DOC-722

D O C 7224

D oct oral S emi n ar I I

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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Instructor’s Name: Mr. Xiaobing Shuai, Ph.D.

Telephone: Cell: (804)405-8951

UoPhx E-mail Address: [email protected]

Alternate E-mail Address: [email protected]

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 7—Monday (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 dissertation’s 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.

COURSE DESCRIPTION

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 two—literature review.

mailto:[email protected]

mailto:[email protected]


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COURSE TOPICS AND OBJECTIVES

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 study’s 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 week’s learning has affected their thought process. This statement will include suggested real-world manifestations of the week’s 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 course facilitator.

Academic Honesty Academic honesty is highly valued at the University of Phoenix. You must always submit work that represents your original words or ideas. If any words or ideas used in a class posting or assignment submission do not represent your original words or ideas, you must cite all relevant sources and make clear the extent to which such sources were used. Words or ideas that require citation include, but are not limited to, all hard copy or electronic publications, whether copyrighted or not, and all verbal or visual communication when the content of such communication clearly originates from an identifiable source. Please see the University of Phoenix Catalog for more information about academic honesty, including consequences of academic dishonesty.

Privacy and Confidentiality in the Online Classroom One of the highlights of the University of Phoenix academic experience is that students can draw on the wealth of examples from their organizations in class discussions and in their written work. However, it is imperative that students not share information that is confidential, privileged, or proprietary in nature. Students must be mindful of any contracts they have agreed to with their companies. Microsoft Office 2007 Version Issue

If you are using Microsoft Office 2007, please be noted that the word and power point document you created in this version is not compatible with earlier versions. The file extension in this version is of .docx or .xlsx, or .pptx, not the traditional doc, xls, and ppt. Many of your fellow students (including me), still use older version of Office. Please save your assignment as Office 97-03 version before submitting or posting for your teammates to review.

Editorial Styles

I will use Microsoft Word to comment and review your written work. I prefer to add comments on the margin with my questions, and suggestions for revisions. If it is some obvious grammar issue, I will change it directly on your body of text. I expect you address each of my comments in your revised version. If your changes are satisfactory, I will remove the comment and consider the issue resolved. If future work is needed, I will leave the comments on until the next revision. Some of your committee members may require a change-sheet. But at the early stage of your dissertation, I don’t expect you spending a lot of time making change-correction tables.


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GRADING CRITERIA

Late assignments It is my expectation that your will consult the syllabus and that your assignments will be posted when they are due. Assignments that are posted late will be subject to a 10% deduction each day and no assignments will be accepted if they are one week late from the original due date.

Feedback You will receive a weekly feedback to your personal mailbox by end-of-day Sunday following the online week. This feedback will contain grades on your participation and every assignments of the previous week, including team assignments. There will also be feedbacks on areas you might need to work on, if any.

Point Values for Course Assignments ASSIGNMENT WEEK DUE PERCENT

Individual (80%)

Outline of Literature Review 1 5

List of Papers and Abstract 1 10

Introductory and Historical Perspectives Paragraphs 2 5

Review of the Literature: Theoretical Perspective 3 10

Review of the Literature: Dependent and Independent Variable 6 20

Review of the Literature: Study Context 7 5

Literature Review Conclusion 8 5

1st Draft Chapter 2 8 24

Participation 1-8 8

Conclusion and Implication 1-8 8

Total 100

How Points and Percentages Equate to Grades 100-95 A 76-73 C

94-90 A- 72-70 C-

89-87 B+ 69-67 D+

86-83 B 66-63 D

82-80 B- 62-60 D-

79-77 C+ 59 or < F

University of Phoenix Grading Guidelines Any learner who does not maintain a minimum grade point average (GPA) of 3.0 will be placed on academic probation, as the learner must meet minimum academic standards to earn his or her degree. Academic probation will last for three consecutive courses, during which time the learner must raise his or her GPA to a minimum of 3.0 and earn a grade of B or better in each course.


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Any learner who earns a course grade of C+ or lower must repeat that course. A learner repeating the course who is not on academic probation must earn a grade of B- or better. A learner repeating the course who is on academic probation must earn a grade of B or better.

The rationale behind this policy is that learners failing to earn a B- or better have not demonstrated doctoral-level comprehension of course material.

STANDARDS FOR WRITTEN WORK

Depth of Scholarship Assignments should represent the learner’s careful, thoughtful efforts to cover the key elements of the topic thoroughly. Content should go beyond mere description or paraphrasing. The work should be thematic and based on an analytical framework of the learner’s choosing.

Originality of Ideas and Research All assignments must demonstrate a unique, creative approach to the problem being studied and represent the original work of the learner.

Theoretical and Conceptual Framework Assignments should display the learner’s understanding of the theories and concepts relevant to the topic. Learners should form their arguments by taking competing concepts and theories into account.

Use of Literature Assignments should be grounded in appropriate, adequate, and timely academic literature. No specific number of sources is prescribed, but those used should represent the best available references on the topic. Textbooks, newspapers, and magazines are not appropriate references for scholarly work.

Substantive Value Assignments should contribute substantive value to the understanding of the subject.

Clarity and Logic of Presentation Assignments should present ideas in a clear manner and with a strong organizational structure. Coverage of facts, arguments, and conclusions should be logically related and consistent.

Grammar and Adherence to APA Format The rules governing the grammar and usage of standard American English must be followed, and language should be clear, precise, and appropriate for the intended scholarly audience.

When formatting and composing assignments, learners must follow the guidelines described in the Publication Manual of the American Psychological Association and the style guide of the School of Advanced Studies. In addition the overall layout of assignments, including citations and reference pages, should adhere to APA style.

Suggested Grading Scale for Written Work CRITERIA WEIGHTING

Depth of scholarship 10%

Originality of ideas and research 15%

Theoretical and conceptual framework 15%


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Use of literature 15%

Substantive value 15%

Clarity and logic of presentation 10%

Grammar and adherence to APA format 20%

TOTAL 100%


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Week One Understanding a Literature Review • Develop the process of assembling a literature review

• Understand the expectations of conducting a literature review

• Develop a plan for effectively researching and writing the literature review

Assignments 1. Reading Assignments:

Texts: Read Cone and Foster chapter 7; Neuman chapter 5; Creswell chapter 4.

2. Start doing research and compile a list of articles (50-100 papers), and put them on a list. Starting reading them. Copy and paste their abstract.

Conduct a review of the literature associated with the context of your study (e.g., environment, setting, location, organization, company). The paper includes, but is not limited to, the identification, application, and relationship of the contextual factors associated with your problem statement. An APA-formatted reference list should be included with the submission. Point out gaps in the literature—for example, weaknesses in the methodology of various studies, populations that need to be studied, newer theoretical frameworks that could be applied. Especially the difference between those studies and your research.

3. Post bio in the main room.

4. Individual: Outline of Literature Review

Organize and draft an outline of the literature review’s headings. The outline should be based on the required headings described in your program’s Research Handbook or the Bold software package. Create subheadings that relate to the specifics of your study (problem statement, purpose, dependent and independent variables, organization, and setting).

In addition, submit your rationale for your choices of subheadings. The following table of contents format is required in this assignment:

Chapter 2. Review of the Literature .......................................................................... 9 Documentation............................................................................................... 9 Literature Review........................................................................................... 9

First Subtopic - Heading level Three.......................................................... 9 Second Subtopic - heading level 3 ............................................................ 9

Summary ....................................................................................................... 9 Conclusion..................................................................................................... 9

5. Obtain BOLD software and a dissertation-level editor for grammar and APA (highly recommended).

6. Implications and Conclusions:

Each week, learners create a brief statement of how the week’s learning has affected their thought process. This statement will include suggested real-world manifestations of the week’s 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


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an attachment) to the main class newsgroup under the thread provided by the course facilitator.


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Week Two 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

Assignments 1. Individual: Introductory and Historical Perspectives Paragraphs

A formal literature review requires the inclusion of an introductory paragraph and a discussion of historical perspectives of your topic. Draft an introduction to the literature review of your study as well as a historical perspective that reflects and/or incorporates the problem statement, purpose statement, and context of your study.


Each week, learners create a brief statement of how the week’s learning has affected their thought process. This statement will include suggested real-world manifestations of the week’s 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 course facilitator.


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Week Three The Theoretical Perspective • Identify economic/organizational theory that can provides a theoretical foundation for your

research

• Delineate dependent and independent variables from theoretical literature.

Assignments 1. Review of literature: theoretical perspective

Analyzing selected few theories and how they are related to your research. These papers should be abstract, generic, and theoretical in nature. They propose models, and paradigms of study, but not empirical research conclusion (such as surveys, and interviews). Those studies will also point to potential dependent and independent variables for your research.


Each week, learners create a brief statement of how the week’s learning has affected their thought process. This statement will include suggested real-world manifestations of the week’s 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.


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Week Four Dependent Variable(s) & Independent Variables • Delineate the dependent & Independent variable(s) in relation to the research study

• Discuss different definition and measurement of the dependent/independent variables.

• Analyze the breadth of literature regarding the dependent & Independent variable(s) and how independent variables influence the dependent variables.

Assignments

1. Assignment: None

2. Implications and Conclusions: Each week, learners create a brief statement of how the week’s learning has affected their thought process. This statement will include suggested real-world manifestations of the week’s 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 course facilitator.


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Week Five Dependent & Independent Variable II • Synthesize selected literature regarding the independent variable(s) as they support a study


Assignments 1. Individual: None

But feel free to send in some work in progress in this section for comments




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Week Six Dependent & Independent Variable II • Synthesize selected literature regarding the independent variable(s) as they support a study


Assignments 1. Review of the Literature: Dependent Variable/Independent variables

This should be the main part of your literature review. Conduct a review of the literature that addresses your dependent & independent variable(s) in the context of your study. Synthesize the review into a 3000-4000-word paper on the dependent variable & independent variables and their interactions related to your study. The paper includes, but is not limited to, the identification, application, and relationship of your dependent/independent variable(s) to your problem statement. An APA-formatted reference list should be included with the submission.

The following questions will guide your analysis of review materials:

1. Where can you find scholarly research about these dependent/independent variables?

2. How do you clearly define the dependent/independent variables?

3. What does the dependent/independent variables mean within the context of your study?

4. How do independent variables affect dependent variables in those studies?

5. Does your review represent multiple perspectives and/or opposing viewpoints regarding these variables? Compare and contrast the views.

6. What is the scope of the literature review on these variables? Do any gaps exist in the literature?

7. What conclusions can be drawn from your analysis of the reviewed literature?

This assignment will be part of the foundation for your chapter 2 and will be used again in the Week Eight assignment.

2. Implications and Conclusions: Each week, learners create a brief statement of how the week’s learning has affected their thought process. This statement will include suggested real-world manifestations of the week’s 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 course facilitator.


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Week Seven Contextualizing the Study • Delineate the contextual factors related to the research study

• Analyze the breadth of literature associated with the research study’s context

Assignment 1. Additional Activities:

§ Individual: Review of the Literature: Study Context

Conduct a review of the literature associated with the context of your study (e.g., environment, setting, location, organization, company). Synthesize the review into a 1750-2450 paper addressing the context of your study. The paper includes, but is not limited to, the identification, application, and relationship of the contextual factors associated with your problem statement. An APA-formatted reference list should be included with the submission.

The following questions will guide your analysis of review materials:

1. Have you defined your population/sample?

2. Have you defined the environment?

3. What relevant literature do you find regarding the setting of your research study?

4. What appropriate census data applies to the geographical location of where the study will be conducted?

5. Where can you find scholarly research that addresses your context?

6. How do you clearly define the contextual factors?

7. What is the scope of the literature addressing the context? Do any gaps exist in the literature?

8. What conclusions can be drawn from your analysis of the reviewed literature?

This assignment will be part of the foundation for your chapter 2 and will be used again in the Week Eight assignment.




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Week Eight Concluding and Assembling the Literature Review • Develop an integrative conclusion for 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

Assignments 1. Additional Activities:

§ Individual: Literature Review Conclusion

To prepare for the final assignment submission in Week Eight, the learner should begin to formulate a conclusion to chapter 2, derived from the analysis of the material collected while reviewing the literature. Learners should also write the introduction and begin consolidating all sources into one comprehensive APA-formatted body of references

2. Additional Activities:

§ Individual: 1st Draft Chapter 2

The purpose of the previous assignments has been to lead the learner to produce a rough draft of chapter 2. Learners should have compiled an overall count of 50-100 references after completing all previous assignments. In order to provide adequate quality and range of references used in the study, 90% of all references should be from founding theorists, empirical research, peer-reviewed articles, books, and journals. Eighty-five percent of all references should have been published within the last 5 years. A discussion of the literature gap, if one exists, should also be provided in chapter 2. An APA-formatted reference list should be included with the submission.



4. Complete Student End-of-Course Survey

Log in to the student eCampus Web site at https://mycampus.phoenix.edu/login.asp to access the Student End-of-Course Survey (SEOCS). These surveys will only be available on the site during the last week of the course. We encourage each learner to actively engage and enhance their academic experience by submitting feedback that identifies strengths and areas for improvement for faculty, curriculum, and the overall program. It is through learner feedback that we gain insight on how to improve the quality of study at the University of Phoenix.

https://mycampus.phoenix.edu/login.asp


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Below is the Academic Review Board Checklist for Chapters 1 and 2:


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CHAPTER 1: INTRODUCTION Chapter 1 averages 17 - 38 total pages

INTRODUCTORY PARAGRAPH(S) Average of ½ - ¾ page No subtitle is given to this section. 2 required parts

1. Dissertation topic is introduced. 0

2. Discussion reflects an overview of what is contained in the chapter. 0

BACKGROUND Average of 2 ½ pages

Discussion reflects why the research problem is of important social concern or theoretical interest. 0

PROBLEM STATEMENT Average of ½ - ¾ page 4 required parts

1. General Problem/Observation identifying the need for the study. 0

2. Specific “Problem” proposed for research; the problem statement is clear, concise, and reflective of the purpose statement.

0

3. Introductory words describing method and research design are given and are appropriate to the “problem”.

0

4. General population group of proposed study is identified. 0

PURPOSE Average of ¾ page 7 required parts

1. Research Method is identified as Qualitative, Quantitative or Mixed. 0

2. Research Method is appropriate to the proposed study. 0

3. Research Design is clearly stated. 0

4. Research Design is appropriate to the Research Method. 0

5. Research Variables are briefly identified: Independent, Dependent, Relationships, Comparisons. 0

6. Specific population group of proposed study is identified. 0

7. Geographic Location of study is identified. 0

SIGNIFICANCE OF THE STUDY Average of 1 page

2 Required Parts

The significance sections explain why the study is a unique approach to the “problem” being researched, who will benefit from its completion, and in what way the study results make an original contribution to the field.

1. Significance of Study. Why is this study important? What is the contribution this research may make to current and future generations? ½ page

0

2. Significance of Study to the field of leadership. In what way may the results of this research add to the body of leadership knowledge literature? ½ page

0


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NATURE OF THE STUDY Average of 1 to 5 pages

2 required parts

Synopsis of the research design. Discussion of what distinguishes the learner’s proposal research design from other research designs which could have been used.

1. Overview discussion of research method (Quantitative, Qualitative, or Mixed) appropriateness. Discussion reflects how the proposed research method will accomplish the study goals in comparison to the other methods.

0

2. Overview discussion of proposed research design appropriateness. Discussion of how the proposed design will accomplish the study goals.

0

HYPOTHESES/RESEARCH QUESTIONS Average of 1 to 5 pages

3 required parts

1. Description of the relationship or comparison questions posed about the research focus. 0

2. Qualitative Methods: Proposed research questions must be included in discussion.

Quantitative Methods: Research Questions must be included in discussion, and depending on the kind of research design may include proposed hypothesis(es) and the reasons for the hypothesis(es).

0

3. Information is presented in a discussion context, rather than simply stated or listed. 0

CONCEPTUAL OR THEORETICAL FRAMEWORK Average of 2-4 pages

4 required parts

Places the study in perspective among other relevant studies and describes the important issues, perspectives, and controversies in the field under investigation.

1. Discussion reflects overview of the broad theoretical area under which the research falls. 0

2. Discussion reflects overview of how proposed research fits within other research in the field. 0

3. Discussion specifically includes important issues, perspectives and controversies in the field. 0

4. Discussion reflects knowledge and familiarity with the historical, germinal, and current literature in the field.

0

DEFINITIONS Average of 0 to 1 page

Required if any operational terms or words are used in a unique way in this study.

2 required parts if included

1. Definitions given represent operational terms or words used in a unique way. Discussion given clarifies uniqueness.

0

2. Definitions are supported with citations. 0

ASSUMPTIONS Average of ¼ to 2 pages 2 required parts

1. Assumptions are identified. 0

2. Rationale for each assumption is given, incorporating multiple perspectives when appropriate. 0

SCOPE, LIMITATIONS, AND DELIMITATIONS Average of 1 to 2 pages

3 required parts

1. Scope, limitations and delimitations of data used in the study are discussed. 0

2. Generalizability of the study findings is discussed. 0


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CHAPTER SUMMARY Average of ½ to 1 page

4 required parts

1. Discussion summarizes key points presented in Chapter One. 0

2. Supporting citations are given for key points. 0

3. Chapter summary ends with transition discussion/sentence to next chapter. 0



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CHAPTER 2: LITERATURE REVIEW Chapter 2 averages 30-50 pages

INTRODUCTORY PARAGRAPH(S) Average of ½ - ¾ page No subtitle is given to this section.

2 required parts

1. Discussion begins with dissertation topic transition to introduction of a Review of the Literature for the dissertation research.

0

2. Discussion reflects brief overview of what is contained in the chapter. 0

SECTION TOPICS INCLUDE:

TITLE SEARCHES, ARTICLES, RESEARCH DOCUMENTS, JOURNALS RESEARCHED; HISTORICAL OVERVIEW; AND CURRENT FINDINGS

7 required parts

1. Organization is presented in an orderly and logical flow. 0

2. Historical overview with appropriate citations is presented. If appropriate, a discussion of any gaps in the research literature is included. Discussion of germinal research is included.

0

3. Current findings and studies with appropriate citations are presented. If appropriate, a discussion of any gaps in the research literature is included.

0

4. Current findings, discussed in order from general to specific, are related to the research question. 0

5. Each research variable is discussed. 0

6. Discussion has depth and presents an analysis of the literature rather than a listing of quotations and citations. Discussion relates a logical understanding of why a citation is included.

0

7. Balanced discussion of alternative viewpoints is given. The literature compares and contrasts the different points of view regarding the research in the fields.

0

CHAPTER CONCLUSION Average of ½ to 1 page

3 required parts

1. Discussion reflects a conclusion derived from the analysis of the literature review. 0

2. Supporting citations are given for key points 0

3. Information is presented in a discussion context, rather than simply stated or listed 0

CHAPTER SUMMARY Average of ½ to 1 page

4 required parts

1. Discussion summarizes key points presented in Chapter Two. 0

2. Supporting citations are given for key points 0

3. Chapter summary ends with transition discussion/sentence to next chapter 0

4. Information is presented in a discussion context, rather than simply stated or listed 0

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