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CONTENTS:
Section 1: Course Description and Learning Outcomes ..................................................................................... 2 Section 2 : Introductory Guidelines ................................................................................................................... 3
Introduction ............................................................................................................................................................................ 3 Required Reference ................................................................................................................................................................. 3 Teaching Strategies .................................................................................................................................................................. 4 Peer Review/Technical Advisor ............................................................................................................................................... 4 Certification and Assessment Form ......................................................................................................................................... 4 Class Size ................................................................................................................................................................................ 4 Course Requirements .............................................................................................................................................................. 4 Registration Requirements ...................................................................................................................................................... 5 Grading................................................................................................................................................................................... 5 LRC Collection of Directed Research Projects ........................................................................................................................ 6 Information Literacy and Library Use ..................................................................................................................................... 6 Directed Research and Human Subjects Policy Statement ....................................................................................................... 6 Research Question and Subquestions ...................................................................................................................................... 7 Research Proposal (Chapter One) ........................................................................................................................................... 7 Chapter 1: Introduction .......................................................................................................................................................... 7 Chapter 2: Literature Review .................................................................................................................................................. 9 The Research Chapters ........................................................................................................................................................... 9 Summary and Conclusions Chapter ........................................................................................................................................ 9 Draft of the Directed Research Project .................................................................................................................................... 9 The Final Project ................................................................................................................................................................... 10 The Defense .......................................................................................................................................................................... 10
Section 5: Characteristics of Research ............................................................................................................. 12 Section 6: Planning and Designing the Research Proposal ............................................................................... 13
Key Questions for Planning and Designing the DRP Proposal............................................................................................... 13 Components of the DRP Proposal......................................................................................................................................... 14 Context of the Problem ......................................................................................................................................................... 14 Statement of the Problem ...................................................................................................................................................... 14 Research Question/Hypothesis and Subquestions/Subhypotheses .......................................................................................... 15 Significance of the Study ....................................................................................................................................................... 16 Research Design and Methodology ....................................................................................................................................... 16 Premises of the Qualitative and Quantitative Research ......................................................................................................... 17 Organization of the Study ..................................................................................................................................................... 17 Proposed Reference List ........................................................................................................................................................ 17 Citing the Literature.............................................................................................................................................................. 19 Research Sampling ................................................................................................................................................................ 20 Analysis and Findings ........................................................................................................................................................... 20
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Section 8: The Final Chapter Summary and Conclusions ............................................................................. 21 Section 9: DRP Format Requirements ............................................................................................................. 22 Section 10: Certificate of Approval Form ........................................................................................................ 25 Section 11: DRP Evaluation Form ................................................................................................................... 26
CONFIDENTIALITY NOTICE
This document contains information confidential and proprietary to Strayer University. The information may not be used, disclosed or reproduced without the prior written authorization of Strayer University and only in a manner consistent with the authorization. Reproduction of any section of this document must include this legend.
STRAYER is a registered service mark of Strayer Education, Inc. The University claims all rights of ownership to its trademarks and service marks, which include: Strayer, Strayer University, the official logos of Strayer University, and any other word, phrase, or image associated with Strayer University. 2009 Strayer University, Inc. REV 0310
SECTION 1:
COurSE DESCrIPTION
Enables student to complete a research project in the field of major concentration. The research project will be monitored by a supervising faculty member and must be defended by the student in an oral examination. The oral defense may be conducted in a conference-style meeting of student, instructor, and second reader or technical advisor. A second type of defense allows students to present a synopsis of their projects during one of the last two scheduled class meetings. Students are encouraged to discuss the project with an instructor or Academic Advisor early in their programs. Students may not fulfill the directed research requirement by completing another course.
LEArNING OuTCOMES
Upon completion of the Directed Research Project, the student will be able to: 1. Design, conduct, analyze, interpret, apply and write original research studies applicable to academic course content and/or the professional work environment. 2. Present research results in a clear, organized and effective oral delivery. 3. Identify and use major reference tools appropriately.
SECTION 2:
Introductory Guidelines
Introduction
The Directed Research Project (DRP) is designed as a vehicle for the graduate student to complete a research project in his/her field of major concentration. THE DRP IS NOT A TERM PAPER. The research project is monitored through its completion by a supervising seminar professor and, in some instances, an additional faculty technical advisor. Students must defend the completed DRP in a meeting attended by the seminar professor and technical advisor (if applicable).
rEquIrED rEFErENCE
Leedy, P. D., & Ormrod, J. E. (2010). Practical research: Planning and design (9th ed.). New Jersey: Prentice Hall Inc. Strayer University. (2009). Directed research project: Manuscript guidebook and project format. Washington, D.C.: Author. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, D.C.: Author.
Note to Instructors: The American Psychological Association allows one desk copy per instructor; if you have ever received one before, a second copy can not be obtained. Copies should be requested on an individualnot institutionalbasis.
Raimes, A. (2009). Keys for writers (5th ed.). Hoboken, New Jersey: Cengage Publishing.
Note: This text comes shrink-wrapped with Perrins Pocket Guide to APA Style. The pocket manual is free of charge. Although Perrins guide provides basic APA information, it is abbreviated. As a result, purchase of the complete manual (previously noted) is still necessary. If any discrepancies exist between the two APA texts, the full manual published by the American Psychological Association should be viewed as the authoritative source.
TEAChING STrATEGIES
The course will be conducted as an independent research project, which will be monitored by the instructor. The initial class sessions will be used to assist the students to define their research problems, develop their research proposals (Chapter 1 of the DRP), and initiate their research efforts. Subsequent Individual Project Review meetings between the supervising faculty member and each student will help address any individual concerns or problems the student might be having, and monitor the projects progress. Instructors will establish progress milestones and requirements for draft writings to help the students in managing their research projects. The final DRP report will be defended by the student in a presentation to the instructor, as a minimum, with possible participation by a technical advisor and/or other class members.
CLASS SIzE
Limit class size to fifteen (15).
COurSE rEquIrEMENTS
Students are required to identify a problem within their major fields that the research will intend to solve. Chapter 1 will be written by the student detailing what the completed DRP/research will entail. This is to be submitted to the seminar professor by the deadline prescribed by the professor. Individual project reviews will be conducted with the seminar professor. Every student is expected to meet the scheduled times to review his/her progress and to finalize the problem statement research questions. The help of a technical advisor may be solicited at the discretion and approval of the seminar professor.
GrADING
The nature of this course precludes written examinations as a means of determining student achievement. Therefore, the DRP and its defense, along with student attendance, will determine the final grade. 1. To achieve an A grade, the DRP must be excellent in content (both factual and grammatical) and in presentation (both written and oral). The student must have met all the draft deadlines, and the final manuscript must have been submitted by the last scheduled class. Excellent DRPs that are submitted after the end of the quarter in which they are started are not likely to be awarded an A. Only selected A graded projects will be included in the Learning Resources Center (LRC) collection at the Wilkes Library. 2. The DRP is not a term paper; it is more than a term paper. 3. The DRP must be the students original work. Plagiarism will result in an F for the course and possible disciplinary action, which may include expulsion from the program.
SECTION 3:
CHAPTER 1: InTRoduCTIon
After the research question and research subquestions are approved, the student develops the complete introduction for the professors review and approval. This provides the reader with a summary of the candidates research. In it, the researcher outlines the research problem, the research questions that need to be addressed to resolve this problem, methods the researcher has chosen to gather data to answer the research questions, and possible implications of resolving the research problem. Thus, Chapter 1 consists of:
1. Context of the problem (background information and introduction to the problem) 2. Statement of the problem 3. Specific research question and subquestions to address the problem 4. Significance of the study (Why is this study important? Who will benefit?) 5. Research design and methodology (How will this research be conducted?) This section is used to describe and justify the research methodology used for collecting the data to answer the candidates research questions. Note the guidelines below.* 6. Organization of the study 7. Tentative Reference List
*Note: Guidelines for #5Research Design and Methodology
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ThE DEFENSE
The defense takes place at a time specified by the seminar professor. At the discretion of the DRP professor, this oral defense can be conducted one-on-one with the student, or presented to the professor and other invited faculty members, or attended by seminar classmates and their guests. A successful defense requires completion of all DRP chapters according to the design in this manual. The conclusion must address the research question, and it must be justified by the research findings reported in the summary section.
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SECTION 4:
Context of the Problem Statement of the Problem Primary Research Question or Hypothesis and Subquestions or Subhypotheses Significance of the Study Research Design and Methodology Organization of the Study Prospective References
4 5 6 7
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SECTION 5:
Characteristics of research
The research project focuses on a question in which the researcher intentionally sets out to enhance an understanding of a phenomenon and expects to communicate what was discovered to the larger community. Leedy and Ormrod (2010) advise: Research is the systematic process of collecting and analyzing information or data in order to increase our understanding of the phenomenon about which we are concerned or interested (p. 2).
ChArACTErISTICS OF rESEArCh
1. Research originates with a question or problem. 2. Research requires clear articulation of a goal. 3. Research requires a specific plan for proceeding. 4. Research usually divides the principal problem into more manageable subproblems. 5. Research is guided by the specific research problem, question, or hypothesis. 6. Research accepts certain critical assumptions. 7. Research requires the collection and interpretation of data in an attempt to resolve the problem that initiated the research. 8. Research is, by its nature, cyclical or, more exactly, helical.
Leedy & Ormrod, 2010, pp. 2-3
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SECTION 6:
The DRP proposal provides the framework whereby the central research problem can be subjectively or objectively advanced. Leedy & Ormrod (2010) list the following among the key questions for planning and designing the DRP proposal:
Target Audience
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Data Analysis
What methodology seems most appropriate for analysis and interpretation of the data? The researcher must select an approach that is relevant to both the research question and available secondary source data such as a content analysis of written documents, historical trend analysis, correlational study, case study analysis, theory development, or analysis of conceptual representations. When is the information or data needed? When must it be collected? How does data collection fit in with the overall research project time line? Why or how is the study important? Who or what will benefit from the research and work-product? Why?
Time Line
Significance
The design of the DRP provides the overall structure for the procedures the DRP student follows, the information and data that the DRP student collects, and the information or data analysis the DRP student conducts. Simply put, the research design is the most significant part of the DRP proposal. Once a supervising faculty member approves the proposal, it becomes the DRP Chapter 1 Introduction.
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The Transition/Closing Sentence: The third sentence is a transition or closing sentence. Example: Universities use an Organizational Behavior interdisciplinary approach to educate business professionals about behaviors occurring within organizations and the Organizational Behavior/Social Science relationship. Anyone with or without expertise in this intended research area of interest can immediately understand where the DRP research effort is headed and why. This provides a basis for how the DRP student will relate the DRP research conclusion back to the statement of the problem, and either the primary research question or hypothesis as the research moves forward. Step 3. Research Question/Hypothesis and Subquestions/Subhypotheses. The research question or hypothesis is derived from the statement of the problem. This provides a clear basis for the research to be done. The research question/hypothesis can be broken into applicable manageable subquestions or subhypotheses. Example: Research Question and Subquestions The purpose of this research is to determine the following: How do universities use Organizational Behaviors interdisciplinary approach to educate business professionals about behaviors within organizations and the Organizational Behavior/Social Science relationship? To answer this question, the following subquestions will be addressed: 1. What is Organizational Behaviors core body of knowledge and interdisciplinary approach? (Qualitative) 2. What Social Science concepts influence the Organizational Behavior fields core body of knowledge and the correlation between them? (Quantitative) 3. How are business professionals educated about behaviors occurring in organizations? (Qualitative)
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Step 4. Significance of the Study. The Significance of the Study section is the researchers opportunity to explain why the research problem under study is significant in theory and/or practice. The following example of a declaration of significance may be helpful: Example: Significance of the Study This case study is important because it recognizes the value and benefits of conducting e-business on the WWW. The study will help clarify the nature of warranted change and how a significant segment of the corporate structure communicates strategically in business and the professions. This research is also of importance because it will add to the growing base of knowledge about e-business and the WWW global market place. A third consideration of the significance is that much more can be learned about what companies can do to be successful and to circumvent initial failure in the first place. It is expected that insights will be gained regarding management and the need for effective strategic communication. To the extent this study reveals how e-business can be successful, corporate management may or may not need to be concerned with whether or not organizational policy changes are necessary, or whether the phenomena are matters of environmental business changes of the day; then the study will have contributed to a better understanding that is unique to the larger WWW e-business community.
Step 5. Research Design and Methodology. There are two kinds of DRP research design qualitative and quantitative. The first sentence of the section explains which kind of design the student will use. Qualitative research focuses on understanding phenomena, rather than predicting as in the application of traditional quantitative or statistical research. The methodology section describes the procedures the DRP will follow, describes the information and/or data that the student will collect, and describes how the student will develop conclusions to address the purpose of the study.
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Research Goal
Research Objectives
A prioritized arrangement of specific key researchable and measurable research questions and subquestions; or specific key measurable research hypothesis and subhypotheses, respectively. The creation of a unique, appropriate, timely design, techniques and activities appropriate for the research objective(s) and goal(s) that are consistent and synergistic. Because credibility, reliability and validity weigh heavily upon the research outcome, it is important for the researcher to do the right thing and do things right.
Research Objectives
Note: See Leedy and Ormrod (2005) pp. 97, 105 107, Comparing Quantitative and Qualitative Approaches.
Step 6. Organization of the Study. This section is the researchers opportunity to present the research chapters and sections in brief, describing how the total research effort will be presented. In particular, it means each research chapter is presented in four to five sentences indicating what actions the researcher will perform in the research process. Step 7. Proposed Reference List. This is a preliminary report of at least ten potential sources. These sources are listed in APA style in alphabetical order by authors last names.
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SECTION 7:
DRP research starts with the statement of the problem, a research question (and subquestions) or research hypothesis (and subhypotheses), and terminates with answers to the research question or hypothesis. Descriptive research and writing is a process, a set of steps, not a project that is started and finished in a single session. These steps in the writing process group themselves naturally into two phases, and each phase requires an approach. The first phase is composing the DRP student should be very free and creative. The second phase is editing the DRP student must evaluate, rewrite, reject, and correct the materials that were developed while composing. In the end, the two questions to be asked are: 1. Did the DRP student do what was offered in the DRP proposal? 2. Did the DRP student do what was supposed to be done? Creative writing on the part of the DRP researcher can make DRP writing interesting. The main intention of the DRP writing and style must be to ensure effective communications, clarity and understanding. DRP students who need to improve their writing skills must work to develop adequate writing skills for DRP purposes. Fortunately, help is plentiful. Help is available from faculty, books, electronic media and the Internet, even if it means revisiting the basics of grammar. Regardless of the level of a researchers writing and communications capabilities, all DRP researchers benefit from editors or other types of readers who can offer independent observations and feedback. Before releasing the final DRP work-product, the DRP student is wise to seek that last independent observation with feedback as one more assurance of having done things well.
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of Polivka and Stryker (1983), their experience indicates program evaluation can play a consistently influential part in the development process if certain conditions are met (p. 259). This is with an understanding from Lau (1988) that even with a literature review, there is a lag between some of the theoretical developments and the practical implementation of a successful organizational strategy. In a practical sense as well, there is also a significant gap between the top managers strategic knowledge and their ability to use knowledge. In fact, the challenge to overcome are some of the particular perspectives that tend to behold their organizations without adequately addressing the need for applicability in their business environment.
rESEArCh SAMPLING
A sample is a restricted and limited part of a statistical research population, whose properties are studied to gain information about the whole research population of interest. It must be attained with awareness, however, of the significance of different ways of sampling and determining an appropriate sample size. DRP research must present conclusions about an entire research population based on the use of inferential statistics; therefore, sampling enables the DRP research to determine or estimate the intended research populations characteristics by directly examining only a representative portion. Remember, it is important to confine research samples used in the DRP to data that has been published or is available to the general public. This means that secondary data can be used in devising a sample; however, current laws and regulations prohibit gathering primary data without approval of an Internal Review Board (IRB), which Strayer University does not have at the present time. Thus, students cannot use primary data collection methods, including interviews, questionnaires, tests, survey documents or observations.
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SECTION 8:
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SECTION 9:
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Spacing
Paragraphs
Pagination
Title Page
Acknowledgements Table of Contents Every manuscript must contain a table of contents and, if appropriate, a list of tables, maps or illustrations.
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It is practical to label every Table and Figure, with the words Table and Figure, and use an Arabic numeral to identify each. The text accompanying tables and figures may be single or double-spaced; this recommendation must remain flexible. All tables and figures larger than a page in size appear at the end of the DRP in the appendixes
with each table or figure on a separate page. Each table and figure must be listed, and the list of tables and figures must be placed in the first section of the DRP right after the table of contents.
Chapter Titles Each Research Chapter should start on a new page and be headed with a title. For example, Chapter 1 might be established as the Introduction. (This is acceptable for the DRP, a thesis, or a dissertation, even though the Introduction is typically not identified as such in other writings using APA style.) The chapter title is typed in uppercase and lowercase letters, centered one inch below the top of the page. It is not placed in bold type or italics. (See the APA Manual regarding Heading Levels.) Numbering each chapter is optional. Type a line short or just beyond the right-hand margin rather than break a word at the end of a line. If a decision must be made as to when, where or how to hyphenate a word, the DRP student is advised to consult the dictionary. The student must use APA style and consistently follow its usage through the paper as outlined in the APA manual. Each source reference is cited in parentheses within the body of the text.
Hyphenation
The Reference List begins on a new page and includes all sources the DRP student relied upon. Type the word References centered one-inch below the top of the page. All sources used for the Direct Research Project must be included in the references. Sources must be listed in alphabetical order by authors surnames. Entries themselves may be single or double-spaced, with the first line flush to the left margin; indent five spaces for any lines which follow. Double-spacing may be used throughout or to separate singlespaced entries. References used should not be older than five years, except for works considered to be classics.
Appendices
Appendixes (each appendix document) Appendix A through the last appendix should each be preceded with a titled appendix page. Appendixes will usually include a copy of any document used by the DRP student that was important to the research effort. Final document should be at least forty (40) pages, excluding appendixes.
Minimum # of pages
*The student shall affirm that each of the format requirements is complied with upon submission of the final copy.
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SECTION 10:
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SECTION 11:
EvALuATION FOrM
Students Name: _______________________________________ Campus:___________________
E = Excellent;
S = Satisfactory;
M = Marginal;
U = Unsatisfactory
N = Not Applicable
A. Title Page 1. Conforms to format. 2. Topic reflects the nature of the study clearly. B. Abstract 1. Conforms to format. 2. Is written in the past tense. 3. Nature of the problem is stated 4. Purpose of the study is stated. 5. Specific hypotheses and/or basic research questions are stated. 6. Procedures are stated (research design and methodology). 7. Results are summarized. 8. Conclusions are summarized. 9. Recommendations are summarized.
E E
S S
M M
U U
N N
E E E E E E E E E
S S S S S S S S S
M M M M M M M M M
U U U U U U U U U
N N N N N N N N N
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C. Table of Contents 1. Appropriate format has been followed. 2 List of tables and/or figures is included as necessary. 3. Abbreviations are included as necessary.
E E E
S S S
M M M
U U U
N N N
Comments: ___________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ D. Chapter 1 Introduction 1. Background and context of the problem are stated precisely and clearly. 2. Statement of the problem is stated precisely and clearly. 3. Main research question and sub-research questions are stated clearly. 4. Research hypothesis are stated clearly if appropriate. 5. Significance of the study is stated clearly. 6. Research design and methodology are stated clearly. 7. Premises of the qualitative and quantitative research are stated clearly. 8. Research chapters and sections are clearly stated in the organization of the study section of Chapter 1. E E E E E E E E S S S S S S S S M M M M M M M M U U U U U U U U N N N N N N N N
Comments: ___________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ E. Chapter 2 Review of Literature 1. Chapter introduction presents a conceptual overview, rationale, and framework for the project. 2. Correct use of present and past tense. 3. Entries are adequate and relevant. 4. The literature review is organized by concepts or topics with appropriate headings and authorship.. 5. Summary statements of the relationship between the review literature and the research or practicum are included. E E E E E S S S S S M M M M M U U U U U N N N N N
Comments: ___________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ F. Methodology 1. Appropriate methodology is stated (Research, Evaluation, Development). 2. Procedures are consistent with proposal; if not, reasons are explained. 3. Procedures appropriately address research questions/research hypothesis. 4. Procedures are delineated sufficiently and clearly to permit replication. 5. Procedures and treatment of data are appropriate for the methodology selected. 6. Assumptions are stated clearly. 7. Limitations are stated clearly. E E E E E E E S S S S S S S M M M M M M M U U U U U U U N N N N N N N
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G. Results
1. Results are stated descriptively (evaluative statements are not included). 2. Results are reported accurately and derived from the procedures. 3. Outcome of each procedural component is stated sequentially. 4. Table and/or figures, if applicable, are clear, labeled and representative of appropriate data. 5. Table and/or figures, if applicable, are referenced and summarized in text. E E E E E S S S S S M M M M M U U U U U N N N N N
H. Discussion, Conclusions, Implications, and Recommendations 1. Discussion demonstrates interrelationship of results, purpose and review of literature. 2. Conclusions are stated and flow logically from the discussion. 3. Implications are stated and flow logically from the conclusions. 4. Recommendations are stated and a. are logically derived from implications; b. flow logically from the conclusions and improve educational practices, if implemented; c. include statements for dissemination of results; and d. include statements for further research. 5. Table and/or figures, if applicable, are referenced and summarized in text.
E E E E E E E E E
S S S S S S S S S
M M M M M M M M M
U U U U U U U U U
N N N N N N N N N
I. Appendixes (if applicable) 1. Materials included are appropriate. 2. Proper references to the appendixes are included in the text. 3. Format is appropriate and conforms to Guidelines for Form/Style and APA.
E E E
S S S
M M M
U U U
N N N
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J. Technical Aspects S = Satisfactory; SC = See Comments; NA = Not Applicable Application of the PHE Form/Style and APA Guidelines Quality of Writing
S S S S S S S S
SC SC SC SC SC SC SC SC
NA NA NA NA NA NA NA NA
S S S S S S S
S
SC SC SC SC SC SC SC
SC
NA NA NA NA NA NA NA NA
S S S
SC SC SC
NA NA NA
Grades _____________Pass
_________A _________Revise
* The student could be given some time (from this date) to revise and receive a passing grade for this practicum report. [ ] Should be rewritten for publication. [ ] Should be submitted to ERIC.
Notes
Notes
Notes