Northcentral University
Northcentral University
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Ed.D. Dissertation Handbook
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Preface
Access to the Ed.D. Dissertation Handbook on the NCU website is made available to all Doctor of Education (Ed.D.) Learners and faculty mentors of Northcentral University, at no cost. Printed versions may be ordered through the University Registrar by Learners and faculty of NCU at the cost of $50 per copy to cover printing, shipping, and handling. The contents of the document are copyrighted by NCU and are meant only for the guidance of NCU Ed.D. Learners and mentors. All other use is prohibited.
The intent of this handbook is to provide Learners and faculty mentors with a common understanding of the Ed.D. dissertation process and a consistent set of guidelines for the format and production of the dissertation. The April 2005 version of the Ed.D. Dissertation Handbook is to be used by all Ed.D. Learners. If changes in the course sequence or revisions of the handbook are made during the writing of a dissertation, Learners are asked to contact the department chair to determine whether previous formatting or other
specifications may be used.
Learners enrolled in the RSH1000E through RSH4000E courses as well as ED9000, ED9019, and ED9029 are instructed to use the April 2005 version of the Ed.D. Dissertation Handbook downloadable from Handbooks.
Readers are asked to note that because this document was prepared as a handbook, the form and style do not consistently follow the editorial guidelines of the Publication Manual of the American Psychological Association (APA, 5th ed., 2001). Learners, faculty mentors, and dissertation committee members are reminded, however, that all elements of work submitted to fulfill the requirements of the Ed.D. dissertation process must conform to APA
specifications and the editorial guidelines set forth in this handbook.
In the course of preparing this handbook, handbooks from several other universities were consulted. The documents include: the Dissertation Manual of Eastern Michigan University Graduate School, the Dissertation Procedures for School of Education Students of the University of Michigan, School of Education, the Doctor of Education in Organizational Leadership Guide to the Applied Dissertation of Nova Southeastern University, and the
Doctor of Education in Leadership Student Handbook of Saint Mary’s University of Minnesota. Pre-existing versions as well as the current revised version of the Ph.D. Dissertation Handbook of Northcentral University also were extensively consulted. Additionally, the practices and recommendations of the Council of Graduate Schools as delineated in The Role and Nature of the Doctoral Dissertation (1991) were reviewed.
CONTENTS
Preface i
SECTION 1 1
THE Ed.D. PROGRAM 1
1.1 DOCTOR OF EDUCATION OVERVIEW
1
1.2 PROGRAM OBJECTIVES
1
1.3 INTRODUCTION TO THE Ed.D. DISSERTATION
1
1.4 DEFINITIONS OF FREQUENTLY USED TERMS
2
SECTION 2 5
THE Ed.D. DISSERTATION 5
2.1 DISSERTATION MISCONCEPTIONS
5
2.2 PURPOSE OF THE Ed.D. DISSERTATION
6
2.3 WRITING STYLE AND USE OF NONBIASED LANGUAGE
6
2.4 SELECTING A DISSERTATION TOPIC
7
2.5 THE DISSERTATION COMMITTEE
10
2.6 TIPS TO LEARNERS FOR COMPLETING THE DISSERTATION
14
SECTION 3.0 18
THE Ed.D. DISSERTATION RESEARCH COURSES AND DISSERTATION COURSES 18
3.1 Ed.D. COURSE NUMBERS AND SUFFIX
18
3.2 Ed.D. DISSERTATION RESEARCH COURSE PREREQUISITE
18
3.3 DISSERTATION RESEARCH COURSE DESCRIPTIONS AND OBJECTIVES
18
SECTION 4.0 23
THE CONCEPT PAPER 23
SECTION 5 26
THE DISSERTATION PROPOSAL (DISSERTATION CHAPTERS 1-3) 26
5.1 TITLE AND TITLE PAGE
26
5.2 TABLE OF CONTENTS
26
5.3 CHAPTER 1 - INTRODUCTION
27
5.4 CHAPTER II – LITERATURE REVIEW
29
5.5 CHAPTER III - METHODOLOGY
30
SECTION 6 34
FINDINGS/RESULTS (DISSERTATION CHAPTER 4) 34
SECTION 7 36
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS (DISSERTATION CHAPTER 5) 36
SECTION 8 37
CONSTRUCTION, FORMATTING, AND PUBLICATION REQUIREMENTS 37
8.1 CONSTRUCTION
37
8.2 TECHNICAL SPECIFICATIONS
37
8.3 FORMAT
38
8.4 TABLES, CHARTS, & PHOTOGRAPHS
39
8.5 ARRANGEMENT
40
8.6 PUBLISHING REQUIREMENTS
41
8.8 REFERENCES
42
8.8.1 ARTICLES
42
8.8.2 BOOKS
43
8.8.3 DISSERTATIONS
44
8.8.4 ELECTRONIC SOURCES
44
Web page
44
8.9 COMMON MISTAKES MADE IN REFERENCE CITATIONS
45
8.9.3 City with no state or country
– In the publication location information, there needs to be a state or country with city where the book is published, unless it is listed in APA, Section 4.03, p. 217. (Section 4.14, p. 230-231)45
8.9.11 URL Address
– All references should end with a period except for sources with web addresses. (See APA, Sections 4.11 and 4.12, p. 227-228)45
8.10 FORMAT EXHIBITS
46
EXHIBIT A
47
SAMPLE TITLE PAGE
47
DOCTOR OF EDUCATION 48
LINDA A. LEARNER 48
EXHIBIT B
49
SAMPLE COPYRIGHT NOTICE
49
EXHIBIT C
51
SAMPLE COPYRIGHT RELEASE AGREEMENT
51
M E M O R A N D U M
52
EXHIBIT D
53
SAMPLE DISSERTATION ABSTRACT
53
EXHIBIT E
55
SAMPLE APPROVAL PAGE
55
NORTHCENTRAL UNIVERSITY
56
EXHIBIT F
57
SAMPLE TABLE OF CONTENTS
57
EXHIBIT G
60
SAMPLE REFERENCE PAGE
60
REFERENCES
61
SECTION 9 62
APPENDIXES FOR LEARNERS 62
APPENDIX A
64
DISSERTATION COMMITTEE REQUEST FORM
64
APPENDIX B
65
RUBRIC FOR THE EVALUATION OF A REVIEW OF THE LITERATURE
65
APPENDIX C
68
Ed.D. RESEARCH FLOWCHART USING DEVELOPMENTAL METHODOLOGY 68
APPENDIX D
70
Ed.D. RESEARCH FLOW CHART USING EVALUATION METHODOLOGY
70
APPENDIX E
72
Ed.D. RESEARCH FLOWCHART USING EXPERIMENTAL METHODOLOGY 72
APPENDIX F
74
ETHICS COMMITTEE APPROVAL AND APPROVAL APPLICATION FORMS 74
Exhibit F2
77
Application for Approval for the Use of Animals or Humans
77
Exhibit F3
79
Exhibit F4
80
Exhibit F5
81
APPENDIX G
82
GUIDELINES FOR EVALUATING PROPOSALS AND DISSERTATIONS
82
General evaluation guidelines for research proposals are provided below. Forms used by Dissertation Committee Members and Department Chairs to evaluate the proposal and final report are provided in the following appendix. Learners should become familiar with the
detailed guidelines and forms. 82
APPENDIX H
87
DISSERTATION PROPOSAL AND FINAL REPORT ASSESSMENT FORMS;
DISSERTATION ACCEPTANCE FORM
87
EXHIBIT H1
88
EXHIBIT H2
94
EXHIBIT H3
97
APPENDIX I
98
DISSERTATION CONTENT CHECKLIST
98
APPENDIX J
99
OUTSIDE REVIEWER PARTICIPATION AGREEMENT FORM
99
505 W. Whipple St., Prescott AZ 86301 (888) 327-2877
99
SECTION 10
101
APPENDIXES FOR THE DEPARTMENT CHAIR, COMMITTEE MEMBERS, AND
OUTSIDE REVIEWERS
101
APPENDIX K
102
DOCTORAL CANDIDACY LETTER
102
APPENDIX L
103
GUIDELINES FOR EVALUATING PROPOSALS AND DISSERTATIONS
103
APPENDIX M
108
APPENDIX N
114
APPENDIX O
118
DISSERTATION CONTENT CHECKLIST
118
APPENDIX P
119
OUTSIDE REVIEWER PARTICIPATION AGREEMENT FORM
119
505 W. Whipple St., Prescott AZ 86301
(888) 327-2877
119
APPENDIX Q
120
OUTSIDE REVIEWER FINAL REPORT EVALUATION FORM
120
SECTION 1
THE Ed.D. PROGRAM
1.1 DOCTOR OF EDUCATION OVERVIEW
The need for well prepared leaders in the field of education has never been greater. The Doctor of Education (Ed.D.) degree has evolved as the avenue of demonstrated professional competency and the terminal degree of choice for educational practitioners.
The NCU Ed.D. focuses on job-embedded and solution driven applications, providing Learners with the necessary tools and information to use research in their daily work. The diversity of the specialization offerings allows Learners to focus on what is meaningful to their professional leadership growth and development. The Ed.D. experience at NCU culminates in the work setting, applied dissertation project.
1.2 PROGRAM OBJECTIVES
The specific objectives of the Ed.D. program are to:
1. Promote the Learner’s advancement of knowledge based on research as it applies to the professional practice of, and leadership in, education.
2. Enable competent, committed educational leaders to pursue professional goals of leadership and advanced scholarship in relation to their areas of interest.
3. Prepare Learners, through the doctoral dissertation project experience to intellectually explore practical solutions to problems and challenges facing education today.
1.3 INTRODUCTION TO THE Ed.D. DISSERTATION
A dissertation, according to Webster (2000) is an extended written treatment of a subject. For Ed.D. Learners, the questions are “What subject?” and “What treatment?” The Ed.D. Dissertation Handbook is primarily devoted to the second issue. The subject matter of dissertations exhibit as much diversity and individuality as do Learners. The treatment of the subject matter, however, is governed by formal guidelines.
The doctoral dissertation can be considered a distinct genre of writing. It is neither a book nor a research report, neither wholly technical nor wholly literary, neither entirely original nor entirely derived. Because of its specialized nature, dissertation writing may seem
intimidating. The purpose of this handbook is to demystify the process by examining in step-by-step detail both what is expected of Learners and NCU’s support structure.
The dissertation is the beginning of one’s scholarly work as well as the capstone academic achievement of the Ed.D. It is both a process and a product. The dissertation research courses provide Learners with hands-on, directed experience in the primary methods of inquiry in the field of education. Learners are prepared for the type of research activity that will be expected of them after they receive their Ed.D. At the same time, as a work setting
applied research project, the dissertation is intended to result in a product that produces appreciable improvements in the Learner’s place of work and impacts the Learner’s leadership growth.
It is expected that the Ed.D. Dissertation will (a) reveal the Learner’s ability to think critically and to analyze, interpret, and synthesize information; (b) demonstrate the Learner’s
knowledge of the literature relating to the project or at least to acknowledge prior scholarship on which the project is built; (c) describe the research methods and procedures used; (d) present results in a sequential and logical manner; and (e) display the Learner’s ability to discuss fully and coherently the meaning and applicability of the results (Council of Graduate Schools, 1991). To these ends, the Ed.D. Dissertation Handbook informs learners and their committee members of the technical and procedural requirements for completing the
dissertation process at NCU.
1.4 DEFINITIONS OF FREQUENTLY USED TERMS
Candidacy – Advancement to candidacy is an official point of transition from Ed.D. Learner to colleague. Learners become doctoral candidates when they have passed the Dissertation Research Courses and all other requisite course work, have had their research proposal approved (ED9005), and passed the comprehensive examination (COMP8091). Formal acknowledgement of candidacy is made via the Doctoral Candidacy Letter (see Appendix K). Learners are advised that for legal as well as other purposes it may be considered
professional misrepresentation to refer to one’s self as a doctoral candidate prior to the successful completion of all requisite academic work.
Continuous Enrollment – A potential candidate for the Ed.D. must be continuously enrolled at NCU. If additional time is required to complete any of the dissertation courses, Learners must re-enroll and pay the tuition for that course. Continuous enrollment will only be
permitted when Learners demonstrate satisfactory academic progress toward completing dissertation requirements. The dissertation committee determines satisfactory academic progress.
Dissertation Committee – The dissertation committee consists of a chairperson and at least two additional members. The Committee Chairperson and one of the committee members must be a NCU faculty mentors. The third member also may be an NCU faculty member or a qualified professional from outside NCU who is approved to serve as a dissertation
committee member by the Department Chair. The Department Chair appoints a Dissertation Committee Chair and Members to each Learner. If a Learner wishes to make a request for a specific Chair and/or Members, a Dissertation Committee Request Form (see Appendix A) must be submitted to the Department Chair following approval of the concept paper. The Dissertation Committee Chair plays a crucial role as a guide and consultant to the Learner throughout the dissertation process. Committee members serve as consultants and as “quality control” monitors. A detailed description of each committee member’s
responsibilities and duties is included in Section 2 of this handbook.
Dissertation Concept Paper - A condensed description of the proposed dissertation project. The concept paper includes a statement of the research problem, specific research
questions, a brief review of the related research literature, and a description of the research method(s) to be used. A concept paper is generally 10 to15 double-spaced, type written pages. The dissertation concept paper integrates material from RSH1000E and RSH2000E into a document that is reviewed and approved by the Department Chair prior to the
formation of the dissertation committee. (See the course description for RSH1000E and RSH2000E.)
Dissertation Manuscript (or Final Report) – The culminating product of the Ed.D. generally consisting of the following substantive components: (a) title page, (b) abstract, (c) table of contents, (d) five distinct chapters including introduction, review of the literature,
methodology, results/findings, and summary/conclusion, (e) references, and (f) appendixes as necessary. The final report is written in the present or past tense, as appropriate. (See the course description for ED9029).
Dissertation Proposal – Typically, presented as three distinct chapters that consist of a thorough and detailed overview of the topic accompanied by the research problem statement as well as specific hypotheses or research questions, a thorough review and synthesis of the relevant research literature, and a complete description of the research method(s) to be used. The dissertation proposal is written in the future tense; practically, once approved by the Learner’s dissertation committee, it serves as a blueprint or specific plan for the project. Subsequently, with modifications, the proposal becomes the first three chapters of the dissertation manuscript/final report. (See the course descriptions for RSH3000E and RSH4000E.)
Doctoral Comprehensive – COMP8091E is a prerequisite to ED9005. As a thorough review, the course is intended to assure that each Learner has mastered the fundamental knowledge areas of the discipline, including the specialization, and can demonstrate the ability to research, integrate, and apply fundamental concepts and methodologies to a project that is related to one or more areas of interest. (3 credits). Satisfactory/Unsatisfactory grades assigned only.
ELRC – The Electronic Library Resource Center (ELRC) at NCU provides Learners with access to online dissertation resources. Links to academic reference tools, APA style guidelines, databases, research guides, library catalogs, and search engines assure that learners have access to the most up-to-date information.
Ethics Committee – The NCU Ethics Committee also known as the Institutional Review Board (IRB) consists of a panel of NCU professionals who review research proposals to determine the ethical implications and risks involved in participating in a research project. Decisions are made regarding additional actions, if any, that need to be taken to ensure the safety and rights of project participants. Learners are asked to note that the review of the proposed research project for ethical purposes is a Federal requirement. (See Appendix F for application and approval forms).
External/Outside Reviewer – Learners may identify and request that a qualified professional who is not an NCU faculty member serve as a member of the dissertation committee. The identified individual must possess an Ed.D., Ph.D., or commensurate
professional experience. A letter requesting approval of the external reviewer is submitted by the Learner to the Department Chair accompanied by the following materials (a) a statement of the potential contribution of the external reviewer to the dissertation process, (b) a copy of the external reviewer’s curriculum vitae, (c) unofficial transcript(s) documenting the highest degree obtained by the external reviewer, and (d) a completed Outside Reviewer
Participation Agreement (see Appendix J). No remuneration is provided by NCU to external reviewers; remuneration of an external reviewer is the Learner’s responsibility. If approved
by the Department Chair, the external reviewer becomes the third member of the Learner’s dissertation committee.
Research Hypotheses/Questions – A research hypothesis (or hypotheses) is (are) a specific statement of prediction about what is expected to happen in a research project. Not all research projects have hypotheses. If a study is exploratory or designed to create a product, hypotheses are rarely articulated. Instead, specific research questions to which the project is designed to respond are stated. (See the course description for RSH2000E for further discussion.)
Informed Consent – The required practice of informing study participants about the procedures and risks involved in a particular research project ensuring that all participants are informed prior to giving their consent prior to participating in a study. (See Appendix F for informed consent guidelines and sample forms.)
Literature review – A literature review is designed to establish a conceptual and theoretical context for the dissertation research project. The purpose is to identify, analyze, and
synthesize the related professional literature into a coherent, narrative discussion. All dissertation proposals/final manuscripts acknowledge and/or build on prior scholarship in a particular area of interest. Typically, the literature review constitutes a distinct chapter in the dissertation proposal/dissertation final manuscript.
Methodology – The specific, formal research methods that are used to address research hypotheses or bring greater understanding to the articulated research problem(s) and question(s). Typically, a section addressing methodology and procedures constitutes a distinct chapter in the dissertation proposal/final manuscript. (See the course descriptions for RSH1000E and RSH2000E for further discussion.)
Oral Defense – An oral defense is not required as part of the Ed.D. dissertation process.
Research Area – A statement of specific concern or interest, including background information/data, to which the specific research project is directed.
Research Questions – The essential questions to which a research project is designed to respond. (See Research Hypotheses/Questions above.)
Research Topic – An applied, work setting concern or issue about which a Learner would like more information, or a work place practice/procedure that the Learner would like to improve. Refined topics become research questions.
Satisfactory Progress – Satisfactory progress is determined by faculty mentors in RSH1000E and subsequently in conjunction with the Dissertation Committee Chair in RSH2000E-RSH4000E and ED9005-ED9029 as indicated by a Satisfactory/Unsatisfactory course grade. Learners must successfully pass LS6010E and CMP8091.
SECTION 2
THE Ed.D. DISSERTATION
2.1 DISSERTATION MISCONCEPTIONS
Before a dissertation topic is selected or a single word written, Learners should examine their personal vision of a dissertation and what it is intended to accomplish. It is easy to project onto the dissertation process all hopes as well as fears about one’s intellectual worth. Here are a few common fantasies about dissertations that can inhibit or even paralyze the work:
• My dissertation will be a classic in the field, integrating profound concepts and practices.
• My dissertation will be awesomely original, presenting ideas that have never been explored before.
• My dissertation will be a culminating work of creativity for me; it must be perfect. And, here is the common over-riding fear and misconception regarding the dissertation and one’s ability to complete the process successfully:
• I have absolutely no talent, skills, or preparation for producing anything as overwhelming as a dissertation.
All of the above notions are false. To counteract these misconceptions, it is important to think realistically about the document that will be written. A good dissertation will indeed make a contribution to the field, but within a fairly specific and narrow topic area. It will contain some original thoughts and/or approaches to a particular problem, but will be built largely upon the work of other scholars. Research and writing a dissertation can be a creative process. However, the Ed.D. dissertation is both an end and a beginning. The dissertation is the culminating academic experience in which a Learner engages prior to being awarded the Ed.D. degree. Successful completion of the dissertation also marks a new phase in a Learner’s career as an educational professional.
Many Learners do find dissertation writing a challenge; however, anyone who has successfully completed graduate course work typically has demonstrated the ability and tenacity required to meet the challenge. Once a research topic is held firmly in mind and a dissertation proposal has been accepted, there is no reason why a learner cannot
successfully complete the entire process. A dissertation can be compared to the final piece of work that artisans produce before being admitted to their guilds. No one expects the work to change all of history, but it is expected to reveal a high level of proficiency in the artisan’s field and thus serve as a well-earned passport into professional life.
2.2 PURPOSE OF THE Ed.D. DISSERTATION
The Ed.D. dissertation is the culminating academic experience in the Ed.D. program at NCU. As stated earlier in this document, the Ed.D. dissertation is both a process and a product. Moreover, at NCU the Ed.D. dissertation is an applied research project relevant to the Learner’s place of work. Learners are required to identify and clearly define a work place problem or improvement, usually related to the Learner’s area of academic specialization. All Ed.D. dissertations should be original, independent investigations that build upon the work of other scholars and educators. Ideally, the final document will represent a contribution to the existing body of theoretical knowledge as well as professional practice in the Learner’s field. Knowledge of the relevant literature and of the conceptual and theoretical frameworks drawn from the Learner’s specialization should be evident throughout the design and conduct of the project.
In general, a dissertation has three main purposes. A dissertation should:
1. Summarize and integrate relevant research and theory in a specific topic area, particularly work published within the past five years.
2. Contribute to the Learner’s topic area. This may be accomplished in several ways, such as conceptualizing an issue or problem in a novel and useful manner; collecting new data through quantitative and/or qualitative research; demonstrating the efficacy of a method, strategy, or treatment; synthesizing and interpreting existing data to gain new insights; or expanding the application of a theory or previous research findings to a new area.
3. Demonstrate how a topic area is illuminated, expanded, or changed by the new and meaningful perspective brought to it.
2.3 WRITING STYLE AND USE OF NONBIASED LANGUAGE
The Ed.D. dissertation is a scholarly work. Clear, cogent, and well-organized writing is a requirement. The criteria for written work contained in the NCU Writing Rubric apply to the dissertation. If writing is problematic, it is important that the Learner make arrangements to improve skills and develop a support system for assistance in meeting doctoral standards.
The writing style used in the dissertation process is expected to foster clear communication through the orderly presentation of ideas expressed logically and precisely. Colloquial expressions should not be used. In most instances, scholarly papers are written in the third person; generally, first person accounts should be avoided.
It also is important to choose language appropriately, so that one’s writing may not be construed as biased or discriminatory. Words that may reflect bias regarding presupposed outcomes of the research project or with respect to issues such as ethnicity, national origin, gender, marital status, age, religion, sexual orientation, or disability should be avoided. Useful guidelines concerning both writing style and appropriate use of language can be found in the APA manual.
NCU requires that APA format and style be followed. Learners are advised to consult the
requirements should be applied to all versions of the concept paper, the proposal, and the final dissertation manuscript. APA guidelines also may be reviewed at
http://learners.ncu.edu/elrc/research/apa-guidelines.asp and at http://learners.ncu.edu/elrc/research/documenting_sources.asp.
Learners also may consult http://www.apastyle.org/elecsource.html. NCU’s construction, formatting, and publication requirements are discussed in Section 8 of this handbook.
Throughout the writing process, Learners are encouraged to consider their reading audience. The first readers will be members of the dissertation committee. Professionals in Learners’ fields may eventually read the work. And, future doctoral candidates are likely to refer to the document. Learners should assume that these audiences are intelligent, but not particularly well versed in the specific subject area of the dissertation. Learners should write as though they are teachers and subject matter experts informing others about what they know. The Ed.D. dissertation offers opportunities to Learners to engage in critical thinking and to describe, analyze, synthesize, and make appropriate judgments within a specific topic area. Doctoral writing reveals whether or not Learners have advanced to become producers of new knowledge to be applied in the field. The knowledge has the possibility of being
disseminated widely. It may be catalytic in changing the thinking and practices of co-workers and colleagues. Completed and approved dissertation abstracts will appear in NCU’s ELRC archives, and graduates have the option of submitting their documents to Dissertation Abstracts International (DAI) for publication. Thus, the knowledge may even have national or global impact. For these reasons, it is essential that writing in the dissertation process clearly represents fully the Learners’ thinking and intended meaning.
Learners are encouraged to view the process of writing a dissertation as a learning
experience. Each piece of writing is a work in progress; each revision of the work builds upon the previous one. No writing assignment, then, can ever be considered entirely finished. Each piece of writing becomes part of the whole, ongoing activity. Each revision becomes fresh source material as one gains knowledge and experience. At the same time, each piece of work can become more finely crafted as revisions evolve. Revisions are to be expected; Learners should look upon the review and refinements that emerge through successive revisions as a positive experience.
2.4 SELECTING A DISSERTATION TOPIC
NCU encourages Ed.D. dissertations that extend the work of the Learner’s professional expertise and areas of interest resulting in a product designed to produce appreciable work place improvements. Learners are encouraged to select a topic that addresses an actual work place need or problem and that simultaneously furthers the Learner’s growth and development as an educational leader.
A research topic is a matter to be investigated. It is usually stated as a sentence fragment. For example:
• Elementary school principals’ leadership styles and student achievement
• Integrating technology into middle school science curriculum
• Development of an orientation training program for first year elementary school teachers
Topics spring from a key question, “What is the problem?” Is there a problem in the Learner’s organization or work setting for which a solution would make a meaningful contribution to effectiveness? Does the problem lend itself to study using the scientific method?
In considering potential problems or organizational needs, Learners are advised to consult with colleagues, supervisors, or administrators in their work setting for suggestions and reactions to potential dissertation research topics. The selection of an organizational problem or need, i.e., topic, that an organization does not want addressed is not advised. The use of term papers, written course assignments, and other course work, where
appropriate, as preliminary investigations of topics that later may become facets of the Learner’s research is recommended. NCU course mentors are willing to provide assistance and feedback on the suitability of such topics. Working with mentors in this way allows Learners to gain double value from some course work.
A Learner may select, explore, and reject several topics before deciding on one. Initial ideas are often too broad in scope to be handled in a dissertation format. Typically, the topic narrows as the Learner becomes more familiar with the related, published research. As background material is read, an annotated bibliography should be developed. The intent of an annotated bibliography is to keep a formal listing of information that may become part of the dissertation literature review and reference list citations. By keeping ongoing notes, summaries, short quotations, and retrieval information, resources can easily be remembered and retrieved a year or two later.
It also is recommended that Learners access and read several dissertations conducted in the field of education in order to gain a better understanding of the style and tone of dissertation material. A simple review of several dissertation titles and abstracts also may be helpful. Dissertation titles and abstracts reflect the researcher’s interests and demonstrate how they ultimately were able to focus on a specific and manageable topic. Copies of dissertations can be ordered from the NCU ELRC at http://learners.ncu.edu/elrc.
Time is not wasted, but well spent, by researching and ultimately rejecting a topic. The process creates a solid foundation for the subject that is finally chosen. Often efforts devoted to those abandoned topics have a way of resurfacing for consideration.
Dissertation topics that prove to be most successful share certain characteristics. These are listed below:
• The topic represents an enduring interest. You will be “living” with your topic through many months of work; therefore the topic should be of intellectual value to you. Otherwise, the topic may grow cold before the dissertation is completed. Ask yourself, “Could I live with this topic until my work is completed?”
• Some of the best dissertations focus on topics that are of deep personal interest to the Learner. However, the topic should not generate so much personal emotion that you lose perspective during planning, data collection, and writing. If you want to conduct research on an issue or experience that has carried a great deal of intensity
in your life, consider the impact of dwelling on the issue day after day for an extended period of time.
• The topic has been explored in the literature to some degree, but has not been overworked. You may encounter difficulties adopting a topic that is so new or unusual that no author has written about it. How does one write a review of the literature, when there is no literature? Conversely, selecting a topic that is over-researched and published creates the opposite challenge; there will be no gap to fill with your “original” research. A preliminary survey of published articles, books, and dissertations on the topic you are contemplating should be conducted. Identifying 20 to 100 references in the first run is ideal. It demonstrates that the topic is recognized, but not over developed. Ultimately, it is not what others have written, but what you write that determines the quality of your dissertation. But, it must contain an original element that makes a work place contribution or contributes to knowledge in the field.
• Select a topic that will contribute to the lives of others. How will future scholars use your work to advance their own? What insights into problems or issues might your work yield? How might your research methods and/or findings be applied in other settings? If your responses to these questions are unclear, the topic may lack theoretical or practical relevance. Research that seems like “busy work” drains intellectual energy. In order to be sustainable, a topic should carry academic, personal, and social meaning.
• The topic should be stated in the form of a clear problem statement and concise research question(s). Initially, you may have only a hunch about the subject area to be addressed, but eventually, it must be streamlined into a one to three sentence problem statement and specific question of inquiry. Until you can translate a topic into a clear and concise research question, a concept paper cannot emerge. Your
research question will ultimately assist you in adopting or formulating proper research methodology. In other words, your research question gives direction to the remainder of your work. Remember, your course mentors can provide you with guidance and feedback about a topic and how to formulate a succinct research problem statement and question(s).
• The research methodology selected to investigate a topic area must be achievable. You must ensure that you have access to the data needed to answer the research question(s). For example, if you propose to electronically administer a questionnaire, do you have access to an accurate email address list? Similarly, if in-situ observation or interviews are planned, do you have the necessary contacts and time available to collect the necessary data? Although you may have access to the necessary data, the costs may be prohibitive. Before undertaking any methodology, consider the resources required both in terms of time and money.
• Once you have selected a topic, you should contact NCU’s ELRC staff to assure key words are included in your dissertation title for future search purposes. ELRC staff can also help you determine if any similar research has been conducted.
Again, be sure to consult with your research and dissertation course mentors to clarify any questions about the appropriateness of a topic or any other aspect of your research.
Once sufficiently clarified and refined appropriately for research, a topic becomes a problem statement. A problem statement is typically one to three sentences that succinctly explain the purpose of a study. Here are some examples of problem statements:
• The purpose of the proposed study is to investigate the relationship between elementary school principals’ leadership styles and student achievement as measured by the Iowa Test of Basic Skills.
• The purpose of the proposed project is to develop a model for the integration of technology into “Any” District’s middle school science curriculum.
• The purpose of the proposed investigation is to evaluate “Any” District’s high school safety and intervention plan using nationally developed criteria and standards.
• The purpose of the proposed project is to develop a training program for the
orientation of first year elementary teachers in “Any District” schools. The modules will be field tested in five selected schools in “Any District.”
Learners are reminded that under no circumstance should data gathering begin until the Ed.D. research proposal has been officially approved by a Learner’s dissertation committee and NCU’s Ethics Committee. This is a policy of NCU. More information about the Ethics Committee can be found in Appendix F.
Once a research topic and a concept paper are approved by the (RSH2000E) faculty mentor and Department Chair, a Dissertation Committee is formed. The establishment of the
Dissertation Committee and the responsibilities of the Chair and Members are described below.
2.5 THE DISSERTATION COMMITTEE
2.5.1 Purpose of the Committee and Communication with the Learner
- The Dissertation Committee exists to provide Learners (and Candidates) with the guidance and feedback needed to successfully complete the dissertation. For this reason, it is necessary for all communication between the Learner and Dissertation Committee Chair as well as the Chair and Committee Members to be timely, open, and honest.It is expected that the Learner, Chair, and Members of the Dissertation Committee will maintain a positive, respectful, and professional relationship at all times. In addition, it is expected that the Learner will initiate regular communication with the Chair via email. Replies to emails, regardless of the sender, should be received within 48 hours. Other forms of interactive communication such as the telephone, teleconference, and videoconference also may be used. Communication should occur at least once per month, at a minimum, between the Learner and Committee Chair.
Feedback and recommendations of the Committee Members to the Learner are to be communicated via the Committee Chair. When there is a difference of opinion, the Chair is responsible for negotiating with Committee Members and, if necessary, the Learner.
2.5.2 Composition of the Ed.D. Dissertation Committee
– Based on the Learner’s area of specialization and research interests, the Department Chair appoints the DissertationCommittee following approval of the Learner’s concept paper (see the RSH 2000E course description). The Dissertation Committee consists of three members, one of whom is designated the Chairperson.
The Committee Chair and one of the Members must be NCU faculty mentors and hold earned doctorates. The third Member also may be an NCU faculty mentor or a qualified professional from outside NCU who is approved by the Department Chair.
If a Learner wishes to make a request for a specific Chair and/or Members who are NCU mentors, a Dissertation Committee Request Form (see Appendix A) must be submitted to the Department Chair. A request does not guarantee appointment.
A Learner may choose to request that a professional who is not a member of the NCU faculty serve as a Committee Member. An External/Outside Reviewer must possess an earned doctorate from a regionally accredited institution of higher education, or commensurate professional experience. A letter requesting approval of the Outside Reviewer must be submitted by the Learner to the Department Chair accompanied by the following materials (a) a statement of the potential contribution of the Outside Reviewer to the dissertation process, (b) a copy of the Outside Reviewer’s curriculum vitae, (c) unofficial transcripts documenting the highest degree obtained by the Outside Reviewer, and (d) a completed Outside Reviewer Participation Agreement (see Appendix J and Appendix P). If approved by the Department Chair, the Outside Reviewer becomes the third member of the Learner’s Dissertation Committee. No remuneration is provided by NCU to External/Outside Reviewers; remuneration is the sole responsibility of Learners.
2.5.3 Role and Responsibilities of the Committee Chairperson
– The Dissertation Committee Chair is a member of the NCU faculty and serves as a guide and consultant to the Learner throughout the dissertation process. The Chair is responsible for overseeing the dissertation process and ensuring the integrity of NCU’s dissertation guidelines. The Chair coordinates activities so that the work of the Dissertation Committee proceeds in a timely fashion.It is the responsibility of the Chair to maintain a professional relationship with the Learner, research course mentors, and Dissertation Committee Members at all times and to:
• Provide guidance to the Learner about the nature of research, the research topic, problem articulation, pertinent literature, research design and planning, data
collection and analysis, dissertation document preparation, and requisite policies and procedures;
• Encourage the Learner to pursue independent research with confidence;
• Give detailed advice at each successive stage of the work in order to maximize the Learner’s progress;
• Maintain regular communication with the Learner and respond to emails in a timely manner, usually within 48 hours;
• Explain and uphold the standards expected for successful and ethical doctoral research;
• Review all drafts of dissertation documents and provide substantive, constructive criticism to the Learner in a timely fashion, usually within 14 days;
• Engage in timely communication with the Department Chair and research course mentors, as required, regarding the Learner’s progress and document submissions;
• Ensure that the Learner is made aware of inadequate progress, when necessary, by specifying the problems as well as ways of addressing them;
• Act as a liaison between the Learner and the Doctoral Committee Members;
• Review, synthesize, and communicate all Committee Member document feedback to the Learner accurately and in a timely manner, usually within one month;
• Maintain documentation of all communication with the Learner, course mentors, the Department Chair, and Committee Members via the NCU website;
• Conduct, when appropriate, teleconferences or videoconferences with Committee Members to discuss and evaluate the Learner’s proposal, final report, or any other significant matter concerning the Learner’s progress;
• Ensure that the Learner abides by all NCU policies and practices relevant to research, including the Ethics Committee review and approval process;
• Ensure that the Learner follows APA guidelines in the preparation of all documents;
• Ensure that the work reported in dissertation documents is the Learner’s own;
• Ensure that all assessment forms, acceptance forms, and, if appropriate, Outside Reviewer forms are completed, signed, and submitted to the necessary NCU representative (see Appendixes M, N, and Q).
2.5.4 Role and Responsibilities of the Dissertation Committee Members
- The ultimate responsibility of the Dissertation Committee is to determine whether the Candidate has demonstrated the competencies requisite to the Ed.D. degree. To this end, it is the responsibility of the Committee Members to:• Evaluate the Learner’s proposal and submit written, constructive criticism as well as the Dissertation Proposal Assessment Form (Appendix M) to the Committee Chair in a timely fashion, usually within 14 days;
• Maintain communication and respond to emails sent by the Committee Chair in a timely manner, usually no more than 48 hours;
• Participate in teleconferences, videoconferences, or other interactive communication meetings as scheduled by the Committee Chair;
• Evaluate the Candidates final report and submit written, constructive criticism as well as the Dissertation Final Report Assessment Form (Appendix N) to the Committee Chair;
• Sign and submit the Dissertation Acceptance Form (Appendix N) to the Committee Chair;
• Sign and submit the Dissertation Approval Page (Section 8, Exhibit E), after revisions if necessary, to the Committee Chair;
• Sign the Outside Reviewer Agreement Form (Appendix P) and submit to the Department Chair, if appointed as an External/Outside Reviewer;
• Complete the Outside Reviewer Final Report Evaluation Form (Appendix Q) and submit to the Department Chair following evaluation of the Candidate’s final report, if appointed as an External/Outside Reviewer.
2.5.5 Compensation of Committee Members
– Dissertation Committee Members who are members of the NCU faculty are paid a stipend for their work. The stipend variesaccording to the Member’s committee role. The Learner/Candidate is responsible for compensating a committee member who has been approved and appointed by the
Department Chair at the Learner’s request and who is not a member of the NCU faculty, i.e., an External/Outside Reviewer.
2.5.6 Procedures for Changing a Committee Chair
– Rarely and for various reasons, a Learner may wish to change a Committee Chair. If the Learner wishes to initiate a change in the Committee Chair, the Learner must:• Contact the Department Chair via email and discuss the reason(s) why a change is desired;
• Inform the Committee Chairperson, as a professional courtesy, that a change is considered necessary and offer the reason(s) why;
• Submit a written request for the appointment of a new Committee Chairperson to the Department Chair.
If a Committee Chairperson requests to be replaced:
• The Chair must inform the Department Chair that a change is considered necessary;
• The Chair must inform the Learner that a change is considered necessary;
• The Chair must submit written notification to the Department Chair.
The Department Chair must approve of all changes in and appointments of Committee Chairs (and Members). Upon appointment of a new Chair, the Department Chair will send an email memo specifying the change to the Learner, the Learner’s Academic Adviser, the current Chairperson, the proposed Committee Chairperson, and the Committee members.
2.5.7 Committee Member Withdrawal
– If a Committee Member wishes to withdraw from a committee, the Member should:• Consult with the Committee Chairperson;
• Submit a written request for withdrawal to the Department Chair, copied to the Committee Chair.
The Department Chair in consultation with the Committee Chair will appoint a new
Committee Member. Upon appointment of a new Member, the Department Chair will send an email memo specifying the change to the Learner, the Learner’s Academic Adviser, the Committee Chairperson, and the current remaining Committee Member.
2.6 TIPS TO LEARNERS FOR COMPLETING THE DISSERTATION
NCU offers the following suggestions to Learners for managing the technical, logistical, and emotional aspects of completing the dissertation. Use those suggestions that are useful. Some of the suggestions may reduce time and effort and expedite the completion of the dissertation.
1. Use the dissertation process as another opportunity to learn something about yourself.
When you hit a snag and become aware of what is happening, find out what you need in terms of information, support, or clarification and take the steps necessary to meet your needs.
2. When you come up with a dissertation topic, try it out on associates, colleagues, other professionals, and your academic advisor. These discussions can feul the creative process and may generate new ideas within your topic area.
3. Establish a buddy system with other Learners, and colleagues, if possible. A support system can be an important asset in completing your dissertation.
4. Establish a personal workspace to be your research headquarters. Dedicate this area as your private space for working on your dissertation. Soon it will become an efficient, positive environment that will speed up your work. It will also alert significant others that your research is serious and should not be disturbed.
4. Your writing should be done on a computer using word processing software. As you develop ideas, be sure to save your work frequently. Using spreadsheet, statistical analysis and/or database software that is compatible with your word processor may also be helpful.
5. Using the “Track Changes” feature in your word processing software to document changes you have made will enable your committee to avoid repeated review of the same material.
6. Fully utilize the research potential of the Internet, and other computer access media, if possible. Note, however, that your literature review should not be confined strictly to electronically accessible sources. There are still plenty of journals, books, and other sources that are not available electronically.
7. Get to know the NCU’s Director of Information Services and the librarian at your local library. Tell the librarian about your topic and get advice on how to proceed. Make use of electronic catalogs and literature searches. NCU will provide you with a Learner
Identification Card upon request that will assist you in obtaining information from local libraries.
The ELRC web site, at http://learners.ncu.edu/elrc, gives access to dissertation resources online. Links to academic reference tools, databases, library catalogs and search engines assure Learners have access to the most up-to-date information. The ELRC maintains a collection of dissertations written by NCU graduates. Copies of dissertations can be ordered from the ELRC. See www.phddissertations.com for dissertation abstracts and ordering information. The Dissertation Center (accessed through the ELRC web site) includes links to information on writing a dissertation, citing document sources, copyright issues, proofreading resources, research guides, and how to locate dissertations on the Internet. The Director of Information Services provides one-on-one research suggestions and assistance.
9. When you find material that is useful to you, copy the cover page. This process will provide necessary information for your reference list(publisher, city, date, etc.).
10. Copy the table of contents of books and journals that are devoted to your field. Scan this information and the reference or index list at the end of articles that you read to see if the material is worthy of a more in-depth review.
11. Review available master's theses and doctoral dissertations in your field of study. These documents often provide direction for your research and aid in developing your concept paper. Corresponding with the authors can be very beneficial.
12. If you begin to feel burned out, take a break. This action allows the creative process of gestation of ideas to proceed and you can return to your work renewed and rejuvenated.
Forcing yourself to overdose on research or writing will likely result in work below your level of capability.
13. As you write your concept paper/proposal/dissertation, tell your readers in the first paragraph of the first page what your research is about. Don't keep them guessing; refer to maintain focus on your purpose and intention throughout the work.
14. When you submit your work for review, be sure it is neat and accurate. No one wants to read a document containing misspelled words, incorrect grammar or syntax, or
inappropriate citations or references. Proofread your work carefully. It often helps to ask someone else to proof your work. A proofreader can be very helpful. NCU maintains a list of proofreaders that have been used by other learners
(http://learners.ncu.edu/elrc/dw_template.asp?parent_id=48). Please note that NCU does not recommend any specific service, but only lists those that have been
recommended by other learners.
15. Make your writing crisp by eliminating weak words such as “there is” or “there are”.
Avoid using “this” or “that” as a pronoun rather than an adjective. Do a global search for these words, and then reformat each sentence with the “real” subject and an active verb.
16. Be grammatically correct. When faced with a politically incorrect sentence, for example using a masculine pronoun, do not incorrectly use a plural one. Reword the entire sentence if you must.
17. When you send material to your dissertation committee, be sure to give them at least two weeks to review and comment on your work. When you contact your dissertation committee chair, be prepared to state what you want and how he or she can best help you. Comments from individual dissertation committee members will be sent to your dissertation committee chair who will compile and forward them to you. Under no circumstances should Learners communicate directly with their committee members. 18. Working with your dissertation chair and committee members involves an exchange of
ideas and opinions. Getting the most out of criticism is a skill you should develop. While you may become attached to your theoretical approach or research direction, take time to put yourself in the position of your dissertation committee members and try to see your work from their perspective. Remember that it is their job to assist you in shaping each element of the document so that it represents high quality, scholarly work. 19. Receiving a negative critique from your dissertation committee can be emotionally
stressful and leave you angry, disgusted, or rebellious. Deal with these feelings and ask for help and support to sort out the meaning of the feedback. Sometimes negative feedback can be perceived in a more positive and constructive manner after you have had time to reflect on what was shared.
20. Never send your only copy of a document to anyone. Always keep a copy on file for you.
Always backup your work or keep a copy off line; e.g., on a disk.
21. Once you have completed your proposal and have collected your data, you will probably want to set aside longer work periods to do your writing. Try to periodically free up a day, or a good part of a day, to devote to your writing.
22. If your dissertation results are not what you had expected, don't be defensive. A negative result can be just as useful as a positive one. Write it up, make an intelligent interpretation of your data and graduate!
23. If you disagree with a request of your dissertation committee chair, prepare a well-developed line of reasoning that defends your point of view. This process is intellectual exchange at its best and may lead to some kind of reconsideration on the part of the dissertation committee chair.
24. Make your conclusion chapter crisp, sharp, and clear. Don't hesitate to repeat ideas discussed earlier, but do so briefly and conclusively.
25. Make every sentence in your abstract work for you. The abstract is what most other scholars will read, and key words are what will get your work selected by computerized searches. Use commonly understood words in your title and lead paragraph. Consult with the NCU’s Director of Information Services in selecting key words to use.
26. Budget your time and maintain your priorities. It is easy to become "possessed" by your dissertation and ignore your own intimacy needs and those of significant others. It is not easy, but attempt to balance your professional, educational, and personal life.
Remember the object is to graduate. Your dissertation is not your life work. It does not need to be perfect, just very good.
SECTION 3.0
THE Ed.D. DISSERTATION RESEARCH COURSES AND DISSERTATION
COURSES
3.1 Ed.D. COURSE NUMBERS AND SUFFIX
The course numbers for the Ed.D. Dissertation Research Courses are RSH1000E, RSH2000E, RSH3000E, and RSH4000E. Note that the suffix, E, follows each course
number. The Dissertation Course numbers are ED9005, ED9019, and ED9029. There is no suffix for the Dissertation Courses.
3.2 Ed.D. DISSERTATION RESEARCH COURSE PREREQUISITE
Learners are advised that the successful completion of LS6010E - Information Research Strategies is a prerequisite to Foundation, Elective, and Specialization courses, including RSH1000E. Dissertation Research Courses and Dissertation Courses must be taken in the order outlined below.
3.3 DISSERTATION RESEARCH COURSE DESCRIPTIONS AND OBJECTIVES
RSH 1000E Education Research Design I – Course work will provide the Learner with an overview of the research design process and the research traditions that serve as the foundation for various educational research methods. The Learner is guided in developing an understanding and appreciation of how well designed research studies can inform educational planning and decision making. The differences between quantitative and
qualitative research strategies are examined. Additionally, the most frequently used methods in educational research are investigated, including developmental, evaluation, and
experimental. An initial annotated bibliography for the dissertation topic, a preliminary literature review, and tentative research questions are prepared. Satisfactory/Unsatisfactory grade only (3 credits). Prerequisite: LS6010 – Information Research Strategies.
The objectives for RSH1000E are to:
• Describe the benefits of conducting research in educational settings
• Identify a need or a problem of study
• Describe the potential significance of the need or problem
• Compare and contrast quantitative and qualitative research methods
• Describe the three main research methods used in educational research
• Identify various methods of data collection
• Create an annotated bibliography
• Develop a needs assessment survey
• Conduct a preliminary literature review based on a chosen research topic
• Formulate appropriate research questions
RSH 2000E Educational Research Design II: The Concept Paper – Learners will have an opportunity to seek approval for a chosen dissertation topic and research design by creating a draft concept paper. The components of the concept paper will have enough depth and scope to determine if the topic is feasible and capable of being accomplished as dissertation research. Studies are expected to be worthy of investigation and sufficiently meaningful to have an impact on a Learner’s work setting and other organizations. Under the supervision of a faculty mentor, selected activities guide Learners through writing each component of a concept paper. Learners are required to submit a concept paper to the mentor no later than 10 weeks from the start date of the course. The mentor evaluates the concept paper for conceptual and methodological rigor. Once approved by the faculty mentor, the concept paper is submitted by the Learner for approval to the Department Chair. The Department Chair reviews the document and communicates approval or disapproval to the Learner within 14 days of submission. Upon approval, the Department Chair appoints a Dissertation
Committee Chairperson and Members to the Learner. The Learner then submits the concept paper to the Dissertation Committee Chair for review. The Committee Chair communicates approval or a request for revision to the Learner and course mentor within 7 days of
submission. If revisions are requested, the Learner revises the concept paper as necessary and resubmits it to the Committee Chair. The mentor cannot assign a final grade for RSH 2000E until the concept paper has been approved by the Committee Chair. Once approved, the Learner may enroll in RSH 3000E. Satisfactory/Unsatisfactory grade only (3 credits). Prerequisite: RSH1000E Educational Research Design I and all fundamental, Ed.D. subject area competencies.
The objectives of RSH2000E are to:
• Create a title for the concept paper/dissertation
• Describe the purpose of the proposed study, including anticipated outcomes and benefits
• Provide evidence that the identified need or problem exists
• Develop research questions
• Examine possible causes of the need or problem
• Assess various potential solution strategies of interventions
• Develop a data collection and analysis plan
• Consider methods for evaluating the project
• Conduct a comprehensive literature review
• Submit for approval a comprehensive dissertation concept paper
• Obtain approval of the concept paper by the Department Chair
• Obtain Dissertation Committee Member’s review and approval of the concept paper before the module is completed
• Obtain faculty mentor’s approval of the concept paper
RSH3000E – Educational Research Design III: Research Methodology
Learners are presented with an opportunity to examine in greater depth the methodology for their chosen dissertation topic. Emphasis is placed on three methods predominantly used in the conduct of educational research: Developmental, Evaluation, and Experimental research. Depending upon the nature of the proposed study and research questions, and with the approval of the Dissertation Committee Chair in consultation with the Committee Members, Learners may use another research methodology. A draft, preliminary dissertation research proposal is developed under the supervision of the faculty mentor and Dissertation
Committee Chair. Satisfactory/Unsatisfactory grade only (3 credits). Prerequisite: RSH2000E – Educational Research Design II: The Concept Paper.
The objectives of RSH3000E are to:
• Analyze and evaluate research methods used in previous, related research
• Develop a plan for data gathering, analysis, and reporting
• Continue the review of the literature
• Create formative and summative product evaluation committees, as appropriate
• Design a product, instrument, or criteria model (depending upon the research methodology to be used)
• Describe in detail the research method and design to be employed in the dissertation
• Create an evaluation plan for the project, as appropriate
• Examine reliability and validity issues related to the proposed research
• Develop a preliminary dissertation proposal; obtain approval from the faculty mentor
RSH4000E – Educational Research Design IV: Ethics and Proposal
RSH 4000E is a continuation of RSH 3000E. The dissertation research proposal continues to be revised as needed under the guidance of the faculty mentor and the direction of the Committee Chair. Ethical issues in research are examined and the Learner evaluates the research plan developed in modules RSH1000E-RSH3000E against accepted ethical principles and practices in the field. The dissertation proposal undergoes further
development and revision as needed. Once approved by the faculty mentor, the proposal is submitted for approval to the Dissertation Committee Chair. Once approved by the
Committee Chair, the Committee Chair directs the Learner to submit the proposal to the Committee Members. At the discretion of the Committee Chair, an electronic meeting, teleconference or video conference of the Dissertation Committee may be held. All Member feedback should be submitted to the Committee Chair who is responsible for conveying revision recommendations to the Learner. Revisions are completed by the Learner to obtain Committee approval. The Committee Chair communicates Committee approval of the proposal to the faculty mentor in order for the Learner to complete RSH4000E.
Satisfactory/Unsatisfactory grade only (3 credits). Prerequisite: RSH3000E – Educational Research Design III: Research Methodology.
The objectives of RSH4000E are to:
• Apply ethical practices and principles in research
• Survey various types of evaluation tools used in research
• Design an evaluation instrument, if appropriate, for the proposed project
• Develop a tentative plan and timeline for the proposed project
• Finalize the dissertation research proposal under the guidance of the RSH4000E faculty mentor
• Submit the dissertation research proposal to the dissertation committee for review and comment
• Revise the proposal as needed based on the dissertation committee feedback
• Obtain dissertation committee approval to complete RSH4000E
COMP8091E – Doctoral Comprehensive – Learners are reminded that COMP8091E is a prerequisite to ED9005.
ED9005 – Doctoral Dissertation Proposal/Ed.D.
ED9005 is a continuation of RSH4000E. The dissertation proposal is finalized. Under the supervision of the faculty mentor, Learners engage in selected activities to complete the proposal phase of the dissertation process. The Ethics Committee/IRB Application is
completed by the Learner. Upon approval of the Ethics Committee Application by the faculty mentor and the Committee Chair, the proposal is submitted to the Department Chair and the NCU Ethics Committee/IRB for review and comment. Revisions are completed as needed based on Department Chair and Ethics Committee/IRB feedback. The Ethics Committee communicates approval to the Committee Chair, the faculty mentor, and the Learner in order for the Learner to successfully complete the course. All steps necessary to begin data collection, including any necessary pilot testing, are completed. Learners must maintain continuous enrollment. Satisfactory/Unsatisfactory grade only (3 credits). Prerequisites: RSH4000E – Educational Research Design IV: Ethics and Proposal and CMP8091E – Doctoral Comprehensive. Satisfactory completion of the above mentioned academic and enrollment requirements marks the official transition from Ed.D. Learner to Candidate. The objectives of ED9005 are to:
• Finalize the draft of the dissertation research proposal
• Obtain Committee Chair review and approval of the Ethics Committee Application
• Obtain Department Chair and Ethics Committee approval
• Complete proposal revisions as needed
• Complete all procedural steps to begin project implementation and/or data collection
ED9019 – Doctoral Dissertation Data/Ed.D.
A continuation of ED9005. Ed.D. Learners/Candidates implement procedures and/or collect data. Data are analyzed, as appropriate. The final report is planned. Satisfactory progress is determined by the Committee Chair in conjunction with the faculty mentor. Candidates for the Ed.D. must maintain continuous enrollment. Satisfactory/Unsatisfactory grade only (3
credits). Prerequisite: ED9005 – The Doctoral Dissertation Proposal. The objectives of ED9019 are to:
• Implement the project and/or collect and analyze the dissertation data as described and approved in ED9005
• Continue to review the literature
• Seek feedback from stakeholders/formative and summative committee members, as appropriate
• Provide periodic progress updates to the faculty mentor and Committee Chair
• Inform the Committee Chair of any exigencies that alter the research as described and approved in the dissertation proposal
• Outline the concluding chapters of the final dissertation document, the final report
ED9029 – Doctoral Dissertation Final Report/Ed.D.
A continuation of ED9019. The dissertation process is completed. The final manuscript is prepared. A draft is submitted to the faculty mentor and Committee Chair; feedback may lead to revisions. Once approved by the faculty mentor and Committee Chair, the draft final
report is submitted by the Learner/Candidate to the Committee Members. At the discretion of the Committee Chair, an electronic meeting, teleconference or video conference of the Dissertation Committee may be held. The Committee Chair communicates all Member feedback to the Candidate. The Candidate makes revisions in the final document as necessary. Once approved, the Chair communicates approval to the faculty mentor. Candidates for the Ed.D. must maintain continuous enrollment. Candidates must have satisfied all financial obligations to Northcentral University (NCU) and be enrolled at the time the final report is approved. Satisfactory/Unsatisfactory grade only (3 credits). Prerequisite: ED9019 – Doctoral Dissertation Data.
The objectives of ED9029 are to:
• Synthesize data and draw conclusions
• Make recommendations for application(s) of the findings
• Utilize proper organization and format for the final research report
• Demonstrate communication with and management of the approval body
• Show knowledge usage of and skill in research techniques
• Complete the final dissertation document, the final report, including the writing of the findings/results as well as the conclusions/interpretations chapters
• Revise the research methodology chapter, as needed, based on exigencies that occurred during data collection
• Revise the introduction to reflect work that has now been completed; revise the literature review as necessary
• Obtain approval for the final report from the faculty mentor
• Submit the final report to the Committee Chair and Members for review and approval; make revisions as necessary
• Satisfy Committee requirements, if any, to complete the dissertation document
• Obtain approval of the final report from the Committee Chair
Note to Learners: Research flowcharts depicting sample activities and submissions for each of the research and dissertation courses can be found in Appendix C, D, and E. Each chart displays the use of a particular research methodology, those used most frequently in educational research, i.e., developmental, evaluation, and experimental.
