Example Of What Is Expected From GCU For The Dissertation
The 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 6th edition, second printing 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, 6th edition, second printing. For additional information on APA Style, consult the APA website: http://apastyle.org/learn/index.aspxNOTE: All notes and comments are keyed to the Publication Manual of the American Psychological Association, 6th 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 and figures [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].
Submitted by
Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials) Comment by GCU: For example: Jane Elizabeth Smith
Equal Spacing
~2.0” – 2.5”
A Dissertation Presented in Partial Fulfillment
of the Requirements for the Degree
Doctorate of Education
Equal Spacing~2.0” – 2.5” Comment by GCU: Delete yellow highlighted “Helps” as project develops.
Grand Canyon University
Phoenix, Arizona
iii
December 31, 2015 Comment by GCU: Date of Dean’s signature. Until then, use the current date to fill this space. This page is counted, not numbered, and should not appear in the Table of Contents.
© by Your Full Legal Name (No Titles, Degrees, or Academic Credentials), 2015 Comment by GCU: NOTE: This is an optional page. If copyright is not desired, delete this page. The copyright page is included in the final dissertation and not part of the proposal. Comment by GCU: For example: © by Jane Elizabeth Smith, 2012This page is centered. This page is counted, not numbered and should not appear in the Table of Contents.
All rights reserved.
GRAND CANYON UNIVERSITY Comment by GCU: The Signature Page is only included in the final dissertation and not part of the proposal.
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.
by
Insert Your Full Legal Name (No Titles, Degrees, or Academic Credentials) Comment by GCU: For example: Jane Elizabeth Smith
Approved
December 31, 2015 Comment by GCU: Date of Dean’s signature. Until then, use the current date to fill this space. Upon final submission, this date should match the date on the title page.
DISSERTATION COMMITTEE:
Full Legal Name, Ed.D., DBA, or Ph.D., Dissertation Chair
Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member
Full Legal Name, Ed.D., DBA, or Ph.D., Committee Member
ACCEPTED AND SIGNED:
________________________________________
Michael R. Berger, Ed.D.
Dean, College of Doctoral Studies
_________________________________________
Date
GRAND CANYON UNIVERSITY Comment by GCU: This page is only included in the final dissertation and not part of the proposal. However the learner is responsible for ensuring the proposal and dissertation are original research, that all scholarly sources are accurately reported, cited, and referenced, and the study protocol was executed and complies with the IRB approval granted by GCU.
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 have 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).
_____________________________________________ ______________________
[Type Doctoral Learner Name Beneath Signature] Date Comment by Windows User: The learner needs to sign and date this page and insert a copy into the dissertation manuscript as an image or PDF text box. This page must be signed and dated to be eligible for AQR and dissertation committee review.
Abstract Comment by GCU: On the first line of the page, center the word “Abstract” (boldface)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 should be between 150-250 words (or one page).The abstract is only included in the final dissertation and not part of the proposal.
The abstract is required for the dissertation manuscript only. It is not a required page for the proposal. The abstract, typically read first by other researchers, is intended as an accurate, nonevaluative, concise summary or synopsis of the research study. It is usually the last item completed when writing the dissertation. The purpose of the abstract is to assist future researchers in accessing the research material and other vital information contained in the dissertation. Although few people typically read the full dissertation after publication, 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 covers the purpose of the study, problem statement, theoretical foundation, research questions stated in narrative format, sample, location, methodology, design, data analysis, results, and a valid conclusion of the research. The most important finding(s) should be stated with actual data/numbers (quantitative) or themes (qualitative) to support the conclusion(s). 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, 6th Edition, for additional guidelines for the development of the dissertation abstract. Make sure to add the keywords at the bottom of the abstract to assist future researchers.
Keywords: Abstract, assist future researchers, 150 to 250 words, vital information Comment by GCU: Librarians and researchers use the abstract 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) The abstract is typically read first by other researchers and is an accurate, non-evaluative, concise summary or synopsis of the research study. 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 analysis, and results, as well as, a valid conclusion of the research. Abstracts must be double-spaced, fully justified with no indentions. (one page) |
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| 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 analysis, results, and a valid conclusion of the research. Note: The most important finding(s) should be stated with actual data/numbers (quantitative) ~or~ themes (qualitative) to support the conclusion(s). | ||||
| The abstract is written in APA format, one paragraph fully justified with no indentations, double spaced with no citations, 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, uses correct punctuation, and uses correct 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. |
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| Reviewer Comments: |
Dedication
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. If you cannot see the page break, click on the ¶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. If you cannot see the page break, click on the ¶Show/Hide button (go to the Home tab and then to the Paragraph toolbar).
Table of Contents List of Tables ix List of Figures x Chapter 1: Introduction to the Study 1 Introduction 1 Background of the Study 5 Problem Statement 5 Purpose of the Study 7 Research Question(s) and Hypotheses 8 Advancing Scientific Knowledge 11 Significance of the Study 12 Rationale for Methodology 13 Nature of the Research Design for the Study 15 Definition of Terms 16 Assumptions, Limitations, Delimitations 18 Summary and Organization of the Remainder of the Study 20 Chapter 2: Literature Review 22 Introduction to the Chapter and Background to the Problem 22 Theoretical Foundations and/or Conceptual Framework 24 Review of the Literature 25 Summary 32 Chapter 3: Methodology 35 Introduction 35 Statement of the Problem 36 Research Question(s) or Hypotheses 36 Research Methodology 38 Research Design 39 Population and Sample Selection 41 Instrumentation OR Sources of Data 43 Validity 45 Reliability 47 Data Collection and Management 48 Data Analysis Procedures 49 Ethical Considerations 51 Limitations and Delimitations 53 Summary 54 Chapter 4: Data Analysis and Results 56 Introduction 56 Descriptive Data 57 Data Analysis Procedures 60 Results 62 Summary 69 Chapter 5: Summary, Conclusions, and Recommendations 72 Introduction 72 Summary of the Study 73 Summary of Findings and Conclusion 74 Implications 76 Theoretical implications. 77 Practical implications 77 Future implications 77 Recommendations 79 Recommendations for future research 79 Recommendations for future practice. 80 References 82 Appendix A The Parts of a Dissertation 85 Appendix B IRB Approval Letter 88 Appendix C Informed Consent 89 Appendix D Copy of Instruments and Permissions Letters to Use the Instruments 90
(Note: once you automatically update the TOC, you will need to manually add a period after the Appendix letter (e.g., “Appendix A. xxx) per the example above.
List of Tables Comment by GCU: This is an example of a List of Tables “boiler plate.” Freely edit and adapt this to fit the particular dissertation. In Word, “overtype” edits and adaptations.The List of Tables follow 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, single-space table titles, double-spaced between entries. See 5.01-5.19 for details and specifics on Tables and Data Display.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 Spacing and Should Look Like this Example 59
Table 2. t Test for Equality of Emotional Intelligence Mean Scores by Gender 63
Table 3. The Servant Leader 66
Note: single space multiple-line table titles; double space between entries per example above. The List of Tables and List of Figures have been formatted as such in this template. You can update the List of Tables [Right click Update Field Update Entire Table] the table title and subtitle show up with the in-text formatting.
After you update your List of Tables, you will need to manually remove the italics from each of your table titles and also manually add a period after the table number (e.g., “Table 1. xxx), per the example above.
List of Figures Comment by GCU: This is an example of a List of Figures “boiler plate.” Freely edit and adapt this to fit the particular dissertation. In Word, “overtype” edits and adaptations.The List of Figures follows the List of Tables.The List of Figures is included in the Table of Contents and shows a Roman numeral page number at the top right. The page number is justified with a 1 in. margin on each page. The title is bolded.Figures include graphs, charts, maps, drawings, cartoons, and photographs [5.21]. In the List of Figures, single-space figure titles and double-space between entries. 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.
Figure 1. Correlation for SAT composite score and time spent on Facebook. 67
Note: single-space multiple line figure titles; double-space between entries per example in List of Tables on previous page. After you update your List of Figures, you will need to manually remove the italics per the example above.
41
Chapter 1: Introduction to the Study Comment by GCU: This heading is tagged with APA Style Level 1 heading [3.03]. Comment by GCU: Word has a tool called “Styles.” What it does is format the way something is supposed to look (such as a level 1 heading, or “Heading 1”). When you use the style tool, you highlight that text that should be, for example, Heading 1, and click on that style. Easy. Here is a link that is set for Word 2013, it will also work for Word 2010 and probably for Word 2007: http://office.microsoft.com/en-us/word-help/using-styles-in-word-RZ104244834.aspx?CTT=1&client=1. The GCU proposal and dissertation templates are set up with the correct styles. These are required for all proposals and dissertations. When the headings have been “styled” correctly, the TOC (and the List of Tables and List of Figures) can be automatically generated so that the text exactly matches the headings. The page numbers will also automatically be updated.
Introduction
This section describes the conceptual basis for what the researcher will investigate, including the research questions, hypotheses, and basic research design. The introduction develops the significance of the study by describing how the study is new or different from other studies, how it addresses something that is not already known or has not been studied before, or how it extends prior research on the topic in some way. This section should also briefly describe the basic nature of the study and provide an overview of the contents of Chapter 1.
Keep in mind that you will write Chapters 1 through 3 as your dissertation proposal. However, there are changes that typically need to be made in these chapters to enrich the content or to improve the readability as you write the final dissertation manuscript. Often, after data analysis is complete, the first three chapters will need revisions to reflect a more in-depth understanding of the topic and to ensure consistency. Comment by GCU: Include one space after each period in the dissertation.
To ensure the quality of both your proposal and your final dissertation and reduce the time for AQR reviews, your writing needs to reflect doctoral level, scholarly writing standards from your very first draft. Each section within the proposal or dissertation 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 future tense (e.g. “The purpose of this study is to…”), whereas in the dissertation, the chapters are revised to reflect past tense (e.g. “The purpose of this study was to…”). Taking the time to ensure high quality, scholarly writing for each draft will save you time in all the steps of the development and review phases of the dissertation process so make sure to do it right the first time!
As a doctoral researcher, it is your responsibility to ensure the clarity, quality, and correctness of your writing and APA formatting. The DC Network provides various resources to help you improve your writing. Grand Canyon University also offers writing tutoring services through the Center for Learning Advancement on writing basics, however the writing tutors do not provide any level of dissertation editing. Your chair and your committee members are not obligated to edit your documents, nor will the AQR reviewers edit your proposal or dissertation. If you do not have outstanding writing skills, you may need to identify a writing coach, editor and/or other resource to help you with writing and editing. Poorly written proposals and dissertations will be immediately suspended in the various levels of review if submitted with grammatical, structural, and/or form and formatting errors.
The quality of a dissertation is not only evaluated on the quality of writing. It is also evaluated based on the criteria that GCU has established for each section of the dissertation. The criteria describe what must be addressed in each section within each chapter. As you develop a section, first read the section description. Then review each criterion contained in the table below the description. Use both the overall description and criteria as you write each section. It is important that each listed criterion is addressed in a way that it is clear to your chair and committee members. You should be able to point out where each criterion is met in each section.
Prior to submitting a draft of your proposal or dissertation or a single chapter to your chair or committee members, please assess yourself on 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.” 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. Some Revisions May be Suggested or Required.
3 = Item Exceeds Expectations. No Revisions Required.
You need to continuously and objectively self-evaluate the quality of your writing and content for each section within the proposal or dissertation. You will score yourself using the learner column in the criteria tables as evidence that you have critically evaluated your own work. When you have completed a comprehensive self-evaluation of your work, then you may submit your document to your chair for review. Your 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 you develop your dissertation completion plan and project timeline. You will notice in the tables that certain columns have an X in the scoring box. As mentioned above, your chair will score all five chapters, the abstract and the reference list; your methodologist is only required to score Chapters 1, 3, and 4 and the abstract; your content expert is only required to score Chapters 1, 2, and 5 and the abstract. Your 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 approved by your chair and committee, and is approved for Level 2 or 5 review, your chair will submit one copy of the proposal or dissertation document with the fully scored assessment tables and one copy of the document with the assessment tables removed for AQR review.
Refer to the Dissertation Milestone Guide for descriptions of levels of review and submission process.
| Criterion
*(Score = 0, 1, 2, or 3) |
Learner Score | Chair Score | Methodologist Score | Content Expert Score |
| Introduction
This section provides a brief overview of the research focus or problem, explains why this study is worth conducting, and discusses how this study will be completed. (Minimum three to four paragraphs or approximately one page) |
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| Dissertation topic is introduced and value of conducting the study is discussed. | ||||
| Discussion provides an overview of what is contained in the chapter. | ||||
| Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct 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. |
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| Reviewer Comments: |
Background of the Study Comment by GCU: This heading is tagged with APA Style Level 2 heading [3.03].
The background section of Chapter 1 explains both the history of and the present state of the problem and research focus. It provides a summary of results from the prior empirical research on the topic and identifies a gap, based on prior research which the current study will address. This section summarizes the Background section from Chapter 2.
| Criterion
*(Score = 0, 1, 2, or 3) |
Learner Score | Chair Score | Methodologist Score | Content Expert Score |
| Background of the Study
The background section explains both the history of and the present state of the problem and research focus. It identifies the “gap” or “need” based on a summary of the current literature and discusses how the study will address that “gap” or “need.” (Minimum two to three paragraphs or approximately one page) |
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| Provides a summary of results from the prior empirical research on the topic and identifies the need as defined by the prior research which this current study will address. | ||||
| Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct 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. |
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| Reviewer Comments: |
Problem Statement Comment by GCU: Levels of headings must accurately reflect the organization of the paper [3.02–3.03].For example, this is a “Heading 2.”
This section clearly states the problem or research focus, the population affected and how the study will contribute to solving the problem. A well-written problem statement begins with the big picture of the issue (macro) and works to the small, narrower, and more specific problem (micro). It clearly communicates the significance, magnitude, and importance of the problem and transitions into the Purpose of the Study with a declarative statement such as “It is not known if and to what degree/extent…” or “It is not known how/why and…”
Other examples are:
It is not known _____.
Absent from the literature is______.
While the literature indicates ____________, it is not known in (school/district/organization/community) if __________. Comment by GCU: 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.
It is not known how or to what extent ________________.
As you are writing this section, make sure your research problem passes the ROC test meaning your problem is Researchable, Original, and Contributory!
| Criterion
*(Score = 0, 1, 2, or 3) |
Learner Score | Chair Score | Methodologist Score | Content Expert Score |
| Problem Statement
This section includes the problem statement, the population affected, and how the study will contribute to solving the problem. This section is summarized in Chapter 3. This section of Chapter 1 should be a minimum of three to four paragraphs with citations from empirical research articles to support statements. (Minimum three or four paragraphs or approximately one page) |
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| States the specific problem proposed for research by presenting a clear declarative statement that begins with “It is not known if and to what degree/extent…” (quantitative) ~or~ or “It is not known how/why and…” (qualitative) | ||||
| Identifies the general population affected by the problem. | ||||
| Suggests how the study may contribute to solving the problem. | ||||
| Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct 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. |
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| Reviewer Comments: |
Purpose of the Study
The Purpose of the Study section of Chapter 1 provides a reflection of the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. The section begins with a declarative statement, “The purpose of this study is…. .” Included in this statement are also the research design, population, variables (quantitative) or phenomena (qualitative) to be studied, and the geographic location. Further, the section clearly defines the dependent and independent variables, relationship of variables, or comparison of groups for quantitative studies. For qualitative studies, this section describes the nature of the phenomena to be explored. Keep in mind that the purpose of the study is restated in other chapters of the dissertation and should be worded exactly as presented in this section of Chapter 1. Refer to Creswell (2014) for sample purpose statement templates that are aligned with the different research methods (qualitative/quantitative/mixed method). Comment by GCU: Note: Each paragraph of the dissertation must 3-5 sentences at minimum, and no longer than one manuscript page [3.08].
| Criterion
*(Score = 0, 1, 2, or 3) |
Learner Score | Chair Score | Methodologist Score | Content Expert Score |
| PURPOSE OF THE STUDY
The purpose statement section expands on the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. This section is summarized in Chapter 3. (Minimum two to three paragraphs) |
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| Presents a declarative statement: “The purpose of this study is….” that identifies the research methodology and design, population, variables (quantitative) or phenomena (qualitative) to be studied and geographic location. | ||||
| Identifies research methodology as qualitative, quantitative, or mixed, and identifies the specific research design. | ||||
| Describes the target population and geographic location for the study. | ||||
| Quantitative: Defines the variables, relationship of variables, or comparison of groups.
Qualitative: Describes the nature of the phenomena to be explored. |
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| Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct 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. |
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| Reviewer Comments: |
Research Question(s) and Hypotheses Comment by GCU: Insert the correct heading based on the methodology for your study. Qualitative studies use the header “Research Questions”; Quantitative and Mixed Method studies use the header “Research Questions and Hypotheses”.
This section narrows the focus of the study and specifies the research questions to address the problem statement. Based on the research questions, it describes the variables or groups and their hypothesized relationship for a quantitative study or the phenomena under investigation for a qualitative study. The research questions and hypotheses should be derived from, and are directly aligned with, the problem and purpose statements, research methods, and data analyses. The Research Questions or Hypotheses section of Chapter 1 will be presented again in Chapter 3 to provide clear continuity for the reader and to help frame your data analysis in Chapter 4.
If your study is qualitative, state the research question(s) the study will answer, and describe the phenomenon to be studied. Qualitative studies will typically have one overarching research question with three or more sub-questions. If your study is quantitative or mixed methods, state the research questions the study will answer, identify the variables, and state the hypotheses (predictive statements) using the format appropriate for the specific design. Quantitative studies will typically have three or four research questions and associated hypotheses; mixed method studies can use both depending on the design.
In a paragraph prior to listing the research questions or hypotheses, include a discussion of the research questions, relating them to the problem statement. Then, include a leading phrase to introduce the questions such as: The following research questions guide this qualitative study:
RQ1: This is an example of how a qualitative research question should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5”. Comment by GCU: Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .25”. The style for this is “List RQ.” Note: For the GCU template, the research questions and hypotheses are double spaced and do not follow the APA number or bullet list format for line spacing.
RQ2: Add a research question here following the format above. Additional research questions should follow the same format.
Or for a quantitative study the research questions are formatted as below. The following research question and hypotheses guide this quantitative study:
RQ1: This is an example of how a quantitative research questions and hypotheses should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5”.
H10: The null hypothesis that aligns to the research question is listed here.
H1a: The alternative hypothesis that aligns to the research question and null hypothesis is listed here. Repeat this pattern for each quantitative research question and associated hypotheses.
| Criterion
*(Score = 0, 1, 2, or 3) |
Learner Score | Chair Score | Methodologist Score | Content Expert Score |
| Research Question(s) and/or Hypotheses
This section narrows the focus of the study by specifying the research questions to address the problem statement. Based on the research questions, it describes the variables and/or groups and their hypothesized relationship (quantitative study) or the phenomena under investigation (qualitative study). It describes how the research questions are related to the problem statement and how the research questions will facilitate collection of the data needed to answer the research questions. (Minimum two to three paragraphs or approximately one page) |
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| Qualitative Designs: States the research question(s) the study will answer and describes the phenomenon to be studied.
Quantitative Designs : States the research questions the study will answer, identifies the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design. |
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| This section includes a discussion of the research questions, relating them to the problem statement. | ||||
| Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct 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. |
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| Reviewer Comments: |
Advancing Scientific Knowledge
The Advancing Scientific Knowledge section describes how the proposed research will advance the body of knowledge on the topic. This advancement can be a small step forward in a line of current research, but it must add to the current body of knowledge and align to the learner’s program of study. This section also identifies the “gap” or “need” based on the current literature and discusses how the study will address that “gap” or “need.” This section summarizes the Theoretical Foundations section from Chapter 2 by identifying the theory or model upon which the study is built. It also describes how the study will advance that theory or model.
| Criterion
*(Score = 0, 1, 2, or 3) |
Learner Score | Chair Score | Methodologist Score | Content Expert Score |
| ADVANCING SCIENTIFIC KNOWLEDGE
This section specifically describes how the research will advance the body of knowledge on the topic. The study can yield a small step forward in a line of current research, but it must add to the current body of knowledge in the literature in the learner’s program of study. It identifies the “gap” or “need” based on the current literature and discusses how the study will address that “gap” or “need.” This section also identifies the theory(ies) or model(s) that provide the theoretical foundation for the study and how the study will contribute to the research on the theory(ies) or model(s). This section summarizes part of the Background (focused on identifying the “gap” or “need” from the literature) and Theoretical Foundations sections (expanded in Chapter 2). (Minimum two to three paragraphs) |
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| Clearly identifies the “gap” or “need” in the literature that was used to define the problem statement and develop the research questions. | ||||
| Describes how the study will address the “gap” or “identified need” defined in the literature and contribute to the body of literature. | ||||
| Identifies the theory(ies) or model(s) that provide the theoretical foundations or conceptual frameworks for the study. | ||||
| Connects the study directly to the theory and describes how the study will add or extend the theory or model. | ||||
| Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct 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. |
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| Reviewer Comments: |
Significance of the Study
This section identifies and describes the significance of the study. It also discusses the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. Further, it describes how the research fits within and will contribute to the current literature or body of research. Finally, it describes the potential practical applications from the research. This section is of particular importance because it justifies the need for, and the relevance of, the research.
Rationale for Methodology
The Rationale for Methodology section of Chapter 1 clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological framework is the best approach to answer the research questions and address the problem statement. Finally, it contains citations from textbooks and articles on research methodology and/or articles on related studies.
For qualitative designs, this section states the research question(s) the study will answer and describes the phenomenon to be studied. For quantitative designs, this section describes the research questions the study will answer, identifies the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design. Finally, this section includes a discussion of the research questions, relating them to the problem statement. This section should illustrate how the methodological framework is aligned with the problem statement and purpose of the study, providing additional context for the study.
| Criterion*
(Score = 0, 1, 2, or 3) |
Learner Score | Chair Score | Methodologist Score | Content Expert Score |
| Rationale for Methodology
This section clearly justifies the methodology the researcher plans to use for conducting the study. It argues why the methodological framework is the best approach to answer the research questions and how it will address the problem statement. It uses citations from textbooks and articles on research methodology and/or articles on related studies to justify the methodology. (Minimum two to three paragraphs) |
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| Identifies the specific research methodology for the study. | ||||
| Justifies the methodology to be used for the study by discussing why it is the best approach for answering the research question(s) and addressing the problem statement. | ||||
| Uses citations from seminal (authoritative) sources (textbooks and/or empirical research literature) to justify the selected methodology. Note: Introductory or survey research textbooks (such as Creswell) are not considered seminal sources. | ||||
| Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct 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. |
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| Reviewer Comments: |
Nature of the Research Design for the Study
This section describes the specific research design to answer the research questions and why this approach was selected. Here, the learner discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs. This section also contains a description of the research sample being studied, as well as, the process that will be used to collect the data on the sample. In other words, this section provides a preview of Chapter 3 and succinctly conveys the research approach to answer the research questions and/or test the hypotheses.
Definition of Terms
The Definition of Terms section of Chapter 1 defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and technical terminology used within the scope of the study. Terms are defined in lay terms and in the context in which they are used within the study. Each definition may be a few sentences to a paragraph in length. This section includes any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms).
Definitions must be supported 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. Additionally, do not use dictionaries to define terms. 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:
Term. Write the definition of the word. This is considered a Level 3 heading., Make sure the definition is properly cited (Author, 2010, p.123). Terms often use abbreviations. According to the American Psychological Association (APA), 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. APA also allows abbreviations that appear as words in Merriam-Webster’s Collegiate Dictionary (2005) to be used without explanation [4.22-4.30]. Comment by GCU: All terms should be styled as Heading 4 (level 4 headings). 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 numbers are included only when using a direct quote.
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.
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].
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) [4.29].
| Criterion*
(Score = 0, 1, 2, or 3) |
Learner Score | Chair Score | Methodologist Score | Content Expert Score |
| Definitions of Terms
This section defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and sundry terminology used within the scope of the study. Terms are defined in lay language and in the context in which they are used within the study. (Each definition may be a few sentences to a paragraph.) |
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| 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. | ||||
| Defines the variables for a quantitative study or the phenomena for a qualitative study from the research or literature. | ||||
| Definitions are supported with citations from scholarly sources. | ||||
| Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct 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. |
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| Reviewer Comments: |
Assumptions, Limitations, Delimitations
This section identifies the assumptions and specifies the limitations, as well as the delimitations, of the study. An assumption is a self-evident truth. This section should list what is assumed to be true about the information gathered in the study. State the assumptions being accepted for the study as methodological, theoretical, or topic-specific. For each assumption listed, you must also provide an explanation. Provide a rationale for each assumption, incorporating multiple perspectives, when appropriate. For example, the following assumptions were present in this study:
It is assumed that survey participants in this study were not deceptive with their answers, and that the participants answered questions honestly and to the best of their ability. Provide an explanation to support this assumption. Comment by GCU: Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5”. Each number or bullet ends with a period. Bullet lists use “List Bullet” Style. Numbered lists use “List Number” Style.
It is assumed that this study is an accurate representation of the current situation in rural southern Arizona. Provide an explanation to support this assumption.
Limitations are things that the researcher has no control over, such as bias. Delimitations are things over which the researcher has control, such as location of the study. Identify the limitations and delimitations of the research design. Discuss the potential generalizability of the study findings based on these limitations. For each limitation and/or delimitation listed, make sure to provide an associated explanation. For example: The following limitations/delimitations were present in this study:
1. Lack of funding limited the scope of this study. Provide an explanation to support this limitation.
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.
Summary and Organization of the Remainder of the Study
This section summarizes the key points of Chapter 1 and provides supporting citations for those key points. It 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. For the proposal, this section should also provide a timeline for completing the research and writing up the dissertation. 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.
| 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
This section summarizes the key points of Chapter 1 and provides supporting citations for those key points. It then provides a transition discussion to Chapter 2 followed by a description of the remaining chapters. The Proposal, but not the Dissertation, provides a timeline for completing the research and dissertation. (Minimum one to two pages) |
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| Summarizes key points presented in Chapter 1. | ||||
| Provides citations from scholarly sources to support key points. | ||||
| Describes the remaining Chapters and provides a transition discussion to Chapter 2. For proposal only, a timeline for completing the research and dissertation is provided. | ||||
| 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, uses correct sentence structure, uses correct punctuation, and uses correct 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. |
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| Reviewer Comments: |
Chapter 2: Literature Review Comment by GCU: This chapter should be an exhaustive review of the literature, 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.
Introduction to the Chapter and Background to the Problem
This chapter presents the theoretical framework for the study and develops the topic, specific research problem, question(s), and design elements. 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 to develop a well-documented argument for the selection of the research topic, to formulate the research questions, and to justify the choice of research methodology. A literature review is 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 your topic.
The literature review will 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 where the gaps and tensions in the research exist. 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.
This section describes the overall topic to be investigated, outlines the approach taken for the literature review, and the evolution of the problem based on the “gap” or “need” defined in the literature from its origination to its current form. Make sure the Introduction and Background section of your literature review addresses all required criterion listed in the table below.
| Criterion
*(Score = 0, 1, 2, or 3) |
Learner Score | Chair Score | Methodologist Score | Content Expert Score |
| CHAPTER 2 INTRODUCTION (TO THE CHAPTER) AND BACKGROUND (TO THE PROBLEM)
This section describes the overall topic to be investigated, outlines the approach taken for the literature review, and argues the evolution of the problem based on the “gap” or “need” defined in the literature from its origination to its current form. (Minimum two to three pages) |
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| Introduction: Provides an orienting paragraph so the reader knows what the literature review will address. | X | |||
| Introduction: Describes how the chapter will be organized (including the specific sections and subsections). | X | |||
| Introduction: Describes how the literature was surveyed so the reader can evaluate thoroughness of the review. This includes search terms and databases used. | X | |||
| Background: Discusses how the problem has evolved historically into its current form. | X | |||
| Background: Describes the “gap” or “need” defined in the current literature and how it leads to the creation of the topic and problem statement for the study. | X | |||
| Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct 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. |
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| Reviewer Comments: |
Theoretical Foundations and/or Conceptual Framework
This section identifies the theory(ies) or model(s) that provide the foundation for the research study. It also contains an explanation of how the problem under investigation relates to the theory or model. The seminal source for each theory or model presented in this section should be identified and described.
For a quantitative study, the theory(ies) or models(s) guides the research question(s) and justifies what is being measured (variables), and describes how those variables are related. In a qualitative study the theory or model justifies the phenomena being investigated (qualitative). This section also includes a discussion of how the research question(s) align with the respective theory(ies) or model(s) and illustrates how the study fits within the prior research based on the theory(ies) or model(s). The learner should cite references reflective of the foundational, historical, and current literature in the field. Overall, the presentation in this section should reflect that the learner understands the theory or model and its relevance to the proposed study. The discussion should also reflect knowledge and familiarity with the historical development of the theory.
| Criterion
*(Score = 0, 1, 2, or 3) |
Learner Score | Chair Score | Methodologist Score | Content Expert Score |
| theoretical foundations and/or conceptual framework
This section identifies the theory(ies) or model(s) that provide the foundation for the research. This section should present the theory(ies) or models(s) and explain how the problem under investigation relates to the theory(ies) or model(s). The theory(ies) or models(s) guide the research questions and justify what is being measured (variables) as well as how those variables are related (quantitative) or the phenomena being investigated (qualitative). (Minimum two to three pages) |
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| Identifies a model(s) or theory(ies) from seminal source(s) that provide a reasonable conceptual framework or theoretical foundation to use in developing the research questions, identifying variables/phenomena, and selecting data collection instruments. | X | |||
| Accurately cites the appropriate seminal source(s) for each theory or model. | X | |||
| Includes a cogent discussion/synthesis of the theory or model and justifies the theoretical foundation/framework as relevant to the study. Connects the study directly to the theory and describes how the study will add or extend the theory or model. | X | |||
| Builds a logical argument of how the research questions directly align to the theoretical foundation for the study. | X | |||
| Reflects a deep understanding of the foundational, historical, research relevant to the theoretical foundation/framework. | X | |||
| Section is written in a way that is well structured, has a logical flow, uses correct paragraph structure, uses correct sentence structure, uses correct punctuation, and uses correct 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. |
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| Reviewer Comments: |
Review of the Literature
This section provides a broad, balanced overview of the existing literature related to the proposed research topic. The Review of Literature identifies themes, trends, and conflicts in research methodology, design and findings. It provides a synthesis of the existing literature, examines the contributions of the literature related to the topic, and presents an evaluation of the overall methodological strengths and weaknesses of the research. Through this synthesis, the gaps in research should become evident to the reader.
Citations are provided for all ideas, concepts, and perspectives. The researcher’s personal opinions or perspectives are not included. Chapter 2 must be a minimum of 30 pages in length. However, it is important to note that a well-written comprehensive literature review will likely exceed this minimum requirement. The literature review must be continuously updated throughout the dissertation research and writing process. Chapter 2 needs to include a minimum of 50 peer-reviewed, empirical research articles, and 75% of all references within this chapter (and in proposal/dissertation) must be within the past five years. Seventy five percent (75%) of your sources must be dated within five years of the proposal defense date or dissertation defense date, and updated as appropriate at the time of the dissertation defense. Other requirements for the literature review include:
Quantitative study: Describes each research variable in the study discussing the prior empirical research that has been done on the variable(s) and the relationship between variables.
Qualitative study: Describes the phenomena being explored in the study discussing the prior research that has been done on the phenomena.
Discusses the various methodologies and designs that have been used to research topics related to the study. Uses this information to justify the proposed design.
Argues the appropriateness of the dissertation’s instruments, measures, and/or approaches used to collect data.
Discusses and synthesizes studies related to the proposed dissertation topic. This may include (1) studies describing and/or relating the variables (quantitative) or exploring related phenomena (qualitative), (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, and/or (5) studies similar to the proposed study. 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.