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Dissertation Prospectus
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The Prospectus Overview and Instructions
The prospectus is brief document that serves as a road map for the dissertation.
It provides the essential framework to guide the development of the dissertation proposal.
The prospectus builds on the 10 Strategic Points (shown in Appendix A) and should be
no longer than 6-10 pages, excluding the criteria tables and the appendices. The
prospectus will be expanded to become the dissertation proposal (Chapters 1, 2 and 3 of
the dissertation), which will, in turn, be expanded to become the complete dissertation
(Chapters 1-5). In short, the prospectus is a plan for the proposal. Prior to developing the
prospectus, the 10 Strategic points should be reviewed with the chair and committee to
ensure the points are aligned and form a clear, defined, and doable study. The10 Strategic
Points should be included in Appendix A of this prospectus document.
It is important to ensure the prospectus is well written from the very first draft.
The most important consideration when writing the prospectus is using the required
criteria specified in the criterion table below each section and writing specifically to
each criterion! Also critical is for learners to follow standard paragraph structure: (1)
contains a topic sentence defining the focus of the paragraph, (2) discusses only that
single topic, (3) contains three to five sentences, and (4) includes a transition sentence to
the next paragraph or section. The sentences should also be structurally correct, short, and
focused. Throughout the dissertation process, learners are expected to always produce a
well-written document as committee members and peer reviewers will not edit writing. If
prospectus it is not well written, reviewers may reject the document and require the
learner to address writing issues before they will review it again. Remove this page and
the sample criterion table below upon submission for review.
Prospectus Template v.8.0
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Prospectus Instructions:
1.
2.
3.
4.
5.
Read the entire Prospectus Template to understand the requirements for writing your prospectus.
Each section contains a narrative overview of what should be included in the section and a table
with required criteria for each section. WRITE TO THE CRITERIA, as they will be used to assess
the prospectus for overall quality and feasibility of your proposed research study.
As you draft each section, delete the narrative instructions and insert your work related to that
section. Use the criterion table for each section to ensure that you address the requirements for that
particular section. Do not delete/remove the criterion table as this is used by you and your
committee to evaluate your prospectus.
Prior to submitting your prospectus for review by your chair or methodologist, use the criteria
table for each section to complete a realistic self-evaluation, inserting what you believe is your
score for each listed criterion into the Learner Self-Evaluation column. This is an exercise in
self-evaluation and critical reflection, and to ensure that you completed all sections, addressing all
required criteria for that section.
The scoring for the criteria ranges from a 0-3 as defined below. Complete a realistic and
thoughtful evaluation of your work. Your chair and methodologist will also use the criterion tables
to evaluate your work.
Your Prospectus should be no longer than 6-10 pages when the tables are deleted.
Score
Assessment
0
Item Not Present
1
Item is Present. Does Not Meet Expectations. Revisions are Required: Not all components are
present. Large gaps are present in the components that leave the reader with significant questions.
All items scored at 1 must be addressed by learner per reviewer comments.
2
Item is Acceptable. Meets Expectations. Some Revisions May Be Required Now or in the
Future. Component is present and adequate. Small gaps are present that leave the reader with
questions. Any item scored at 2 must be addressed by the learner per the reviewer comments.
3
Item Exceeds Expectations. No Revisions Required. Component is addressed clearly and
comprehensively. No gaps are present that leave the reader with questions. No changes required.
Prospectus Template v.8.0
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Dissertation Prospectus
Introduction
The Introduction section broadly describes the research topic that will be
addressed by the dissertation and why that focus is worthy of further investigation. The
introduction develops the significance of the study by describing how the study is new or
different from other studies, how it addresses something that is not already known or has
not been studied before, or how it extends prior research on the topic in some way. Using
results, societal needs, recommendations for further study, or needs identified in three to
five research studies (primarily from the last 3-5 years), the learner identifies the stated
need, or gap, for the study. The reason it makes sense to focus on the last three years at
this stage is that those sources will still fall within the five-year time frame when the
dissertation has been completed. Additionally, the most recent studies on the topic need
to be a focal point to show how the research is currently trending.
Criteria
Learner
SelfEvaluation
Score
(0-3)
Chair
Evaluation
Score
(0-3)
Reviewer
Score
(0-3)
Introduction
This section briefly overviews the research focus or problem, why this study is worth conducting, and how
this study will be completed.
The recommended length for this section is two to three paragraphs.
1.
Dissertation topic is introduced along with why the
study is needed.
2.
Provides a summary of results from the prior
empirical research on the topic.
Using results, societal needs, recommendations for
further study, or needs identified in three to five
research studies (primarily from the last three years),
the learner identifies the stated need, called a gap.
3.
4.
Section is written in a way that is well structured, has a
logical flow, uses correct paragraph structure, uses
correct sentence structure, uses correct punctuation, and
uses correct APA format.
Prospectus Template v.8.0
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Criteria
Learner
SelfEvaluation
Score
(0-3)
Chair
Evaluation
Score
(0-3)
Reviewer
Score
(0-3)
NOTE: This Introduction section elaborates on the Topic from the 10 Strategic Points. This Introduction
section provides the foundation for the Introduction section in Chapter 1 of the Proposal.
Reviewer Comments:
Background of the Problem
The Background of the Problem section of the prospectus uses the literature to
provide the reader with the identification and statement of the research gap and problem
the study will address. The first part of the Background to the Problem section includes a
brief discussion demonstrating how the gap has been established based on what is known,
and not known, in the literature. This should include a clear statement informing the
reader of the gap. The second part of this section presents a brief historical perspective of
when the problem started and how it has evolved over time.
The gap. GCU defines the gap as a need or opportunity based on the existing
body of recent empirical literature. “Recent” empirical literature refers to empirical
research articles or dissertations within five years from date of defense. In other words,
the gap for the dissertation is the difference between what is known in a field of research
and what is not yet known, i.e., what researchers suggest ‘needs’ to be known (that is,
needs to be studied), but which is not yet known.
What is not a gap. A gap is not defined as research on a topic for which there
is no related research in the existing body of literature (see Grand Canyon University
[GCU], 2017). That is, the absence of literature in and of itself does not constitute a gap.
Prospectus Template v.8.0
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Furthermore, a personal agenda or an interesting idea is not sufficient rationale to
establish a gap.
How to establish the gap. The gap is created by synthesizing the literature
related to a societal need and/or broad topic. The stated need is defined from the literature
from recent years, usually within the last 3-5 years. There are a variety of ways to
synthesize the literature to define the gap. Below is a set of steps that may be used:
1. First, explore original literature on this “societal” issue or big problem to
determine what researchers have discovered and what still needs to be discovered.
Then compare and contrast the original literature on this problem and provide an
overarching summary of the current state of literature surrounding this problem.
2. Second, while exploring the original literature, identify the broad topics and
problems researched. Explore the evolution of the research on the problem. How
did the focus change? What findings emerged from these studies?
3. Third, describe the research from the past 2 to 3 years to discover what has been
discovered, and elaborate to discuss what still needs to be researched or
discovered. Discuss the trends and themes that emerged. What has been
discovered? What do researchers say still needs to be researched or discovered?
4. Fourth, define the proposed topic and problem statement, given the syntheses of
recent studies, trends, limitations, and defined future research needs.
Once the learner has established a gap from recent empirical literature, the gap
then determines the research problem, which will be covered in the Problem Statement
section of the prospectus. The research problem establishes how studying this gap will
benefit society and/or professional needs. That is, the problem statement addresses the
gap. The problem should be discussed as applicable beyond the local setting and
contributes to societal, disciplinary, and/or professional needs. The studies referenced
should help to justify the need for the specific research study. For further information see
GCU (2017) and the DC Network for resources on finding the gap.
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Evolution of problem. The second part of the Background of the Problem section
should include a very short historical description of when the problem started and how it
has evolved over time. This section will be further elaborated in Chapter 2 of the
proposal, the literature review. This section must include citations from the past 3-5 years
of the literature that clearly present evidence defining the current problem or opportunity
that needs to be further researched.
Criteria
Learner SelfChair or Score
Reviewer
Evaluation
(0-3)
Score
Score
(0-3)
(0-3)
Background of the Problem
This section uses the literature to provide the reader with a definition and statement of the research gap and
problem the study will address. This section further presents a brief historical perspective of when the
problem started and how it has evolved over time.
The recommended length for this section is two-three paragraphs.
1.
Includes a brief discussion demonstrating
how literature has established the gap and a
clear statement informing the reader of the
gap.
2. Discusses how the “need” or “defined gap”
has evolved historically into the current
problem or opportunity to be addressed by the
proposed study (citing seminal and/or current
research).
3. ALIGNMENT: The problem statement for
the dissertation will be developed from and
justified by the “need” or “defined gap” that
is described in this section and supported by
the empirical research literature published
within the past 3-5 years.
4. Section is written in a way that is well
structured, has a logical flow, uses correct
paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses
correct APA format.
NOTE: This Background of the Problem section uses information from the Literature Review in the 10
Strategic Points. This Background of the Problem section becomes the Background of the Study in Note,
this section develops the foundation for Chapter 1 in the Proposal. It is then expanded to develop the
comprehensive Background to the Problem section and Identification of the GAP sections in Chapter 2
(Literature Review) in the Proposal.
Reviewer Comments:
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Theoretical Foundations/Conceptual Framework and Review of the
Literature/Themes
The Theoretical Foundations section of the prospectus provides a big picture of
the theory(ies) or conceptual models that will provide the foundation for the study and
addressing the problem statement. The preliminary Review of the Literature/Themes
section defines and describes the major topics or themes related to the dissertation topic.
The Theoretical Foundations, as well as, the problem statement helps to define the
Research Questions.
Theoretical foundations/conceptual framework. This section names and
describes the theory(s) or model(s) that will provide the Theoretical
Foundation/Conceptual Framework for the research study. Additionally, it describes
their relevance to the proposed study topic and the stated problem that came out of the
Background section. Citations from seminal and/or other sources are provided to justify
the selected theory(s) or model(s). Seminal sources are ordinarily significantly older than
5 years (consider, for example, such seminal thinkers as Piaget or Vygotsky). For a
quantitative study, it should provide the theory or model for each variable as well the
rationale for studying the relationship between the variables. For a qualitative study, it
should discuss how the theories or models are relevant to understanding the phenomenon.
Review of the literature/themes. This section on the Review of the
Literature/Themes provides a bulleted list of the major themes you have synthesized from
the literature related to the research topic and problem statement for the dissertation. Each
theme should have a one-two sentence summary that describes the theme and its
relevance to the dissertation research problem. Include at least two empirical research
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citations from the past 3-5 years for each theme. The analysis of the literature review is
fundamental to identifying the gap (GCU, 2017). For example, list the themes that will be
used as organizers for the larger literature review in Chapter 2. See below:
•
Theme 1. Write a few sentences here to describe the theme and include
appropriate citations.
•
Theme 2. Write a few sentences here to describe the theme and include
appropriate citations.
Criteria
Learner SelfChair or
Reviewer
Evaluation
Score
Score
Score
(0-3)
(0-3)
(0-3)
Theoretical Foundations and/or Conceptual Framework
This section identifies the theory(s) or model(s) that provide the foundation for the research. This section
should present the theory(s) or models(s) and explain how the problem under investigation relates to the
theory or model. The theory(s) or models(s) guide the research questions and justify what is being
measured (variables) as well as how those variables are related (quantitative) or the phenomena being
investigated (qualitative).
Review of the Literature/Themes
This section provides a broad, balanced overview of the existing literature related to the proposed
research topic. It describes the literature in related topic areas and its relevance to the proposed research
topic findings, providing a short 3-4 sentence description of each theme and identifies its relevance to the
research problem supporting it with at least two citations from the empirical literature from the
past 3-5 years.
The recommended length for this section is 1 paragraph for Theoretical Foundations and a bulleted
list for Literature Themes section.
1. Theoretical Foundations section identifies
the theory(s), model(s) relevant to the variables
(quantitative study) or phenomenon
(qualitative study). This section should explain
how the study topic or problem coming out of
the “need” or “defined gap” in the as described
in the Background to the Problem section
relates to the theory(s) or model(s) presented in
this section. (One paragraph)
2. Review of the Literature Themes section:
This section is a bulleted list of the major
themes or topics related to the research topic.
Each theme or topic should have a one-two
sentence summary.
3. ALIGNMENT: The Theoretical Foundations
models and theories need to be related to and
support the problem statement or study topic.
The sections in the Review of the Literature
are topical areas needed to understand the
Prospectus Template v.8.0
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Criteria
Learner SelfEvaluation
Score
(0-3)
Chair or
Score
(0-3)
Reviewer
Score
(0-3)
various aspects of the phenomenon
(qualitative) or variables/groups (quantitative)
being studied; to select the design needed to
address the Problem Statement; to select
surveys or instruments to collect information
on variables/groups; to define the population
and sample for the study; to describe
components or factors that comprise the
phenomenon; to describe key topics related to
the study topic, etc.
4. Section is written in a way that is well
structured, has a logical flow, uses correct
paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses
correct APA format.
NOTE: The two parts of this section use information about the Literature Review and Theoretical
Foundations/Conceptual Framework from the 10 Strategic Points.
This Theoretical Foundations section is expanded upon to become the Theoretical Foundations section
in Chapter 2 (Literature Review). The Theoretical Foundations and the Literature Review sections are
also used to help create the Advancing Scientific Knowledge/Review of the Literature section in
Chapter 2 (Literature Review).
Reviewer Comments:
Problem Statement
This section of the Prospectus evolves from the Background to the Problem
section above. The Problem Statement section begins with a declarative statement of the
problem under study, such as “It is not known if and to what degree/extent/if there is a
difference...” (quantitative) or “It is not known how or why …” (qualitative). Questions
to consider when writing the problem include:
1. What is the need in the world or gap in the literature that this problem statement
addresses?
2. What is the real issue that is affecting society, students, or organizations?
3. At what frequency is the problem occurring?
4. What is the extent of human suffering that the problem produces?
5. Why has the problem received lack of attention in the past?
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6. What does the literature and research say about the problem that can and should
be addressed at this time?
7. What are the negative outcomes that this issue is addressing?
After the short declarative problem statement, this section then describes the
general population affected by the problem. Then, the learner needs to address the
importance, scope, or opportunity for solving the problem and/or the importance of
addressing the problem. This section ends with a description of the unit of analysis.
•
For qualitative studies, this describes how the phenomena will be studied. The
unit of analysis can be, for example, individuals, group(s), case unit(s),
community, organization(s), processes, or institution(s). The unit of analysis
bounds how the researcher will study the phenomena.
•
For quantitative studies, the unit of analysis needs to be defined in terms of the
variable structure (conceptual, operational, and measurement). At the operational
level, the unit of analysis gets determined and defined by (and must align with)
the research question/problem statement.
o
The conceptual level of a variable in a school setting may be, for example,
student achievement. The operational level of the variable may be student
performance in social studies. The measurement level for the variable may be
individual student scores on the high stakes test, or percentage of overall
students passing the test (at the school level).
Criteria
Learner SelfChair or
Reviewer
Evaluation
Score
Score
Score
(0-3)
(0-3)
(0-3)
Problem Statement
This section includes the problem statement, the population affected, and how the study will contribute to
solving the problem.
The recommended length for this section is one paragraph.
1. States the specific problem proposed for
research with a clear declarative statement.
2.
Describes the population of interest affected by
the problem. The general population refers to
all individuals that could be affected by the
study problem.
3.
Describes the unit of analysis.
For qualitative studies this describes how the
phenomenon will be studied. This can be
Prospectus Template v.8.0
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Criteria
Learner SelfEvaluation
Score
(0-3)
Chair or
Score
(0-3)
Reviewer
Score
(0-3)
individuals, group, or organization under study.
For quantitative studies, the unit of analysis
needs to be defined in terms of the variable
structure (conceptual, operational, and
measurement).
4.
Discusses the importance, scope, or opportunity
for the problem and the importance of
addressing the problem.
5.
The problem statement is developed based on
the need or gap defined in the Background to
the Study section.
6.
Section is written in a way that is well
structured, has a logical flow, uses correct
paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses
correct APA format.
NOTE: This section elaborates on the Problem Statement from the 10 Strategic Points. This section
becomes the foundation for the Problem Statement section in Chapter 1 and other Chapters where
appropriate in the Proposal.
Reviewer Comments:
Purpose of the Study
The Purpose of the Study provides a reflection of the problem statement and
identifies how the study will be accomplished. The section begins with a declarative
statement, “The purpose of this study is….” Included in this statement are also the
research design, target population, variables (quantitative) or phenomena (qualitative) to
be studied, and the geographic location. Further, the section clearly defines the variables,
relationship of variables, or comparison of groups for quantitative studies. For qualitative
studies, this section describes the nature of the phenomena to be explored.
Prospectus Template v.8.0
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Criteria
Learner SelfChair or Score
Reviewer Score
Evaluation Score
(0-3)
(0-3)
(0-3)
PURPOSE OF THE STUDY
This section reflects what the study is about, connecting the problem statement, methodology & research
design, target population, variables/phenomena, and geographic location.
The recommended length for this section is one paragraph.
1. Begins with one sentence
that identifies the research
methodology and design,
target population, variables
(quantitative) or
phenomena (qualitative) to
be studied and geographic
location.
2.
Quantitative Studies:
Defines the variables and
relationship of variables.
3.
Qualitative Studies:
Describes the nature of the
phenomena to be explored.
4.
Section is written in a way
that is well structured, has
a logical flow, uses correct
paragraph structure, uses
correct sentence structure,
uses correct punctuation,
and uses correct APA
format.
NOTE: This section elaborates on information in the Purpose Statement from the 10 Strategic Points. This
section becomes the foundation for the Purpose of the Study section in Chapter 1 and other Chapters where
appropriate in the Proposal.
Reviewer Comments:
Research Questions and/or Hypotheses
This section narrows the focus of the study and specifies the research questions to
address the problem statement. Based on the research questions, it describes the variables
or groups and their hypothesized relationship for a quantitative study or the phenomena
under investigation for a qualitative study. The research questions and hypotheses should
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be derived from, and are directly aligned with, the problem statement and theoretical
foundation (theory(s) or model(s).
If the study is qualitative, state the research questions the study will answer, and
describe the phenomenon to be studied. Qualitative studies will typically have one
overarching research question with three or more subquestions. If the study is
quantitative, state the research questions the study will answer, identify the variables, and
state the hypotheses (predictive statements) using the format appropriate for the specific
design. For quantitative studies, the research questions align with the purpose statement.
Note: GCU requires a minimum of two research questions for a quantitative study.
In a paragraph prior to listing the research questions or hypotheses, include a
discussion of the research questions, relating them to the problem statement. Then,
include a leading phrase to introduce the questions such as: The following research
questions guide this qualitative study:
RQ1: This is an example of how to format a qualitative research question should
align within the text of the manuscript. Indent .25 inches from the left margin.
Text that wraps around to the next line is indented using the Hanging Indent
feature at 0.5”. This style has been set up in this template and is called “List
RQ.” (It is the same as that in the proposal and dissertation template v8.x).
RQ2: Add a research question here following the format above. Additional research
questions should follow the same format.
Or, for a quantitative study the research questions are formatted as below. The
following research question and hypotheses guide this quantitative study:
Prospectus Template v.8.0
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RQ1: This is an example of how a quantitative research questions and hypotheses
should align within the text of the manuscript. The style has already been set
up and is called “List RQ.” The preferences for that style are: Indent .25
inches from the left margin. Text that wraps around to the next line is indented
using the Hanging Indent feature at .5”.
H10:
The null hypothesis that aligns to the research question is listed here. The null
hypotheses always precede the alternative hypothesis.
H1a:
The alternative hypothesis that aligns to the research question and null
hypothesis is listed here. Repeat this pattern for each quantitative research
question and associated hypotheses.
Criteria
•
•
•
Learner SelfChair Score
Reviewer Score
Evaluation Score
(0-3)
(0-3)
(0-3)
RESEARCH QUESTION(S) AND/OR HYPOTHESES
The recommendation is a minimum of two research questions along with related hypotheses and
variables is required for a quantitative study.
Also recommended is a minimum of two research questions along with the phenomenon
description is required for a qualitative study.
Put the Research Questions in the appropriate Table in Appendix B based on whether the study is
qualitative or quantitative.
The recommended length for this section is a list of research questions and associated hypotheses
(quantitative)
1. Qualitative Studies:
States the research
question(s) the study will
answer and describes the
phenomenon to be
studied.
2.
Quantitative Studies:
States the research
questions the study will
answer, identifies and
describes the variables,
and states the hypotheses
(predictive statements)
using the format
appropriate for the
specific design and
Prospectus Template v.8.0
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Criteria
Learner SelfEvaluation Score
(0-3)
Chair Score
(0-3)
Reviewer Score
(0-3)
statistical analysis.
3.
Alignment: The research
questions are based on
both the Problem
Statement and
Theoretical Foundation
model(s) or theory(s).
There should be no
research questions that
are not clearly aligned to
the Problem Statement.
4.
Section is written in a
way that is well
structured, has a logical
flow, uses correct
paragraph structure, uses
correct sentence
structure, uses correct
punctuation, and uses
correct APA format.
NOTE: This section elaborates on the information about Research Questions) & Hypothesis/variables or
Phenomena from the 10 Strategic Points. This section becomes the foundation for the Research
Question(s) and/or Hypotheses section in Chapter 1 in the Proposal.
Reviewer Comments:
Advancing Scientific Knowledge and Significance of the Study
The Advancing Scientific Knowledge and Significance of the Study section
reiterates the “gap” or “need” in the literature that was used to define the problem
statement and develop the research questions. Further, it describes how the study will
address the “gap” or “identified need.” The section describes how the research fits with,
or will build on/add to the results of other studies on the topic and how those results will
contribute to or advance the current literature or body of research. Although this
advancement may be a small step forward in a line of current research, it must add to the
current body of knowledge and align to the learner’s program of study. The section also
Prospectus Template v.8.0
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discusses the implications of the potential results based on the research questions and
problem statement, hypotheses, or the investigated phenomena. Further, it describes the
potential practical applications from the research for the community of interest. The
section identifies the theory(ies) or model(s) that provide the theoretical foundations or
conceptual frameworks for the study. Finally, it connects the study directly to the theory
and describes how the study will add or extend the theory or model.
Criteria
Learner SelfChair Score
Reviewer Score
Evaluation Score
(0-3)
(0-3)
(0-3)
ADVANCING SCIENTIFIC KNOWLEDGE AND SIGNIFICANCE OF THE STUDY
This section reiterates the gap or need in the literature and states how the study will address the gap or need
and how the research will contribute to the literature, practical implications to the community of interest,
and alignment with the program of study.
The recommended length for this section is one to two paragraphs, providing a brief synopsis of each
criteria listed below which will be expanded in the proposal.
1. Clearly identifies the
“gap” or “need” in
the literature that was
used to define the
problem statement
and develop the
research questions.
(citations required)
2.
Describes how the
study will address the
“gap” or “identified
need” defined in the
literature and
contribute to
/advance the body of
literature. (citations
required)
3.
Describes the
potential practical
applications from the
research. (citations
required)
4.
Identifies and
connects the
theory(ies) or
model(s) that provide
the theoretical
Prospectus Template v.8.0
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Criteria
Learner SelfEvaluation Score
(0-3)
Chair Score
(0-3)
Reviewer Score
(0-3)
foundations or
conceptual
frameworks for the
study. (citations
required)
5.
Section is written in a
way that is well
structured, has a
logical flow, uses
correct paragraph
structure, uses correct
sentence structure,
uses correct
punctuation, and uses
correct APA format.
NOTE: This section builds on information about the Literature review and
Theoretical Foundations sections in the 10 Strategic Points. This section becomes
the foundation for the Theoretical Foundations section in Chapter 2
Reviewer Comments:
Rationale for Methodology
The Rationale for Methodology section clearly justifies the methodology the
researcher plans to use for conducting the study. It argues how the methodological choice
(quantitative or qualitative) is the best approach to answer the research questions and
address the problem statement. Finally, it contains citations from textbooks and articles
on research methodology and/or articles on related studies to provide evidence to support
the argument for the selected methodology.
For qualitative designs, this section describes the phenomenon to be studied. For
quantitative designs, this section identifies and describes the variables, and states the
hypotheses (predictive statements) using the format appropriate for the specific design.
Finally, this section includes a discussion of the research questions, relating them to the
Prospectus Template v.8.0
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problem statement. This section should illustrate how the selected methodology is aligned
with the problem statement, providing additional context for the study.
Note, learners often confuse this section with the research design for their study.
The methodology section focuses on the key attributes of the methodology (qualitative
and quantitative) cited from research sources, and the reason it is best suited to answer
the research questions. After describing the critical attributes of the methodology, the
learner should then discuss how those attributes align with the proposed study.
Justification of the methodology requires the learner to go beyond listing the attributes of
the methodology, but to also tell why those attributes are a best or appropriate fit for their
stated problem and research questions in the study. The discussion must include why one
methodology is well suited to the study and the other is not.
Learner SelfChair or Score
Reviewer Score
Evaluation Score
(0-3)
(0-3)
(0-3)
RATIONALE FOR METHODOLOGY
The Rationale for Methodology section clearly justifies the methodology the researcher plans to use for
conducting the study. It argues how the methodological choice (quantitative or qualitative) is the best
approach to answer the research questions and address the problem statement. Finally, it contains citations
from textbooks and articles on research methodology and/or articles on related studies to provide evidence
to support the argument for the selected methodology.
Criteria
The recommended length for this section is one paragraph.
1.
Identifies the specific
research methodology
for the study.
2.
Justifies the
methodology to be
used for the study by
discussing why it is
an appropriate
approach for
answering the
research question(s)
and addressing the
problem statement.
3.
Quantitative
Studies: Justify in
Prospectus Template v.8.0
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Criteria
Learner SelfEvaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
terms of problem
statement and the
variables for which
data will be collected.
4.
Qualitative Studies:
Justify in terms of
problem statement
and phenomenon.
5.
Uses citations from
seminal
(authoritative)
sources (textbooks
and/or empirical
research literature) to
justify the selected
methodology. Note:
Introductory or
survey research
textbooks (such as
Creswell) are not
considered seminal
sources.
6.
Section is written in a
way that is well
structured, has a
logical flow, uses
correct paragraph
structure, uses correct
sentence structure,
uses correct
punctuation, and uses
correct APA format.
NOTE: This section elaborates on the Methodology and Design in the 10 Strategic Points. This section
becomes the foundation for the Research Methodology in Chapter 1 of the Proposal and the basis for
developing Chapter 3, Research Methodology.
Reviewer Comments:
Nature of the Research Design for the Study
This section describes the specific research design to answer the research
questions and why that approach to the design of the study was selected. Here, the learner
discusses why the selected design is the best design to address the problem statement and
Prospectus Template v.8.0
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research questions as compared to other designs. This section contains a description of
the research sample being studied, as well as, the process that will be used to collect the
data on the sample. This means that the learner briefly describes the data collection
instruments/sources or materials and how they will be administered.
The design section succinctly conveys the particular design research approach to
answer the research questions and/or test the hypotheses. Note, learners often confuse this
section with the research methodology for their study. This section focuses on the key
attributes of the design, which is a subset of the methodology. Here the learner needs to
discuss 3 to 5 key attributes of the design, cited from research sources. After describing
the critical attributes of the design, the learner should then discuss how these attributes
align with the proposed study. Justification of the design requires the learner to go
beyond listing the attributes of the design, but to also tell why those attributes are a best
or appropriate fit for their stated problem and study. In addition, the learner needs to
discuss why other designs (also subsets of the methodology) were not selected, and why
those were not best suited to answering the research questions and the problem statement.
Criterion Score
Learner SelfChair or Score
Reviewer Score
Evaluation Score
(0-3)
(0-3)
(0-3)
NATURE OF THE RESEARCH DESIGN FOR THE STUDY
This section describes the specific research design to answer the research questions and why this approach
was selected. Here, the learner discusses why the selected design is the best design to address the problem
statement and research questions as compared to other designs. This section contains a description of the
research sample being studied, as well as, the process that will be used to collect the data on the sample.
The recommended length for this section is two to three paragraphs and must address each criterion.
1. Identifies and describes
the selected design for
the study.
2.
Justifies why the selected
design addresses the
problem statement and
research questions.
Prospectus Template v.8.0
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Criterion Score
3.
Quantitative Studies:
Justifies the selected
design based on the
appropriateness of the
design to address the
research questions and
data for each variable.
4.
Qualitative Studies:
Justifies the selected
design based on
appropriateness of design
to address research
questions and study the
phenomenon.
5.
Briefly describes the
target population and
sample for the study.
6.
Identifies the sources and
instruments that will be
used to collect data
needed to answer the
research questions.
7.
Briefly describes data
collection procedures to
collect data on the
sample.
8.
Section is written in a
way that is well
structured, has a logical
flow, uses correct
paragraph structure, uses
correct sentence
structure, uses correct
punctuation, and uses
correct APA format.
Learner SelfEvaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
NOTE: This section also elaborates on the Design portion of the Methodology and Design section in the 10
Strategic Points. This section provides the foundation for Nature of the Research Design for the Study in
Chapter 1.
Reviewer Comments:
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Research Materials, Instrumentation, OR Sources of Data
This section identifies and describes the types of data that will be collected, as
well as the specific research materials, instruments, and sources used to collect those data
(tests, questionnaires, interviews, data bases, media, etc.). Use the “Instrumentation”
heading for a quantitative study. Use the “Sources of Data” heading for qualitative
research. Use the “Research Materials” heading is using materials for experiments that
use materials other than instruments.
Quantitative instruments or research materials. For quantitative studies, make
sure to discuss, in detail, the specific research materials, instrument(s), or source (such as
databases) to collect data for each variable or group. Discuss how the instrument was
developed and constructed, the validity and reliability of the instrument, the number of
items or questions included in the survey, the calculation of the scores, and the scale of
measurement of data obtained from the instrument. Learners must also obtain all
appropriate use permissions from instrument authors. Please note that GCU strongly
recommends against developing or modifying instruments for quantitative studies,
because modifications can change the validation of the instrument. Permission to make
modifications must be obtained from the assistant dean.
For quantitative studies, distinguish between the validated instruments and the
questions added by the researcher. The latter have to be justified as (1) data for one or
more variables of interest in the study (included in the analysis), or (2) data needed for
the sample profile (must be relevant to the topic), or (3) combination of both. Separate
appendices required for each instrument; the validated instruments (or watermarked
samples thereof) have to be accompanied by authors' or vendors' permission to use.
Prospectus Template v.8.0
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Information required for quantitative validated instruments:
1. Number and labels of scales (and subscales);
2. Number or items per scale (and subscale);
3. Type of scale / data (e.g., Likert scales produce technically ordinal data--ONLY
SOME have a format that allows for APPROXIMATION to continuous data-required justification of approximation, with references);
4. Method of data aggregation (e.g., for continuous scales: sum vs. mean vs. other
mathematical formula).
Learners doing a quantitative study should refer to the dissertation template for further
details.
Qualitative sources of data. For qualitative studies, the learner often uses data
sources other than instruments. Learners will most likely develop their own interview or
focus group guide, observation checklist, or other protocol when conducting a qualitative
study. Sources of data may also include databases, journals, participant drawings,
questionnaires, surveys, photographs, documents, artifacts, and media. Learners must
describe in detail the process and information used to develop the qualitative protocols or
instrument, including the research literature, theory(ies), or expert in the field used to
develop and justify the questions. Additionally, learners must describe how the validity
and reliability of the instrument were established if using a validated instrument as a
source of data for a qualitative study, and demonstrate trustworthiness for researcherdeveloped interview protocols, questionnaires, and observations forms, which should
include an expert panel review (the expert panel to be identified by the learner to include
people knowledgeable in qualitative methodology and the domain of study). Finally,
learners should field test the interview protocol(s). Field testing means that the learner
should select 2-3 individuals who match the selection criteria of the target population, but
Prospectus Template v.8.0
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who will not be in the sample; the information collected during the field test may not be
included in the results of the study. The outcome of the field test is to edit or tweak the
questions in the protocol. Field tests differ from pilot tests, the latter requires full IRB
approval.
Criterion Score
Learner SelfChair or Score
Reviewer Score
Evaluation Score
(0-3)
(0-3)
(0-3)
RESEARCH MATERIALS, INSTRUMENTATION, OR SOURCES OF DATA
This section identifies and describes the types of data that will be collected, as well as the specific research
materials, instruments, and sources used to collect those data (tests, surveys, validated instruments,
questionnaires, interview protocols, databases, media, etc.).
The recommended length for this section is one to two paragraphs. Note: this section can be set up as
a bulleted list.
QuantitativeInstruments/Research
Materials:
Provides a bulleted list of the
instrumentation and/or materials
for data collection.
Describes the survey
instruments or
equipment/materials used
(experimental research), and
specifies the type and level of
data collected with each
instrument.
Includes citations from original
publications by instrument
developers (and subsequent
users as appropriate) or related
studies.
Qualitative - Sources of Data:
Describes the structure of each
data collection instrument and
data sources (tests,
questionnaires, interview
protocols, observations
databases, media, etc.).
Section is written in a way that
is well structured, has a logical
flow, uses correct paragraph
structure, uses correct sentence
structure, uses correct
punctuation, and uses correct
APA format.
Prospectus Template v.8.0
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Criterion Score
Learner SelfChair or Score
Reviewer Score
Evaluation Score
(0-3)
(0-3)
(0-3)
NOTE: This section elaborates on the Data Collection from the 10 Strategic Points.
This information is summarized high level in Chapter 1 in the Proposal in the Nature of the Research
Design for the Study section. This section provides the foundation for Research Materials,
Instrumentation (quantitative) or Sources of Data (qualitative) section in Chapter 3.
Reviewer Comments:
Data Collection
This section details the process and procedures used to collect the data. In this
section, learners should describe the step-by-step procedures used to carry out all the
major steps for data collection for the study in a way that would allow another researcher
to conduct or replicate the study. Note: Learners often do not develop this section
adequately. Start with site authorization from the organization where data will be
collected, then move to IRB approval. Consider how you will gain initial contact with the
site and participants, how you will explain the purpose and participation requirements for
the study, how you will get informed consent all the way to actual data collection.
Include specific steps and the sequence for collecting data for each variable, source of
data, or research material.
Criteria
Learner SelfEvaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
DATA COLLECTION AND MANAGEMENT
This section details the data collection process and procedures so that another researcher could conduct or
replicate the study. It includes authorizations and detailed steps.
The recommended length for this section is a bullet or numbered list of data collection steps that
should not exceed one page.
Quantitative Studies: Lists
steps for the actual data
collection that would allow
replication of the study by
another researcher, including
how each instrument or data
source was used, how and
where data were collected,
and recorded. Includes a linear
Prospectus Template v.8.0
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Criteria
sequence of actions or stepby-step of procedures used to
carry out all the major steps
for data collection. Includes a
workflow and corresponding
timeline, presenting a logical,
sequential, and transparent
protocol for data collection
that would allow another
researcher to replicate the
study.
Data from different sources
may have to be collected in
parallel (e.g., paper-and-pen
surveys for teachers,
corresponding students, and
their parents AND retrieval of
archival data from the school
district). A flow chart is ok—
"linear" may not apply to all
situations
Qualitative Studies: Provides
detailed description of data
collection process, including
all sources of data and
methods used, such as
interviews, member checking,
observations, surveys, field
tests, and expert panel review.
Note: The collected data must
be sufficient in breadth and
depth to answer the research
question(s) and interpreted
and presented correctly, by
theme, research question,
and/or source of data.
Describes the procedures for
obtaining participant informed
consent and for protecting the
rights and well-being of the
study sample participants.
Section is written in a way
that is well structured, has a
logical flow, uses correct
paragraph structure, uses
correct sentence structure,
uses correct punctuation, and
uses correct APA format.
Prospectus Template v.8.0
Learner SelfEvaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
28
Learner SelfChair or Score
Reviewer Score
Evaluation
Score
Criteria
(0-3)
(0-3)
(0-3)
NOTE: This section elaborates on the Sample and Location and Data Collection in the 10 Strategic Points.
This section provides the foundation for the Data Collection Procedures section in Chapter 3 in the
Proposal. And it is summarized high level in Chapter 1 in Nature of the Research Design for the Study in
the Proposal.
Reviewer Comments:
Data Analysis Procedures
This section provides a step-by-step description of the procedures to be used to
conduct the data analysis. The key elements of this section include the process by which
raw data will be prepared for analysis and then subsequently analyzed.
Criteria
Learner SelfEvaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
DATA ANALYSIS PROCEDURES
This section provides detailed steps for the analytic procedures to be used to conduct data analysis.
The recommended length for this section is one to two paragraphs, can also be presented in bulleted
format.
Describes in detail the
relevant data collected for
each stated research question
and/or each variable within
each hypothesis (if
applicable).
Quantitative Studies: "In
detail" means scales (and
subscales) of specified
instruments AND type of data
for each variable of interest.
IMPORTANT: For (quasi)
experimental studies, provide
detailed description of all
treatment materials per
treatment condition, as part of
the description of the
independent variable
corresponding to the
experimental manipulation.
Prospectus Template v.8.0
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Criteria
What: Describes, in detail,
statistical and non-statistical
analysis to be used and
procedures used to conduct
the data analysis.
Quantitative Studies: (1)
describe data file preparation
(descriptive statistics used to
check completeness and
accuracy; for files from
different sources, possibly
aggregating data to obtain a
common unit of analysis in all
files, necessarily merging files
(using the key variable
defining the unit of analysis);
(2) computation of statistics
for the sample profile; (3)
computation of (subscales
and) scales; (4) reliability
analysis for all scales and
subscales; (5) computation of
descriptive statistics for all
variables of interest in the
study (except those already
presented in the sample
profile); (6) state and justify
all statistical procedures
("tests") needed to generate
the information to answer all
research questions; and (7)
state assumptions checks for
all those statistical procedures
(including the tests and / or
charts to be computed).
Qualitative Studies: This
section begins by identifying
and discussing the specific
analysis approach or strategy,
followed by a discussion of
coding procedures to be used.
Note: coding procedures may
be different for Thematic
Analysis, Narrative Analysis,
Phenomenological Analysis,
or Grounded Theory Analysis.
Why: Provides the
justification for each of the
(statistical and non-statistical)
Prospectus Template v.8.0
Learner SelfEvaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
30
Criteria
Learner SelfEvaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
data analysis procedures used
in the study.
Show Steps that Support
Evidence
Quantitative Analysis states the level of statistical
significance for each test as
appropriate, and describes
tests of assumptions for each
statistical test.
Qualitative Analysis evidence of qualitative
analysis approach, such as
coding and theming process,
must be completely described
and included the analysis
/interpretation process. Clear
evidence from how codes
moved to themes must be
presented.
Section is written in a way
that is well structured, has a
logical flow, uses correct
paragraph structure, uses
correct sentence structure,
uses correct punctuation, and
uses correct APA format.
NOTE: This section elaborates on the Data Analysis from the 10 Strategic Points. This section
provides the foundation for Data Analysis Procedures section in Chapter 3 in the Proposal.
Reviewer Comments:
Ethical Considerations
This section of the prospectus discusses the anticipated ethical issues
surrounding the research including how human subjects and data will be protected.
This section should also reference how site authorization will be obtained and the
necessary IRB approval(s) required to conduct the research, the subject recruiting and
Prospectus Template v.8.0
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informed consent processes. Read the criterion table carefully for required components
to be included in this section.
Criteria
Learner SelfChair or
Reviewer
Evaluation
Score
Score
Score
(0-3)
(0-3)
(0-3)
Ethical Considerations
This section discusses the potential ethical issues surrounding the research, as well as how human
subjects and data will be protected. It identifies how any potential ethical issues will be addressed.
The recommended length for this section is one paragraph.
1.
2.
3.
4.
Describes site authorization process, subject
recruiting, and informed consent processes.
Describes how the identities of the participants in the
study and data will be protected.
Discusses potential ethical concerns that might occur
during the data collection process.
ALIGNMENT: Ethical considerations are clearly
aligned with, and relate directly to the specific Data
Collection Procedures. This section also identifies
ethical considerations related to the target population
being researched and organization or location as
described in the Purpose Statement section.
Section is written in a way that is well structured, has a
logical flow, uses correct paragraph structure, uses correct
sentence structure, uses correct punctuation, and uses
correct APA format.
NOTE: This section does not include information from any of the 10 Strategic Points.
This section provides the foundation for Ethical Considerations section in Chapter 3 in the Proposal.
Reviewer Comments:
Prospectus Template v.8.0
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References
Russell, B.H., Wutich, A.Y., & Ryan, G.W. (2017). Analyzing qualitative data:
Systematic approaches (second edition). Thousand Oaks, CA: Sage Publications.
Grand Canyon University (Ed.). (2017). GCU doctoral research: Writing the research
prospectus. Retrieved from: http://lc.gcumedia.com/res880/gcu-doctoral-researchwriting-the-research-prospectus/v1.1/
Prospectus Template v.8.0
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Appendix A
The 10 Strategic Points for the Prospectus, Proposal, and Dissertation
Introduction
In the Prospectus, Proposal and Dissertation there are 10 key or strategic points
that need to be clear, simple, correct, and aligned to ensure the research is doable,
valuable, and credible. These points, which provide a guide or vision for the research,
are present in almost any research. They are defined within this 10 Strategic Points
document. You should include an updated, aligned 10 Strategic Points in this appendix
for your chair and methodologist to reference. Below are the instructions for constructing
a 10 Strategic Points for your reference.
The 10 Strategic Points
The 10 strategy points emerge from researching literature on a topic that is based
on, or aligned with, the defined need in the literature as well as the learner’s personal
passion, future career purpose, and degree area. The 10 Strategic Points document
includes the following 10 key or strategic points that define the research focus and
approach:
1. Topic—Provides a board research topic area/title.
2. Literature review—Lists primary points for four sections in the Literature
Review: (a) Background of the problem/gap and the need for the study based on
citations from the literature; (b) Theoretical foundations (models and theories to
be foundation for study); (c) Review of literature topics with key theme for each
one; (d) Summary.
3. Problem statement—Describes the problem to address through the study based on
defined needs or gaps from the literature.
4. Sample and location—Identifies sample, needed sample size, and location (study
phenomena with small numbers and variables/groups with large numbers).
Prospectus Template v.8.0
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5. Research questions—Provides research questions to collect data to address the
problem statement.
6. Hypothesis/variables or Phenomena—Provides hypotheses with variables for each
research question (quantitative) or describes the phenomena to be better
understood (qualitative).
7. Methodology and design—Describes the selected methodology and specific
research design to address problem statement and research questions.
8. Purpose statement—Provides a one-sentence statement of purpose including the
problem statement, methodology, design, population sample, and location.
9. Data collection—Describes primary instruments and sources of data to answer
research questions.
10. Data analysis—Describes the specific data analysis approaches to be used to
address research questions.
The Process for Defining the Ten Strategic Points
The order of the 10 strategic points listed above reflects the order in which the
work is done by the learner. The first five strategic points focus primarily on defining the
focus for the research based on a clearly defined need or gap from the literature as well as
the learner’s passion, purpose and specialty area focus. First, a learner identifies a broad
topic area to research for their dissertation based on a clearly defined need or gap from
the literature—that they are interested in because it is based on their personal passion,
future career purpose, and degree being pursued. Second, the learner completes a review
of the literature to define the need or gap they will address, the theories and models that
will provide a foundation for their research, related topics that are needed to demonstrate
their expertise in their field, and define the key strategic points behind their proposed
research. Third, the learner develops a clear, simple, one- sentence problem statement
that defines the problem, or gap, that will be addressed by the research. Fourth, the
learner identifies some potential population samples they would have access to in order to
collect the data for the study, considering the fact the quantitative study sample sizes
need to be much larger than those for qualitative studies. Fifth, the learner develops a set
of research questions that will define the data needed to address the problem statement.
Based on the above five strategic points the learner now defines the key aspects of
the research methodology through the last five strategic points. Sixth, the learner either
describes the phenomena to be studied (if it is a qualitative study), or develops a set of
hypotheses (matching the research questions) that defines the variables that will be the
focus for the research (if it is a quantitative study). Seventh, the learner determines if the
study will be qualitative, quantitative based on (a) the best approach for the research, (b)
Prospectus Template v.8.0
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the size of the sample they can get permission to access, (c) availability of data collection
tools and sources, and (d) time and resources to conduct the study. Additionally, they
select the best design approach considering these same factors. Eighth, the learner
develops a purpose statement by integrating the problem statement, methodology, design,
sample, and location. Ninth, the learner identifies the data they will need to collect to
address the research questions or hypotheses and how they will collect the data (e.g.,
interviews, focus groups, observations, tested and validated instruments or surveys, data
bases, public media, etc.) Tenth, they identify the appropriate data analysis, based on
their design, to be used to answer their research questions and address their problem
statement.
Criteria for Evaluating the Ten Strategic Points: Clear, Simple, Correct and
Aligned
When developing research, it is important to define the 10 strategic points so they
are simple, clear, and correct in order to ensure anyone who reviews them will easily
understand them. It is important to align all of the 10 strategic points to ensure it will be
possible to conduct and complete the research. The problem statement must come out of
the literature. The research questions must collect the data needed to answer the problem
statement. The methodology and design must be appropriate for the problem statement
and research questions. The data collection and data analysis must provide the
information to answer the research questions (qualitative) or test the hypotheses
(quantitative). Developing the 10 Strategic Points as a two to three-page document can
help ensure clarity, simplicity, correctness, and alignment of each of these ten key or
strategic points in the prospectus, proposal, and dissertation. Developing these 10
strategic points on a two to three-page document also provides an easy-to-use use
template to ensure the 10 strategic points are always worded the same throughout the
prospectus, proposal, and dissertation.
Prospectus Template v.8.0
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Appendix B
Variables/Groups, Phenomena, and Data Analysis
Instructions: Complete the applicable table to assist with your research design. Use Table
1 for quantitative studies. Use Table 2 for qualitative studies. This table is intended to
define how you will collect and analyze the specific data for each research question
(qualitative) and each variable (quantitative). Add additional rows to your table if needed.
Table 1
Quantitative Studies
Research
Questions:
State the research
Questions
Hypotheses:
State the
hypotheses to
match each
Research question
1.
2.
3.
Prospectus Template v.8.0
List of
Variables/Groups to
Collect Data For:
Independent and
Dependent
Variable(s)
Instrument(s)
To collect data for
each variable
Analysis Plan
Data analysis
approach to (1)
describe data and
(2) test the
hypothesis
37
Table 2
Qualitative Studies
Research Questions:
State the Research
Questions that will be
used to collect data to
understand the
Phenomenon being
studied
1.
2.
3.
Prospectus Template v.8.0
Phenomenon:
Describe the overall
phenomenon being
studied by the research
questions
Sources of Data:
Identify the specific
approach (e.g.,
interview, observation,
artifacts, documents,
database, etc.) to be used
to collect the data to
answer each Research
Question
Analysis Plan:
Describe the specific
approach that will be
used to (1) summarize
the data and (2)
analyze the data.
Dissertation Prospectus
The Influence of Mental Illness on Healthy Siblings’ Cognitive Development
Submitted by
Jay Salda
11/22/2018
Dr. Allen Smith
Joe,
(Corrections have been made by student) (11-22-2018)
I can see a gap emerging, based on the ideas you have presented. This gap is a lot
stronger than the argument in the introduction that the study should be done because
someone said so (though I realize this has been an emphasis in previous coursework).
Based on the gap, I have significant questions about the methodology and there are
confusing and inconsistent statements in the document as to the data you will collect/use.
I think this will be a great topic to discuss in our call if we can get one scheduled. Please
do not hesitate to ask questions. Look at the comments throughout. Used tracked changes
for the next time you submit. Note too some comments on writing. Try to move away
from focusing on who said or studied what and focus instead on the key ideas you
gleaned from those sources. Eliminating extraneous wording will help a great deal.
Alycia
10/20/2018
2
Dissertation Prospectus
Introduction
A notable number of psychologists, psychiatrists, psychotherapists, social workers
and other professionals in the field of behavior analysis, for over a few decades, have
recorded reports showing healthy siblings involvement in care, support and treatment
aspects of their mentally ill siblings. There is evidence that parents and healthy siblings
who care for children suffering from mental illness such as Austism Spectrum Disorder,
Bipolar Disorder, Schizophrenia, and others, experience symptoms of depression such as
stress, anxiety, grief, sadness, despair, desolation and other symptoms (Sarris, 2017).
Consequently, these symptoms are also experienced by well siblings who live with their
mentally ill siblings. Ergo, emotions such as anxiety, sadness, grief, resentment and
others, caused by the environment (mothers, well siblings and ill children being anxious
and stressed out as they interact) can be highly prejudicial for well siblings’ cognitive
development in the lack of proper intervention. Accordingly, some of these negative
relationships’ experiences can be detrimental for the well siblings’ cognitive development
as it is for parents causing distress and depression (Sarris, 2017). Furthermore, studies
found that children who are exposed to high stress (or distress) environments may
develop depression, and also activate genes, based on predisposition, that may ultimately
lead to a variety of mental disorders including addictions (Sapolsky, 2004). Thus the need
for intervention for well siblings at early stages of cognitive development. Historically,
the experience of healthy siblings of children suffering with mental illness has been
documented by several professionals from different fields such as psychiatry,
psychology, social work and others. Moreover, several studies have reported healthy
Prospectus Template v.8.0
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siblings’ negative experiences living with their mentally ill sibling. Societal perception of
mental disabilities has contributed to the negative experience that has been marginalizing,
stigmatizing and cruel, as these families of individuals suffering with mental illness tend
to shy away and become isolated (Sanders et al. 2014). Sanders et al (2014) elucidates
that this phenomenon (mental illness and healthy siblings’ relationship with the ill child)
impacts the psychosocial dynamics and adaptation of healthy siblings and other members
of the family when left without professional intervention. Children of mentally-ill
siblings can be cognitively affected by the experience if there is lack of intervention and
psychological counseling (Seeman, 2013). Social isolation can cause a series of
psychological problems such as depression, inferiority complexes, loneliness, sadness,
distress and can be a predictor of future psychological problems in healthy siblings. In
addition, healthy siblings of children suffering with Autism Spectrum Disorder, for
example, run the risk of emotional psychological adjustment (Bitsika, 2015). Parents of
mentally ill children suffer to adapt to the task of caring for the ill child experiencing
grief and self-demeaning thought process, becoming often depressed and unfit for caring
for their children (Sarris, 2017). In a study conducted by DePape and Lindsay (2014)
articles were carefully analyzed and compared with the others in a meta-synthesis
analysis showing the detriments of the relationships experiences between well siblings
and mentally ill siblings and the themes were identified such as pre-diagnosis, diagnosis,
family life adjustment, navigating the system, parental empowerment, and moving
forward (DePape & Lindsay, 2014).This proposed study describes the influence of
mental illness among siblings (well siblings and their mentally ill brothers or sisters) and
the consequences of their relationships with healthy siblings and their cognitive
Prospectus Template v.8.0
4
development when left untreated. Thus, it is necessary for society to understand these
consequences as well as the relationship influence of mentally ill siblings on healthy
siblings’ cognitive development for the preservation of healthy siblings’ cognitive
development. In addition, there are numerous cases of mental illness and addictions
emerging from these maladjusted relationships which trace back to healthy siblings
cognitive development and stress (Sapolsky, 2004).
As the mental process or action of acquiring understanding and knowledge
through senses, experience and thought, cognitive development in children has a
profound effect on well-being, success and survival especially on early ages of
development (Sanders et al., 2014). In examining the relationship and experiences of
parents caring for children with Autism Spectrum Disorder for example, Depape and
Lindsay (2014) explained that the relationship involves abnormal communication,
impaired social functioning and restrictive and repetitive interests becoming extremely
difficult for parents and siblings to manage, causing high stress levels. The emotional
impact caused in healthy siblings living with their mentally ill brother or sister can have
lasting effects in healthy siblings’ lives such as feelings of guilt, career outcomes,
lingering, academic achievements, and others (Woodgate et al., 2016). This study will be
important and will add to the body of knowledge because it will describe these negative
relationship experiences between mentally ill and healthy siblings, influencing healthy
siblings’ cognitive development. The negative effects of distress and anxiety caused by
these relationships described above can be detrimental in stages of development
(cognitive development) and consequently their future psychological well-being, causing
distress, depression, anxiety and a host of other destructive negative emotions and
Prospectus Template v.8.0
5
behaviors which can trigger pre-disposed disorders (Sanders et al., 2014; Sapolsky,
2004).
Criteria
Learner
SelfEvaluation
Score
(0-3)
Chair
Evaluation
Score
(0-3)
Reviewer
Score
(0-3)
Introduction
This section briefly overviews the research focus or problem, why this study is worth conducting, and how
this study will be completed.
The recommended length for this section is two to three paragraphs.
1.
Dissertation topic is introduced along with why the
study is needed.
2.5
2
2.
Provides a summary of results from the prior
empirical research on the topic.
Using results, societal needs, recommendations for
further study, or needs identified in three to five
research studies (primarily from the last three years),
the learner identifies the stated need, called a gap.
2.5
2
2.5
2
3.
4.
Section is written in a way that is well structured, has a
2.5
2
logical flow, uses correct paragraph structure, uses
correct sentence structure, uses correct punctuation, and
uses correct APA format.
NOTE: This Introduction section elaborates on the Topic from the 10 Strategic Points. This Introduction
section provides the foundation for the Introduction section in Chapter 1 of the Proposal.
Reviewer Comments:
Background of the Problem
Understanding the nature and experience of mentally ill siblings and their
relationship with their healthy siblings is critical for the preservation of the well siblings’
psychological development (cognitive development) (Merwe et al., 2017). According to
Sanders et al. (2014), healthy siblings of mentally ill brothers and/or sisters who accept
the role of caregiving run the risk factor to develop dysfunctional roles in the family such
as stressors that results in objective burden (neglect of other family members, family
Prospectus Template v.8.0
6
friction, disturbances to the household routines, and distraction from the relatives’
activities) and subjective burden (stigma, fears about interactions and disturbing
behaviors, feelings of resentment, feelings of being trapped and anxiety about the future).
Wadman et al. (2015) elucidated that children who become caregivers of their
mentally ill siblings run the risk factor of experiencing negative patterns of thoughts
which include fear, jealousy, over-worry, resentfulness, anger and other negative patterns
of thoughts that are destructive and can influence cognitive development. Clinicians
should strategically adopt a lifespan approach in understanding healthy siblings’
psychosocial adjustment (when having mentally ill siblings) and helping individuals with
mental disorders (such as Autism Spectrum Disorder, Schizophrenia, Bipolar Disorder
and other mental disorders) and their healthy siblings as they develop cognitively (Merwe
et al.,2017). Healthy siblings of children with Autism Spectrum Disorder show poor peer
relationships and a greater risk for emotional adjustment problems. Parental stress and
self-efficacy were contributors to healthy siblings’ adjustment and there was no
relationship between siblings’ adjustment and parental therapy involvement. Proper
intervention and counseling can provide education with respect to such relationships and
spare healthy children from undergoing psychological problems and cognitive deficits
due to a lack of proper intervention and counseling (Sanders et al., 2014). Prior studies on
mentally ill siblings were focused on the needs and priorities of the mentally ill individual
(localized phenomenon) rather than the needs of the well sibling (with emphasis on
healthy siblings’ stages of cognitive development) that involves therapeutic and family
dynamics approach (Seeman, 2013). Furthermore, understanding the complexity of such
relationships, comprehensive and thorough case studies evaluations will be the most
Prospectus Template v.8.0
7
suitable approach to understand and describe the relationships between these siblings and
suggest approaches such as intervention (coaching, counseling and/or psychotherapy),
education and treatment for families of the causal relationship within denoting
phenomena. Professionals and parents should intervene in the relationships of mentally ill
siblings and healthy siblings with the intention of preserving healthy siblings’ cognitive
development (Merwe et al., 2017). The emotional impact caused in healthy siblings
living with their mentally ill brother or sister can have lasting effects in healthy siblings’
lives such as feelings of guilt, career outcomes, lingering, academic achievements, and
others (Woodgate et al., 2016).
Due to social stigma, shame and rejection, families of children suffering with mental
illness tend to avoid social interaction (including social events, relationships with peers,
coaching, counseling and/or psychotherapy) by isolating themselves (Seeman, 2013).
This tendency for social isolation negatively influences the cognitive development of
healthy siblings living with their mentally ill brothers or sisters at important stages of
development which involves identity formation and development of personality (Lovell
& Wetherell, 2015). Hence, the need for further studies concerning these relationships’
influences on well siblings’ cognitive development that could have had evaluated this
phenomenon thoroughly, providing existing findings. Furthermore, fear, guilt, shame,
stigma and other negative predicaments can cause inhibitions and complexes (inferiority
complexes) that will hinder healthy siblings from developing normally, influencing their
stages of cognitive development (Sanders et al. 2014). Sanders et al. (2014) concluded
on their study that the psychosocial dynamics and adaptation among the entire family
when caring for ill siblings (siblings suffering with mental disorders) is crucially
Prospectus Template v.8.0
8
important for the psychological wellbeing (of the family as a whole) which confirms the
need for psychological intervention (psychosocial dynamics and adaptation). Abrams
(2009), studied aspects of the experience of children of siblings suffering from mental
illness and concluded that well siblings face a great deal of distress dealing with their
mentally-ill siblings. Such distress included negative feelings such as anxiety, fear,
shame, guilt and other negative and destructive patterns of thought that can be
detrimental for children in several stages of cognitive development. Abrams’ study
provides insight on the nature of the negative impact the ill sibling’s relationship can
have on healthy siblings and proposes solutions that seek to foster a better adjustment and
prevention for the well sibling (Abrams, 2009). Contributing to the negative experience
of such relationships described above is society’s perception of mental disabilities, which
has been marginalizing, stigmatizing and cruel, as these families of individuals suffering
with mental illness tend to seclude themselves, avoiding socialization and counseling
(Sanders et al., 2014).
Criteria
Learner SelfChair or Score
Reviewer
Evaluation
(0-3)
Score
Score
(0-3)
(0-3)
Background of the Problem
This section uses the literature to provide the reader with a definition and statement of the research gap and
problem the study will address. This section further presents a brief historical perspective of when the
problem started and how it has evolved over time.
The recommended length for this section is two-three paragraphs.
1.
Includes a brief discussion demonstrating
how literature has established the gap and a
clear statement informing the reader of the
gap.
Prospectus Template v.8.0
2.5
1.5
9
Criteria
Learner SelfEvaluation
Score
(0-3)
2.5
Chair or Score
(0-3)
Reviewer
Score
(0-3)
Discusses how the “need” or “defined gap”
1.5
has evolved historically into the current
problem or opportunity to be addressed by the
proposed study (citing seminal and/or current
research).
3. ALIGNMENT: The problem statement for
2.5
2
the dissertation will be developed from and
justified by the “need” or “defined gap” that
is described in this section and supported by
the empirical research literature published
within the past 3-5 years.
4. Section is written in a way that is well
2.5
1
structured, has a logical flow, uses correct
paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses
correct APA format.
NOTE: This Background of the Problem section uses information from the Literature Review in the 10
Strategic Points. This Background of the Problem section becomes the Background of the Study in Note,
this section develops the foundation for Chapter 1 in the Proposal. It is then expanded to develop the
comprehensive Background to the Problem section and Identification of the GAP sections in Chapter 2
(Literature Review) in the Proposal.
Reviewer Comments:
2.
Theoretical Foundations and Review of the Literature/Themes
Theories chosen for this study will be the Cognitive Development Theory, having
roots in the work of Jean Piaget. Piaget’s work on the Cognitive Development Theory
explains stages of cognitive development and the importance of each stage since birth to
adulthood with respect to cognition and identity formation (Piaget’s four stages of
cognitive development). Cognitive Behavior Theory having its roots in the work of Dr.
Alfred Adler and Albert Ellis which examines child development and exaggerated
feelings of inferiority will be discussed to shed light upon the concept of environmental
behavior and relationships. This theory is important for this study because it outlines
stages of development and the importance of each stage in cognitive development as a
child develops into adolescence and adulthood. The chaos experienced by healthy
Prospectus Template v.8.0
10
siblings as they interact in the environment with their mentally ill siblings and stressed
out parents can influence healthy children and/or adolescents in their stages of
development (Sarris, 2017). Cognitive development focuses on how children develop in
each stage as they learn to process information such as perceptual skills, language
development, learning and other skills as they learn to consciously understand, cognize
and articulate their understanding of the world. Thus, the need for preserving these
stages of development from childhood until adolescence. The theory of Social Interaction
in the development of cognition from Lev Vygotsky supports the argument concerning
the need for social interaction in cognitive development and examines the problem of
healthy siblings’ isolation from society due to social stigma, shame, sorrow, resentment
and inferiority complex caused by having a brother or sister suffering from mental illness
(Woodgate et al., 2016). The role of social interaction between the developing child and
linguistically knowledgeable family members is explained in social interaction theory and
alludes to the importance of relationships at stages of development. The social interaction
approach in this theory is important for this study because it explains the healthy sibling’s
construction of a social world in the context of family-child interaction. Siblings that
assume the role of being a caregiver for their mentally ill sibling(s) (common among this
population) run the risk factor to assume certain dysfunctional roles in the family
(Sanders et al., 2014). Based on the theoretical foundation of this proposed study and
scientific data showing the predicaments of these relationships it is clear that these well
siblings’ dysfunctional roles influence their cognitive development. Sanders et al.
discussed the implications for future therapy and research on such relationship.
According to Conger and Kramer (2010), the relationship among siblings provide a
Prospectus Template v.8.0
11
context for life experiences, framing siblings’ issues within the context of studies on child
development and social relationships, during the course of life. Conger and Kramer
(2010) concluded that healthy siblings “may need to resolve conflicts and rivalries from
childhood and adolescence before they can develop more supportive relationships that
would facilitate carrying out the tasks of adulthood”; this concept sheds light on the
importance of a healthy cognitive development during childhood.
Criteria
Learner SelfChair or
Reviewer
Evaluation
Score
Score
Score
(0-3)
(0-3)
(0-3)
Theoretical Foundations and/or Conceptual Framework
This section identifies the theory(s) or model(s) that provide the foundation for the research. This section
should present the theory(s) or models(s) and explain how the problem under investigation relates to the
theory or model. The theory(s) or models(s) guide the research questions and justify what is being
measured (variables) as well as how those variables are related (quantitative) or the phenomena being
investigated (qualitative).
Review of the Literature/Themes
This section provides a broad, balanced overview of the existing literature related to the proposed
research topic. It describes the literature in related topic areas and its relevance to the proposed research
topic findings, providing a short 3-4 sentence description of each theme and identifies its relevance to the
research problem supporting it with at least two citations from the empirical literature from the
past 3-5 years.
The recommended length for this section is 1 paragraph for Theoretical Foundations and a bulleted
list for Literature Themes section.
1. Theoretical Foundations section identifies
2
1
the theory(s), model(s) relevant to the variables
(quantitative study) or phenomenon
(qualitative study). This section should explain
how the study topic or problem coming out of
the “need” or “defined gap” in the as described
in the Background to the Problem section
relates to the theory(s) or model(s) presented in
this section. (One paragraph)
2. Review of the Literature Themes section:
2
1
This section is a bulleted list of the major
themes or topics related to the research topic.
Each theme or topic should have a one-two
sentence summary.
3. ALIGNMENT: The Theoretical Foundations
2
1
models and theories need to be related to and
support the problem statement or study topic.
The sections in the Review of the Literature
are topical areas needed to understand the
various aspects of the phenomenon
(qualitative) or variables/groups (quantitative)
Prospectus Template v.8.0
12
Criteria
Learner SelfEvaluation
Score
(0-3)
Chair or
Score
(0-3)
Reviewer
Score
(0-3)
being studied; to select the design needed to
address the Problem Statement; to select
surveys or instruments to collect information
on variables/groups; to define the population
and sample for the study; to describe
components or factors that comprise the
phenomenon; to describe key topics related to
the study topic, etc.
4. Section is written in a way that is well
2
1
structured, has a logical flow, uses correct
paragraph structure, uses correct sentence
structure, uses correct punctuation, and uses
correct APA format.
NOTE: The two parts of this section use information about the Literature Review and Theoretical
Foundations/Conceptual Framework from the 10 Strategic Points.
This Theoretical Foundations section is expanded upon to become the Theoretical Foundations section
in Chapter 2 (Literature Review). The Theoretical Foundations and the Literature Review sections are
also used to help create the Advancing Scientific Knowledge/Review of the Literature section in
Chapter 2 (Literature Review).
Reviewer Comments:
Problem Statement
It is not known how healthy siblings experience cognitive development when living
with their mentally ill siblings. There is no sufficient scholarly evidence in the field to
conclude whether siblings with mental illness can negatively influence healthy siblings’
cognitive development. The focus of this qualitative study is to understand the influence
mentally ill siblings have on healthy siblings’ cognitive development. This study can
contribute to the education and intervention of families of individuals suffering with
mental illnesses and help their healthy siblings undergo healthy cognitive development
without interference. The emotional impact caused in healthy siblings living with their
mentally ill brother or sister can have lasting effects in healthy siblings’ lives such as
feelings of guilt, career outcomes, lingering, academic achievements, all of which
influences cognitive development (Woodgate et al., 2016). This study will scrutinize the
Prospectus Template v.8.0
13
relationship experiences of families of children with mental illness and their well
siblings, shedding light on the concept of healthy siblings’ cognitive development
preservation (DePape & Lindsay, 2014).
Criteria
Learner SelfChair or
Reviewer
Evaluation
Score
Score
Score
(0-3)
(0-3)
(0-3)
Problem Statement
This section includes the problem statement, the population affected, and how the study will contribute to
solving the problem.
The recommended length for this section is one paragraph.
1. States the specific problem proposed for
2.5
1.5
research with a clear declarative statement.
Describes the population of interest affected by the
problem. The general population refers to all
individuals that could be affected by the study
problem.
2.5
2
Describes the unit of analysis.
2.5
1
Discusses the importance, scope, or opportunity for
the problem and the importance of addressing
the problem.
2.5
2
The problem statement is developed based on the
need or gap defined in the Background to the
Study section.
2.5
1
Section is written in a way that is well structured,
has a logical flow, uses correct paragraph
structure, uses correct sentence structure, uses
correct punctuation, and uses correct APA
format.
2.5
1
For qualitative studies this describes how the
phenomenon will be studied. This can be
individuals, group, or organization under study.
For quantitative studies, the unit of analysis
needs to be defined in terms of the variable
structure (conceptual, operational, and
measurement).
NOTE: This section elaborates on the Problem Statement from the 10 Strategic Points. This section
becomes the foundation for the Problem Statement sections in Chapter 1and other Chapters where
appropriate in the Proposal.
Prospectus Template v.8.0
14
Criteria
Learner SelfEvaluation
Score
(0-3)
Chair or
Score
(0-3)
Reviewer
Score
(0-3)
Reviewer Comments:
Purpose of the Study
The purpose of this study will be to describe how mentally ill siblings can
influence their healthy siblings’ cognitive development due to stressors (such as stress,
anxiety, grief, sadness, despair, desolation and other stressors [Sarris, 2017]) in such
relationship by using interviews, questionnaires (open-ended-questions), and
Neuropsychological testing. This study will be conducted in Phoenix, Arizona and will
use secondary data analysis (data from existing qualitative research) to apply conceptual
skills as well as theoretical knowledge in the utilization of existing data to address the
research questions (Johnston, 2014).
Criteria
Learner SelfChair or Score
Reviewer Score
Evaluation Score
(0-3)
(0-3)
(0-3)
PURPOSE OF THE STUDY
This section reflects what the study is about, connecting the problem statement, methodology & research
design, target population, variables/phenomena, and geographic location.
The recommended length for this section is one paragraph.
1. Begins with one sentence
2.5
1
that identifies the research
methodology and design,
target population, variables
(quantitative) or
phenomena (qualitative) to
be studied and geographic
location.
Quantitative Studies: Defines
the variables and
relationship of variables.
Qualitative Studies: Describes
the nature of the
Prospectus Template v.8.0
2.5
1
15
Criteria
Learner SelfEvaluation Score
(0-3)
Chair or Score
(0-3)
Reviewer Score
(0-3)
phenomena to be explored.
Section is written in a way that
is well structured, has a
logical flow, uses correct
paragraph structure, uses
correct sentence structure,
uses correct punctuation,
and uses correct APA
format.
2.5
1
NOTE: This section elaborates on information in the Purpose Statement from the 10 Strategic Points. This
section becomes the foundation for the Purpose of the Study section in Chapter 1and other Chapters where
appropriate in the Proposal.
Reviewer Comments:
Research Questions and/or Hypotheses
The following research questions guide this qualitative study:
RQ1: How do the relationships between mentally ill siblings and healthy siblings
lead to cognitive deficits in healthy siblings? Theory of Cognitive
Development (Bauer et al., 2015).
RQ2: Do healthy siblings run the risk factor of assuming dysfunctional roles when
living with their mentally ill siblings? Cognitive Development Theory
(Sanders et al., 2013)
RQ3:
By living with their mentally ill sibling(s), do healthy siblings have trouble
coping with relationships? Fifth Stage of Development Theory (Waldman et
al., 2016)
RQ4:
Do healthy siblings decrease socialization when living with their mentally ill
siblings? Theory of Socialization (Woodgate et al., 2016).
Prospectus Template v.8.0
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RQ5:
Does living with mentally ill siblings influence healthy siblings in assuming
or copying roles in moral behavior and emotional regulation? Theory of
Cognitive Development (de Achaval et al., 2013).
Criteria
•
•
•
Learner SelfChair Score
Reviewer Score
Evaluation Score
(0-3)
(0-3)
(0-3)
RESEARCH QUESTION(S) AND/OR HYPOTHESES
The recommendation is a minimum of two research questions along with related hypotheses and
variables is required for a quantitative study.
Also recommended is a minimum of two research questions along with the phenomenon
description is required for a qualitative study.
Put the Research Questions in the appropriate Table in Appendix B based on whether the study is
qualitative or quantitative.
The recommended length for this section is a list of research questions and associated hypotheses
(quantitative)
1. Qualitative Studies:
2
.5
States the research
question(s) the study will
answer and describes the
phenomenon to be
studied.
Quantitative Studies: States
the research questions
the study will answer,
identifies and describes
the variables, and states
the hypotheses
(predictive statements)
using the format
appropriate for the
specific design and
statistical analysis.
Alignment: The research
questions are based on
both the Problem
Statement and
Theoretical Foundation
model(s) or theory(s).
There should be no
research questions that
are not clearly aligned to
the Problem Statement.
2.5
.5
Section is written in a way
that is well structured,
has a logical flow, uses
correct paragraph
structure, uses correct
2.5
1
Prospectus Template v.8.0
17
Criteria
Learner SelfEvaluation Score
(0-3)
Chair Score
(0-3)
Reviewer Score
(0-3)
sentence structure, uses
correct punctuation, and
uses correct APA format.
NOTE: This section elaborates on the information about Research Questions) &Hypothesis/variables or
Phenomena from the 10 Strategic Points. This section becomes the foundation for the Research
Question(s) and/or Hypotheses section in Chapter 1 in the Proposal.
Reviewer Comments:
Advancing Scientific Knowledge and Significance of the Study
This study will provide insight into the nature of the relationship between mentally
ill and healthy siblings when there is lack of professional intervention and proposes
solutions for the problem. In order to foster a better adjustment and prevention for the
well sibling(s), the ill sibling and their families, this study will provide solutions that will
alleviate the stressors (Seeman, 2013). Parents of mentally ill children suffering from
Autism Spectrum Disorder must endure higher stress levels than parents of healthy
children which can consequently influence healthy siblings’ normal development. Thus,
it is important to understand the experiences of parents, ill child and healthy siblings due
to the predicaments of these relationships which can provide detailed families
interactions and realities concerning family dynamics. As parents are faced with
challenges such as social and economic adjustments, high stress levels for having to
dedicate more time and effort to the ill child, and often divorce and relationship
problems, well siblings suffer the consequences of the detriments of such relationship
issues which can ultimately influence normal cognitive development (DePape and
Lindsay, 2014). Moreover, the experiences reported by parents and healthy siblings on
how difficult and overwhelming these relationships can be will serve as testimonials of
Prospectus Template v.8.0
18
the harmful influence in well siblings’ cognitive development based on the theories of
cognitive development, cognitive behavior and social interaction (Lovell and Wetherell,
2015).
Among the strategies that will be created by this study (intervention: education and
counseling) suggesting solutions for these relationship detriments, families need to seek
professional alternatives such as clinical intervention, family therapy and/or support
groups. Furthermore, proper intervention will help well siblings overcome some of the
environmental negative influences such as developed patterns of negative thoughts,
anger, inferiority complexes, depression and social isolation which lead to psychological
chaos. This study is important because it addresses the need for intervention (coaching,
counseling, psychotherapy) due to these negative predicaments. For example, siblings of
children with Autism experiencing greater depressing symptoms and emotional problems
when compared with control group as concluded in the study of Lovell (2015). This study
will contribute to the practice in psychology for shedding light on the phenomenon
(influence of siblings with mental illness on healthy siblings’ cognitive development) and
exposing the need for early intervention. The influence of such relationship on well
siblings can be detrimental for their stages of cognitive development based of the theory
of cognitive development and models of psychological development as children grow up.
As an example, according to Bauer et al. (2015), healthy siblings of individuals with
bipolar disorder (and their mentally ill siblings) showed cognitive deficits when tested
through the Cambridge Neuropsychological Test Automated Battery (CANTAB). The
same test results showed differences displaying strong cognitive deficits in affective
processing when compared to healthy controls (Bauer et al., 2015).
Prospectus Template v.8.0
19
This study will add to the body of knowledge due to the significance of prevention
and adjustment in aiding for healthy children and their healthy cognitive development as
per the theories of cognitive development, cognitive behavior and social interaction. This
study will be supported by these theories which elucidate that stages of cognitive
development, behavior development and social interaction are crucially important for
one’s psychological health and well-being (Osuchowska-Koscijanska et al., 2014). By
describing such phenomenon, this study will educate families and professionals
(psychologists, psychiatrists, therapists, social workers and other professionals) on how
to prevent healthy siblings from undergoing negative psychological predicaments that can
influence healthy children and adolescent’s cognitive development. The future
psychological well-being of all children in our society must be preserved and protected
which depends on their cognitive development, cognitive behavior and social interaction.
Criteria
Learner SelfChair Score
Reviewer Score
Evaluation Score
(0-3)
(0-3)
(0-3)
ADVANCING SCIENTIFIC KNOWLEDGE AND SIGNIFICANCE OF THE STUDY
This section reiterates the gap or need in the literature and states how the study will address the gap or need
and how the research will contribute to the literature, practical implications to the community of interest,
and alignment with the program of study.
The recommended length for this section is one to two paragraphs, providing a brief synopsis of each
criteria listed below which will be expanded in the proposal.
1. Clearly identifies the
2.5
“gap” or “need” in
the literature that was
used to define the
problem statement
and develop the
research questions.
(citations required)
Describes how the study
will address the “gap”
or “identified need”
defined in the
literature and
contribute to
/advance the body of
literature. (citations
Prospectus Template v.8.0
2.5
20
Criteria
Learner SelfEvaluation Score
(0-3)
Chair Score
(0-3)
Reviewer Score
(0-3)
required)
Describes the potential
practical applications
from the research.
(citations required)
2.5
Identifies and connects
the theory (ies) or
model(s) that provide
the theoretical
foundations or
conceptual
frameworks for the
study. (citations
required)
2
Section is written in a way
that is well
structured, has a
logical flow, uses
correct paragraph
structure, uses correct
sentence structure,
uses correct
punctuation, and uses
correct APA format.
2.5
NOTE: This section builds on information about the Literature review and
Theoretical Foundations sections in the 10 Strategic Points. This section becomes
the foundation for the Theoretical Foundations section in Chapter 2
Reviewer Comments:
Rationale for Methodology
This proposed study describes how mentally ill individuals may negatively influence
their healthy siblings’ cognitive development. Thus, a qualitative research is the proper
methodology because it seeks to gather an in-depth understanding of the reasons
governing human behavior and cognitive development, producing information on
particular cases studied and ultimately describing individuals’ experiences and the
consequence of such experiences, given the nature of such relationships (Healthy Siblings
Prospectus Template v.8.0
21
and Mentally Ill Siblings) during phases of cognitive development (siblings’ relations
experience) (Alasuutari, 2010). A qualitative research will be suitable for this study
because it will describe the phenomenon on the attempt to understand it, in order to report
the totality of the situation. Qualitative research also focuses on human social behaviors
and the psychological human responses to different circumstances in day to day life. A
case study (secondary data analysis) will be used for this qualitative research. Secondary
data analysis is the only method in qualitative studies that can be used in this study due to
the type of data to be collected and analyzed (protected and vulnerable population) and
limitations in acquire such type of clinical data (Johnston, 2014).
In Secondary data analysis, an investigation of the information, known in this
subject area by other researchers, is methodically done and an investigation...