The Nature Of Variables - Assignment Essays

For each DQ elaborate within 260-300 words. Use in-text citations accordingly. Use
scholarly reference(s). Use and cite references using APA 7th Style Guide accordingly.

DQ 1) Provide examples of each of the four types of variables (i.e., nominal, ordinal, interval, and ratio) used in quantitative research. Why is it important to understand the type of variable you are using in your study? Explain.

DQ 2) Using Table 5: Variable Table in the quantitative dissertation template, define each variable you plan to use in your study at the operational and conceptual level. What is the measurement level for each variable you have defined? Explain.

*See attachment for table 5 instructions.

Instructions for Using the Template Comment by GCU: Remove the Instructions once you have carefully read through this section.

General Information

The GCU dissertation template is designed to make the task of writing your dissertation as straightforward as possible. The basic guidelines for completing the proposal/dissertation manuscript are contained in this template. Please note that dissertation requirements may change over time as new designs, types of analyses and research paradigms enter the research literature. As such, it is possible that the template contains omissions, inconsistencies, or minor errors. In service to addressing these potential issues, the dissertation template is updated on a regular basis. As an independent doctoral level researcher, it is your responsibility to check regularly for template updates and to use the most current version of the template. If you need clarification or have questions, please contact your chair.
All template formatting directions must be followed, and all rubric requirements must be satisfied or addressed. There are many important instructions in the text that describes most sections. The template includes many “bubble comments” that appear in a special margin on the far right of the document. To make sure you can see these comments, choose the
Review menu tab from the Word ribbon (top of the page), and in the Tracking group make certain that
All Markup is selected in the first dropdown box. Comment by GCU: What you are reading right now is a bubble comment!

The template relies heavily on a Microsoft Word tool called
Styles. Most Word users can see the current Word styles on the
Home menu in what is called the Style Gallery in the right half of the menu ribbon. The style of the currently selected text is highlighted in the gallery (you may have to scroll up or down to see the current style). This template uses styles for headings, lists, and other formatting. Information on using Word styles in the template is contained either in the template text or bubble comments. Please follow all formatting directions, failure to do so may delay reviews and progression through the dissertation milestones.

Learners should note that the Word styles used in this template are “linked” within Word to this document. As long as you use this template as the basis for your document, the correct styles will be available. However, if you open a blank Word document and copy/paste from this template, the template styles generally
will not copy with the text. Because of this, it is a good practice to always copy to or edit in
this document. If for some reason you need a blank document with the Word styles from this template, use CTRL+A to select the entire template and then press Delete. You will now have a blank document based on this template. You can be certain that the correct Word styles are attached to your document if the text “QUANTITATIVE GCU Dissertation Template V9.1 12.01.21” appears in the footer of the page.

The more closely you follow the template format and rubrics, the smoother will be the review and ultimate approval process. If you have questions about anything in the template, please contact your committee chair for guidance. Good luck in your dissertation journey! Listed below are some recommendations to successfully use this template:

Instructions for Using the Dissertation Template

Please note with this version 9.0, there is no longer a separate proposal template. Chapters 1-3 constitute the proposal.

Carefully read narrative for each chapter and section to know what is required and find important tips for completing each section. Please note text in red font as critical information in writing your manuscript.
Carefully review each criterion listed in the rubric below each section for very specific details for how the sections will be evaluated.
Ensure you have addressed all the required criteria for each section. Write to the criteria table (embedded rubric) requirement and make it clear in your writing when addressing each criterion.
Do not alter key Level 1 headings or the Level 2 or 3 subheadings within the template. These headings are used to build the automated Table of Contents. If the headings are altered, you will need to reassign appropriate level headings in Word in order to format the manuscript.
Dissertation committee members DO NOT EDIT and are not responsible for editing documents. They may point out errors and indicate what needs corrections. All dissertation artifacts need to be written at the doctoral level appropriate for scholarly research and publication, including meeting APA requirements for tables, figures, citations, references, and formatting as specified in the template.
It is critical that you edit and proofread this dissertation document prior to submitting to your chair, committee members, and reviewers. Writing errors, such as bad grammar, spelling mistakes, poor paragraph and sentence structures, and incoherence are common mistakes that will result in the manuscript being returned for corrections and delay in your milestone progression.
Plagiarism and citing authors as having said something you believe they meant, or you hoped they meant are considered ethical violations and may be subject to code of conduct per university policy. GCU uses plagiarism software to check dissertations for plagiarism.
Use clear and consistent file naming nomenclature and version control instructions. This practice is critical to ensure your chair and committee members are reviewing the correct document. Work with your chair to establish a preferred format. For example: lastname.firstname.file name.version #.date;
a. Smith.Linda.Proposal_Draft.v.1.8.6.2020 or
b. Jones.Theo.Dissertation_Draft.v.3.8.6.2020
Use two computer monitors when working on your dissertation. Show the template itself on one monitor, and the template in which you are writing your proposal or dissertation on the other monitor. This process will help ensure you are reviewing the narrative in each section you are writing and addressing all required criteria for that section.
Order a hard copy of the latest APA Manual, keep it on hand, and refer to it often while writing your dissertation. This will save many hours in formatting. Several items to note regarding APA 7.0 and the dissertation template:
c. Number of spaces after a period. APA 7.0 recommends one space after the terminal punctuation in a sentence. In the current V.9 template one space is used after terminal punctuation in a sentence. GCU will accept one or two spaces if it is consistent across the entire manuscript.
d. Level 3 headings: Note that in the APA 7th Edition, Level 3 headings are now on a separate line, flush left, Title Case, bolded and italicized. This template has been updated to conform to APA 7th edition.
Your dissertation should be written in clear, concise language consistent with doctoral level research standards in peer reviewed publications in your topic area. Personal opinions, unsubstantiated research claims, inadvertent plagiarism, as well as improper citations and references are common scholarly writing mistakes that will delay development of the dissertation proposal or final manuscript. Please note that plagiarism is a serious ethical violation with resulting university disciplinary action per the University Policy Handbook.
The GCU Library offers a number of excellent resources for using Word and complying with APA 7.0 including guides, webinars, and one-on-one support. Please seek out GCU resources to ensure your dissertation manuscript meets the GCU Form and Format requirements. Several recommended resources are provided below:
e.
https://libguides.gcu.edu/APA/Formatting

f.
https://support.microsoft.com

g.
https://libguides.gcu.edu/Doctoral

Remember your dissertation will be read and evaluated by many scholars and professionals interested in your research. You are ultimately responsible for the quality of your dissertation study and the final manuscript. This template is intended to assist you in conducting your research and writing the best possible dissertation. The quality of your work represents your credibility as a doctoral scholar. Please use this important template resource as recommended in service to helping you to produce a high quality, scholarly dissertation that you are proud to publish!

PRIOR TO SUBMITTING FOR REVIEW, REMEMBER TO DELETE THE INSTRUCTIONS FOR USING THE TEMPLATE, UNNEEDED/UNUSED PARTS OF THE TEMPLATE, SUCH AS GCU BUBBLE COMMENTS AND/OR EXTRA APPENDICES.
HOWEVER, DO NOT DELETE BUBBLE COMMENTS FROM YOUR CHAIR, COMMITTEE MEMBERS, OR PEER REVIEWER UNLESS THEY INSTRUCT YOU TO DO SO. BE SURE TO RETAIN THE CRITERION (RUBRIC) TABLES.

Ten Strategic Points

Complete the Ten Strategic Points document below for your chair and committee members to reference during review of your proposal or dissertation.
The Ten Strategic Points represents the foundational elements of your study, must be aligned, and should be continuously updated as appropriate based on each iteration of your proposal or dissertation document. For additional detail on the Ten Strategic Points refer to the full document located on the DC Network> Dissertation Resources>Folder 05 Dissertation Template.
Please Note: The Ten Strategic Points should be moved to Appendix A in the final dissertation manuscript before moving into Level 7 Form and Formatting.

Ten Strategic Points Comment by GCU: Do not remove until Level 7 Review – Form and Formatting

The ten strategic points emerge from researching literature on a topic, which is based on, or aligned with a defined need or problem space within the literature as well as the learner’s personal passion, future career purpose, and degree area. The Ten Strategic Points document includes the following key points that define the research focus and approach:

Strategic Points Descriptor

Learner Strategic Points for Proposed Study Comment by GCU: Delete bulleted items within each box as you add your Ten Strategic Points information based on each descriptor.

Dissertation Topic- Provides a broad research topic area/title.

· Topic comes out of the problem space supported by the literature, not the learner’s head or personal agenda
· Aligned to the learners’ program of study, and ideally the emphasis area
· Researchable and feasible to complete within the learners’ doctoral program, including extension courses as needed.
· Focused

Literature Review – Lists primary points for four sections in the Literature Review: (a) Background of the problem and the need for the study based on citations from the literature; (b) Theoretical foundations (theories, models, and concepts) and if appropriate the conceptual framework to provide the foundation for study); (c) Review of literature topics with key themes for each one; (d) Summary.

· Background to the problem
· Literature is predominantly from past 5 years
· Historical treatment of problem being studied
· Clearly defines a stated need
· Theoretical foundation
· Theories, models, or concepts and if appropriate the conceptual framework are described to guide the research and the data collection
· Review of literature topics
· Relevant to the topic
· Demonstrates breadth of knowledge

Problem Statement – Describes the problem to address through the study based on defined needs or problem space supported by the literature

· Statement is structured appropriate for the design
· Researchable
· Includes variables to be analyzed

Sample and Location – Identifies sample, needed sample size, and location.

· Size is appropriate for design
· Likely to be able to access it/get permission
· Identify alternative to their organization (associations, community orgs, research companies, snowball sampling, etc.)

Research Questions – Provides research questions to collect data to address the problem statement.

· Appropriate for the design
· Resulting data will address the problem statement
· Minimum of 2

Hypothesis/Variables – Data sources are valid; variables are clearly defined and measurable (quantitative)

· Quantitative: Data sources are valid; variables are clearly defined and measurable

Methodology and Design – Describes the selected methodology and specific research design to address the problem statement and research questions.

· Methodology and design sections
· Appropriate for problem statement
· Justifies the methodology or design using problem statement and citations
· Methodology does not discuss design, instrument, data collection
· Design does not discuss instrument, data collection, data analysis

Purpose Statement – Provides one sentence statement of purpose including the problem statement, methodology, design, target population, and location.

· Purpose statement = Methodology + design + problem statement + sample + location

Data Collection – Describes primary instruments and sources of data to answer research questions.

· Quantitative: Validated/previously used instrument or data source clearly identified for each variable; demographic variables identified and appropriate to the study. Comment by GCU: In quantitative studies various demographics can be variables. One might compare transformational leadership behaviors for males and females or different management levels within an organization or between different age groups. Or demographic variables might be one of the predictor variables in a hierarchical regression
· Describes sample; various permissions needed; recruiting and select final sample; data collection steps; how data will be stored, security maintained, privacy maintained

10.

Data Analysis – Describes the specific data analysis approaches to be used to address research questions.

· Quantitative: Include testing assumptions; descriptive statistics; specific inferential statistics appropriate for design and type of variables; appropriate for hypotheses
· Data analysis approach aligned to the design/variables/RQs & hypotheses

The Proposal/Dissertation Title Appears in Title Case and is Centered Comment by GCU: American Psychological Association (APA) Style is most commonly used to cite sources within the social sciences. This resource, revised according to the 7th edition of the Publication Manual of the American Psychological Association, offers examples for the general format of APA research papers, in-text citations, footnotes, and the reference page. For specifics, consult the Publication Manual of the American Psychological Association, 7th edition, second printing. For additional information on APA Style, consult the APA website:
http://apastyle.org/learn/index.aspx

NOTE: All notes and comments are keyed to the Publication Manual of the American Psychological Association, 7th edition, second printing.
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. [8.03]. To set this in Word, go to:
Page Layout >
Page Setup>
Margins >
Custom Margins>
Top: 1” Bottom: 1”
Left: 1.5” Right: 1”
Click “Okay”
Page Layout>
Orientation>
Portrait>
NOTE: 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, figures, and bulleted lists. [8.03].
The first line of each paragraph is indented 0.5 in. Use the tab key which should be set at five to seven spaces [8.03]. If a white tab appears in the comment box, click on the tab to read additional information included in the comment box. Comment by GCU: Formatting note: The effect of the page being centered with a 1.5″ left margin is accomplished by the use of the first line indent here. However, it would be correct to not use the first line indent and set the actual indent for these title pages at 1.5.” Comment by GCU: If the title is longer than one line, double-space it. As a rule, the title should be approximately 12 words. Titles should be descriptive and concise with no abbreviations, jargon, or obscure technical terms. The title should be typed in uppercase and lowercase letters [2.01].
Twelve words will fit on the spine of the printed dissertation.
Submitted by
Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials) Comment by GCU: For example: Raven Marie Garcia

Equal Spacing
~2.0” – 2.5”

A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
(or) Doctor of Philosophy
(or) Doctor of Business Administration

Equal Spacing~2.0” – 2.5” Comment by GCU: Delete yellow highlighted “Helps” as your research project develops.
Grand Canyon University
Phoenix, Arizona Comment by GCU: HINT: There are several “styles” that have been set up in this GCU Template. When you work on your proposal or dissertation, “save as” this template in order to preserve and make use of the preset styles. This will save you hours of work!

[Insert Current Date Until Date of Dean’s Signature]
QUANTITATIVE GCU Dissertation Template V9.1 12.01.21
© College of Doctoral Studies, Grand Canyon University 2005-2021
QUANTITATIVE GCU Dissertation Template V9.1 12.01.21
© College of Doctoral Studies, Grand Canyon University 2005-2021

© by Your Full Legal Name (No Titles, Degrees, or Academic Credentials), 202x Comment by GCU: NOTE: This is a required page. The copyright page is included in the final dissertation and not part of the proposal. Comment by GCU: For example: © by Xavier William Lopez, 2021
This page is centered. This page is counted, not numbered, and should not appear in the Table of Contents.
All rights reserved.

Grand Canyon University

The Dissertation Title Appears in Title Case and is Centered Comment by GCU: If the title is longer than one line, double-space it. The title should be typed in upper and lowercase letters, also known as “Title Case.”
By

Insert Learner Full Legal Name (No Titles, Degrees, or Academic Credentials) Comment by GCU: For example: Jane Elizabeth Smith

Successfully Defended and Approved by All Dissertation Committee Members
[Insert Date]

DISSERTATION COMMITTEE APPROVAL:
The following committee members certify they have read and approve this dissertation and deem it fully adequate in scope and quality as a dissertation for the degree of Doctor of XXX.

Full Legal Name, EdD, DBA, or PhD, Dissertation Chair
Full Legal Name, EdD, DBA, or PhD, Committee Member
Full Legal Name, EdD, DBA, or PhD, Committee Member

ACCEPTED AND SIGNED:

________________________________________ ____________________
Michael R. Berger, EdD Date
Dean, College of Doctoral Studies

Grand Canyon University

The Dissertation Title Appears in Title Case and is Centered

I verify that my dissertation represents original research, is not falsified or plagiarized, and that I accurately reported, cited, and referenced all sources within this manuscript in strict compliance with APA and Grand Canyon University (GCU) guidelines. I also verify my dissertation complies with the approval(s) granted for this research investigation by GCU Institutional Review Board (IRB).

[Wet Signature Required]

_____________________________________________ ______________________
[Type Doctoral Learner Name Beneath Signature line] Date Comment by GCU: This page requires a “wet signature.”
Remove the brackets and type in the learner’s name.
The learner needs to sign and date this page and insert a copy into the dissertation manuscript as an image (JPEG) or PDF text box. This page must be signed and dated prior to final peer review Level 5 review.

Abstract Comment by GCU: On the first line of the page, center the word “Abstract” (boldface) Style with “TOC Heading”
Beginning with the next line, write the abstract. 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.
Abstracts do not include references or citations.
The abstract must fit on one page.
The abstract is only included in the final dissertation and not part of the proposal.

The abstract is the most important component of your dissertation! It is required for the dissertation manuscript only. The abstract is typically the last item written and should be updated based on final acceptance of manuscript by the dissertation committee members and reviewer(s).
The abstract is intended as a precise, non-evaluative, summary of the entire dissertation presenting the major elements and findings of the study in a highly condensed format. Although few people typically read the full dissertation, the abstract will be read by many scholars and researchers. Consequently, great care must be taken in writing this page of the dissertation. The content of the abstract should mirror the structure of the entire dissertation, covering the research problem purpose of the study to solve the problem, theoretical foundation, research questions stated in narrative format, sample, location, methodology, design, data sources, data analysis approach, major findings or trends based on the analysis. The most important finding(s) should be stated with statistical results to support the conclusion(s). The abstract should close with a conclusion statement of the study implications and contributions to the field. The abstract does not appear in the table of contents and has no page number. The abstract is double-spaced, fully justified with no indentations or citations, and no longer than one page. Refer to the
APA Publication Manual, 7th 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. Comment by GCU: Please note this is crucial and must be included in the abstract at the final dissertation stage.
The most common error in abstracts is failure to present results.
This is required for dean’s signature.

Keywords: Abstract, one-page, vital information lopesup
Comment by GCU: Librarians and researchers use the abstract and keywords to catalogue and locate vital research material.

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

ABSTRACT

(Dissertation Only—Not Required for the Proposal)

(one page)

The abstract provides a succinct summary of the study and MUST include: the purpose of the study, theoretical foundation, research questions stated in narrative format, sample, location, methodology, design, data sources, data analysis, results including corresponding statistical analysis (such as
F,
t, degrees of freedom, and
p values), and a valid conclusion of the research.
Note:
The most important finding(s) should be stated with actual data and statistical results (quantitative).

The abstract is written in APA format, one paragraph fully justified with no indentations, double-spaced with no citations, one page and includes key search words. Keywords are on a new line and indented.

The abstract is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

0 = Item Not Present or Unacceptable. Substantial Revisions are Required.
1 = Item is Present. Does Not Meet Expectations. Revisions are Required.
2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required.
3 = Item Exceeds Expectations. No Revisions are Required.

Reviewer Comments:

Dedication Comment by GCU: The Dedication page is the first page in the dissertation with a Roman Numeral. In the final dissertation, this is usually page vi, so we have set it as vi.

An optional dedication may be included here. While a dissertation is an objective, scientific document, this is the place to use the first person and to be subjective. 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. If this page is not to be included, delete the heading, the body text, and the page break below. lopesup Comment by GCU: If you cannot see the page break, click on the top toolbar in Word (Home). Click on the paragraph icon. ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar).

Acknowledgments Comment by GCU: See formatting note for Dedication

An optional acknowledgements page can be included here. This is another place to use the first person. If applicable, acknowledge and identify grants and other means of financial support. Also acknowledge supportive colleagues who rendered assistance. The acknowledgments page is numbered with a Roman numeral, but the page number does not appear in the table of contents. This page provides a formal opportunity to thank family, friends, and faculty members who have been helpful and supportive. The acknowledgements page is only included in the final dissertation and is not part of the proposal. If this page is not to be included, delete the heading, the body text, and the page break below. lopesup Comment by GCU: If you cannot see the page break, click on the top toolbar in Word (Home). Click on the paragraph icon. ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar).
Do not use section breaks except those preset in the template! They reset the pagination.

Table of Contents Comment by GCU: This is an automatic Table of Contents. This means that Word “reads” the headings and subheadings in the document that have been “styled,” and generates/updates the TOC. This is a time saver and ensures the headings and subheadings in the TOC exactly match those in the text.
The preferences for all styles in this template have already been set.
The Table of Contents pages are counted and show a Roman numeral page number at the top right. The page number is right justified. The page number should not be listed in the Table of Contents.
NOTE: The Table of Contents must be 12-point Times New Roman typeface, double-spaced. Titles that are longer than one line should be single spaced, and double spaced between entries. All the styles (TOC 1, TOC 2, TOC 3) have been set up this way already.
Unlike the body of the dissertation, the Table of Contents is right justified, (i.e., not ragged right). Dot leaders must be used. Title should be styled as “TOC Heading” (double spaced, no indent, bold, “keep with next”). The TOC styles have been set up this way in the template already.
The Table of Contents reflects the specific levels of organization within the dissertation. All major (chapter) headings must be worded exactly the same and occur in the same order as they do in the GCU dissertation template. Any heading that appears in the Table of Contents must appear in the text, and any heading in the text must appear in the Table of Contents. As noted elsewhere in this comment, as long as you use this automatic TOC, the headings in the TOC will match those in the text since the automatic TOC “reads” the styles of the headings in the text.
Subheadings differentiate subsections of each chapter, are single-spaced and upper and lowercase.
In the Table of Contents, these
TOC1: Left: 0″, Hanging: 0.5″ Tab stops: 6″
TOC2: Left: -0.25″, First line Indent 0.5: Tab stops: 6″
TOC 3: Left: 0.63”; no first line indent, Tab stops: 6″
The headings and subheadings in the Table of Contents must exactly match the text body, and they will do so automatically when you use this automatic TOC (which “reads” the headings in the text. Comment by GCU: HINT! If you see lots of text (not just headings) when you update the TOC, that means that those sections of text have been styled as a heading, rather than as “Normal” or List Bullet or List Number. Fix this IN THE TEXT (not in the TOC!!)
List of Tables xii
List of Figures xiii
Chapter 1: Introduction to the Study 1
Introduction 1
Background of the Study 8
Definition of Terms 10
Anticipated Limitations 13
Summary and Organization of the Remainder of the Study 14
Chapter 2: Literature Review 17
Introduction to the Chapter and Background to the Problem 17
Identification of the Problem Space 19
Theoretical Foundations 23
Review of the Literature 29
Problem Statement 35
Summary 37
Chapter 3: Methodology 40
Introduction 40
Purpose of the Study 41
Variables, Research Questions, and Hypotheses 42
Rationale for a Quantitative Methodology 47
Rationale for Research Design 48
Population and Sample Selection 50
Estimated Sample Size 51
Recruiting Plan, Sampling Strategy, and Site Authorization 54
Instrumentation and/or Research Materials 57
Research Data 58
Additional Data 59
Validity 63
Reliability 65
Data Collection and Management 67
Data Analysis Procedures 70
Ethical Considerations 73
Assumptions and Delimitations 77
Assumptions 78
Delimitations 78
Summary 80
Chapter 4: Data Analysis and Results 82
Introduction 82
Important Changes and Updates to Information in Chapters 1-3 83
Preparation of Raw Data for Analysis and Tests of Assumptions 85
Preparation of Raw Data for Analysis 85
Tests of Assumptions for the Statistical Tests 85
Descriptive Findings 88
Data Analysis Procedures 90
Results 92
Presenting the Results 92
Limitations 98
Summary 99
Chapter 5: Summary, Conclusions, and Recommendations 101
Introduction and Summary of Study 101
Summary of Findings and Conclusion 102
Overall Organization 102
Reflection on the Dissertation Process 103
Implications 105
Theoretical Implications 106
Practical Implications 106
Future Research Implications 106
Strengths and Weaknesses of the Study 106
Recommendations 108
Recommendations for Future Research 108
Recommendations for Future Practice 109
Holistic Reflection on the Problem Space 111
References 113
Appendix A. Ten Strategic Points 119
Appendix B. Site Authorization 120
Appendix C. IRB Approval Letter 121
Appendix D. Informed Consent 122
Appendix E. Copy of Instrument(s) and Permission Letters to Use the Instrument(s) 123
Appendix F. Power Analyses 124
Appendix G. Feasibility and Benefits Checklist 126
Appendix H. Quantitative Research: Replication Studies 130
Appendix I. Minimum Progression Milestones 132
Appendix J. Additional Appendices 133

List of Tables Comment by GCU: This List of Tables has been set up to update automatically (when you click to do so). The List of Figures “reads” the style “Table Title,” which should be used in the text for the table title and subtitle of each table. Check “Help” in Word on how to update the TOC.
The List of Tables follows the Table of Contents.
The List of Tables is included in the Table of Contents and shows a Roman numeral page number at the top right. The page number is right justified with a 1 in. margin on each page. Dot leaders must be used. The title is bolded.
On the List of Tables, each table title and subtitle will appear on the same line are single spaced if more than one line and double-spaced between entries. See 5.01-5.19 for details and specifics on Tables and Data Display. The preferences for the Table of Figures (style for the List of Tables) have been set up in this template.
The automatic List of Tables (set up here) uses the style “Table of Figures, which has been formatted to achieve correct single space/double space formatting.
All tables are numbered with Arabic numerals in the order in which they are first mentioned. [5.05]

Table 1 Correct Formatting for a Multiple Line Table Title is Single Spaced and Should Look Like this Example xii
Table 2 Alignment Table 15
Table 3 Description of Building Blocks for the Theoretical Foundations Section 26
Table 4 Steps for the Theoretical Foundations Section 27
Table 5 Summary of Study Variables 44
Table 6 Example of Completed Summary of Study Variables Table 45
Table 7 Quantitative Core Designs and Descriptions 49
Table 8 Example t-Test Table: Equality of Emotional Intelligence Mean Scores by Gender 94

To update the List of Tables: [Place cursor on the page number or title Right click Update Field Update Entire Table], and the table title and subtitle will show up with the in-text formatting. Below is a sample table: lopesup Comment by GCU: Make sure to remove the narrative text and sample table on this page in your manuscript.

Table 1

Correct Formatting for a Multiple Line Table Title is Single Spaced and Should Look Like this Example Comment by GCU: Each table must be numbered in sequence throughout the entire dissertation (Table 1, Table 2, etc.), or within chapters (Table 1.1, Table 1.2 for Chapter 1; Table 2.1, Table 2.2 for Chapter 2, etc.), or within appendices (Table B.1 for Appendix B; Table G.1 for Appendix G, etc.). Comment by GCU: Use style “Table Title” for Table title and subtitle: After the Table number (after the period) use two soft returns [SHIFT + RETURN] and then italicize the table subtitle.

Variable Comment by GCU: To fit a table to the page margins:
Click anywhere in the table.
Choose the LAYOUT menu from Table Tools in the menu ribbon.
Choose the AUTO FIT dropdown.
Select AutoFit Window to autofit the table to the page margins.

Column A

M
(SD) Comment by GCU: Statistical symbols in tables must be italicized. Comment by GCU: Use Word’s “table” tool for all tables. DO NOT CREATE TABLES “FREE HAND” USING TABS AND SPACES. If you do not know how to work with tables in Word, look for help online.
Text in tables should be Times New Roman, font size 10, single spaced with two pts. before and after each line/paragraph. These preferences have been set in the “Table Text” style.
Place borders at the top and foot of the table, and below the header row(s). Do not place any vertical borders in a table.

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) Comment by GCU: To vertically center text in each cell, highlight cells, right click when cursor is in cells to format, click Table Properties > Cell > click on image with centered text

10.1 (0.11)

10.1 (0.11) Comment by GCU: Do not exceed three decimal points (two is better) for numerical values in tables.
Include a “0” before a “naked” decimal point.

Note
. Adapted from I.M. Researcher (2020). Sampling and Recruitment in Studies of Doctoral Students.
Journal of Perspicuity, 25, p. 100. Reprinted with permission. Comment by GCU: Permission must be obtained to reprint information that is not in the public domain. Letters of permission are included in the appendix [See 5.16 in the APA Manual]. Note that this is in regular size 12 font.

List of Figures Comment by GCU: This is an example of a List of Figures It is an “automatic” list that will, when updated, match the Figures titles, subtitles and page numbers in the text.
The List of Figures follows the List of Tables. The title “List of Figures” is styled as Heading 1.
The List of Figures is included in the Table of Contents (which will show up automatically since it is styled as Heading 1). and shows a Roman numeral page number at the top right.
The list of figures has been set up with the style “Table of Figures,” for which all preferences have been set in this template (hanging indent tab stop 5.99” right justified with dot leader).
Figures, in the text of the manuscript, include graphs, charts, maps, drawings, cartoons, and photographs [5.21]. In the List of Figures, single-space figure titles and double-space between entries. This has been set up in the “Table of Figures” style in this template. See 5.20-5.30 for details and specifics on Figures and Data Display.
All figures are numbered with Arabic numerals in the order in which they are first mentioned. [5.05] The figure title included in the Table of Contents should match the title found in the text.
Make sure to remove the narrative text and sample table on this page in your manuscript.
Note: Captions are written in sentence case unless there is a proper noun, which is capitalized.

Figure 1 Partial Regression Plots for Each Predictor Variable xiii
Figure 2 Incorporating Theories and Models of Research 25
Figure 3 IRB Alert 75
Figure 4 Sample of a Figure with Caption Above the Image 96
Figure 5 Minimum Sample Size Calculation Example 125

To update the List of Figures: [Place curser on page number or title Right click Update Field Update Entire Table], and the figure title and subtitle will show up with the in-text formatting. Below is a sample figure: lopesup

Figure 1

Partial Regression Plots for Each Predictor Variable Comment by GCU: In general, high quality graphics software handle the technical aspects of constructing figures.” [5.22].
Each figure must be numbered in sequence throughout the entire dissertation (Figure 1, Figure 2, etc.), or within chapters (Figure 1.1, Figure 1.2 for Chapter 1; Figure 2.1, Figure 2.2 for Chapter 2, etc.). Comment by GCU: Formatting Tip:
The caption for each figure should be placed above the figure, and be “styled” as “Caption” (as this one is).
Placing the Figure title and subtitle above the graphic is new in APA 7th edition.

Comment by GCU: Each picture should have a border. If there is no border, right-click the figure, choose Format Picture > Fill and Line (paint bucket icon) > Line > Solid line, and then choose black as the color (the default is blue).

119

Chapter 1: Introduction to the Study Comment by GCU: This heading is styled according to APA Level 1 heading (style: “Heading 1”) [3.03]. Do not modify or delete as it will impact your automated table of contents

Introduction Comment by GCU: This heading is styled according to APA Level 2 heading (style: “Heading 2”) [3.03]. Do not modify or delete as it will impact your automated table of contents

THIS CHAPTER SHOULD BE WRITTEN AFTER THE LEARNER HAS WRITTEN CHAPTERS 2 AND 3. The minimum progression milestone for draft of Chapter 1 “Acceptance” by chair and submission to methodologist and content expert is in dissertation course 966E. Refer to Appendix I Minimum Progression Milestone Table and the most recent Dissertation Milestone Guide for additional details. Dissertation course 966E is the absolute latest course for Chapter 1 acceptance by chair and submission to methodologist and content expert. Learners are highly encouraged to work ahead and submit Chapter 1 in earlier dissertation courses.

In this section the researcher describes what they propose to investigate. The College of Doctoral Studies recognizes the diversity of learners in our programs and the varied interests in research topics for their dissertations in the Social Sciences. Dissertation topics must, at a minimum, be aligned to the learner’s program of study: PhD in General Psychology; Ed.D. in Organizational Leadership; Ed.D. in Teaching and Learning; DBA in Business Administration; PhD in Counselor Education and Supervision. Please note the PhD program in General Psychology does not support clinically based research. If there are questions regarding appropriate alignment of a dissertation topic to the degree program, the respective program chair will be the final authority for approval decisions. The College also strongly recommends a learner’s topic align with the program emphasis, however emphasis alignment is not “required.” The College will remain flexible on the learner’s dissertation topic if it aligns with the degree program in which the learner is enrolled.

The introduction section is used to develop the significance of the proposed study by describing how it is new or different from other studies and how it advances knowledge and practice or addresses something that is not already known or understood within a particular context or problem space. The learner also includes the purpose statement in this section, which was developed in Chapter 3. Please carefully review the following information for specific template requirements and guidelines for use. Comment by GCU: Use “the proposed study” every time you refer to the study in the proposal. “The study” or “this study” can be confused with other studies you may be discussing.

This GCU Dissertation Template provides the structure for the GCU dissertation. It includes important narrative, instructions, and requirements in each chapter and section. Learners must read the narrative in each section to fully understand what is required and review the section criteria table which provides exact details on what must be included in the section and how the section will be scored.
As learners write each section, they should delete the narrative and “Help” comments but leave the criterion table after each section as this is how the committee members will evaluate the learners’ work. Additionally, when inserting their own narrative into the template, learners should never remove the chapter and section headings, as these are already formatted, or “styled.” Removing the headings will cause the text to have to be reformatted; that is, you will need to reapply the style. “Styles” are a feature in Word that define what the text looks like on the page. For example, the style “Heading 1”, used for Chapter headings and the List of Tables title, the List of Figures title, the References title, and the Appendices title, has set up to conform to APA: bold, double spaced, “keep with next,” Times New Roman 12. In addition, the automatic TOC “reads” these styles so that the headings show up in the TOC and exactly match those in the text. Correct heading formatting is a requirement. Correct section formatting is a requirement. The template itself is correctly formatted for APA and publication in ProQuest; it should be maintained. Do not override the formatting on the preliminary pages, level 1 and 2 headings, or Appendices titles.

The learner should display the navigation pane in Word by choosing “View” from the ribbon and selecting “Navigation Pane” in the Show section. The Navigation pane shows the first and second level headings that will appear in the Table of Contents. Learners must also learn how to use the features of the “Review” tab to track changes in the document, view/delete comments, accept/reject and move through comments and track changes, and show Markups. This is a critical feature of Word that will allow learners and committee members to manage iterative review process for completing the proposal and dissertation. Research course e-books also provide additional guidance on constructing the various sections of the template. The research e-books can be accessed in the various program research courses, and through the links provided on Learner Dissertation Page (LDP). (e.g., Grand Canyon University, 2015, 2016, 2017a, 2017b).
To ensure the quality of the proposal and dissertation, the writing needs to reflect doctoral level, scholarly-writing standards

from the very first draft

. Each section within the proposal should be well organized and easy for the reader to follow. Each paragraph should be short, clear, and focused. A paragraph should (1) be three to eight sentences in length, (2) focus on one point, topic, or argument, (3) include a topic sentence the defines the focus for the paragraph, and (4) include a transition sentence to the next paragraph. Include one space after each period. There should be no grammatical, punctuation, sentence structure, or APA formatting errors. Verb tense is an important consideration for Chapters 1 through 3. For the proposal, the researcher uses present or future tense (e.g., “The purpose of the study

is
to…”). For the dissertation, the researcher uses past or present perfect tense (e.g., “The purpose of the study

was
to…”). Taking the time to ensure high-quality, scholarly writing for each draft will save learners time in all the steps of the development and review phases of the dissertation process. Comment by GCU: Note that APA style requires a comma after the last item in a list (the “Oxford” comma). Comment by GCU: See https://apastyle.apa.org/style-grammar-guidelines/grammar/verb-tense

As a doctoral level researcher, it is the learner’s responsibility to ensure the clarity, quality, and correctness of their writing and APA formatting. It is also up to the doctoral learner to ensure articles are represented, cited, and used appropriately. When a citation is misrepresented, this is a serious research ethics violation. The GCU Student Success Center provides various resources to help learners improve their writing. The chair and committee members are not obligated to edit documents. Additionally, the peer reviewers will not edit the proposal or dissertation. Poor writing quality will delay progression through the dissertation milestones. If learners do not have good writing skills, they may need to identify a writing coach, editor, and/or other resource to help with writing and editing.
Proposals and dissertations that are fundamentally unreadable and submitted with egregious grammatical, structural, and/or form-and-formatting errors may be returned without a full review.

The quality of a proposal or dissertation is evaluated based on the quality of writing and on the criteria that GCU has established for each section of the document. The criteria describe what must be addressed in each section within each chapter. As learners develop a section, they should read each section description first. Then, learners should review each criterion contained in the table below the description. Learners will use both the narrative description and criteria as they write each section. They should address each listed criterion clearly to the chair and committee members. Learners need to write clearly enough that a reader can find where each criterion is met in each section.
The template is set up as a blueprint for a well-structured proposal and dissertation. It contains the elements of a solid research study. The advantage of the template is that it provides a framework, clear expectations, and criteria that meets expected standards for a doctoral dissertation. Doctoral learners should address all criteria in order to meet these expected standards. Keep in mind that these criteria are suggested, and any unaddressed criteria needs to be discussed with the committee.
When the template format or criteria are not followed, learners should include an explanation as to why this occurred. For example, in Chapter 2 – Literature Review, the recommended length is approximately 30 pages. If a learner has completed a thorough review within 27 pages, and the committee agrees the literature review meets expectations, the learner may move forward with the 27-page literature review. Another example is the recommendation that 75% of citations are within the past five years. This is a general guideline to help ensure the learner’s research is current within the defined problem space. Learners need to work with committee members to ensure that appropriate foundational and current literature are represented. There may other criteria within the template that may not apply and as such, the learner can address with a brief explanation.

Prior to submitting a draft of the proposal, dissertation, or a single chapter to the chair or committee members, learners should assess the degree to which each criterion has been met. Use the criteria table at the end of each section to complete this self-assessment. The following scores reflect the readiness of the document:
0 = Item Not Present or Unacceptable. Substantial Revisions Are Required. Comment by GCU: Format with style “List Bullet.” Sub-bullets use “List Bullet 2” style.
Numbered or bulleted lists are indented .25 inch from the left margin. Subsequent lines are indented further with a hanging indent of .25” per the example in the text. Each number or bullet ends with a period. Bullet lists use “List Bullet” Style. Numbered lists use “List Number” Style.
1 = Item is Present. Does Not Meet Expectations. Revisions are Required.
2 = Item is Acceptable. Meets Expectations.
3 = Item is Exemplary. No Revisions Required.
Sometimes the chair and committee members will score the work “between” numbers, such as a 1.5 or 2.5. The important thing to remember is that a minimum score of 2 is required on most criteria before one can move to the next step in the review process. The chair has the discretion to determine when a document is ready for committee member review or peer review.
Learners need to continuously and objectively self-evaluate the quality of writing and content for each section within the proposal or dissertation. Learners will score themselves using the learner column in the criterion tables as evidence that they have critically evaluated their own work. When learners have completed a realistic, comprehensive self-evaluation of their work, they then may submit the document to the chair for review. Using all 3’s will indicate that the learner has not realistically evaluated their work. The chair will also review and score each section of the proposal and dissertation and will determine when it is ready for full committee review. Keep in mind the committee review process will likely require several editorial/revisions rounds, so plan for multiple revision cycles as learners develop their dissertation completion plan and project timeline. Notice in the criterion tables that certain columns have an X in the scoring box. As mentioned above, the chair will score the entire document; the methodologist is only required to score Chapters 1, 3 and 4; and, the content expert is only required to score Chapters 1, 2, and 5. The chair and committee members will assess each criterion in their required chapters when they return the document with feedback.
Once the document has been fully scored and the chair and committee members deem the document adequately developed to move forward to Level 2 or Level 5 Peer Review, the chair will submit the proposal or dissertation for Peer Review. Refer to the Dissertation Milestones Guide for descriptions of levels of review and submission process. Keep in mind the proposal and dissertation review processes are highly iterative. Learners will make many, many revisions incorporating chair, committee members, peer reviewers, IRB reviewers, and dean’s comments into a finished fully approved manuscript
. Important Note:
Learners are not finished with the dissertation until the dean signs the cover page, and the doctoral degree will not be conferred without a completed, committee approved, dissertation accepted and signed by the dean. lopesup

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Introduction
(Typically three to four paragraphs or approximately one page)

The learner introduces the dissertation topic supported by prior research as defined by the problem space (see Chapter 2 for more information regarding problem space).

The learner states the purpose statement.

The learner provides an overview about how the study advances knowledge and practice.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Background of the Study Comment by GCU: This heading uses Word Style “Heading 2”

In this section of Chapter 1, the learner describes the recent history of the problem under study. A summary of results from the prior empirical research on the topic is provided. Learners must identify how they will focus their research to produce an original dissertation. This involves the difference between what is known in a field of research and what is not yet known or understood. This process involves reading the literature and becoming deeply familiar with how a specific topic has been studied, how the research is trending, and what approaches have been used to study it in order to identify what still needs to be understood.
First, the learner identifies the need for the study, which the dissertation study will address. Strategies learners can use to identify what still needs to be known or understood include:
1. Using results from prior studies. Comment by GCU: Format bulleted lists using the Style “List Bullet.”
The preferences for this style are: Numbered or bullets are indented .25 inch from the left margin, subsequent lines are indented further to .25 inches. Each number or bullet ends with a period. These preferences have been set in this dissertation template.
2. Using recommendations for further study.
3. Using professional or locally based problems documented in the literature.
4. Using broader societal areas of research in current empirical articles.
5.
Synthesis of problems and approaches to formulate a unique need or problem that still requires additional study.

What needs to be known or understood through research can be established through various ways (such as those above). What needs to be understood does NOT have to explicitly be stated as a research “gap”, but rather synthesized and justified from the research literature. What needs to be known or understood must be clearly stated and justified for the reader.
This approach should be viewed as an “opportunity” to provide new information about a topic or area based on an in-depth synthesis to identify what still needs to be understood.
For alignment purposes, this same wording must be used whenever there is a reference to what needs to be understood throughout the document.

Next, the learner builds an argument or justification for the current study by presenting a series of logical arguments, each supported with citations from the literature. A local research need is appropriate for a study. However, the learner needs to situate what needs to be known or understood by discussing how the research is applicable to/beyond the local setting and may be contributory to professional or broader societal needs. The identification of what needs to be known or understood, developed from the literature, will be the basis for creating the Problem Statement (in Chapter 2). lopesup

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Background of the Study
(Typically two to three paragraphs or approximately one page)

The learner provides a brief history of the problem space, and a summary of results from the prior research on the topic.

The learner identifies what still needs to be known or understood within the problem space.

The learner provides a clear statement of what still needs to be known or understood: “The research that needs to be better known is …”

The learner builds a justification for the current study, using a logical set of arguments supported by appropriate citations.

Learner situates what needs to be known or understood by discussing how the research is applicable to/beyond the local setting and may be contributory to professional or broader societal needs.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Definition of Terms

In this section the learner describes the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, concepts, and technical terminology used within the scope of the study. The learner defines terms in lay language and in the context in which they are used within the study. A definition of term is typically 1-3 sentences in length. The learner should include any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms).
The learner supports definitions with citations from scholarly sources.
Do not use
Wikipedia to define terms. This popular “open source” online encyclopedia can be helpful and interesting for the layperson, but it is not appropriate for formal academic research and writing. Do not use dictionaries to define research terms; these definitions should come from the research literature and scholarly sources. A paragraph introducing this section prior to listing the definition of terms can be inserted. However, a lead-in phrase is needed to introduce the terms such as: “The following terms were used operationally in this study.” This is also a good place to “operationally define” unique phrases specific to this research. See below for the correct format: Comment by GCU: For example, look for the scholarly encyclopedias published by Sage Research

Abbreviations.
Do not use periods with abbreviated measurements, (e.g., cd, ft, lb, mi, and min). The exception to this rule is to use a period when abbreviated inch (in.) to avoid confusion with the word “in.” Units of measurement and statistical abbreviations should only be abbreviated when accompanied by numerical values, e.g., 7 mg, 12 mi,
M = 7.5 measured in milligrams, several miles after the exit, the means were determined [4.27]. Comment by GCU: All terms should be styled as Heading 4 (level 4 heading).

Order. Definitions must be in alphabetical order.

Spaces. Do not use periods or spaces in abbreviations of all capital letters unless the abbreviation is a proper name or refers to participants using identity-concealing labels. The exception to this rule is that a period is used when abbreviating the United States as an adjective. Use a period if the abbreviation is a Latin abbreviation or a reference abbreviation [4.02]. Use standard newspaper practice when presenting AM and PM times, as in 7:30 PM or 6:00 AM.
Term.
Write the definition of the word. This is considered a Level 4 heading. Make sure the definition is properly cited (Author, 2020, p.123). Terms often use abbreviations. According to the American Psychological Association (APA, 2020), abbreviations are best used only when they allow for clear communication with the audience. Standard abbreviations, such as units of measurement and names of states, do not need to be written out. Comment by GCU: It is vital to include page numbers with in-text citations: “p.” for a single page, “pp.” for more than one page (e.g., p.12, and pp. 123-124).
NOTE: Page or paragraph numbers are included with a direct quote.

Time Units
. Only certain units of time should be abbreviated. Do abbreviate hr, min, ms, ns, s. However, do not abbreviate day, week, month, and year [4.27]. To form the plural of abbreviations, add “s” alone without apostrophe or italicization (e.g., vols, IQs, Eds). The exception to this rule is not to add “s” to pluralize units of measurement (12 m not 12 ms). Refer to APA Manual 7.0 for additional information on abbreviations.

Variables
. The learner should provide both a conceptual and operational definition of each study variable, and indicate the statistical level of measurement (nominal, ordinal, interval, or ratio). The conceptual definition should indicate what the concept actually is. The operational definition should indicate how the concept will be measured as a variable in the study. The measurement level should be supported from the literature. For example: “Self-awareness is conceptually defined as conscious knowledge of one’s own character, feelings, motives, and desires (CITATION). The operational definition of the Self-Awareness variable will be the score on the Authentic Leadership Inventory (ALI; CITATION). Norman (2010) and Boone and Boone (2012) have provided evidence that Likert-style data in the aggregate (e.g., means and sums) can be treated as an interval measure for statistical purposes, so Self-Awareness will be treated as an interval variable.” Variables and concepts can be confused when writing about them. It is suggested that variable names be capitalized (e.g., Self-Awareness) and their associated concepts be expressed in lowercase (e.g., self-awareness) to help clarify to which you are referring in the text. lopesup

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Definitions of Terms
(Each definition may be a few sentences to a paragraph.)

The learner defines any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms) from the research or literature.

The learner conceptually defines all variables in the study.

The learner supports definitions with citations from scholarly sources, where appropriate.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Anticipated Limitations

Anticipated limitations are inherent to the method and design used, which the researcher has no control over, such as bias. In contrast, delimitations are things over which the researcher has control, such as location of the study. Identify the anticipated limitations of the research methodology and design. Provide a rationale for each anticipated limitation and discuss associated consequences for the generalizability and applicability of the findings based on the anticipated limitations. The following are examples of anticipated study limitations: lopesup
· Limitations of data sources. Comment by GCU: This is an example of using the style “List Bullet”. For bulleted information, apply the “List Bullet” style from the style guide.
· Response bias. Participants in this investigation will be complete a comprehensive online validated instrument in the form of a survey. Survey data are considered “self-reported” and difficult to independently verify. Therefore, potential bias may exist related to participants responses, including inaccurate responses and social desirability to provide the “right answer.” Comment by GCU: This is an example of using the style “List Bullet 2”. For bulleted information tabbed further to the right than the “List Bullet” styled tab above, apply the “List Bullet 2” style from the style guide. Comment by GCU: This is an example of how to write an anticipated limitation.
· Limitations of sampling strategy
· Non-random sampling. The study participants in this investigation are not a random sample of the population. Therefore, the study findings may be limited in scope and generalizability to the organization where the study took place.
· Convenience sampling. Potential poor generalizability to results.
· Purposive sampling. Potential to be prone to bias

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Anticipated Limitations
(Each limitation may be a few sentences to a paragraph.)

The learner identified anticipated limitations.

Learner provided a rationale for each anticipated limitation.

Learner discussed consequences for the generalizability and applicability of the findings based on anticipated limitations.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Summary and Organization of the Remainder of the Study

For the proposal, the learner must include a project timeline for completion of the dissertation. This may include going through committee review, level 2 peer review, proposal defense, IRB, data collection, data analysis, completing chapters 4 and 5 and updating proposal language, committee review of dissertation, level 5 peer review, dissertation defense, form and formatting, etc. (See the Dissertation Milestones Guide for more information.) When the dissertation is complete, this section should be revised to eliminate the timeline information. Comment by GCU: When it is necessary to divide a paragraph at the end of the page, two lines must appear at the bottom of the page (widow) and two at the top of the following page (orphan). This is called “widow/orphan” control and has been set up on the Normal Style in this template.

For both the proposal and the dissertation, the learner will also summarize feasibility of the study and complete the feasibility and benefits checklist in Appendix G. The learner will complete the alignment table below (referred to as Table 2 below) and assess if the items are aligned. If the items are not aligned, the learner will work with the committee to discuss alignment until alignment of the items occurs. It is vital that the learner work on alignment during the courses prior to attending the first residency and then continue to use and update the table as the research study matures.

Insert Project Timeline Here:

Table 2

Alignment Table Comment by GCU: The Alignment Table also helps prepare the learner for Residency 1.

Alignment Item

Alignment Item Description

Problem Space Need:

[State the problem that needs to be better known – should be one to two sentence(s)]

Problem Statement:

[State problem statement]

Purpose of the Study:

[State purpose statement]

Variables:

[State variables, including measurement level and indicating if they are independent or dependent variables, if applicable.]

Research Questions:

[State research questions]

Methodology/Research Design:

[State methodology and design]

Finally, the learner then provides a transition discussion to Chapter 2 followed by a description of the remaining chapters. For example, Chapter 2 will present a review of current research on the centrality of the dissertation literature review in research preparation. Chapter 3 will describe the methodology, research design, and procedures for this investigation. Chapter 4 details how the data was analyzed and provides both a written and graphic summary of the results. Chapter 5 is an interpretation and discussion of the results, as it relates to the existing body of research related to the dissertation topic. lopesup

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Chapter 1 Summary and Organization of the remainder of the study
(Typically one to two pages)

FOR PROPOSAL ONLY: The learner provides a project timeline for completion of the dissertation. [Remove this for the dissertation.]

The learner provides a summary of feasibility of the study. The learner completes Appendix G (Feasibility and Benefits Checklist).

The learner completes the alignment table above. Furthermore, the items within the table are aligned.

The learner describes the remaining Chapters and provides a transition discussion to Chapter 2.

The learner correctly formats the chapter to the Template using the
Word Style Tool and APA standards. Writing is free of mechanical errors.

All research presented in the chapter is scholarly, topic-related, and obtained from highly respected academic, professional, original sources. In-text citations are accurate, correctly cited, and included in the reference page according to APA standards.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Comment by GCU: Use INSERTPage Break to set a new page for the new chapter.
Do not use hard returns to get there.
Do not insert a section break

Chapter 2: Literature Review Comment by GCU: This chapter should include an exhaustive review of the literature. The Review of the Literature section should be a, minimum of 30 pages, but likely much longer as you need to continue to add and synthesize the most recent publications related to your research topic. Comment by GCU: Use INSERTPage Break to set new page for new chapter.
Do not use hard returns to get there.
Do not insert a section break.

Introduction to the Chapter and Background to the Problem

The minimum progression milestone for draft of Chapter 2 “Acceptance” by chair and submission to content expert is either in dissertation course 960 or 965 as negotiated with the chair. Refer to Appendix I Minimum Progression Milestone Table and the most recent Dissertation Milestone Guide for additional details. Either Dissertation course 960 or 965 is the absolute latest course for Chapter 2 acceptance by chair and submission to content expert. Learners are highly encouraged to work ahead and submit Chapter 2 in earlier dissertation courses.

In this chapter, the learner presents what needs to be studied within the boundaries of the problem space, presents the theoretical framework for the study, develops the topic, and specifies the problem statement. In order to perform significant dissertation research, the learner must first understand the literature related to the research focus. A well-articulated, thorough literature review provides the foundation for a substantial, contributory dissertation. The purpose of Chapter 2 is for the learner to develop a well-documented argument for what needs to be researched, the selection of the research topic, and formulation of the problem statement. A literature review should be a
synthesis of what has been published on a topic by accredited scholars and researchers.
It is
not an expanded annotated bibliography, or a summary of research articles related to the topic. It is intended to reflect a deep understanding and synthesis of scholarly sources and empirical literature articles which define what needs to be known or understood and studied.

The learner uses the literature review to place the research focus into context by analyzing and discussing the existing body of knowledge and effectively telling the reader everything that is known, or everything that has been discovered in research about that focus, and what still needs to be known or understood in terms of the problems addressed, approaches used, and results produced. As a piece of writing, the literature review must convey to the reader what knowledge and ideas have been established on a topic and build an argument in support of the research problem. Learners are advised to utilize a good source to identify predatory journals. One such source is Cabell’s Directory of Publishing Opportunities.
In this section, the learner describes the overall topic to be investigated, and outlines the approach taken for the literature review and the evolution of the problem based on the “problem space” as identified in the literature from its origination to its current form, that is, by the trends in the literature. The learner must make sure that this Introduction to the Chapter and Background to the Problem section addresses all required criteria listed in the rubric table below. Learners may want to create a subsection title for the Introduction section and for the Background to the Problem section to provide clarity to the reader. lopesup

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Introduction to the chapter and Background to the problem
(Typically two to three pages)

Introduction
: The learner provides an orienting paragraph, so the reader knows what the literature review will address.

Introduction
: The learner describes how the chapter is organized (including the specific sections and subsections).

Introduction:
The learner describes how the literature was surveyed so the reader can evaluate thoroughness of the review. This includes search terms and databases used.

Background:
The learner provides a broad overview of how the research topic has evolved historically.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Identification of the Problem Space

The notion of the “problem space” is an approach GCU uniquely uses to support learning how to approach the identification of the gap. GCU has adapted the concept of the problem space from the fields of cognitive psychology and design (including interaction design, user experience design, and research and development (Card, Moran, & Newell, 1983; Colman, 2015; Euchner, 2019; Hora, 2016; Norman, 1986; Spradlin, 2012; Yoon, 2001). These disciplines and approaches share the premise that the problem space is composed of the thinking and set of key issues or components that produce a well-defined problem. For doctoral learners at GCU, a well-defined problem produces a tightly defined Problem Statement.

The topic, the problem statements that other researchers have defined, and the approaches that other researchers have taken, all constitute the “problem space” for a study. The problem space is a way to help you establish some boundaries for the literature review, so that you have a clear idea of what to include and what to exclude. What needs to be known or understood is the
result of the analysis of the literature review within the problem space, and the problem statement expresses how the proposed study will address what needs to be known or understood.

Becoming deeply familiar with how a specific topic has been studied involves reading and synthesizing the literature related to the problem space, focusing primarily on the past five years. Lack of research on a topic or personal interest in an unresearched topic are not sufficient reasons to do a dissertation. Just because something has not been researched does not mean it should be. Therefore, the learner must be “well read” on their topic to identify ways their study will add to the existing body of knowledge on the topic. The learner should explain why the extant theories and empirical studies need further inquiry.

The problem space is thus comprised of identifying what is known and not yet known about a topic, understanding how it has come to be known (the theories, designs, methods, instruments) and then figuring out what is not yet known. The result of this deep and systematic thinking results in identifying the problem to be addressed in the research study, and the resulting well-structured problem statement.

All learners must identify how they will focus their research to produce an original dissertation. This involves the difference between what is known or understood in a field of research and what is not yet known or understood. This process involves reading the literature and becoming deeply familiar with how a specific topic has been studied, how the research is trending, and what approaches have been used to study it in order to identify what still needs to be known or understood.
Practice-based research may initially define the problem based in a practice within an organization or setting.
However, the approach to investigating the problem needs to follow scholarly research procedures. This means that the problem space needs to include literature that is scholarly in nature so that the proposed dissertation research will advance knowledge and practice. The literature review should include peer-reviewed articles from research-based journals as well as journals on professional practice and research-based industry journals.

There are a variety of ways to synthesize the literature. Below is a set of steps that may be used:
First, explore original literature on the topic. The topic should focus on an issue pertinent to the learner’s program of study to determine what has been discovered and what still needs to be known.
Second, while exploring the original literature identify the broad topics and problems researched. Explore the evolution of the research on the problem. How did the focus change? What findings emerged from these studies?
Third, describe the research from the past 2 to 3 years to discover what has been discovered, what problems have been studied, and what still needs to be known. Discuss the trends and themes that emerged. Studies that were published within the past 2-3 years will still be relevant (within the past 5 years) at the point of graduation.

Note: Problem space for the dissertation study should
primarily come from the empirical research literature or studies dated within three to five years of the learner’s projected graduation date.

This is a recommendation, not a rule.

Dissertations can be used to support the problem space; however, one must supplement dissertation citations with citations from other peer-reviewed research on the topic.
Fourth, define the topic and problem statement by synthesizing the recent studies, including trends, and define what still needs to be known.
While the verbiage in this section highlights a set of steps designed to help GCU doctoral learners identify what still needs to be known for their study, there are other methods that can be used. These include using recommendations for future research from prior studies and literature reviews, adding to a broadly researched area through clearly targeted research, reframing problems to focus the research on identifying the solutions, and synthesizing areas of research to define a new or innovative area of research. This section must clearly identify the specific sources that form the basis for what will become the problem for the study. Comment by GCU: Learners can access further information on these strategies on the Doctoral Community Network website (https://dc.gcu.edu) under the Residency tab (on the left side of the Home page). Also, see https://dc.gcu.edu/blogs/faculty__staff_presentations/dr_june_maul_finding_the_gap_in_the_literature_1st_steps_to_your_dis.

In the last part of this section, the learner will describe how the study is situated within the problem space established in the previous discussion within this section. The learner should also describe how the study may add to the body of literature. Finally, the learner should discuss any potential practical or professional applications that might occur as an outcome or application of the study. For additional information on the Problem Space see the DC Network>Dissertation Resources>Scholarly Writing Resources folder. lopesup

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Identification of the Problem Space
(Typically two or three pages)

The learner provides a detailed description of how the problem space has evolved over time, and the effects it has had on the research (research trends).

The learner summarizes the problem space, highlighting what has been discovered and what still needs to be known or understood related to the topic from literature or research dated primarily within the last five years.

The learner discusses and synthesizes the evolution of the research on the problem. Specifically:
· Identifies the key sources used as the basis for the problem space
· Identifies trends in research and literature.
· Identifies how the research focus has changed over the recent past (five years).
· Discusses key findings that emerged from recent studies.
· Discusses prior research and defined future research needs.

From the findings of research studies and evolution of recent literature on the topic, the learner defines the parameters for problem statement for the study.

The learner describes how the study will contribute to the body of literature.

The learner describes the potential practical or professional applications from the research.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Theoretical Foundations Comment by GCU: This section has been adapted from the
GCU e-book (2016); Chapter 2 by dr. Renee Wozniak, and
Chapter 4. Background of the Problem, Developing the Theoretical Foundations, and Significance of the Study
By Dr. June Maul

This section identifies theories or models from seminal sources that provide the foundation for the research, guide the research questions, justify what is being measured (variables), and describe how the variables are related. In this section, the learner should cite the seminal source(s) along with references reflective of the foundational, historical, and current literature in the field, and should demonstrate overall understanding of the related theories or models and their relevance to the proposed study. Additionally, this section describes how the dissertation research will add to or extend the theories or models. For example, Rutledge (2015) conducted a quantitative study to determine the correlation between registered nurse’s perceptions of leader-empowering behavior and self-reported burnout in North Texas hospital. Thomas and Velthouse’s (1990) cognitive model of empowerment and Maslach and Jackson’s (1981) burnout model comprised the theoretical foundations of the study. These were aligned to the two variables under study: leader empowerment behaviors and nurse burnout.
A dissertation presents the theories, models, or concepts that provide the foundation or building blocks for developing the research questions and hypotheses as well as for collecting the data. Once the researcher identifies the theories, models, and/or concepts that will provide the foundation for their research, they use this information to develop the research questions and hypotheses that provides the focus for their research (see Figure 2).

Figure 2

Incorporating Theories and Models of Research

The theoretical framework considers the problem statement for the research as it identifies the theories, models, and/or concepts the researcher will use to develop the research questions and hypotheses for their specific study. In addition, these theories, models, and concepts help the researcher identify or create instruments to collect data, as well as other data collection approaches. Researchers define the concepts of theories, models, and laws differently. Table 3 provides definitions and examples.

Table 3

Description of Building Blocks for the Theoretical Foundations Section

Types of Building Blocks

Definition of the Building Blocks

Examples of the Building Blocks

Theories

A concise and coherent broad explanation for an observed phenomenon, which is predictive. For a theory to be accepted, it must be supported in multiple forms or evidence or research. The evidence can include different observations and tests and may come from different fields of study.

Scapegoat theory
Planned behavior theory
Game theory
Goal-setting theory

Models

A visual display of a theory, showing the relationships between a set of concepts or a list of steps in a process.

Resilience model
EI model
Change leadership model
Balanced scorecard model

Concepts or Ideas

A general notion or idea; conception. An idea of something formed by mentally combining all of its characteristics or particulars. A construct. A directly conceived or intuited object of thought (Dictionary.com, 2017).
Concepts can be measured.

Trustworthiness
Bias
Gender
Age
Profit

Some researchers go beyond describing the theories, models, and concepts they used to develop their research questions and/or hypotheses. They identify additional related theories, models, and concepts. When using this broader approach, this section becomes a Conceptual Framework. In this section, the researcher compares and contrasts the various theories, models, and concepts, ultimately justifying the ones most relevant to the research.
Developing the Theoretical Foundations section requires a step-by-step approach as described in Table 4. To begin, researchers identify the models, theories, or concepts that are relevant for the problem statement. For a quantitative problem statement, researchers identify a model or theory for each variable. It is also important to ensure a validated instrument or data source exists to collect the data for each variable. The researcher commonly finds this information in the same literature in which they found the theory, model, or concept. If the researcher were trying to determine whether there is a relationship between spirituality in leaders and the organizational climate they develop, they would need one model for the variable, ‘leadership spirituality,’ and one model for the variable, ‘organizational climate.’

Table 4

Steps for the Theoretical Foundations Section

Steps

Focus of Each Step

Step 1: Identify theories, models, and/or concepts.

Review the literature, particularly from the Background of the Problem section, and identify potential theories, models, and concepts used in similar or related research.

Or search Google Scholar and Google for terms from the problem statement. Name and describe the ones planned for use in the study.

Step 2: Relate the theories, models, and/or concepts to the problem statement.

Describe how the selected theories, models, and/or concepts are relevant to the problem statement.

Focus on variables defined in the problem statement.

Step 3: Develop the research questions and hypotheses based on the problem statement and the selected theories, models and/or concepts.

The selected theories, models, and concepts help frame the research questions differently for qualitative and quantitative research.

Identify a theory, model, or concept that describes each variable. Develop the research questions and hypotheses using the variables that are based on the selected theories, models, or concepts.

After selecting the theories, models, and/or concepts, researchers discuss how each relates to the problem statement. For a quantitative study, this means discussing how the theories, models, and/or concepts define the variables of the study. Finally, researchers develop the research questions for their study using the models.
The problem space addresses what the researcher will study, and the paradigm—the theoretical foundation—speaks to how the study approaches the research problem. In other words, the theoretical foundation explains the way the researcher shapes the study as they have. lopesup

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Theoretical Foundations
(Typically two or three pages)

The learner discusses the theoretical foundation and, where appropriate, the extended conceptual framework that undergird and frame the study.

The learner identifies theory(ies), model(s), and/or concept(s) from seminal source(s) that provide the theoretical foundation to use in developing the research questions, identifying and operationalizing variables, and describing the sources of data.

The learner cites the appropriate seminal source(s) for each theory, model, or concept.

The learner includes a cogent discussion/synthesis of the theories, models and concepts, and justifies the theoretical foundation/framework as relevant to the problem statement for the study. The learner connects the study directly to the theory and describes how the study adds or extends the theory, model, or concept.

The learner’s discussion reflects understanding of the foundational and historical research relevant to the theoretical foundation.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Review of the Literature

In this section the learner provides a broad, balanced overview of the existing literature related to the research topic. The Review of the Literature includes themes, trends, and conflicts in research methodology, design, and findings. The learner provides a synthesis of the existing literature, examines the contributions of the literature related to the topic, and discusses the methodological approaches used for the research based on related empirical studies. Through this synthesis, the learner applies this information to define the problem space (what still needs to be known or understood) and the approach for their study.

The learner must provide scholarly citations for all ideas, concepts, and perspectives. The learner’s personal opinions or perspectives are not included, and the research of others must be properly attributed, cited, and referenced.
The Review of the Literature section should be approximately 30 pages. (30 pages reflects a typical dissertation literature review in length and is a recommendation, not a rule). It is important not to get caught up in the number of pages but rather focus the breadth, depth and quality of the literature review is support of the study. A well-written, comprehensive literature review will likely exceed 30 pages.

The literature review must be continuously updated throughout the dissertation research and writing process. To ensure a current, relevant literature review, the majority of references in Chapter 2 (approximately 75%) should be within the past five years. This is a recommendation, not a hard, fast rule as the learner, chair and content expert should evaluate the overall quality, and relevancy of scholarly sources presented in this chapter. Other requirements for the literature review include:

The learner will describe each research variable in the study discussing the prior empirical research that has been done on the variable(s) and the relationship between variables.
The learner will discuss the various methodologies and designs that have been used to research topics related to the study. The learner uses this information as a part of the arguments to justify the design in Chapter 3.
The learner will discuss and synthesize existing instrumentation to measure variables to later argue, in Chapter 3, for selected instrument for the study. This section must argue the appropriateness of the dissertation’s instruments, measures, and/or approaches used to collect data. Empirical research must be used to justify the selection of instrument(s).

The learner will discuss and synthesize studies related to the dissertation topic. This may include (1) studies describing and/or relating the variables, (2) studies on related research such as factors associated with the themes, (3) studies on the instruments used to collect data, (4) studies on the broad population for the study, (5) studies defining the need from a community, professional, or organizational perspective, and/or (6) studies similar to the topic. The themes presented, and research studies discussed and synthesized in the Review of Literature demonstrates a deep understanding of all aspects of the research topic. The set of topics discussed in the Review of Literature must demonstrate a comprehensive understanding of the broad area in which the research topic exists.

For each major section in Review of the Literature, the learner will include an introductory paragraph that explains why the topic was explored relative to the dissertation topic.
For each major section in Review of the Literature, the learner will include a summary paragraph(s) that (1) compares and contrasts alternative perspectives on the topic, (2) provides a synthesis of the themes relative to the research topic discussed that emerged from the literature, (3) discusses data from the various studies, and (4) identifies how themes are relevant to the dissertation topic.
The types of references that may be used in the literature review include empirical articles, peer-reviewed or scholarly journal articles, scholarly studies from foundations and governmental organizations, a limited number of dissertations (no more than 5 recommended), and books (no more than 5-10 recommended) that present cutting-edge views on a topic, are research based, or are seminal works.
The learner will expand on and provide additional arguments for what still needs to be known or understood (the need for the study) that was defined in the Background of the Problem section.
The learner may organize the body of a literature review in a variety of ways depending on the nature of the research. However, the approach taken to the organization and flow of the topics for the Review of Literature section must be explained clearly and included in an introductory section of Review of the Literature. Learners will work with the committee, particularly the chair and content expert to determine the best way to organize this section of Chapter 2.
Chapter 2 can be particularly challenging regarding APA format for citations and quotations. The learner should refer to the APA manual frequently to make sure citations are formatted properly. It is critical that each in-text citation is appropriately listed in the References section. Incorrectly citing and referencing sources is a serious scholarly and ethical violation, particularly when writing a dissertation. As an emerging scholar, learners must demonstrate the capability and responsibility to properly cite and reference every single source referenced in the literature review and throughout the dissertation. Note that all in-text citations within parentheses must be listed in alphabetical order with semicolons between each citation (e.g., Barzun & Graff, 1992; Calabrese, 2006; Hacker, et al., 2008; Mason, 2010; Nock, 1943; Squires & Kranyik, 1995; Strunk & White, 1979).
In general, “brief quotes,” or quotes of fewer than about 40 words should be avoided. The learner should paraphrase in almost all situations except where the actual words in the quote have significance. For example, we would not paraphrase, “Four score and seven years ago…” If such a quote is used, incorporate it into the narrative and enclose it with double quotation marks. The in-text citation is included after the final punctuation mark [6.03], and the final punctuation mark in quoted text should be placed inside the quotation mark.
For a quote within a quote, use a set of single quotation marks. Here is an example of a direct quote within a quote integrated into the narrative. In the classic introspective autobiography,
The
Memoirs of a Superfluous Man, one reads that, “one never knows when or where the spirit’s breathe will rest, or what will come of its touch. ‘The spirit breathes where it will,’ said the
Santissimo
Salvatore, ‘and thou hearest the sound thereof, but cannot tell whence it cometh or whither it goeth.’” (Nock, 1943, p.187) [4.08]. Comment by GCU: Book titles, periodicals, films, videos, television shows, and non-English words and phrases appear in italics. [4.21]
Names of the titles of short articles and essays appearing in periodicals are set off by quotation marks. Comment by GCU: In addition to non-English phrases, acts, wars and treaty names appear in italics. [4.21]

As a rule, if a quote comprises 40 or more words, display this material as a freestanding block quote. Start formal block quotes on a new line. They are indented 0.5 inches in from the left margin. The entire block quote is double-spaced. Quotation marks are
not used with formal block quotes. The in-text citation is included after the final punctuation mark. [6.03]. Below is an example of a block quote: In an important biography,
The First American: The Life and Times of Benjamin Franklin, historian H. W. Brands wrote:

In February 1731, Franklin became a Freemason. Shortly thereafter, he volunteered to draft the bylaws for the embryonic local chapter, named for St. John the Baptist; upon acceptance of the bylaws, he was elected Warden and subsequently Master of the Lodge. Within three years, he became Grandmaster of all of Pennsylvania’s Masons. Not unforeseeable he—indeed, this was much of the purpose of membership for everyone involved—his fellow Masons sent business Franklin’s way. In 1734 he printed
The
Constitutions, the first formerly sponsored Masonic book in America; he derived additional [printing] work from his brethren on an unsponsored basis. (Brands, 2000, p. 113) lopesup Comment by GCU: Block quotes are indented 0.5 inches. To create a block quote, highlight the entire paragraph and click on the “increase indent” button.

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Review of the Literature
(Approximately 30 pages)

The learner assures that this section of Chapter 2 should be approximately 30 pages. (Thirty pages reflects a typical literature review length and is
a recommendation, not a rule). The purpose of the minimum number of pages is to ensure that the overall literature review reflects a foundational understanding of the theory or theories, literature and research studies related to the topic. A well-written comprehensive literature review that reflects the current state of research and literature on the topic is expected and will likely exceed 30 pages. Literature reviews are updated continuously. This is an ongoing process to dissertation completion.

The learner describes each research variable in the study discussing the prior empirical research that has been done on the variables and the relationship between the variables.

Themes or Topics.
The learner discusses and synthesizes studies related to the dissertation topic. May include (1) studies focused on the problem from a societal perspective, (2) studies describing and/or relating the variables, (3) studies on related research such as factors associated with the themes, (4) studies on the methodological approach and instruments used to collect data, (5) studies on the broad population for the study, and/or (6) studies similar to the study. The themes presented, and research studies discussed and synthesized in the Review of the Literature demonstrates understanding of all aspects of the research topic, the research methodology, and instrumentation.

The learner structures the literature review in a logical order, including actual data and accurate synthesis of results from reviewed studies as related to the learner’s own topic. The learner provides synthesis of the information, not just a summary of the findings or annotation of articles.

The learner includes in each major section (theme or topic) within the Review of the Literature an introductory paragraph that explains why the topic or theme was explored relative to the overall dissertation topic.

The learner includes in each section within the Review of the Literature a summary paragraph(s) that (1) compares and contrasts alternative perspectives on the topic and (2) provides a synthesis of the themes relative to the research topic discussed that emerged from the literature, and (3) identifies how themes are relevant to the dissertation topic, research methodology and selected instrumentation.

The learner provides additional arguments for the need for the study that was defined in the Background of the Study section.

The learner ensures that for every in-text citation a reference entry exists. Conversely, for every reference list entry there is a corresponding in-text citation.
Note: The accuracy of citations and quality of sources is verified by learner, chair, and content expert.

The learner uses a range of references including founding theorists, peer-reviewed empirical research studies from scholarly journals, and governmental/foundation research reports.

The learner verifies that all references are scholarly sources.
NOTE: Websites, dictionaries, publications without dates (n.d.), are not considered scholarly sources and are not cited or present in the reference list.

The learner avoids overuse of books and dissertations. Comment by GCU: When citing books and dissertations this implies that you have read the entire book or dissertation. Be mindful of this as you select sources. Dissertations are not considered peer-reviewed research, so limit the number of referenced dissertations to 3-5 total.

Books:
Recommendation: No more than 10 scholarly books that present cutting edge views on a topic, are research based, or are seminal works.

Dissertations:
Recommendation: No more than five published dissertations should be cited as sources in the manuscript. (This is
a recommendation, not a rule).

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Problem Statement Comment by GCU: Levels of headings must accurately reflect the organization of the paper For example, this is a level 2 heading, and has been “styled” as Heading 2.

The learner should begin the Problem Statement section with a declarative problem statement based on the Identification of Problem Space and Review of the Literature sections above. Some examples of how to phrase a problem statement include:

It is not known if and to what degree/extent…
Based on what is known in literature, _____ is still unknown/what still needs to be known is…
While the literature indicates ____________, it is not known in (school/district/organization/community) if __________. Comment by GCU: Format bulleted lists using the style “List Bullet.”
The preferences for this style are: Numbered or bullets are indented .25 inch from the left margin, subsequent lines are indented further to .25 inches. Each number or bullet ends with a period. These preferences have been set in this dissertation template.

Keep in mind that Problem Statements can be presented in a variety of ways that reflects what needs to be known within the parameters established by the problem space. Once the Problem Statement is established, for alignment purposes, when the Problem Statement is restated in other chapters, it should be worded exactly as presented in this section.

This section then describes the general population affected by the problem along with the importance, scope or opportunity for the problem and the importance of addressing the problem. Questions to consider when writing the problem include:
1.
What still needs to be known from the research literature that this problem statement addresses?

What is the real issue that is affecting society, students, local organizations or businesses and/or professional practice?
At what frequency is the problem occurring?
Why has the problem not been well understood in the past?

What does the literature and research say about how the problem should be addressed at this time? lopesup

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Problem Statement
(Typically three or four paragraphs or approximately one page)

The learner states the specific problem for research with a clear declarative statement.

The learner describes the population of interest. The population of interest includes all individuals that could be affected by the study problem, and the population to which the study results might be generalized if such generalization was appropriate.

EXAMPLE: The population of interest might be
all adults in the United States who are 65 or older. The target population is a more specific subpopulation from the population of interest, such as
low-income older adults ( ≥ 65) in AZ. Thus, the sample is selected from the target population, not from the population of interest.

The learner discusses the scope and importance of addressing the problem.

The learner develops the Problem Statement based on what needs to be known as defined in the Problem Space and the Review of the Literature.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Summary

In this section, the learner succinctly restates what was written in Chapter 2 and provides supporting citations for key points. This section should reflect that learners have done their “due diligence” to become well-read on the topic and can conduct a study that is contributory to the existing body of research and knowledge on the topic. The learner synthesizes the information from the chapter to define the problem space arising from the literature, what needs to be studied, the theory(is) or model(s) to provide the foundation for the study, and the problem statement. Overall, the information on this section should help the reader clearly see and understand the relevance and importance of the research to be conducted. The learner should close the Summary with a transition to Chapter 3. lopesup

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Chapter 2 Summary
(Typically one or two pages)

The learner synthesizes the information from all prior sections in the Literature Review using it to define the key strategic points for the research.

The learner summarizes the problem space, what still needs to be known, and how it informs the problem statement.

The learner identifies the theory(ies) or model(s) describing how they provide the foundation for the study.

The learner builds a case (argument) for the study in terms of the value of the research and how the problem statement emerged from the identification of the problem space and review of literature.

The content of this section reflects that learners have done their “due diligence” in synthesizing the existing empirical research and writing a comprehensive literature review on the research topic.

The learner summarizes key points in Chapter 2 and transitions into Chapter 3.

The chapter is correctly formatted to dissertation template using
the Word Style Tool and APA standards. Writing is free of mechanical errors.

All research presented in the chapter is scholarly, topic-related, and obtained from highly respected, academic, professional, original sources. In-text citations are accurate, correctly cited and included in the reference page according to APA standards.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Chapter 3: Methodology

Introduction

The minimum progression milestone for draft of Chapter 3 “Acceptance” by chair and submission to methodologist is either in dissertation course 960 or 965 as negotiated with your chair. Refer to Appendix I Minimum Progression Milestone Table and the most recent Dissertation Milestone Guide for additional details. Either Dissertation course 960 or 965 is the absolute latest course for Chapter 3 acceptance by chair and submission to methodologist. Learners are highly encouraged to work ahead and submit Chapter 3 in earlier dissertation courses.

In Chapter 3 the learner documents how the study will be conducted, including enough detail that another researcher could follow the steps. The learner begins the chapter with the Problem Statement, which should be worded exactly as presented in Chapter 2. The learner provides a re-orienting summary of the research focus (topic and what still needs to be known or understood) as described in Chapters 1 and 2 and outlines the expectations for Chapter 3. There should be no “new” information in this section.
Remember, throughout this chapter, that verb tense must be changed from present or future tense (proposal) to past tense (dissertation manuscript). At the dissertation stage, all comments regarding “the proposed research” or “the proposal” must be removed and edited to reflect the fact that the research has been conducted. Furthermore, consider what happened during data collection and analysis. Sometimes, the research protocol ends up being modified based on committee, peer review, or Institutional Review Board (IRB) recommendations. After the research study is complete, carefully review this chapter, and provide an explanation (in Chapter 4) on alterations to data collection or analysis protocols, reflecting on how the study was actually conducted. lopesup Comment by GCU: Learners: when you write Chapter 4 and have a situation in which whatever occurred during data collection and analysis differed from what was originally written in the proposal, you may include a “teaser” such as: “See chapter four for a discussion of how data collection was affected.” Other than changing tense to past tense, the chapter should remain unchanged.

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Chapter 3 Introduction
(Typically two or three paragraphs)

The learner begins by restating the Problem Statement for the study.

The learner provides a re-orienting summary of the research focus from Chapter 2 and outlines the expectations for this chapter.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Purpose of the Study

In this section, the learner states the purpose statement and introduces how the study will be accomplished. The section should begin with a declarative statement, “The purpose of this ….” Included in this statement are also the research methodology and design, target population, and the geographic location. For example, if the Problem Statement is:
It is not known to what extent general, organization-directed, or person-directed organizational citizenship behaviors mediate the relationship between transformational leadership and job satisfaction in a healthcare setting, then the Purpose Statement would be:
The purpose of this quantitative correlational predictive study is to examine to what extent general, organization-directed, or person-directed organizational citizenship behaviors mediate the relationship between transformational leadership and job satisfaction in a healthcare setting in U.S. Southwest region. Comment by GCU: NOTE: Each paragraph of the dissertation must have 3-5 sentences at minimum, and no longer than one manuscript page.

For alignment, when the purpose of the study is restated in other chapters of the proposal it should be worded exactly as presented in this section. lopesup

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Purpose of the Study
(Typically one or two paragraphs)

This section begins with one sentence that identifies the research methodology, design, problem statement, target population, and geographic location. This is presented as a declarative statement: “The purpose of this quantitative [
design] study is to determine if and to what extent [
include the Problem Statement] at [setting/geographic location].”

The learner introduces how the study will be carried out.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Variables, Research Questions, and Hypotheses

In this section the learner first identifies and defines the study variables, and then states the research question(s) and the hypotheses in either directional (one-tailed test for significance testing for effects in either a positive or negative direction) or non-directional (two tailed test for significance testing for effects in both directions) syntax based on the research question(s), variables to be studied, and intended statistical analyses. Comment by GCU: For quantitative studies it is critically important is to understand the concept of one-tailed two-tailed that will be used for hypotheses syntax as well as for sample size calculation. Two-tailed tests will require greater sample size than one-tailed tests.
In order to accurately present the research questions and associated hypotheses, the learner needs to identify the variables and define the variables in the study at the conceptual, operational, and measurement levels.
Every variable needs to be described at the conceptual, operational, and measurement levels. The conceptual definition is ‘what does it mean.’ For example, a conceptual level of a variable in a school setting may be student achievement. Note: the conceptual definition is almost always the same, or a summary of, the definition in Definition of Terms in Chapter 1. An operational definition is how the researcher will measure the variable to reflect the conceptual definition. The operational definition of the variable for student achievement may be the test score on a final exam. The measurement level is whether the variable is nominal, ordinal, interval, or ratio. (Nominal = unique values; ordinal = unique value + order; interval = unique value + order + equal intervals; ratio = unique value + order +equal intervals + an absolute zero.

Parametric tests, such as
t-tests or Pearson correlation, require interval or ratio level data.) Using the example above, the measurement level for the test score is ratio. The learner should also state whether each variable is an independent or dependent variable for a causal-comparative, quasi-experimental, or experimental design. If the learner is using a correlational design that examines prediction(s), such a linear regression or non-linear regression, the learner needs to state which variable(s) is/are predictor and which variable(s) is/are the criterion variables. If the learner is using a correlational design that examines relationships (rather than predictions with a correlational-predictive design), the learner does not need to define the variables as independent/dependent or predictor/criterion. After defining the variables, the learner should specify the role of each variable in relation to the research questions. For example, for a research question that assesses regression, define whether variable “K” is the predictor variable or the criterion variable.

The learner also includes a brief discussion of how the data will be obtained. This will include high-level descriptions of the instrument(s) and/or other data source(s) that will be used to collect the data for every variable. The learner then inserts this information into the table below (Table 5). Make sure to define each study variable in narrative format as well. lopesup

Table 5

Summary of Study Variables

Variable

Conceptual Definition

Operational Definition

Measurement Level

Instrument/Data Source

SPSS Variable Name

[Variable 1]

[Variable 2]

[Add Variables as needed]

Table 6 below is an example of how Table 5 can be correctly filled out with variables for a mock correlational study described at the conceptual, operational, and measurement levels. The example table also includes a description of the instrument/data source, and a corresponding SPSS variable name used for SPSS data file.

Table 6

Example of Completed Summary of Study Variables Table

Variable

Conceptual Definition Comment by GCU: This is almost always the same, or a summary of, the definition in Definition of Terms.

Operational Definition

Measurement Level** and Scoring Comment by GCU: Measurement Level is always nominal, ordinal, interval, or ratio.

Instrument/Data Source

SPSS Variable Name

Mindset

Mindset is the implicit belief a person holds regarding the malleability of their intelligence.

Score on the Implicit Theory of Intelligence Scale

Interval (Reverse score incremental items, then average the 8 question responses for a range of 1-6)

Implicit Theory of Intelligence Scale Survey

Mindset

Student’s Socio-Economic Status (SES)

Amount of resources at the disposal of an individual

Parents’ Annual Income

Ratio (use self-reported value)

Demographic Information Survey

SES

Academic Achievement (criterion)

Performance outcomes that indicate the extent to which a person has accomplished specific goals that were the focus of activities in school environments.

Self-Reported GPA indicated on a 4.0 scale

Ratio (use self-reported value)

Demographic Information Survey

GPA

Note** Individual Likert type items are ordinal. One can argue that combining multiple Likert type items into a Likert scale moves the variable from ordinal to interval (Boone & Boone, 2012).

There should be at least two research questions. An exception can be made if a single research question includes a “compound” hypothesis test, but it is preferred that each hypothesis test have a separate research question. Below is an example of a correctly stated research question and corresponding hypotheses for a correlational design:
RQ1: It is not known if and to what extent a correlation exists between mindset, student socio-economic status (SES), and academic achievement among undergraduate students. Comment by GCU: To correctly format research questions and hypotheses, apply the “List RQ” style.
H01: There is not a statistically significant correlation between mindset, SES, and academic achievement among undergraduate students.
HA1: There is a statistically significant correlation between mindset, SES, and academic achievement among undergraduate students. lopesup

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Variables, Research Questions and Hypotheses
(Typically one or two pages)

The learner completes the variable table and defines every variable at the conceptual, operational, and measurement level, and includes the instrument or data source. Comment by GCU: Use Table 5 above.

The learner should state whether each variable is an independent or dependent variable for a causal-comparative, quasi-experimental, or experimental design.

If the learner is using a correlational design that examines prediction(s), the learner needs to state which variable(s) is/are predictor variable(s) and which variable(s) is/are the criterion variables. Otherwise, the learner can just define them as ‘variables.’

The learner describes the nature and sources of necessary data to answer the research questions (primary versus secondary data, specific people, institutional archives, Internet open sources, etc.).

The learner describes the data collection methods, instrument(s) or data source(s) to collect the data for each variable.

The learner states the research questions and hypotheses in directional or non-directional syntax based on the research questions and intended statistical analysis (one-tailed or two-tailed)

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Rationale for a Quantitative Methodology

In this section the learner establishes the rationale for selecting a quantitative methodology for the study. For example, the learner may include arguments based on the empirical studies used in the Review of the Literature in Chapter 2. The learner should justify the epistemological foundation for the choice of a qualitative methodology. The learner should include an argument for why the selected methodology is better than the alternative methodologies (qualitative or mixed methods) based on what still needs to be known or understood from the problem space, problem statement, and research questions. The learner should support arguments using citations from authoritative authors/seminal sources on research methodology and/or design. The citation should be a complete sentence which provides evidence to support the learner’s argument and not merely the author and date information in a set of parentheses. It is important that the rationale provided in this section leaves no doubt that the quantitative methodology is the best methodological approach for the study over qualitative. Please note that GCU does not support mixed methods research for doctoral learners due to complexity of the research designs and time to complete a mixed method study. lopesup Comment by GCU: It is important that you support your position with sources from the literature. These sources should come from authors who have published in established journals in your field and not from textbooks.
Examples of authoritative authors/seminal sources on quantitative research methodology and design
Allison, P.D. (1998). Multiple regression: A primer. Forge Press.
Campbell, D. T., & Stanley, J. C. (1966). Experimental and quasi-experimental designs for research. Houghton Mifflin.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. (2nd ed.) Routledge.
Cohen, J., Cohen, P., West, S.G., & Aiken, L.S. (2002). Applied multiple regression/correlation analysis for the behavioral sciences. (3rd ed.). Routledge.
Cooper, D. R., & Schindler, P. S. (2002). Business research methods (8th ed.). McGraw-Hill: Irwin.
DeVellis, R.F. (2012). Scale development: Theory and applications. Sage Publications.
Field, A. (2013). Discovering statistics using IBM SPSS statistics. (4th ed.) Sage Publications.
Grimm, L. G., & Yarnold, P. R. (Eds.). (1995). Reading and understanding multivariate statistics. American Psychological Association.
Keith, T. Z. (2015). Multiple Regression and Beyond: An Introduction to Multiple Regression and Structural Equation Modeling, Kindle Edition
Pelosi, M. K., Sandifer, T. M., & Sekaran, U. (2001). Research and evaluation for business. John Wiley.
Shadish, W., Cook, T., & Campbell, D. (2001). Experimental and quasi-experimental designs for generalized causal inference. Houghton Mifflin.
Stephens, L. J. (2004). Advanced statistics demystified. McGraw-Hill.
Tabachnick, B.G., & Fidell, L.S. (2012). Using multivariate statistics. (6th ed.) Pearson.
Warner, R. M. (2012). Applied statistics: From bivariate through multivariate techniques. Sage Publications. Comment by GCU: Introductory research textbooks or GCU research e-books are not acceptable sources for this section.

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Rationale for a Quantitative Methodology
(Typically one or two pages)

The learner defines and describes the chosen methodology.

The learner provides a rationale for choosing a quantitative methodology, based on what still needs to be known or understood from the problem space, problem statement, and research questions.

The learner provides a rationale for the selected methodology based on
empirical studies on the topic.

The learner justifies why the methodology was selected as opposed to alternative methodologies.

The learner uses authoritative source(s) to justify the selected methodology.

Note:

Do not use introductory research textbooks (such as Creswell or internal GCU research course e-books) to justify the research design and data analysis approach.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Rationale for Research Design

The learner uses this section to establish the Rationale for Research Design for the study. The learner includes a detailed description of, and a rationale for, the specific design for the study and describes how it aligns to the quantitative methodology indicated in the previous section. GCU’s pre-approved core designs for quantitative studies include pre-experimental, quasi-experimental, correlational or associative, correlational-predictive, comparative, and ex post facto. Additionally, the learner must include a description of why the selected design is the best option to collect the data to answer the research questions and test the hypotheses. The learner should use articles from Chapter 2 to support design choice. In addition, the learner may use methodology articles or scholarly books by thought leaders on the design. See Table 7 for the designs and descriptions of the designs. lopesup

Table 7

Quantitative Core Designs and Descriptions

Design

Description

Pre-Experimental

Examines the effect/outcome of some form of treatment(s) using either one or two pre-existing group of participants. May use a one-shot comparison group (not a control group measured pre and post).
Uses primary data (i.e., data collected by the learner).

Quasi-Experimental

Examines the effect/outcome of some form of treatment(s) using either one or two pre-existing group of participants. May use a control group measured pre and post.
Uses primary data (i.e., data collected by the learner). Note: lack of random sampling is key in quasi-experimental designs, differentiating it from a true experimental study design where a random sampling is required.

Correlational or Associative

Examines relationship(s) between pairs of variables using data from a single group of participants with the intent of assessing the direction and strength of a relationship.
Can use primary (i.e., collected by the learner) and/or secondary data (i.e., not collected by the learner).

Correlational-predictive

Examines relationship(s) between two or more variables using data from a single group of participants, with the intent of
predicting a criterion variable from one or more predictor variables.
Can use primary (i.e., collected by the learner) and/or secondary data (i.e., not collected by the learner).

Comparative

Examines differences between two or more groups defined by one or more categorical variables and/or between two or more measurements of a single group.
Uses primary data (i.e., collected by the learner) and there is no manipulation of variables.

Ex Post Facto

Examines differences between two or more groups defined by one or more categorical variables and/or between two or more measurements of a single group.
Uses secondary data (i.e., not collected by the learner).

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Research Design
(Typically one or two pages)

The learner identifies the research design for the study. The learner provides the rationale for selecting the research design supported by empirical and methodological references.

The learner justifies why the design was selected as the best approach to collect the needed data, as opposed to alternative designs.

The learner uses authoritative source(s) to justify the design.

Note:

Do not use introductory research textbooks (such as Creswell) to justify the research design and data analysis approach.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Population and Sample Selection

In this section the learner summarizes the study setting (e.g., location), the population of interest (general population), target population, sampling strategy, estimated sample size and sample. Learners should identify each of these explicitly within this section. The learner must use sampling terminology to identify the specific type of sampling to be used for the study. For example, nonprobability sampling is a high-level class of sampling, which includes convenience sampling and purposeful (or purposive) sampling. The learner also needs to indicate the specific
type of nonprobability sampling used such as convenience, purposive, volunteer sampling, selective, or cluster sampling approach. There are many others depending on the study design; as such, it is necessary to describe the sampling strategy in detail. lopesup

Estimated Sample Size

Determining the minimum necessary sample size for a quantitative study is a critical analytical step. The learner should bear in mind that this analysis helps determine a
minimum required sample size, and that larger samples are almost always acceptable. This
minimum required sample size is applicable to the final sample a learner will conduct the data analysis on. Therefore, the learner must add several proportional increments to allow for various types of attrition and whether the planned data analysis will – or might – use a nonparametric rather than the generally accepted parametric approach. For example, a sample size of 84 is the
minimum sample size for a Pearson Correlation with an alpha of .05 and an effect size of .30. (Ensure the ‘exact’ test is chosen here for a Pearson Correlation, rather than a bivariate correlation.) However, the learner would want to seek out at least 112 participants to account for 25% attrition or the need to go to a non-parametric test. (25% attrition from 112 participants would leave the minimum sample size of 84.). The final number, 112 in the example above, can be thought of as the
target sample size (not to be confused with the target population!). In general, the target sample size should be 25-30% larger than the computed minimum sample size, although it might need to be even larger (see below). The following should guide sample size planning and writing this section: lopesup

1. State the computed minimum sample size, using the G*Power program.
https://www.psychologie.hhu.de/arbeitsgruppen/allgemeine-psychologie-und-arbeitspsychologie/gpower.html

2. If, and only if, G*Power does not include the necessary procedure, the computation can be accomplished using alternative software (many calculators are available online).
3. Include supporting evidence of the minimum sample size calculation in an appendix. This would include a copy of the G*Power output or output from an alternative analysis. (
NOTE: The combination
ALT-Print Screen will copy the current window to the clipboard, where it can be pasted into Word.)

4. The first things you need to choose in G*Power are
Type of power analysis,
Test family, and
Statistical test. For a minimum sample size analysis, the Type of power analysis always is, “A priori: Compute required sample size – given α, power, and effect size.” The Test family and Statistical test will depend on the statistical procedure(s) you will be using to analyze your data.
YOU MUST BE CERTAIN THESE VALUES ARE CORRECT. Your chair and methodologist should be able to help.

5. The required parameter defaults for an a priori sample size calculation are:
a.
TAILS: Tails depend on the alternative hypotheses. A directional hypothesis (increase only or decrease only) requires a one-tailed test and a nondirectional hypothesis (any change/difference) requires a two-tailed test. Note that two-tailed tests will require greater sample size than one-tailed tests. Also note that some analyses may not require tails specification.

b.
EFFECT SIZE: “Medium” (almost always the G*Power default). Although there are several different measures of effect size, a Cohen’s
d = 0.5 is considered a medium value.

i. If a larger effect size can be supported from literature, using a similar population and instrument, the learner can replace the medium effect size with the larger, supported effect size.
c.
ALPHA:
α error probability = .05 (not including any Bonferroni correction). For more info on the Bonferroni correction see, for example,
https://www.statisticssolutions.com/bonferroni-correction/.

d.
POWER: Power (1 –
β) error probability = .80. (Any deviation that is less than .80 will need a strong argument and justification from the literature.)

6. To account for participant dropout and/or data attrition (e.g., missing data, outliers, etc.), add 10-15% to the calculated minimum sample size.
For repeated measures analyses (using primary data) and longitudinal studies (using secondary data), the suggested extra value is 15-20%.

7. If you choose in advance to use a nonparametric statistical approach, or if it becomes necessary to use a nonparametric procedure, such as due to violations of parametric data assumptions, the rule of thumb is that a sample 15% greater than the recommended minimum parametric sample size is required [see e.g., Lehmann. E. L. (2006).
Nonparametrics: Statistical Methods Based on Ranks. NY: Springer]. Learners should plan in advance for the necessity of “falling back” on a nonparametric statistical approach.
Violation of parametric data assumptions is common.

So, for a straightforward between-groups or correlational design, the target sample size would be:

(G*Power value)

+ (
10-15% for data attrition)
+ (
15% for a nonparametric analysis).

All totaled, this would be the G*Power minimum
plus an additional 25-30%. For a study involving multiple measures of the same participants over time, the value increases to the G*Power minimum plus 30-35%.
It is critically important for the learner and the committee to be very certain that the necessary minimum sample size can be obtained from the target population. When calculating the expected return rate for questionnaires and surveys, assume the return rate is 5-10% when no incentives are provided and 15-20% when incentives are provided. If peer review has any concerns regarding the feasibility in obtaining the minimum sample, the proposal may not be approved.

Note that for a volunteer sampling procedure, especially when volunteers are solicited online, typical response rates are 5-10% when there are no incentives and 15-20% when incentives are provided, although these rates can be substantially lower (or even higher in some situations). Again, the learner and the committee should make certain that the target population is large enough to provide the minimum sample size using the recruitment approach. A sample that is substantially smaller than the minimum is a serious problem at the dissertation stage. lopesup

Recruiting Plan, Sampling Strategy, and Site Authorization

Include a detailed description of the recruiting plan for the study. Your recruiting plan should reflect the sampling strategy. Part of the recruiting approach is the discussion of obtaining site authorization (Appendix B) in order to access the target population. Include relevant information, such as confidentiality measures, geographic specifics, and participant requirements. Provide a rationale for the recruiting plan and procedures.

Please note: The learner needs to present a detailed primary recruiting plan “A”, for obtaining a sufficient sample size. The learner also needs to provide a secondary, detailed plan “B” and tertiary, detailed plan “C” as backup for obtaining a sufficient sample size if the primary Plan A does not work. The learner can then provide all three plans in the IRB application. This means if Plan “A” does not work, the learner will not need to file an amendment with IRB. If the learner has not obtained an adequate sample size after going through all three recruiting plans, the learner can move forward with data analysis and will include a discussion in Chapters 4 and 5 addressing why the proposed sample size was not achieved. lopesup Comment by GCU: This is intended to address ‘due diligence’ in obtaining a sample size and then moving forward.

Criterion

*(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Population and Sample Selection
(Typically one or two pages)

The learner defines and describes the
population of interest (the group to which the results of the study would be generalized or applicable; (such as police officers in AZ).

The learner defines and describes the
target population from which the sample ultimately is selected (such as police officers in AZ who belong to the police fraternal association).

The learner defines and describes the
study sample, who are the individuals who will volunteer or be selected from the target population and are the final source of data, and the final group from whom complete data will be collected.

NOTE: There is no such thing as a
sample population, there is only a “sample” that is taken from the target population of the population.

The learner describes the minimum required sample size and provides the rationale for how this size was derived.

The use of G*Power is required. G*Power software can be downloaded from the following link
http://www.gpower.hhu.de/en.html. An alternative to G*Power may be used
only if G*Power does not provide the necessary data analysis procedure.

The learner uses the following parameters for either G*Power or other a priori sample size calculation:
1.
TAILS: Tails depend on the alternative hypotheses. A directional hypothesis requires a one-tailed test and a nondirectional hypothesis requires a two-tailed test. Note that not all analyses require tails specification.

2.
EFFECT SIZE: “Medium” (almost always the G*Power default). Although there are several different measures of effect size, a Cohen’s
d = 0.5 is considered a medium value. If a larger effect size is supported by the research literature, the effect size value can be increased.

3.
ALPHA: α error probability = 0.05 (not including any Bonferroni correction).

4.
POWER: Power (1 – β) error probability = 0.80 (Any deviation from this default will need a strong argument and support from the literature.).

The learner describes calculation of the
target sample size. To calculate the target sample size, the learner adds 10-15% for data attrition, except for repeated measures or longitudinal studies, where the required addition is 15-20%. An additional 15% is added if using a nonparametric analysis or for the situation where a nonparametric analysis will be used but is not (such as due to violation of parametric assumptions). The
final target sample size is the G*Power minimum plus 25-35% depending on conditions.

The learner defines and describes the sampling procedures (such as convenience, purposive, snowball, random, etc.) supported by scholarly research sources.

For a purposive sample, the learner identifies the screening criteria (“purposes”) and how the participants will be screened (e.g., demographic questionnaire, expert knowledge of topic, screening questions such as years of experience in a position).

The learner defines and describes the sampling strategy and the process for recruiting individuals to comprise the sample.
The learner provides a compelling argument that the target population is large enough to meet the target sample size using the combined sampling and recruitment approach.

The learner discusses the primary plan to obtain the sample (plan “A”) as well as two back up plans to use if plan “A” does not provide the minimum target sample size.

The learner describes the process used to obtain site authorization to access the target population. This includes the information required to obtain this authorization, such as a description of confidentiality measures, the limits of study participation requirements, and geographic specifics, for example.

The learner includes evidence of site authorization in Appendix B prior to submission for peer review.

If public data sources or social media are used to collect data, and no site permission is required, the learner provides a rationale and evidence for why these sources can be used without this permission.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Instrumentation and/or Research Materials

In this section the learner fully identifies and describes the types of data that will be collected, as well as the specific research materials, instruments, and sources used to obtain or collect those data (tests, questionnaires, databases, media, etc.). The learner should review instrumentation or sources of data discussed in the Chapter 2 Review of the Literature section, and then identify and justify the instrumentation choice for the study. For example, the key studies may show which instruments were used for studies on types of leadership, and the discussion would point out how such instruments were used and why, with appropriate citations. The learner will use the term
research data to refer to data that will be collected specifically to address the research questions. Data used for screening/selection purposes, or demographic data, should be referred to as
additional data. The learner will discuss the specific research materials, instruments, or sources used to collect research data for each variable or group. The learner will include a brief introductory paragraph and then use the following section organization. lopesup

Research Data
Comment by GCU: APA Level 3 heading.

The learner reminds the reader of the necessary variables needed to address the research questions. The research data consists of instruments or sources used to measure variable(s) within the study.
Instrument #1. The learner describes the first research data source in detail, including the variable(s) for which it will provide data.
Instrument #2. The learner describes the second research data source in detail, including the variable(s) for which it will provide data, and so forth.
If learners are using a previously published measurement instrument, they should discuss the characteristics of the instrument in detail. For example, for a survey tool describe: (1) how the instrument was developed and constructed, (2) the structure of the instrument, including subscales, etc., (3) the type and number of items or questions per scale and/or subscale, (4) how the instrument is scored (such as the sum or mean of the items, or other mathematical formula), (5) the statistical scale of measurement (nominal, ordinal, interval, or ratio) of data obtained from the instrument (
NOTE: For Likert-type data that will be treated as continuous, justification with citations from the literature must be provided.), and (6) a
brief history of instrument use: studies that used the instrument, specifying the different populations (and geographic locations). Learners must also obtain all appropriate use permissions from instrument authors. A copy of all “permissions to use” and all instruments must be included in separate appendices (one for each instrument-permission pair). Please note that GCU does not approve developing or modifying instruments for quantitative studies. Modifying a previously validated instrument or using it in part potentially invalidates it. As such, in special circumstances supported by the chair and committee members, permission to modify an instrument must be obtained from the author of the instrument to ensure against threats of validity and reliability, and from the associate dean or dean.

If research data will come from an electronic database (
archival, or
secondary data), the learner must identify the database and indicate exactly how the data will be obtained or accessed. The learner must confirm that the database contains data on the variables that are needed to address the research questions. The learner must identify the source of the data (e.g., agency, website, etc.), and indicate how the data will physically be obtained and in what format. An outline of the structure of the database should be in an appendix, e.g., labels for the rows and columns. If permission to use the database is required, evidence of this permission also should be included in the same appendix. lopesup

Additional Data

The learner states the additional data to be collected, such as demographic data. Please note that the additional data sources are not used to obtain variable measurements. Instruments used to obtain variable measurements are discussed under research data.
Additional Data Source #1. The learner describes the first additional data source in detail.
Additional Data Source #2. The learner describes the second additional data source in detail, and so forth.

Additional data includes, for example, data used for sample screening and/or selection purposes,
and demographic data. For screening/selection instruments, the learner should explain how the instruments work, and exactly how the information obtained relates to participant selection. It is not necessary to provide validity or reliability data for screening instruments. Additionally, a rationale should be provided for collection of demographic data. The primary use of demographic data should be for group classification, such as related to a categorical independent variable. Use of additional demographic data should be primarily to provide a profile of the sample, and the specific demographic variables collected must be relevant to the proposal topic. Due to new data privacy laws, collection of personally identifiable information (PII) is restricted. All demographic variables to be collected will need to be clearly stated in the Informed Consent documents so participants are aware of the personal information they are being asked to provide as a study participant. Merely collecting demographic data to “have it” will not be approved. Note: For quantitative studies, learners may create the demographic form. lopesup

Criterion

*
(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Instrumentation and/or Research Materials
(Typically one to three pages)

The learner provides a detailed discussion of the instrumentation and/or research materials to be used to collect the
research data that will be used to address the research questions. The required details include:

1. How the instrument was developed and constructed.
2. The structure of the instrument, including subscales, etc.
3. The type and number of items or questions per scale and/or subscale.
4. How the instrument is scored (such as the sum or mean of the items, or other mathematical formula).
5. The statistical scale of measurement (nominal, ordinal, interval, or ratio) of data obtained from the instrument
NOTE: If Likert-type scale data are to be treated as interval data, research-supported justification is provided.

6. A
brief history of instrument use: studies that used the instrument, specifying the different populations (and geographic locations)

If the learner’s research data will come from an electronic database (archival, or secondary data), they provide the following information:
1. Identify the database and indicate exactly how the data will be obtained or accessed.
2. Confirm that the database actually contains data on the variables that are needed to address the research questions.
3. Identify the source of the data (e.g., agency, website, etc.), and indicate how the data will physically be obtained and in what format.
The learner includes an outline of the structure of the database in an appendix, e.g., labels for the rows and columns.

If permission to use the database is required, evidence of this permission also is included in Appendix E.

The learner provides a detailed discussion of the instrumentation and/or research materials to be used to collect any
additional data, such as data to be used for participant screening/selection and/or demographic data.

For screening/selection instruments, the learner explains how the instruments work, and exactly how the information obtained relates to participant selection.
It is not necessary to provide validity or reliability data for screening instruments.

For demographic data, the learner describes why it is necessary and how it will be used. The main use of demographic data is for group classification, such as related to a categorical independent variable. Use of additional demographic data is primarily to provide a profile of the sample, and the specific demographic variables collected will be relevant to the proposal topic.

The learner includes a copy of all instruments, surveys, questionnaires and related scoring information in Appendix E. For any instruments or research materials that require “permission to use,” Appendix E must include evidence of having obtained such permission.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Validity

In this section the learner addresses the validity of all measurement instruments or techniques. In this context,
validity refers to the degree to which a data source accurately reflects or assesses the specific concept that the researcher is attempting to measure. The learner should explain how they can be certain that what is being measured by an instrument is, in fact, what was set out to be measured. The learner includes examples from the research illustrating how the instruments/techniques have been used in the past, and how their validity has been addressed. The learner includes a description and discussion of how and for what purpose(s) the instruments/techniques were developed. The learner provides specific historic validity statistics for all measurement instruments or techniques.

In addition, the learner describes and discusses how validity will be addressed for the study as a whole. In this regard, a researcher must be concerned with threats to both external and internal validity.
External validity refers to the extent to which the results of the study are generalizable to the population of interest.
Internal validity refers to the rigor with which the study was conducted (study design, theory instrumentation, measurements, etc. (Heale & Twycross, 2015). In this section the learner describes the steps to be taken to ensure the validity (or minimize threats to validity) of the results of the study, what criteria will be used to determine if a measurement is valid, and what will happen if a measure is found not to be valid.
NOTE:
The learner limits this section to a discussion of validity and not reliability.

1. Previously published surveys or other instruments/techniques cannot be used in part or modified/changed in any way except with explicit permission from instrument author and the Associate Dean for Research and Dissertations or CDS Dean. Modifying an a previously validated instrument or using in in part (subsections), may invalidate the results. lopesup
Learners will NOT develop quantitative instruments without explicit permission from the Associate Dean for Research and Dissertations or CDS Dean. GCU does not support validity studies for quantitative instrument development. lopesup

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VALIDITY
(Typically two to four paragraphs or approximately one page)

The learner provides specific validity statistics for measurement instruments and/or techniques, identifying how they were developed and how they have been used. Please note the following:

1.
Previously published surveys or other instruments/techniques cannot be used in part or modified/changed in any way except with explicit permission from the instrument author and Associate Dean for Research and Dissertations or CDS Dean.

2.
Learners will NOT
develop quantitative instruments without explicit permission from the Associate Dean for Research and Dissertations.

The only exception is demographic surveys, which also will be included in an appendix to this proposal. The validity of demographic data does not need to be addressed.

The learner includes copies of all instruments and/or descriptions of all techniques to be used for the study in an appendix to this proposal. The content is identical to the previously published instruments/techniques, provided as an image file (e.g. jpg, png, etc.) or a pdf file. In addition, the Word or other (e.g., online) version that the learner proposes to use is included (the content is identical with that of the original).

The learner also provides
permission to use letters for all materials requiring such permission. If an instrument or other resource does not require permission, the learner notes this and explains why (e.g., public domain, common use license, etc.)

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Reliability

In this section the learner addresses the reliability of all measurement instruments or techniques. In this context,
reliability refers to the extent to which an experiment, test, or any measuring technique is replicable and yields the same result with repeated applications. The learner includes examples from the research illustrating how the instruments/techniques have been used in the past, and how their reliability has been addressed. The learner includes a description and discussion of how and for what purpose(s) the instruments/techniques were developed. The learner provides specific historic reliability statistics for measurement instruments or techniques. The learner takes care to establish the reliability of each specific instrument/technique that will be used to measure each individual study variable. For example, if one of the variables is servant leadership, the learner would establish the reliability of the instrument scale intended to measure servant leadership.
Hint: pay attention to whether a variable is measured via a subscale or the overall scale, ensuring you establish reliability for the corresponding subscale or overall scale. Reliability of an overall scale does not apply to the subscales that make up that overall scale reliability score. Reliability is
typically reported as Cronbach’s Alpha, and generally accepted values are .70 or greater. Note: Cronbach’s Alpha is different than alpha, the standard Type I error criterion.

In addition, the learner describes and discusses how reliability will be addressed for the study as a whole. The learner describes the steps to be taken to ensure the reliability of the results of the study. Finally, the learner describes how reliability will be assessed for each measured variable, what criteria will be used to determine if a measurement is reliable, and what steps will be taken if a measure does not meet the criteria.
NOTE:
The learner limits this section to a discussion of reliability and not validity. lopesup

Criterion

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Reliability
(Typically two to four paragraphs or approximately one page)

The learner provides specific reliability statistics for measurement instruments and/or techniques, identifying how they were developed and how they have been used. Individual overall scale or subscale reliability value(s) align with the learner’s use of the instrument to obtain variable score(s).

Previously published surveys or other instruments/techniques cannot be used in part or modified/changed in any way except with explicit permission from the Associate Dean for Research and Dissertations

Learners will NOT
develop quantitative instruments without explicit permission from the Associate

Dean for Research and Dissertations

The only exception is demographic surveys, which also is included in an appendix to this proposal. The reliability of demographic data does not need to be addressed.

The learner describes the steps to be taken to ensure the reliability of the results of the study, what criteria will be used to determine if a measurement is reliable, and what will happen if a measure is found not to be reliable.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Data Collection and Management

The learner will use this section to describe in detail the entirety of the process that will be used to collect the data. “The data” includes both
research and
additional data (see Instrumentation and/or Research Materials). This includes describing the basic, step-by-step procedures used to carry out all the major steps for data collection for the study
at a level of detail that would allow another researcher to execute the study. The learner should view this section as similar to a “recipe,” that needs to be carefully followed to produce the best possible study results (the “entrée”). It is critical for the learner to ensure that this section is clear, comprehensive, and details the
exact steps to be used in the data collection process. Detail is critical! This section needs to have sufficiently detailed steps so that another researcher could collect data following those steps.

It also is important that the learner describes the method(s) of instrument
administration. For example, it might be that all instruments will be administered together, in a single session via online survey. Alternatively, a participant might complete different instruments
separately for some reason
. For the latter situation, the learner must describe the process by which data from all sources will be linked to a specific participant. lopesup

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Data Collection and Management
(Typically one to three pages)

The learner describes the procedures for the actual data collection at a level of detail that would allow execution of the study by another researcher. This will include (but not be limited to) how each instrument, measurement technique, or data source will be used, how and where data will be collected, and how data will be recorded.

The learner includes a sequence of actions or step-by-step procedures to be used to carry out all the major steps for data collection. This includes a workflow and corresponding timeline, presenting a logical, sequential, and transparent protocol for data collection that would allow another researcher to conduct the study.

Data from different sources may have to be collected in parallel (e.g., paper-and-pen surveys for teachers, corresponding students, and their parents AND retrieval of archival data from the school district). A flow chart rather than a linear sequence is acceptable.

The steps include acquisition of site authorization documents, IRB approval, and the procedures for obtaining participant informed consent and protecting the rights and well-being of the participants.

The learner includes copies of the relevant site authorizations, participant informed consent forms, recruitment announcements/materials (e.g., posters, e-mails, etc.) in appropriate appendices.

The learner describes how raw data are to be prepared for analysis. This may include, for example, downloading from survey websites, scoring paper-and-pen surveys, aggregation of data from multiple sources, ID-matching of respondents who may have provided data on multiple instruments, special coding/recoding of variables, scale scoring, etc. [It is not necessary to indicate that females will be coded as a “0” and males as a “1,” etc.]
NOTE: This is different from Data Preparation and Cleaning (see Data Analysis Procedures); this is about how the data will be organized and prepared
prior to any analytical examination.

The learner describes the data management procedures for paper-based and/or electronic data. This includes, for example, data security procedures and how and when data will be destroyed.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Data Analysis Procedures

The learner uses this section to identify and provide a rationale for the data analysis approach for the study, and to provide a step-by-step description of the procedures to be used to conduct the analysis. The key elements of this section include:
1. Restatement of the problem statement or purpose statement, research questions, and associated hypotheses.
2. The process by which the raw data will be prepared for analysis.
3. The descriptive statistics that will be reported for all
research and
additional data.

4. How scale reliability will be assessed (if applicable).
5. Choice and justification of each statistical test (generally each test addresses one research question). One type of test may be used to test relationships of different variables (answer different research questions).
6. Discussion of tests of assumptions for each type of statistical test.
7. Discussion of how violations of tests of assumptions will be resolved.
8. A description of how the results will be reported.

NOTE: “Pre-analysis” data preparation, such as scoring the instrument, was described in the previous section, Data Collection and Management.

Learners generally propose some type of parametric statistical analysis to perform their hypotheses tests. However, assumptions for parametric data are often violated. As such, the learner will indicate how potential assumptions of violations will be resolved, such as by accepting or ignoring the violation, data transformation, or use of a nonparametric alternative. Each resolution must include a literature-supported rationale. If an alternative nonparametric analysis will be an option, the learner will specify this analysis and discuss the required data assumptions and how they will be tested.
The learner should be well prepared to confront violations of parametric data assumptions. The minimum sample size should account for the very real possibility that a parametric data analysis may not be possible. The learner should describe the ramifications of a potential shift from a parametric to a nonparametric analysis, including specifying the nonparametric analysis that would be employed. Refer to the Population and Sample Selection section for a discussion of sample size considerations for potential nonparametric analyses. lopesup

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Data Analysis Procedures
(Typically one to three pages)

The learner restates the problem statement or purpose statement, along with the research question(s) and associated hypotheses.

The learner describes in detail all procedures that will be used to prepare and “clean” (Data Preparation and Cleaning) the data prior to data analysis. This may include, for example, the planned treatment of missing values, outliers, erroneous information, and any other circumstance that might affect the “goodness” of the data. Such treatment might include deletion of cases, or data imputation, for example.

The primary goal of Data Preparation and Cleaning is to describe the rendering of a
final sample that will be used for all subsequent analyses.

The learner indicates how the
research variables and additional data (such as demographic data) will be described. This includes both the frequency and percentage of the sample for each group/class for all categorical variables and descriptive statistics for all continuous variables (i.e., mean, median, standard deviation, standard error,
skewness, and
kurtosis). For example: frequency of gender from the demographic profile and average score for the continuous research variable.

The learner describes the statistics or other information that will be provided for assessment of measurement instrument scale and/or subscale reliability, if applicable.

The learner describes and provides a rationale for the choice of a statistical or analytical procedure(s) that will be used to perform the specified hypothesis tests.

The learner states the level of statistical significance (alpha) that will be required to reject a null hypothesis for all hypothesis tests.

The learner describes the data assumptions required for the selected statistical analyses, and the method(s) that will be used to test each assumption. It is recommended that the website at
https://statistics.laerd.com/ be used as the primary resource for assumptions specification and test procedures.

The learner describes how violations of data assumptions will be resolved, paying special attention to assumptions involving normal data distributions and homogeneity of variance.

The learner describes the ramifications of a potential shift from a parametric to a nonparametric analysis, including specifying the nonparametric analysis that would be employed. The learner lists the data assumptions for the nonparametric alternative and indicates how they would be tested.

The learner provides description of how the final results will be reported.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Ethical Considerations

In this section the learner demonstrates adherence to the key principles of the Belmont Report (respect, justice, and beneficence) in the study design, sampling procedures, the research problem, and the research questions. The learners discuss very clearly how data will be stored, safeguarded, and destroyed. Learners are required to securely maintain and have access to raw data/records for a minimum of three years.

If asked by committee chair/members, IRB, peer reviewer, or CDS representative, learner must provide all evidence of collected data including raw survey or source data, Excel files, interview/focus group recordings and transcripts, evidence of coding or data analysis, or survey results, etc. As such, the learners Informed Consent document must state that the dissertation chair, committee members, and College of Doctoral Studies reviewers may be able access to all study data. No dissertation will be allowed to move forward in the review process if data are not produced upon request. In this section, the learner also references IRB approval to conduct the research is required to conduct their research, which includes subject recruiting, the informed consent process, and the voluntary nature of study.
The learner also identifies all the potential risks for harm to participants that may be inherent in the study. For example, some types of testing may stimulate feelings of fear, anger, and/or depression. The learner anticipates this possibility and indicates how this will be addressed. The learner makes a clear distinction between whether participation and participant data will be
confidential or
anonymous. This distinction will be needed for IRB approval. Refer to the DC Network>IRB Research Center for IRB resources, templates, video instructions, and IRB webinars on preparing your IRB application materials. lopesup

Figure 3

IRB Alert Comment by GCU: Remove this figure and ensure Figure numbers are updated accordingly before submitting to committee and/or peer reviewer for review.

IRB Alert

Please be aware that GCU doctoral learners may not screen, recruit, or collect any data until they receive Institutional Review Board (IRB) approval and obtain a signed D-50 form. IRB review occurs after the proposal is approved by peer review and the proposal defense is completed. Learners are responsible for knowing, understanding, and following the IRB submission and review processes. Screening, recruiting participants, and collecting data in advance of IRB approval is a serious research ethical violation, with legal and federal regulatory implications to the University. If a learner chooses to screen, recruit study participants or collect data in advance of obtaining IRB approval (IRB approval letter and D-50 form), they will be subject to serious academic disciplinary action by the Institutional Review Board and Code of Conduct committee. This may include collecting new data or requiring the learner to start over with a new research study. In addition, the Code of Conduct committee will issue a disciplinary action that may include warning, suspension, or dismissal from the program.

NOTE: Learners should NEVER proceed with any aspect of participant screening, recruiting, interacting with participants, or collecting data in advance of receiving the IRB approval letter and the D-50 form. The chairs and committee members are trained on these requirements; however, the learner is ultimately responsible for understanding and adhering to all IRB requirements as outlined in the University Policy Handbook and Dissertation Milestone Guide.

NOTE: The minimum progression milestone for IRB approval is in dissertation course 970E. Refer to Appendix I Minimum Progression Milestone Table and the most recent Dissertation Milestone Guide for additional details. Dissertation course 970E is the absolute latest course for IRB approval. Learners are highly encouraged to work ahead and gain IRB approval in earlier dissertation courses.

lopesup

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ETHICAL CONSIDERATIONS
(Typically three to four paragraphs or approximately one page)

Provides a discussion of ethical issues, per Belmont Report and IRB guidelines, related to the study and the study population of interest. Includes citations.

Explains which principles / issues are relevant to the study.

Identifies the potential risks for harm that are inherent in the study and describes how they will be avoided and/or mitigated.

Describes the procedures for obtaining informed consent and for protecting the rights and well-being of the study participants. Includes statement in Informed Consent on who has data access including chair, committee members, IRB and peer reviewers, college representative.

Addresses key ethical criteria of anonymity, confidentiality, privacy, strategies to prevent coercion, and any potential conflict of interest.

Describes the data management procedures adopted to store and maintain paper and electronic data securely, including the minimum 3-year length of time data will be kept, where it will be kept, and how it will be destroyed.
Explains plan(s) to implement each of the principles/issues that are relevant to the study data management, data analysis, and publication of findings.

Note:
Learners are required to securely maintain and have access to raw data/records for a minimum of three years. If asked by a committee member IRB reviewer, peer reviewer or CDS representative, learner must provide all evidence of data including source data, Excel files, interview recordings and transcripts, evidence of coding or data analysis, or survey results, etc. No dissertation will be allowed to move forward in the review process if data are not produced upon request.

Includes copy of site authorization letter (if appropriate), IRB Informed Consent (Proposal), and IRB Approval letter (Dissertation) in appropriate Appendices.

All approvals, consent forms, recruitment, and data collection materials are mentioned in the Data Collection section and included in appropriate appendices (with appropriate in-text references).

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Assumptions and Delimitations

This section identifies the assumptions and specifies the delimitations of the study. The learner should define the terms using citations from the literature, and then list the assumptions and delimitations. The learner should provide a rationale and appropriate citations for all statements.

Assumptions

An assumption is a self-evident truth. This section lists what is assumed to be true about the information gathered in the study. State the assumptions being accepted for the study which may be methodological, theoretical, or topic specific. Provide a rationale for each assumption. Additionally, identify any potential negative consequences of the assumptions for the study. For example, the following assumptions were present in this study:
It is assumed that survey participants in this study were not deceptive with their survey answers, and that the participants answered questions honestly and to the best of their ability. Provide an explanation to support this assumption.
It is assumed that this study is an accurate representation of the current (health, economic, education) situation in rural southern Arizona. Provide an explanation to support this assumption. lopesup

Delimitations

Delimitations are decisions or choices made by the researcher (or stakeholders) to establish the boundaries (or limits) of the study (e.g., location and duration), which could affect the quality of the research. Identify the delimitations of the research. Provide a rationale for each delimitation and discuss associated consequences for the generalizability and applicability of the findings. Address delimitations pertaining to different aspects or scope of the study. Note that “Limitations” due to challenges in the conduct of research should be described in Chapters 4 & 5.

Examples of Delimitations. The following examples illustrate how learners can state delimitations present in their study.
1. Lack of funding delimited the scope of this study. Provide an explanation to support this delimitation.
The survey of high school students was delimited to only rural schools in one county within southern Arizona, limiting the demographic sample. Provide an explanation to support this delimitation.
Data collection methods were delimited to online surveys, excluding in-person classroom survey data collection due to school policy. lopesup

Criterion

*(Score = 0, 1, 2, or 3)

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Assumptions and Delimitations
(Typically three to four paragraphs)

The learner provides a separate subsection for assumptions and delimitations.

The learner states the assumptions being accepted for the study and provides a rationale for making each assumption.

The learner also discusses associated consequences for the generalizability and applicability of the findings.

The learner identifies the methodological delimitations of the study and provides a rationale for each delimitation.

The learner discusses associated consequences for the generalizability and applicability of the findings.

The learner discusses strategies to minimize and/or mitigate the potential negative consequences of methodological assumptions and delimitations.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Summary

In this section the learner summarizes the key points Chapter 3. The learner demonstrates an in-depth understanding of the overall research design and analysis techniques. The learner concludes the Chapter 3 summary with a discussion that transitions the reader to Chapter 4.

Important Note: the minimum progression milestone for completing the full proposal (Chapters 1,2 and 3), approved by all committee members, and successfully submitted and accepted to Level 2 Peer review is dissertation course 968E. Refer to Appendix I Minimum Progression Milestone Table and the most recent Dissertation Milestone Guide for additional details. Dissertation course 968E is the absolute latest course for proposal submission and acceptance into Level 2 peer review. Learners are highly encouraged to work ahead and submit to Level 2 peer review in earlier dissertation courses with committee approval. lopesup

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Chapter 3 Summary
(Typically one to two pages)

The learner summarizes key points presented in Chapter 3 using authoritative, empirical sources/citations. Key points include (for example):
· Methodology/design
· Population
· Sample size/selection
· Instrumentation
· Data collection
· Data analysis

The learner concludes Chapter 3 with a transition discussion to focus for Chapter 4.

The learner writes this section in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Chapter 4: Data Analysis and Results

Introduction

The minimum progression milestone for draft of Chapter 4 “Acceptance” by chair and submission to methodologist is in dissertation course 971E. Refer to Appendix I Minimum Progression Milestone Table and the most recent Dissertation Milestone Guide for additional details. Dissertation course 971E is the absolute latest course for Chapter 4 acceptance by chair and submission to methodologist. Learners are highly encouraged to work ahead and submit Chapter 4 in earlier dissertation courses.

The purpose of this chapter is to provide the reader with a concise summary of the study and a presentation of the results. In this section of Chapter 4, the learner should briefly restate the research problem, the methodology and design, the research question(s), and hypotheses, and then offer a statement about what will be covered in this chapter. Chapter 4 should present the results of the study as clearly as possible, leaving the interpretation of the results for Chapter 5. Make sure this chapter is written in past tense and reflects how the study was
actually conducted. Any change to the sampling approach, instrumentation, data collection procedures or data analysis must be noted in this chapter.
After the research study is complete, make sure this chapter reflects how the study was actually conducted in comparison to what was proposed in Chapter 3. These changes should also be discussed as limitations of the study (in appropriate sections of Chapters 4 and 5.

This chapter typically contains the analyzed data, often presented in both text and tabular, or figure format. To ensure readability and clarity of findings, structure is of the utmost importance in this chapter. Sufficient guidance in the narrative should be provided to highlight the findings of greatest importance for the reader. Most researchers begin with a description of the sample and the relevant demographic characteristics presented in text or tabular format. Ask the following general questions before starting this chapter:
1. Is there sufficient data to answer each of the research question(s)/hypothesis(es) asked in the study?
2. Is there sufficient data to support the conclusions made in Chapter 5?
3. Is the study written in the third person? Never use the first person.
4. Are the data clearly explained using a table, graph, chart, or text?
5. Visual organizers, including tables and figures, must always be introduced, presented and discussed within the text first. Never insert them without these three steps. It is often best to develop all the tables, graphs, charts, etc. before writing any text to further clarify how to proceed. Point out the salient results and present those results by table, graph, chart, or other form of collected data. lopesup

Important Changes and Updates to Information in Chapters 1-3
Comment by GCU: This is a required section.

In this required section, the learner discusses changes made to the original research plan presented in Chapters 1-3. Furthermore, learner discusses implications of these changes, including changes to the sample, data collection, design, data analysis, etc. For example, the learner must indicate the ramifications of shifting from a parametric to a nonparametric analysis, including specifying the nonparametric analysis that was employed and why. Another example: if target sample size was not achieved using plans “A”, “B”, and “C”, the learner must address the ramifications on the analysis approach and study findings. Based on peer review and/or committee recommendations, the learner may choose to update Chapters 1-3 to reflect what actually occurred OR clearly present the important changes that occurred between the original plan and what actually occurred in this section and also in the Study Limitations section of Chapter 4. Changes to the research plan must also be addressed in Chapter 5 under strengths and weaknesses section. lopesup

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INTRODUCTION (TO THE CHAPTER)
(Typically two to four paragraphs or approximately one page)

Provides a summary of the study including research problem, methodology, design, research questions and hypotheses.

Provides an orienting statement about what will be covered in the chapter.

Learner discusses important changes between original plan presented in the proposal (Chapters 1-3) and what actually occurred.
Learner updated Chapters 1-3 to reflect what actually occurred OR clearly presents the important changes that occurred between the original plan and what actually occurred in this section and in the Study Limitations section of Chapter 4

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Preparation of Raw Data for Analysis and Tests of Assumptions

Preparation of Raw Data for Analysis

Within this subsection, the learner describes the steps taken and outcomes of data cleaning and preparation for analysis. Learners should discuss the following procedures for cleaning and preparing data for analysis in quantitative studies:
1. Importing data;
Merging data sets if applicable;
Check for duplicate cases and delete duplicates;
Check for missing data and delete or replace missing data (justify your position);
Check for outlier(s) and what was done with cases that contain outlier(s) (justify your decision);
Check for data reliability;
Recoding variables (if applicable);
Generate composite variables (if applicable);
Results of Factor Analysis (if applicable);
Report the final sample size and compare to required sample sized per G*Power analysis.
Upload raw data to a new folder in the LDP (either create a new 07 Data folder or into a new folder in the existing 05 Folder). This is a requirement for L5 Peer Review. [NOTE: GCU faculty are required to maintain all confidentiality pledged by learner]

Once the learner has cleaned/prepared the data, the learner then provides a narrative summary (description per next section) of the population or sample characteristics and demographics of the participants in the study. lopesup

Tests of Assumptions for the Statistical Tests

In Chapter 3, the assumptions that are associated with the inferential procedure that was planned to test the null hypotheses (e.g., correlation, regression,
t-test, ANOVA) are listed in addition to an alternative inferential procedure, which would be used in the case that the data do not meet the assumptions for the primary procedure of choice. If the intended analysis involves parametric procedures, tests of assumptions are required to evaluate sample distribution (skewness and kurtosis data and charts), normality, and homogeneity of variance. If nonparametric procedures are used, justification must be provided. In this section, the results of the assumption tests indicated in Chapter 3 are provided. After the data are tested for each assumption associated with the inferential hypothesis testing statistic, the results of each assumption test should be listed in this section. Each assumption should be listed under a separate level 4 subheading. In paragraph form, state a) how each assumption was tested or what evidence there is that the assumption was met, b) what the outcome of the test was (whether the assumption was met, or assumption was violated), and c) appropriate visuals or tables associated with each assumption test. Comment by GCU: Assumptions may be treated differently based on which theorist is cited, thus it is recommended to provide a citation based on which author the learner is using.

Some assumptions do not have visuals, such as tables or figures associated with them. For those assumptions, only a) and b) are necessary. For example, for a
t-test, an assumption is that the independent variable is made up of two nominal categories. For this assumption, it is sufficient to describe the two categories of the independent variable and state that the assumption was met. In the result that the planned inferential statistic is different in Chapter 3 from the one that is used for hypothesis testing in Chapter 4, present here the assumptions associated with the inferential procedure that is used in the manner described above. lopesup

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PREPARATION OF RAW DATA FOR ANALYSIS AND TESTS OF ASSUMPTIONS
(Number of pages as needed)

Learner provides a discussion of and outcomes from data cleansing and preparations.

If the intended analysis involves parametric procedures, tests of assumptions are required to evaluate sample distribution (skewness and kurtosis data and charts), normality, and homogeneity of variance. If nonparametric procedures are used, justification must be provided.

List of tests of assumptions from Chapter 3 are listed, along with assumptions for alternative inferential procedure

Results of each assumption test are listed

Described in narrative form how each assumption was tested and what the outcome was

Provided associated visuals or graphics for each assumption test, as appropriate

Explained any differences in assumptions for inferential tests that differ from the ones described in Chapter 3.

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Descriptive Findings

This section establishes the number of participants and corresponding descriptive information regarding the demographic data (such as gender, age, and ethnicity) and research data (such as variables). Keep in mind that all descriptive or demographic information must pertain directly to the study and must be included in the informed consent for participants to understand what personal data is being collected about them. The use of graphic organizers, such as tables, charts, histograms and graphs, is encouraged to organize and present data. Ensure this data cannot lead to anyone identifying individual participants in this section or identifying the data for individual participants in the data summary and data analysis that follows. It is important that there are descriptive statistics provided on all variables. It is also acceptable to put most of this in the appendix if the chapter becomes too lengthy.

For numbers, equations, and statistics, spell out any number that begins a sentence, title, or heading – or reword the sentence to place the number later in the narrative. In general, use Arabic numerals (10, 11, 12) when referring to whole numbers 10 and above, and spell out whole numbers below 10. There are some exceptions to this rule:
If small numbers are grouped with large numbers in a comparison, use numerals (e.g., 7, 8, 10, and 13 trials); but, do not do this when numbers are used for different purposes (e.g., 10 items on each of four surveys).
Numbers in a measurement with units (e.g., 6 cm, 5-mg dose, 2%).
Numbers that represent time, dates, ages, sample or population size, scores, or exact sums of money.
Numbers that represent a specific item in a numbered series (e.g., Table 1). lopesup

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Descriptive Findings
(Number of pages as needed)

Learner provides a narrative summary of the target population, sample characteristics, and demographics.
Presents the “sample profile,” using statistics for the demographics collected from or retrieved for the actual sample.
Note: If the actual sample is smaller than the
a priori sample, the learner must run a post-hoc power analysis using the actual sample and calculated effect size, must discuss consequences (e.g., limitations, change of statistical analysis procedures, possibly even change of design).

The Descriptive Findings should be descriptive statistics for the variables of interest” (analyzed to answer the RQs). For composite continuous variables, reliability coefficients should be computed on the study variables and compared with coefficients reported by instrument authors and prior users. Low reliability (< 0.7) will likely require changes in data analysis approach (i.e. dropping variables with unreliable data), unless the variable from the low reliability scale is the only IV/predictor or DV/criterion, in which case the learner proceeds with the analysis and a strong discussion of limited theoretical, practical, and research relevance. In case of changes with statistical analysis that became necessary during raw data preparation and the computation of descriptive statistics, the learner will present and justify the new statistical procedures. X Uses visual graphic organizers, such as tables, histograms, graphs, and/or bar charts, to effectively organize and display data and descriptive data. For example: sample-level frequencies and descriptive or graphic comparisons of study-relevant groups. X Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format. X *Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required. Reviewer Comments: Data Analysis Procedures This section presents a description of the process that was used to analyze the data. Data analysis procedures can be framed relative to each research question or hypothesis. If the analysis is run as planned in Chapter 3, the learner will present the results of the statistical procedures per each Research Question. If the analysis had to be changed, the learner will present the results of the new procedure(s) per each Research Question. No analyses unrelated to the RQs are allowed. It is possible that a single statistical procedure may generate the statistics needed to answer multiple RQs—in that case, the learner will present the analysis results, with appropriate table(s). This section covers data analysis procedures up to, but not including, the output of the statistical test and the learner’s conclusion in terms of accepting the null or the alternative hypothesis stated for that research question. Learners should discuss the outcome from assumption testing, reliability of the instrument(s), and post-hoc power analysis (if appropriate). The conclusion should be discussed in the results section. The learner should also explain and justifies any differences in why data analysis section does not match what was approved in Chapter 3 (if appropriate). lopesup Criterion *(Score = 0, 1, 2, or 3) Learner Score Chair Score Methodologist Score Content Expert Score DATA ANALYSIS PROCEDURES (Number of pages as needed) Describes in detail the data analysis procedures. If the analysis is run as planned, the learner will present the results of the statistical procedures per RQ. If the analysis had to be changed, the learner will present the results of the new procedure(s) per RQ. No analyses unrelated to the RQs are allowed. Results tables have to be included in text. For each question, the learner will comment on the relevant statistics. It is possible that a single statistical procedure may generate the statistics needed to answer multiple RQs—in that case, the learner will present the analysis results with appropriate table(s). X Explains and justifies any differences in why data analysis section does not match what was approved in Chapter 3 (if appropriate). Changes in the analysis have to be justified per the introduction section of Chapter 4. Note: the learner does not need to rewrite chapter 3 to reflect the changes, though the learner does need discuss the changes as limitations to the study in Chapter 4 and 5 as appropriate. X Provides reliability of the data in statistical terms. X Identifies sources of error, missing data, or outliers and potential effects on the data. X Describe Power Analysis and Test(s) of Assumptions (as appropriate) for statistical tests. · Tables and/or figures are included for assumption checks, if appropriate. · Conducts Post-Hoc Power Analysis X Justifies how the analysis aligns with the research question(s) and hypothesis(es) and is appropriate for the research design. X Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format X *Score each requirement listed in the criteria table using the following scale: 0 = Item Not Present or Unacceptable. Substantial Revisions are Required. 1 = Item is Present. Does Not Meet Expectations. Revisions are Required. 2 = Item is Acceptable. Meets Expectations. Some Revisions May be Suggested or Required. 3 = Item Exceeds Expectations. No Revisions are Required. Reviewer Comments: Results Comment by GCU: When reporting statistics in the narrative, be sure to italicize statistical and mathematical variables, e.g., F test, t test, population size N=1000; sample size n=120, p = .03. Use commonly accepted abbreviations for statistical symbols. N typically refers to the target population size. n typically refers to the sample size. Can also consider n to be the within-cell size, while N is the entire-sample size Check with your chair/methodologist for the correct statistical representation of your sample Presenting the Results This section, which is the primary section of this chapter, presents a summary and analysis of the statistical test data in a nonevaluative, unbiased, organized manner that relates to the research question(s) and/or hypothesis(es). List the research question(s) as they are discussed to ensure that the readers see that the question has been addressed. Answer the research question(s) in the order that they are listed. The results must be presented without implication, speculation, assessment, evaluation, or interpretation, as the discussion of results and conclusions are left for Chapter 5. Refer to the APA Style Manual for additional lists and examples. In GCU quantitative dissertations, it is required to provide descriptive statistics and the results of the applicable statistical tests in narrative format followed by the corresponding statistical table (derived from the SPSS output). Comment by GCU: Note: The results should be presented in narrative format following by the corresponding statistical table appropriately formatted per APA. Statistical tables must be included in this section of Chapter 4 to facilitate understanding of the study results. Raw data and the SPSS output can be placed in an appendix as appropriate. Required components include descriptive and inferential statistics. Descriptive statistics describe or summarize data sets using frequency distributions (e.g., to describe the distribution for the test scores in a class of 30 pupils) or graphical displays such as bar graphs (e.g., to display increases in a school district's budget each year for the past five years), as well as histograms (e.g., to show spending per child in school and display mean, median, modes, and frequencies), line graphs (e.g., to display peak scores for the classroom group), and scatterplots (e.g., to display the relationship between two variables). Descriptive statistics also include numerical indexes such as averages, percentile ranks, measures of central tendency, correlations, measures of variability and standard deviation, and measures of relative standing. Inferential statistics describe the numerical characteristics of data and then go beyond the data to make inferences about the population based on the sample data. Inferential statistics also estimate the characteristics of populations and test hypotheses about population parameters using sampling distributions, estimation, or hypothesis testing. Learners must include appropriate statistical tables in Chapter 4 to facilitate understanding of the study results. The raw data and SPSS output can be included as an appendix to support the results presentation in this chapter. Table 8 presents example results of an independent t test comparing Emotional Intelligence (EI) mean scores by gender. A sample table in APA style is presented in all tables in this template, see, for example, Table 8. Be mindful that all tables fit within the required margins, and are clean, easy to read, and formatted properly using the guidelines found in Chapter 5 (Displaying Results) of the APA Publication Manual 7th edition (APA, 2019). Table 8 Example t-Test Table: Equality of Emotional Intelligence Mean Scores by Gender t Test for Equality of Means t df p EI 1.908 34 Comment by GCU: Do not exceed 3 decimal points for numerical values in tables. .065 Comment by GCU: To vertically center text in each cell, highlight cells, right click when cursor is in cells to format, click Table Properties > Cell > click on image with centered text

After completing the first draft of Chapter 4, ask these general questions:
1. Are the findings clearly presented, so any reader could understand them?
2. Are all the tables, graphics or visual displays well-organized and easy to read?
3. Are the important data described in the text?
4. Is factual data information separate from analysis and evaluation?
5. Are the data organized by research questions?
Chapter 4 can be challenging regarding mathematical equations and statistical symbols or variables. When including an equation in the narrative, space the equation as one would words in a sentence:
x + 5 =
a. Punctuate equations that are in the paragraph, as one would a sentence. Remember to italicize statistical and mathematical variables, except Greek letters, and if the equation is long or complicated, set it off on its own line.

Refer to the APA manual for specific details on representation of statistical information.
Basic guidelines include:
Statistical symbols are italicized (
t, F, N, n, R, r, p). Comment by GCU: Note: These are common statistical symbols. For a complete list, refer to APA 7.0.

Greek letters, abbreviations that are not variables and subscripts that function as identifiers use standard typeface, no bolding or italicization.
Use parentheses to enclose statistical values (
p = .026) and degrees of freedom
t (36) = 3.85 or
F(2, 52) = 3.85.

Use brackets to enclose limits of confidence intervals 95% CIs [- 5.25, 4.95]
Make sure to include appropriate graphics to present the results. Always
introduce,
present, and
discuss the visual organizers in narrative form prior to the visual organizer placement. Never insert a visual organizer without these three steps.

A figure is a graph, chart, map, drawing, or photograph. Do not include a figure unless it adds substantively to the understanding of the results or it duplicates other elements in the narrative. If a figure is used, a label must be placed above the figure. As with tables, refer to the figure by number in the narrative preceding the placement of the figure. Make sure a table or figure is not split between pages. lopesup

Figure 4

Sample of a Figure with Caption Above the Image

Criterion

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RESULTS
(Number of pages as needed)

Data and the analysis of that data are presented in a narrative, non-evaluative, unbiased, organized manner.

Data are organized by research question and/or hypothesis. Findings are presented by hypothesis using section titles.

Includes appropriate graphic organizers such as tables, charts, graphs, and figures.

Results of each statistical test are presented in appropriate statistical format with tables, graphs, and charts.
· Tables and/or figures are included for descriptive findings.
· Tables and/or figures are included for results.

Sufficient quantity and quality of the data or information appropriate to the research design is presented in the analyses to answer the research question(s) and hypotheses. Evidence for this must be clearly presented in this section and in an appendix as appropriate.
· Discuss quantity in relation to the actual sample (or population) size,
· Discuss quality in relation to sampling method, data collection process, and data completion/accuracy.
Note: Peer reviewer may request to review raw data at any time during the peer review process. Additional data collection may be required if sufficient data is not present.

·
Inferential statistics require tests of normality, tests of assumptions, test statistics and
p-value reported for each hypothesis.

·
Control variables (if part of the design) are reported and discussed.

·
Secondary data treatment of missing values is fully described.

·
Outlier responses are explained as appropriate.

Appendices must include quantitative data analysis that supports results in Chapter 4 as appropriate (i.e. source tables for
t test/ANOVA)

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Limitations

Limitations are flaws or shortcomings with the study that either the researcher has no control over because they are inherent in the methods selected (e.g., sampling bias), or that are due to mishaps in the conduct of research (e.g., missing data). No study is free of limitations. It is important to acknowledge as many limitations as deemed pertinent in order to reflect integrity and transparency in the conduct of research. This section discusses limitations that emerged based specifically on data collection and data analysis, and how the interpretation of results may be affected by the limitations. State limitations that are inherent in the data sources, instruments, data collection methods, and/or data analysis approach, and address also additional limitations pertaining to shortcomings in how the data was collected, the amount or quality of the data collected, and/or how the data was analyzed. The learner should provide a rationale for each stated limitation and discuss associated consequences for the generalizability and applicability of the findings. Tie back the limitations to the anticipated limitations discussed in Chapter 1.

For example: The following limitations were present in this study:
The study participants are not a random sample of the population; thus, the study findings may be limited in scope and generalizability to the organization where the study took place.
Due to unforeseen circumstances, the data collection could not be completed as planned; therefore, sample size was smaller than anticipated.
Due to the nature of small special education classes (or fewer special education students), the sample size was smaller for special education group than general education group and therefore groups were uneven. lopesup

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LIMITATIONS
(Typically one or two pages)

Lists limitations that emerged based specifically on data collection and data analysis, and how the interpretation of results may be affected by the limitations.

Discuss associated consequences for the generalizability and applicability of the findings.

Discuss the current limitations in relation to the anticipated limitations originally presented in Chapter 1.

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Summary

This section provides a concise summary of what was found in the study. It briefly restates essential data and data analysis presented in this chapter, and it helps the reader see and understand the relevance of the data and analysis to the research question(s) and hypothesis(es). The summary of the data must be logically and clearly presented, with the information separated from interpretation. Summarize the statistical data and results of statistical tests in relation to the research question(s)/hypothesis(es). Finally, it provides a lead or transition into Chapter 5, where the implications of the data and data analysis relative to the research question(s) and hypothesis(es) will be discussed. lopesup

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SUMMARY
(Typically one or two pages)

Presents a clear and logical summary of data analysis approach.

Summarizes the statistical data and results of statistical tests in relation to the research questions/hypotheses.

Discusses limitations that emerged based on data collection and data analysis and how the interpretation of results may be affected by the limitations.

Provides a concluding section and transition to Chapter 5.

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Chapter 5: Summary, Conclusions, and Recommendations

Introduction and Summary of Study

The minimum progression milestone for a draft of the full dissertation manuscript (Preliminary Pages Abstract, Chapters 1, 2, 3, 4, 5 and Appendices) “Acceptance” by chair and submission to methodologist and content expert is in dissertation course 972E. Refer to Appendix I Minimum Progression Milestone Table and the most recent Dissertation Milestone Guide for additional details. Dissertation course 972E is the absolute latest course for full dissertation acceptance by chair and submission to committee members. Learners are highly encouraged to work ahead and submit the draft Chapter 5 and full dissertation draft in earlier dissertation courses.

Chapter 5 is perhaps the most important chapter in the dissertation manuscript because it presents the researcher’s contribution to the body of knowledge. For many who read research literature, this may be the only chapter they will read. Chapter 5 typically begins with overview of why the study is important and how the study was designed to contribute to our understanding of the research topic within the context of the problem space identified in Chapter 2. The remainder of the chapter contains a summary of the overall study, a summary of the findings and conclusions, implications derived from the study, and a final section on recommendations for future research and practice.

No new data should be introduced in Chapter 5; however, references should be made to findings or citations presented in earlier chapters. The researcher can articulate new frameworks and new insights derived from the synthesis of study results. The concluding words of Chapter 5 should emphasize both the most important points of the study, study strengths and weaknesses, and directions for future research. This should be presented in the simplest possible form, making sure to preserve the conditional nature of the insights. Study findings should not be misinterpreted, exaggerated, or personalized. lopesup

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INTRODUCTION AND SUMMARY OF STUDY
(Typically two to four paragraphs or approximately one page)

Provides an overview of why the study is important and how the study was designed to contribute to understanding the topic and problem space.

Provides a transition, explains what will be covered in the chapter and reminds the reader of how the study was conducted.

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Summary of Findings and Conclusion

Overall Organization

This section of Chapter 5 is organized by research question(s)/hypothesis(es) and it conveys the specific findings of the study. The section presents conclusions made based on the data analysis and findings of the study and relates the findings back to the literature in Chapter 2. Significant findings are compared and contrasted, evaluated, and discussed considering the existing body of knowledge. The significance of every finding is analyzed and related back to Chapter 2 discussion of the Problem Space and ties the study together. The findings are also bounded by the research study parameters described in Chapters 1 and 3, are supported by the data and theory, and directly relate to the research question(s). No unrelated or speculative information is presented in this section. Conclusions represent the contribution to knowledge and fill in what still needs to be understood or known in the knowledge as evidenced in the literature. They should also relate directly to the problem space. The conclusions are major generalizations, and an answer to the research problem developed in Chapters 1 and 2. This is where the study binds together. In this section, personal opinion is permitted, as long as it is backed with the data, grounded in the study results presented in Chapter 4, and synthesized/supported within the existing research literature presented in Chapter 2. lopesup

Reflection on the Dissertation Process

The learner should end this section by discussing what they have learned throughout the dissertation process, specific to designing, conducting, and interpreting findings of their original research. This includes what changed in the learner’s understanding of research and the process. This also includes a thoughtful reflection on what was accomplished and/or a reflection on data collection or data analysis concerns that hindered or supported the intended accomplishment(s).

Reflective practices during the dissertation consist of the researcher thinking about and reflecting on their process (Finlay, 2002). Reflecting is important when there are challenges in the data reporting due to changes from the plan to the execution of the research project. The purpose of this added section is to provide the reader with a clearer understanding of what the researcher learned through the process of conducting this research, specifically with regards to designing, conducting, and interpreting findings. lopesup

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SUMMARY OF FINDINGS AND CONCLUSIONS
(Typically three to five pages)

Organizes Chapter 5 using the same section titles as Chapter 4, by research question(s)/hypothesis(es). Significant findings are compared and contrasted, synthesized and discussed in light of the existing body of knowledge covered in Chapter 2

Summarizes study findings. Compares, contrasts and synthesizes study findings in context to prior research on the topic (Chapter 2). Provides a cogent discussion on how the study is aligned to and/or advances the research on the topic.

Illustrates that findings are bounded by the research study design described in Chapters 1, 2 and 3.

Illustrates how findings are supported by the data and theory, and how the findings directly align to and answer the research question(s).

Discusses significance (or non-significance) of findings and relates each of the findings directly to Background of the Study section of Chapter 1 and Identification of the Problem Space in Chapter 2.

Refrains from including unrelated or speculative information in this section.

Provides a conclusion to summarize the findings, referring back to Chapters 4 and 2, and tying the study together.

The learner reflects back on their dissertation process specific to designing, conducting, and interpreting findings of their original research. This includes what changed in the learner’s understanding of research and the process.

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Implications

This section should describe what could happen because of this research. It also is an opportunity to inform the reader what the research implies theoretically, practically, and for the future. Additionally, it provides a retrospective examination of the theoretical framework presented in Chapter 2 considering the dissertation’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 applications of new insights derived from the dissertation to solve real and significant problems. Implications can be grouped into those related to theory or generalization, those related to practice, and those related to future research. Separate sections with corresponding headings provide proper organization. lopesup

Theoretical Implications

Theoretical implications involve interpretation of the dissertation findings in terms of the research question(s) and hypothesis(es) that guided the study. It is appropriate to evaluate the strengths and weaknesses of the study critically and include the degree to which the conclusions are credible given the method and data. It should also include a critical, retrospective examination of the framework presented in the Chapter 2 Literature Review section considering the dissertation’s new findings. lopesup

Practical Implications

Practical implications should delineate applications of new insights derived from the dissertation to solve real and significant problems. These implications refer to how the results of the study can be applied in professional practice. lopesup

Future Research Implications

Two kinds of implications for future research are possible: one based on what the study did find or do, and the other based on what the study did
not find or do. Generally, 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. Recommendations should be included on which of these possibilities are likely to be most fruitful and why. lopesup

Strengths and Weaknesses of the Study

This section includes a critical evaluation of the strengths and weaknesses of the study. Strengths and weaknesses pertain to the how the researcher conducted the study, and which a researcher would want to repeat or avoid in future studies. For example, a strength of the study might be that a random sampling approach supported a robust parametric analysis of data that produced specific insights that contributed to the advancement of scientific knowledge. A weakness in a study might be the anticipated sample size was not attained, even after enacting Plans “A”, “B”, and “C” as identified in Chapter 3, which equated to lower power and less ability to detect an effect if one existed.
This section is a critical evaluation and reflection on the degree to which the conclusions are credible given the methodology, research design, and data analysis and results. lopesup

Criterion

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IMPLICATIONS
(Typically one to four pages)

Theoretical implications.

Provides a retrospective examination of the theoretical foundations presented in Chapter 2 considering the dissertation’s findings.
Connects the findings of the study back to the conceptual framework and the study results are discussed in context to how the results advance a practitioner’s knowledge of that theory, model, or concept.

Practical Implications and Future Implications.
Connects the study findings to the prior research discussed in Chapter 2 and develops practical and future implications for research based on new insights derived from the research and how the results advance practitioners’ knowledge of the topic and how the results may influence future research or practice.

Strengths and Weaknesses.

Critically evaluates the strengths and weaknesses of the study, and the degree to which the conclusions are credible given the methodology, research design, and data analysis and results.
Learner reflects on the study and discusses what they would have continued or changed should they do this again

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Recommendations

This section allows the learner to add recommendations for future study based on the results of their authentic dissertation research. In this section, summarize the recommendations that result from the study. Each recommendation should be directly linked to a conclusion described in the previous section. lopesup

Recommendations for Future Research

This section should present recommendations for future research, as well as give a full explanation for why each recommendation is being made. Additionally, this section discusses the areas of research that need further examination or addresses what needed to be known or new research opportunities the study found. The section ends with a discussion of “next steps” in forwarding this line of research. Recommendations relate back to the Problem Space and literature offered in Chapter 2. lopesup

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RECOMMENDATIONS FOR FUTURE RESEARCH
(Typically one to two pages)

Lists a minimum of four to six recommendations for practitioners and for future research.

Identifies and discusses the areas that need further examination, or that will address what needed to be known, that the study found.

Provides recommendations that relate back to the study significance and advancing scientific knowledge sections in Chapter 1 and theoretical foundations section in Chapter 2.

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Recommendations for
Future Practice

This section outlines recommendations for future practice based on the results and findings of the study, as well as, a full explanation for why each recommendation is being made. It provides a discussion of who will benefit from reading and implementing the results of the study and presents ideas based on the results that practitioners can implement in the work or educational setting. Unrelated or speculative information that is unsupported by data is clearly identified as such. Recommendations should relate back to the study problem space discussion in Chapter 2. lopesup

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RECOMMENDATIONS FOR FUTURE PRACTICE
(Typically three to four paragraphs or approximately one page)

Lists two to five recommendations for future practice.

Discusses who will benefit from reading and implementing the results of the study.

Discusses ideas based on the results that practitioners can implement in the work or educational setting.

Omits unrelated or speculative information that is unsupported by data.

Provides recommendations that relate back to Chapter 2.

The Chapter is correctly formatted to dissertation template using the
Word Style Tool and APA standards. Writing is free of mechanical errors.

All research presented in the Chapter is scholarly, topic-related, and obtained from highly respected academic, professional, original sources. In-text citations are accurate, correctly cited and included in the reference page according to APA standards.

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Holistic Reflection on the Problem Space

In this section, the learner provides an overview of what the learner drew from the problem space, and how the study was relevant and contributed to what needed to be known.

Important Note: the minimum progression milestone for completing the full dissertation manuscript (Preliminary Pages, Chapters 1, 2, 3, 4, 5, and Appendices), approved by all committee members, and successfully submitted/accepted to Level 5 Peer review is dissertation course 973E. Refer to Appendix I Minimum Progression Milestone Table and the most recent Dissertation Milestone Guide for additional details. Dissertation course 973E is the absolute latest course for dissertation manuscript submission and acceptance into Level 5 peer review. Learners are highly encouraged to work ahead and submit to Level 5 peer review in earlier dissertation courses with committee approval. Dissertation Course 974E is the minimum progression milestone to obtain the signed D-65 Form and submit dissertation manuscript to Form and Format. lopesup

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HOLISTIC REFLECTION ON THE PROBLEM SPACE
(Typically three to four paragraphs or approximately one page)

Provides an overview of what the learner drew from the problem space

Discusses how the study was relevant and contributed to what needed to be known.

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

References Comment by GCU: This page must be entitled “References.” This title is centered at the top of the page. All text should be in 12-point Times New Roman font and double-spaced.
The Reference list should appear as a numbered new page following Chapter 5 and preceding the Appendices. The title of the section “References” should be styled as Heading 1.
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.
The citations in the Reference list should be styled using the “Refs” style.
NOTE: The “Refs” style has been set up as a hanging indent of 0.5” and be double-spaced. Examples of common references are provided below. Comment by GCU: See APA 7.0 Edition for specific reference to formatting instructions. For more information on references or APA Style, consult the APA website: at http://apastyle.org
List all authors up to 20 authors (APA 7th Edition)

Allison, P. D. (1998).
Multiple regression: A primer. Forge Press. Comment by GCU: After completing the Reference list, it is important to cross-reference the in-text citations with the items in the Reference list to be certain that all in-text citations are in the Reference list and all items in the Reference list have an in-text citation. Using the Ctrl-F function helps to search for references within the dissertation.

Armstrong, J. (2010). Naturalistic inquiry. In N. J. Salk (Ed
.), Encyclopedia of research design (pp. 880-885). SAGE.

Barzun, J., & Graff, H. F. (1992).
The modern
researcher: A classic work on research and writing completely revised and brought up to date. Harcourt Brace Jovanovich.

Boone, H. N., & Boone, D. A. (2012). Analyzing Likert data.
Journal of Extension, 50(2), 1-5.

Brands, H. W. (2000).
The first American: The life and times of Benjamin Franklin. Doubleday.

Cabell’s Directory of Publishing Opportunities. (2000, continually updated).

Calabrese, R. L. (2006). The elements of an effective dissertation & thesis: a step-by-step guide to getting it right the first time. Roman & Littlefield Education.
Campbell, D. T., & Stanley, J. C. (1966).
Experimental and quasi-experimental designs for research. Houghton Mifflin.

Card, S. K., Moran, T. P., Newell, A. (1983).
The Psychology of human-computer interaction. Lawrence Erlbaum Associates

Cohen, J. (1988).
Statistical power analysis for the behavioral sciences (2nd ed.). Routledge.

Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2002).
Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Routledge.

Colman, A. M. (2015).
A dictionary of psychology (4th edition). Oxford University Press. https://doi.org/10.1093/acref/9780199657681.001.0001

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

DeVellis, R. F. (2012).
Scale development: Theory and applications. Sage Publications.

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Discovering statistics using IBM SPSS statistics (4th ed.). Sage Publications.

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GCU doctoral research: Quantitative & qualitative research concepts. https://lc.gcumedia.com/res866/gcu-doctoral-research-quantitative-and-qualitative-research-concepts/v1.1/#/home

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GCU doctoral research: The dissertation process. http://lc.gcumedia.com/res885/gcu-doctoral-research-the-dissertation-process/v1.1/#/home

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Multiple regression and beyond:
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IFAC Proceedings, 34(16), 69–74. https://doi.org/10.1016/S1474-6670(17)41503-5

Criterion

*
(Score = 0, 1, 2, or 3)

Learner Score

Chair Score

Methodologist Score

Content Expert Score

Quality of Sources & Reference List
For every in-text citation a reference entry exists; conversely, for every reference list entry there is an in-text citation. Uses a range of references including founding theorists, peer-reviewed empirical research studies from scholarly journals, and government/foundation research reports. The majority of all references must be scholarly, topic-related sources. Websites, dictionaries, and publications without dates (n.d.) are not considered scholarly sources and should not be cited or present in the reference list. In-text citations and reference list must comply with APA 7th Ed.

Ensures that for every in-text citation a reference entry exists. Conversely, for every reference list entry there is a corresponding in-text citation.
NOTE: The accuracy of citations and quality of sources must be verified by learner, chair and committee members.

Uses a range of references including founding theorists, peer-reviewed empirical research studies from scholarly journals, and government /foundation research reports.

Verifies that approximately 75% of all references are scholarly sources within the last 5 years. The 5-year time frame is referenced at the time of the proposal defense date and at the time of the dissertation defense date. This is a recommendation, not a requirement.

Note:
Websites, dictionaries, publications without dates (n.d.), are not considered scholarly sources and are not cited or present in reference list.

Avoids overuse of books and dissertations.

Books:
Recommend a maximum of 10 scholarly books that present cutting edge views on a topic, are research based, or are seminal works.
Note: when a book is cited this implies the learner has read the entire book

Dissertations:
Recommend a maximum of 5 published dissertations.
Note: dissertations are not considered peer -reviewed; and therefore, should be cited judiciously.

Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, sentence structure, punctuation, and APA format.

*Score each requirement listed in the criteria table using the following scale:

Reviewer Comments:

Appendix A.
Ten Strategic Points Comment by GCU: FORMATTING TIP: after the Appendix Title use SHIFT + RETURN to create a “soft return.” This will ensure the title and subtitle have the same heading style (e.g., Heading 1), and will ensure the subtitle automatically shows up in the TOC. See note below the TOC in this Template. Comment by GCU: The final version of the 10 strategic points should be included here (you can paste in the table that up until now was at the top of this document).
You should move the table here just prior to submitting for Form and Format review.

This is a required appendix. The Ten Strategic Points should be moved from the Preliminary Page at beginning of the Dissertation Template to this Appendix A in the final dissertation manuscript before moving into Level 7 Form and Formatting. lopesup

Appendix B.
Site Authorization

This is a required appendix.

You must have either a preliminary or formal site authorization letter for Level 2 Proposal Review. The formal site authorization letter is required for Level 4 IRB Review and Level 5 Dissertation Review.

If no site authorization is required, provide a statement stating that, and explain why not site authorization was needed.

Preliminary Site Authorization. At the proposal development stage, preliminary site authorization as evidenced by an email from the appropriate organizational personnel is acceptable, until a formal site authorization letter is obtained. Site authorization letters must be on letterhead of the organization providing permission and signed by the individual authorized to grant such permission per requirements below.

Formal Site Authorization. Prior to IRB submission the learner must obtain formal site authorization to include:

Written on organization letterhead.
Dated within the last 12 months.
Signed by an authorized representative of the site and includes the authorizing representative’s contact information.
Clearly indicate activities for which researcher has obtained authorization. This is very important. The authorization should clearly indicate EXACTLY what authorization is being granted. For example: recruiting by email during work hours, interviewing primary teachers during their planning hours, distributing an electronic survey to staff members, granting access to email, etc.
Site authorization information aligns exactly with recruitment materials, informed consent document, and the IRB application.
To review sample site authorization letter template please refer to GCU’s IRB Research Center on the DC Network: (

https://dc.gcu.edu/documents/irb_documents__iris/irb_forms_templates_updated_jan_2018
)

For purposes of confidentiality, site authorization letters will be deleted from this appendix by the Form and Format reviewer (Level 7 Review – just prior to dean’s signature) and the following text will be inserted: Site authorization(s) on file at Grand Canyon University. lopesup

Appendix C.
IRB Approval Letter

This is a required appendix.

The IRB approval letter is required for Level 5 Review and published in the final dissertation manuscript.
When you receive IRB approval for your study, you will receive a determination (or approval) letter to move forward with data collection.
Download (from iRIS) then copy/paste a copy of the determination (approval) letter you received from the IRB in this appendix prior to submitting for Level 5 peer review.
This letter must be the actual copy issued from IRB, not something the learner types up themselves.
lopesup

Appendix D.
Informed Consent

This is a required appendix.

A draft of the consent form must be included at Level 2 Review.
The IRB approved (stamped) informed consent document is required for Level 5 Review and published in the final dissertation manuscript.
The IRB Research Center contains the most recent Informed Consent Template. It is essential that learners use the current Informed Consent template to comply with new federal regulations. Important Note: IRB applications submitted using older versions of the Informed Consent Template will require revision to the most current template.
The current informed consent form is located on the DC Network (

https://dc.gcu.edu/documents/irb_documents__iris/irb_forms_templates_updated_jan_2018
). lopesup

Appendix E.
Copy of Instrument(s) and Permission Letters to Use the Instrument(s)

This is a required appendix. Each separate instrument should be located within this Appendix, and should reflect the name of the instrument, protocol or scoring method, along with any letters of permission, if pertinent. Instrument authorization requirements include:

Authorization is granted to use the instrument

If an instrument will be published in the dissertation, authorization to reproduce the instrument in the published dissertation must be obtained from the author(s) and included in this appendix.

Authorization is granted to modify the instrument from the author and the CDS associate dean (if applicable, typically this is not advised, as altering surveys can negate the validity)

Evidence you are qualified to administer, score and interpret the data obtained from the instrument.

Likert type scale are an ordinal variable level of measurement. Instrument manuals often provide instructions to convert ordinal level variable data to interval level data. This information needs to be provided, including instrument scales, subscales, and aggregation details. Boone and Boone (2012) is an excellent resource for understanding Likert items as ordinal vs. Likert Scales as interval. lopesup

Appendix F.
Power Analyses

This is a required appendix for both proposal and dissertation.

Proposal must include the
a priori computation of the minimum required sample size. Comment by GCU: The learner will be certain to choose the proper statistical test in the G*Power program. It will be the same procedure proposed for Data Analysis Procedures in Chapter 3. The learner will use the G*Power default effect size (medium) unless a rationale is provided for choosing some other value. The learner will use a projected statistical power of 0.80 unless a rationale is provided for using some other value.

When to use the post-hoc power analysis:
For hypothesis tests where there is a failure to reject the null hypothesis, the dissertation must include a post-hoc (“achieved’) power analysis for each such hypothesis test. This will require using the actual sample size and the actual effect size (not the value used in the a priori sample size analysis). Enter the actual sample size and the actual effect size (usually available in SPSS output) into the power analysis calculator, and the achieved power will be displayed.
Include a screen shot (graphic image) of the G*Power output for both computations.
Below is an example screenshot of an
a priori sample size calculation for a Pearson correlation analysis, alpha = .05, power = .80, and two-tailed. lopesup

Figure 5

Minimum Sample Size Calculation Example

Appendix G.
Feasibility and Benefits Checklist

Note: This appendix is for reference only; delete this appendix in the final dissertation manuscript

As you develop your dissertation, please complete this table to help you consider the gatekeepers involved in your study, the possible risks, the benefits of the study, authorizations, and potential challenges. Research should have some benefits to be truly academic. Comment by GCU: Delete this information before you move into dissertation.

In addition, as you are designing your study, reading peer-reviewed journal articles and books, and talking to peers/colleagues, please consider the following:

Is your recruitment plan clear? (How will you access people that you want to talk to?)
How will you obtain the data you want to use?
Will you be able to collect data that you propose?
Are the data analyses well-developed?
Will you be able to accurately portray and understand what your participants/data had to say?

Gatekeepers:

Who are the possible gatekeepers? (i.e., If you are in a school district, have you checked with the principal and the superintendent’s office or their designee to see what the process is for research? Or, if you are at a company, talked with the management, etc.?

If you are planning on collecting data from a college, what is the process? It is preferred that you obtain Institutional Review Board (IRB) approval from that institution prior to applying for GCU’s IRB approval).

Gatekeeper Contact:

Who do you need to keep in contact with as you form your research project to ensure that the benefits outweigh the risk and you can conduct your research? How will you initiate and maintain contact with them?

Outside IRB:

If you are planning on recruiting participants or getting data from a college (or other institutions with an IRB), have you talked to their IRB determine the process and what participants/data they will allow you access? Please note, IRB approval typically takes some time.

Study Benefits:

What is the benefit of your research? Who do you need to keep in contact with as you form your research project to ensure that the benefits outweigh the risks?

Remember that research should have a benefit; what benefit does your research have to others beside yourself?

Research Activity:

Is your research part of
normal every day activities? This is significant because this must be outlined in your site authorization. A preliminary site authorization letter could simply be an email from a school/college/organization that indicates they understand what you want to do and how that benefits the school/college/organization. In some cases this will determine the classification of the study (this is especially important for educational research studies).

***Please see below for information regarding preliminary site authorization

Recruitment:

Please describe your proposed recruitment strategy. How do you plan to involve your participants in the process? What would your flyer/email say?

Data Collection:

What are you asking of participants? Are you asking them personal information (like demographic information such as age, income, relationship status)? Is that personal information necessary? How much time are you asking of participants (for example, if you are asking them to be interviewed, be in a focus group, fill out a questionnaire, fill out a journal/survey, collect artifacts, etc.)? How much time will they have to spend to be in your study? Does each part of your data collection help answer your research question? Participants
must be told how long it will take them to participate in each activity. Are you concerned that the activities will take too long and participants might not finish/drop out?

Can you collect your data in a reasonable amount of time considering the stakeholders and possible challenges of gaining access to participants?

Child Assent:

Studies with children often fall under the regulations for a full board review (full board reviews take significantly longer in IRB). Each child must fill out a child assent AFTER there is parental consent. (It can be very difficult to get parental consent, especially if this is something sent home to parents).

Informed Consent:

Participants
must be told how long it will take to participants to participate in each activity. Are you concerned that the activities will take too long and participants might not finish/drop out?

Site Authorization:

Do you have a site authorization letter? How difficult will this be to get from the school/ school district/college/organization? Use the GCU template to ensure the correct information is included.

Can you collect your data in a reasonable amount of time considering the stakeholders and possible challenges of gaining access to participants?

Organizational Benefits:

Have you talked to your principal/supervisor/district/college/boss/ organization about your research? If so, have you asked them what you can do to help the district/organization/school?

What is the overall benefit of your research to participants?

What are the risks of your research? Please note that there are usually some risks (like revealing participant identity) in all research.

Now that you have contemplated the above questions, how long do you imagine it will take you prior to access your participants/data? AND, how much are you asking of your participants?

Based on the information that you have learned, is your study feasible? Why or why not? If not, how can you modify your ideas to make your study manageable?

Formal Site Authorization Requirements:

Written on organizational letterhead
Dated within the last 12 months
Signed by an authorized representative of the site
Clearly indicate activities for which researcher has obtained authorization – This is very important. The authorization should clearly indicate EXACTLY what authorization is being granted. For example: recruiting by email during work hours, interviewing primary teachers during their planning hours, distributing an electronic survey to staff members, granting access to email, etc.
This information must align with recruitment, informed consent and the IRB application
·
Instrument Authorization:

Should be from an author or administrator of the organization
A written letter, e-mail, or a screenshot of the email correspondence is sufficient
Instrument authorization should contain the following items:
The specific name of the instrument to be used
For what purpose the instrument will be used
If possible, statement that the person granting authorization owns the copyright (sometimes that is not the author of the instrument, it could be the journal in which the instrument was first published)
Authorization is granted to use the instrument
Authorization is granted to modify the instrument from the author and also the CDS associate dean (if applicable, typically this is not advised, as altering surveys can negate the validity)
Evidence you are qualified to administer, score and interpret the data obtained from the instrument.
· Please see the DC network (

https://dc.gcu.edu/irb)
for help with the difference between anonymity and confidentiality, informed consent, site authorization, data use agreements and many other helpful videos and job-aids.

· Something to consider: If you are doing a quantitative study you can consider using a reputable research company, such as Qualtrics, SurveyMonkey, Mturk, or Prolific, to recruit study participants and collect data on your behalf; this is a VERY quick way to collect your data. Each company has their own requirements and capabilities. Please research to see how they can help you; it will depend on the eligibility criteria you have for your study and if they have access to that participant pool. Please note there are associated costs when using a research company for participant recruitment/data collection. lopesup
Comment by GCU: Delete this information before moving into the dissertation.

Appendix H.
Quantitative Research: Replication Studies

Note: This appendix is for reference only; delete this appendix in the final dissertation manuscript

Here are the guidelines for replication studies:
1. Duplication: This option is limited to experimental research. After completing an experiment, the learner can use duplication, that is, repetition of the exact same experiment, to assess internal validity and reliability, considering the natural variability in the target population and the possibility of uncontrolled confounding factors. This approach involves at least two experiments (initial experiment and duplicate experiment).
Generalization: This approach involves replication of the same design with a somewhat different population, or under somewhat different circumstances (e.g., different space/location, time, interventions/treatments, data collection instruments or versions thereof) for the purpose of drawing broader conclusions about relationships. The ultimate goal is to examine similitude of findings across studies. Useful for theory testing.
Extension: This approach involves changes to the design and/or analysis used in the study. The purpose may be to improve/refine prior research by adding controls, or to advance knowledge by testing alternative explanations (often based on different theoretical frameworks) using modified variable configurations and/or different statistical analyses. The ultimate goal is to examine differences in findings across studies and draw conclusions about the empirical support (across studies) for different explanations.
Problem Space/Gap:

1. Duplication study: The problem space or gap for the exact duplication is the gap from the original study. The duplicate study results are used to document internal validity and reliability.
Generalization: The problem space or gap and contribution are defined in terms of external validity/expanded scope (i.e., new populations or circumstances to which the tested relationship applies).
Extension study: The problem space or gap is defined in terms of the new knowledge expected from the new study, which is directly related to the changes relative to the study.
If a learner has proposed to duplicate/extend/generalize an existing study, the original study must be within the past five years.
See:
http://dissertation.laerd.com/route1-getting-started.php lopesup

Appendix I.
Minimum Progression Milestones Comment by GCU: The learner will delete this this appendix if it is not used.

Note: This appendix is for reference only; delete this appendix in the final dissertation manuscript

Dissertation Course

Course Length (weeks)

Minimum Progression Requirement

Week of Pass/Fail Assignment Due

955

Prospectus “Acceptance” by chair and methodologist

960

Draft Chapter 2 or 3 “Acceptance” by chair and Submission to content expert or methodologist

965

Draft Chapter 3 or 2 “Acceptance” by chair and Submission to methodologist or content expert

966E

Draft Chapter 1 “Acceptance” by chair and submission to methodologist and content expert

967E

Full Finalized Proposal Submitted to Committee Members *learner may progress forward if this is not achieved, but will be required to meet the minimum requirement in the next course

11
(not pass/fail*)

968E

Successful submission and admittance to Level 2 Peer Review

969E

Level 2 Peer Review Approval (D-35)

970E

IRB Approval (D-50)

971E

Draft Chapter 4 “Acceptance” by chair and submission to methodologist

972E

Full dissertation “Acceptance” by chair and submission to methodologist and content expert

973E

Successful submission and admittance to Level 5 Peer Review

974E

D-65 and successful submission and admittance to F&F

Learners should work on their dissertation a
minimum of 20 hours per week. Less time spent may hinder successful completion of minimum progression requirements. lopesup

Appendix J.
Additional Appendices Comment by GCU: The learner will delete this this appendix if it is not used.

Note: This appendix is for reference only; delete this appendix in the final dissertation manuscript if no additional appendices are needed

Additional appendices may include descriptive data, statistical results, raw data (as appropriate), or other critical information pertinent to the dissertation. For the proposal, consider including all recruitment scripts (flyers, email text) and other documents planned for use in the study. Consult with the chair on additional appendices appropriate for the dissertation.
Example:

Copy of the Invitation to Participate (Study Advertisement)

Learners should provide a template of the recruitment materials that will advertise the study to candidates from the target population. For example, this might entail a preview of the email outreach or other forms of communication, such as a traditional letter, a posted flier, a web-forum post, or a full web-page advertisement. Recruitment materials are important in qualitative research because they advertise the inclusion criteria for the study and help enforce the sampling strategy.

Important Note: for learners who plan to use a web-forum or webpage to advertise their study, please be aware that you cannot publish a live post or webpage pertaining to your study until GCU-IRB has completed its review and assigned IRB approval. You can only preview its design in this Appendix as part of the proposal. lopesup

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Running head: DISSERTATION DEVELOPMENT 1

DISSERTATION DEVELOPMENT 4

Topic of Research

Your Name Goes Here

Grand Canyon University

Date

Topic of Research

Hermida, Y., Clem, W., & Güss, C. D. (2019). The inseparable three: are how organization and culture can foster individual creativity.
Frontiers in Psychology,
10, 2133.

Right from the start, the paper talks about creativity as an element of productivity pointing out that there has been research that has shown this. It continues to emphasize that creativity as a measure of productivity is influenced by interaction in the organization, individuals and cultures. Therefore, these influences form the foundation on which the potential for innovation to stay in competitive markets is built among team members. The categorical use of individual, organization, and culture as a triple factor that influences creativity introduces factors like forwarding flow and structural concepts that allow proactiveness of a task coemption. As such the authors point to the heavy influence of individuality on the respectability of the support system and knowledge transfer within management. Therefore, they bring to attention the aspect that affects performance and the direction for which task competition can take. In this way, creativity as a tool within the triple factor cannot function alone if the individual and organization are not in line with how to meet its objectives.

Riggio, R. E. (2017).
Introduction to industrial/organizational psychology. Routledge.

Understanding concepts within organizational psychology is made easier within this book by bringing to attention the different individual elements that allow the foundation of the theoretical framework to be logical. By use of classical theories, the author draws attention to the development and innovations that have been observed with time. These observations have been connected to aspects that bring practicality to theoretical concepts and with that expand comprehension of work setting and expectations. The author uses examples and scenarios that bring to attention the topics that have emerged and become instrumental in problem-solving in any organization. As such, there is an implementation context to informed decision-making that has been matched to the structures of control that influence the fundamental concept of organizational psychology. Written easily, the book thus allows featurettes in form of topics to cater to a different perspective of looking at expectations and familiarity of workspaces as affected by behavior and attitudes.

Gelfand, M. J., Aycan, Z., Erez, M., & Leung, K. (2017). Cross-cultural industrial organizational psychology and organizational behavior: A hundred-year journey.
Journal of Applied Psychology,
102(3), 514.

The culture within any setting is informed by what is considered to be norms in the larger society and thus derivatives of control for behavior are established with that in mind. The authors focus on expanding the discussion based on this concept with an emphasis on organizational behavior. Looking at earlier cultures and connecting the reason for evolution through time, the authors discuss the different stages that have influenced general culture. As such, they draw attention to the highlights of trends and acceptance of specific norms as evolutionary or acceptable. They thus point out the important milestones that lead to change and how that perception shifts to behavior within organizations. It is thus recommended by the authors that change can be motivational based on an individual look at what values matter the most and by this a trigger to potential change. They thus point out that a combination of environmental and innate importance is necessary for cross-culture association of behaviors.

Button, J. W. (2014).
Blacks and social change: Impact of the civil rights movement in southern communities (Vol. 1029). Princeton University Press.

Following on the conversation of culture influencing the evolution of behavior and perception of what is acceptable or not, the author discusses the impact of civil rights in the 1960s on changing the organizational culture. As such, there is continuously pointing out of the individual change that is expected to be instrumental in guiding team building. At the same time, the author points out that change allowed the opportunity for both the stereotypes to be defined and within that bring attention to the critical discussion over human rights. Therefore, there is a look at race as a tool for both positive and negative change and thus a reason that could be used to influence behavior within a smaller culture. In recognition of this, the discussion centers on the systemic foundation of civil rights as the reason for the introduction of competencies within the workspace that could hinder and support multicultural cohesion and thus the reason for increased performance.

Latham, G. P. (2019). Perspectives of a practitioner-scientist on organizational psychology/organizational behavior.
Annual Review of Organizational Psychology and Organizational Behavior,
6, 1-16.

The author takes a stance to disagree with many previous organizational behavior discussions bringing dissent to a generalized concept of individuality as the main contributor to organizational behavior. They point out that deductive theory can be built on the foundation that mentors are responsible for how the behavior of an individual may be. Taking into consideration that leadership of the mentor is the factor responsible for influencing the perception of the workplace, the author points out that the advancement of careers would use the same tools. This takes away the possibility of behavior from the individual bringing to attention the direct shaping and influence to be external. Basing this from the learned theory perspective, the discussion calls for improvement of the practitioner practice to create a ripple effect that would allow better and easier prediction of positivity within the perception of organizational behavior. Using the doctoral program as an example, the discussion builds on a qualitative foundation through teaching.

Lee, C., Huang, G. H., & Ashford, S. J. (2018). Job insecurity and the changing workplace: Recent developments and the future trends in job insecurity research.
Annual Review of Organizational Psychology and Organizational Behavior,
5, 335-359.

The article was written with the intention of the educator and the reader on the way forward following job insecurity and the growing needs that come along. The analysis and review of different concepts that lead to job insecurity are taken into account by the author. They are then used to mark the antecedents and consequences across the board in a different setting that are catalysis to the lack of jobs. At the same time, there is recognition that a loss of talent can be influenced by poor relationships in the workplace. Suing different regions in the world, there is recognition of externalities that are driving forces behind job insecurity and this converging school of thought. The theoretical perspectives that have been used aim at defining the relationship as an instrument in cross-cultural reference to behavior and behavioral changes. Therefore, the importance of value is given to the predominating issue that employment is more than just getting the job but also developing relationships that allow performance to be team-focused.

Mutonyi, B. R., Slåtten, T., & Lien, G. (2020). Empowering leadership, workgroup cohesiveness, individual learning orientation and individual innovative behaviour in the public sector: empirical evidence from Norway.
International Journal of Public Leadership,
16(2), 175-197.

The paper looks at fostering individually motivated behavior and the impact in examining its role in building a cohesive team. By looking at the effects of individual behavior on task coemption and coemption, the paper directly focuses on leadership as part of the main tool in steering complementary attitudes. As such, the authors orient the mediating roles of support for individual strengths as structural equations that are necessary for success. The approach of the authors thus allows for the development of learning orientation a strategic look at behavioral change or steering within any work setting. By using the public sector, the paper gives a critical example that cohesiveness is instrumental in the formulation of relationships that are building and thus a positive environment that is sure to improve performance in an organization. However, empowerment is also considered as necessary and within the discussion leading to this the authors point out that individual behavior has to be supported by the innovative characteristics of a workgroup and the specific persons.

Knein, E., Greven, A., Bendig, D., & Brettel, M. (2020). Culture and cross-functional coopetition: The interplay of organizational and national culture.
Journal of International Management,
26(2), 100731.

The paper recognizes cooperation and competition as intricate aspects of a work environment that cannot be avoided. As elements that go hand in hand, the authors view them as necessary to ensure that there is optimal performance within a group and thus cross-functional culture with defined roles. The result is an introduction to intentional management strategies that highlight individual, organizational, and cultural needs as the triads of performance management. There is thus a dimensional look at the roles of each of the three ins way that allows for the enhancement of social values necessary for successful performance. With the strong value of individualism intricately defined within the cultural mechanism in the discussion, there is a significant allusion to humans as resources. Being resources, they can be optimized through cohesive relationships among them and thus the formation of an organizational culture that is both intricate and success oriented in any work setting and within the group.

Lysova, E. I., Allan, B. A., Dik, B. J., Duffy, R. D., & Steger, M. F. (2019). Fostering meaningful work in organizations: A multi-level review and integration.
Journal of Vocational Behavior,
110, 374-389.

Derivation of meaning in the work done is the main focus of the discussion by the authors in this paper. Taking into consideration crucial engagement as being the one that gives meaning to engagement in task implementation. The authors demonstrate that organizational culture is built on the examination of individual and societal factors. This is to build the experiences on which there can be the promotion of meaning in each activity carried out. This means that with individual investment into the actual task, there is the facilitation of design and fit so that process of task completion is intentional. The intentionality thus works best in the provision of opportunities to support the whole team in getting decent work and within that a promotion of individual growth. Therefore, individual behaviors are perceived as important and must be carefully selected, uniquely appraised, and meaningfully developed. This points to targeted personalities during talent assessment hence resource acquisition and performance appraisal.

Polychroniou, P., & Trivellas, P. (2018). The impact of strong and balanced organizational cultures on firm performance: Assessing moderated effects.
International Journal of Quality and Service Sciences.

Strength and organizational balance are weighed in the discussion with these authors as they focus on performance based on both the interaction of the individuals and the facilitators that drive them. Using competing model values, the authors establish a discussion around investigating organizational culture leading to impacted performance. However, organizational culture is built on individual input together with societal norms and thus controlling factors are within the strengths of each. Personalities, introversion and extroversion are used as examples to point out the different expectations from each and thus perception of shared culture. Pointing this out, the authors consider that in the formation of cultures and subcultures, personalities should be determined as the dictate the expected outcomes resulting due to the four archetypes of leadership. The intensity of culture within a workplace is thus alluded to be made of each member’s shared value hence a cumulative experience of support for specific behavioral drivers.

Degree

My program is Doctor of Philosophy in Psychology with an emphasis in Industrial Organizational Psychology –
Quantitative study*

Research Focus

The research focus is on the understanding impact of team cohesion on performance improvement in the workplace. It aligns with my program by tackling the related issues in physical and mental capacity and well-being of employees regarding organization attitude and behavior.

Feasibility of Research Problem

The goal of this research is to understand the behavior of humans at the workplace and thus how it affects the completion of tasks. It is feasible to research as it not only allows insight into various team-building aspects within any group but is applicable and relevant in today’s environment. Following the shift in climate to the integration of virtual workspaces as equally important in organizational structure, I-O psychology helps to facilitate workplace productivity. There are research and case studies that have already been done on this topic and thus proximity to data sources is easy.

Problem Statement

The evolution of human relations has since grown with the introduction of the civil rights movement in the early 1960s and has since capitulated to recognition of fundamental concepts of psychology in problem-solving strategizing (Button, 2014). As such, recognition of productivity as instrumental in the improvement of income, it is important to understand the individual and group mentality when it comes to team and task management. The purpose of this project is to discuss the impact of cohesion of personality attributes among members of a team on performance at the workplace. Individual traits combined within a group setting could lead to the adoption of a specific trait among members hence the formation of cliques that in turn become work culture. As such, a look at different types of traits allows for the recognition of potential cross-cultural adoption of attitude and thus behavior (Gelfand et al., 2017). This is relevant for the recognition of patterns to inform Performance appraisals, key indicators strategy development, and team development. Necessitating for successful management.

Defense of Article Selection

The conversation on psychology affecting performance and mental health is covered widely by different research schools of thought. However, this discussion looks at the five articles that stand out in supporting the project starting from the general to the specific elements. Riggio (2017) as a text provides insight into the classical theories and development within the I-O field. It thus gives the theoretical frameworks for the discussion in a more explicit way to allow for the familiarization of approaches to daily work and organization structure within any workplace. This is supported by the recognition of social change as instrumental in understanding cultural dynamics and prioritization of team structures in the workplace (Gelfand et al., 2017).

Gelfand et al., (2017) emphasize that societal development affects societal norms which in turn puts importance on certain perceived attributes as beneficial or detrimental to team placement. In recognition of these, there are organizational cultures that would foster specific behavior or seek such behavior (Mutonyi et al., 2020). This gives insight into the discussion of the impact of stereotypes on work culture development and thus influences individual behavior and dynamics within a team. It is thus important that perspective is a major part of the discussion as it allows for deductive reasoning to leadership and leadership controls that may influence the adoption of specific behaviors (Latham, 2019). According to Lee et al. (2018), the influence could result in increased turnover and thus loss of talent in the workplace if there is a greater conflict between individual and group values.

References

Riggio, R. E. (2017).
Introduction to industrial/organizational psychology. Routledge.

Button, J. W. (2014).
Blacks and social change: Impact of the civil rights movement in southern communities (Vol. 1029). Princeton University Press.

Latham, G. P. (2019). Perspectives of a practitioner-scientist on organizational psychology/organizational behavior.
Annual Review of Organizational Psychology and Organizational Behavior,
6, 1-16.

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