Assignment Prompt & Instructions
– 2 years ago
**files (1)**
– ## doc714s_v2_wk5_prospectus_template.docx
**## doc714s_v2_wk5_prospectus_template.docx**
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2
_Program Note: DOC/714S is about_
_the process and conceptualization of your research. Final Approval for research topic, problem and purpose statements, and research questions will be secured from your dissertation Chair and University Research Methodologist (URM)._
While your RES/709 faculty member's evaluation and feedback are essential, final approval for your research topic, problem statement, purpose statement, and research questions rest with your dissertation Chair and URM, who have expertise in guiding and assessing the research at the appropriate dissertation phases.
The primary faculty member for this course will give you feedback on your progress and encourage you to look deeper into your topic while researching its feasibility. RES/709 is focused on the process and provide the conceptualization and design strategies needed to initiate, create, and reframe your research as you progress your doctoral journey.
Your RES/709 faculty member will be available to offer guidance and support regarding the process and development of the foundational elements of your research. However, again,
**your course faculty member is not responsible for approving your problem statement, purpose statement, and research questions.**
Beginning in DOC/715, your dissertation Chair and URM will be the individuals responsible for approving your problem statement, purpose statement, and research questions of your dissertation. Additionally, your URM will assist in ensuring the final alignment of your research method and design.
It is crucial to keep in mind the feedback and guidance provided by your dissertation committee is vital in ensuring your study meets the highest standards and expectations of the program.
During DOC/715, DOC/723, DOC/741, and DOC/742, it is highly recommended you closely collaborate with your dissertation committee to incorporate the feedback provided by these experts. Furthermore, you must approach the development of your dissertation with a growth mindset to enable you to cultivate the Scholar-Practitioner-Leader skills necessary for success in our program and your future career.
By embracing challenges as opportunities for learning and growth, persevering through obstacles, and acquiring the skills and knowledge required to become an effective Scholar-Practitioner-Leader, you will excel not only in your doctoral journey but also in your academic and professional endeavors. I am confident adopting a growth mindset will contribute to achieving your goals.
**DOC/714S Prospectus**
## Your Name
## Institution Name
Course Name
Faculty Member’s Name
Assignment Due Date
**Prospectus**
1.
**Program of Study**
For example, this could be DBA, DHA, DM, or EDD, including specialization, when applicable.
2.
**Problem Statement**
Write 1 or 2 paragraphs here providing a brief description and background of the identified problem and provide your 1-sentence problem statement. The problem should convey an existing issue and the statement should be supported by citing literature or personal communication from an organizational leader.
3.
**Purpose Statement**
Provide a statement about the study’s objectives here. Review the “Purpose” section of the “Research Design Selection and Alignment” section associated with the proposed design to ensure alignment.
4.
**Research Methodology (Proposed Method and Design)**
After reviewing the “Overview of Methods and Designs” section and the “Research Design Selection and Alignment” section, select a method and a design that are most appropriate for the proposed study. State the proposed method and design here and briefly describe why these are appropriate to achieve the proposed objectives.
5.
**Research Population and Sample and Other Data Sources**
Describe the population by discussing the criteria for selecting the study participants. Additionally, describe the sample size and describe the rationale for the sample size. If the study will include archival data, briefly explain the proposed data sources.
6.
**Significance of the Study**
## Provide a statement here of the importance of conducting the study. Review the “Significance of the Study” section of the “Research Design Selection” and “Alignment” section associated with the proposed design to ensure alignment.
7.
**Research Questions/Hypotheses**
State the proposed research question and hypotheses, when appropriate. Review the “Research Questions/Hypotheses” section of the “Research Design Selection” and “Alignment” section associated with the proposed design to ensure alignment.
8.
**Topic Literature**
Provide a list of 5 to 10 references in APA format that are relevant to the proposed study. Include 1 or 2 sentences with each reference to describe the relevance of the literature to the proposed study.
9.
**Topic Theories**
Review research literature associated with the selected research topic(s) and state up to 3 relevant theories associated with the topics. This step will become the basis for the conceptual or theoretical framework, which will become more fully developed in chapters 1 and 2 of the proposal.
10.
**Research Data Collection Strategy**
Briefly describe the proposed process for collecting these data from the research sample and from any archival sources described in item 5.
## **References**
**Note:** The following provides examples for formatting different pieces of literature. According to APA guidelines, the reference page is not sub-divided by type of literature, but it has been provided in this format for ease of reference as you use this template. All references are in alphabetical order according to authors’ last names. All references listed in the reference list must have an in-text citation from that source in the body of the paper. For additional reference formatting examples, see Ch. 10, “Reference Examples,” of the Publication Manual of the American Psychological Association (7th ed.). For APA tutorials on formatting citations and references, please access the
[Doctoral Writing Resources](https://library.phoenix.edu/doctoral_guide/welcome) page on MyPhoenix. See information in "Appendix A" for how to locate DOI numbers for journal articles.
When using this “References” template page, replace these references with your own, and remove the content type headings and this paragraph.
**Journal Article Example**
Ainsworth, S., & Purss, A. (2009). Same time, next year?
_Personnel Review, 38_(3), 217–235.
[https://doi.org/10.1108/00483480910943304](https://doi.org/10.1108/00483480910943304)
**Authored Book Example**
Bateman, T. S., & Snell, S. A. (2007).
_Management: Leading and collaborating in a competitive world_(7th ed.). McGraw-Hill/Irwin.
**Chapter in an Edited Book** **Example**
Eatough, V., & Smith, J. (2008). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.),
_The Sage handbook of qualitative research in psychology_ (pp. 179–195). Sage Publications.
[https://doi.org/10.4135/9781848607927.n11](https://doi.org/10.4135/9781848607927.n11)
**Magazine Article Example**
Kuttner, R. (2003, September 8). The great American pension-fund robbery. Business Week, 24–26.
[http://www.businessweek.com](http://www.businessweek.com/)
**Dissertation Example**
Lisbon, E. I. (2010).
_A study of leadership preferences by generation._(Publication No. 3455137) [Doctoral dissertation, Our Lady of the Lake University]. ProQuest Dissertations and Theses Global.
**Appendix A**
**Locating DOI Numbers or Links for Journal Articles**
Digital object identifiers (DOI) are a new system and articles have been, or are in the process, of being identified with a DOI number. As an author, one of your responsibilities is to see if an article has been assigned a DOI number, and if not, provide a direct link to the article, instead of providing “Retrieved from (secured database).” Using a DOI and avoiding secured database URLs allows individuals interested in researching 1 of your references to have easier article access.
Sometimes finding a DOI number or a direct link can be challenging. When you see “Search ProQuest” in a link, then you know the link is to a secured database that most people will not have access to. There are 2 areas to search for DOI numbers. They usually lead to locating a DOI number.
**Follow** these instructions to locate a DOI number:
1. Access
[**Crossref**](https://www.crossref.org/).
2. In the
**search bar**, select the
**Search metadata tab**.
3. Copy and paste or type in the article title into the
**search bar** and select the
**Enter key**.
4. Review the
**search results**.
a. If your desired article has been assigned a DOI number, the article and DOI will usually be the first item listed in the results. Consider bookmarking this website to quickly look up DOI numbers for future articles.
b. If your article doesn't return a search result, the article has not been assigned a DOI number yet. Refer to the Publication Manual of the American Psychological Association (7th ed.) for alternate options. You must provide an easily accessible link for every journal article.
**Appendix B**
**Paragraphing with the MEAL Plan**
Refer to the MEAL Plan method.[footnoteRef:2] [2: Adapted from “Paragraphing: The MEAL Plan,” by Duke University, 2006 (https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf).]
**M: Main Idea**
Every paragraph should have 1 main idea. If you find that your paragraphs have more than 1 main idea, separate your paragraphs so that each has only 1 main point. The idea behind a paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new paragraph.
**E: Evidence or Examples**
Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, reevaluate your idea and see whether you even need to keep it in the paper.
**A: Analysis**
Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the critical part of your idea is your interpretation of your evidence or examples: how you break them apart, how you compare them to other ideas, how you use them to build a persuasive case, how you demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your evidence (E) is a quotation from another author. Always follow a quotation with your analysis of the quotation, demonstrating how that quotation helps you to make your case. If you let a quotation stand on its own, the quotation’s author will have a stronger voice in your paragraph (and maybe even your paper) than you will.
**L: Link**
Links help your reader see how your paragraphs fit together. When you end a paragraph, try to link it to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points.[footnoteRef:3] [3: Adapted from “Paragraphing: The MEAL Plan,” by Duke University, 2006 (https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf).]
**Example Using Each Letter of the MEAL Plan:**
**M**: Supporters and opponents of the death penalty have justified their beliefs on a number of grounds.
**E**: Supporters, for instance, argue that the death penalty is the ultimate specific deterrent in that someone who is put to death will never be able to murder again (Pataki, 1997).
**A**: The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983).
Further, some argue that the death penalty provides retribution and answers individual, and society needs to punish offenders (Fein, 1993) and that the death penalty is cheaper than life imprisonment.
**L**: Based on these arguments, supporters believe that the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).
**Sample Paragraph:**
Supporters and opponents of the death penalty have justified their beliefs on a number of grounds. Supporters, for instance, argued the death penalty is the ultimate specific deterrent as someone who is put to death will never be able to murder again (Pataki, 1997). The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983). Further, Fein (1993) argued the death penalty provides retribution, answers individual and societal needs to punish offenders, and is cheaper than life imprisonment. Based on these arguments, supporters believe the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).
**## doc714s_v2_wk5_prospectus_template.docx**
1
2
_Program Note: DOC/714S is about_
_the process and conceptualization of your research. Final Approval for research topic, problem and purpose statements, and research questions will be secured from your dissertation Chair and University Research Methodologist (URM)._
While your RES/709 faculty member's evaluation and feedback are essential, final approval for your research topic, problem statement, purpose statement, and research questions rest with your dissertation Chair and URM, who have expertise in guiding and assessing the research at the appropriate dissertation phases.
The primary faculty member for this course will give you feedback on your progress and encourage you to look deeper into your topic while researching its feasibility. RES/709 is focused on the process and provide the conceptualization and design strategies needed to initiate, create, and reframe your research as you progress your doctoral journey.
Your RES/709 faculty member will be available to offer guidance and support regarding the process and development of the foundational elements of your research. However, again,
**your course faculty member is not responsible for approving your problem statement, purpose statement, and research questions.**
Beginning in DOC/715, your dissertation Chair and URM will be the individuals responsible for approving your problem statement, purpose statement, and research questions of your dissertation. Additionally, your URM will assist in ensuring the final alignment of your research method and design.
It is crucial to keep in mind the feedback and guidance provided by your dissertation committee is vital in ensuring your study meets the highest standards and expectations of the program.
During DOC/715, DOC/723, DOC/741, and DOC/742, it is highly recommended you closely collaborate with your dissertation committee to incorporate the feedback provided by these experts. Furthermore, you must approach the development of your dissertation with a growth mindset to enable you to cultivate the Scholar-Practitioner-Leader skills necessary for success in our program and your future career.
By embracing challenges as opportunities for learning and growth, persevering through obstacles, and acquiring the skills and knowledge required to become an effective Scholar-Practitioner-Leader, you will excel not only in your doctoral journey but also in your academic and professional endeavors. I am confident adopting a growth mindset will contribute to achieving your goals.
**DOC/714S Prospectus**
## Your Name
## Institution Name
Course Name
Faculty Member’s Name
Assignment Due Date
**Prospectus**
1.
**Program of Study**
For example, this could be DBA, DHA, DM, or EDD, including specialization, when applicable.
2.
**Problem Statement**
Write 1 or 2 paragraphs here providing a brief description and background of the identified problem and provide your 1-sentence problem statement. The problem should convey an existing issue and the statement should be supported by citing literature or personal communication from an organizational leader.
3.
**Purpose Statement**
Provide a statement about the study’s objectives here. Review the “Purpose” section of the “Research Design Selection and Alignment” section associated with the proposed design to ensure alignment.
4.
**Research Methodology (Proposed Method and Design)**
After reviewing the “Overview of Methods and Designs” section and the “Research Design Selection and Alignment” section, select a method and a design that are most appropriate for the proposed study. State the proposed method and design here and briefly describe why these are appropriate to achieve the proposed objectives.
5.
**Research Population and Sample and Other Data Sources**
Describe the population by discussing the criteria for selecting the study participants. Additionally, describe the sample size and describe the rationale for the sample size. If the study will include archival data, briefly explain the proposed data sources.
6.
**Significance of the Study**
## Provide a statement here of the importance of conducting the study. Review the “Significance of the Study” section of the “Research Design Selection” and “Alignment” section associated with the proposed design to ensure alignment.
7.
**Research Questions/Hypotheses**
State the proposed research question and hypotheses, when appropriate. Review the “Research Questions/Hypotheses” section of the “Research Design Selection” and “Alignment” section associated with the proposed design to ensure alignment.
8.
**Topic Literature**
Provide a list of 5 to 10 references in APA format that are relevant to the proposed study. Include 1 or 2 sentences with each reference to describe the relevance of the literature to the proposed study.
9.
**Topic Theories**
Review research literature associated with the selected research topic(s) and state up to 3 relevant theories associated with the topics. This step will become the basis for the conceptual or theoretical framework, which will become more fully developed in chapters 1 and 2 of the proposal.
10.
**Research Data Collection Strategy**
Briefly describe the proposed process for collecting these data from the research sample and from any archival sources described in item 5.
## **References**
**Note:** The following provides examples for formatting different pieces of literature. According to APA guidelines, the reference page is not sub-divided by type of literature, but it has been provided in this format for ease of reference as you use this template. All references are in alphabetical order according to authors’ last names. All references listed in the reference list must have an in-text citation from that source in the body of the paper. For additional reference formatting examples, see Ch. 10, “Reference Examples,” of the Publication Manual of the American Psychological Association (7th ed.). For APA tutorials on formatting citations and references, please access the
[Doctoral Writing Resources](https://library.phoenix.edu/doctoral_guide/welcome) page on MyPhoenix. See information in "Appendix A" for how to locate DOI numbers for journal articles.
When using this “References” template page, replace these references with your own, and remove the content type headings and this paragraph.
**Journal Article Example**
Ainsworth, S., & Purss, A. (2009). Same time, next year?
_Personnel Review, 38_(3), 217–235.
[https://doi.org/10.1108/00483480910943304](https://doi.org/10.1108/00483480910943304)
**Authored Book Example**
Bateman, T. S., & Snell, S. A. (2007).
_Management: Leading and collaborating in a competitive world_(7th ed.). McGraw-Hill/Irwin.
**Chapter in an Edited Book** **Example**
Eatough, V., & Smith, J. (2008). Interpretative phenomenological analysis. In C. Willig & W. Stainton-Rogers (Eds.),
_The Sage handbook of qualitative research in psychology_ (pp. 179–195). Sage Publications.
[https://doi.org/10.4135/9781848607927.n11](https://doi.org/10.4135/9781848607927.n11)
**Magazine Article Example**
Kuttner, R. (2003, September 8). The great American pension-fund robbery. Business Week, 24–26.
[http://www.businessweek.com](http://www.businessweek.com/)
**Dissertation Example**
Lisbon, E. I. (2010).
_A study of leadership preferences by generation._(Publication No. 3455137) [Doctoral dissertation, Our Lady of the Lake University]. ProQuest Dissertations and Theses Global.
**Appendix A**
**Locating DOI Numbers or Links for Journal Articles**
Digital object identifiers (DOI) are a new system and articles have been, or are in the process, of being identified with a DOI number. As an author, one of your responsibilities is to see if an article has been assigned a DOI number, and if not, provide a direct link to the article, instead of providing “Retrieved from (secured database).” Using a DOI and avoiding secured database URLs allows individuals interested in researching 1 of your references to have easier article access.
Sometimes finding a DOI number or a direct link can be challenging. When you see “Search ProQuest” in a link, then you know the link is to a secured database that most people will not have access to. There are 2 areas to search for DOI numbers. They usually lead to locating a DOI number.
**Follow** these instructions to locate a DOI number:
1. Access
[**Crossref**](https://www.crossref.org/).
2. In the
**search bar**, select the
**Search metadata tab**.
3. Copy and paste or type in the article title into the
**search bar** and select the
**Enter key**.
4. Review the
**search results**.
a. If your desired article has been assigned a DOI number, the article and DOI will usually be the first item listed in the results. Consider bookmarking this website to quickly look up DOI numbers for future articles.
b. If your article doesn't return a search result, the article has not been assigned a DOI number yet. Refer to the Publication Manual of the American Psychological Association (7th ed.) for alternate options. You must provide an easily accessible link for every journal article.
**Appendix B**
**Paragraphing with the MEAL Plan**
Refer to the MEAL Plan method.[footnoteRef:2] [2: Adapted from “Paragraphing: The MEAL Plan,” by Duke University, 2006 (https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf).]
**M: Main Idea**
Every paragraph should have 1 main idea. If you find that your paragraphs have more than 1 main idea, separate your paragraphs so that each has only 1 main point. The idea behind a paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new paragraph.
**E: Evidence or Examples**
Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, reevaluate your idea and see whether you even need to keep it in the paper.
**A: Analysis**
Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the critical part of your idea is your interpretation of your evidence or examples: how you break them apart, how you compare them to other ideas, how you use them to build a persuasive case, how you demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your evidence (E) is a quotation from another author. Always follow a quotation with your analysis of the quotation, demonstrating how that quotation helps you to make your case. If you let a quotation stand on its own, the quotation’s author will have a stronger voice in your paragraph (and maybe even your paper) than you will.
**L: Link**
Links help your reader see how your paragraphs fit together. When you end a paragraph, try to link it to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points.[footnoteRef:3] [3: Adapted from “Paragraphing: The MEAL Plan,” by Duke University, 2006 (https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/meal-plan.original.pdf).]
**Example Using Each Letter of the MEAL Plan:**
**M**: Supporters and opponents of the death penalty have justified their beliefs on a number of grounds.
**E**: Supporters, for instance, argue that the death penalty is the ultimate specific deterrent in that someone who is put to death will never be able to murder again (Pataki, 1997).
**A**: The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983).
Further, some argue that the death penalty provides retribution and answers individual, and society needs to punish offenders (Fein, 1993) and that the death penalty is cheaper than life imprisonment.
**L**: Based on these arguments, supporters believe that the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).
**Sample Paragraph:**
Supporters and opponents of the death penalty have justified their beliefs on a number of grounds. Supporters, for instance, argued the death penalty is the ultimate specific deterrent as someone who is put to death will never be able to murder again (Pataki, 1997). The threat of being put to death for an offense may also act as a general deterrent, promoting a safer community (van den Haag & Conrad, 1983). Further, Fein (1993) argued the death penalty provides retribution, answers individual and societal needs to punish offenders, and is cheaper than life imprisonment. Based on these arguments, supporters believe the justice system has a duty to impose the death penalty on certain offenders (van den Haag & Conrad, 1983).