Title of the Paper
Subtitle of the Paper
Your Full Name
School of Business and Graduate Studies
Trinity Washington University
Submitted to **Instructor Title and Name on behalf of the faculty of the School of Business
and Graduate Studies in partial fulfillment of the degree requirements for the Full Name of
your ***Degree Program
Semester Year
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Abstract
150 to 250 words covering the background, objective, research design, data analysis, results or
findings, conclusions and recommendations.
Keywords:
The author acknowledges completed this assignment in the spirit of the Trinity Washington University
policy regarding academic honesty and plagiarism.
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Table of Contents
Page
Introduction .........................................................................................................................................................6
Statement of the Problem ................................................................................................................... 6
Objective ............................................................................................................................................... 6
Research Questions ............................................................................................................................. 6
Research question one (quantitative version) ............................................................................................ 6
Research question two (qualitative version) ............................................................................................... 6
Research Design .................................................................................................................................. 6
Participants........................................................................................................................................... 6
Assumptions and Limitations .............................................................................................................. 7
Theory ..................................................................................................................................................................8
Theoretical Perspective ....................................................................................................................... 8
Theoretical Framework (quantitative) ................................................................................................. 8
Social learning theory - Dependent variable ............................................................................................... 8
Access ............................................................................................................................................................ 8
Price ............................................................................................................................................................... 8
Role models ................................................................................................................................................... 8
Peer pressure ................................................................................................................................................ 8
Moderating variables .................................................................................................................................... 8
Theoretical Construct (qualitative) ...................................................................................................... 9
Social learning theory ................................................................................................................................... 9
Access ............................................................................................................................................................ 9
Price ............................................................................................................................................................... 9
Role Models ................................................................................................................................................... 9
Peer Pressure ................................................................................................................................................ 9
Analysis............................................................................................................................................................. 11
Sample ............................................................................................................................................... 11
Data Analysis and Coding (quantitative) .......................................................................................... 13
Reliability ........................................................................................................................................... 13
Research question 1 ................................................................................................................................... 13
Research question 2 ................................................................................................................................... 14
Multiple regressions .................................................................................................................................... 16
Data Analysis and Coding (qualitative) ............................................................................................ 17
Trustworthiness ........................................................................................................................................... 17
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Primary level coding .................................................................................................................................... 17
Secondary level of coding ........................................................................................................................... 18
Triangulation ................................................................................................................................................ 19
Discussion ........................................................................................................................................................ 21
Research Questions .......................................................................................................................... 21
Research question one. (quantitative version) ........................................................................................ 21
Research question two. (qualitative version) ............................................................................................ 21
Conclusions ....................................................................................................................................... 21
Recommendations ............................................................................................................................ 21
Implications. ................................................................................................................................................ 21
Summary............................................................................................................................................ 21
References ....................................................................................................................................................... 22
Appendices....................................................................................................................................................... 24
Appendix A: Recruitment Materials .................................................................................................. 24
Appendix B: Informed Consent ......................................................................................................... 25
Appendix C: Data Collection Instrument .......................................................................................... 27
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List of Tables
Page
Table 1. Frequency: Year of birth. ............................................................................................................ 11
Table 2. Frequency: Gender. .................................................................................................................... 11
Table 3. Frequency: Race. ........................................................................................................................ 12
Table 4. Crosstabulations: Future as a volunteer. .................................................................................. 13
Table 5. Correlations: Social media fundraising * How you would give. ............................................... 13
Table 6. Independent sample group statistics for young alumni giving. ............................................... 14
Table 7. Independent samples t- tests for young alumni giving. ........................................................... 14
Table 8. Crostabulations: My future as a volunteer 2 ............................................................................ 15
Table 9. Correlations: social media fundraising * How would you give 2 ............................................. 15
Table 10. Independent sample group statistics for young alumni giving.............................................. 16
Table 11. Independent samples t- tests for young alumni giving. ......................................................... 16
Table 12. Model Summary BA.................................................................................................................. 16
Table 13. ANOVA BA.................................................................................................................................. 16
Table 14. Coefficients BA ......................................................................................................................... 17
Table 15. Examples of the taxonomy development................................................................................ 18
Table 16. Category development. ............................................................................................................ 18
Table 17. Meta codes: The three aspects of Latina women's culture. .................................................. 19
List of Figures
Page
Figure 1. The theoretical model of teenagers who choose not to use synthetic marijuana. .................. 9
Figure 2. The theoretical model of teenagers who choose not to use synthetic marijuana. ............... 10
Figure 3. Examples of the axial coding comparing the relationships of categories. ............................ 19
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Introduction
This is your rhetorical argument leading to the discussion of the research problem below. See the
Argument to Abstract to Introduction document for assistance.
Statement of the Problem
Discuss your research problem and narrow you research focus to a segment or fragment of the
problem, which is manageable in the scope of a one-semester research project. Then discuss your
working hypothesis of the problem. Then make your thesis statement concerning how the problem
might be resolved or explained.
Objective
Discuss your purpose and what you will deliver as a result of the study. The deliverable is important
in an applied research.
Deliverables might include models, lists of practices, policy
recommendations, etcetera. Discuss these with your instructor.
Research Questions
Discuss how you will investigate your working hypothesis by asking the questions that follow. It is
advisable to limit yourself to 2-3 research questions to limit the scope of your study. You might list
further questions as limitations of the study below in the Assumptions and Limitations.
Research question one (quantitative version)
List the question.
Null hypothesis 1. List the null hypothesis.
Alternate hypothesis 1. List the alternate hypothesis.
Discuss your intent in asking the question in a separate paragraph.
Research question two (qualitative version)
List the question.
Discuss your intent in asking the question in a separate paragraph.
Research Design
Be detailed and also discuss your means of analysis.
Participants
Who are you including in this study and why. Then discuss where you will find them to recruit them.
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Assumptions and Limitations
Assumptions are the result of the worldview that you choose to guide your study. State your
worldview here and briefly discuss its implications for your study. Every study is bound by its
worldview, which defines how you ask the research questions, the types of data you might collect,
the types of analysis to be conducted, and the boundaries for your conclusions.
Limitations are choices, events, or things that effect how you carry out the study. Make note of the
limitations of your study. This might include directions or topics left behind as you qualified your
research problem. You might also include limitations imposed by your participants, the size of the
sample collected, the scope of time and resources due to the one semester research project, and
other things that effected how you carried out the study.
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Theory
Introduce the chapter and how you will proceed.
Theoretical Perspective
Discuss the theoretical perspective that guides the study, or is used to explain the phenomena of
your research problem or the hypothesized resolution or explanation. Cover some of the history and
background, how scholars (practitioners) currently use the theory to explain the phenomena, and
how the theory might be used to explain your problem, or a resolution to your problem.
Below are presented first the quantitative version and then the qualitative version. Remove the
section you are not using and leave in the section you are using.
Theoretical Framework (quantitative)
Describe the framework and its relationship to the working hypothesis. In other words, how it might
explain the problem or the resolution – explanation. The discuss each variable.
Social learning theory - Dependent variable
Discuss the dependent variable. Be sure to cite your references.
Access
Discuss independent variable 1. Be sure to cite your references.
Price
Discuss the independent variable 2. Be sure to cite your references.
Role models
Discuss independent variable 3. Be sure to cite your references.
Peer pressure
Discuss independent variable 4. Be sure to cite your references.
Moderating variables
Label. – Discuss the possible moderating effect of ______. Be sure to cite your references. Label –
Discuss the possible moderating effect of ______. Be sure to cite your references. Continue to
discuss each proposed moderating variable in this paragraph. It is advisable to have only 2-4
moderating variables in a study of this scope.
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Access
Price
Role Models
Peer Pressure
Teenagers who
choose not to use
synthetic marijuana
Moderating
Variables: ______,
_____,
Figure 1. The theoretical model of teenagers who choose not to use synthetic marijuana.
Theoretical Construct (qualitative)
Describe the construct and its relationship to the working hypothesis. In other words, how it might
explain the problem or the resolution – explanation. The discuss each factor of the construct.
Social learning theory
Discuss social learning and its factors: social group, dynamic group interaction,
development of individual emotional and practical skills, accurate perception of self, and
acceptance of others. Be sure to cite your references.
Access
Discuss access to synthetic marijuana. Be sure to cite your references.
Price
Discuss the low price of synthetic marijuana. Be sure to cite your references.
Role Models
Discuss the role models influence on teens that choose to use synthetic marijuana. Be sure to cite
your references.
Peer Pressure
Discuss the role of peer pressure on teens that choose to use to synthetic marijuana. Be sure to cite
your references.
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Social Learning
Theory
Peer Pressure
Role Models
Access
Price
Figure 2. The theoretical model of teenagers who choose not to use synthetic marijuana.
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Analysis
Describe what you will accomplish in this chapter and how you will proceed.
Sample
Discuss who participated in your study. This section is written differently for quantitative and
qualitative studies, use the correct format.
Quantitative studies often use frequency and or cross tabulation tables to develop an aggregate
(overall) understanding of the participants. For example,
The data was collected from a total of 95 participants, 64 female (67%), and 31 (33%) male.
The participants were age 60 and above, and they all resided in the Ward 5, Washington, DC
Metropolitan Area.
Of the 95 participants, 58 (61%) were boomers and 37 (39%)
traditionalists (see Tables 1-2). Ward 5 has an ethnically diverse group of seniors. The racial
breakdown of the participants was not representative of the ethnic diversity of the population
of Ward 5’s seniors. The breakdown of respondents was 92 (97%) African-American, 2
Hispanic, and 1 American Indian (see Table 3). Also, of the 58 boomers who took the survey,
37 (64%) own or have access to a computer, 18 (31%) an iPad, and 32 (55%) a smartphone.
This compares to the 37 traditionalists who took the survey, of whom 11 (30%) own or have
access to a computer, 2 (5%) an iPad, and 5 (14%) a smartphone (see Tables 4-6). All
participants completed the informed consent form and the survey online and manually
between the dates of November 18 and November 24, 2014.
Table 1. Frequency: Year of birth.
Valid
Frequency
%
Valid %
Cumulative %
Boomers
58
61.1
61.1
61.1
Traditionalists
37
38.9
38.9
100.0
Total
95
100.0
100.0
Table 2. Frequency: Gender.
Valid
Frequency
%
Valid %
Cumulative %
Female
64
67.4
67.4
67.4
Male
31
32.6
32.6
100.0
Total
95
100.0
100.0
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Table 3. Frequency: Race.
Valid
Frequency
%
Valid %
Cumulative %
African-American
92
96.8
96.8
96.8
Hispanic
2
2.1
2.1
98.9
American Indian
1
1.1
1.1
100.0
Total
95
100.0
100.0
Qualitative studies often present individual representations of the participants. For example of
interview participants,
John: Has been with the organization where he currently works for over four years, and is a
manager. John does not know how much longer he will stay with the current organization,
but believes that he will serve in the organization’s administration at some point in the
future.
Julia: Is also a manager in her organization, and has been employed there for over four
years. Julia intends to stay with the organization for at least ten more years, but is not sure
of whether she will assume a new role or new responsibilities in the future.
Julia’s
organization is anticipating turnover in the future, and has been engaging in some staff
development activities. Julia does not think that there is a formal transition plan developed.
For a content analysis of articles this would be the APA reference for the article/text/media and a
brief annotated bibliography. For example,
White and Jacques (2007) Combined diet and exercise intervention in the workplace.
This article discussed the implementation and efficacy of a 12 week workplace wellness
program that aimed to reduce the risk of cardiovascular disease as it relates to obesity….
Eves, Webb and Mutrie (2006) A workplace intervention to promote stair climbing:
Greater effects in the overweight. This article discusses the effects of sedentary behavior
on health and the practice of stair climbing within the workplace to reduce obesity….
Lassen, Thorsen, Sommer, Fagt, Trolle, Biltoft-Jensen, & Tetens (2011) Improving the
diet of employees at blue-collar worksite: Results from the ‘Food at Work’ intervention
study. This article focuses on the implementation of a food-based study that evaluates the
impacts of health eating in “blue-collar” worksites using a participatory research approach….
Below are presented first the quantitative version and then the qualitative version. Remove the
section you are not using and leave in the section you are using.
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Data Analysis and Coding (quantitative)
Quantitative - Present discussions and explanations and then tables in each section below. Some
researchers present the results by levels of inference, and others by research question. After the
questions, then a section of multiple regression.
Reliability
Discuss the means you undertake to ensure your data is reliable, your analysis is valid, and that you
may generalize your results from the sample to the population. See Remler and Van Ryzin (2014) or
Szafran (2012) and cite them as necessary throughout the section.
Research question 1
Cross tabulations. Discuss the results expressed in the table(s) (including the numerical data), then
present the table(s) before moving on to the next section. Be certain to give the expected count and
the residuals and report the total percent.
Table 4. Crosstabulations: Future as a volunteer.
Count
Expected Count
Residual
Count
Somewhat Agree Expected Count
Residual
My grades in high school and
college matter for my future.
Count
Agree
Expected Count
Residual
Count
Somewhat Disagree Expected Count
Residual
Count
Total
Expected Count
Strongly Agree
I have participated in the following ECA or Total
OCA? (Volunteer)
Yes
No
16
21
37
13.5
23.5
37.0
2.5
-2.5
0
2
2
.7
1.3
2.0
-.7
.7
0
4
4
1.5
2.5
4.0
-1.5
1.5
0
1
1
.4
.6
1.0
-.4
.4
16
28
44
16.0
28.0
44.0
Pearson’s Correlation. Discuss the results expressed in the table(s) (including the numerical data),
then present the table(s) before moving on to the next section. Correlations are reported with the
data from the related cell as (r, p, N), or (.582, .000, 95): where r = Pearson’s correlation, p =
significance, and N=the number of responses.
Table 5. Correlations: Social media fundraising * How you would give.
Give
Give
Pearson Correlation
Sig. (two-tailed)
N
Amt.
1
95
.582**
.000
95
FB/Twitter
-.276**
.007
95
Web
-.179
.083
95
Direct mail
-.511**
.000
95
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Pearson Correlation
Sig. (two-tailed)
N
Pearson Correlation
Sig. (two-tailed)
N
Pearson Correlation
Sig. (two-tailed)
N
Pearson Correlation
Sig. (two-tailed)
N
Amt.
FB/Twitter
Web
Direct mail
14
.582**
.000
95
-.276**
.007
95
-.179
.083
95
-.511**
.000
95
1
-.231*
.024
95
1
95
-.231*
.024
95
-.002
.983
95
-.538**
.000
95
-.002
.983
95
.609**
.000
95
1
95
.609**
.000
95
.214*
.037
95
-.538**
.000
95
.214*
.037
95
-.072
.486
95
1
95
-.072
.486
95
95
** Correlation is significant at the 0.01 level (two-tailed).
* Correlation is significant at the 0.05 level (two-tailed).
t- Tests (one-sample, independent, or paired). Discuss the results expressed in the table(s) (including
the numerical data), then present the table(s) before moving on to the next section. For t- tests
report the (t, df, p), or (.824, 52, .176): where t = the t statistic, df = the degrees of freedom, and p =
the significance). The null hypothesis is accepted or rejected based p ≥ .05.
Table 6. Independent sample group statistics for young alumni giving.
enjoyed experience
satisfied experience
Donated?
Yes
No
Yes
No
N
16
38
16
38
Mean
4.75
4.61
4.69
4.47
Std. Deviation
.577
.595
.793
.647
Std. Error Mean
.144
.096
.198
.105
Table 7. Independent samples t- tests for young alumni giving.
Levene's Test for
Equality of Variances t-test for Equality of Means
F
enjoyed
experience
satisfied
experience
Equal variances
1.445
assumed
Equal variances
not assumed
Equal variances
.403
assumed
Equal variances
not assumed
Sig.
t
df
Sig. (2- Mean
tailed) Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower
Upper
.235
.824
52
.414
.145
.176
-.208
.497
.834
29.039 .411
.145
.174
-.210
.500
.305
.214
.206
-.200
.628
23.815 .350
.214
.224
-.249
.677
.528
1.037 52
.953
Research question 2
Cross tabulations. Discuss the results expressed in the table(s) (including the numerical data), then
present the table(s) before moving on to the next section. Be certain to give the expected count and
the residuals and report the total percent.
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Table 8. Crostabulations: My future as a volunteer 2
Count
Expected Count
Residual
Count
Somewhat Agree
Expected Count
Residual
My grades in high school and
college matter for my future.
Count
Agree
Expected Count
Residual
Count
Somewhat Disagree Expected Count
Residual
Count
Total
Expected Count
Strongly Agree
I have participated in the following
ECA or OCA? (Volunteer)
Yes
No
16
21
13.5
23.5
2.5
-2.5
0
2
.7
1.3
-.7
.7
0
4
1.5
2.5
-1.5
1.5
0
1
.4
.6
-.4
.4
16
28
16.0
28.0
Total
37
37.0
2
2.0
4
4.0
1
1.0
44
44.0
Pearson’s Correlation. Discuss the results expressed in the table(s) (including the numerical data),
then present the table(s) before moving on to the next section. Correlations are reported with the
data from the related cell as (r, p, N), or (.582, .000, 95): where r = Pearson’s correlation, p =
significance, and N=the number of responses.
Table 9. Correlations: social media fundraising * How would you give 2
Give
Amt.
FB/Twitter
Web
Direct mail
Pearson Correlation
Sig. (two-tailed)
N
Pearson Correlation
Sig. (two-tailed)
N
Pearson Correlation
Sig. (two-tailed)
N
Pearson Correlation
Sig. (two-tailed)
N
Pearson Correlation
Sig. (two-tailed)
N
Give
1
95
.582**
.000
95
-.276**
.007
95
-.179
.083
95
-.511**
.000
95
Amt.
.582**
.000
95
1
95
-.231*
.024
95
-.002
.983
95
-.538**
.000
95
FB/Twitter
-.276**
.007
95
-.231*
.024
95
1
95
.609**
.000
95
.214*
.037
95
Web
-.179
.083
95
-.002
.983
95
.609**
.000
95
1
95
-.072
.486
95
Direct mail
-.511**
.000
95
-.538**
.000
95
.214*
.037
95
-.072
.486
95
1
95
** Correlation is significant at the 0.01 level (two-tailed).
* Correlation is significant at the 0.05 level (two-tailed).
t- Tests (one-sample, independent, or paired). Discuss the results expressed in the table(s) (including
the numerical data), then present the table(s) before moving on to the next section. For t- tests
report the (t, df, p), or (.824, 52, .176): where t = the t statistic, df = the degrees of freedom, and p =
the significance). The null hypothesis is accepted or rejected based p ≥ .05.
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Table 10. Independent sample group statistics for young alumni giving.
enjoyed experience
satisfied experience
Donated?
Yes
No
Yes
No
N
16
38
16
38
Mean
4.75
4.61
4.69
4.47
Std. Deviation
.577
.595
.793
.647
Std. Error Mean
.144
.096
.198
.105
Table 11. Independent samples t- tests for young alumni giving.
Levene's Test for
Equality of Variances t-test for Equality of Means
F
enjoyed
experience
satisfied
experience
Equal variances
1.445
assumed
Equal variances
not assumed
Equal variances
.403
assumed
Sig.
t
df
Sig. (2- Mean
tailed) Difference
Std. Error
Difference
95% Confidence
Interval of the
Difference
Lower
Upper
.235
.824
52
.414
.145
.176
-.208
.497
.834
29.039 .411
.145
.174
-.210
.500
.214
.206
-.200
.628
.528
1.037 52
.305
Multiple regressions
Although you might have responded to the research questions, you might not be able to use that
knowledge to predict the general population the sample represents. It is important to attempt to find
combinations of variables that enable you to make use of the data for prediction. Now that you are
well acquainted with your data and the results of statistical tests, hypothesize patterns of responses
to questions that might predict your population’s (those your sample represent) response to the
research questions or other emergent patterns related to your working hypothesis. This is an
analysis requiring some experimentation and testing to find what to include and what to leave out of
the model.
Table 12. Model Summary BA
Model
1
R
.447
R Square
.200
Adjusted R square
-.043
Std. Error of Estimate
7.550
Table 13. ANOVA BA
Regression
Sum of
Squares
327.724
df
7
Residual
Total
1310.986
1638.710
23
30
Model
Mean
Square
46.818
56.999
F
.821
Sig.
.580b
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Table 14. Coefficients BA
(Constant)
Unstandardized Coefficients
B
Std. Error
29.419
10.716
Education CVR
-.159
.208
Education BA
.164
Public Safety CVR
Model
Standardized
Coefficients
Beta
t
2.745
Sig.
.012
-.183
-.767
.451
.223
.188
.738
.468
.566
.411
.522
1.375
.182
Public Safety BA
-.582
.417
-.472
-1.397
.176
Economy BA
.065
.344
.059
.189
.852
Congressional
Voting
.197
.170
.268
1.158
.259
Economy CVR
-.062
.317
-.057
-.196
.846
Data Analysis and Coding (qualitative)
Qualitative – discuss how you will analyze the data and the intent of each level. See Merriam (2009,
2016) and or Saldana (2009, 2015) and cite them throughout the chapter as necessary.
Trustworthiness
Discuss the strategy for ensuring the trustworthiness (credibility, transferability, dependability, and
confirmability) of the data. See Merriam (2009, 2016), or Shenton (2004).
Primary level coding
Name the section after the coding method used (descriptive, emotions, taxonomy, and so on).
Discuss in some detail its purpose and how you conduct this coding. This level is used to identify
elements within the data and to sort them into explanatory categories. Then show examples from
your interviews or text, and present figures or tables to assist your audience in understanding your
logic in developing your findings.
The categories resulting from this analysis included proactive personal development; seeking
flexibility within the organization; emphasizing individualized succession and workforce
planning within organizations; planning that is concentrated at the executive level; and staff
frustration with the succession planning process.
Two outliers also existed, with one
individual indicating that the organization engaged a consultant to lead a strategic planning
process that also included succession planning throughout the entire organization. The
other individual responded that inclusion of staff in succession planning was not important,
and that staff engagement did not really matter in the process.
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Table 15. Examples of the taxonomy development.
Key Words and Phrases
Graduate school, higher education, personal development,
leadership development, seek out information, building strengths,
learn continually.
Mentoring, discussion of role, personal communication, talked about
promotion, networking, boss challenged me to expand role, my
potential discussed at meetings.
Resulting Category
Proactive Personal Development
Individualized Succession and Workforce Planning
Secondary level of coding
Name the section after the coding method used (pattern, focused, axial, and so on). Discuss in some
detail its purpose and how you conduct this coding.
This level is used to understand the
relationships between the categories of elements found in the previous coding, or to understand the
elements in the data from a different perspective. Then show examples from your interviews or text,
and present figures or tables to assist your audience in understanding your logic in developing your
findings.
During the review of the Descriptive Coding, major themes started to develop which led to
the use of a secondary coding method. The secondary coding used in this qualitative study
was Focused Coding. Focused Coding is defined as developing categories or themes from
the data being analyzed. Focused Coding is a method of coding that can be used for all
qualitative studies (Saldaña, 2009, p. 155). Continuously reading over each participant’s
interview allowed the researcher to identify themes in each sentence of the interview. Once
themes were identified, the researcher looked for similarities between the themes in each
interview. Upon coding and analysis of the five participant’s interviews three major themes
formed from the participant’s interviews which were the following: Experiences with Mentors,
Identifying Oneself with Mentors and Building Relationships.
Table 16. Category development.
Effective
opportunities
Relationships
Convenience
Professional connections
resourceful
research
make connections
I need to meet new contacts
resourceful
time saver
It is who you know
Make connections
more options
helps me communicate with friends
and acquaintances
fast and I don’t have to
leave my house
I don’t know a lot of people in my
field
I can see many
options at one
time
I am updated on my friends’ lives and
careers when I use SNS
I don’t have a lot of time to
waste so I use it
My professional network is limited so
would I use LinkedIn to start
Or, another example,
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Table 17. Meta codes: The three aspects of Latina women's culture.
Traditional Aspects
Rooted in Latino culture
Language
Faith
Family
Evolving Aspects
Influenced by external elements
Education
Community
Environment
Identity
Radical Aspects
Defined by Latina women
Gender roles
Relationships
The representations of your qualitative data analysis might also take the form of figures or charts.
For example,
Language
Faith
Community
Language
Education
Family
Community
Faith
Family
Education
Figure 3. Examples of the axial coding comparing the relationships of categories.
Triangulation
Discuss how you compare the understandings of the data developed in the two coding levels to each
other, and then to your sources of data (interview transcripts, articles, documents, etcetera). In the
comparison to the data source note (1) if you are using language the participants would recognize or
use – is it in vivo? (2) How well does your current understanding fit with your data source? (3) Does
anything new emerge as a result of your current understanding? Make note of anything that you
learn in this comparison, and then discuss it, and especially any changes you made in your current
understanding due to the comparison. Finish with a brief paragraph stating your final understanding
of the data based on the analysis. A portion of the final statement of the researcher’s understanding
is below.
The comparison to primary data also elicited more contextual examples that were overlooked
during initial review and coding, but that supported the categorization of themes and the
radiological analysis. For example, in his response, John indicated that formal inclusion in a
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succession plan which recognized individual abilities and which provided opportunities for
challenging work would, “fuel my ambition and sense of belonging and responsibility to the
organization.” John also indicated that, although his organization has a plan in place, details
are vague and does not provide staff with much information. This statement supports the
potential disconnect occurring when employees are proactively seeking ways to engage in
professional development but are not provided with information regarding the overall plan or
their role in the future of the organization.
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Discussion
Discuss the purpose of this chapter and how it will proceed.
Research Questions
Research question one. (quantitative version)
List the research question.
Null hypothesis one. List the null hypothesis.
Alternate hypothesis one. List the alternate hypothesis.
Discuss what you know from the data and determine to accept or reject the null hypothesis. Offer
examples from your results, and link to the argument or theory. Use citations!
Research question two. (qualitative version)
State the research question.
Discuss what you know from the data and determine and respond to the research question. Offer
examples from your findings, and link to the argument or theory. Use citations!
And so on… until you address each question posed in the study.
Conclusions
Now that you have mastered understanding your data and you have responded to your research
questions, you have a body of knowledge concerning your research problem. Take this opportunity
to discuss what you now know and how what you know can be applied to resolve or explain your
problem. This is where you would present models, list, policies, practices, and etcetera.
Recommendations
Make recommendations for implementing your resolution. What might policymakers, administrators,
or others need to accomplish to make your recommendations work.
Implications.
Then discuss the implications implementing your recommendations might have for your target
population, the scholar-practitioner community, and even the wider social affects.
Summary
Summarize the entire project. This should be a more detailed narrative of the abstract or summary
from the beginning.
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References
The references section is written in the hanging indent style and with a sentence space of 1.5 for
improved readability. There must be a reference for every work cited, and nothing should be
referenced that is not cited, in the entire document.
See the APA 6th Publication Manual, chapter 7 for the appropriate reference styles for each type of
source used.
Your reference section should include every work cited in the paper. The reference section of an APA
research paper is unlike a bibliography from other publishing styles. The reference section of
this paper may only include works that you have cited in the document. You may not include
items that influenced you, or are recommended reading, only include what you have actually
cited.
For example,
American Psychological Association, (2009). Publication manual of the American psychological
association 6th Edition, Washington, D.C.: Author
Booth, W. C, Colomb, G.G., & Williams, J. L. (2008). The craft of research, 3rd ed., Chicago, IL,
Chicago University Press.
*Use Chapters 3 to 5 to clarify your topic into questions.
Creswell, J. S. (2014). Research design: Qualitative, quantitative, and mixed methods approaches.
4th ed., Thousand Oaks, CA: Sage Publishing
Krippendorff, K. (2006). Reliability in content analysis: Some common misconceptions and
recommendations. Human Communication Research 30(3) 411–433
Krippendorff, K. (2013). Content analysis: An introduction to its methodology. Thousand Oaks, CA:
Sage Publications
Lester, J. D. & Lester, J. D. Jr. (2011). Writing research papers: A complete guide, Upper Saddle River,
NJ: Pearson Longman.
*Use chapter 7, sections F & G to develop an annotated bibliography and turn it into a
literature review.
Merriam, S. B. (2009). Qualitative research: a guide to design and implementation. Thousand Oaks,
CA: Sage Publishing.
*Use all chapters as they are helpful.
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Merriam, S. B. & Tisdell, E. J. (2016). Qualitative research: a guide to design and implementation.
Thousand Oaks, CA: Sage Publishing.
*Use all chapters as they are helpful.
Paul, R. & Elder, L. (2008). The miniature guide to critical thinking: Concepts and tools. Dillon
Beach, CA: Foundation for Critical Thinking.
Remler, D. K. & Van Ryzin, G. G. (2010). Research methods in practice: Strategies for description
and causation. Thousand Oaks, CA: Sage Publishing.
Saldana, J. (2009). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage
Publishing.
*The appropriate sections for your primary and secondary coding of the data.
Schensul, S. L., Schensul, J.J., & LeCompte, M. D. (1999) Essential ethnographic methods:
Observations, interviews, and questionnaires. In Ethnographer’s Toolkit Schensul, J. J., &
LeCompte, M. D. (Eds.) Lanham, MD: Altamira Press
*The appropriate chapter for surveys or interviews.
Schensul, J. J., & LeCompte, M. D. (2013) Essential ethnographic methods: Observations, interviews,
and questionnaires. In Ethnographer’s Toolkit Schensul, J. J., & LeCompte, M. D. (Eds.)
Lanham, MD: Altamira Press
*The appropriate chapter for surveys or interviews.
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects.
Education for Information 22 63–75
Szafran, R. (2012). Answering questions with statistics. Thousand Oaks, CA: Sage Publishing
Yin, R. K., (2013). Case study research: Design and methods (5th ed.), Thousand Oaks, CA: Sage
Publishing. *The standard for case study research..
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Appendices
Appendix A: Recruitment Materials
Place examples of the script you will use to standardize your recruitment of participants; your flyers,
notices, emails, contents of Facebook page contents, and etcetera.
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Appendix B: Informed Consent
Title of your Research Study
I would like to invite you to participate in a research study examining ____________________________.
My name is ________________________________ and the data collected in this interview will help
fulfill
the
requirements
for
a
Master
of
Science
in
Administration
in
_________________________________________ at Trinity Washington University. I am under the
supervision of my faculty advisor Dr. ____________________.
Participation Requires of You: To (describe what they will do, i.e. to be interviewed, to complete the
survey, etcetera) ____________________________________________________. There is no planned
use of deception involved in this study.
Your Privacy: Your participation in this study and your responses will be kept confidential. Any
reference to you will be by pseudonym, including any direct quotes from your responses. This document
and any notes or recordings that might personally identify you as a participant in this study will be kept in
a locked place that only the researcher will have access to. Only the researcher and the research
supervisor might know who has participated in this study. Three years after the completion of this
research study all personally identifying information will be destroyed.
Risks to you: There are five acknowledged risks generally associated with participation in research
studies such as this one: Physical, psychological, social, economic, and legal. The researcher foresees
minimal risk for those who choose to participate in this study. There are no foreseen physical risks
associated with this study; other risks might include the following:
You might experience anxiety, discomfort, or negative emotions as a result of responding to the
questions asked of them in this research study. If you experience a negative reaction, you may
choose to skip the question, to withdraw from the study, or you may contact my faculty advisor or
the BGS Institutional Review Board, especially if your discomfort continues after the study. See
the contact information on the page below.
You might experience social, economic, or legal implications if you share your responses or your
participation in this study with others. If you choose to participate in this study, you are
encouraged to keep your participation in this study and your responses confidential. The
researcher will maintain your confidentiality throughout the study, and will destroy the records of
your participation three years after the study is complete.
Benefits to You: There are not foreseen direct benefits to you regarding participation in this study beyond
the general knowledge that you are assisting in furthering the knowledge related to this research topic,
and assisting the researcher in completing the MSA degree requirements. There is no compensation
associated with participation in this study.
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Informed Consent Form, page 2
Title of your Research Study
This document acknowledges I understand of my rights as a participant in this study, which the
researcher has explained to me prior to signing this document.
I acknowledge that the researcher has explained my rights, the requirements of this study, and
the potential risks involved in participating in this study. I understand there is no compensation
for, or direct benefit of participating in this study. By signing below and providing my contact
information I am indicating that I consent to participate in this study, that I am at least 18 years
of age, and I am eligible to participate in this study.
I may withdraw from this study at any time by notifying the researcher by email. If I have any
concerns regarding my participation in this research study I may contact the research supervisor,
Dr. ______________________, or the BGS Institutional Review Board (IRB), which oversees
the ethical practice of student research at the Trinity Washington University School of Business
and Graduate Studies. I may ask for a copy of this document for my own records.
Signed Name: _____________________________________________ Date: _______________
Printed Name: _____________________________________
Phone Number, Email Address, or Postal Address: ____________________________________
_____________________________________________________________________________
Thank you for your participation,
Student’s name
MSA in ___________________
Trinity Washington University
Email Address: @students.trinitydc.edu
Dr. ________________________
MSA Candidate
Trinity Washington University
@mail address: @trinitydc.edu
(202) 884-9640
BGS Institutional Review Board Committee
(202) 884-9640, or
Email BGS@trinintydc.edu with BGS IRB in the subject line.
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Appendix C: Data Collection Instrument
Insert an MS Word friendly version of your survey questionnaire or interview here in this appendix.
This should have all the questions included and any narration or other interaction with the
participant. The text should be exact as it was reviewed, and as it was approved by the IRB
committee.