TITLE OF DISSERTATION RESEARCH PROPOSAL CENTERED IN
UPPERCASE BOLDFACE LETTERS APPEARING AS
AN INVERTED PYRAMID
Doctoral Dissertation Research Proposal
Submitted to the Graduate Faculty of
Argosy University, Your Campus
Your College Name Here
In Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education <or> Doctor of Business Administration
List your Degree Program or Concentration
By
Your Full Name
Dissertation Committee Approval: <or> Doctoral Research Mentor Approval:
Joe Smith, Ed.D., Subject Mentor <or> Chair
Jan Nix, Ph.D., Analysis Mentor <or> Member
John Jones, Psy.D., Department Chair
Date
ii
TABLE OF CONTENTS
Page
LIST OF APPENDICES .................................................................................................... iii
CHAPTER ONE: INTRODUCTION ..................................................................................1
Problem Background .......................................................................................................... 1
Purpose of the Study ........................................................................................................... 1
Research Questions and Hypotheses .................................................................................. 1
Research Questions ..................................................................................................... 2
Null Hypotheses .......................................................................................................... 2
Alternative or Directional Hypotheses ........................................................................ 3
Definitions........................................................................................................................... 4
Significance of the Study .................................................................................................... 4
CHAPTER TWO: REVIEW OF THE LITERATURE .......................................................5
Example of a Level One Heading ....................................................................................... 5
Current Research in the Literature .............................................................................. 5
Summary ............................................................................................................................. 6
CHAPTER THREE: METHODOLOGY ............................................................................7
Research Design.................................................................................................................. 7
Subjects ....................................................................................................................... 7
Instrumentation ........................................................................................................... 7
Process ........................................................................................................................ 8
Methodological assumptions, limitations, and delimitations ...................................... 8
Methodological assumptions .............................................................................. 9
Limitations .......................................................................................................... 9
Delimitations ....................................................................................................... 9
Data Processing and Analysis ........................................................................................... 10
REFERENCES ..................................................................................................................11
APPENDICES ...................................................................................................................12
Appendix A. Title of Appendix A ................................................................................... 13
Appendix B. Title of Appendix B .................................................................................... 15
.
iii
LIST OF APPENDICES
Page
Appendix A. Title of Appendix A ................................................................................... 13
Appendix B. Title of Appendix B .................................................................................... 15
Appendix C. Title of Appendix C .................................................................................... 17
Appendix D. Title of Appendix D ................................................................................... 19
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CHAPTER ONE: INTRODUCTION
All research is based on a problem, and chapter one serves as an introduction to
the problem. A framework for writing a solid introduction, regardless of the approach
used, should include these key components: (a) some introductory material to present the
topic, (b) the background of the research problem, (c) the purpose of the study, (d) the
research question or problem statements, (e) the research hypothesis or hypotheses (if
appropriate), (f) the definitions of terms, (g) the anticipated significance of the study.
Problem Background
The “meat” of chapter one is a description of the background of the problem,
including historical, social, and theoretical contexts. This section should include a
thorough depiction of the problem from the broad perspective affecting the larger
population to the narrower viewpoint of how the problem specifically impacts your field,
area, organization, or department. The problem background should be more than a few
paragraphs to fully depict the problem and setting.
Purpose of the Study
The purpose of the study should briefly and succinctly describe the focus and
intentions of the research. All previous writing funnels to this specific statement of the
purpose, and all subsequent chapters support and describe efforts to implement a design
and interpret findings related to this specific purpose. The purpose statement drives the
study and should clearly illuminate the goals and intent of the research. Do not include
extraneous information in this section.
Research Questions and Hypotheses
After reading the research questions and hypotheses (if applicable), the reader
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should understand what is being asked or explored by the author of the research and see
the link between the questions/hypotheses/problem statements and the statement of the
purpose.
Research Questions
The research questions drive the methodology of the study. They address the
purpose of the study, identifying the specific variables to be investigated from the larger
research question/objective. They are the smaller questions that guide your study. If you
have only one research question, then you are likely restating your research objective
rather that determining the smaller questions (variables) that need to be asked in order to
guide your study. The wording of the research questions determines the type of data to
collect and analyze in order to find “answers” to the questions posed. For example:
RQ 1: What is the relationship between peer mentoring, as part of the onboarding
process, and the productivity of entry level linemen in the JT Aviation field base office?
RQ 2: Is there a difference between the productivity of entry level linemen who
are assigned a peer mentor during their first year at the JT Aviation field base office, as
compared to entry level linemen who are not?
Null Hypotheses
If there are research hypotheses, they will follow the research questions.
Hypotheses are typically written in null format but may also include
alternative/directional hypotheses. For example:
H0 1: There is no relationship between peer mentoring, as part of the onboarding,
process, and the productivity of entry level linemen in the JT Aviation field base office.
H0 2: There is no significant difference in the error rate on service receipt details
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of entry level linemen who are assigned a peer mentor at the JT Aviation field base office
as compared to those who are not assigned a peer mentor.
Alternative or Directional Hypotheses
In some studies, students may choose to include alternative or directional
hypotheses. Alternative hypotheses are written to reject the null, but may still be nondirectional. For example:
HA 1: There is a relationship between peer mentoring, as part of the onboarding
process, and the productivity of entry-level linemen at the JT Aviation field base office.
HA 2: There is a significant difference in the error rate on service receipt details of
entry level linemen who are assigned a peer mentor at the JT Aviation field base office as
compared to entry level linemen who are not assigned a peer mentor.
While stated in a way that seeks to reject the null, the above examples do not
specify the predicted outcome in any direction, positive or negative. On the other hand, a
directional hypothesis reflects the predicted outcome of your study. In other words, it
predicts that the independent variable will impact the dependent variable in a certain way
or direction.
H1 1: There is a positive relationship between peer mentoring, as part of the
onboarding process, and increased productivity of entry level linemen in the JT Aviation
field base office.
H1 2: The error rate on service receipt details of entry level linemen who are
assigned a peer mentor at the JT Aviation field base office will be significantly lower
than entry level linemen who are not assigned a peer mentor.
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Definitions
Terms that may be unfamiliar to the reader or are technical or specific to the field
or your topic should be defined. Additionally, terms that may be open to interpretation
should be clearly defined as well as your independent and dependent variables.
Definitions should be derived from scholarly sources and cited accordingly.
Significance of the Study
Chapter One should end with a description of the importance of the research.
This section should describe potential effects of the study and the potential for bringing
about change in existing practice. Additionally, it should explain the study’s potential for
contributing to the existing theory and its potential application to other venues.
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CHAPTER TWO: REVIEW OF THE LITERATURE
The foundation of the dissertation begins with a review of the relevant literature.
The relevant theories and the methodological and measurement considerations will be
found in the literature. The literature review is extensive but not necessarily exhaustive
and should provide the foundation to frame the argument explaining why the study is
necessary and relevant.
Example of a Level One Heading
Current Research in the Literature
The sources for the literature review include government documents, appropriate
databases, books, professional journals, previous research on the topic, dissertations, and
other information about previous investigations and existing theories that form the
rationale for the current undertaking. Information must be evaluated and interpreted,
properly referenced and presented to build an argument for the importance of the research
and the appropriateness of the methods used in the dissertation to add new and original
information to the existing knowledge on the subject being explored. An exhaustive
search should be performed of the research that exists on the topic. From this, a
comprehensive review will be written of the relevant and current research on the topic.
AU Deviations from APA
One of the deviations of Argosy University from standard APA format is the use
of single spacing in some areas, including block quotes. Per the Argosy University Guide
to the Doctoral Dissertation Research Process (2014):
Block quotations, table titles, figure captions, notes to the tables and figures, and
references in the reference list should be single-spaced with an extra space
dividing these individual items from text or entries above and below them. All
other parts of the doctoral dissertation research should be double-spaced. (p. 31)
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Refer to the complete list of AU deviations from APA style within the dissertation guide.
Summary
After reading the Review of the Literature chapter, the committee should be confident
that:

the essential literature supports the existence of the problem;

the literature review presents fully what is already known concerning the
research questions or hypotheses;

the pattern of inquiry as presented in the literature is related to the topic of the
Proposal;

the proposed methodological directions reflect the patterns in the literature. In
addition, the literature must be extensive and relevant;

it includes contrary or controversial opinions fairly and objectively;

it includes past studies, theory, methodology and measurement issues;

it is well organized and written to provide a framework for the proposed
study;

it is analytical, and not just a presentation of what has been done by others;

it provides an historical context for the current investigation;

it discusses how the investigation fills a void in the literature.
Subsequent to the body of the literature review, Chapter Two usually closes with a
summary, or recapitulation of the literature, where study results are presented in
aggregate form. A sentence or paragraph to lead into Chapter Three ends the chapter.
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CHAPTER THREE: METHODOLOGY
In this chapter, the design, procedures, and analysis plan for carrying out the
purpose of the study are presented. When it is completed, this chapter will include all
aspects of the methodology or procedures for applying the intervention, in replicable
detail. Prior to the proposal defense, discussion of what will be undertaken in the
research should be written in future tense. Subsequent to completion of the research,
these same items will be changed, describing them in past tense as having been done.
Research Design
Although there will be different sections and headings for studies of various
approaches, the most common sections of this chapter should include (a) a description of
the Research Design, and (b) the plan for Data Processing and Analysis. The research
design section and subsections should specify how each research question and hypothesis
(if applicable) will be studied. All constructs and variables of the study will be
operationally defined in this section. In other words, each construct’s or variable’s
meaning, the manner in which it will be measured, and the way the data are obtained will
be described.
Subjects
The nature of the study determines what, if any, population and sampling
procedures are appropriate. This section should provide a complete description of the
sample, their demographics, selection procedures, and criteria, and the representativeness
of the sample to broader populations.
Instrumentation
The student presents a complete description of any instruments, such as tests,
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surveys, questionnaires, interviews, and observational protocols used in the study or
intervention. This includes information on reliability, validity, origin, and appropriateness
or rationale for uses of the instruments in the study. If students create unique instruments,
they must demonstrate reliability and validity for the population being tested. In addition,
any permission granted for use in the research must be included. All instruments used in
the study must be included in an appendix.
Process
Because the work conducted for the dissertation research must be replicable, the
process section must be very detailed. Therefore, it must include all of the information
necessary for others to implement this same research, application, or intervention. This
includes, but is not limited to: the securing of institutional permission to conduct the
investigation, the first contact with the participants, the instructions and materials used in
the study, the setting, the development of special instruments, the conducting of pilot
studies, and any other information that would allow the study to be replicated from start
to finish. If data gathering instruments, such as a lesson plan, protocol, script, a set of
interview questions, or training manual are used, copies of them should appear in the
appendices for the document. If the product of the doctoral research is a book, test
instrument, training manual, or other stand-alone document, the document should be
formatted as an Appendix. It should not be integrated into the doctoral research
document.
Methodological assumptions, limitations, and delimitations
Every methodological approach and research design is bound by its own
assumptions, limitations, and delimitations. Consequently, the student should include a
9
discussion of issues critical to the study, based on methodological criteria, as well as the
unique circumstances of the data-gathering event, with appropriate sources cited and
referenced.
Methodological assumptions. Methodological assumptions refer to the
characteristics inherent in the choice of design that guide everything from the choice of
participants to interpretation of the data. Quantitative studies should include both a brief
discussion of the philosophical assumptions underlying the choice of method and the
implications inherent in that choice, providing a clear rationale for the student’s
methodological choice(s). Qualitative studies should discuss the value of a constructivist
approach to understanding a phenomenon and the implications inherent in that choice,
providing a clear rationale for the student’s methodological choice(s). A mixed methods
study should include both. Applied research with applications or interventions should
include detailed rationale for the study and method.
Limitations. Limitations refer to the challenges or flaws inherent to the research
study, over which the researcher generally has no control. For quantitative studies, these
should be discussed with reference to the relevant threats to internal and external
validity. For qualitative studies, these should be discussed with reference to credibility,
rigor, representativeness, and alignment with the constructivist view. Mixed methods
studies should address both.
Delimitations. Delimitations refer to challenges or flaws that are induced or
produced by the circumstances specific to the student’s research. The description
should address how the study will be narrowed in scope, and should discuss the
rationale regarding why some things were done or not done. The focus should be on
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the conditions and circumstances that the reader would expect to be present that were
not present.
Data Processing and Analysis
The type of data collected and method of collecting data is explained. Analysis of
the data depends on the research questions or problem statements, the design of the study,
and type of data collected (e.g., use of SPSS, NVivo, coding manuals, statistical
treatments for quantitative data, content analysis for qualitative data). The structure of
the analysis should parallel the structure of the introduction and methodology/procedures
sections, including hypotheses where employed.
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REFERENCES
Addington, J., Piskulic, D., & Marshall, C. (2010). Psychosocial treatments for
schizophrenia. Current Directions in Psychological Science, 19(4), 260-263.
doi:10.1177/0963721410377743
Adebimpe, V. R. (1981). Overview: White norms and psychiatric diagnosis of black
patients. American Journal of Psychiatry, 138, 279-285.
Aguilera, A., Lopez, S. R., Breitborde, N. J. K., Kopelowicz, A., & Zarate, R. (2010).
Expressed emotion and sociocultural moderation in the course of schizophrenia.
Journal of Abnormal Psychology, 119(4), 875-885. doi: 10.1037/a0020908
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental
disorders (4th ed., text rev.). Washington, DC: Author.
American Psychiatric Association. (2010). DSM-5 development. Retrieved
fromhttp://www.dsm5.org/Pages/Default.aspx
American Psychological Association. (2002). Ethical principles of psychologists and
code of conduct. American Psychologist, 57(12), 1060-1073. doi: 10.1037//0003066X.57.12.1060
American Psychological Association. (2003). Guidelines on multicultural education,
training, research, practice, and organizational change for psychologists.
American Psychologist, 58(5), 377-402. doi: 10.1037/0003-066X.58.5.377
Anglin, D. M., Alberti, P. M., Link, B. G., & Phelan, J. C. (2008). Racial differences in
beliefs about the effectiveness and necessity of mental health treatment. American
Journal of Community Psychology, 42, 17-24. doi: 10.1007/s10464-008-9189-5
Anglin, D. M., & Malaspina, D. (2008a). Ethnicity effects on clinical diagnoses
compared to best estimate research diagnoses in patients with psychosis: A
retrospective medical chart review. Journal of Clinical Psychiatry, 69(6), 941945.
Argosy University. (2011). Guide to the doctoral dissertation research process. [A manual
for planning and writing a doctoral dissertation at Argosy University]. Retrieved
from www.myeclass.com
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APPENDICES
13
APPENDIX A
Title of Appendix A
14
APPENDIX A
Title of Appendix A
Precede the content of each appendix with a title page. Use ALL CAPS and bold
for the appendix and identifying number, center the level one title below it in bold. The
page number on the title page should correspond to the entry in the Table of Contents.
Begin typing the Appendix title page eight spaces below the top margin (line 10).
Number the pages in the appendices consecutively.
15
APPENDIX B
Title of Appendix B
16
APPENDIX B
Title of Appendix B
Information for appendix B appears here.