Walden University
DBA Doctoral Study
Prospectus Guide
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Walden University
Academic Offices
155 Fifth Avenue South, Suite 100
Minneapolis, MN55401
1-800-WALDENU(1-800-925-3368)
Walden University is accredited by The Higher Learning Commission and
a member of the North Central
Association, www.ncahlc.org; 1-312-263-0456.
© 2013 Walden University, LLC
January 2016
The Prospectus
Completing the Prospectus
The DBA Doctoral Study Prospectus consists of several detailed small sections. A sample
prospectus is in the appendix. The goal for the prospectus is to create a plan for developing your
doctoral study proposal. Therefore, you need to have some detailed information for the
prospectus, but you do not need to know all the specific details of the study that you will
ultimately conduct. For example, you may identify employee satisfaction as a variable of the
study, but at this point, you do not yet need to identify the instrument that you plan to use to
measure the variable.
Each research project is different, and because this outline is general, reviewers often ask to
include additional information in your prospectus. For example, feasibility is one criterion for
evaluating your prospectus, and if you are considering a unique sample group, your committee
may ask you to explore that aspect in more detail before moving forward.
The DBA Doctoral Study Prospectus will follow APA 6th edition guidelines and formatted as
.doc or. docx file. As you work on the document, also review the tools available on the CRQ
website, the Doctoral Capstone Research Guide, DDBA Doctoral Study Template, and Doctoral
Study Rubric. Appendices A, B and C contain an annotated outline, sample “quantitative”
prospectus, and Prospectus Rubric, respectively. Appendix D is a graphical depiction of a threestep formula for “qualitative” business problem alignment.
Submitting the Prospectus
Students will work with their chair in DDBA 8100, Doctoral Study Mentoring, to complete the
prospectus. You will use the example Prospectus (Appendix A) as a guide and template; there is
no other official Prospectus template. Students should aim to have an approved Prospectus by the
end of their 3rd DDBA 8100 course. As is the case for the proposal and doctoral study, for which
you will receive feedback on working drafts, prospectus development is an iterative process.
Committee members will use the Prospectus Rubric (Appendix C) to evaluate the Prospectus.
Follow the submission guidelines identified in the course submission instructions.
Appendix A - Annotated Outline
Title Page
The recommended title of the business study should not exceed 12 words to include the topic, the
variables and relationship between them (quantitative studies), and the most critical keywords.
Double-space the title if over one line of type and center it under the word Prospectus.
Include your name, your program of study (and specialization if applicable) and Banner ID
Number, double-spaced and centered under the title.
Title
Include the title as it appears on the title page. Double-space if over one line of type and centered
at the top of the page. The title follows the word Prospectus and a colon.
Problem Statement
Provide a one-paragraph statement (150 words max) that is the result of a review of research
findings, appropriate peer-reviewed/government sources, and current practice and that contains
the following information:
1. Hook: (a WOW statement supported with a peer reviewed citation no older than five
years from anticipated date CAO will sign.)
2. Anchor (includes a number supported with a peer reviewed/government citation no
older than 5 years from your anticipated CAO signature)
3. The general business problem is XXXX
4. The specific business problem is some (identify who has the specific business
problem) has limited information on XXX
Review the Problem Statement Video tutorial to aid you in completing the Problem Statement.
The video tutorial is located at: http://youtu.be/IYWzCYyrgpo
Purpose Statement
Provide a one-paragraph Purpose Statement (200 words max) and that contains the following
information:
Quantitative Study: (a) methodology, (b) design, (c) research variables (independent and
dependent), (d) specific population, (e) geographical location, and (f) social change statement.
Note: A correlation study must examine the relationship between "more than" two variables. In
other words, a simple bivariate correlation analysis is not substantive for a doctoral study. As a
minimum, a multiple linear regression, using at least two predictor (independent) variables, is
required.
Qualitative Study: (a) methodology, (b) design, (c) specific population, (d) geographical
location, and (e) social change statement.
Please review the Purpose Statement Video tutorial to aid you in completing the Purpose
Statement. Located the video tutorial at: http://youtu.be/pLP4r0mfT9A.
Nature of the Study
The Nature of the Study component serves two purposes. The first purpose is describing and
justifying the methodology (i.e. quantitative, qualitative, or mixed-method). The second purpose
is describing and justifying the design (i.e. case study, phenomenological, correlation).
Therefore, a well-crafted Nature of the Study can be presented in two paragraphs but not exceed
one page.
The first paragraph is to describe and justify the methodology. State why you selected a specific
method and why other methods were not appropriate. The second paragraph is to describe and
justify the design. State why you selected a specific design and why other designs were not
appropriate. Map to the rubric and only include the required content!
Research Question(s)/Hypotheses
List the research question that will lead to the development of the requirements in the study and
steps for accomplishing the requirements. A research question informs the research design by
providing a foundation for:
• Generation of hypotheses in quantitative studies,
• Questions necessary to build the design structure for qualitative studies (i.e. interview
questions),
• Process by which different methods will work together in mixed studies.
Interview Questions (Qualitative)
The interview questions are to be informed by the conceptual framework. Please see the
Theoretical/Conceptual Framework video tutorial at: http://youtu.be/P-01xVTIVC8.
Theoretical/Conceptual Framework
In one paragraph, describe the theoretical base or conceptual framework from the scholarly
literature that will ground the study (providing citations). Base this description on the problem,
purpose, and background of your study. Specifically, identify and describe:
(a) theory: theoretical base or conceptual framework,
(b) author of the theoretical base or conceptual framework (if applicable),
(c) date of the theoretical base or conceptual framework (if applicable),
(d) key tenets, propositions, constructs, variables, hypotheses, etc., and
(e) how the theoretical base or conceptual framework is applicable and fits to the study.
Review the Theoretical/Conceptual Framework video tutorial at: http://youtu.be/P-01xVTIVC8
to aid in completing Theoretical/Conceptual Framework section.
Significance of the Study
Provide one to two paragraphs, informed by the topic in the problem statement, which
describe(s):
1. The value to the business/social impact.
2. Contribution to effective practice of business
3. Potential contribution to positive social change and improvement of business practice.
References
Include references formatted in the correct style (APA 6th edition, modeled at the end of this
guide) for all citations within the Doctoral Study Prospectus.
Student and Committee Information
Date of Review:
Student’s Name (Last, First):
Student ID (for office use only):
Chairperson:
Second Committee Member:
University Research Reviewer:
Person Conducting this Review:
Note: Type in the applicable information.
Appendix B
Prospectus
Relationship Between Transformational Leadership and Employee Turnover Intentions
by
Alpha B. Gamma
Doctor of Business Administration Prospectus – Name of DBA Specialization
Submitted in Partial Fulfillment of the Requirements for the Degree
of
Doctor of Business Administration
Walden University
Student ID: A00000000
Month Year1
1
Anticipated CAO Signature Date
Prospectus: Relationship Between Transformational Leadership and Employee Turnover
Intentions
Problem Statement
Losing highly skilled technical employees disrupts organizational functioning,
service delivery, and administration (Bothma & Roodt, 2012). From a financial
perspective, employee turnover can cost employers between 90 and 200 % of annual pay
(Hom, Mitchell, Lee, & Griffeth, 2102). The general business problem is that employee
intent to leave is a major antecedent of actual employee turnover (Siddiqi, 2013). The
specific business problem is that some information technology (IT) small business
owners do not know the 2relationship between IT employee perceptions of their
leaders’ transformation leadership characteristics and employee turnover intention.
Purpose Statement
The purpose of this quantitative correlation study is to examine the relationship
between IT employee perceptions of their leaders’ transformation leadership
characteristics and employee turnover intention. The targeted population consists of
IT business leaders located in Orlando, Florida. The independent variables are employee
perceptions of their leaders’ (a) idealized attributes, (b) idealized behaviors, (c)
intellectual stimulation, (d) inspirational motivation, and (e) individualized consideration.
The dependent variable is employee turnover intention3. The implications for social
change include the potential to (include social change implications).
2
Note the alignment (bold underlined text) between the last sentence of the Problem Statement, first
sentence of the Purpose Statement, and Research Question.
3
The independent and dependent variables are the same variables identified in the research question.
Nature of the Study4
Quantitative methodology is the foundation of the postpositivist worldview. The
researcher uses descriptive and inferential statistics, by-products of the quantitative
methodology, to describe the population and infer the sample results to the broader
population (Orcher, 2014). The justification of the quantitative method results from the
need to test the efficacy of transformational leaderships constructs in predicting employee
turnover intentions. Conversely, researchers employing qualitative methodology seek to
explore (seeking how or why answers), rather than explain a phenomenon or outcome
(Yin, 2014). Therefore, the qualitative method is not appropriate for this study.
Researchers employing correlation designs do not seek cause and effect (Pallant,
2013). A key focus of correlation designs is tracing the distribution of the dependent
variable or some characteristic of the distribution (such as its mean) as a function of one
or more predictor variable (Pallant, 2013). Researchers employing experimental and
quasi-experimental designs seek cause and effect relationships (Orcher, 2014). However,
the purpose of this study is not to seek cause and effect; thus, the experimental and quasiexperimental designs are not appropriate for this study.
Quantitative Research Question5
What is the relationship between employee perception of their leaders’ (a)
idealized attributes, (b) idealized behaviors, (c) intellectual stimulation, (d)
inspirational motivation, (e) individualized consideration, and employee turnover
intention?
4
The first paragraph addresses the methodology only. The second paragraph addresses the design only.
The “specific” variables identified in the research question and are the same variables identified in the
Purpose Statement.
5
Hypotheses
Null Hypothesis (H0): There is no statistically significant relationship between
employee perception of their leaders’ (a) idealized attributes, (b) idealized behaviors, (c)
intellectual stimulation, (d) inspirational motivation, (e) individualized consideration, and
employee turnover intention?
Alternative Hypothesis (H1): There is a statistically significant relationship
between employee perception of their leaders’ (a) idealized attributes, (b) idealized
behaviors, (c) intellectual stimulation, (d) inspirational motivation, (e) individualized
consideration, and employee turnover intention?
Theoretical/Conceptual Framework
Burns (1978) developed the transformational leadership. Burns used the theory to
offer an explanation for leadership based upon the premise that leaders are able to inspire
followers to change expectations, perceptions, and motivations to work toward common
goals. Burns identified the following key constructs underlying the theory (a) idealized
attributes, (b) idealized behaviors, (c) intellectual stimulation, (d) inspirational
motivation, and (e) individualized consideration. As applied to this study, the
transformational leadership theory holds that I would expect the independent variables
(transformational leadership constructs), measured by the Multifaceted Leadership
Questionnaire, to predict employee turnover intention because (provide a rationale based
upon the logic of the theory and extant literature). Figure 1 is a graphical depiction of the
transformational leadership theory as it applies to examining turnover intentions.
Idealized Attributes
Idealized Behavior
Intellectual Stimulation
Turnover Intention
Inspirational Motivation
Moral Integrity
Figure 1. Graphical model of transformational leadership theory as it applies to
examining turnover intentions.
Significance of the Study
Organizational leaders are faced with maximizing profitability. Therefore
organizational leaders seek to minimize employee turnover to maximize profitability and
maintain critical knowledge capital within their organizations. This study is significant to
business practice in that it may provide a practical model for understanding better the
relationship between transformational leadership characteristics and employee turnover
intentions. A significant predictive model can aid and support leaders in predicting
turnover intentions, and more important, employing interventions to mitigate employee
turnover intentions. The implications for positive social change include to potential
provide significant knowledge to organizational leaders conducive to minimizing
turnover and maximizing profitability.
References6
Bothma, C. F., & Roodt, G. (2012). Work-based identity and work engagement as potential
antecedents of task performance and turnover intention: Unravelling a complex
relationship. SA Journal of Industrial Psychology, 38, 27-44. doi:10.4102/sajip.v38i1.893
Burns, J. M. (1978). Leadership. New York, NY: Harper
Hom, P. W., Mitchell, T. R., & Lee, T. W., & Griffeth, (2012). Reviewing employee turnover:
Focusing on proximal withdrawal states and an expanded criterion. Psychological
Bulletin, 138, 831-858. doi:10.1037/a0027983.
Orcher, L. T. (2014). Conducting research: social and behavioral methods (2nd ed.). Glendale,
CA: Pyrczak Publishing.
Pallant, J. (2013). SPSS survivor manual: A step-by-step guide to data analysis using SPSS for
Windows (5th ed.). Berkshire, England: Open University Press.
Siddiqi, M. A. (2013). Examining work engagement as a precursor to turnover intentions of
service employees. International Journal of Information, Business and Management,
5(4), 118-132. Retrieved from http://ijibm.elitehall.com
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). London: SAGE
Publications.
6
Note: At least 85% of the references are to be within five years of the anticipated CAO signature date. Therefore, it
is imperative to identify a “realistic” CAO signature date.
Appendix C - DBA Prospectus Rubric
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(1.3) Problem Statement
a. Provides a “current” hook7 supported by peer reviewed or government
citation less than 5-years old from anticipated graduation date.
b. Provides a “current” data driven8 anchor supported by peer reviewed
or government citation less than 5-years old from anticipated
completion date
c. States the general business problem Note: This element should start as
follows: The general business problem is…
d. States the specific business problem. Be sure to state who has the
specific problem (i.e. small business leaders, project managers, supply
chain managers, etc.) Note: This element should start as follows: The
specific business problem is that some (identify who has the
problem)…
e. Ensures the specific business problem aligns with the research
question and purpose statement.
f. Problem Statement does not exceed 150 words.
•
•
Check with Ulrich’s Periodical Directory
http://library.waldenu.edu/728.htm to ensure citations are peer
reviewed.9
See Problem Statement Video Tutorial at:
http://youtu.be/IYWzCYyrgpo.
(1.4) Purpose Statement: Describes the intent of the research10. The Purpose Statement
is a mini story and must not exceed 200 words. The Purpose Statement must address the
following six elements:
The hook should be a succinct wow statement to catch the reader’s attention.
An anchor comprises a number, percentage, dollar value, ratio, index, etc.
9
Ulrich’s is not 100% correct; it is still up to the student to verify via the journal home page.
10
The first sentence of the purpose statement must align with the research question and specific business problem in
the problem statement.
7
8
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
a. Identifies the research method as qualitative11, quantitative, or mixedmethods.
b. Identifies research design (i.e. case study, phenomenological, quasiexperimental, correlational, etc.).
c. If quantitative or mixed method: Identifies a minimum of two
independent (experimental/quasi-experimental designs) or predictor
(correlational designs) and dependent variable(s). Note: The
quantitative study must include at least two independent/predictor
variables.
d. Identifies specific population12 group for proposed study.
e. Identifies geographic location of the study.
f. Identifies contribution to social change.
g. Ensures the first sentence links/aligns directly with the specific business
problem.
• See Purpose Statement Video Tutorial at: http://youtu.be/pLP4r0mfT9A.
(1.5) Nature of the Study:13 Provides a brief discussion on the research method (i.e.
quantitative or qualitative) and design (i.e. correlation for quantitative study;
phenomenological, case study, etc., for a qualitative design); cite a minimum of one source
(The method and design will be discussed in greater detail in Section 2).
• Note: A single paragraph can be used for each component: one for the method and one
for the design.
a. Identifies the selection of one method (qualitative, quantitative, or mixed
methods) and why other methods would not work (cite a minimum of
one source).
b. Identifies the selection of the design (within the method) and why it was
selected over other designs (cite a minimum of one source).
11
Visit the Center for Research Quality qualitative methodology tutorial at:
http://researchcenter.waldenu.edu/Research-Resources.htm
12
A research population is generally a large collection of individuals or objects that is the main focus of a scientific
query. Do not identify sample/participants.
13
A single paragraph can be used for each component: one for the method and one for the design.
(1.6) Research Questions (Quantitative Only)
a. Lists research question(s) in about 10-15 words (20 words max).
b. Ensures research question(s)14 aligns with the specific business
problem and first line of the Purpose Statement.
c. Includes the independent/predictor, covariates (control variables),
mediator/moderator, etc., and dependent variables as identified in the
Purpose Statement.
d. Lists research sub-questions that align with each hypotheses set.
(1.7) Hypotheses (Quantitative/Mixed-Method Only): States, in accurate
format, the null and alternative hypotheses for each research question15.
(1.8) Research Question - Qualitative Only
a. Lists overarching research question in about 10-15 words (20 words
max).
b. Ensures research question aligns with the specific Business Problem
and Purpose Statement.
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(1.9) Interview Questions - Qualitative Only
a. Lists each interview or focus group question. Questions must contribute
knowledge to the research question and be informed by the
theoretical/conceptual framework.
b. Ensures interview/focus group questions align with the research
question and theoretical/conceptual framework.
14
The research question(s) must contain the independent variables, covariates, and mediator/moderator variables,
etc. The research question must contain the dependent variable(s) identified in the Purpose Statement.
15
Hypotheses must include the same variables identified in the research question.
(1.10) Theoretical/Conceptual Framework16: Clearly and concisely identify the
theory/conceptual framework. In quantitative studies, the theoretical framework is the
appropriate term and in qualitative studies the conceptual framework is the appropriate
term. The student will articulate the theoretical/conceptual framework with concepts from
the literature to ground and complement the applied business study.
• This component should not exceed one page. It will be expanded upon in the literature
review. See Theoretical/Conceptual Framework Video Tutorial at: http://youtu.be/P01xVTIVC8
a. Identifies and describes the theory or conceptual model for
theoretical/conceptual framework.
b. Identifies theorist(s) of the theory or conceptual model for
theoretical/conceptual framework (if applicable).
c. Identifies date of the theory or conceptual model for
theoretical/conceptual framework (if applicable).17
d. Identifies key concepts/propositions/tenets of the theory or conceptual
model for theoretical/conceptual framework.
e. Identifies how/why the theory or conceptual model for
theoretical/conceptual framework is applicable and fits/applies to the
study.
(1.13) Significance of the Study18
a. States why the study is of value to business.
b. States how this study may contribute to effective practice of business
(improvement of business practice).
c. Identifies how the results might contribute to positive social change.
16
The theory/conceptual framework informs the research (quantitative) and interview (qualitative) questions. Be
sure to review the Theoretical/Conceptual Framework Video Tutorial at: http://youtu.be/P-01xVTIVC8.
17
Some literature identifies the specific date the theorist introduced the theory; provide this date if this is the case. If
not, then it’s not applicable.
18
This area is important in determining Doc Study of the Year Award-justify well.
General Comments
Comments on the following indicators of quality apply to the
manuscript as a whole.
Writing Style and Composition
The DBA Doctoral Prospectus is written in scholarly language (accurate,
balanced, objective, tentative). The writing is clear, precise, and avoids
redundancy/errors. Statements are specific and topical sentences are
established for paragraphs. The flow of words is smooth and comprehensible.
Bridges are established between ideas. Few direct quotes exist.
Organization and Form
The Prospectus addresses the following organization and form requirements:
a. Is logically and comprehensively organized, using subheadings where
appropriate,
b. Has a professional, scholarly appearance,
c. Is written with correct grammar, punctuation, and spelling; does not
contain anthropomorphisms
d. Includes citations for the following: quotations, paraphrasing, facts, and
references to research studies
e. In-text citations are in the reference list; references have corresponding
in-text citations, and
f. Tables and Figures are appropriately in APA, 6th edition format.
Type Met,
Not met, or
N/A in Each
Cell
Appendix D
(Qualitative Example)
Doctor of Business
Administration
Doctoral Study Rubric and
Research Handbook
March 2016
March 2016
FOREWORD
Walden University
DBA Doctoral Study Rubric and Research Handbook1
March 2016
This document consists of two components: the Doctoral Study Rubric2 and the Research
Handbook. Thus, the purpose of this document is two-fold. First, the purpose of the rubric is to
guide DBA students and DBA Doctoral Study supervisory committees as they work together to
develop high-quality proposals and Doctoral Study research. The committee will use the rubric
to provide on-going and flexible evaluation and reevaluation of the proposal and DBA Doctoral
Study drafts. The University Research Reviewer (URR), who reviews the proposal/DBA
Doctoral Study on behalf of the University, will also use this rubric to communicate feedback
and any required revisions.
Second, the Research Handbook is an accompanying guide to the rubric that provides detailed
instructions and knowledge pertaining to corresponding rubric components. The doctoral student
is still responsible for utilizing self-identified resources to aid in the understanding and
presentation of the rubric requirements. Elements in the Doctoral Study rubric correspond to
elements in the Research Handbook. For example, one will find more detailed information on the
Problem Statement (Heading # 1.3 in the DBA Rubric) in Heading # 1.3 (Problem Statement) of
the Research Handbook. Using the Doctoral Study Rubric in conjunction with the Research
Handbook when writing the proposal/Doctoral Study is highly recommended.
In the writing process, use the DBA Template and Rubric as a suggested outline for the DBA
Proposal and Doctoral Study and as a basis for feedback on early drafts.
Before the Proposal Oral Conference or DBA Doctoral Study Oral Conference, the
committee and URR will complete the rubric in MyDR and upload the proposal per the process
checklist. Find the MyDR Process Checklist at
http://academicguides.waldenu.edu/researchcenter/osra/dba.The guidance on orals is located at
http://academicguides.waldenu.edu/researchcenter/osra/oraldefense.
After the Proposal Oral Conference or DBA Doctoral Study Oral Conference, and once the
student completes any committee or methodologist revision requests for the proposal/Doctoral
Study, the committee will review the proposal/Doctoral Study and make any needed
modifications. When the committee members agree that the student met all of the rubric
requirements for the proposal and passed the oral defense, the chair then notes in MyDR that the
student passed the oral defense.
1
The DBA Rubric and Research Handbook video tutorial can be viewed at:
http://youtu.be/KiiDGmLbRN0.
2
The guidance in the rubric supersedes any guidance you might see depicted elsewhere. For example, the
Problem Statement video tutorial on YouTube depicts a maximum word count of 250 for the Problem Statement.
However, this rubric depicts a maximum word count of 150 words. Therefore, the Problem Statement must not
exceed 150 words.
ii
March 2016
About consensus: For the final copy of the proposal or DBA Doctoral Study, there must be
unanimous agreement by the DBA Doctoral Study supervisory committee before the student
proceeds to the next step in the process checklist.
Note: Students must use a minimum of 85% peer-reviewed sources from the total number of
sources. Students must use a minimum of 85% of sources from the total sources that were
published within 5-years from the date of the anticipated completion date (date the CAO
approves the final study). Other than data collected from the study site, students cannot use
magazines, trade publications, summary textbooks, websites, and blogs as references.
iii
March 2016
TABLE OF CONTENTS
FOREWORD................................................................................................................................ II
DBA DOCTORAL STUDY RUBRIC ......................................................................................... 1
DBA RESEARCH HANDBOOK .............................................................................................. 25
SECTION 1: FOUNDATION OF THE STUDY ................................................................ 26
1.1 - Abstract ..................................................................................................................... 27
1.2 - Background of the Problem ...................................................................................... 27
Applied DBA Versus a Speculative/Theoretical PhD .......................................... 27
Preparing the Background of the Problem ............................................................ 28
1.3 - Problem Statement .................................................................................................... 29
Avoiding Rubric Creep ......................................................................................... 30
Strategy for Mapping to the Rubric ...................................................................... 30
Specific Business Problem .................................................................................... 30
Aligning the Specific Business Problem With the Purpose Statement and RQ ... 32
1.4 - Purpose Statement .................................................................................................... 34
Six Elements of the Purpose Statement ................................................................ 34
1.5 - Nature of the Study ................................................................................................... 36
Hypothetical Quantitative Example ...................................................................... 37
Hypothetical Qualitative Example ........................................................................ 37
1.6 - Research Question (Quantitative Only) .................................................................... 38
1.7 - Hypotheses (Quantitative/Mixed-Method Only) ...................................................... 39
Hypotheses ............................................................................................................ 39
Correlation ............................................................................................................ 39
Quasi-experimental ................................................Error! Bookmark not defined.
1.8 - Research Question (Qualitative Only) ...................................................................... 39
1.9 - Interview Questions (Qualitative Only) ................................................................... 41
Example Research Question ................................................................................. 42
Example Applied DBA Interview Questions ........................................................ 42
1.10 - Theoretical/Conceptual Framework ....................................................................... 42
1.11 - Operational Definitions .......................................................................................... 45
1.12 - Assumptions, Limitations, and Delimitations ........................................................ 45
iv
March 2016
1.13 - Significance of the Study........................................................................................ 46
1.14 - Review of the Professional and Academic Literature ............................................ 46
1.15 - Transition ................................................................................................................ 47
SECTION 2: THE PROJECT .............................................................................................. 49
2.1 - Purpose Statement .................................................................................................... 50
2.2 - Role of the Researcher .............................................................................................. 50
2.3 - Participants ............................................................................................................... 51
2.4 - Research Method ...................................................................................................... 52
2.5 - Research Design ....................................................................................................... 52
Data Saturation in Qualitative Study Designs ...................................................... 52
How to Use Three Sources ................................................................................... 53
2.6 - Population and Sampling (Quantitative Only) ......................................................... 53
Population ............................................................................................................. 53
Sampling ............................................................................................................... 54
2.7 - Population and Sampling (Qualitative Only) ........................................................... 54
Defining the Population ........................................................................................ 54
Sampling ............................................................................................................... 54
Data Saturation and Sampling .............................................................................. 55
2.8 - Ethical Research ....................................................................................................... 55
2.9 - Data Collection—Instruments (Quantitative) ........................................................... 56
2.10 - Data Collection – Instruments (Qualitative) ........................................................... 56
2.11 - Data Collection Technique ..................................................................................... 59
Quantitative Studies .............................................................................................. 59
Qualitative Studies ................................................................................................ 59
2.12 - Data Organization Technique (Qualitative Only) .................................................. 59
2.13 - Data Analysis (Quantitative Only) ......................................................................... 59
2.14 - Data Analysis (Qualitative Only) ........................................................................... 60
2.15 - Study Validity (Quantitative Only) ........................................................................ 62
Internal Validity .................................................................................................... 62
External Validity ................................................................................................... 64
2.16 - Reliability and Validity (Qualitative Only) ............................................................ 64
v
March 2016
Reliability.............................................................................................................. 64
Validity ................................................................................................................. 64
2.17 - Transition and Summary ........................................................................................ 65
SECTION 3: APPLICATION TO PROFESSIONAL PRACTICE AND
IMPLICATIONS FOR CHANGE ........................................................................... 66
3.1 - Introduction .............................................................................................................. 67
Quantitative Example............................................................................................ 67
Qualitative Example.............................................................................................. 67
3.2 - Presentation of Findings (Quantitative) .................................................................... 67
Quantitative Example............................................................................................ 67
Tests of Assumptions ............................................................................................ 68
Descriptive Statistics ............................................................................................. 70
Inferential Results ................................................................................................. 70
3.3 - Presentation of Findings (Qualitative) ...................................................................... 73
3.4 - Application to Professional Practice......................................................................... 73
3.5 - Implications for Social Change ................................................................................ 73
3.6 - Recommendations for Action ................................................................................... 74
3.7 - Recommendations for Further Research .................................................................. 74
3.8 - Reflections ................................................................................................................ 74
3.9 - Conclusion ................................................................................................................ 74
3.10 - Appendices/Table of Contents................................................................................ 74
APPENDIX A: WALDEN UNIVERSITY DOCTOR OF BUSINESS ADMINISTRATION
PROGRAM VIDEO TITLES AND URL ADDRESSES ............................................ 75
APPENDIX B: QUANTITATIVE RESEARCH PRIMER: PROBLEM STATEMENT,
PURPOSE STATEMENT, RESEARCH QUESTION(S), AND HYPOTHESES .... 76
APPENDIX C: MAJOR QUANTITATIVE DESIGNS .......................................................... 82
APPENDIX D: SAMPLING TYPOLOGIES ........................................................................... 83
APPENDIX E: SAMPLE POWER ANALYSIS ...................................................................... 84
APPENDIX F: SAMPLE QUANTITATIVE LITERATURE REVIEW OUTLINE........... 85
APPENDIX G: SAMPLE APA TABLES ................................................................................. 88
APPENDIX H: SAMPLE INTERVIEW PROTOCOL .......................................................... 94
vi
March 2016
BIBLIOGRAPHY: SUGGESTED READINGS LISTS .......................................................... 96
Assumptions, Limitations, and Delimitations ................................................................... 97
Assumptions.......................................................................................................... 97
Limitations ............................................................................................................ 99
Delimitations ....................................................................................................... 102
Case Study Sources ......................................................................................................... 104
Case Study Seminal Books ............................................................................................. 109
Data Saturation and Data Collection Sources ................................................................. 110
Ethical Considerations/IRB ............................................................................................ 116
Ethnography Sources ...................................................................................................... 128
Focus Groups .................................................................................................................. 136
Interview Protocol Sources ............................................................................................. 141
Interviews Sources .......................................................................................................... 143
Journaling Sources .......................................................................................................... 154
Member Checking Sources ............................................................................................. 157
Mixed Methods Research ............................................................................................... 159
Notetaking and Fieldwork............................................................................................... 165
Phenomenological Sources ............................................................................................. 167
Pilot Studies .................................................................................................................... 173
Qualitative Research Foundation .................................................................................... 174
Qualitative and Quantitative Sources.............................................................................. 179
Reliability, Validity, Transferability, and Generalizability Sources............................... 188
Sampling and Incentives ................................................................................................. 195
Sensemaking ................................................................................................................... 201
Qualitative Software Analysis Sources ........................................................................... 204
Triangulation Sources ..................................................................................................... 209
Foreword
vii
March 2016
The Rubric – Student, Committee, and Evaluation
DBA DOCTORAL STUDY RUBRIC
1
March 2016
Student and Committee Information3
Student’s Name (Last, First):
Student ID (For office use only):
Chairperson:
Second Committee Member:
University Research Reviewer:
Student to provide total number of references:
Student to provide total number of references used that are 5 or less years old
based upon the anticipated CAO approval date:
4Student
to provide percentage of references used that are 5 or less years old
based upon the anticipated CAO approval date:
Student to provide total number of references that are peer reviewed (may
verify using Ulrich):5
6
Student to provide percentage of peer- reviewed references:
Date chair verified references used that are 5 or less years old and references
that are peer reviewed for count accuracy:
Note: Provide the required information in the yellow highlighted column.
3
Chair will complete the yellow highlighted fields in this section before submitting the rubric. Be sure to
include the names of all members of the committee.
4
Ensure compliance with the 85% rule; Students must have a minimum of 85% of the total sources that are
5 or less years old from the anticipated completion (CAO approval) date.
5
Ulrich’s is not 100% correct; the student must verify compliance via the journal home page.
6
Ensure compliance with the 85% rule.
a.
Students must have a minimum of 85% of the total sources that are peer reviewed (from peerreviewed journals).
b.
Although dissertations are not peer reviewed, they are reviewed and students may include dissertations
up to 10% of the peer-reviewed count.
c.
Other than data collected from the study site, students are not to use magazines, trade publications,
summary textbooks, websites (other than government or company), and blogs.
2
March 2016
Evaluation7
8Date/Stage
of the Rubric:
Date of Review
Before Proposal Oral Defense
Before Proposal Oral (Revised)9
Before Doctoral Study Oral Defense
Before Doctoral Study Oral (Revised)10
Note: Place an “X” in column (yellow highlight) associated with the appropriate stage.
Evaluation of State of the DBA Doctoral Study or Proposal:
No changes required, advance to next step; rubric requirements met
Changes required for resubmission; rubric requirements not met
Note: Place an “X” in the column (yellow highlight) associated with the appropriate evaluation
decision.
Member Information:
Name of member providing this review
Role of the member providing this review
Note: Enter the information in the yellow highlighted column.
7
Each member of the committee completes the evaluation.
8
Be sure to follow the Process Checklist (located at
http://academicguides.waldenu.edu/researchcenter/osra) naming convention when sending the document through the
review process. Following the naming convention is vital for tracking student progress throughout the doctoral study
process.
9
Check when second and subsequent rubrics are needed if previous proposal defense was not passed.
10
Check when second and subsequent rubrics are needed if previous Doctoral Study defense was not
passed.
3
March 2016
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(1.1) Abstract (To be completed only after completion of Section 3)
a. Includes a WOW statement illuminating the problem under study.
b. Identifies the design (i.e., case study, phenomenological, quasi-experimental,
correlation, etc.) NOTE: Do not mention the method (qualitative/quantitative)
in the abstract.
c. Identifies the study’s population and geographical location.
d. Identifies theoretical (quantitative) or conceptual framework (qualitative) that
grounded the study; theory/conceptual framework names are lower case.
e. Describes the data collection process (e.g., interviews, surveys, questionnaires,
etc.).
f. Describes the data analysis process (e.g., modified van Kaam method) to
identify themes; in qualitative studies (e.g., t test, ANOVA, or multiple
regression), to report statistical data in a quantitative study.) Omit SW Titles.
g.
i.
three themes that morphed from the study (qualitative).
h. Identifies
mentionedtwo
are or
used.
j. Presents the statistical results for each research question (quantitative studies).
k. Describes how these data may contribute to social change (use the word social
change and be specific on who specifically may benefit).11
l. Ensures the first line in the abstract is not indented.
m. Ensures Abstract does not exceed one page.
n. Use plural verbs with data (e.g., the data were - the word data is the plural of
datum).
11
Begin this section as follows: The implications for positive social change include the potential to…”.
4
March 2016
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
o. Ensures all numbers are expressed in digits (i.e., 1, 2, 10, 20, etc.) and not
spelled out unless beginning a sentence; Ensures Abstract does not include
seriation (i.e., (a), (b), (c), etc.).
(1.2) Background of the Problem12
Provides a brief and concise overview of the context or background of the problem.
DBA Doctoral Studies are focused on applied business research. This sets the stage
for the study. This heading should comprise no more than one page in length.
(1.3) Problem Statement
Please review the video tutorial located @: http://youtu.be/IYWzCYyrgpo to aid you in preparing the
Problem Statement.
a. Provides a hook13 supported by peer- reviewed or government citation 5 or
less years old from anticipated completion date (CAO approval).
b. Provides an anchor14 supported by peer- reviewed or government citation 5 or
less years old from anticipated completion date (CAO approval).
c. States the general business problem Note: This element should start as follows:
The general business problem is…
d. States the specific business problem. Be sure to state who has the specific
problem (i.e., small business leaders, project managers, supply chain
managers, etc.) Note: This element should start as follows: The specific
business problem is that some (identify who has the problem)…
12
Include an introductory paragraph before the Background of the Problem component. However, do not
label this introductory paragraph with a L1 APA heading. The purpose of the background is to introduce the topic
and problem you will address. Briefly indicate why the problem deserves new research. More important, the
Doctoral Study must address applied research, so you will want to identify the need to solve an applied business
problem. The goal of this section is to encourage readers to continue reading, to generate interest in the study, and
provide an initial frame of reference for understanding the entire research framework
13
The hook should be a succinct WOW statement to catch the reader’s attention.
14
An anchor comprises a number, percentage, dollar value, ratio, index, etc.
5
March 2016
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
e. Ensures the specific business problem aligns with the research question and
purpose statement.
f. Problem Statement does not exceed 150 words.
•
•
Check with Ulrich’s Periodical Directory http://library.waldenu.edu/728.htm to
ensure citations are peer reviewed.15
See Problem Statement Video Tutorial at: http://youtu.be/IYWzCYyrgpo.
(1.4) Purpose Statement
Describes the intent of the research16. The Purpose Statement is a ministory and must not exceed 200
words. The Purpose Statement must address the following six elements:
a. Identifies the research method as qualitative17, quantitative18, or mixedmethod.
b. Identifies research design19 (i.e., case study, phenomenological, quasiexperimental, correlational, etc.).
c. If quantitative or mixed method: Identifies a minimum of two20 independent
(experimental/quasi-experimental designs) or predictor (correlational designs)
and at least one dependent variable. Note: The quantitative study must include
at least two independent/predictor variables.21 Ensures the independent
variables appropriately align with the variables/constructs identified in
component 1.10, Theoretical/Conceptual Framework.
d. Identifies specific population group for proposed study.
15
Ulrich’s is not 100% correct; the student must verify peer review status via the journal home page.
16
The first sentence of the purpose statement must align with the research question and specific business
problem in the problem statement.
17
Visit the Center for Research Quality qualitative methodology tutorial at:
http://academicguides.waldenu.edu/researchcenter/resources/Design
18
See the quantitative Research Primer located at Appendix B; Visit the Center for Research Quality
quantitative methodology tutorial at: http://academicguides.waldenu.edu/researchcenter/resources/Design
19
See Appendix C for a depiction of basic quantitative designs and their characteristics.
20
Covariates, mediator, and moderator variables are types of independent/predictor variables; be sure to
clearly identify these types of variables as applicable.
21
See Heading 1.6, Research Questions (Quantitative Only), in the Research Handbook.
6
March 2016
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
e. Identifies geographic location of the study.
f. Identifies contribution to social change.
g. Ensures the first sentence links/aligns directly with the specific business
problem.
• See Purpose Statement Video Tutorial at: http://youtu.be/pLP4r0mfT9A.
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(1.5) Nature of the Study22
Provides a brief discussion on the research method (i.e., quantitative or qualitative) and design (i.e.,
correlation for quantitative study; phenomenological, case study, etc., for a qualitative design); cite a
minimum of one source (The method and design will be discussed in detail in Section 2).
• Note: A single paragraph is sufficient for each component: one for the method and one for the
design.
a. Identifies the selection of one method (qualitative, quantitative, or mixed
method) and why other methods would not work (cite a minimum of one
source).
b. Identifies the selection of the design23 (within the method) and why it was
selected over other designs (cite a minimum of one source).
(1.6) Research Questions (Quantitative Only)
a. Lists research question(s) in about 10-15 words (20 words max).
b. Ensures research question(s)24 align(s) with the specific business problem and
first line of the Purpose Statement.
22
A single paragraph can be used for each component: one for the method and one for the design.
23
See Appendix C for a brief depiction of the major research designs.
24
The research question(s) must contain the independent/predictor and dependent/criterion variables
identified in the Purpose Statement.
7
March 2016
c. Includes the independent/predictor and dependent/criterion variables as
identified in the Purpose Statement; ensures the independent/predictor
variables appropriately align with the constructs/variables identified in
component 1.10, Theoretical/Conceptual Framework.
d. Lists research subquestions that align with each hypothesis set.
(1.7) Hypotheses (Quantitative/Mixed-Method Only)
States, in accurate format, the null and alternative hypotheses for each research
question25.
(1.8) Research Question - Qualitative Only
a. Lists overarching research question in about 10-15 words (20 words max).
b. Ensures research question aligns with the specific Business Problem and
Purpose Statement.
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
(1.9) Interview Questions - Qualitative Only
a. Lists each interview or focus group question. Questions must contribute
knowledge to the research question. Questions must be open-ended, and
cannot be answered with a Yes or No.
b. Ensures interview/focus group questions align with the research question.
25
Hypotheses must include the variables identified in the research question.
8
Type Met,
Not Met, or
N/A in Each
Cell
March 2016
(1.10) Theoretical/Conceptual Framework26
Clearly and concisely identify the theoretical/conceptual framework. In quantitative studies, the
theoretical framework is the appropriate term and in qualitative studies, the conceptual framework is
the appropriate term. The student will articulate the theoretical/conceptual framework with concepts
from the literature to ground and complement the applied business study.
• This component should not exceed one page. It will be expanded upon in the literature review.
See Theoretical/Conceptual Framework Video Tutorial at: http://youtu.be/P-01xVTIVC8
a. Identifies and describes the theory or conceptual model for
theoretical/conceptual framework.
b. Identifies theorist(s) of the theory or conceptual model for
theoretical/conceptual framework.
c. Identifies date of the theory or conceptual model for theoretical/conceptual
framework (if applicable).27
d. Identifies key concepts/propositions/tenets of the theory or conceptual model
for theoretical/conceptual framework28.
e. Quantitative only - Ensures the theoretical constructs/variables underlying the
theory are clearly identified and align with the constructs/variables
(independent variables) identified in the Purpose Statement and Research
Question(s).
Note: The independent variables/constructs represent the underlying concepts of
the theoretical framework in quantitative research.
•
Identifies how/why the theory or conceptual model for theoretical/conceptual
framework is applicable and fits/applies to the study.
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
26
The theoretical/conceptual framework informs the research (quantitative) and interview (qualitative)
questions. Be sure to review the Theoretical/Conceptual Framework Video Tutorial at: http://youtu.be/P01xVTIVC8
27
Some literature identifies the specific date the theorist introduced the theory; provide this date if this is
the case. If date is missing, then requirement (c) is not applicable.
28
Ensures the independent variables appropriately align with the theoretical framework(s) identified in
component 1.10, Theoretical/Conceptual Framework.
9
March 2016
(1.11) Operational Definitions
a. Presents technical terms, jargon, or special word used in the study.
b. Lists in alphabetical order. Formats in italics followed by an italicized colon.
The definition follows on the same line. (This is similar to an APA Level 5
heading with a colon replacing the period.)
c. Provides citations (for each definition) from peer-reviewed
articles/government websites.
d. Does not include terms found in a basic academic dictionary (i.e., Webster’s).
e. Does not exceed 10 key operational definitions.
(1.12) Assumptions, Limitations, and Delimitations
a. Defines the term Assumptions and provides citation; lists facts that the student
assumes to be true but cannot actually be verified.
b. Defines the term Limitations and provides citation; lists potential weaknesses
of the study that are not within the control of the researcher.
c. Defines the term Delimitations and provides citation; identifies the bounds of
the study.
(1.13) Significance of the Study29
a. States why the study findings may be of value to businesses.
b. States how this study may contribute to effective practice of business
(improvement of business practice).
c. Identifies how the results might contribute to positive social change.
29
This area is important in determining Doc Study of the Year Award-justify well.
10
March 2016
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(1.14) Review of the Professional and Academic Literature30
A. Literature Review Opening Narrative
i. Contains a brief discussion of the content of the literature that includes a
critical analysis and synthesis of various sources/content of the literature
(journals, reports, and scholarly seminal books, etc.) to convince readers of
depth of inquiry.
ii. Explains the organization of the review.
iii. Explains the strategy for searching the literature.
iv. Ensures 85% of the total sources are peer reviewed with a minimum of 60different peer- reviewed sources in the literature review.
v. Ensures 85% of the total sources have a publication date 5-years or less from
the anticipated completion date (CAO approval).
B. Application to the Applied Business Problem
i. Introduces the purpose of the study.
ii. Identifies hypotheses if a quantitative/mixed method study.
iii. Contains a critical analysis and synthesis of literature pertaining to the
theoretical/conceptual framework the student identified in item #1.10,
Theoretical/Conceptual Framework, above31. The student includes a critical
analysis with supporting and contrasting theories/conceptual models for the
theory in the theoretical/conceptual framework.
Section 1
Foundation of the Study
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
30
The average length of substantive literature review is between 30 to 40 pages (25 pages minimum).
However, the need for depth and breadth is required. See quantitative example at Appendix F and visit the Writing
Center at: http://writingcenter.waldenu.edu/50.htm for more information on writing the literature review.
31
A key portion of the Review of the Literature must focus on the specific theoretical/conceptual
framework you are using in your study. This is a “ key requirement for you to be able to adequately address items
3.2g, Presentation of Findings (quantitative studies) and 3.3c, Presentation of Findings (qualitative studies).
11
March 2016
iv. Contains a critical analysis and synthesis of literature pertaining to the
independent variables (quantitative/mixed-method studies) the student
identified in item # 4c (Purpose Statement).
v. Contains a critical analysis and synthesis of literature pertaining to the
dependent variable(s) (quantitative/mixed-method studies) the student
identified in item # 4c (Purpose Statement).
vi. Discusses measurement of variables (quantitative/mixed-method studies) the
student identified in item # 4c (Purpose Statement).
vii. Contains a critical analysis and synthesis of literature pertaining to potential
themes and phenomena (qualitative studies) the student identified in the
Purpose Statement.
viii. Compares and contrasts different points of view, and the relationship of the
study to previous research and findings (sample size/geographical location
variance, etc.).
ix. Provides a comprehensive critical analysis and synthesis of the literature.
C. Relevancy of the Literature
The literature review is well organized. Introduce the purpose of the study.
Include hypotheses if a quantitative/mixed method study) in the opening
narrative.
D. Literature Review Organization
i. Presented in a well-organized manner.
ii.
Adheres to APA formatting standards.
(1.15) Transition
a. Ends with a Transition Heading that contains a concise summary32 of key
points of Section 1.
b. Provides an overview introducing Sections 2 and 3.
32
A concise summary recaps the major elements of the review of the literature and does not introduce new
information.
12
March 2016
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(2.1) Purpose Statement
Begins Section 2 with a restatement of the Purpose Statement presented in
Section 1.
• Note: Copy-and paste the purpose statement from Section 1
(2.2) Role of the Researcher
Describes the role of the researcher in the data collection process and provides a peer-reviewed or
seminal source. Describes any relationship the researcher may have had with the topic, participants,
or research area.
a. Describes the role of the researcher in the data collection process and provides
a peer-reviewed or seminal source.
b. Describes any relationship the researcher may have had with the topic,
participants, or research area.
c. Provides a brief description of the researcher’s role related to ethics and the
Belmont Report33 protocol.
d. Qualitative studies: Describes how the student will mitigate bias and avoid
viewing data through a personal lens/or perspective.
e. Qualitative studies with interviews: Briefly describes the rationale for an
interview protocol.
f. Supports every decision with a scholarly peer-reviewed or seminal source.
(2.3) Participants34
a. Describes the eligibility criteria for study participants.
b. Discusses strategies for gaining access to participants.
c. Identifies strategies for establishing a working relationship with participants.
d. The participants’ characteristics must align with the overarching research
question.
e. Supports every decision with a minimum of three scholarly peer- reviewed or
seminal sources.
33
See Belmont Report at: http://www.hhs.gov/ohrp/humansubjects/guidance/belmont.html.
34
Select “N/A” and explain why if participants are not used in the study.
13
March 2016
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
(2.4) Research Method
Expands on the discussion in Heading 1.5 (Nature of the Study).
a. Identifies the use of a specific research method by indicating whether the
proposed study is quantitative, qualitative, or mixed methods.
b. Justifies the use of the research method over the other research methods.
c. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
(2.5) Research Design
Expands on the discussion in Heading 1.5 (Nature of the Study).
a. Identifies the use of a specific research design.
b. Justifies the use of the research design over other key designs for the study.
c. For qualitative studies, identifies how the student will ensure data saturation.
d. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
(2.6) Population and Sampling (Quantitative Only)
a. Describes the population from which the sample will come.
b. Demonstrates that population aligns with the overarching research question.
c. Describes and justifies the sampling method (i.e., probabilistic or
nonprobabilistic) and specific subcategory (i.e., simple random or
convenience). Addresses the strength and weaknesses associated with the
chosen sampling method and subcategory ( Appendix C.)
d. Justifies sample size via power analysis (see example in Appendix E). Provides
justification for the proposed effect size, alpha, and power levels.
e. Cites the source for calculating or the tool used to calculate the sample size.
f. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
14
Type Met,
Not Met, or
N/A in Each
Cell
March 2016
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
(2.7) Population and Sampling (Qualitative Only)
a. Justifies the number of participants35
• Describes and justifies the sampling method (e.g., purposeful, snowball,
etc.).
• Describes and justifies the number of participants.
• Identifies how the student will ensure data saturation.
b. Demonstrates criteria for selecting participants and interview setting are
appropriate to the study. (Rich descriptions are encouraged.)
c. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
(2.8) Ethical Research
a. Discusses the informed consent process. Includes informed consent form in an
appendix and lists in the Table of Contents.
b. Discusses participant procedures for withdrawing from the study.
c. Describes any incentives for participating.
d. Clarifies measures that the student will use to assure that the ethical protection
of participants is adequate.
e. Refers to agreement documents in the (a) appendices, and (b) Table of
Contents.
f. Includes statement that the student will store the data securely for 5 years to
protect confidentiality of participants.
g. Final Doctoral Study includes the Walden IRB approval number.
h. Identifies how the student will protect names of individuals or organizations to
keep the participants and organizations confidential.
i. Supports every decision with a scholarly peer-reviewed or seminal source.
(2.9) Instrumentation (Quantitative Only)
a. States the name of the instrument(s).
35
The DBA policy for phenomenological studies is a minimum of 20 participants.
15
Type Met,
Not Met, or
N/A in Each
Cell
March 2016
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
b. Identifies name of publisher/developer(s) and year of development (if
applicable).
c. Discusses concept(s) measured by the instrument(s).
d. Includes a detailed description of data that comprise each construct/variable
measured by the instrument(s).
e. Identifies scale of measurement (i.e., nominal, ordinal, interval, ratio) for each
construct/variable measured by the instrument. Please see Scales of
Measurement video tutorial at: http://youtu.be/PDsMUlexaMY.
f. Discusses appropriateness to the current study (i.e., why is this the best
instrument to use for measuring the variables/constructs?)
g. Discusses instrument administration (e.g., how long, any special
requirements/tools, special instructions, pencil and paper, online, etc.).
h. Describes how scores are calculated and what the scores mean; identifies items
to be reverse- coded (if applicable).
i. Identifies where and/or with what populations the instrument was normed;
identifies where and with what populations other researchers have used the
instrument(s) for collecting data.
j. Identifies published reliability (e.g., test-retest reliability, internal consistency,
split-half, etc.) and validity properties (e.g., construct validity, concurrent
validity, convergent validity, and discriminant validity) of the instrument(s)36.
k. Identifies strategies used to assess validity (e.g., construct validity, concurrent
validity, convergent validity, discriminant validity) and reliability (e.g., testretest reliability, internal consistency, split-half, etc.).
l. Discusses and justifies any adjustments or revisions to the use of standardized
research instruments.
m. Identifies where in appendices the instrument(s) (or copy of permission to use
instrument or purchase is (are) located). Ensures Table of Contents lists
appendices. [Copies of the instrument may not be reproduced in an Appendix
without written permission.]
n. Describes where raw data will be available (appendices, tables, or by request
from the researcher).
36
Published reliability and validity properties might be found in the test review and in other studies where
the instrument was used to collect data.
16
March 2016
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
o. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
(2.10) Data Collection Instruments (Qualitative Studies Only)
a. In addition to identifying the student as the primary data collection instrument,
identifies the data collection instrument/process (e.g., informal interview,
semistructured interviews, phenomenological in-depth interviews, focus
groups, company/archival documents, etc.).
b. Clarifies how the student will use the data collection instrument/technique (the
process/protocol).
c. Identifies how the student will enhance the reliability and validity of the data
collection instrument/process (e.g., member checking, transcript review, pilot
test, etc.).
d. Identifies where in appendices the instrument (e.g., interview protocol, focus
group protocol, interview questions, etc.) is (are) located. Ensures Table of
Contents lists appendices.
e. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
(2.11) Data Collection Technique
a. Describes the technique used to collect data such as an online/paper survey,
interview, observation, site visit, video recording (think recipe card—step-bystep-process and describe richly. Provides abridged interview protocol (see
Appendix H), focus group protocol, observation protocol, etc. and identifies
location in an appendix.
b. Describes advantages and disadvantages of data collection technique.
c. As applicable, describes the process for conducting a pilot study after IRB
approval.
d. For qualitative studies, identifies how the student will use member checking of
the data interpretation or transcript review (if applicable).
e. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
(2.12) Data Organization Techniques (Qualitative Only).
17
Type Met,
Not Met, or
N/A in Each
Cell
March 2016
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
a. Describes the systems for keeping track of data, emerging understandings such
as research logs, reflective journals, and cataloging/labeling systems.
b. Reminds readers all raw data will be stored securely for 5 years.
c. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
(2.13) Data Analysis (Quantitative Only)
a. Restates the research questions and hypotheses from Section 1.
b. Describes and defends, in detail, the statistical analyses that the student will
conduct (e.g., multiple regression, two-way ANOVA, etc.).
c. Describes and defends, in detail, why other statistical analyses are not
appropriate.
d. Provides explanation of data cleaning and screening procedures as appropriate
to the study.
e. Provides explanation for addressing missing data.
f. Identifies and explains the assumptions pertaining to the statistical analyses.
g. Identifies the process for testing/assessing the assumptions.
h. Identifies appropriate actions to be taken take if the assumptions are violated37.
i. Describes how the student will interpret inferential results (i.e. key parameter
estimates, effect sizes, confidence intervals, probability values, odds ratios,
etc.).
j. Identifies statistical software and version that the student will use in the data
analysis process (e.g., SPSS, Excel, R, etc.).
k. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
37
Bootstrapping can be used as an effective method for addressing violations of assumptions.
18
Type Met,
Not Met, or
N/A in Each
Cell
March 2016
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
(2.14) Data Analysis (Qualitative Studies Only)
a. Identifies the appropriate data analysis process for the research design (e.g., one
of the four types of triangulation for case study; modified van Kaam, van
Maanen, etc. for phenomenology).
b. Provides a logical and sequential process for the data analysis.
c. Details the student’s conceptual plan or software (e.g., NVivo, Atlasti,
Ethnograph, Excel, etc.) for coding, mind-mapping, and identifying themes.
d. Identifies how the student will focus on the key themes, correlate the key themes
with the literature (including new studies published since writing the proposal)
and the conceptual framework.
e. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
(2.15) Study Validity (Quantitative Only)38
a. Experimental/quasi-experimental designs only: Describes threats to external
validity (e.g., testing reactivity, interaction effects of selection and experimental
variables, specificity of variables, reactive effects of experimental arrangements,
and multiple-treatment interference, as appropriate to the study) and how the
student will address the threats to external validity.
b. Experimental/quasi-experimental designs only: Describes threats to internal
validity (e.g., history, maturation, testing, instrumentation, statistical regression,
experimental mortality, and selection-maturation interaction, as appropriate to
the study) and how the student will address the threats to internal validity.
c. Discusses threats to statistical conclusion validity39 (e.g., factors that affect the
alpha/Type I error rate) and how the student will address the threats to statistical
conclusion validity.
Items “a” and “b” pertain to experimental and quasi-experimental designs only. Item “c” pertains to all
quantitative designs. Discuss validity as it pertains to the study outcomes. This component is not to address the
reliability and validity of the study instruments. The reliability and validity of the study instruments is addressed in
item 2.9 (quantitative) and 2.10 (qualitative). Item “d”, external validity, pertains to all quantitative designs.
38
39
The three factors to be discussed are (a) reliability of the instrument, (b) data assumptions, and (c) sample
size.
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March 2016
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
a. Describes the extent to which, and rationale for justifying if, and if so why,
research findings can be generalized to larger populations (external validity) and
applied to different settings.
b. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
(2.16) Reliability and Validity (Qualitative Only): A key difference from quantitative research is
the reliability and validity headings. The analogous criteria for qualitative studies are credibility,
transferability, dependability, and confirmability. These criteria are not measurable and need to be
established using qualitative methods such as member checking--Marshall and Rossman (2016) have
a good definition, and triangulation (data triangulation, investigator triangulation, theoretical
triangulation, and methodological triangulation). See Norman Denzin’s (1978, 2009) works on
triangulation). Please review more detailed information on qualitative validity at:
http://www.socialresearchmethods.net/kb/qualval.php
Reliability
a. Identifies how the student will address dependability. (i.e., member checking of
data interpretation, transcript review, pilot test, etc.).
b. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
Validity
c. Identifies how the student will ensure credibility (i.e., member checking of the
data interpretation, participant transcript review, triangulation, etc.).
d. Identifies how the student will address transferability in relation to the reader
and future research.
e. Identifies how the student will address confirmability.
f. Identifies how the student will ensure data saturation.
g. Supports every decision with a minimum of three scholarly peer-reviewed or
seminal sources.
(2.17) Transition and Summary
a. Ends with a Transition Statement that contains a summary of key points.
b. Includes an overview of what the student will cover in Section 3.
Proposal Stage. Before IRB approval, the paper is written in future tense and after
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March 2016
Section 2
The Project
(FOR PROPOSAL & DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
Type Met,
Not Met, or
N/A in Each
Cell
IRB approval, the paper is changed to past tense.
Writing Style. The paper is written in predominantly active voice without slang,
euphemisms, or anthropomorphisms.
Follows APA 6th edition in the text and in the reference list
References: Of the total sources cited, a minimum of 85% must be peer reviewed; of the total
sources cited, a minimum of 85% need to be published within 5-years of the anticipated completion
date (CAO approval); ensures there is a match between citations and reference list.
Congratulations! This ends the Proposal section. See the Process Checklist located
at the Center for Research Quality website (see URL below).
http://researchcenter.waldenu.edu/Documents/DBA_Process_Checklist.pdf
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March 2016
Section 3
Application for Professional Practice and Implications for Social Change (FOR
DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
(3.1) Introduction
a. Begins with the purpose of the study. Do not repeat the entire purpose
statement. Typically, the first sentence of the purpose statement will suffice.
b. Provides a brief summary of the findings (do not exceed one page).
(3.2) Presentation of Findings (Quantitative Only)
a.
Describes the statistical test(s), the variables, and the purpose of the test(s) and
how they relate to the hypotheses.
b. Presents relevant descriptive statistics40 (i.e. mean, standard deviation for scale
variables; frequencies and percentages for nominal variables).
c.
Provides evaluation of statistical assumptions from Heading 2.13e.
d. Reports inferential statistical analyses results, organized by research question,
in proper APA statistical notation/format. Includes the alpha level chosen for
the test, test value, p (significance level) values, effect size, degrees of
freedom, confidence intervals (when appropriate), etc.
e.
Includes appropriate tables41 and figures to illustrate results, as per the current
edition of the Publication Manual of the American Psychological Association.
f.
Summarizes answers to research questions.
40
See the following link for further information on descriptive statistics:
http://www.socialresearchmethods.net/kb/statdesc.php
41
See Appendix E for basic formatted descriptive and inferential statistic tables.
22
Type Met,
Not Met, or
N/A in Each
Cell
March 2016
Section 3
Application for Professional Practice and Implications for Social Change (FOR
DBA DOCTORAL STUDY DOCUMENTS)
Quality Indicators
g.
Type Met,
Not Met, or
N/A in Each
Cell
42Describes
in what ways findings confirm, disconfirm, or extend knowledge
of the theoretical framework and relationship(s) among variables by
comparing the findings with other peer- reviewed studies from the literature
review that includes studies addressed during the proposal stage and new
studies since writing the proposal. Ties findings or disputes findings to the
existing literature on effective business practice.
h. Analyzes and interprets the findings in the context of the theoretical
framework, as appropriate.
i.
Ensures interpretations do not exceed the data, findings, and scope.
(3.3) Presentation of Findings (Qualitative Only)
a. Lists the overarching research question.
b. Identifies each theme. Analyzes and discusses findings in relation to the
themes.
c.
43Describes
in what ways findings confirm, disconfirm, or extend knowledge
in the discipline by comparing the findings with other peer-reviewed studies
from the literature review that includes new studies since writing the proposal.
d. Ties findings to the conceptual framework
e. Ties findings or disputes findings to the existing literature on effective
business practice.
(3.4) Application to Professional Practice44
Provides a detailed discussion on the applicability of the findings with respect to the
professional practice of business. This major subsection provides a rich academic
argument for why and how the findings are relevant to improved business practice.
42
It is important to ensure the review of the literature is a critical analysis and synthesis of the theory and
variables identified in the study.
43
It is important the student includes a critical analysis and synthesis of the new literature (studies)
published since the proposal and correlates the literature with the findings in the study.
44
This is an important area for Doctoral Study of the Year Award.
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March 2016
(3.5) Implications for Social Change45
Expresses implications in terms of tangible improvements to individuals,
communities, organizations, institutions, cultures, or societies as the findings could
beneficially affect social change/behaviors.
(3.6) Recommendations for Action
a. Ensures recommendations flow logically from the conclusions and contain
steps to useful action.
b. States who needs to pay attention to the results.
c. Indicates how the results might be disseminated via literature, conferences,
training, etc.
(3.7) Recommendations for Further Research46
Lists recommendations for further study related to improved practice in business.
Identifies how limitations identified in Section 1.12b, Limitations, can be addressed in
future research.
(3.8) Reflections
Includes a reflection on the researcher's experience within the DBA Doctoral Study
process, in which the researcher discusses possible personal biases or preconceived
ideas and values, the possible effects of the researcher on the participants or the
situation, and any changes to the researcher’s thinking after completing the study.
(3.9) Conclusion
Closes with a strong concluding statement making the take-home message clear to
the reader.
(3.10) Appendices/Table of Content
a. Consent form(s) attached. (Redact/blackout all personal or identifying data.)
information.)
b. Organizational permission (Blackout name).
c. Sample of Instrument (i.e., survey, interview protocol with interview
questions, observation protocol, etc.; copyrighted surveys cannot be included
w/o written permissions.)
45
This is an important area for Doctoral Study of the Year Award.
46
Limitations identified in section 1.12b, as a minimum, are ideal sources for future studies.
24
March 2016
DBA RESEARCH HANDBOOK
Doctor of Business
Administration
Research Handbook
25
March 2016
SECTION 1: FOUNDATION OF THE STUDY
Section 1 – Foundation of
the Study
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March 2016
Note: This handbook is not in the DBA Doctoral Study Template. Make certain that the proposal
and study conform to DBA Doctoral Study Template heading sequencing, and formatting with
the correct margins and line spacing.
1.1 - Abstract
The abstract must not exceed one page. The abstract text must be double-spaced with no
paragraph breaks. The first line must not be indented. Describe the overall research problem
being addressed in the first couple of sentences and indicate why it is important (e.g., who would
care if the problem were solved). You can include a general introduction of the issue in the first
sentence, but you need to move to a clear statement of the research problem. Identify the purpose
and theoretical foundations, summarize the key research question(s), and briefly describe the
overall research design and data analytic procedures. Identify the key results, themes, one or two
conclusions, and recommendations that capture the heart of the research. Conclude with a
statement on the implications for positive social change. Here are some form and style tips: (a)
limit the abstract to one page; (b) maintain the scholarly language used throughout the doctoral
study; (c) keep the abstract concise, accurate, and readable; (d) use correct English; one may use
passive voice in the abstract; (e) ensure each sentence adds value to the reader’s understanding of
the research; (f) use the full name of any term and if the acronym is used more than once in the
abstract include the acronym in parentheses. Do not include references or citations in the
abstract. Per APA style, unless at the beginning of a sentence, use numerals in the abstract, and
don’t identify the titles of any software. Do not include seriation (i.e., (a), (b), (c), etc.)
1.2 - Background of the Problem
The purpose of the background is to introduce the topic and problem you will address.
Briefly, you want to indicate why the problem deserves new research. More important, the
Doctoral Study must address applied research, so you will want to identify the need to study how
some business leaders are solving or have solved an applied business problem. The goal of this
heading is to encourage readers to continue reading, to generate interest in the study, and provide
an initial frame of reference for understanding the entire research framework.
Applied DBA Versus a Speculative/Theoretical PhD
A DBA study is an applied business study linking theory to professional practice.
Students can use the following criteria to ensure that they have a clear DBA business study or a
DBA business study rather than a PhD business study. In contrast to a DBA study, a PhD study
is a hypothetical/theoretical study that leads to expanding or creating theory rather than solving a
business problem.
Qualitative studies. A qualitative study about people’s perceptions on how to address a
business problem is hypothetical and is a PhD study. In contrast, a qualitative study is about a
strategy that a business leader or manager has implemented /is implementing to solve a business
problem or a strategy that a business leader or manager has implemented to solve a business
problem is an applied DBA study.
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March 2016
Quantitative studies. A quantitative study that includes one or more variables in which
the leader or manager cannot change to solve a business problem is a hypothetical/theoretical
PhD study. Whereas, a quantitative study that includes only variables which business leaders or
business managers can manipulate or change to solve a business problem is an applied DBA
study.
Preparing the Background of the Problem
The Background of the Problem can be effectively accomplished in no more than one
page; brevity and clarity are essential. The Review of the Literature will provide a more detailed
discussion on the literature pertaining to the topic/problem. Immersing yourself in the literature
on your topic/problem is crucial to uncovering a viable business problem. Do not underestimate
the importance of the literature in helping identifying a viable business problem.
The research topic is broad in nature; do not narrow the focus too quickly. You want to
provide the reader, especially those not familiar with the topic, time to become familiar with the
topic. Transition the reader to a more a concise presentation of the specific business
topic/problem under study. This component focuses on identifying why the study is important,
how the study relates to previous research on the topic/problem, and gives the reader a firm sense
of what your study is going to address and why. The Background of the Problem contains
information supporting the business problem. Do not describe, explain, justify, etc., the need for
the study in the Problem Statement. Provide these critical elements (description, explanation,
justification, etc.) in the Background of the Problem component. As such, the Problem Statement
can be written effectively in as little as four sentences: (a) hook, (b) anchor (c) general business
problem, and (d) specific business problem. Transfer the supporting references in the
Background of the Problem to the Problem Statement, but submit in a concise manner. For
example, the hook and anchor reference provided in the Background of the Problem should be
used in the Problem Statement.
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Include a transition statement that leads to problem statement that will provide more
specificity regarding the problem identified in the Background or the Problem component. A
well-written transition signals a change in content. It tells your reader that they have finished one
main unit and are moving to the next, or it tells them that they are moving from a general
explanation to a specific example or application. A transition form the background to the
Problem Statement is often as brief as one sentence, as follows: The background to the problem
has been provided; the focus will now shift to the Problem Statement. Tip: Many potential
business topics/problems can be found in the Area for Future Research heading of most peerreviewed journal articles.
1.3 - Problem Statement
As shown in the following graphic, the Problem Statement must include four specific
components the (a) hook, (b) anchor, (c) general business problem, and (d) specific business
problem. The Problem Statement is not to exceed 150 words. One should utilize the Tool/Word
Count feature in Microsoft Word to ensure the word count does not exceed the 150 maximum
word requirement. More important, ensure the problem statement reflects an applied business
problem; avoid Rubric Creep47. You must ensure you map to the rubric requirements. This is the
most critical component of the doctoral study and will be highly scrutinized in the review
process. Again, the Problem Statement is not to identify causes for the problem, solutions to the
problem, or any other superfluous information. A well-written problem statement can be
presented in four to five sentences. Please review the training video (see link below) developed
by the DBA methodology team to aid in writing your problem statement. The video will help
add clarity and save you time. The Problem Statement Video Tutorial can be found at:
http://youtu.be/IYWzCYyrgpo.
47
Rubric creep occurs when the problem statement does not reflect an applied business problem.
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March 2016
DBA students are seeking a degree in business and must ensure the problem statement is
business focused. The problem statement must not represent a problem that has a social,
psychological, educational, or other discipline specific emphasis. A business problem is
something that is a problem for a business from the perspective of the business managers or the
industry’s leaders. Therefore, it is important to adopt a management perspective, and not that of
social advocates. The perspective must be from the position of the managers and leaders of
business who can address the problem.
Avoiding Rubric Creep
To ascertain if a problem addresses a business issue or has Rubric creep/Rubric drift,
please consider the following:
•
•
•
An important indicator that a business related problem is a specific business problem is
that the problem statement relates to a key business process that organizational leaders
need to address and effectively meet the organization’s mission.
A business problem relates to one or more critical success factors (CSFs). Business
leaders use business processes to function effectively to complete one or more CSF’s
needed to carry out their business mission.
A business problem is one that a business manager/leader can solve.
Conduct a final check of the problem statement by putting the hook, anchor, general business
problem, and specific business problem in bullet form and check for alignment among the four
bullets. When you can ensure that the problem statement aligns throughout, write in scholarly
narrative form (no bullets).
Strategy for Mapping to the Rubric
•
•
•
•
•
•
Read the rubric requirements for a heading.
Read what you wrote in the heading.
Read the rubric requirements for a heading again.
Read what you wrote in the section and highlight (in the proposal and the rubric) the
rubric elements that you addressed in the heading.
Revise the heading as needed to include the rubric elements that you missed and
eliminate superfluous narrative.
Start the process at the top again until you have mastered the rubric elements in the
heading.
Specific Business Problem
The specific business problem is the genesis of one’s study. It is vital that one has a clear
and precise specific business problem. One will align the contents of the Research Question and
Purpose Statement with the specific business problem.
The qualitative specific business problem. The qualitative specific business problem
must be well defined and not contain multiple issues (variables in quantitative studies). The
30
March 2016
following graphic depicts how to include the elements needed in a qualitative specific business
problem.
The quantitative specific business problem. The quantitative specific business problem
must be well defined and contain the key variables. The following graphic depicts how to include
the elements needed in a qualitative specific business problem.
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March 2016
Aligning the Specific Business Problem With the Purpose Statement and RQ
Make certain that the specific business problem, Purpose Statement, and Research
Question (RQ) align. A good technique to use to enhance the alignment is to put the specific
business problem, RQ, and first sentence of the Purpose Statement together on a blank document
to ensure that you are using the same words. Notice the suggested order differs from the order
the headings appear in the study.
Qualitative alignment example. The graphic below provides an example of alignment
among the Specific Business Problem, Research Question, and first sentence of the Purpose
Statement using the same key words. Pay attention to the words one uses in identifying the issue
that the leader lacks or has in limited supply. The word determines how one can collect data.
•
•
•
•
Some business leaders lack understanding… To ascertain what one understands will
require a quantitative design.
Some business leaders lack knowledge… To ascertain a business leader’s knowledge will
require a quantitative design.
Some business leaders lack strategies (or have limited plans, processes, procedures)… To
ascertain a business leader’s strategies may involve interviews, focus groups, company
archival records and documents, company policies and procedures, company
intranet/Internet site, and direct/participant observation (in some cases) to collect data.
Usually interviews or focus groups are the primary data collection method.
Some business leaders lack skills… To ascertain a business leader’s skills will involve
direct/participant observation as the primary data collection method.
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March 2016
Quantitative alignment example. Notice how the Specific Business Problem, Research
Question, and first sentence of the Purpose Statement use the same key words with the exception
that the research question and subsequent first sentence in the purpose statement do not address
the business leader—this is a difference between qualitative and quantitative studies. The
following is an example of alignment for a quantitative correlational study.
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March 2016
1.4 - Purpose Statement
There is a difference in the rubric requirements for a quantitative versus a qualitative
study. The Purpose Statement must include the following components: (a) methodology, (b)
design, (c) independent and dependent variables (for quantitative studies only), (d) specific
population and justification for using the chosen population, (e) geographical location, and (f)
the study’s potential for effecting social change. The Purpose Statement is not to exceed 200
words. One should utilize the Tool/Word Count feature in Microsoft Word to ensure the word
count does not exceed 200 words. The Purpose Statement is to be a concise statement and must
not include detailed design information (sample size, data collection, etc.). Please be sure to map
to the rubric. Please review the purpose statement video at: http://youtu.be/pLP4r0mfT9A. This
video tutorial will be helpful to you in preparing your Purpose Statement.
Six Elements of the Purpose Statement
As mentioned above, the Purpose Statement consists of six elements. These six elements,
and their contents, are:
Methodology. The first element to be presented in the Purpose Statement is the research
methodology. The methodology is the overall philosophical assumption the researcher uses for
designing and developing the study. In other words, the methodology is a worldview of how
knowledge is acquired. The qualitative method is a means for exploring and understanding the
meaning individuals or groups ascribe to a business problem. The qualitative method involves
researchers using open-ended questions to learn what a business leader is doing or has done to
solve a business problem. The quantitative method involves researchers using closed-ended
questions to test hypotheses. Mixed-method studies contain a qualitative study methodology and
a quantitative study methodology and must meet the requirements of both methodologies.
Mixed-method studies are rarely conducted in the DBA program. You simply need to identify
the methodology for or your study in a single sentence. There is no other information required
other than this single statement.
Design. The second element to be presented in the Purpose Statement is the research
design. While there are numerous designs, the most common qualitative designs seen in DBA
doctoral studies are the case study design, miniethnography, focus group, and the
phenomenological design. The correlational design is the most common design for quantitative
studies. You simply need to identify the design of your study. There is no other information
required other than this single statement.
Variables (quantitative study only)48. A variable is any entity that can take on different
values. Another definition of a variable is that it is a characteristic or condition that changes or
has different values for different individuals or units of analyses (i.e. sample units). More so,
variables are the corner stone of quantitative research, where the researcher seeks to explain the
relationships among variables or to compare group differences regarding a variable or variables
48
See section 1.6 “Research Questions” for more information on variable requirements.
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March 2016
of interest. Another important distinction for term variable is the distinction between an
independent and dependent variable.
An independent variable is the variable you have control over (experimental designs),
what you can choose and manipulate. A dependent variable is also known as a response variable
or explained variable. The independent variable is usually what you think wil...
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