TITLE OF APPLIED RESEARCH PROPOSAL CENTERED IN UPPERCASE
BOLDFACE LETTERS APPEARING AS AN
INVERTED PYRAMID
Doctoral Applied 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
INTRODUCTION ...............................................................................................................1
Problem Background .......................................................................................................... 1
Purpose of the Study ........................................................................................................... 1
Research Questions, Hypotheses, and/or Problem Statements ........................................... 1
Problem Statements .................................................................................................... 2
Research Questions ..................................................................................................... 2
Null Hypotheses .......................................................................................................... 3
Alternative or Directional Hypotheses ........................................................................ 3
Definitions........................................................................................................................... 4
Significance of the Study .................................................................................................... 4
REVIEW OF INFORMATION SOURCES ........................................................................5
Example of a Level One Heading ....................................................................................... 5
Current Research in the Literature .............................................................................. 5
Other Appropriate Information Sources ..................................................................... 5
Summary ............................................................................................................................. 6
PROCEDURES....................................................................................................................8
Applied Research Design .................................................................................................... 8
Setting of the Research ............................................................................................... 8
Interventions and Instruments ..................................................................................... 8
Process ........................................................................................................................ 9
Methodological Assumptions, Limitations, and Delimitations .................................. 9
Methodological assumptions ............................................................................ 10
Limitations ........................................................................................................ 10
Delimitations ..................................................................................................... 10
Data Collection 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
1
INTRODUCTION
All research is based on a problem, and this section/chapter 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 problem to be studies, (c) the purpose of
the study, (d) the specific problem statements, (e) research questions, (f) the research
hypotheses (if appropriate), (g) the definitions of terms, (h) the anticipated significance of
the study.
Problem Background
The “meat” of chapter one is a description of the background of the problem,
including historical and social contexts. This section should include a thorough depiction
of the problem and how it impacts the setting of your study. The problem background
will be very specific to the organization or setting where the study will be conducted. It
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, Hypotheses, and/or Problem Statements
After reading the research questions, hypotheses, or problem statements, the
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reader 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, and sometimes hypotheses, are relevant to applied
research studies just as they are to traditional dissertation research. Alternatively, some
applied research studies may choose to deliver “problem statements” in lieu of research
questions or hypotheses or prior to presentation of the research questions. In the latter
case, the Problem Statements help to clearly delineate the problem and the Research
Questions clearly delineate the investigation or interventions warranted for study as a
result of the problem(s).
Problem Statements
Some applied research studies may choose to deliver “problem statements” to
support research questions in lieu of hypotheses. Problem statements in applied research
are explicit, declarative statements specific to the organization and the problem(s) that
warrant(s) evaluation, intervention, or seek an applied solution. Research questions are
based on these problem statements. Examples of problem statements include:
PS 1: Entry level linemen of JT Aviation take 35% longer, on average, to fuel
planes than their counterparts who have worked at the field base office for a year or
more.
PS 2: Entry level linemen of JT Aviation make nearly twice as many errors on
service receipt details than their counterparts who have worked at the field base office for
a year or longer.
Research Questions
The research questions drive the methodology of the study. They address the
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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.
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.
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
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:
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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.
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
This section/chapter should end with a description of the importance of the
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research. It should describe potential effects of the study and the potential for bringing
about change in existing practice.
REVIEW OF INFORMATION SOURCES
The foundation of a study begins with a review of the literature and other
pertinent information sources. The relevant context, practices, and evaluation
considerations will be found in the literature and written sources relevant to the problem.
The review is extensive but not necessarily exhaustive and should provide the foundation
to frame the argument of why the study is necessary and relevant.
Example of a Level One Heading
Current Research in the Literature
The sources for the information review include government documents,
appropriate databases, books, professional journals, previous research on the topic,
dissertations, and other information about previous investigations and existing practices
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 research to add new and
original information to the existing knowledge on the subject being explored. An
extensive search should be performed of the research, prior alternatives, or solutions
existing on the topic. From this, a comprehensive review will be written.
Other Appropriate Information Sources
Applied research studies may also use appropriate information sources relevant to
the investigation that are not from peer-reviewed journals or what would normally be
considered as a scholarly source; yet, the source may still be appropriate and relevant for
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the research. For example, if an applied research study is investigating problems with an
organization’s onboarding process, it may be appropriate to evaluate current and prior
training manuals, handbooks, programs, and processes of the company as well those of
similar organizations or competitors.
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 (2015):
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 research should be double-spaced. (p. 31)
Refer to the complete list of AU deviations from APA style within the doctoral research
guide.
Summary
After reading the Review of Information Sources, the committee should be confident
that:

the essential literature and information sources support the existence of the
problem;

the review of information sources presents fully what is already known
concerning the research questions or hypotheses;

the pattern of inquiry as presented in the review is related to the topic of the
proposal;

the review is extensive and relevant;

it includes contrary or controversial opinions fairly and objectively;
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
it includes past studies, practices, and solutions;

it is well organized and written to provide a framework for the proposed study;

it is analytical, and not just a compilation of the work of others;

it provides a historical context for the current investigation;

it discusses how the investigation seeks to resolve a problem.
The review of information sources usually closes with a summary. A sentence or
paragraph to lead into the Procedures section ends the section/chapter.
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PROCEDURES
In this section/chapter, the process and analysis plan for carrying out the purpose
of the study are presented. When it is completed, this section/chapter will include all
aspects of the procedures for applying the intervention, in replicable detail. Prior to the
proposal defense, discussion of the intervention to 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.
Applied Research Design
The applied research design section and subsections should describe how each
research question, hypothesis or problem statement will be studied. For applied research,
the proposed application or intervention should be thoroughly presented. 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 analyzed, and the
way the data are obtained will be described.
Setting of the Research
The nature of the study determines the setting or subjects for the study. Provide a
complete description of the setting or sample, and the criteria for selection. Present the
representativeness of the sample to broader populations or similar organizations.
Interventions and Instruments
The student presents a complete description of the interventions to be implemented
and evaluated as a possible solution to the problem. Applied research studies will
formatively and summatively evaluate the results of the intervention. In some cases, the
research may only be able to discuss the expected results of an applied solution when the
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evaluation will occur at a later period (e.g., a summative evaluation may occur a year
following implementation of the intervention). Any instruments used to gather and assess
data on the intervention must be described and should be included in an appendix.
Process
Because the work conducted for the doctoral 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
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.
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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. Applied research studies, 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 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 the conditions and
circumstances that the reader would expect to be present that were not present.
Data Collection and Analysis
The type of data collected and method of collecting data is explained. In applied
research, the process for implementing the intervention or applied solution is described.
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.