Research Questions:
- Using the research questions you drafted in Week 5 and revising them based on feedback from your faculty member and peers, share your revised research questions. Ensure the research questions use the exact keywords as the problem and purpose statements and words to indicate the chosen design.
- For Qualitative Research: Draft 2 research questions. For Quantitative Research: Draft at least 1 research question and add hypotheses where appropriate
- Ensure alignment between the questions and your research method.
- Provide a brief paragraph explaining how these questions align with your chosen methodology.
Research Design:
- Identify the specific research design (e.g., case study, correlational, experimental, etc.).
- Write 1 paragraph justifying why this design is appropriate for addressing your research questions.
- Use at least two scholarly sources to support your design selection.
Formatting:
- Add these sections to the Research Outline Template.
- Include references in APA format at the end of your assignment.
Assignment Deliverable
Complete sections for “Research Questions“ and “Research Design“ within the template.
Submit your assignment.
Assignment Support
- Review the grading rubric for guidance on deliverable expectations.
- Review the following resources for writing guidelines and APA information:
- Center for Writing Excellence
- Reference and Citation Generator
- Grammar Assistance
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RES/709 Research Outline
Your Name
Institution Name
Course Name
Instructor’s Name
Assignment Due Date
Proposed Dissertation Title
1. Program of Study (DBA, DHA, DM, EDD): including specialization, when applicable
2. Background of the Problem and Problem Statement
In Week 5, write 1 to 2 paragraphs providing a brief description and background of the identified problem backed by literature. Avoid “just talking about” the problem, as the literature must be used to build your discussion. Also, provide your one-sentence substantiated problem statement. Substantiation refers to the one-sentence problem statement being backed by literature; there must be a citation to validate that the problem exists and that it is more than your thoughts, observations, and/or opinions only.
Complete the following phrase to start your problem statement: The problem is (state the existing issue), resulting in (state the consequence of the problem (include a citation within the last 2 years).
3. Purpose Statement
In Week 5, provide your purpose statement. The purpose statement briefly describes the aim of the study and includes the following elements:
· The research methodology (method and design)
· The specific objectives of the research
· The study participants (the population, not the sample size) and/or sources of archival data
· The geographic location of the study
Complete the following phrase to start your purpose statement: The purpose of this (research method and design) study is to (examine, explain, explore, and describe) (the study objectives) based on (your participants or data sources) within (a generalized description of the industry, organization, or institution under study) in (the geographic area).
4. Research Question
In Week 6, state your proposed research question. Provide 1 paragraph to justify why your RQs align with your research design.
5. Research Method
In Week 5, provide a statement of the proposed method and briefly describe why the research method is appropriate. You must cite at least two sources to support your research method decision.
6. Research Design
In Week 6, provide a statement of the proposed research design and why the design is appropriate. You must cite at least two sources to support your research design decision.
7. Framework
In Week 7, describe your proposed study’s theoretical or conceptual framework.
Use the following structure based on your decision. Please note there are various ways to write this. It is based on who you read.
For a theoretical framework: The theoretical basis for this study is (name the germinal theory). It was developed by (originator or source) and has informed the study of (identify topics where the theory has been applied and/or how the theory has been used in prior research). This theory holds (identify major propositions or hypotheses of the theory). Applying this theory to the present study aids in understanding the (central phenomenon) by (give an explanation of how and why the theory aids understanding) because (provide a rationale based on the theory). Aligned to this theory are one or two current theories (name the current (theory or theories)—repeat discussion.
For a conceptual framework: The conceptual basis for this study is (name the concept(s). These concepts inform the study of (central phenomenon) by (give explanation of how the concepts relate to the study) because (provide rationale for basing the study on these concepts). The student should then expand upon the concepts in this section.
8. Significance of the Study
References
Note: The reference page is not sub-divided by type of literature and the following provides examples of how to format different pieces of literature. All references are in alphabetical order according to authors’ last names.
Journal Article Example
Ainsworth, S., & Purss, A. (2009). Same time, next year? Personnel Review, 38(3), 217-235.
https://doi.org/10.1108/00483480910943304
Authored Book Example
Bateman, T. S., & Snell, S. A. (2007). Management: Leading and collaborating in a competitive world (7th ed.). McGraw-Hill/Irwin.
Chapter in an Edited Book Example
Eatough, V., & Smith, J. (2008). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.), The Sage handbook of qualitative research in psychology (pp. 179-195). Sage Publications. https://doi.org/10.4135/9781848607927.n11
Appendix A
Paragraphing with the MEAL Plan
M – Main Idea
Every paragraph should have one main idea. If you find that your paragraphs have more than one main idea, separate your paragraphs so that each has only one central point. A paragraph’s idea is to introduce and expand upon an idea. If you veer off into a new topic, begin a new paragraph.
E – Evidence or Examples
Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, re-evaluate your idea and see whether you need to keep it in the paper.
A – Analysis
Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the real “meat” of your idea is your interpretation of your evidence or examples: how you break them apart, compare them to other ideas, use them to build a persuasive case, demonstrate their strengths or weaknesses, and so on. Analysis is vitally important if your evidence (E) is a quote from another author. Always follow a quote with your analysis of the quote, demonstrating how that quote helps you to make your case. If you let a quote stand on its own, then the author of that quote will have a stronger voice in your paragraph (and maybe even your paper) than you will.
L – Link
Links help your reader to see how your paragraphs fit together. When you end a section, link it to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points.
Reference
Duke University (2006). Paragraphing: The MEAL plan. Retrieved from https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf
Example Using Each Letter of the MEAL Plan:
M – Supporters and opponents of the death penalty have justified their beliefs on many grounds.
E – Supporters, for instance, argue that the death penalty is the ultimate specific deterrent in that someone who is put to death will never be able to murder again (Pataki, 1997).
A – The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983).
Further, some argue that the death penalty provides retribution and answers individual and societal needs to punish offenders (Fein, 1993) and that the death penalty is cheaper than life imprisonment.
L – Based on these arguments, supporters believe that the justice system must impose the death penalty on certain offenders (van den Haag & Conrad, 1983).
Sample Paragraph:
Supporters and opponents of the death penalty have justified their beliefs on many grounds. Supporters, for instance, argued the death penalty is the ultimate specific deterrent as someone who is put to death will never be able to murder again (Pataki, 1997). The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983). Further, Fein (1993) argued that the death penalty provides retribution, answers individual and societal needs to punish offenders, and the death penalty is cheaper than life imprisonment. Based on these arguments, supporters believe the justice system must impose the death penalty on certain offenders (van den Haag & Conrad, 1983).