Dissertation Guide School of Public Service Leadership

Table of Contents
Introduction Chapter I Guide Overview Contents (Headings) of Chapter I Introduction Background of the Study Statement of the Problem Purpose of the Study Rationale Research Questions Significance of the Study Definition of Terms Limitations and Assumptions Nature of the Study (Conceptual Framework) Organization of the Remainder of the Study Chapter II Guide Creating the Literature Review Overview Introduction to the Writing Process Writing Style Chapter III Guide Overview Contents (Headings) of Chapter III Research Design Population/Sample Setting Instruments/Measures Data Collection Treatment/Intervention Data Analysis Validity and Reliability Ethical Considerations References APPENDICES Appendix A: PSL Dissertation Template

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Introduction The dissertation is the capstone of a doctoral program. In the School of Public Service Leadership (PSL), the dissertation represents an original research endeavor that evolves from an informed and passionate interest, aligned with the disciplines of public service leadership, approved by the graduate faculty, school, and university, and submitted in partial fulfillment of degree requirements. Dissertation research is indeed a unique and complex learning experience. The objective of the dissertation is to demonstrate the learner’s competence to conduct scholarly research, establish their expertise on their chosen topic and to make an original contribution to the scholarly discourse in their field. Dissertation research studies, collectively and individually, reflect the quality, creativity and expertise of the learners and faculty of PSL at Capella University.
The purpose of the Dissertation Guide is to provide a framework and guidelines for what constitutes acceptable dissertation research in the PSL PhD program. While creativity in research is desirable, standards of scientific rigor, merit, and the ethical conduct of research are vital. The goals of this Guide are to assist learners to craft dissertations that meet or exceed the requirements for excellence in scholarly research and to inform and encourage PSL faculty dialogue on the conduct of research.
The Dissertation Guide is a living document and will change over time.

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Abstract Guide The abstract is a summary or synopsis of your research (rather than an introduction) and is usually the last thing written. The abstract does not appear in the Table of Contents and has no page number. Abstracts must be double-spaced. The abstract must be fully justified with no indentions. Evaluation of the Abstract includes the following criteria: 1. Is accurate 2. Is non-evaluative 3. Identifies the purpose for the study 4. Describes the research methodology that will be used in the study 5. Provides a clear theoretical context for the study 6. Provides the over-arching research question(s) and/or hypotheses 7. Describes the data collection instruments that will be used 8. Describes the population of interest 9. Describes the sample population 10. Identifies what the study hopes to find 11. Is concise, no more than 350 words long
Chapter I Guide
Overview Chapter I’s purpose is to highlight the topic and detail specific reasons for the research. There are eight elements to this chapter: • The Introduction—Introduces the reader to the topic • Background—Introduces existing pertinent research and results • Statement and Purpose—Reduces the topic to a specific area of interest that will add to the Body of Knowledge • Rational and justification—Provides validation for the research • Research Questions—Phrases the problem for scientific investigation • Significance of the Study—Why should the researcher undertake research on this topic • Theoretical framework—Details the theatrical foundation and applications • Definitions, Assumptions and Limitations—What the study assumes and what limits the researcher Chapter I will frame the research, ensuring that the research is relevant, timely, of interest to scholars as well as demonstrates a benefit to practitioners.
The writing style for Chapter I is comparable to that found in scholarly journal articles. The most significant difference between a dissertation and a journal article is length and

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depth—it is the learner’s task to demonstrate to a committee of peers that the he/she possesses sufficient comprehension of the literature (existing research) and can design and execute a research study. The learner should: • Assume that the reader is intelligent and knowledgeable of the topic • Keep the information succinct • Avoid long sentences and paragraphs; consider using an editor • Use citations wisely—do not include a citation for every sentence • Scholarly research should be the most frequently cited and referenced materials, especially that which forms the foundation for the proposed research • Use “older” reference articles (before 2000) very sparingly • Avoid verbose language • Avoid a detailed review of the literature (needed in Chapter II) • Avoid a detailed description of the Methodology (required for Chapter III) • Place hypotheses in Chapter III • Use 1st person very sparingly, if at all • Write Chapter I in the future tense for the Proposal
Contents (Headings) of Chapter I
Introduction (Length guideline: 1-2 pages) First and foremost this section must introduce the topic. As with any introduction, it should clarify and specifically describe the topic. Address, in the Introduction the following: • Clearly define the topic in paragraph one • Briefly explain why the topic is of interest to the learner • Why a scholar-practitioner would be interested in this topic • The practitioner applications and the benefit of the research • How the research will add to the body of knowledge • How the research will contribute to ongoing research in the field of specialization Evaluation of the Introduction includes the following criteria: 1. Describes the problem or research focus 2. Presents the guiding research question(s) or hypothesis for the study 3. Explains how the study can contribute to the existing knowledge about the problem or research focus 4. Briefly describes how the study will be conducted 5. Describes how the study will address something that is not already known and has not been studied before 6. Describes how the study is new or different from other studies in some way 7. Describes how the study extends prior research on the topic in some way 8. Describes how the study will fill a gap in existing literature or research

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Background of the Study (Length guideline: depending on the history and extent of the problem or research focus, about 3-5 pages) The Background of the Study gives the reader a synopsis of relevant information concerning the topic and provides a fundamental but sufficient description of the present state of the existing research. This section “sets the stage” for the research by identifying the practitioner issue, or opportunity that drives the need for the research. The section should answer the following questions: • What are the key recommendations from the most recent scholarly research related to the topic? • How does the existing scholarly research articulate a perspective consistent with the proposed research? • What are the underlying theory and its general implications to the existing research? • Who are the seminal authors from whom the topic (and theory) originated? • Which authors are more closely aligned with the proposed research? Evaluation of the Background of the Study includes the following criteria: 1. Describes how the problem or research focus originated and has developed over time 2. Describes what is currently known about the problem or research focus 3. Describes who or what is impacted by the problem or research focus 4. Describes what has been done in the past to address the problem or research focus
Statement of the Problem (Length guideline: about 1-2 pages) This section introduces the proposed research by stating it in terms of a problem, opportunity or “gap” that is identified in the scholarly research. It briefly describes the situation or ongoing conditions that exist which highlight the need for a scientific investigation of the problem, opportunity or identified “gap” in the research. The following questions will guide the information content of this section: • What are reasons for the proposed research and why would scholars and practitioners be interested? • How will the proposed research problem, opportunity or “gap” provide value to the scholarly and practitioner communities? • How will this proposed research benefit scholars and practitioners?
Evaluation of the Statement of the Problem includes the following criteria: 1. Starts with a clear declarative statement that begins with “It is not known how and to what degree/extent…..” 2. Describes the general problem 3. Identifies the need for the study and why it is of concern to the researcher 4. Tells the reader what needs to be discovered or what is wrong that needs to be

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fixed 5. Answers the questions: What don’t we know? What is the need we are trying to address? Do we need more research? Do we need to increase our understanding of the problem? Do we need to find ways to solve it? 6. Clearly describes the magnitude and importance of the problem
Purpose of the Study (Length guideline: about 1-2 pages) State the reasons why the learner is conducting this research. Reasons should include: • Why the scholarly research identified as the problem, opportunity or “gap” requires further research • Why does this need to be researched at this time and will it contribute to the existing body of knowledge • What is the impact if this proposed research is not undertaken • Is the research relevant and timely to recent practitioner and scholarly literature? • Is this topic of repeated interest in scholarly and practitioner journals/articles?
This section devises a clear reasoning why the study is important and requires further research. Evaluation of the Purpose of the Study includes the following criteria: 1. Begins with a declarative statement, “The purpose of this study is….” that identifies the research design, population, variables to be studied, and geographic location in context 2. Describe what needs to be done with the problem or research focus identified so far 3. Relates the current study to what needs to be done with the problem or research focus 4. Identifies research method as qualitative, quantitative, or mixed 5. Explains why this study is necessary to address the problem or to advance the research focus 6. Specifies how the results of the study can contribute to this field
Rationale (Length guideline: about 1-2 pages) This section provides the scholarly justification for the proposed research. Justification can come from scholarly or practitioner sources. Justification, from a practitioner source, must be based on research that has been conducted and published in the scholarly literature. Additional information for this section should include: • Identifies specific authors (and their research) that the proposed research is being built upon • How recommendations or implications for future research from these authors influenced the proposed research • How the dissertation will build upon these recommendations

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If no research has been conducted in the last five to ten years, consider the topic closed since the interest level of scholars has diminished significantly. Evaluation of the Rationale includes the following criteria: 1. Clearly justifies the research methods planned for this study 2. Enhances the reader’s understanding of how this research will contribute to the body of knowledge and/or practice 3. Describes the context within which to locate the intended project 4. Describes why doing this study is worthwhile 5. Describes the need for this study
Research Questions (Length guideline: about 1-2 pages) Clearly states the question that the study will answer, including any sub-questions. The research question must include the variables or phenomena being investigated and their relationship (if any is sought). Hypotheses are predictive statements of the expected answers to the research sub-questions; qualitative projects do not use hypotheses.
The following statements guide the information content of each research question: • Must be phrased as a question • Must be answerable by the methods proposed • Has not already been answered • Because it is closely linked to a viable research problem (which in turn is linked to a wider problem which is important to some stakeholders), it has significance • It clearly identifies the variables and the relationships among variables (in a quantitative study) that will be investigated • It clearly identifies the concepts (in a qualitative study) that will be investigated • The question, if reduced to its keywords (management, management-by-objective, human potentials, worker morale, etc.), will give readers a good idea of what the study investigates and will bring up the study when others search published dissertations
Evaluation of the Research Questions includes the following criteria:
1. States the research questions and/or hypotheses at the level aimed at a general audience 2. Relates the research questions and/or hypotheses to the stated problem/research focus 3. Research questions and rationale are presented in a discussion context, rather than simply stated or listed 4. Discusses the feasibility of answering the research questions with the data being collected

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Significance of the Study (length guideline: about 1-3 pages) The focus of this section is on the contribution that will be made by the proposed research. All research must provide a valuable addition to the existing “body of knowledge.” Given that academic or scholarly research builds upon itself, the proposed research must discuss the value that the study will bring to the scholar-practitioner. Be careful not to overestimate value as one study will not “change the paradigm” or underestimate its value. In this section, there is an opportunity to state explicitly the value to scholars and practitioners who work in a particular field of specialization—specificity is a key.
Evaluation of the Significance of the Study includes the following criteria:
1. Describes the motivation for the study 2. Describes the predicted results based on the hypotheses stated 3. Describes the impact of the predicted results to the research field 4. Describes the real-world impact of the predicted results 5. Explains the implications if the results do not support the hypotheses of the study
Definition of Terms (Length guideline: about 1-3 pages) This section provides a common understanding of the lexicon or jargon used within the scope of this topic or focus and within this study specifically (length guideline: depending the number of entries necessary). Terms are defined as it relates to the proposed research. Consider the following: • If the dissertation researcher chooses to use a term that is different (even slightly) from how it is recognized (defined) in the scholarly and practitioner literature, then redefine the term for the research • If changing the implications of a term (i.e., its meaning), then redefine the term • If the term will be used in a new manner or in a new context, redefine the term • If the term is specific to the learner’s research, its population or geographical setting, then redefine the term • Definitions must adhere to APA format—6th Edition.
Evaluation of the Definition of Terms includes the following criteria: 1. Defines constructs investigated in the study 2. Provides an operational definition to terms and phrases used in a unique way 3. Defines the study variables at the level of a general reader 4. Defines terms and jargon used in the current study and in the research area at the level of a general reader 5. Definitions are supported with valid source citations

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Assumptions and Limitations (Length guideline: 1-2 pages) States the assumptions (constructs being taken as given, usually four kinds: general methodological assumptions, theoretical assumptions, topic-specific assumptions, and assumptions about instruments or methods) being accepted for the study and the limitations (things the study does not do either intentionally or because of inherent design limitations).
Evaluation of the Assumptions and Limitations include the following criteria:
1. Identifies the assumptions inherent with the research focus 2. Identifies the assumptions behind the stated research questions and hypotheses (if quantitative) for this study 3. Provides a clear rationale for each assumption 4. Identifies the limitations and delimitations of the study design 5. Discusses the generalizability of the study findings
Nature of the Study (Conceptual Framework) (Length guideline: about 2-3 pages) Provides a clear conceptual framework that identifies how the variables, theory and the proposed research study interact. The best method is to describe this interaction through the use of visualization. The diagram or framework should create a clear visualization of the interaction between theory, inputs outputs and outcomes. The visual representation should define the relationships proposed by the research in a systematic manner by indicating all contributing and intervening variables. The theory can serve as baseline and a foundation for how the interplay of measured variables and characteristics influence the proposed outcomes.
Evaluation of the Nature of the Study includes the following criteria: 1. Provides a brief, yet comprehensive overview of the research methodology that will be used in the study 2. Explains to the reader why a qualitative or quantitative methodology was chosen for the study 3. Refers back to what is known and not known, the purpose for the study, rationale, and the essential research questions or hypotheses 4. Briefly describes who will be studied, what data will be collected, and how that data will be collected
Organization of the Remainder of the Study

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Details a short and concise summary of what is contained in the remaining chapters as well as providing a summary of the Chapter I.
Chapter II Guide Creating the Literature Review Overview
Whether a qualitative or quantitative dissertation is being undertaken, there are three types of literature reviews that are required • Substantive • Theoretical • Methodological
The Substantive part of the literature review is the type that learners are most familiar and comfortable with because this is the type of literature review that the majority of coursework papers are. This section of the literature review delves into the literature of the topic of interest and reveals the current state of knowledge for that particular topic.
The Theoretical part of the literature review is not as common to doctoral learners because few courses approach the literature in this manner. The theoretical literature review asks the following questions: • “What are the accepted theories of this discipline?” • “How has theory been applied to this topic previously?”
The Methodological part of the literature reviews can also be unfamiliar to doctoral learners. There are two questions that must be kept in mind when writing a methodological literature review: • What methodologies and methods are accepted in the discipline? • How well developed is the literature on this topic?
The responses to these two questions should guide the choice of methodology for the dissertation.
All scholarly research, including dissertations, contains a topical literature reviews. A successful literature review will accomplish the following objectives: • Describe the line of research or investigations of which the dissertation is meant to form a most recent part. • Identify, describe, and evaluate the studies that support the dissertation’s formulations of the research problem, the research question, and the significance of the study. • Describe and evaluate the studies that present the theoretical framework used to select the variables or the focus for the study and to guide the analysis and

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interpretation of the data collected in the dissertation project. • Synthesize and evaluate studies that support the selection of the dissertation’s methodology and approach. • Support the appropriateness of the dissertation’s instruments, measures, and/or methods used to collect data.
The intent and purpose of Chapter II is to demonstrate competency in a field of specialization through the review of pertinent scholarly and practitioner literature. A thorough review of the literature and relevant research findings are presented to support the dissertation research questions, theoretical underpinnings, and selection of methodological design. The Literature Review is not a “book report” nor is it written as a series of facts or opinions. Nor is it presented in the format of an annotated bibliography. The literature review is a cohesive and integrated evaluation of existing research that presents a balanced picture of all scholarly viewpoints on the learner’s research topic. The researcher is not reporting what the literature presents but is “integrating” what has been written (and accomplished with valid research) into a sufficient set of logical reasons for why the dissertation research is needed. The Literature Review provides a demonstration of competency and a sufficient reasoning as to why the research questions, posed in Chapter I, deserve to be studied.
For the PSL PhD dissertation, learners apply all 6 levels (steps) of Bloom’s Taxonomy, but the dissertation focuses on the highest level of Bloom’s—Evaluation. This method provides a useful paradigm for writing the Literature Review. Bloom’s Taxonomy. A discussion concerning the effective use of Bloom’s Taxonomy is presented at the following resource: http://media.capella.edu/CourseMedia/HRM5004/media_blooms_tax/hrm5004u02_outer _wrapper.asp.
Bloom’s Taxonomy describes how knowledge is acquired, used, transformed and evaluated and is an excellent guide for reporting, organizing, and evaluating information into a cohesive and integrated summary. The first tier of Bloom’s Taxonomy (Knowledge—Application) deals with how knowledge is acquired and how that knowledge is conveyed. The second tier of Bloom’s Taxonomy (Analysis—Evaluation) focuses on explaining, integrating, and coordinating information which demonstrates a depth of understanding that is both integrated and conclusive. Since research builds upon itself, it is only rational that the literature review should provide sufficient reasons for advancing the knowledge and supporting the learner’s research objective. Introduction to the Writing Process Write the Literature Review as if building a specific and detailed “case” to support research questions and research methodology. The Literature Review is written in the

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past tense because it discusses research that has been completed. Generally, this chapter does not have specific titles or sections. This allows each researcher to be creative by organizing the literature review in a way the best supports the proposed dissertation research. It is important to note that the literature review must be written from the perspective of those who will read the chapter.
Although the learner can choose a writing strategy that meets the needs of the research being conducted, it is common to use either a historical perspective which introduces the work of seminal authors and builds upon their research or to present a review of pertinent topics and associated research that support the research questions and the choice of methodology in the dissertation. Other approaches may begin with the theoretical development and its implications on both scholarly research and practitioner application. Whatever approach is chosen, the learner will need to outline those articles and assemble them in a logical format that supports the goals of the research.
Bloom’s Taxonomy can provide a sufficient and complete foundation for the writing of the Literature Review. Bloom’s Taxonomy Levels 1 -3 (knowledge through application) refer to the steps in comprehending the intent of the scholarly and practitioner articles and the knowledge content contained within. When reading any article: • Identifying highlights and key information content • Understand the key authors and their contributions • Be aware of theory and its application • Comprehend the research results, conclusions and implications • Provide a detailed summary of the article as it relates to the proposed research • Report the results in a cohesive manner • Build a “case” from the research to support the dissertation
When writing a literature review using Bloom’s levels 1-3, discuss: • How the study or article adds to, supports or validates the dissertation research objective • How the literature leads up to the dissertation research • A short description of the research methodology as it supports the dissertation purpose • A summary of significant results and implications of the studies contained in the literature review • Support for the theoretical base • Practitioner applications as they apply to the purpose of the research • A “tie in” to ongoing research in related fields • A summary of the article or book to support your research objective
The first three levels of Bloom’s Taxonomy assist in understanding how the articles and research address the existing state of research. Information is acquired and categorized in a logical manner. This is characterized as reporting or summarizing the theory, research

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and results. It is insufficient for a dissertation or scholarly publication to report only the results without conveying an understanding of why and how the existing research applies to the dissertation research.
Bloom’s first three levels are useful when summarizing literature from sources that provide an indirect support for the learner’s research questions and methodology. Sources can include scholarly articles (from an unrelated field of expertise or specialization), books and practitioner articles that support your research but cannot be used as a “building block” of scholarly research. These articles can be books or practitioner articles that are, at minimum, edited. This type of literature can include the author’s opinion without the backing of substantive or validated research. However, information from these sources of literature can provide an insight or direction for the dissertation.
Bloom’s Taxonomy Levels 4-6 (Analysis through Evaluation) summarizes knowledge into a cohesive argument that reflects a depth of understanding, a coordination of facts, results and conclusions that substantiates the dissertation research objective and situates it within existing theory. The extant research is analyzed and synthesized to determine the dissertation’s potential for expanding the existing knowledge base. When reading these articles, use all items described for Bloom’s levels 4-6, plus: • The chosen research design (methodology) and how it relates to the dissertation research questions • Identify linkages to research and authors directly influencing the research • Describe items such as population, sample size, sampling strategy and the reasoning for selecting the elements of the research design • Understand the reasoning behind data collection and choice of data analysis tools • Identify the results and conclusions; were the research questions sufficiently addressed and answered? • Identify limitations of the research, if described • Characterize the recommendations and implications for future research as justification for the learner’s proposed research
When writing a literature review using Bloom’s levels 4-6, provide a detailed description of the research cited including: • The research design (quasi-experimental, phenomenological, case study, etc.) including a synopsis of the research questions used in the existing research and linkage to the theoretical framework • The rationale for the selected theoretical framework • Population, sample size, sampling frame, and sampling strategy • For quantitative research: the hypotheses, a discussion on the research instrument’s reliability, validity and confirmation, analytical/statistical methods, results/assumptions/implications, conclusions and recommendations for future research, if appropriate.

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• For qualitative research: construct, phenomena, issues, elements of interest, conceptual/observational definitions, role of the researcher, the instrument, rationale for its use, participant selection process, data capture (recording) and coding methodology, analytical techniques, results/implications/assumptions, conclusions and recommendations for future research, if appropriate.
Bloom’s Levels 4-6 truly provide an in-depth analysis of the article. In addition, they provides sufficient detail to link articles (synthesis) and then use the information to evaluate the content of the articles in relation to the dissertation. The second tier of Bloom’s Taxonomy (Analysis – Evaluation) focuses on explaining, integrating, and coordinating information which demonstrates a depth of understanding that is both integrated and conclusive.
Use Bloom’s Taxonomy Levels 4-6 for scholarly research related directly to the dissertation. This is often called “core” literature and these scholarly articles. These are direct sources from the academic (scholarly) literature and represent the key authors writing and researching in the field of specialization in which the dissertation is situated. These articles are peer-reviewed. Even if theory is being developed, a core theory must be identified which forms the “root” of the researched phenomena. The number of these scholarly works is approximately between 10-25% of all referenced articles in the dissertation, depending on the topic and specialization.
Writing Style
The writing style is best described as that demonstrated in scholarly journal articles. The most significant difference between a Chapter II literature review and a journal article is length and depth—a sufficient understanding of the existing research must be demonstrated to the dissertation committee within the dissertation literature review. This also demonstrates that the necessary skills to conduct doctoral research have been acquired. Once complete, the researcher will be considered academically competent in this field of specialization. Key points to remember when writing the literature review: • Keep the information succinct • Avoid long sentences and paragraphs • Use citations wisely—do not include a citation for every sentence • Readers expect that any researcher that the learner is building from should be the most frequently quoted and referenced • Use “old” reference articles (before 2000) sparingly unless developing a historical perspective or citing seminal author(s).
In addition, the following writing elements should be avoided: • Verbose language • Reporting only research results without sufficient analysis, synthesizes and evaluation

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• Repetition of factual information (repeating information contained in Chapter I) • Pages with few or no citations (the literature is being reviewed so the authors concepts, words and ideas should be used) • Writing in the first person—the dissertation author is both “observer” and “integrator” • A description of the proposed research questions, methodology or prospective analytical techniques
Evaluation of Chapter 2 includes the following criteria: 1. Describes the overall topic that you are intending to investigate 2. Describes the overall importance to the field 3. Describes why the field is interested in the topic 4. Describes how the study addresses something that is not known and has not been studied before 5. Describes how the study is new and different from other studies in some way 6. Describes how the study extends prior research on the topic in some way 7. Describes how the study will fill a gap in the existing literature 8. Establishes the foundation and structure of the study that can support a theory of a research work 9. Explains why the problem under investigation exists 10. Cites the major references in support of the theory that is applied or developed in the study 11. Describes the development of the research questions and/or hypotheses 12. Justifies what the study is measuring (variables or concepts) and how those variables are related (if quantitative) 13. Provide a comprehensive discussion of what has been published on the topic by scholars and researchers 14. Demonstrates a solid grasp of existing literature 15. Makes a strong connection between the proposed study and existing literature 16. Evaluates the overall strengths and weaknesses of this literature, identifying what is missing 17. Formulates the research questions by addressing how to “correct” for the gaps in the literature and the next steps for research 18. Provides an unbiased assessment of multiple aspects of the issue addressed by the study 19. Analyzes and synthesizes information, and conveys to the reader what is known and what is not known 20. Formulates questions that need further research

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Chapter III Guide
Overview Chapter III’s purpose is to explain and justify the choice of research design, data collection and analysis and detail the steps to ensure that the research is conducted in an ethical manner. There are ten headings to this chapter: • Introduction—Introduces the contents of the Chapter • Research Design—Describes the methodology best suited to address the research questions • Sample—Contains information on the population, sample and sampling strategy • Setting (if necessary)—Positions the research in a particular setting that is defined in terms of previous scholarly research • Instruments/Measures—Describes the data collection instruments and what they will measure • Data Collection—Precisely explains how, why and when the data will be collected • Treatment/Intervention (if needed)—Particular to experimental research where units are defined and a control and research group defined • Data Analysis (quantitative)—A description of the proposed descriptive and inferential (quantitative) techniques that will address the research questions and/or hypotheses • Data Analysis (qualitative)—A description of the proposed qualitative techniques that will address the research question. • Validity and Reliability (quantitative)—Describes and supports with previous research the accuracy and consistency of the instruments selected • Ethical Considerations—Details those elements that protect respondent’s rights (as per IRB), data security, privacy and confidentiality
Chapter III presents information on the selection and justification of the research methodology needed to address the research questions. Constructing each heading in Chapter III requires that a series of questions be adequately answered: • Why the methodology (research design) was selected? o Including justification for the design, sample, instrument and data analysis • Why the sampling strategy meets the needs of the proposed research • Why the data collection process “fits” or aligns with the proposed research? • How and why the data analysis (including choice of technique) suits the proposed research? • What potential risks exist for the proposed research? • How ethical dissertation research will be conducted?
The writing style for Chapter III is comparable to that found in scholarly journal articles. The most significant difference between a dissertation and a journal article is length and

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depth—this chapter demonstrates sufficient expertise of design that a research study can be executed. The following should be kept in mind when writing Chapter 3: • Assume that the reader is intelligent and knowledgeable of the topic • Keep the information succinct • Avoid long sentences and paragraphs; consider using an editor • Avoid long descriptions of methodology or reasons why a particular methodology was not chosen • Avoid verbose language • Place hypotheses in Chapter III • Use third person • Write Chapter III in the future tense for the Proposal.
Contents (Headings) of Chapter III
Research Design (Length guideline: about 1-3 pages) The research design is the rationale for selecting a particular research design. When describing the research design, be sure to address: • A description of the methodological approach (i.e., quantitative, qualitative, or mixed methods) and specific research design o Keep the written discussion to less than 1 page • Clearly identify the researchers from the literature that use or recommend these methods or designs • A clear and explicit discussion of any assumptions associated with the chosen methodological approach o This includes any variations from established methods • A specific description as to why the proposed research method was chosen • Sound academic support for the research design—the choice of methodology must be justified within the scholarly literature
Evaluation of the Research Design includes the following criteria:
1. Identifies the general approach of the study as qualitative or quantitative 2. Explains the rationale of selecting this particular approach 3. Identifies the specific type of research design (e.g. descriptive, correlational, causal-comparative, quasi-experimental and experimental) chosen for the study 4. Explains the rationale of selecting this particular research design 5. Specifies the independent and dependent variables in the research design in quantitative; specifies the concept under study in qualitative 6. Relates the variables back to the research question(s) and/or hypotheses in quantitative

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Population/Sample
The population and sample defines the proposed number and reasons for selecting a particular sample. When developing this section address the following: • Population, if required, is clearly defined and academically justified o What are the unique and applicable characteristics of the population and why was it chosen • Sample defined and justified including specifics of who, how and why the person or unit (secondary data) was selected • Estimated number and rationale for sample selection • Sampling strategy clearly identified and justified • Any necessary “permissions” needed are clearly described, and supporting “permission request letters” appended • Recruitment methods and procedures explicitly described • All data sources (secondary data) are clearly identified • Identifying data type (nominal, ordinal interval or ratio) for quantitative analysis and descriptive methods for qualitative
Evaluation of the Population/Sample includes the following criteria:
1. Specifies who the study participants are 2. Describes how the participants will be recruited and selected/excluded 3. Describes the sample size and the participants that were excluded or dropped out 4. Explains the rationale for setting the target sample size 5. Accurately and adequately describes the population and sample
Setting
Describes, in more detail, why the unique setting for the proposed research was used. For research conducted in a particular company or organization, state the benefits to the organization and existing body of knowledge.
Evaluation of the Setting includes the following criteria:
1. Introduces the setting for the study 2. Provides justification (in the form of peer-reviewed sources) for this setting 3. Describes the benefits of using this setting
Instruments/Measures

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A discussion of the instruments used to collect and record data is an integral component of Chapter III. Include academic (scholarly) support for using the instrument. Consider the following when developing this section: • For existing instruments—primary data o Identify the source of the instrument and what permission is needed for its use. Discuss competing or complementary instruments that measure the same or similar characteristics—why is the instrument the best choice (a good fit) for the proposed research? o Discuss its previous use and evaluate its efficacy for the proposed research • Ongoing performance issues (both successes and failures) • Validity and reliability • Applicability to identified sample • Improvements, problems and number of revisions • Includes specific of what statements and or questions constitute the dependent and independent variables (for quantitative research) • For new instruments—primary data o Process of creating the instrument is described (identify concepts (as elements of the theory) and items (descriptors used to develop questions or statements) o Include academic references and support (for concepts and items) o Include specifics of what statements and questions constitute the dependent and independent variables (for quantitative research) o Field test (if required) described, completed and results presented • Address validity concerns o Pilot study (if required) proposed and described in detail • Address reliability concerns
1. Identifies and describes the types of data that will be collected and how it will be collected (e.g., observations, standardized tests, surveys, interviews, documents) 2. Identifies how each data relates to the variables in the study and how each will be measured 3. Identifies and describes the data collection instruments that will be used in the study 4. Describes the reliability and validity of the data collection instruments for the population of the study 5. Describes the development process and how the instruments will be field tested if necessary
Data Collection
The process of collecting the data is described in this section. For quantitative research when collecting primary data, this should include: • A detailed process description is presented on:

Capella Proprietary and Confidential School of Public Service Leadership Dissertation Guide Last updated: 11/3/2011 7:51 PM
o Specifics on the process of data collection o Time allotted for data collection o Method of delivery (e-mail, Internet, postal, etc.)  For Internet or e-mail use, a link to site including detailed instructions (and definitions) for completing the survey  Permission and Informed Consent (including “opt-out” options) o Method of return  Discuss how participants will return or submit the instrument o Participant selection process (who, why and how) o Justification of the strategy o Data type and identification of dependent and independent variables For qualitative research, when collecting primary data should include: • Type and rationale of methodology to be employed (e.g. phenomenological, case study, etc.) • Justification for the methodology • Experience and training of the researcher to conduct respondent sessions • Participant selection process (permission and Informed Consent) • Method of gathering the data • Specifics of how the data is recorded • Data capture method (conversations, facial features, body language, intonation, feelings, emotions, etc.) • Proposed data coding regimen and software used • Estimation of time spent with each participant • Remuneration, if necessary
For secondary data, include what data will be collected and how it will be used to address the research questions. • Detail the strategy for collecting the required data (why and what will be captured) • Describe the data collection and extraction methods and database source (how was it captured) • Discuss how accuracy of the data will be maintained
Evaluation of the Data Collection includes the following criteria:
1. Describes the source/instrumentation from which data is collected 2. Describes the exact procedure of collecting data from the identified source/instrumentation 3. Describes the context (spatial-temporal context, who is present… etc.) where data collection takes place 4. Describes the measures taken to ensure the validity and reliability of the data

Capella Proprietary and Confidential School of Public Service Leadership Dissertation Guide Last updated: 11/3/2011 7:51 PM
throughout the data collection process
Data Analysis
This section describes the choice and reasoning for the use of particular data analysis techniques and why they are applicable to the proposed research: • For quantitative research, include a description of the statistical technique (and assigned significance level) used to confirm or deny all hypotheses (identify methods to summarize the data) • For qualitative research, identify data analysis techniques for descriptive purposes • Include a description of proposed software and version • Provide justification for use of all techniques • Determine the impact of sample size on choice and credibility of technique (quantitative research only) • How does the sample size affect transferability (or generalizability) of results • Assess bias, impact of missing responses and precision of results
Evaluation of the Data Analysis includes the following criteria:
1. Provides a step-by-step description of the procedures to be used to conduct the data analysis 2. Describes in detail the relevant data collected for each stated research question and/or hypothesis 3. Describes in detail any statistical analysis to be employed for each stated research question and/or hypothesis 4. Describes in detail any non-statistical analysis to be employed for each stated research question and/or hypothesis 5. Provides a clear rationale for each of the (statistical and non-statistical) data analysis procedures employed in the study 6. Describes the alignment between the research questions, research methodologies, types of data to be collected and proposed data analysis 7. Uses consistent language through the proposal to describe the type of design and data analysis plans
Ethical Considerations
A critical concern of any doctoral research is how the study will be conducted in an ethical manner. Refer to the Appendix E: Ethical Practices for Dissertation Research. For this section, these items must be addressed: • Participant Privacy and Confidentiality o How will the researcher ensure both privacy and confidentiality? o Can respondents be identified through codes or electronic tags?

Capella Proprietary and Confidential School of Public Service Leadership Dissertation Guide Last updated: 11/3/2011 7:51 PM
• Clear benefit—risk analysis o Assess the amount of risk (potential harm) to respondents through identification and selection o Will the data collection instrument or research design cause undue psychological or emotional harm? • Vulnerable population(s) considerations o Workers/Employees o Inmates/individuals under control of the criminal justice system o Use of participants where the researcher is employed or has a business relationship • Data security o Data storage and disposal Evaluation of the Ethical Considerations includes the following criteria:
1. Describes how the identity of the participants in the study will be protected 2. Discusses potential ethical concerns during the data collection process 3. Describes how the data collected will be safeguarded 4. Describes how the results of the study will be published 5. Identifies any potential conflict of interest and explain how its effect on the results is minimized

Capella Proprietary and Confidential School of Public Service Leadership Dissertation Guide Last updated: 11/3/2011 7:51 PM
References Academy of Management. (2005). Academy of Management Code of Ethics, Policies and Procedures for Handling Charges of Ethical Standards Violations. Retrieved from http://www.aomonline.org/aom.asp?page_ID=183 Counseling Services – University of Victoria. (2005). Learning skills program: Bloom’s taxonomy. Retrieved July 1, from http://www.coun.ca/learn/program/hndouts/bloom.html Creswell, J. (2009). Research design: Qualitative, quantitative and mixed method approaches. Thousand Oaks, CA: Sage Publications. Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage. Granella, D. H. (2001). Promoting cognitive complexity in graduate written work: Using Bloom’s taxonomy as a pedagogical tool to improve literature reviews. Counselor Education & Supervision, 40(4), 292-307. IGuide – Capella University. (2010). Chapter Two: Dissertation and Prospectus Guide. Retrieved December 3, from https://campus.capella.edu/web/programs/dissertation/milestone-group2/psychology-resources iGuide Capella University. (2010). Chapter Two: Dissertation and Prospectus Guide. Retrieved December 3, from https://campus.capella.edu/web/programs/dissertation/milestone-group2/psychology-resources. Journal of American Medical Association. (2010). Theoretical Saturation. Retrieved from http://www.jamaevidence.com/search/result/57412. Morgan, D. L. (2007). Paradigms lost and pragmatism regained: Methodological implications of combining qualitative and quantitative methods. Journal of Mixed Methods Research, 1(1), 48-76. Onwuegbuzie, A. J., & Johnson, R. B. (2006). The validity issue in mixed research. Research in the Schools, 13(1), 48-63. Perlman, D. (2006). Putting ethics back into research ethics: a process for ethical reflection for human research protection. Journal of Research Administration, 37 (1/2), 13-23. Robson, C. (2002). Real world research. Malden, MA: Blackwell Publishing. Robson, C. (2005). Real world research. Malden, MA: Blackwell Publishing. Tashakkori, A., & Creswell, J. (2007). Editorial: Exploring the nature of research questions in mixed-methods research. Journal of Mixed Methods Research, 1, 207-211.

Capella Proprietary and Confidential School of Public Service Leadership Dissertation Guide Last updated: 11/3/2011 7:51 PM
Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100. Vaishnavi, V. and Kuechler, W. (2004/5). “Design Research in Information Systems” January 20, 2004, last updated August 16, 2009. URL: http://desrist.org/designresearch-in-information-systems

Capella Proprietary and Confidential School of Public Service Leadership Dissertation Guide Last updated: 11/3/2011 7:51 PM
Appendix A: Dissertation Template
ADD DISSERTATION TITLE, ALL CAPS, CENTERED,
DOUBLE-SPACED; TOP LINE ABOUT 3 INCHES FROM TOP OF PAGE
by
Add First Name MI. Last Name
ADD MENTOR NAME, ALL CAPS, PhD, Faculty Mentor and Chair
ADD FACULTY NAME, ALL CAPS, PhD, Committee Member
ADD FACULTY NAME, ALL CAPS, PhD, Committee Member
Suzanne Holmes, PhD, Dean, School of Public Service Leadership
A Dissertation Presented in Partial Fulfillment
Of the Requirements for the Degree
Doctor of Philosophy
Capella University

Capella Proprietary and Confidential School of Public Service Leadership Dissertation Guide Last updated: 11/3/2011 7:51 PM
Add Month Year (of final dissertation conference approval)

Capella Proprietary and Confidential School of Public Service Leadership Dissertation Guide Last updated: 11/3/2011 7:51 PM
© Add First and Last Name, Year
(Note: If copyright not desired, delete this page)

Capella Proprietary and Confidential School of Public Service Leadership Dissertation Guide Last updated: 11/3/2011 7:51 PM
Abstract
(The target length of an Abstract is 350 words or less. The Abstract does not appear in the
Table of Contents and has no page number. Abstracts should be double-spaced. Note: Do
not remove the section break that follows this paragraph—if you can’t see it, click on the
¶Show/Hide button on the formatting toolbar.)

iii
Dedication
(If not desired, delete this page. Dedication page is numbered but does not appear
in the Table of Contents. Note: if the Abstract is two pages long, the Dedication should
be numbered page iv. The dedication should not be longer than two pages.)

iv
Acknowledgments
(Acknowledgments entry does appear in the Table of Contents. This section
should also be limited to two pages or less.)

v
Table of Contents
Acknowledgments iv
List of Tables (if tables used) ??
List of Figures (if figures used) ??
CHAPTER 1. INTRODUCTION ??
Introduction to the Problem
Background of the Study
Statement of the Problem
Purpose of the Study
Rationale
Research Questions
Significance of the Study
Definition of Terms
Assumptions and Limitations
Nature of the Study (or Theoretical/Conceptual Framework)
Organization of the Remainder of the Study
(Note: These entries are not connected to the text via the “Index and Tables” feature of Microsoft Word. They are listed as format examples.)
CHAPTER 2. LITERATURE REVIEW ??
CHAPTER 3. METHODOLOGY ??
Research Design
Sample
Setting (if appropriate)

vi
Instrumentation / Measures
Data Collection
Data Analysis
Ethical Considerations
CHAPTER 4. RESULTS ??
(NOTE: There is considerable variability in Chapter 4 in dissertations. These are only
suggestions for a qualitative dissertation.)
Site Description
Description of Sample
Research Methodology Applied to Data Collection and Analysis
Analysis, Synthesis and Findings
Data Collection Analysis Procedures
Initial Data Analysis
Descriptive Data Analysis
Themes
Theme 1
Theme 2
Theme . . .
Summary
(NOTE: The following are several suggestions for possible subheadings a quantitative
dissertation Chapter 4)
Introduction
Description of the Sample

vii
Statement of Results
Details of Analysis
Bivariate Relationships
Research Question 1
Research Question 2
Research Question . . .
Summary
(Here is another example of the organization of a quantitative Chapter 4)
Introduction
Research Question and Hypotheses
Data Analysis Strategy and Organization of Statistical Results
Description of Sample
Preliminary Data Screening and Cleanup
Interaction Variable
Multicollinerity
Descriptive Statistics
Parametric Assumptions
Details of Analysis and Results
Conclusion
(Here is another example of the organization of a quantitative Chapter 4)
Introduction
Description of the Sampled Data
Research Methodology and Data Analysis

viii
Hypothesis
Presentation of Data and Results of the Analysis
Hypothesis Data An alysis
Summary
(Here is another example of the organization of a quantitative Chapter 4)
Introduction
Description of the Sample
Research Questions and Hypotheses
Statement of Results
CHAPTER 5. DISCUSSION, IMPLICATIONS, RECOMMENDATIONS ??
(NOTE: There is considerable variability in Chapter 5 in dissertations. The following are
suggestions for a qualitative dissertation.)
Introduction
Review of the Research Problem and Purpose
Significance
Analysis, Synthesis, and Evaluation
Implications of Findings
Research Questions
Conclusion 1
Recommendation 1
Conclusion 2
Recommendation
Conclusion . . .

ix
Recommendations for Future Research
Discussion of the Conclusions in Relation to the Literature and the Field
Limitations of the Study
Recommendations
Summary
(NOTE: The following are several suggestions for possible subheadings for a
quantitative dissertation Chapter 5)
Summary of Results
Discussion of the Results
Research Question 1
Research Question 2
Research Question . . .
Discussion of the Conclusions in Relation to the Literature in the Field
Limitations
Summary
Recommendations for Future Study
Conclusions
(Here is another example of the organization of a quantitative Chapter 5)
Introduction
Summary of Results
Discussion of Results
Discussion of the Conclusions
Implications for Practice

x
Limitations
Recommendations for Further Research
Conclusion
(Here is another example of the organization of a quantitative Chapter 5)
Introduction
Summary of Results
Demographic Analysis
Population Data
Discussion of the conclusions in Relation to the Literature
Recommendations for Further Study
Limitations and Recommendations
Conclusions
REFERENCES ??
(NOTE: Some common appendixes are noted below.)
APPENDIX A. ADD TITLE (data collection instruments such as surveys and interview protocols)
APPENDIX B. ADD TITLE (additional data, charts, tables)

xi
List of Tables
Table 1. Add title (single-space table titles; double-space between entries) ??

xii
List of Figures
Figure 1. Add title (single-space figure titles; double-space between entries) ??
(Note: Do not remove the section break that follows this paragraph.)

2
Dissertation Guide
CHAPTER 1. INTRODUCTION
(Use these headings as needed and as directed by the mentor.)
Introduction to the Problem
Background of the Study
Statement of the Problem
Purpose of the Study
Rationale
Research Questions
Significance of the Study
Definition of Terms
Assumptions and Limitations
Nature of the Study (or Theoretical/Conceptual Framework)
Organization of the Remainder of the Study

3
Dissertation Guide
CHAPTER 2. LITERATURE REVIEW

4
Dissertation Guide
CHAPTER 3. METHODOLOGY
(Use these headings as needed and as directed by the mentor.)
Research Design
Sample
Setting
Instrumentation / Measures
Data Collection
Data Analysis
Ethical Considerations

5
Dissertation Guide
CHAPTER 4. RESULTS

6
Dissertation Guide
CHAPTER 5. DISCUSSION, IMPLICATIONS, RECOMMENDATIONS

7
Dissertation Guide
REFERENCES
(References should be single-spaced, with a double-space between entries. Use the ruler to create a hanging indent.)

8
Dissertation Guide
APPENDIX A. ADD TITLE

9
Dissertation Guide
APPENDIX B. ADD TITLE
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