Please READ and REVIEW the DETAILS of the ENTIRE assignment. The assignment must be written professionally, scholarly, paraphrased, cited and with completed reference(s), and MUST include every detail the assignment asks to be completed.
Attached is the…The “Rubric”…”10 Strategic Points paper”…”Prospectus PowerPoint Week Two Assignment, Professor Comments Powerpoint and Rubrics, Example Powerpoint, and Official Assignment Powerpoint”…PLEASE RESEARCH THE DOCUMENTS…IT PROVIDES THE INFORMATION NEEDED TO COMPLETE THIS ASSIGNMENT CORRECTLY AND PROPERLY
**Please do not rush on the assignment…THERE IS plenty of time to Research, and properly complete the assignment***Please do not repeat the same wording just to meet the word count***
Assignment Details
The research prospectus will serve as the framework for your dissertation proposal. The research prospectus will also assist your dissertation chair in providing valuable feedback to guide you in your dissertation. In this assignment, you will revise your earlier submission using feedback from the instructor.
General Requirements:
Use the following information to ensure successful completion of the assignment:
Refer to your submission of “Prospectus PowerPoint Draft” from Topic 2.
Locate the most current version of the Prospectus PowerPoint.
This assignment uses a Rubric. Please review the Rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments.
Refer to the Publication Manual of the American Psychological Association for specific guidelines related to doctoral-level writing. The manual contains essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage.
This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
Directions:
Using the feedback from the instructor, revise the presentation you created for the assignment entitled “Prospectus PowerPoint Draft.”
Rubic_Print_Format
Course Code Class Code Assignment Title Total Points
RES-880 RES-880-O504 Revised Prospectus PowerPoint 205.0
Criteria Percentage 0: Not Present (0.00%) 1: Does not meet Expectations (70.00%) 2: Approaches Meeting Expectations (87.00%) 3: Meets Expectations (100.00%) Comments Points Earned
Content 100.0%
Identification of the Research Topic/Problem Space 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Background of the Study 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Foundational Theory 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Review of the Literature 8.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Problem Statement 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Methodology 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Research Questions and/or Hypotheses 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Research Design 6.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Purpose Statement 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Population and Sample Selection 6.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Instrumentation or Sources of Data 6.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Data Collection and Management 6.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Data Analysis Procedures 6.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Integration of Instructor Feedback 5.0% Integration of instructor feedback is either missing or not evident to the reader. Integration of instructor feedback is vaguely attempted, but does not address the majority of instructor comments and suggestions. Integration of instructor feedback is vaguely attempted, but does not address the majority of instructor comments and suggestions. Integration of instructor feedback is evident and meaningful. It is seamlessly incorporated into the flow of the paper. All instructor comments and suggestions are addressed.
Feasibility and Argumentation 10.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
Mechanics of Writing 5.0% Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Writer is clearly in command of standard, written, academic English.
APA Format 5.0% Required format is rarely followed correctly. No reference page is included. No in-text citations are used. Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used. Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present. The document is correctly formatted. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Total Weightage 100%
Rubic_Print_Format
Course Code Class Code Assignment Title Total Points
RES-880 RES-880-O504 Prospectus PowerPoint Draft 200.0
Criteria Percentage 0: Not Present (0.00%) 1: Does not meet Expectations (70.00%) 2: Approaches Meeting Expectations (87.00%) 3: Meets Expectations (100.00%) Comments Points Earned
Content 100.0%
Identification of the Research Topic/Problem Space 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 7.00/10.00
Background of the Study 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 7.00/10.00
Foundational Theory 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 0.00/10.00
Review of the Literature 8.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 11.20/16.00
Problem Statement 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 7.00/10.00
Methodology 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 7.00/10.00
Research Questions and/or Hypotheses 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 9.80/14.00
Research Design 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 9.80/14.00
Purpose Statement 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 7.00/10.00
Population and Sample Selection 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 0.00/14.00
Instrumentation or Sources of Data 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 0.00/14.00
Data Collection and Management 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 9.80/14.00
Data Analysis Procedures 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 9.80/14.00
Feasibility and Argumentation 10.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 14.00/20.00
Mechanics of Writing 5.0% Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Writer is clearly in command of standard, written, academic English. 7.00/10.00
APA Format 5.0% Required format is rarely followed correctly. No reference page is included. No in-text citations are used. Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used. Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present. The document is correctly formatted. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. 7.00/10.00
Total Weightage 100% 113.40/200.0
Presentation on Ten Strategic Points Proposal
v.4.16.21
Kristine Quade (KQ) – D’Ainsley: please go back to the GCU template –this must be from the master with the coaching notes in the notes section
Kristine Quade (KQ) – This should be the working title of your dissertation
Literature Review: Background to the Problem
Certifications offer heightened career advancement opportunities
Company employees are more confident and knowledgeable, reach job proficiency faster, are more reliable and perform at a higher level
The study focuses on certification and academic degree programs
The study provides insight on the larger related scale of employer valuation of academic degrees, certifications, and work experience
Kristine Quade (KQ) – Per the instructions and sample–this slide is to cover: Background:
The research on this broad topic began in 18xx and has had three major focus areas and has evolved. Describe each one in 2 sentences and give examples of what they found out and the focus of the next major research area.
Identify 4-6 arguments for the need such as (1) how it will contribute to the societal problem being solved, (2) how it will contribute to the current focus of research on that topic (3) who had identified need to do more research in related topics to it so they can argue it leads to their topic (4) there is mixed results in the literature so there is more research needed on … (5) most studies looked at the problems and you will reframe to look at solutions, (6) extending research to a new population (7) weaknesses and limitations in prior studies and how study will address this issue (8) How prior studies looked at a, b and c and how it correlated with y—and now you will combine to get a broader perspective
Write this in 2-3 paragraphs as if for your Proposal: topic sentence no citation, 4-6 supporting arguments and a transition (no citation at the end!)
You dont have any supporting citations on this slide
Literature Review: Problem Space
Umit, Esra, Kultigin & Serhat (2012), identified there has been limited empirical work to examine the relationship between the elements of career motivation and key employee behavior
Existing research fails to acknowledge that 50% of employers are most interested in experience (Wierschem & Mediavilla, 2018)
The research focuses on the employer’s relative valuation of academic degrees, certifications, and work experience
Kristine Quade (KQ) – This is too old
Kristine Quade (KQ) – This is too old
Kristine Quade (KQ) – Per the instructions were you are to have FIVE empirical articles from 2019-2021 that EACH cover: Citation, “conducted a (method/design) study with (# participants) to investigate (what) and found (what). The recommendation for further research was (what?).
Literature Review: Theoretical Foundations
Company employees put in long hours of study to achieve the highest level of professional standards
Professional certifications provide increased options to an individual’s career
Professional certifications are not a requirement in the corporate setting, however employees who attain them add/offer value to the organization
Employers desire candidates with up-to-date knowledge, and professional certifications that displays to them a person’s mastery of a particular technology or practice.
Kristine Quade (KQ) – This slide does not indicate what theory you are using. You are to provide a screen shot of the theory. Please look at the samples provided in the initial announcements as a model. They are not perfect but are really good! Please try to come on my next open office hours on Sept 16 (announcements
Literature Review: Review of Literature
Theme 1: Cognitive Development
Empirical research shows that a relationship exists between professional certification development and monetary value
Theme 2: Employee success
There is a connection between professional certification and employee success in terms of career development
Theme 3: Employee performance
Professional certifications leads to improved employee performance.
Kristine Quade (KQ) – Since there was nothing in the theory slide, I am not able to see if these align with the theory–please see the samples. What you have here is all about the context of the study which would be Theme 1 and only 2-3 pages.
Problem Statement
It is not known how corporate leaders value the use of professional certifications as a perceived profitability to their organization
Kristine Quade (KQ) – This is a yes/no question and is not framed according to the theory and design. See comments on the Purpose Statement slide
Research Questions and Phenomenon
RQ1: Do corporate leaders value the use of professional certifications as a perceived profitability to their organization.
RQ2: The Knowledge and information will be used based on conceptual framework
Phenomenon:
The research will consider if corporate leaders value employees with professional certification are more profitable than those without
The research question addresses the topic by seeking to unveil the importance of professional certification to organization’s profitability.
Kristine Quade (KQ) – I am not sure where this came from–your RQs need to be framed by the theory (which was not clear)
Kristine Quade (KQ) – The way you have this framed is as a quant study– and is not a statement of the phenomena: Phenomena is defined as a fact, occurrence, or circumstance observed or observable. You are to discuss the nature of the issue that you are exploring. This means —what is going on that you are noticing? What makes individuals want to shop at Nordstroms and not another store? Describe this using your observational skills. This is not a restatement of the Problem Statement 🙂
Methodology Justification
Qualitative Quantitative
Seminal sources describing qualitative methodology:
Qualitative methods
Descriptive – Interviews
/Focus Groups/Social Media Outputs/
Archival Documentation Analysis
Stewart, C. J and Cash, W B Jr. (2017). Interviewing Principles and Practices. 15th edition. New York: McGraw Hill Education
Nelson, G & Evans, S. D (2014). Critical Community Psychology and Qualitative Research: A Conversation. Qualitative Inquiry, 20(2), pp. 158-166. Doi: 10.1177/1077800413510873
Seminal sources describing quantitative methodology:
Quantitative methods
questionnaires
statistical analysis
Apuke, O. D (2017). Quantitative Research Methods: A Synopsis Approach. Kuwait Chapter of Arabian Journal of Business and Management Review, 6(11), pp. 40-47. Doi: 10.12816/0040336
Justification for qualitative:
It can be done with small sample size. Justification against quantitative:
Requires large sample size
Kristine Quade (KQ) – The instructions for this and the design slide are: You need to put your TWO cited definitions /descriptions for each method/design. THEN 2) use the wording provided to justify for any study that would use this method/design. If your definitions are soft–there is no justification. THEN 3) provide a statement that supports why the method/design is appropriate for your study.
Kristine Quade (KQ) – This is not a justification based on the definitions (missing) for the methods
Feasibility – Slide 1
Resources for study:
Research assistants
Training of research assistants
Ethical Concerns:
Confidentiality of information collected
Informed consent before continuing with the study
Kristine Quade (KQ) – Please move this to the end
Kristine Quade (KQ) – You will not be permitted to have an assistant for this study–it needs to be your original work!
Feasibility – Slide 2
Study Alignment with Program (Identify Program of Study):
The program of study is research
Feasibility Concerns:
There may be financial hardships
The study is feasible, because it will yield new information
Findings are beneficial to professional employees and the Corporation
Kristine Quade (KQ) – Well, what is your program–move this slide to the end
Kristine Quade (KQ) – This slide is about conducting the study–not about your financial concerns.
Kristine Quade (KQ) – As a “yes/no” it will not provide new information
Next steps
Begin research process, and literature review to understand the available information concerning the topic of choices
Organize and schedule meetings/appointments with business professionals and experts familiar with expected challenges when addressing the topic
Kristine Quade (KQ) – Move to the end of the deck
Design
Design Definition Justification
(use /not use)
Qualitative Descriptive The qualitative descriptive involves collecting and analyzing data simultaneously. The analysis is descriptive in nature Use
Phenomenological Phenomenological creates an understanding of the scenario based on how it is experienced or perceived by the participants without further investigation Not use
Narrative The Narrative relies on the spoken or written presentations by participants Not use
Case Study Case Study is an in-depth investigation of a group or community by considering the history, development, and other aspects Use
Grounded Theory Ground Theory focuses on constructing theory from the data collected Use
Kristine Quade (KQ) – See instructions in the method slide This needs to be Redone–see the samples in the announcements for the rigor required here.
Purpose Statement
The purpose of this qualitative study is to determine if corporate leaders value the use of professional certifications as a perceived profitability to their Northern United States organization
Kristine Quade (KQ) – What is your design? That will determine the wording of the rest–there is no “determine” in the study—and the way you have this formulated is as a “yes/no” question –not enough for a dissertation!
Population, Target Population, and Sample
Population Target Sample
500 120 90
Kristine Quade (KQ) – Please see the sample for what is required here and redo
Instrumentation and Data Sources
Data Sources #1
Data Source #2
Voice interview data
Data will be recorded using an Echo Livescribe pen
The data will then be transcribed using MyScribe
The information will be converted into word format Hand written data
Data will be converted into word file
Kristine Quade (KQ) – Please see the samples provided –what ARE the two sources of data? Interview and what else?
Data Collection Steps: Slide 1
Required permissions
Site approval needed
Permission to use each instrument or data source – not required because they will be developed by the researcher
Obtaining administrative guide and validation information on each data sources from owner/literature required
Results of the field tests for qualitative studies required
Results of the expert panel review for qualitative instruments such as interviews or observations required
GCU Chair and Committee Approvals required
AQR Approval required
IRB Approval required
Consent form from individual participants required
Required permissions/approvals (prior to data collection)
Kristine Quade (KQ) – What is your site? It was not identified in slide 14
Kristine Quade (KQ) – What normed and validated instrument are you using–you did not identify on slide 15
Kristine Quade (KQ) – This only applies if you are using a normed and validated instrument
Kristine Quade (KQ) – You are doing interview and what else–you did not indicate a questionnaire in slide 15;
Kristine Quade (KQ) – You did not indicate in slide 15 that you are using observations?
Data Collection Steps: Slide 2
Sampling Strategy and Sample Selection
Strategy #1 Strategy #2 Strategy #3
Sampling Strategy Description Convenient sampling – Choose participants based on their availability to respond to the research questions Random sampling- Involves randomly selecting the participants from a list, all candidates have the opportunity to participate Purposive sampling- Involves choosing specific participants
Sampling Steps Identify organizations in Northern United States
List the corporate leaders
Identify leaders whose organizations only hire certified employees
Identify organizations in Northern United States
2. List the corporate leaders
3. Randomly select them from the list Identify organizations in Northern United States
List the corporate leaders
Sampling Selection Criteria Available and willing to participate in the study Once selected Available and willing to participate in the study
Kristine Quade (KQ) – This right here makes this strategy purposive. AND you will have a difficult time finding leaders that will be willing to answer a “yes/no” question
Kristine Quade (KQ) – This should match the strategy for your second source of data. You did not indicate what that second source is–please see the samples.
Kristine Quade (KQ) – You are using this strategy for the interviews and if that is your first source of data, please move to column 1.
Data Collection Steps: Slide 3
Collecting the Data
Step 1: Sample participants, CEO, and corporate leaders
Step 2: Inform professionals based on the intention of the study and obtain informed consent
Step 3: Conduct interviews
Step 4: Administer questionnaires
Step 5: Collection of questionnaires and recorded interviews
Kristine Quade (KQ) – Are these not your leaders? So why are you calling them “professionals?
Kristine Quade (KQ) – How? This need to be a full description of all of the steps. –see the samples
Kristine Quade (KQ) – Hum—so now you have questionnaires–these should be collected first and will affect slides 15, 16, 17. Needs to be fully describe in one slide with the interview process in another. Please see the samples. You will need to have 40+ responses to your questionnaire and since you did not discuss the theory, data source or sampling strategy, I strongly recommend that you come on my Sept 16 office hours to discuss your study
Data Collection Steps: Slide 4
Data Management and Storage
Where will you store the data? – The data will be stored in the data collection center
How long will you store the data? – Undetermined period
How will you protect the data? Data protection is provided through non-accessible control settings
How will you destroy the data? Participant questionnaires will be terminated, and recorded interviews/statements will be deleted
Kristine Quade (KQ) – Please go back to your CITI training for this answer–there is a proscribed time!
Kristine Quade (KQ) – This must be a physical location
Kristine Quade (KQ) – When? And how?
Data Analysis Steps: Slide 1
Data Source #1 – Analysis Strategy
Step 1: Data will be organized and prepared for analysis using MAXQDA
Step 2: Researcher will check, and identify emerging patterns from the transcribed data
Step 3: Researcher will identify themes addressing the question
Step 4: Researcher will use descriptive statistics to summarize the data
Kristine Quade (KQ) – Is this your interview? You must identify who’s coding approach you are using and list the steps. You will need to do hand coding before you can use MAX to verify the results.
Kristine Quade (KQ) – Using who’s approach
Kristine Quade (KQ) – No I, we, you, us, they, they, “the researcher”
Data Analysis Steps: Slide 2
Data Source #2 – Analysis Strategy
Step 1: Data will be organized and prepared for analysis using MAXQDA
Step 2: Researcher will check, and identify emerging patterns from the transcribed data
Step 3: Researcher will identify themes addressing the question
Step 4: Researcher will use descriptive statistics to summarize the data
Kristine Quade (KQ) – What is this second data source? You stated on one slide questionnaires? So you would present the analysis approach in the order collected.
List of References
Apuke, O. D (2017). Quantitative Research Methods: A Synopsis Approach. Kuwait Chapter of Arabian Journal of Business and Management Review, 6(11), pp. 40-47. Doi: 10.12816/0040336
Nelson, G & Evans, S. D (2014). Critical Community Psychology and Qualitative Research: A Conversation. Qualitative Inquiry, 20(2), pp. 158-166. Doi: 10.1177/1077800413510873
Stewart, C. J and Cash, W B Jr. (2017). Interviewing Principles and Practices. 15th edition. New York: McGraw Hill Education
Umit, A., Esra, A., Kultigin, A and Serhat, E. (2012). Relationships between career motivation, effective commitment and job satisfaction, Procedia – Social and Behavioral Sciences (58) pp. 355 – 362.
Wierschem, D and Méndez Mediavilla, F. A. (2018). Entry Level Technology Positions: No Degree Required. Journal of Information Systems Education, 29(4), pp. 253-268
Kristine Quade (KQ) –
Running head: DISSERTATION: TEN STRATEGIC POINTS
1
DISSERTATION: TEN STRATEGIC POINTS
7
Dissertation: Ten Strategic Points
Dissertation: Ten Strategic Points
Ten Strategic Points
Comments or Feedback
Broad Topic Area
“The Monetary Value of Professional Certifications to Corporations”
A professional certification is becoming more valuable in today’s workplace because employers value a standardized set of skills and qualifications to perform the job – especially in the fields of IT, corporate business, and healthcare.
In a competitive job market, certifications offer heightened career advancement opportunities for workers. In fact, conservative research shows that employees who hold certifications are more confident and knowledgeable, reach job proficiency quicker, are more reliable and perform at a higher level than those without.
For continuing education employers, this is an opportunity to meet the demands of their business needs, and employees who want the highest level of knowledge in their industry. When a company offers employee certification preparation it assists employee’s with advancement of their careers; but is also is a revenue generator for the organization, and the employee.
Lit Review
A. Background of the problem/gap:
i. “The majority of information technology (IT) employment literature, as discussed previously, is focused on academic degrees and certification. Little, if any, has looked at the big picture of relative employer valuation of academic degrees, certifications, and work experience. To address this gap, this research focuses on the employer’s relative valuation of academic degrees, certifications, and work experience; this research has failed to acknowledge the curriculum that employers are most (50%) interested in: experience” (Wierschem & Mediavilla, 2018)
ii. Umit, Esra, Kultigin & Serhat (2012) identified there has been limited empirical work to examine the relationship between the elements of career motivation and key employee behavior such as employment and turnover intentions, job satisfaction, organizational commitment and work performance.
b. Theoretical Foundations (models and theories to be foundation for study);
While professional certifications are not a requirement in the corporate setting, they provide an extra credit to those who have them. Candidates put in long hours of study, to achieve the highest level of professional standards. Professional certifications can open many doors throughout an individual’s career, especially when one is searching for the next challenge. Recruiters and hiring managers tend to look at the Certifications section of a resume before anything else. Employers desire candidates with up-to-date knowledge, and professional certifications that displays to them a person’s mastery of a particular technology or practice.
c. Review of literature topics with key theme for each one;
i. Cognitive Development: Empirical research shows that a relationship exists between professional certification development, employer monetary-value, and employee success in areas such as information technology, corporate business, and healthcare.
d. Summary
i. Obtaining professional certifications leads to improved career development and employee performance.
ii. Gap in terms of additional research needed to examine these findings.
Problem Statement
It is not known how corporate leaders value the use of professional certifications as a perceived profitability to their organization
Research Questions
R1. Do corporate leaders value the use of professional certifications as a perceived profitability to their organization?
R2. The knowledge and information will be based on conceptual framework.
Sample
· Business professionals and Corporate Leaders located in Northern United States – Executive Management Professionals, Corporate CEO’s
· Interviews of a minimum of 10 to 12 participants or until data saturation is met.
· Surveys
Describe Phenomena (qualitative)
· Understanding if corporate leaders value the use of professional certifications as a perceived profitability to their organization.
Methodology & Design
· Qualitative
· Descriptive – Interviews/Focus Groups/Social Media Outputs/Archival Documentation Analysis
Purpose Statement
The purpose of this qualitative study is to determine if corporate leaders value the use of professional certifications as a perceived profitability to their Northern United States organization
Data Collection Approach
Voice interview data will be recorded using an Echo Livescribe pen. Handwritten data will be transcribed using MyScribe. The voice files will be transcribed by a transcription company, which will convert the information into word format.
Data Analysis Approach
Data will be organized and prepared for analysis using MAXQDA, Member Checking, and compiled and summarized identifying common themes to address the research questions, and descriptive statistics will summarize the data.
Theory
· Workplace Certification – Choice Making – Decision-making of executive leadership
· Organizational Profitability
References
Wierschem, D & Méndez Mediavilla, F. A. (2018). Entry Level Technology Positions: No
Degree Required. Journal of Information Systems Education, 29(4), 253-268.
Umit, A., Esra, A., Kultigin, A., Serhat, E. (2012). Relationships between career motivation,
affective commitment and job satisfaction, Procedia – Social and Behavioral Sciences
(58) 355 – 362.
Dissertation Topic Presentation
(Qualitative Study)
Proposed Dissertation Title
Date of Presentation
Learner’s Name
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Using this template
The goals for using this template are to:
Ensure your topic is aligned to your program of study
Defend your established need and significance for your study from the literature
Demonstrate how your study aligns with the selected theoretical foundation/conceptual framework
Defend your methodology choice within the context of your study
Align the core components of your study, such as problem statement, purpose statement, need, theoretical framework, and methodological approach
Articulate that your study is feasible and doable given your resources and expected target population
Develop a project plan to prepare for residency and beyond
For RSD-881, update slides up to 12 and complete remaining slides
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Purpose Statement
Integrate the following 5 components into a one sentence statement of your Purpose:
Purpose Statement = methodology + design + problem statement + target population + location
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This is first because if you cover this slide in your Friday presentation, you have then covered many of the sections needed for grading! It generally comes after the Methods slide.
Literature Review: Background to the Problem
This information is presented in the Background to the Problem (in the Prospectus) and in the Background to the Problem section (in the proposal).
Part 1: Identify how the research on/related to your proposed topic evolved
Part 2: Provide a set of arguments justifying the need for your proposed research
Do not cover what has been studied
Present arguments on what now needs to be further studied
Provide 1-2 sentence length citations to support each argument
Use the following items from empirical articles to define the need for the research: recommended future studies; what needs to be better understood; weaknesses of the study; limitations of the study; broad areas of research your research will contribute to; community and societal needs. Synthesize these to justify the need/gap for your study and to develop the problem statement for your study.
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The outline on this slide is used in the Prospectus to develop a 3 paragraph section on Background to the Problem. This same 3-paragraph version of the Background to the Problem is used in Chapter 1 in the Proposal. It is then expanded and used in Chapter 2 in the Proposal.
For your Prospectus/Proposal, another way to think about writing this section is to cover:
The societal or broad issue that needs to be solved is X
The research on this broad topic began in 18xx and has had three major focus areas and has evolved. Describe each one in 2 sentences and give examples of what they found out and the focus of the next major research area.
Identify 4-6 arguments for the need such as (1) how it will contribute to the societal problem being solved, (2) how it will contribute to the current focus of research on that topic (3) who had identified need to do more research in related topics to it so they can argue it leads to their topic (4) there is mixed results in the literature so there is more research needed on … (5) most studies looked at the problems and you will reframe to look at solutions, (6) extending research to a new population (7) weaknesses and limitations in prior studies and how study will address this issue (8) How prior studies looked at a, b and c and how it correlated with y—and now you will combine to get a broader perspective
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Literature Review: Problem Space
Support each argument with a citation from the literature
Citations come from the literature from past three years
Provide 3-5 arguments + evidence in terms of a citation supporting the argument
Discuss how this set of arguments leads to the topic and problem statement for the dissertation
Show Parts 1 and 2 on two separate slides if needed.
You need to cover for each article: 1) Need for this study (what the authors identified) 2) Gap filled in the literature (if you can find it) 3) Method and Design (if you can find it) 4) Population (number of participants) ** Theory (if you can find it) 5) Investigate what 6) Findings and 7) Recommendations for future study.
Short way to think of credentialing the studies: Citation, “conducted a (method/design) study with (# participants) to investigate (what) and found (what). The recommendation for further research was (what?).
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Studies are to be 2019-2021
Formula Citation, “conducted a (method/design) study with (# participants) to investigate (what) and found (what). The recommendation for further research was (what?).
Examples:
Yadav & Berges (2019) conducted a quantitative study of 80 high school computer science teachers in the United States and found that teaching methodology between expert and novice teachers varied when faced with a student problem-solving scenario. Further investigation into differences between novice and expert educator responses to computer science pedagogical content knowledge would uncover aspects of computer science teaching and learning beneficial to building novice educators’ pedagogical content knowledge.
Cheon, Reeve, Lee, Ntoumanis, Gillet, Kim, & Song (2019) conducted a quantitative pre-post test autonomy-supportive classroom-based program study on 37 physical education teachers and found the autonomy-satisfaction to be significantly increased for students of teachers in the experimental group. Future research is recommended to examine a program experience unrelated to motivation style.
Miller, Poklembova, Podkowińska, Grise-Owens, Balogová and Pachner (2021), conducted a quantitative correlational study with 250 participants to investigate the personal and professional self-care practices of individuals employed as social workers in Poland and found significant differences in self-care by education level and self-reported health status respectively. The recommendation for future research was for the continuation of examination of self-care practices among a wide array of populations.
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Literature Review: Theoretical Foundations
INSERT A GRAPHIC OF YOUR THOERY(S) ALONG WITH THE AUTHORS DEFINITIONS OF THE COMPONETS OR DIMENSIONS
Identify the specific 1-3 theories, models, or concepts to be used to
Describe Phenomenon and develop Research Questions for qualitative studies
Define the Variables, as well as develop Research Questions and Hypotheses for quantitative studies
Guide the data collection process (qualitative and quantitative)
Identify the developer of the models, theories, or concepts and the seminal work which discussed it
Describe the components of the theory, model or concept
These theories, models and concepts from the theoretical foundation should be the ones used to develop the research questions on the following slide
For quantitative studies the best place to find the theories/models is in articles that use the instrument(s) you selected to measure the specific variables in your study. There should be a model or theory behind each instrument.
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Three ways to find models or theories for both quantitative and qualitative research are (1) find studies related to your topic and see what theoretical foundation theory, model, or concept they used. Then research it or find a quantitative instrument that is used to collect data on it. Or (2) look for validated quantitative instruments that measure variables you are studying from either a quantitative or qualitative approach; then do a Google or Google Scholar search that combines the name of the instrument and the term “validation study” or “validity”. This document will explain the model behind the instrument, trace it back historically to the creator of the initial model or theory. For the quantitative studies, use the instrument article to provide the reliability and validity statistics for the instrument.
OR
3) Go to Google Images and type in the name of something you want to explore with the word “theory” attached. Example: resilience theory. Then look at the graphics that depict the model/theory. Then you can follow the above steps to find the source of the theory!
For the Prospectus there should be one slide on each model or theory in outline format. Include a visual of the model or theory if it is available. Focus on describing the theory and not on discussing how it has been used in prior studies. In the Proposal this information is used to develop the research questions for chapter 1 and 3. It is expanded significantly in Chapter 2.
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Literature Review: Review of Literature
List and provide one sentence description for the primary topics to be in Review of Literature (this list of topics will go into the Prospectus; this set of topics then becomes the 30+ Review of Literature section in the Proposal)
One suggested order for these topics can be:
Societal, community or other high-level needs
Population for which it is relevant
Variables for quantitative: (1) develop section on each variable covering empirical article that researched it and (2) develop section covering studies that looked at the relationship(s) between two or more of your variables
Aspects of/description of the phenomenon for qualitative
Topics relevant to your research (use related dissertations for ideas as you learned to do in the Literature Review course) (MUST ALIGN WITH THE THEORY)
Justification of the proposed methodology based on empirical articles–not methodology articles and books (required)
Justification of the proposed instruments and data sources from related and relevant studies (required)
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For the purpose of your presentation; identify the bullets you will cover as an outline in Chapter 2. The first bullet should address
In the Prospectus this slide is used to provide an outline of the topics that will be included in the Review of Literature section, which is 30+ pages in Chapter 2.
List and provide one sentence description for the primary topics to be in Review of Literature (this will go into the Prospectus)
NOTE: The Review of the Literature (in Chapter 2) is minimum of 50 empirical articles and 30 pages in length and covers information relevant to your topic.
Just put a bullet for each topic and if you have some studies that fit with the topic, include them also
There are a variety of ways to synthesize the literature. Below is a set of steps that may be used:
• First, explore original literature on the topic. The topic should focus on an issue pertinent to the learner’s program of study to determine what has been discovered and what still needs to be understood.
• Second, while exploring the original literature identify the broad topics and problems researched. Explore the evolution of the research on the problem. How did the focus change? What findings emerged from these studies?
• Third, describe the research from the past 2 to 3 years to discover what has been discovered, what problems have been studied, and what still needs to be understood. Discuss the trends and themes that emerged. Studies that were published within the past 2-3 years will still be relevant (with the past 5 years) at the point of graduation.
• Note: problem space for the dissertation study should primarily come from the empirical research literature or studies dated within three to five years of the learner’s projected graduation date. This is a recommendation, not a rule.
• Dissertations can be used in the literature review, however, one must supplement dissertation citations with citations from other peer-reviewed research on the topic.
• Fourth, define the topic and problem statement by synthesizing the recent studies, including trends, and define what still needs to be understood.
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Problem Statement
State it in one sentence
It is based on the arguments from the literature that present what needs to still be studied (discussed in the prior slide)
Begin with: It is not known…..
Note: Use this problem statement to develop a short title for your dissertation
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Research Questions and Phenomenon
Note: The research questions come from both the Theoretical Foundation and Problem Statement
First, describe the phenomenon to be studied based on the selected theories, models or concepts
Second describe the phenomenon or the concepts within the phenomenon that you will study from a qualitative perspective. Phenomena is defined as a fact, occurrence, or circumstance observed or observable. What is the “real issue”—describe that in the Phenomena. What is not being understood? What is the observable fact, behavior, social issue? If you had to draw a picture with no words that depicted the issue you were investigating and then described your picture, what would you say? Describe this using your observational skills. 🙂
Third, develop the Research Questions using either the constructs of the model/theory/concept or using more than one theory/model/concept(s) PLUS the problem statement
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This slide is used in outline format in the Prospectus. Then the outline is developed into a section in Chapters 1 and 3 in the Proposal.
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Methodology
DEFINE ALL THREE METHODS (QUANT, QUAL, MIXED)
Provide two citations for each and use the definitions and frame the justification for using or not using from the definition.
EXAMPLE:
A qualitative research uses a variety of methods, such as intensive interviews or in-depth thematic analysis, and is concerned with a complete account of some entity (Umanailo et al., 2019, p. 2076). results of various context occur in a naturalistic setting in an attempt to respond to phenomenon (Holtrop, Rabin, & Glasgow, 2018, p. 2).
GOOD: The qualitative methodology will be utilized within this study to capture the participant’s descriptions through a variety of in-depth data collection approaches.
NOT GOOD: The four research questions ask participants how they perceive social media professional development addresses the four pillars of andragogy; these questions are best answered through the use of qualitative methodology. (uses study not definitions for justification)
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Prospectus: The approach on this slide is used to justify the methodology using methodology article and resources
Proposal: The information presented on this slide is used to develop one of the three paragraphs comprising the methodology section. In addition a second paragraph is added justifying why the opposite methodology is not as appropriate. This second paragraph uses the same argument/citation structure with the arguments and citations coming from methodology articles and books. A third paragraph is developed that uses similar and related empirical articles to justify the proposed methodology for the study
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Design
Identify the specific design you selected for your research from GCU’s set of core designs
Quantitative options: experimental, quasi-experimental, pre-experimental, correlation, causal comparative, quantitative descriptive
Provide 2 peer review cited definitions for each design and then use the definition to justify why or why not using
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Prospectus: The format and approach on this slide is used to develop the one paragraph argument for the proposed design for the Prospectus
Proposal: When doing the proposal the approach shown on this slide is used to develop the first paragraph/section. Then there are a series of short paragraphs (3-4 sentences) that argue as to why the alternative designs are not as appropriate for the study
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Population, Target Population, and Sample
Define each of these and provide an estimate of their size
Provide a cited definition for EACH term
Population (the group you want to generalize this study to or will be discussing based on the research finding)
Target Population (the group you will approach to collect the data). State how many (approximately) are in this group
Sample (the final number of completed and usable responses you need to get for each instrument to meet requirements from dissertation template)
Note: For qualitative studies show the minimum sample size for each data collection source (e.g., interview 15-20; questionnaire 40+; focus groups 4-5 in each of 2-3 focus groups; 10-25 artifacts; 10-25 photographs, etc.)
You will need to consider “A questionnaire will be sent to XX (your TP) in order to meet the 40+ requirement for returns and will include 20 individual interviews”.
Note: visual data such as photographs, videos from YouTube, advertisements, participant drawings, social media data, and observed or recorded behaviors can be analyzed using thematic analysis or other forms of qualitative data analysis. Any source of data must address the research questions though.
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Please discuss the target population from which you will collect your data in detail and include at least two options. For the target population identify the specific way to access the target population which might include: using your organization; asking an association to support/communicate the study; using a social group such as a church to support/communicate your research; use social media to find the sample; use archival data from an organization or association; use publicly available archival data; use photographs of the phenomena being studied. In addition to discussing the specific sample source also estimate the size of the target population and assume 5-20 percent of this group would participate.
In the Prospectus this outline is used to ensure there is an appropriate and reachable target population. In the Proposal this outline becomes a section in Chapter 1.
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Instruments and/or Data Sources
Identify the specific instruments and data sources you will use to collect the data
Typical instruments include interviews, questionnaires, observation forms, archival data sources, documents, artifacts, photographs, videos, participant-authored journal, etc. — which should be specific to your selected design, research questions, and theoretical foundation
Most instruments for a qualitative study will be developed by the researcher since they come out of research questions and supporting theories/models/concepts specific to the study
Qualitative studies such as case studies and grounded theory may include validated surveys typically used for quantitative studies; typically (though not always) the data analysis for these will be charts and graphs rather than inferential statistics
Identify how you will collect demographics which you may be using to (1) select individual to participate in the study based on specific demographic criteria, and/or (2) to develop a profile of your sample; analysis for this information would involve descriptive statistics
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Prospectus: This outline is used in the Prospectus. This outline is then used to develop the section on Sources of Data in Chapter 3 in the Proposal.
For example
Questionnaire Structure:
Include: 1) informed consent, 2) demographic questions (what type), 3) Content questions (what type —Likert, open ended, multiple choice, etc), 4) Invitation to participate in the next level of data collection.
Interview Structure:
The semi-structured interviews contain open-ended questions related to the research questions with opportunities to ask follow-up questions allowing the participants to provide additional information.
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Data Collection Steps:
1.Obtain various required permissions
Note: List the specific ordered steps so someone could replicate your study
Site approval (organization, association, or data base owner)
Permission from researcher if replicating their study
Permission to use each instrument or data source
Obtaining administrative guide and validation information on each data sources from owner/literature
GCU Chair and Committee Approvals
AQR Approval
IRB Approval
Permission to use figures or tables from authors/document owner and how to cite it
Consent form from individual participants or parents or guardians (see informed consent templates on the DC Network)
Results of the field tests for qualitative studies
Results of the expert panel review for qualitative instruments such as interviews or observations
Other?
Required permissions/approvals (prior to data collection)
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There are four separate slides that will comprise the data collection section in the Prospectus and the proposal. Please do not alter the names on the slides. Modify each bullet point to be specific to your study and if you do not believe the bullet is relevant for your study put in a statement justifying this. Also please do not change the order of the fours data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. This first slide only discusses all of the permissions required. When moving these slides into your documents keep the title shown right above the bullets which is “Required permissions/approvals”
NOTE: These set of four slides are used in outline format in the Prospectus. They then provide the outline for the Data Collection section in Chapter 3 in the Proposal.
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Data Collection Steps:
2. Sampling Approach and Sample Selection
Sampling Approach and Sample Selection
Sampling Approach
Describe the specific type of sampling (e.g., random, purposive or snowballing) to be used and provide a citation defining it
Justify why that sampling approach is appropriate for your study
Describe the sampling criteria to select and to exclude the participants
Sample Selection
Describe the target population that will be approached to obtain the sample
Identify how the target population will be approached (email, phone call, invitation to participate from an organization’s website, etc.)
Describe the specific steps to invite/solicit the sample from the target population
Describe process to get additional participants if first round does not get needed sample size or volume of data needed for analysis
Note: List the specific ordered steps so someone could replicate your study
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There are four separate slides that will comprise the data collection section in the Prospectus and the proposal. Please do not alter the names on the slides. Modify each bullet point to be specific to your study and if you do not believe the bullet is relevant for your study put in a statement justifying this. Also please do not change the order of the four data collection slides or the bullets within them. It is important to show the bullets in the order in which they would occur. This second slide only discusses the sampling approach and then the steps for the sampling process. When moving these slides into your documents keep the title shown right above the bullets which is “Sample Approach and Sample Selection”
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Data Collection Steps:
3. Collecting the Data
Actual process(es) for collecting the data which may include:
Identify who will provide the list of names and who sends out the invitation
Describe the step by step process for collecting the data from the target population for each Instrument/Data Source
Show actual step by step process for collecting the data IN THE ORDER COLLECTED:
QUESTIONNAIRE
INTERVIEW
FOCUS GROUP
OTHER SOURCE
Note: List the specific ordered steps so someone could replicate your study
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You can add as many slides for this step as are needed. Use one slide for each source of data.
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Data Collection Steps:
4. Data Management and Storage
Data Management and Storage
Identify how the data (paper and/or electronic) will be held and where (database, computer, thumb drive, safe, etc.)
Identify how long it will be stored
Identify if, when, and how it will be destroyed or stored long term
Identify back-up copies and process to prevent data loss
Identify how it will be safeguarded
Identify how long-term confidentiality and/or anonymity will be maintained
Also identify that a “de-identified” copy of all of the data and the data analysis will be stored in the LDP in the folder that will be placed there for this data so that the AQR reviewers can review the data and data analysis.
Note: List the specific ordered steps within each of these 4 areas so someone could replicate your study
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Refer to your CITI training for how long the data must be stored. It cannot be stored in the cloud!
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Data Analysis Steps
These two slides set the context for the following two slides.
Note: List the various steps within these 4 primary areas of data collection
Compile and clean data, member checking
Descriptive Statistics areas (eg., for demographics, to summarize observation data, summarize volume and type of data in a qualitative study)
Step by step data analysis approach for your specific data analysis (e.g., thematic analysis steps for qualitative or multiple regression analysis steps for quantitative)
Demographic information
Codes
Themes
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This set of step may require more than one slide. Note: For the thematic analysis or similar forms of analysis describe the specific step from one expert who is noted for that analysis. For example Braun and Clarke are world-recognized experts on thematic analysis. They have numerous articles and they have a web-site with many different resources at the University of Auckland. The following link provides a chapter that explains the process and provides and example: https://www.researchgate.net/publication/269930410_Thematic_analysis The following is a published 2006 article from a Qualitative Research journal: https://core.ac.uk/download/pdf/1347976.pdf
The information from this slide is used in outline format for the Prospectus. This information then becomes the outline for Data Analysis section in chapter 3 of the Proposal and is used to write this section..
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Data Analysis Steps
This slide and the previous set the context for the next two slides.
Resources to identify the steps
Find articles and books on your specific design as well as how to do specific qualitative analysis such as thematic analysis or network analysis
Use the steps from chapter 4 in sample dissertations similar to your own. Chapter 4 has more details than chapter 3. Use GCU dissertations from the past year or two.
SAGE Resources in GCU Library
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This set of step may require more than one slide. The following slides show the approach to cover for qualitative versus quantitative.
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Data Analysis Steps
Cleaning and compiling the data (transcribing the data; member checking, etc.)
Descriptive statistics
Demographic information
Codes
Themes
Volume of data collected
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Note: For the thematic analysis or similar forms of analysis describe the specific step from one expert who is noted for that analysis. For example Braun and Clarke are world-recognized experts on thematic analysis. They have numerous articles and they have a web-site with many different resources at the University of Auckland. The following link provides a chapter that explains the process and provides and example: https://www.researchgate.net/publication/269930410_Thematic_analysis The following is a published 2006 article from a Qualitative Research journal: https://core.ac.uk/download/pdf/1347976.pdf
The information from this slide is used in outline format for the Prospectus. This information then becomes the outline for Data Analysis section in chapter 3 of the Proposal and is used to write this section..
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Data Analysis Steps
Qualitative data analysis approaches: Identify specific approach for each data source and across data sources. These approaches can include:
Cleaning the transcripts; member checking
Analyzing the data (thematic analysis, or other forms of analysis such as discourse analysis, semantic network analysis, content analysis, grounded theory analysis, or phenomenological data analysis)
Interpreting the data (models, causal networks, identification of variables and their relationships, etc.)
Triangulation of data for case studies
Answering the Research Questions
Summarizing the data (narrative description of the phenomenon; case study summary; narrative integrated story; model; theory, etc.)
Describing/displaying the data (tabular, matrix, diagrams, etc.)
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Note: For the thematic analysis or similar forms of analysis describe the specific step from one expert who is noted for that analysis. For example Braun and Clarke are world-recognized experts on thematic analysis. They have numerous articles and they have a web-site with many different resources at the University of Auckland. The following link provides a chapter that explains …
Presentation on Ten Strategic Points Proposal
D’Ainsley Smith
Grand Canyon University
Professor Quade
September 9, 2021
v.4.16.21
Kristine Quade (KQ) – D’Ainsley: please go back to the GCU template –this must be from the master with the coaching notes in the notes section
Kristine Quade (KQ) – This should be the working title of your dissertation
Literature Review: Background to the Problem
Certifications offer heightened career advancement opportunities
Company employees are more confident and knowledgeable, reach job proficiency faster, are more reliable and perform at a higher level
The study focuses on certification and academic degree programs
The study provides insight on the larger related scale of employer valuation of academic degrees, certifications, and work experience
Kristine Quade (KQ) – Per the instructions and sample–this slide is to cover: Background:
The research on this broad topic began in 18xx and has had three major focus areas and has evolved. Describe each one in 2 sentences and give examples of what they found out and the focus of the next major research area.
Identify 4-6 arguments for the need such as (1) how it will contribute to the societal problem being solved, (2) how it will contribute to the current focus of research on that topic (3) who had identified need to do more research in related topics to it so they can argue it leads to their topic (4) there is mixed results in the literature so there is more research needed on … (5) most studies looked at the problems and you will reframe to look at solutions, (6) extending research to a new population (7) weaknesses and limitations in prior studies and how study will address this issue (8) How prior studies looked at a, b and c and how it correlated with y—and now you will combine to get a broader perspective
Write this in 2-3 paragraphs as if for your Proposal: topic sentence no citation, 4-6 supporting arguments and a transition (no citation at the end!)
You dont have any supporting citations on this slide
Literature Review: Problem Space
Umit, Esra, Kultigin & Serhat (2012), identified there has been limited empirical work to examine the relationship between the elements of career motivation and key employee behavior
Existing research fails to acknowledge that 50% of employers are most interested in experience (Wierschem & Mediavilla, 2018)
The research focuses on the employer’s relative valuation of academic degrees, certifications, and work experience
Kristine Quade (KQ) – This is too old
Kristine Quade (KQ) – This is too old
Kristine Quade (KQ) – Per the instructions were you are to have FIVE empirical articles from 2019-2021 that EACH cover: Citation, “conducted a (method/design) study with (# participants) to investigate (what) and found (what). The recommendation for further research was (what?).
Literature Review: Theoretical Foundations
Company employees put in long hours of study to achieve the highest level of professional standards
Professional certifications provide increased options to an individual’s career
Professional certifications are not a requirement in the corporate setting, however employees who attain them add/offer value to the organization
Employers desire candidates with up-to-date knowledge, and professional certifications that displays to them a person’s mastery of a particular technology or practice.
Kristine Quade (KQ) – This slide does not indicate what theory you are using. You are to provide a screen shot of the theory. Please look at the samples provided in the initial announcements as a model. They are not perfect but are really good! Please try to come on my next open office hours on Sept 16 (announcements
Literature Review: Review of Literature
Theme 1: Cognitive Development
Empirical research shows that a relationship exists between professional certification development and monetary value
Theme 2: Employee success
There is a connection between professional certification and employee success in terms of career development
Theme 3: Employee performance
Professional certifications leads to improved employee performance.
Kristine Quade (KQ) – Since there was nothing in the theory slide, I am not able to see if these align with the theory–please see the samples. What you have here is all about the context of the study which would be Theme 1 and only 2-3 pages.
Problem Statement
It is not known how corporate leaders value the use of professional certifications as a perceived profitability to their organization
Kristine Quade (KQ) – This is a yes/no question and is not framed according to the theory and design. See comments on the Purpose Statement slide
Research Questions and Phenomenon
RQ1: Do corporate leaders value the use of professional certifications as a perceived profitability to their organization.
RQ2: The Knowledge and information will be used based on conceptual framework
Phenomenon:
The research will consider if corporate leaders value employees with professional certification are more profitable than those without
The research question addresses the topic by seeking to unveil the importance of professional certification to organization’s profitability.
Kristine Quade (KQ) – I am not sure where this came from–your RQs need to be framed by the theory (which was not clear)
Kristine Quade (KQ) – The way you have this framed is as a quant study– and is not a statement of the phenomena: Phenomena is defined as a fact, occurrence, or circumstance observed or observable. You are to discuss the nature of the issue that you are exploring. This means —what is going on that you are noticing? What makes individuals want to shop at Nordstroms and not another store? Describe this using your observational skills. This is not a restatement of the Problem Statement 🙂
Methodology Justification
Qualitative Quantitative
Seminal sources describing qualitative methodology:
Qualitative methods
Descriptive – Interviews
/Focus Groups/Social Media Outputs/
Archival Documentation Analysis
Stewart, C. J and Cash, W B Jr. (2017). Interviewing Principles and Practices. 15th edition. New York: McGraw Hill Education
Nelson, G & Evans, S. D (2014). Critical Community Psychology and Qualitative Research: A Conversation. Qualitative Inquiry, 20(2), pp. 158-166. Doi: 10.1177/1077800413510873
Seminal sources describing quantitative methodology:
Quantitative methods
questionnaires
statistical analysis
Apuke, O. D (2017). Quantitative Research Methods: A Synopsis Approach. Kuwait Chapter of Arabian Journal of Business and Management Review, 6(11), pp. 40-47. Doi: 10.12816/0040336
Justification for qualitative:
It can be done with small sample size. Justification against quantitative:
Requires large sample size
Kristine Quade (KQ) – The instructions for this and the design slide are: You need to put your TWO cited definitions /descriptions for each method/design. THEN 2) use the wording provided to justify for any study that would use this method/design. If your definitions are soft–there is no justification. THEN 3) provide a statement that supports why the method/design is appropriate for your study.
Kristine Quade (KQ) – This is not a justification based on the definitions (missing) for the methods
Feasibility – Slide 1
Resources for study:
Research assistants
Training of research assistants
Ethical Concerns:
Confidentiality of information collected
Informed consent before continuing with the study
Kristine Quade (KQ) – Please move this to the end
Kristine Quade (KQ) – You will not be permitted to have an assistant for this study–it needs to be your original work!
Feasibility – Slide 2
Study Alignment with Program (Identify Program of Study):
The program of study is research
Feasibility Concerns:
There may be financial hardships
The study is feasible, because it will yield new information
Findings are beneficial to professional employees and the Corporation
Kristine Quade (KQ) – Well, what is your program–move this slide to the end
Kristine Quade (KQ) – This slide is about conducting the study–not about your financial concerns.
Kristine Quade (KQ) – As a “yes/no” it will not provide new information
Next steps
Begin research process, and literature review to understand the available information concerning the topic of choices
Organize and schedule meetings/appointments with business professionals and experts familiar with expected challenges when addressing the topic
Kristine Quade (KQ) – Move to the end of the deck
Design
Design Definition Justification
(use /not use)
Qualitative Descriptive The qualitative descriptive involves collecting and analyzing data simultaneously. The analysis is descriptive in nature Use
Phenomenological Phenomenological creates an understanding of the scenario based on how it is experienced or perceived by the participants without further investigation Not use
Narrative The Narrative relies on the spoken or written presentations by participants Not use
Case Study Case Study is an in-depth investigation of a group or community by considering the history, development, and other aspects Use
Grounded Theory Ground Theory focuses on constructing theory from the data collected Use
Kristine Quade (KQ) – See instructions in the method slide This needs to be Redone–see the samples in the announcements for the rigor required here.
Purpose Statement
The purpose of this qualitative study is to determine if corporate leaders value the use of professional certifications as a perceived profitability to their Northern United States organization
Kristine Quade (KQ) – What is your design? That will determine the wording of the rest–there is no “determine” in the study—and the way you have this formulated is as a “yes/no” question –not enough for a dissertation!
Population, Target Population, and Sample
Population Target Sample
500 120 90
Kristine Quade (KQ) – Please see the sample for what is required here and redo
Instrumentation and Data Sources
Data Sources #1
Data Source #2
Voice interview data
Data will be recorded using an Echo Livescribe pen
The data will then be transcribed using MyScribe
The information will be converted into word format Hand written data
Data will be converted into word file
Kristine Quade (KQ) – Please see the samples provided –what ARE the two sources of data? Interview and what else?
Data Collection Steps: Slide 1
Required permissions
Site approval needed
Permission to use each instrument or data source – not required because they will be developed by the researcher
Obtaining administrative guide and validation information on each data sources from owner/literature required
Results of the field tests for qualitative studies required
Results of the expert panel review for qualitative instruments such as interviews or observations required
GCU Chair and Committee Approvals required
AQR Approval required
IRB Approval required
Consent form from individual participants required
Required permissions/approvals (prior to data collection)
Kristine Quade (KQ) – What is your site? It was not identified in slide 14
Kristine Quade (KQ) – What normed and validated instrument are you using–you did not identify on slide 15
Kristine Quade (KQ) – This only applies if you are using a normed and validated instrument
Kristine Quade (KQ) – You are doing interview and what else–you did not indicate a questionnaire in slide 15;
Kristine Quade (KQ) – You did not indicate in slide 15 that you are using observations?
Data Collection Steps: Slide 2
Sampling Strategy and Sample Selection
Strategy #1 Strategy #2 Strategy #3
Sampling Strategy Description Convenient sampling – Choose participants based on their availability to respond to the research questions Random sampling- Involves randomly selecting the participants from a list, all candidates have the opportunity to participate Purposive sampling- Involves choosing specific participants
Sampling Steps Identify organizations in Northern United States
List the corporate leaders
Identify leaders whose organizations only hire certified employees
Identify organizations in Northern United States
2. List the corporate leaders
3. Randomly select them from the list Identify organizations in Northern United States
List the corporate leaders
Sampling Selection Criteria Available and willing to participate in the study Once selected Available and willing to participate in the study
Kristine Quade (KQ) – This right here makes this strategy purposive. AND you will have a difficult time finding leaders that will be willing to answer a “yes/no” question
Kristine Quade (KQ) – This should match the strategy for your second source of data. You did not indicate what that second source is–please see the samples.
Kristine Quade (KQ) – You are using this strategy for the interviews and if that is your first source of data, please move to column 1.
Data Collection Steps: Slide 3
Collecting the Data
Step 1: Sample participants, CEO, and corporate leaders
Step 2: Inform professionals based on the intention of the study and obtain informed consent
Step 3: Conduct interviews
Step 4: Administer questionnaires
Step 5: Collection of questionnaires and recorded interviews
Kristine Quade (KQ) – Are these not your leaders? So why are you calling them “professionals?
Kristine Quade (KQ) – How? This need to be a full description of all of the steps. –see the samples
Kristine Quade (KQ) – Hum—so now you have questionnaires–these should be collected first and will affect slides 15, 16, 17. Needs to be fully describe in one slide with the interview process in another. Please see the samples. You will need to have 40+ responses to your questionnaire and since you did not discuss the theory, data source or sampling strategy, I strongly recommend that you come on my Sept 16 office hours to discuss your study
Data Collection Steps: Slide 4
Data Management and Storage
Where will you store the data? – The data will be stored in the data collection center
How long will you store the data? – Undetermined period
How will you protect the data? Data protection is provided through non-accessible control settings
How will you destroy the data? Participant questionnaires will be terminated, and recorded interviews/statements will be deleted
Kristine Quade (KQ) – Please go back to your CITI training for this answer–there is a proscribed time!
Kristine Quade (KQ) – This must be a physical location
Kristine Quade (KQ) – When? And how?
Data Analysis Steps: Slide 1
Data Source #1 – Analysis Strategy
Step 1: Data will be organized and prepared for analysis using MAXQDA
Step 2: Researcher will check, and identify emerging patterns from the transcribed data
Step 3: Researcher will identify themes addressing the question
Step 4: Researcher will use descriptive statistics to summarize the data
Kristine Quade (KQ) – Is this your interview? You must identify who’s coding approach you are using and list the steps. You will need to do hand coding before you can use MAX to verify the results.
Kristine Quade (KQ) – Using who’s approach
Kristine Quade (KQ) – No I, we, you, us, they, they, “the researcher”
Data Analysis Steps: Slide 2
Data Source #2 – Analysis Strategy
Step 1: Data will be organized and prepared for analysis using MAXQDA
Step 2: Researcher will check, and identify emerging patterns from the transcribed data
Step 3: Researcher will identify themes addressing the question
Step 4: Researcher will use descriptive statistics to summarize the data
Kristine Quade (KQ) – What is this second data source? You stated on one slide questionnaires? So you would present the analysis approach in the order collected.
List of References
Apuke, O. D (2017). Quantitative Research Methods: A Synopsis Approach. Kuwait Chapter of Arabian Journal of Business and Management Review, 6(11), pp. 40-47. Doi: 10.12816/0040336
Nelson, G & Evans, S. D (2014). Critical Community Psychology and Qualitative Research: A Conversation. Qualitative Inquiry, 20(2), pp. 158-166. Doi: 10.1177/1077800413510873
Stewart, C. J and Cash, W B Jr. (2017). Interviewing Principles and Practices. 15th edition. New York: McGraw Hill Education
Umit, A., Esra, A., Kultigin, A and Serhat, E. (2012). Relationships between career motivation, effective commitment and job satisfaction, Procedia – Social and Behavioral Sciences (58) pp. 355 – 362.
Wierschem, D and Méndez Mediavilla, F. A. (2018). Entry Level Technology Positions: No Degree Required. Journal of Information Systems Education, 29(4), pp. 253-268
Kristine Quade (KQ) –
Rubic_Print_Format
Course Code Class Code Assignment Title Total Points
RES-880 RES-880-O504 Prospectus PowerPoint Draft 200.0
Criteria Percentage 0: Not Present (0.00%) 1: Does not meet Expectations (70.00%) 2: Approaches Meeting Expectations (87.00%) 3: Meets Expectations (100.00%) Comments Points Earned
Content 100.0%
Identification of the Research Topic/Problem Space 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 7.00/10.00
Background of the Study 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 7.00/10.00
Foundational Theory 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 0.00/10.00
Review of the Literature 8.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 11.20/16.00
Problem Statement 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 7.00/10.00
Methodology 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 7.00/10.00
Research Questions and/or Hypotheses 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 9.80/14.00
Research Design 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 9.80/14.00
Purpose Statement 5.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 7.00/10.00
Population and Sample Selection 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 0.00/14.00
Instrumentation or Sources of Data 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 0.00/14.00
Data Collection and Management 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 9.80/14.00
Data Analysis Procedures 7.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 9.80/14.00
Feasibility and Argumentation 10.0% Item is not present. Not all components are present. Large gaps are present in the components that leave the reader with significant questions. Component is present and adequate. Small gaps are present that leave the reader with questions. Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions. 14.00/20.00
Mechanics of Writing 5.0% Mechanical errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Writer is clearly in command of standard, written, academic English. 7.00/10.00
APA Format 5.0% Required format is rarely followed correctly. No reference page is included. No in-text citations are used. Required format elements are missing or incorrect. A lack of control with formatting is apparent. Reference page is present. However, in-text citations are inconsistently used. Required format is generally correct. However, errors are present (e.g. font, cover page, margins, and in-text citations). Reference page is included and lists sources used in the paper. Sources are appropriately documented though some errors are present. The document is correctly formatted. In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error. 7.00/10.00
Total Weightage 100% 113.40/200.0
The Monetary Value of Professional Certifications to Corporations
D’Ainsley Smith
Dr. Kristine Quade
September 26, 2021
CONFIDENTIAL
GCU – For Internal Use Only
1
Literature Review: Background to the Problem
A professional certification is becoming more valuable in today’s workplace because employers value a standardized set of skills and qualifications to perform the job – especially in the fields of IT, corporate business, and healthcare. In a competitive job market, certifications offer heightened career advancement opportunities for workers.
In fact, conservative research shows that employees who hold certifications are more confident and knowledgeable, reach job proficiency quicker, are more reliable, and perform at a higher level than those without (Wierschem & Mediavilla, 2018).
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The study provides insight on the larger related scale of employer valuation of academic degrees, certifications, and work experience.
Literature Review: Background to the Problem
The majority of information technology (IT) employment literature is focused on academic degrees and certification. Little, if any, have viewed the big picture of relative employer valuation of academic degrees, certifications, and work experience.
To address this gap, this research focuses on the employer’s relative valuation of academic degrees, certifications, and work experience; this research has failed to acknowledge the curriculum that employers are most (50%) interested in experience (Wierschem & Mediavilla, 2018).
10/9/2019
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The study focuses on certification and academic degree programs as it relates to the importance of corporate institutions.
Literature Review: Problem Space
There is limited empirical work to examine the relationship between the elements of career motivation and key employee behavior.
Existing research fails to acknowledge that 50% of employers are most interested in experience (Lisa, Katarina & Newman, 2019).
The research focuses on the employer’s relative valuation of academic degrees, certifications, and work experience.
10/9/2019
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4
Literature Review: Problem Space
Linda and Nurnida (2019), found in their study that training contributes to enhanced employee performance.
The participants were sampled using probability sampling method – Simple random sampling
Data was collected by administering questionnaires to employee at Pharmacy of PT Kimia Farma Unit Bandung.
The data was analyzed using quantitative and descriptive-causality analysis methods.
The results reveal that training increased performance by 41.1%; the other 58.9% was influenced by other factors not examined.
10/9/2019
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The study findings on employees at Pharmacy of PT Kimia Farma Unit Bandung revealed that employee training, which is translated to qualification enhance their productivity. However, it only contributes to 41.1% of performance, there are other factors that were not examined, which contribute to 58.9% Training aims at enhancing human skills necessary for a specific type of job.
5
Literature Review: Problem Space continued
Sanjeev and Santhi (2019), conducted a quantitative study to determine the relationship between employee’s tenure and performance.
The sample size was 239 employees, sampled from supervisory level employees in the ceramic tile industry in Malaysia.
The study focused organizational factors and employee performance.
The data was analyzed quantitatively
The findings showed that organizational tenure was related to employee performance.
Sanjeev and Santhi (2019), recommended that organizations should allow employees to remain in the organization an extended amount of time.
10/9/2019
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The study conducted in the tile making industry focused on determining the relationship between the number of years an employee has worked in the organization and employee performance. The findings showed that the longer an employee worked in an organization, the higher the performance. In this regard, the experience of the employee influences performance.
6
Literature Review: Problem Space continued
An empirical study in 2019 on preferred entry-level job qualifications sampled 11,938 entry-level job postings in cyber security. (Jim & Ahmed, 2020).
The findings showed that 60% of the jobs required a college degree in the related field.
Of the 60%, 24% required a graduate degree (Jim & Ahmed, 2020).
29% of the sampled jobs required certification while 16% required skills.
The recommendation is in the cyber security sector, college degree is preferred.
10/9/2019
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A study conducted in the cyber security sector showed that the sector preferred college degree, and then followed by certifications, and finally skillsets. This essentially means that industry preferences vary.
Literature Review: Problem Space continued
Pang, et al., (2019), conducted a study in Hong Kong to determine employers’ perceptions of new graduate competencies that contribute to job success.
Questionnaires were administered to business employers
The study revealed that competencies, such as self-control, cooperation, and teamwork, analytical thinking were ranked in high regard.
The study recommended that universities should develop-work oriented programs.
10/9/2019
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The study in Hong Kong focused on preferred skills as perceived by employers. In this case, graduates in addition to their academic qualifications should have skills that suit the industry, such as being analytical thinkers. In this case both skill and academic qualifications are deemed necessary approaches.
8
Literature Review: Problem Space Continued
A study on employability, which is the personal attributes and skills necessary for graduates to secure employment in Slovakia found that employers focused on practical experience (Lisa, Katarina & Newman, 2019).
The survey involved 27 employers and 534 students from Slovakia.
A study entailed administering questionnaires to employees to determine their perception to graduates and highlight their employability.
The findings showed that 60% of employers ignored fresh graduate students, because of a lack of practical skills or experience in the industry, and only 30% employed those individuals (Lisa, Katarina & Newman, 2019).
10/9/2019
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A study conducted in Slovakia on employability found that two-thirds of employers focused on practical experience rather than on academic qualifications.
9
Literature Review: Theoretical Foundations
The theoretical foundation of the study is classical theory of employment.
In the classical theory, output and employment are determined by the production function.
The production function: Q=f (K, T, N) where total output (Q) is a function (f) of capital stock (K), technical knowledge (T), and the number of workers (N).
In this study, the focus is on the technical knowledge, which is exhibited through skillsets, experience, certifications, and academic qualifications.
10/9/2019
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Employers desire candidates with up-to-date knowledge, and professional certifications that display an individual’s mastery of a particular technology or practice. The classical economists believe in the existence of full employment in the economy. The economists believe that full employment was a normal situation, and any deviation is regarded as something abnormal. There is a tendency of the economic system to automatically provide full employment in the labor market when the demand and supply of labor are equal. Notably, company employees put in long hours of study to achieve the highest level of professional standards or technical knowledge. On the other hand, professional certifications provide increased options to an individual’s career. However, professional certifications are not a requirement in the corporate setting, however employees who attain them add/offer value to the organization.
10
Literature Review: Review of Literature
Theme 1: Cognitive Development
Empirical research shows that a relationship exists between professional certification, development, and monetary value.
Theme 2: Employee success
There is a connection between professional certification and employee success in terms of career development.
Theme 3: Employee performance
Professional certifications leads to improved employee performance.
10/9/2019
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The focus on the technical knowledge as part of the production function is a mechanism that influences employee success, employee performance, and cognitive development.
11
Problem Statement
It is not known how corporate leaders value the use of professional certifications as a perceived profitability to their organization.
10/9/2019
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12
Research Questions and Phenomenon
RQ1: Do corporate leaders value the use of professional certifications as a perceived profitability to their organization.
RQ2: The knowledge and information will be used based on conceptual framework.
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The research question addresses the topic by seeking to unveil the importance of professional certification to an organization’s profitability.
13
Research Questions and Phenomenon continued
Phenomenon
Potential employees pursue what they believe would assist their efforts to obtain employment.
Financial, and time constraints allow potential employees to focus on proper assistance programs in their perspective industry.
Potential employees decide amongst obtaining a formal degree, obtaining industry certifications, and obtaining skills or experience in their chosen field or industry.
10/9/2019
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Potential employees pursue what they believe may assist them to obtain employment; however, financial, and time constraints allow them to focus on what would help them most. For example, potential employees in the information industry ask questions on whether the cost of a college degree is worth the investment, because employers also look for skills and certifications with the aim of optimizing employee performance.
14
Methodology Justification
Qualitative
Archival Documentation Analysis
Stewart and Cash (2017), define qualitative research as one that collects qualitative data, such as perceptions, observations, beliefs using techniques such as oral interviews.
Nelson and Evans (2014), mention that some of the ways of qualitative data collection approaches include, focus group discussions, descriptive interviews, and observation research.
Justification for qualitative:
This process will be completed with small sample size. Qualitative research focuses on the “why” and “how” and depends on the direct experiences and based on this fact this qualitative method is justified.
Quantitative
Apuke ( 2017), defines quantitative research as the determination to collect quantitative data, such as figures and numerals, which are analyzed using quantitative statistical approaches.
Sukamolson (2017), defines quantitative research as one that entails manipulation of observations for the aim of describing the phenomena reflected by observational approach.
Justification against quantitative:
Requires large sample size – Quantitative methodology allows researchers to make predictions using hypotheses
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The qualitative approach use methods, such as descriptive interviews, focus groups discussions, collecting information from social media users, and engaging in archival documentation.
15
Design
Design Definition Justification
(use /not use)
Qualitative Descriptive The qualitative descriptive involves collecting and analyzing data simultaneously. The analysis is descriptive in nature. It entails extensive description of the phenomena (Lambert & Lambert, 2012). The analysis will include summarization of participant perceptions regarding study questions. Use
The design should be used, because answering the research question will focus on why and how, which are the unique elements characterizing qualitative design.
10/9/2019
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Qualitative descriptive is an empirical method of investigation aiming to describe the informant’s perception and experience of the world, and its phenomena. This method is appropriate in the study, because the researcher will reflect and explore responses from the participants.
16
Design – Cont’d
10/9/2019
Design Definition Justification
(use /not use)
Phenomenological Phenomenological creates an understanding of the scenario based on how it is experienced by the participants without further investigation. The uniqueness of phenomenology is the lived experience, which would differ from participant to participant (Qutoshi, 2018). Not use.
Whereas the participants may have the experience with the phenomena, their perceptions may be different, hence making phenomenological design inappropriate.
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Phenomenology produces a close examination of the phenomena under-study to explore the complex world of lived experiences from the actors (those who live the experience).
17
Design – Cont’d
10/9/2019
Design Definition Justification
(use /not use)
Narrative The narrative relies on the spoken or written presentations by participants with the aim of creating a coherent story from participants’ experiences. Under narrative approach, the stories by participants is the data. Not use
The approach is not suitable for the study because the chronological timelines of the participants differ.
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18
Design – Cont’d
Design Definition Justification
(use /not use)
Case Study Case Study is an in-depth investigation of a group or community by considering the history, development, and other aspects. It is an exploration of a time, and space-bound phenomenon.
Case study design is preferred when the researcher wants to answer “how” or “why” questions but he or she has no control over the current real-life context being studied. Use
Case study design may be used when studying the past organizational performance by considering the organization’s choice of technical knowledge, which is a factor in the production output.
10/9/2019
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19
Design – Cont’d
Design Definition Justification
(use /not use)
Grounded Theory Ground Theory focuses on constructing theory from the data collected. Data focuses on the experiences, and the perceptions of the participants. Chun et al., (2019), describes grounded theory as a qualitative approach that aims at discovering or constructing theory from systematically obtained data, and analyzed using comparative analysis. It should not be used in the study because the focus is not developing a theory from the participants’ experiences.
10/9/2019
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20
Purpose Statement
The purpose of this qualitative descriptive study is to explore if corporate leaders value the use of professional certifications as a perceived profitability to their Northern United States organization.
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Population, Target Population, and Sample
Population Target Sample
Corporate managers and staff supervisors in different industries The corporate manager is engaged in a managerial position of an organization.
Staff supervisor manages a group of employees, he or she monitors and evaluates their performance based on organizational standards. 50 participants who fit the definition of corporate management professionals, and 50 participants who embody the definition of staff supervisors.
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Instrumentation and Data Sources
Data Sources #1
Data Source #2
Semi-structured interview
Requires informed consent from participants
Data will be recorded using an Echo Livescribe pen
Interviews will last about 30 minutes to one hour
The data will be transcribed using MyScribe
The data source will answer the research questions Questionnaire
Requires informed consent from the participant
Questions developed by using a variation of questions from previous studies
Clarifications for participants may be done
The data source will answer the research questions
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Data Collection Steps: Slide 1
Required permissions
Required permissions/approvals (prior to data collection)
Site approval not required
Permission to use each instrument or data source – not required, because they will be developed by the researcher
Obtaining administrative guide and validation information on each data sources from owner/literature – not required
Results of the field tests for qualitative studies – required
Results of the expert panel review for qualitative instruments, such as interviews and questionnaires
GCU Chair and Committee Approvals – required
AQR Approval – required
IRB Approval – required
Consent form from individual participants – required
10/9/2019
CONFIDENTIAL
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Data Collection Steps: Slide 2
Sampling Strategy and Sample Selection
Strategy #1 Strategy #2
Sampling Strategy Description Convenient sampling – Choose participants based on their availability to respond to the research questions Random sampling- Involves randomly selecting the participants from a list, all candidates can participate
Sampling Steps Identify organizations in Northern United States
Identify organizations that only hire certified employees
Identify organizations that hire only academically qualified employees
List the corporate managers and staff supervisors of the organizations Identify organizations in Northern United States
Identify organizations that only hire certified employees
Identify organizations that hire only academically qualified employees
Randomly select them from the list
Sampling Selection Criteria Available and willing to participate in the study Once selected
10/9/2019
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25
Data Collection Steps: Slide 3
Collecting the Data
Step 1: Identify the target population and sample the participants who are corporate managers, and staff supervisors.
Step 2: Inform leaders based on the intention of the study, and obtain informed consent
Step 3: Conduct one-on-one verbal interviews
Step 4: Administer follow-up questionnaires
Step 5: Collection of questionnaires and recorded interviews
Step 6: Conduct participant interview transcript reviews (ITR)
Step 7: Produce final transcripts for data analysis
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Data Collection Steps: Slide 4
Data Management and Storage
Where will you store the data? – The data will be stored on secured file systems and platforms.
How long will you store the data? – 3 years for a dissertation and 10 years for articles.
How will you protect the data? Data protection is provided through non-accessible control settings
How will you destroy the data? Participant questionnaires will be shredded, and recorded interviews/statements will be deleted from digital recording platforms
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Data Analysis Steps: Slide 1
Data Source #1-Interview – Analysis Strategy
Thematic analysis
Step 1: Collected coded data
Step 2: Data is organized and prepared for analysis using MAXQDA
Step 3: The researcher will review, and identify emerging patterns from the transcribed data
Step 4: The researcher will identify themes addressing research questions
Step 5: Researcher will use descriptive statistics to summarize the data
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Data Analysis Steps: Slide 1
Data Source #1-Interview – Coding Process
Coding is a method of mapping or indexing data, with a focus of obtaining an overview of disparate data.
Coding allows the researcher to properly research collected data in relation to the research questions.
Transcripts will be evaluated, and provided the proper research, and recordings will be reviewed.
Each part of the transcript will be coded into specific themes, based on deduced coding that will reflect the theoretical foundation.
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Data Analysis Steps: Slide 1
Data Source #1-Interview – Coding Process
Similarities in the data is recognized and coded into themes, this effort assists with the research review process.
Themes will be reviewed, modified, and refined to ensure the information relates, and is a reflective meaning of the data.
Themes will receive final refinement to identify the essence of each theme.
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Data Analysis Steps: Slide 2
Data Source #2 – questionnaire-
Thematic analysis
Step 1: Data will be organized and prepared for analysis using MAXQDA
Step 2: Researcher will review, and identify emerging patterns based on data
Step 3: Researcher will identify themes addressing research questions
Step 4: Researcher will use descriptive statistics to summarize the data
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Feasibility – Slide 1
Resources for study:
Sample of oral interviews from previous research
Questionnaires from previous exercises, this process enriches the development of the research question
Audio recording
Observation Worksheets
Ethical Concerns:
Confidentiality of collected information
Informed consent before continuing with the study
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Feasibility – Slide 2
Feasibility Concerns:
Time constraints to the study are possible
The study is feasible, because it will yield new information
Findings are beneficial to professional employees and Corporations
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Study Alignment with Program
The study aligns with the program of study: Doctorate of Business Administration with an emphasis on Finance.
The research study is a contribution based on professional certifications influence to an organization’s profitability.
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Next Steps
Organize and schedule meetings/appointments with business professionals and industry experts familiar with expected challenges when addressing the topic
Begin research process, and literature review to understand the available information concerning the topic of choice
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The next steps will involve connecting with experts on the topic and familiarizing with expected challenges when addressing the topic. Then, conducting the literature review to understand the available information concerning the topic of choice.
List of References
Apuke, O. D. (2017). Quantitative Research Methods: A Synopsis Approach. Kuwait Chapter of Arabian Journal of Business and Management Review, 6(11), pp. 40-47. Doi: 10.12816/0040336
Chun Tie, Y., Birks, M. & Francis, K. (2019). Grounded theory research: A design framework for novice researchers. SAGE open medicine, 7, 2050312118822927
Jim, M. & Ahmed, E (2020). Skills, certifications or degrees: What companies demand for entry-level cyber-security jobs. Information Systems Education Journal, 18(1), pp. 22-29
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List of References
Lambert, V. & Lambert, C. (2012). Editorial: Qualitative descriptive research: An acceptable design. Pacific Rim International Journal of Nursing Research, 1(1), pp. 1-5
Linda, M. & Nurnida, I. (2019). The effect of training on employee’s performance. Journal Sektretaries & Administrasi Bisnis, 2(2), pp. 52-55. Doi: 10.31104/jsab.v2i2.49
Lisa, E., Katarina, H. & Newman, D. (2019). Comparison between employers’ and students’ expectations in respect of employability skills of university graduates. International Journal of Work-integrated Learning, 20(1), pp. 71-82.
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List of References
Nelson, G. & Evans, S. D. (2014). Critical Community Psychology and Qualitative Research: A Conversation. Qualitative Inquiry, 20(2), pp. 158-166. Doi: 10.1177/1077800413510873
Pang, E., Wong, M., Leung, C. H. & Coombes, J. (2019). Competencies for fresh graduates’ success at work: Perspectives of employers. Industry and Higher Education, 33(1), pp. 55-65. DOI: 10.1177/095042221879233
Sanjeev, R. & Santhi, J. (2019). Investigating employee’s tenure and performance among middle managers: The moderating role of psychological empowerment. International Journal of Academic Research in Business $ Social Sciences, 9(6), pp. 548-559. Doi: 10.6007/IJARBSS/v9-i6/5971
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List of References
Stewart, C. J. & Cash, W. B., Jr. (2017). Interviewing principles and practices. 15th edition. New York: McGraw Hill Education
Sukamolson, S. (2007). Fundamentals of quantitative research. Language Institute Chulalongkorn University, 1(3), pp. 1-20.
Wierschem, D. & Méndez Mediavilla, F. A. (2018). Entry Level Technology Positions: No Degree Required. Journal of Information Systems Education, 29(4), pp. 253-268
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Black female collegiate alumni athletes and the advisor influence on exploring life & vocational goals.
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Get this down to 15 words.
1
Literature Review: Background to the Problem
African American athletes have played sports on a personal and collegiate level for quite some time. The history of the African American Athlete dates back to the Morrill Act of 1890, beginning to establish what is now 107 Historically Black Colleges and Universities in the country (Bracey, 2017). In many states, there would have been no higher education institutions if this act had not been in existence. Morrill Act of 1890, the actions of religious institutions, and the African Americans continued to gain an education despite the obstacles. However, according to Bracey (2017), institutions do not show a continued commitment to educating African-American students, although they are eager to recruit black student-athletes for their various sports programs without much regard to the education received by those same athletes.
African American student-athletes have a long-standing history of growing up in lower socio-economic communities. Many factors contribute to black students’ college retention rates, including student’s personalities, personal and family circumstances, financial issues, background events, social aspects, and institutional influences associated with the university system (Ezeala-Harrison, 2014). While most institutions view student-athletes as a means to sustain the university, institutions sometimes forget that the athlete is a student. The structure of intercollegiate athletics in the United States (U.S.) has evolved from informal student-led activities during the late 19th century to a multi-billion-dollar sports entity in the early 21st century (Cooper, Nwadike, & Macaulay, 2017). The importance is that student-athletes develop the competencies and skills needed to get a job after graduation. That is a responsibility that college athletic departments are trying to achieve through student-athlete support services (Turick et al., 2019). According to Turick et al., 2019, exposure to career services during a student-athlete’s early years in college is crucial. Before students enter their professional role their life and vocational goals may need evaluation.
10/9/2019
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**Added more references to align my study
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
2
Literature Review: Background to the Problem
The best model of support that athletic, academic advising, and counseling offices should adopt is one that mirrors the developmental advising model covered in college retention and advising literature, which is O’Banion’s model of reporting (Huml et al., 2019). Utilizing this support model was necessary for these offices to promote student-athlete retention and success. Athletics stakeholders must improve the educational experience and school-to-career transitions for Black male athletes (Comeaux, 2018). As a crucial non-cognitive predictor of student persistence or non-persistence, student-athletes motivation for academics and athletics should be assessed. It was discovered that male athletes were more motivated toward athletics than female peers (Brecht & Burnett, 2019). While significant research has focused on the male perspective relating to academic, life, and career goals, little evidence is known on how the black female collegiate alumni athletes describe the influence of their college advisors on exploring life and vocational goals. Such include academic and life goals, lived cultural experiences, athletic program responsibilities, and institutional supportive programming initiatives. Turick et al. (2019) suggests that future research can focus on the lived experience of the female student-athlete at different divisions as well as institutions
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Literature Review: Problem Space
Based on the literature what is still not known is how do black female collegiate alumni athletes describe the influence of their college advisors on exploring life and vocational goals.
Bove and Amason (2020) conducted a qualitative grounded theory study with 18 participants to investigate the relationships/interactions among learning specialists, academic advisors, and student-athletes, related to academic success. The findings were it is important for academic support staff to intentionally spend time at the very beginning of a student-athlete’s academic journey to explore past educational experiences and current expectations. Future research should investigate the experiences of female athletes with support services and should attempt to create a sample matching the racial composition of intercollegiate athletes.
Brecht and Burnett (2019) conducted a quantitative study with 275 participants using a logistical regression and the TCI survey to investigate how providers of academic support programs identify those student-athletes who need academic success and persistence interventions. Researchers found that a combination of cognitive and non-cognitive factors best predict academic performance for student-athletes. Current recommendations seek to study minority athletes and their journey to academic excellence.
Forester et al. (2019) conducted a qualitative case study with 23 student-athlete participants to investigate how they described their experiences with a required life skills program and findings suggested that improvements should be made concerning the convenience of the program and unsupportive academic staff. The recommendation for further research will focus on how athletic, educational services can be improved at universities to meet current student-athlete’s needs.
10/9/2019
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**Defined the problem space better and added more references that make the study align
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
4
Literature Review: Problem Space (2)
Based on the literature what is still not known is how do black female collegiate alumni athletes describe the influence of their college advisors on exploring life and vocational goals.
Tarver et al. (2020) conducted a quantitative correlational study with 936 to investigate the career maturity of Division I student-athletes in comparison to non-athletes, and to assess whether or not there were differences in career maturity within the student-athlete population and found there was a significant difference in career maturity along gender and athletic status. The recommendation for further research was to conduct a qualitative study asking former student-athletes of color (beyond Hispanic and Caucasian) to revisit their level of career readiness and their participation in the career development process, as it relates to non-playing careers.
Turick et al. (2019) conducted a qualitative descriptive study with 65 participants to investigate what services are available to assist student-athletes in obtaining an internship or practicum and the challenges that arise in getting student-athletes to utilize those services. The recommendation for further research suggested interviewing student-athletes who have participated in the job shadowing or mini-internship programs and asking them to reflect on their experiences. To determine whether those programs represent quality experiential learning opportunities for student-athletes, further research is needed.
August (2020) conducted a qualitative descriptive study with 18 (9male and 9 female) participants to investigate the extent to which college student-athletes are prepared to enter the workforce upon graduation and findings aimed at identifying personal qualities that distinguished career ready student-athletes from those who were less career ready. Identifying effective training methods for improving upon positive capacities would be excellent grounds for future research. Further exploration of the personal qualities associated with career readiness is warranted with regard to crossover skills.
10/9/2019
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**Defined the problem space better and added more references that make the study align
Objective:
The outline on this slide is used in the Prospectus to develop the Background of the Study in Chapter 1 and the Background of the Problem Space in Chapter 2.
Slide Requirements:
In 3-5 bullets, describe what still needs to be understood related to the topic from empirical literature or research.
Use empirical literature dated primarily within the past 5 years.
Identify and support what still needs to be understood regarding the problem space through a combination of arguments:
Professional and/or broader societal need identified in the literature
Directions for future research based on limitations, recommendations, and/or conflicting findings
Synthesis of broader topics to study in combination
5
Literature Review: Theoretical Foundations
O’Banion (1972) Model of Advising
A five-step process of academic advising designed by Terry O’Banion, encompassing:
1. Exploration of Life Goals
2. Exploration of Vocational Goals
3. Exploration of Program Choice
4. Exploration of Course Choice
5. Exploration of Scheduling
O’Banion’s model reflected a linear progression or process for advisors to follow with the students (Burton & Wellington, 1998).
O’Banion recognized that an integrated/comprehensive (Heisserer,2002) approach may best meet the individual needs of different students at various times and stages within their development and the advising process.
The purpose of academic advising is to help students select a program of study to meet life and vocational goals (O’Banion, 2012). As such, academic advising is a central activity in the process of education.
10/9/2019
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**Changed the theoretical foundation to just one. This one is closely aligned to what the learner wants to get out of conducting the study and it covers all points of academic and vocational preparation
Objective:
In the Proposal this information is used to develop the research questions for chapter 1 and 3. It is expanded significantly in Chapter 2.
Slide Requirements:
There should be one slide on each model or theory in outline format.
Include a visual of the model or theory if it is available.
Focus on describing the theory and not on discussing how it has been used in prior studies.
Hints:
Two ways to find models or theories for both quantitative and qualitative research are
Find studies related to your topic and see what theoretical foundation theory, model, or concept they used. Then research it or find a quantitative instrument that is used to collect data on it.
Look for validated quantitative instruments that measure variables you are studying from either a quantitative or qualitative approach; then do a Google or Google Scholar search that combines the name of the instrument and the term “validation study” or “validity”. This document will explain the model behind the instrument, trace it back historically to the creator of the initial model or theory. For the quantitative studies, use the instrument article to provide the reliability and validity statistics for the instrument.
6
Literature Review: Review of Literature
Theme 1: History of advising: Historically, the field of athletic advising has existed since the 1970s. According to Rubin (2017), the National Collegiate Athletic Association mandated in the early 1990sthat higher education institutions provide academic support for student-athletes.
Theme 2: Life Goals: Separating from a sport can be challenging for many student-athletes. According to Smith and Hardin (2018), establishing new social circles, new routines with fitness, and separating from their sport were challenging. Coaches, administrators, friends, and family members should be aware of the difficulties in transition and prepare to provide emotional and social support.
Theme 3: Vocational goals: Research shows that a relationship exists between career development, academic success, and student success related to being more inclusive when hiring faculty and staff on college campuses. Student-athlete career development programs are in place to aid and assist student-athletes in developing the skills necessary for a productive career post-athletic retirement (Wray, 2019). According to Forester et al. (2020), time spent in higher education is a prime opportunity to explore, choose, and prepare for their future careers.
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**Elaborated on the themes and changed a few of the words that were most used
Objective:
In the Prospectus this slide is used to provide an outline of the topics that will be included in the Review of Literature section, which is 30+ pages in Chapter 2.
Slide Requirements:
Identify 3-5 major topics in the literature related to the proposed problem space
Each bullet should include:
1-2 sentences defining/describing each topic
At least 3 empirical sources supporting each topic
Hints:
For quantitative studies, themes could include:
Studies describing and/or relating the variables
Studies on related research such as factors associated with the themes
Studies on the instruments used to collect data
Studies on the broad population for the study
Studies defining the need from a community, professional, or organizational perspective
Studies similar to the topic
For qualitative studies, topics could include:
Studies describing and/or relating the phenomenon
Studies on related research such as factors associated with the themes
Studies on the instruments used to collect data
Studies on the broad population for the study
Studies defining the need from a community, professional, or organizational perspective
Studies similar to the topic
7
Problem Statement
It is not known how black female collegiate alumni athletes describe the influence of their college advisors on exploring life and vocational goals.
10/9/2019
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** Aligned the problem Statement
Objective:
This slide is used to provide the problem statement, which will be expanded upon in the Chapter 2: Problem Statement section.
Slide Requirements:
State the specific problem for research with a clear declarative statement.
Alignment: The problem statement must align with the established problem space as described on previous slides.
Hints:
Some examples of how to phrase a problem statement include:
It is not known how or why…
Based on what is known in the empirical research literature, _____ is still unknown/what still needs to be understood is…
While the literature indicates ____________, it is not known in (school/district/organization/community) how/why __________.
Research Questions and Phenomenon
Phenomenon: The nature of the phenomenon to be examined is that black female athletes experience lack of empathy and patience from their advisors which often derails and discourages them from the path that they want to choose.
RQ1: How do black female collegiate alumni athletes describe the influence of their college advisors on exploring life goals?
RQ 2: How do black female collegiate alumni athletes describe the influence of their college advisors on exploring vocational goals?
10/9/2019
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** Aligned the research questions and phenomenon. Each research question pertains to the 5 stages of the theoretical foundation.
Objective:
State and define each research question. This information is expanded upon in Chapter 3: Research Questions in the dissertation template.
Slide Requirements:
State the research question(s) guiding the proposed study.
Define the phenomenon.
Alignment: Research questions must align with the problem statement presented on the previous slide.
Hints:
The theoretical foundation should guide the phenomenon or variables in the research questions.
Do not introduce new constructs in the research questions that were not introduced in the problem statement or theoretical foundation.
9
Methodology Justification
Qualitative Quantitative
Seminal sources describing qualitative methodology:
Qualitative methods allow the
researcher to study issues in depth with data collection
often occurring through open-ended questions
permitting “one to understand and capture the points of
view of other people without predetermining those
points of view through prior selection of questionnaire categories (Butina, 2015).
Qualitative research is primarily concerned understanding human beings’ experiences in a humanistic, interpretive approach (Patton, 2005).
Seminal sources describing quantitative methodology:
Cohen and Mahin (1980), quantitative research is
defined as social research that employs empirical methods and empirical
statements.
According to Sukamolson (2017), quantitative research is the numerical representation and manipulation of observations for the purpose of describing the phenomena that those observations reflect.
Justification for qualitative: Qualitative research focuses on the “why” and “how” rather than the “what” of social phenomena and depends on the direct experiences of human beings by exploring the meaning of their everyday lives (Haven et al., 2020). Based on the fact that the proposed study deals with the human experience and understanding it from an interpretive approach, this qualitative method is justified. Justification against quantitative: a quantitative methodology allows the researcher to make predictions using hypotheses. Quantitative approaches has limited the development of knowledge (Crust & Nesti, 2006).
This type of numerical research measures what the researcher wants to study but it does not say why.
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Be clearer on why it is not quant, rather than merely describing what quant is.
10
Design
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Design Definition Justification
(use /not use)
Qualitative Descriptive A poorly understood phenomenon is described at a manifest, overt level, that is, what is apparent but as yet undescribed. This design should focus on developing an extensive description of the phenomenon. The goal of qualitative descriptive studies is a comprehensive summarization, in everyday terms, of specific events experienced by individuals or groups of individuals (Lambert & Lambert, 2012).
Qualitative descriptive is an empirical method of investigation aiming to describe the informant’s perception and experience of the world and its phenomena (Neergaard, Olesen, Andersen, & Sondergaard,2009).
The emphasis of the proposed study is on exploring meaning from participants which is a common feature with qualitative descriptive research. The purposed study develop are more detailed description in everyday terms on “how” and “why” participants’ feelings or experiences align with the qualitative descriptive design. These features make a qualitative descriptive design an appropriate choice to approach the proposed research questions.
Phenomenological The essence of human experience with a phenomenon as “lived” in a way that it is unique to each individual. “Lived experience” focuses the way the participants experience the situation emotionally, reflectively.
Phenomenology is basically looking very closely at the phenomena under study to explore the complex world of lived experiences from the actors (those who live it) point of view (Qutoshi, 2018).
Phenomenology removes the most pure, untainted data and in some interpretations of the approach, bracketing is used by the researcher to document personal experiences with the subject to help remove him or herself from the process (Maxwell, 2013).
While all participants will have experienced the phenomenon in this study, it is possible their lived experiences will differ. Perceptions and feelings associated with a phenomenon is not being sought for this study. For this reason, phenomenology is not appropriate for this study.
Narrative Stories are told by the participants to the researcher with the intent of creating a unified narrative or story that describes or explains a life episode (from humanities). The purpose of the researcher is to have the participants share the story. The researcher asks follow-up; clarifying questions in order to fully explore the narrative. The researcher is not ‘interacting’ (re: sharing their own story.
Narrative inquiry is a form of qualitative research in which the stories themselves become the raw data (Butina, 2015).
The narrative approach involves inquiry directed at narratives of human experience or inquiry that produces data in narrative form (Butina, 2015).
This chronological story telling of events would not be appropriate for this study as participant timelines significantly differ from one another and is not the goal of the research questions.
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Objectives:
When completing the proposal, the approach shown on this slide is used to develop the first paragraph/section in Chapter 3. Then there are a series of short paragraphs (3-4 sentencCase Study
An in-depth investigation of one or more cases that will triangulate to achieve holistic description.
Study of a case that is in depth, using three or more sources of data to understand the phenomena in its complexity to achieve an in-depth treatment.
Case study approach is preferred in the following circumstances: the researcher wants to answer “how” or “why” questions; the researcher has little control over the contemporary real-life context to be studied; and when the boundaries between the context and phenomenon are not clear (Patton, 2005).
Case studies are often used for inductive exploration of yet unknown phenomena (Gammelgaard, 2017).
Not bound by space and time
Grounded Theory
A theory or model is developed to describe the phenomenon as a concept, process, interactions, components, or actions (from sociology). Studies done at GCU usually produce a model in the form of a graphic organizer to be used in practice but grounded in evidence. Grounded theory sets out to discover or construct theory from data, systematically obtained and analyzed using comparative analysis (Chun Tie, Birks, & Francis, 2019).
Appropriate when little is known about a phenomenon; the aim being to produce or construct an explanatory theory that uncovers a process inherent to the substantive area of inquiry (Bryant & Charmaz, 2007).
Not creating a theory
es) that argue as to why the alternative designs are not as appropriate for the study
Slide Requirements:
Complete table for all five designs listed (see five on slide).
For each design cite two definitions supported with empirical or authoritative sources.
Using the wording of the definitions, justify why you are using the design or why you are NOT using the design.
Hints:
Quantitative resource: LAERD.com
Web of Science for definitions resources
11
Design cont’d
Design Definition Justification
Case Study Case study as a qualitative methodology is an exploration of a time- and space-bound phenomenon (Alphi & Evans, 2019).
Study of a case that is in depth, using three or more sources of data to understand the phenomena in its complexity to achieve an in-depth treatment.
Case study approach is preferred in the following circumstances: the researcher wants to answer “how” or “why” questions; the researcher has little control over the contemporary real-life context to be studied; and when the boundaries between the context and phenomenon are not clear (Patton, 2005).
Case studies are often used for inductive exploration of yet unknown phenomena (Gammelgaard, 2017).
The case study methodology was rejected because the participants for this research will be gathered using Facebook groups; Facebook groups are not considered bounded systems as members may join or leave the group at will.
Grounded Theory A theory is developed based in participants’ experiences and perspectives of a phenomenon (Flynn & Korcuska , 2018). Grounded theory discovers or constructs theory from data, systematically obtained and analyzed using comparative analysis (Chun Tie, Birks, & Francis, 2019).
Appropriate when little is known about a phenomenon; the aim being to produce or construct an explanatory theory that uncovers a process inherent to the substantive area of inquiry (Bryant & Charmaz, 2007).
For the proposed study, a theoretical framework has been selected to assist in the inquiry into how black female collegiate alumni athletes describe the influence of their college advisors on their life and vocational goals. For these reasons, the grounded theory design was rejected.
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Purpose Statement
The purpose of this qualitative descriptive study is to explore how black female collegiate alumni athletes describe the influence of their college advisors on exploring life and vocational goals in the Southeast Region.
10/9/2019
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**Aligned the Purpose Statement
Objective:
This slide is used to provide the purpose statement, which will be expanded upon in the Chapter 3: Purpose of the Study section.
Slide Requirements:
State the purpose of the study in one sentence that identifies the research methodology, design, problem statement, target population, and geographic location.
Alignment: The purpose statement must align with the problem statement, research questions, methodology, and design.
Hint:
This is presented as a declarative statement: “The purpose of this qualitative [design] study is to … [include the unknown from the Problem Statement] among [target population] at a [setting/geographic location].”
Population, Target Population, and Sample
10/9/2019
Population Target Sample
Black female alumni college athletes.
Black Female alumni college athletes, who attended institutions in the Southeast Region.
Athletes are defined as individuals who played a collegiate varsity sport for at least on season.
Asking Facebook Group with membership of approximately 1,000 various colleges for their alumni who have graduated in the last 2 years 25-30 individuals who fit this category, ranging from a variety of sports offered at each institution.
Interview 15-25; 5-7 in a member- checking focus group or until data saturation is reached.
Participants must have completed at least one season.
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Good population and target pop distinction.
14
Instrumentation and Data Sources
10/9/2019
Semi Structured Interviews Member Checking Focus Group
Informed Consent (inclusion criteria: self-identified former black female collegiate athlete at least 3 years post graduation)
15-20 interviews or until data saturation is met
Video Conference via Webex
Follow-up/probing questions for clarification and detail.
Questions developed by using a variation of questions from previous studies.
Interviews will last approximately one hour
The data source will answer the research questions by providing context as how black female collegiate alumni athletes describe the influence of college advising on their life and vocational goals in the Southeast Region.
Focus groups will be formed based on the semi-structured interview. all participants would also take part in one of two-member checking focus groups with 5-7 individuals in each group. Participants will be those who have already interviewed.
Informed Consent
Open-ended, semi-structured questions
Focus groups will last around one hour to an hour and a half
Video Conference via Webex or Zoom
Utilize the group dynamic to inquire about the motivated reasoning mentioned in the interviews
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Objectives:
This outline is used to identify the types and structure of each data source.
This outline is then used to develop the section on Sources of Data in Chapter 3 in the Proposal.
Slide Requirements:
Identify each …
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