8951

    UoPhx E-mail Address:

    Alternate E-mail Address:

    Availability: I will check my University of Phoenix Online email everyday. Email is the best way to reach me if you need to notify me of a private matter. If you are not able to gain access to OLS server, please try the alternate email or my phone. I am normally available to receive phone calls during class weeks on weekday nights before 10PM (Eastern Time).

    The Online Weekly Schedule The course week begins on Tuesday and ends on Monday. Please see the following for a breakdown of the week:

    Day 1--Tuesday

    Day 2--Wednesday

    Day 3--Thursday

    Day 4--Friday

    Day 5--Saturday

    Day 6--Sunday

    Day 7Monday (ends at 11:59 p.m., your local time)

    Welcome! Welcome to DOC 722 as you continue your journey toward earning a doctoral degree. This is the class that will get you started with your dissertations chapter 2.

    Instructor Bio My name, Xiaobing Shuai (Shau-bing Shwai), is sometimes difficult for others to say. I was born and raised in China and attended Fundan University in Shanghai. Both academic and career goals brought me next to the US. Ever since, I have enjoyed the cultural trek that living in America has begun. I have certainly taken advantage of all there is to do and see (including the historical attraction) here in Virginia, where I now reside. Traveling aside, I enjoy reading, writing and learning new things. I earned a Ph.D. in economics from the University of Wisconsin-Madison. I currently work as a senior economist for an economics research firm in Richmond, Virginia. My duties include model building and forecasting regional and macroeconomic trends, researching on workforce and economic development issues. I am also adjunct professor with the University of Virginia. I am confident that I will be able assist you meeting your educational goals.


    This course is designed to focus on the Doctoral Proposal for approval. Before this class, the Prospectus you have developed should be extended to form the basis of your Chapter 1. This class will be primarily for Chapter twoliterature review.

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    Understanding a Literature Review Develop the process of assembling a literature review

    Understand the expectations of conducting a literature review Preliminary Review of the Literature Develop a plan for effectively researching and writing the literature review

    Contextualize the proposal topic with germinal, historic, and current literature Theoretical Foundations Business/Organization/Economic theories that are related to your research topic

    From the literature, delineate dependent and independent variable(s) for quantitative studies Dependent Variable(s) Delineate the dependent variable(s) in relation to the research study

    Analyze the breadth of literature regarding the independent variable(s) Independent Variable(s) Delineate the dependent variable(s) in relation to the research study

    Synthesize selected literature regarding the independent variable(s) as they support a study Contextualizing the Study Delineate the contextual factors related to the research study

    Analyze the breadth of literature associated with the research studys context Concluding the Literature Review Develop an integrative conclusion for the literature review Assembling the Literature Review Compile references for use in the research study

    Prepare a comprehensive review of the literature for chapter 2 of the proposal/dissertation

    Compare the draft chapter 2 against the checklist of standards for chapter 2 in Appendix F of the program-specific Doctoral Research Handbook

    Course Changes Assignments in this document take priority. While the reading assignments and learning objectives remain the same as indicated on the rEsource page, some of the assignments in this syllabus have been customized for this particular course.

    Attendance in Online Courses A learner will be considered in attendance for a given week of online instruction if he or she posts at least once in any newsgroup on two different days during the online week. Deadlines for attendance are based on Mountain Standard Time. Working privately with the instructor via email does not count toward the attendance required by the University. Any learner who fails to make these weekly postings will be required to withdraw from that course without a grade and will subsequently be required to retake the course in directed study format. The Online Campus processes these withdrawals automatically. There is a maximum of three directed studies allowed for a student during the entire program. Directed studies are not an entirely favorable substitute for online classes, as learners miss the valuable interaction of their cohort members.

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    Participation for Online Courses Learners are expected to participate in several discussions relating to the subject matter for the week. Discussions will take place in the main classroom newsgroup. Since this is the direct study class, not specific discussion questions are posted, and no minimum requirements are needed. Participations depends on the questions and answers regarding literature review during each week. But you need to post at least two days a week to keep attendance.

    Weekly Implications and Conclusions Each week, learners create a brief statement of how the weeks learning has affected their thought process. This statement will include suggested real-world manifestations of the weeks material and a plan for implementing the material in personal and/or professional settings. This statement can also include questions for the course facilitator regarding material that may still be unclear. This statement will be formatted with two headings, Implications and Conclusions, and the statement will be sent in the body of an e-mail (not as an attachment) to the main class newsgroup under the thread provided by the