Paula ThompsonThe Week 2 assignment refers writing the problem.docx

Paula Thompson
The Week 2 assignment refers writing the problem and purpose
statements in the GCU format. Follow the guidance in the
attached 10 Strategic Points Template and Instructions, which
can also be downloaded from the DC Network. For example,
the problem statement must be one sentence in the "It is not
known" phrasing. Similarly, the purpose statement "provides
one sentence statement of purpose including the problem
statement, sample, methodology, and design."
The attached slides from Residency 1 will also be helpful to
both the assignments in this class and your own dissertation’s
10 Strategic Points.
All the best,
Paula
The 10 Strategic Points for the Prospectus, Proposal, and
Dissertation
Introduction
In the Prospectus, Proposal and Dissertation there are
ten key or strategic points that need to be clear, simple, correct,
and aligned to ensure the research is doable, valuable, and
credible. These points, which provide a guide or vision for the
research, are present in almost any research. They are defined
within this 10 Strategic Points document.
The 10 Strategic Points
The 10 strategy points emerge from researching literature
on a topic, which is based on, or aligned with, the defined need
in the literature as well as the learner’s personal passion, future
career purpose, and degree area. The 10 Strategic Points

document includes the following ten key or strategic points that
define the research focus and approach:
1. Topic – Provides a broad research topic area/title.
2. Literature review - Lists primary points for four sections in
the Literature Review: (a) Background of the problem/gap and
the need for the study based on citations from the literature; (b)
Theoretical foundations (models and theories to be foundation
for study); (c) Review of literature topics with key theme for
each one; (d) Summary.
3. Problem statement - Describes the problem to address
through the study based on defined needs or gaps from the
literature.
4. Sample and location – Identifies sample, needed sample size,
and location (study phenomena with small numbers and
variables/groups with large numbers).
5. Research questions – Provides research questions to collect
data to address the problem statement.
6. Hypothesis/variables or Phenomena - Provides hypotheses
with variables for each research question (quantitative) or
describes the phenomena to be better understood (qualitative).
7. Methodology and design - Describes the selected
methodology and specific research design to address problem
statement and research questions.
8. Purpose statement – Provides one sentence statement of
purpose including the problem statement, methodology, design,
population sample, and location.
9. Data collection – Describes primary instruments and sources
of data to answer research questions.
10. Data analysis – Describes the specific data analysis
approaches to be used to address research questions.
The Process for Defining the Ten Strategic Points
The order of the ten strategic points listed above reflects
the order in which the learner does the work. The first five
strategic points focus primarily on defining the focus for the
research based on a clearly defined need or gap from the
literature as well as the learner’s passion, purpose and specialty

area focus. First, a learner identifies a broad topic area to
research for their dissertation based on a clearly defined need or
gap from the literature -- that they are interested in because
based on their personal passion, future career purpose, and
degree. Second, the learner completes a review of the literature
to define the need or gap they will address, the theories and
models that will provide a foundation for their research, related
topics to demonstrate their expertise in their field, and the key
strategic points behind their proposed research. Third, the
learner develops a clear, simple, one sentence problem
statement that defines the problem, or gap, their research will
address. Fourth, the learner identifies some potential target
populations they would have access to in order to collect the
data for the study, considering the fact the quantitative study
sample sizes need to be much larger than those for qualitative
studies. Fifth, the learner develops a set of research questions,
which define the data needed to address the problem statement.
Based on the above five strategic points, the learner next
defines the key aspects of the research methodology in the
following five strategic points. Sixth, the learner either
describes the phenomena to be studied (if it is a qualitative
study), or develops a set of hypotheses (matching the research
questions) that defines the variables that will be the focus for
the research (if it is a quantitative study). Seventh, the learner
determines if the study will be qualitative, quantitative or mixed
research based on (a) the best approach for the research, (b) the
size of the sample they can get permission to access, (c)
availability of data collection tools and sources, and (d) time
and resources to conduct the study. In addition, the learner
selects the best design approach considering these same four
factors. Eight, the learner develops a purpose statement by
integrating the problem statement, methodology, design,
sample, and location. Ninth, the learner identifies the data they
will need to collect to address the research questions or
hypotheses and how they will collect the data (e.g., interviews,
focus groups, observations, tested and validated instruments or

surveys, data bases, public media, etc.) Tenth, the learner
identifies the appropriate data analysis steps, based on their
design, to be used to answer their research questions and
address their problem statement.
Criteria for Evaluating the Ten Strategic Points: Clear, Simple,
Correct and Aligned
When developing research, it is important to define the ten
strategic points so they are simple,clear and correct in order to
ensure anyone who reviews them will easily understand them.
It is important to align all of the ten strategic points to ensure it
will be possible to conduct and complete the research. The
problem statement must come out of the literature. The research
questions must collect the data needed to answer the problem
statement. The methodology and design must be appropriate for
the problem statement and research questions. The data
collection and data analysis must provide the information to
answer the research questions (qualitative) or test the
hypotheses (quantitative). Developing the 10 Strategic Points as
a two to three-page document can help ensure clarity,
simplicity, correctness, and alignment of each of these ten key
or strategic points in the prospectus, proposal, and dissertation.
Developing these ten strategic points on a two to three pages
also provides an easy-to-use use template to ensure the ten
strategic points are always worded the same throughout the
prospectus, proposal, and dissertation.
Value of the 10 Strategic Points Document
The learner can use the 10 Strategic Points document for
communicating and aligning key stakeholders for the
dissertation. The learner can also use the document to get
agreement between the learner and the chair on the initial focus
and approach for their research. The 10 Strategic Points
document is useful when reviewing the proposed research with
the people or organizations where the learner needs to get
permission to conduct their research. The learner needs to
obtain this permission to conduct research, or site permission,
before developing their Proposal. The document is useful for

communicating the dissertation focus when attracting a Content
Expert as well as for reviewing the proposal with the
dissertation committee and the AQR reviewers. Further,
submitting this document with the prospectus to the
methodologist will assist in demonstrating to the methodologist
the methodology, design, data collection, and data analysis
align with the problem statement, research questions, and
hypotheses or phenomena.
Examples of the 10 Strategic Points Document
It is important that the ten strategic points are clear,
concise, doable, and aligned throughout the prospectus,
proposal, and dissertation. Following are samples for a
quantitative study and a qualitative study. GCU does not
recommend using a mixed method study, which requires the
completion of a 10 Strategic Points for both the quantitative and
qualitative method. A mixed-methods study should not be
proposed unless the learner has lots of extra time and resources
to complete it. Additionally the learner must be able to do both
qualitative and quantitative data analysis. A qualitative study
with numbers or descriptive statistics does not mean it is mixed
method study. Qualitative data can be displayed using tables,
charts, graphs and descriptive statistics. Following the examples
below, there is a table to use to develop your 10 Strategic
Points.
Example 1: Ten Strategic Points for a Quantitative Correlational
Study:
1. Topic – Provides a broad research topic area/title:
Relationship of Servant Leadership behaviors in principals,
school culture, and student performance
the Literature Review: a. Background of the problem/gap; b.
for study); c. Review of literature topics with key theme for
each one; d. Summary

a. Background of the problem/gap;
i. The national call for school accountability is a critical issue
that has gained attention from federal educational lawmakers
given the rate at which American students are falling behind
other countries influenced federal lawmakers in the creation of
the NCL Act (Koretz, 2009).
ii. The school principal of the twenty first century has been
asked to do and be competent in more and more tasks than the
previous two centuries of school principals including improving
student performance and the school culture (Kafka, 2009).
iii. The characteristics of school culture are complex, and a
leader must understand these complex variables before they
create change with the school (MacNeil et al., 2009).
iv. Black (2010), who conducted a mixed method study showing
relationship of servant leadership and school climate, suggest
additional studies in this arrea.
v. Pritchard et al. (2005) explored the relationships between
district and school culture and student achievement.
b. Theoretical foundations (models and theories to be
foundation for study);
i. Servant leadership model (Greenleaf, 1977; Patterson 2003)
ii. School culture models (MacNeil, 2009; Schein, 1985)
iii. Broad set of studies exploring relationship among these two
models and performance in school. (Halawah, 2005; MacNeil et
al.,2009)
c. Review of literature topics with key theme for each one;
i. National Agenda: Need to improve the performance of
students in schools to be competitive as a nation (Koretz, 2009).
ii. Changing Role of Principal: The role of the principal in
American schools has changed dramatically from its beginnings
of uniformed education (Rousmaniere, 2007).
iii. Servant Leadership in Principals Leads to More Effective
leaders: The study used the Self-Assessment for Servant
Leadership Profile (SALS) to assess whether or not a leader was
a servant leader and the Leadership Practices Inventory (LPI) to
assess principal effectiveness. (Taylor et al., 2007).

iv. Principal’s Behavior Influence School Culture: The
principal’s influence on school culture has an indirect effect on
organizational and cultural factors of a school (MacNeil et al.,
2009).
v. School Culture Influences Student Performance: A strong
relationship exists between school culture and student
performance (McCoach et al., 2004).
vi. Measuring Servant Leadership Behaviors: About 10
validated/tested Instruments exist to measure Servant
Leadership Behaviors some of which have been used in schools
vii. Measuring Culture: Validated/tested instruments to measure
culture exist and have been used in schools.
viii. Measuring Student Performance: State Test Scores are a
standardized way to measure student performance used across
all schools in a state.
ix. Methodology: The primary design from the Literature
Review used to evaluate relationship between Servant
Leadership and variables such as culture, climate, and
performance has been correlational.
d. Summary.
i. Gap/problem: There is a need to identify different approaches
to improve student performance
ii. Prior studies: Prior studies show various relationships
between two of the three variables (servant leadership
behaviors, culture and student performance) with only one
exploring all three
iii. Quantitative study: Instruments and sources of data exist to
collect numerical data on the three variables
iv. Significance: research will add to the broad area of
correlating leadership, culture and performance; research may
identify specific approaches to be use by school leadership to
improve student performance
3. Problem statement - Describes the phenomena to study
(qualitative) or variables/groups (quantitative) to study, in one
sentence: It is not known if there is a relationship between the
level of a principal’s servant leadership behaviors and

characteristics as perceived by teachers in principals, the school
culture as perceived by teachers, and level of student
performance.
a. Location: Alaska
b. Population: All schools in rural Alaska
c. Sample: One district in rural Alaska with approximately 20
principals who each lead a single school
d. Number of observations for each principal in the sample:
There are 5 to 10 teachers in each school all of whom will be
asked to complete the instruments on the principal
data to answer the problem statement: R1: Is there a
relationship between teacher-perceived principal servant
leadership characteristics and teacher-perceived school culture?
R2: Is there a relationship between teacher-perceived principal
servant leadership characteristics and student achievement? R3:
Is there a relationship between teacher-perceived school culture
and student achievement?
a. H1: There is a significant relationship between a principal’s
servant leadership characteristics as perceived by teachers and
measured by the SLAI and teacher-perceived secondary school
culture as measured by the SCS.
b. H10: There is not a significant relationship between a
principal’s servant leadership characteristics as perceived by
teachers and measured by the SLAI and teacher-perceived
secondary school culture as measured by the SCS.
c. H2A: There is a significant relationship between the
teachers and as measured by SLAI and student achievement
measured by the SIVS.

d. H2A0: There is not a significant relationship between the
teachers and as measured by SLAI and student achievement
measured by the SIVS.
e. H3A: There is a significant relationship between teacher
perceived secondary school culture as measured by the SCS and
student achievement as measured by the SIVS.
f. H3A0: There is a significant relationship between teacher
perceived secondary school culture as measured by the SCS and
student achievement as measured by the SIVS.
statement and research questions: This study will use a
Quantitative Methodology with a Correlation Design
8. Purpose statement – Provides one sentence statement of
purpose including the problem statement, sample, methodology,
and design: The purpose of this quantitative correlational study
was to develop an understanding of the relationships between
secondary school principals’ teacher-perceived servant
leadership, teacher-perceived school culture, and student
achievement in all of the schools in the Lower Kuskokwim
School District.
of data to answer research questions:
a. Independent variable: Level of principal’s servant leadership
characteristics /behaviors: Data will be collected using one of
the standard instruments/surveys that measure the Servant
Leadership Style by measuring level of servant leadership
characteristics in 6-10 dimensions currently used for similar
studies (Dennis and Bocarnea; 2005)
b. Dependent variable: Level of culture in the school: : Data
will be collected using one of the standard instruments/surveys
currently used for similar studies that measure School Culture
by measuring the different dimensions of climate (MacNeil et
al., 2009).
c. Dependent Variable: Student performance will be measured

by the state/school standardized test scores (SIVS).
a. Descriptive statistics to summarize the sample demographic
data and the data on the three variables
b. A test for univariate outliers to determine if any cases may
not statistically be part of the sample collected.
c. A test the assumptions of normality and homoscedasticity
d. Inferential statistics for testing linear regression for the three
hypotheses
Example 2: Ten Strategic Points for a Quantitative Causal
Comparative Study:
1. Topic – Provide a broad research topic area/title: Impact of
teacher collaboration within Mathematics PLCs on Texas state
math assessments
2. Literature review - List primary points for four sections in
each one; d. Summary
a. Introduction and Background
i. Gap exists in tactics that contribute to improved performance
in mathematics state test scores especially for low SES Hispanic
students (NCES, 2010). .
ii. Opportunity to quantity the relationships between
collaboration in teachers and higher state mathematics test
scores (DuFour, 2011).
b. Theoretical Foundation
i. Models of collaboration (Naughton, 2006).
ii. Models of high performing schools (Sanders, 2010; Wilson,
2011),
c. Review of Literature topics with key theme:
i. Trends in Education at the National & State Level: Gaps exist
in the performance on state mathematics tests (NCES, 2010)
ii. Characteristics of the Low SES Student Population: Although

performance gaps continue to be higher for some high minority
low SES schools (NCES, 2010), others are high performing or
excelling schools on state test results (Jensen, 2009; Dyson, H.
2008). .
iii. Professional Learning Communities (PLCs): PLCs are being
established with departments to improve collaboration and
identify tactics to improve student performance (DuFour,
DuFour, Eaker, & Many, 2006).
iv. Teacher Collaboration: Collaboration has been shown to
contribute to school and student success in qualitative but not
quantitative studies (Piccardi, 2005; Erkens, 2008; DuFour,
2011).
v. Teacher Collaboration (independent variable) can be
measured using a tested and validated instrument (dependent
variable) (Naughton, 2006); Student Achievement can be
measured using mathematics results on state test scores
vi. Methodology: Quantitative causal comparative design: The
study will use a causal comparative design to compare two
groups as has been done in prior studies
d. Synthesis/Summary
i. Background: There is Need to Close the Mathematics
Achievement Gap
ii. Gap/Problem: Demonstrate relationship between
collaboration in PLC and mathematics achievement in high
minority low SES grade schools
iii. PLCs: The Way to Implement Change is through
Collaboration through PLCs
iv. Collaboration: Collaboration is a mean to Impact Student
Achievement
v. Final Thoughts
3. Problem statement - Explain the phenomena to study
sentence: It is unknown what differences exist, if any, in the
levels of perceived teacher collaboration within PLCs in schools
identified as high performing versus those reported at low
performing schools, which serve both a high percentage of low

SES students and Hispanic students, on state math assessment.
4. Sample and location – Identify sample, needed sample size,
variables/groups with large numbers): Need at least 30 grade
schools that are high performing and 30 that are low performing
on state mathematics test scores in the state of Texas. Schools
need to have established PLCs for mathematics.
a. Research questions – Provide research questions to collect
data to answer the problem statement: R1: What differences
exist, if any, between the levels of perceived teacher
collaboration within PLCs in schools identified by the state of
Texas as high performing versus those perceived at low
performing schools that serve both, a high percentage of low
SES and Hispanic students, on state math assessment?
b. Hypothesis/variables or Phenomena - Develop Hypotheses
describe the phenomena to be better understood (qualitative)
Compare high performing schools on their state test scores in
mathematics (group 1) to low performing schools (group 2) on
their perceived level of collaboration in the mathematics PLCs.
c. HA: There would be a significant difference between the
identified by the state of Texas as high performing versus those
perceived at low performing that serve both, a high percentage
of low SES and Hispanic students, on state math assessment.
d. H0: There would be no significant difference between the
identified by the state of Texas as high performing versus those
perceived at low performing that serve both, a high percentage
of low SES and Hispanic students, on state math assessment.
5. Methodology and design - Describe the selected methodology
and specific research design to address problem statement and
research questions: Quantitative methodology with a causal
comparative research design
6. Purpose statement – Provide one sentence statement of
purpose including problem statement, sample, methodology, and

design: The purpose of this causal comparative
quantitative study is to examine to what extent the level of
teacher collaboration within Mathematics PLCs is a factor that
may influence the mathematics achievement level on the Texas
mathematics assessment of elementary schools identified as
'high performing' or 'low performing', and serving a majority of
low SES and Hispanic students.
7. Data collection – Describe primary instruments and sources
of data to answer research questions: For the independent
variable, this study will use the Mathematics Staff Interaction
Questionnaire (MSIQ) developed by Naughton (2006). To
measure the dependent variable, the researcher will use archival
data (provided by the district’s Research Review Board office)
for each elementary school in one North Texan school district to
differentiate schools based on achievement level as indicated
by the 2011 Texas mathematics assessment.
8. Data analysis – Describe the specific data analysis
approaches to be used to address research questions: A priori
analysis will be used to justify the sample size. Descriptive
statistics will describe the sample characteristics and variable
results. An independent t-test will test for difference between
the two groups of 30 schools (high performing versus low
performing on mathematics) on level of collaboration.
Example 3: Ten Strategic Points for a Qualitative Case Study:
1. Topic – Provides a broad research topic area/title: A Case
Study of how a comprehensive global programme, the
International Baccalaureate Middle Years Programme,
influences the success of a single middle school.
each one; d. Summary.

a. Background of the problem/gap:
i. Prior studies which show a relationship between achievement
in mathematics and literacy and taking a language identified
need to study how taking a foreign language leads, especially in
immersion programs, to higher levels of cognitive development
as reflected in higher scores in mathematics and literacy
(Stewart, 2008).
ii. Dr. Celestine Gail Carr (1994) concluded that further studies
on the effects of foreign language studies on vocabulary,
mathematical concepts, and mathematical computations
examining for a correlation between foreign language aptitude
and mathematical aptitude at the middle school level.
iii. Dr. Carolyn Joyce Taylor-Ward (2003) identified the need
for future sties on relationship between studying elementary
school foreign language and academic achievement on state test
scores.
b. Theoretical Foundations (models and theories to be
foundation for study);
Lev Vygotsky, a pioneer in developmental psychology
researched the development of language and its relationship to
thought (Vygotsky, 1986). Vygotsky studied cognitive
development and its relationship to the role of social interaction
with the environment (Vygotsky, 1978). Vygotsky proposed that
language, along with environmental social interaction helps a
child to learn to reason (Vygotsky, 1978). Learning a foreign
language is a social activity that involves a learner’s interaction
with the environment and their teacher. Vygotsky’s model
supports the assumption that cognitive development transfers in
the Zone of Proximal Development (Vygotsky, 1978). The
International Baccalaureate Middle Years Program provides a
medium for which a More Knowledgeable Other and the Zone of
Proximal Development take place. Learners demonstrate
through interaction in organized debates, hands-on
experimentation projects, investigations, and problem solving
activities.
c. Review of literature topics with key theme for each one;

i. Historical Events: Historically, there have been laws enacted,
government initiatives, and global events that have driven the
need for support of a global education as well as improved
performance in basic areas such as mathematics and literacy
within the United States of America.
ii. National Security: Today’s global realities make it
imperative for the United States to adapt a global perspective
including learning foreign languages as a priority for U.S.
national security and to help the U.S. remain a global leader.
iii. Global Literacy: There are high performing schools that
have comprehensive global learning programs, which have
contributed to students’ cognitive development and resulting
improvements of national and state standardized test scores.
iv. Cognitive Development: Empirical research shows that a
relationship exists between cognitive development,
comprehensive global learning, and student success in areas
such as mathematics and literacy.
v. Qualitative Case Study Design: Prior studies on this program
have been predominately correlational and focused on determine
the impact of the program. However, an in-depth understanding
of how this program may be influencing student performance is
missing. A case study is an ideal approach to understand the
causal relationships within complex phenomena (Yin, 2014).
d. Summary.
i. United States priority for global literacy to be competitive
and secure.
ii. Learning foreign languages leads to improved cognitive
development and student performance.
iii. Gap in terms of additional research needed to examine these
findings.
iv. Case study design is ideal for understanding causal
relationships within complex phenomena.
3. Problem statement - Describes the phenomena to study
sentence: It is not known how the International Baccalaureate
Middle Years Programme influences the success of a single

middle school in the state of Georgia.
a. Location: The state of Georgia of the United States of
America.
b. Target Population: A school district with over 25 schools.
c. Sample: A single middle school that uses the International
Baccalaureate Middle Years Programme and has over 500
students.
data to answer the problem statement:
10. R1: What is the nature and structure of the International
Baccalaureate Middle Years Programme?
10. R2: How does the International Baccalaureate Middle Years
Programme impact school success including Annual Yearly
Progress?
10. R3: What factors of the International Baccalaureate Middle
Years Programme contribute to cognitive development?
10. R4: What factors of the International Baccalaureate Middle
Years Programme contribute to global literacy?
10. R5: How does the leadership of an International
Baccalaureate Middle Years Programme contribute to a schools’
success?
10. R6: How is the International Baccalaureate Middle Years
Programme evaluated?
a. Phenomenon: Understanding the nature and impact of an
International Baccalaureate Middle Years Programme in a
single middle school in the state of Georgia on global literacy
and improvement in cognitive development as well as
mathematics and literacy performance.

statement and research questions: The methodology is
qualitative. The design is a single case study of a single
program and how it influences a single middle school.
8. Purpose: The purpose of the qualitative single case study is
to determine how the International Baccalaureate Middle Years
Programme influences the success of a single middle school in
the state of Georgia.
of data to answer research questions:
a. The researcher will get an overview of the International
Baccalaureate Programme through the website provided by the
International Baccalaureate.
b. The investigator will look at the Georgia Department of
Education’s public database to determine if state standardized
test scores of this single middle school show success in
performance and other dimensions of performance that display
on the public database.
c. The investigator will interview the founders of and
curriculum developers of the International Baccalaureate to
understand focus of program and how it develops global literacy
and may lead to improved cognitive development reflected in
mathematics and literacy scores on state tests.
d. The investigator will interview the International
Baccalaureate Middle Years Programme school-based principal,
programme coordinator, and foreign language teachers.
e. Media, curriculum (designer and school based), and
evaluation reports about International Baccalaureate Programme
will contribute to the study.
f. The researcher will look at factors of the International
Baccalaureate Middle Years Programme (curriculum, reports,
interviews with developers and the school-based principal) that
contributes to cognitive development and global literacy.
a. Data will be organized and prepared for analysis.

b. Descriptive statistics will summarize the data.
c. Coding will generate themes to address the research
questions.
d. A narrative and visual summary of the case study will be
developed across the research questions.
.
Table to Use to Complete your 10 Strategic Points
Ten Strategic Points
Comments or Feedback
Broad Topic Area
Lit Review
Problem Statement
Research Questions
Sample
Describe Phenomena (qualitative) or Define
Variables/Hypotheses (quantitative)
Methodology & Design
Purpose Statement

Data Collection Approach
Data Analysis Approach
13
03/15/2015
Strategic Points Learner Presentations
RSD881
College of Doctoral Studies
10 Strategic Points Framework: Provides a Way of Looking at
How to Design Research
Individual Presentations: Strategic Points that Define your
Research Focus
Topic
Stated Need or Gap: Use article(s) to define the need/gap to
justify your topic and used to create your Problem Statement
Theoretical Foundation Model(s): Use article to identify 1 or 2
Models/Theories or Conceptual forResearch Questions

Problem Statement
Research Questions
Hypotheses or Phenomenon
Methodology (you would like to learn and use)
CAUTION INSTRUCTORS: READ THESE INSTRUCTIONS
CAREFULLY AND BASED ON MONDAY INTRODUCTIONS
IDENTIFY WHICH OF THE TWO OPTIONS YOU WILL
TAKE.
This afternoon you will present these strategic points from your
pre-course
Then we will discuss the process of synthesizing the literature
and ensure your topic has been defined as a need or gap in the
literature. RE-ENFORCE STRONGLY: As part of AQR/IRB
review it is important you have one or more recent empirical
articles that clearly define the need for your topic.
INSTRUCTOR OPTION 1: If class appears to have lots of
people that have completed their Prospectus or have 10 points
have them do the presentations first. Then let them know the
following summary of the 10 points (slides 6 to 35) is here for
their use. Then after the presentations skip to Slide 36 and
discuss the literature review and synthesis reminding them they
use synthesis to create the 10 strategic points as well as to
develop many sections in their dissertation– especially the Lit
Review (Chapter 2)
OPTION 2: If most of the class do not have at least their first 7
strategic points clear and aligned use this option. Cover the
following summary of the 10 points (slides 6 to 35). Then have
them do their presentations. Then after the presentations go to
Slide 36 and discuss the literature review and synthesis

reminding them they use synthesis to create the 10 strategic
points as well as to develop many sections in their dissertation–
especially the Lit Review (Chapter 2)
When covering these strategic point keep the presentation
quick. Remind them you are only doing ahigh level review and
these will be here for their use.
3
Aligning/Realigning
10-Strategic Points
Use the 10-Strategic Points as your ‘framework’ for your
research
Vital to keeping your dissertation focused and ‘doable’
Demonstrates to your committee that your research is aligned
What is alignment?
Topic is “defined” as a research need in the literature
Problem statement comes from this “defined” need
Models and theories in the theoretical foundation support the
problem statement
RQs (1) come from the problem statement and theoretical
foundation models/theories (2) will collect all the data needed
to answer the RQs (3) will not collect unneeded
Data collection approaches will collect all of the data needed to
answer the RQs
Data analysis approaches for data from each data collection
instrument/source clearly describes how needed information
(themes, correlations, etc.) will be developed from the data for
each RQ
10-Strategic
Points

Focus on the alignment points which will serve as their
checklist for the points (shown in blue) they will present in this
workshop.
4
REQUIRED ACTIVITY:
Defining the Focus for Your Research
Using the pre-assignment, put your strategic points on the
classroom wall
Use the alignment questions to NOTE points that may not be
aligned
You will revise this throughout the class. They will be the
basis for the work this week on your methodology, design,
sample, instrumentation/data collection, and data analysis.
Be prepared to present (1) topic (2) an article from the Lit
Review that says it is needed (3) Problem Statement based on
the gap (3) Model(s) or theory to help frame the Research
Questions (4) Research Questions (5) Phenomena or
hypotheses (7) Methodology you would prefer to learn and use
You will have NO MORE THAN 2 minutes to present; keep
items to a sentence ….
Revisions will happen many times at every step in the
dissertation process ….. until your dissertation is perfect
Have them work on their presentation now. Introduce the
activity. Let the learners know that they will have be using the
wall and sheets of paper as a presentation board that they will
be updating during the week. They are to select and area on the
wall to post their work. You should have colored paper or white
paper and tape for them to use for their work.

This will be the first thing that they post.
This assignment will probably take 30 minutes.
Remind them the GCU expectation is that everyone will be
making revisions AND re-enforce that ongoing changes and
edits happen at every step in the dissertation process-- 10
strategic points, Prospectus, Proposal and Dissertation -- until
it is perfect. Perfect means (1) It fully meets all criteria (2) It is
exceptionally well written at level for a journal (not the level of
a course paper) (3) It is in perfect APA format (4) Everything is
clear and the logic is clear and obvious from paragraph to
paragraph, from section to section, and from 1 strategic point to
the next
Re-enforce the feedback is public so everyone can learn from
each other (If someone pushes back and says they do not want
public feedback, provide it to them in writing)
5
REVIEW OF THE STRATEGIC POINTS THAT DEFINE
THEIR RESEARCH FOCUS
10-Strategic Points
Topic – Provide a board research topic area/title
Literature review - List primary points for four sections in the
Literature Review: a. Article defines the need or gap; b.
Theoretical foundations (models and theories to use to develop
the RQs); c. Review of literature topics with key theme for each
one; d Summary
Problem statement - Describe the phenomena to study
sentence
Sample and location – Identify sample, needed sample size, and
location (study phenomena with small numbers and
variables/groups with large numbers)
Research questions – Provide research questions to collect data

to answer the problem statement
Hypothesis/variables or Phenomena - Develop hypotheses with
variables for each research question (quantitative) or describe
the phenomena to be better understood (qualitative)
Methodology and design - Describe the selected methodology
and specific research design to address problem statement and
research questions
Purpose statement – Provide one sentence statement of purpose
including the problem statement, sample, methodology, and
design
Data collection – Describe primary instruments and sources of
data to answer research questions
Data analysis – Describe the specific data analysis approaches
to be used to address research questions
Provide a brief overview. Of the 10 points. Let them know that
at the end of the lecture they will use their pre-course
assignment to put together a presentation on the items
highlighted in blue.
7
Theoretical Foundation: Finding and Using a Theoretical
Foundation from the Literature
Let them know that the best place to find theories, models and
concepts is from the same articles they used to define the gap or
need
Let them know you will quickly go through a couple of models
Pick two models and discuss how they can be used to develop

hypotheses: For example you can use models of Emotional
Intelligence and Organizational Climate. Using those two
models a possible hypothesis is H: There is a correlation
between the level of emotional intelligence and climate in
leaders (school, business, non-profit) . Each model defines a
variable in this hypothesis. They can find validated instruments
to measure the level of these variables.
Pick one model or theory to illustrate how to develop Research
Questions for a Qualitative Dissertation:
8
Theoretical Foundations
Comes out of your literature review from synthesizing the
literature
Provide a foundation or framework for your research
Add credibility to your research since they are built on valid
theories and models
Provide concepts and approaches to use for developing research
questions, as well as, selecting or developing data collection
instruments
Examples of Theories
Attrition Theory of Motivation
General Systems Theory (7-S Model)
Vroom's Expectancy Theory
Levels of Moral Reason (Lawrence Kohlberg)
Bias blind spot
Critical Race
Maslow's Hierarchy of Needs
Levels of Scientific Reasoning (Piaget)

Gagne’s Conditions of Learning
Culture in Organizations (Schein)
What theory might be relevant to your topic?
Here are a number of different theories. Then just cover one of
them and how they can be used in research. For example the 7-
S Model is a general systems theory model that can be used to
analyze alignment in an organization. Edgar Schein’s model of
culture can be used in understanding the role of culture at an
organizational level or even to conduct a phenomenological
study on a person’s emotional or cognitive experiences in an
organization
10
Examples of Models
Change Management Model (John Kotter)
Emotional Intelligence model: model of emotional/social
intelligence (It is not a leadership model; leadership models
have been built based on it)
Balanced Scorecard (Norton)
Service Profit Chain (John Heskett)
Stakeholder models
Seven stages of dying
Problem-based learning
Dorothea Orem’s- Self-Care Model (healthcare)
Transformational Leadership
Spiritual Leadership
Which of these might be relevant to your topic?

Identify how a model could be used to Define variables in a
quantitative study. For example two variables might be Level of
emotional intelligence and Organizational Performance as
measured by the components in the Balanced Scorecard.
11
Examples of Conceptual Areas
Leadership styles and behaviors influence on climate and/or
culture
High performing low-SES schools
Correlates of Effective schools
Effectiveness of classroom management practices
Effect of gaming on various psychological factors
Relationship of Emotional Intelligence and Leadership
Performance
Is there a conceptual area relevant to your topic?
Conceptual areas are broad areas of study. For example, past
researchers often assumed that low socio-economic school
would have lower performance. However numerous studies
have shown that some low SES school can be excelling on state
testing. As a result there are studies that are trying to determine
what enables low SES schools to be excelling. Also, in the
field of psychology there are studies that look at all forms of
gaming from video and online games to educational games.
Some of these studies look at the effect of various
psychological variables from creativity to isolation.
12

Examples of Broad Areas of Research
Relationship of employee satisfaction, customer satisfaction and
profitability
Effect/influence of leadership on results (culture, climate,
performance, numbers)
Relationship of leadership and climate or culture
Influence/Effect of climate on performance or satisfaction
Influence/Effect of ethical behavior on results
Service Profit Chain
Transformational Leadership
Relationship of Leadership and Results
Cristie McClendon (CJM) - I am not sure what this slide is
about. Perhaps notes pages would help us teach this.
Employee Satisfaction
Customer Satisfaction
Profitability
A Variety of Individual Models with Components
How might you use a model of Emotional Intelligence in
Education? Business? Psychology Research?
Earlier I mentioned you could use models of EI and Climate to

do a quantitative study looking to see if they correlate.
We can use this same EI model to develp the research questions
for a study that wants to how how emotional intellence in a
leade can help improve the performance of a team in an
organization. SO using this model the RQs might be
RQ1: How does a leader facilitating thought in other help to
improve the performance of a team?
RQ2: How does a leader being self-aware help to improve the
performance of a team?
RQ3: How does a leader managing their own emotions help to
RQ4: How does a leader understanding others emotions help to
14
Emotional Intelligence
Facilitating Thought
Managing Emotions
Understanding
Emotions
Self-Awareness

Use of Theories, Models and Concepts
in the Dissertation Process
Provides the foundation or theories for your research
Provides a conceptual basis for understanding a phenomena
Serves as basis for defining and/or measuring a variable
Serves as basis for collecting data through tested surveys or
instruments based on the model
Provides a framework for exploring relationships between
variables
Serves as the basis for developing interviews or observation
forms
Provides a context within which to explain your research as
well as to do your research
Developing the Problem Statement: The Problem Statement
should be developed based on defined needs or gaps in the
literature
The Problem Statement
The heart of a doctoral dissertation.
Provides focus for research.
Comes from the Literature Review:
Must come from a clearly stated need or gap defined in the

literature from the past 5 years.
A need comes from the stated issues, gaps or opportunities that
exist in the literature and are used to define the problem.
Just because something has not been studied does not make it a
gap worthy or research.
A one-sentence declarative statement
Validates value of the research: The significance, magnitude,
and importance of the problem make the study worthwhile.
Writing the Problem Statement
The problem statement should be contained in the very first
sentence of this section.
It should begin with a clear declarative statement such as:
"It is not known how or why (qualitative)”
“It is not known if and to what extent (quantitative) ….".
This statement needs to clearly state what is not known or what
needs to be fixed.
Different quantitative and qualitative designs have different
formats for their problem statements.
Problem Statement Examples are Specific to Your Field
Business Problem Statements
It is not known how transformational leadership practices in a
CEOs influence profit and customer loyalty in a hospital in the
Southwest. (qualitative case study)
It is not known if and to what degree a new sales model will
improve the revenue per headcount of sales employees.
(quantitative experimental)
It is not known what employees really care about most when

selecting benefits in a non-profit organization. (qualitative
phenomenology)
It is not known if and to what degree use of games is more
effective than lectures in teaching basic math concepts.
It is not known if there is a difference in the level of employee
retention in organizations that provide a traditional benefits
plan versus organization that provides a flexible benefits plan.
(quantitative causal comparative)
Review two of them and remind the class these are here as
references as they revise their strategic points
19
Psychology Problem Statements
It is not known if and to what degree the level of emotional
intelligence in parents correlates with the level of emotional
maturity in children in daycare centers in Phoenix. (quantitative
correlational)
It is not know if and to what degree there is a relationship
between increasing the level of employee engagement in
organizations, increased resiliency, and increased productivity
(quantitative correlational).
It is not known how the cognitive capabilities of multitasking,
locus of control, and emotional intelligence influence sales
results in individuals in a large telecommunications call center

in Atlanta. (qualitative case study)
It is not known if there is a difference in the level of
commitment to an organization’s strategy, vision and goals
between employees who learn it in a traditional 2-hour
classroom program and employees who learn it in an engaging
2-hour multimedia communications experience. (quantitative
causal comparative)
20
Education Problem Statements
It is not known if and to what degree the spiritual leadership in
school principals influences the quality of the organizational
climate in their schools. (quantitative correlational)
It is not known how an authentic leadership approach in a
school principal in an excelling high school in Alaska
influences the organizational climate in their school.
(qualitative case study)
It is not known if and to what degree a new teacher mentoring
program will increase teacher retention (quasi-experimental
design)
NOTE: Many studies actually cut across the fields of business,
psychology, and education leadership requiring use of journals
from these different fields

21
Research Questions, Hypotheses, Variables and Phenomena:
Are Built on the Problem Statement and Your Selected
Theoretical Foundation Models, Theories or Conceptual Areas
Research Questions
Come from the Problem Statement and the Theoretical
Foundation models, theories or conceptual areas
Do not come out of the “researcher’s head”
Provide the focus to collect all of the data needed to address the
problem statement
Ask open ended questions
Cannot be answered with a simple “yes” or “no”.
Are very different for qualitative and quantitative studies
Quantitative: Each research question contains variables and has
a matching hypothesis and null hypothesis
Qualitative: The research questions collect data to understand
the phenomenon as defined by the problem statement
Qualitative Research Questions
Are more general than quantitative research questions.
Are designed to understand the phenomenon being studied from
the perspective of the participants in the setting.
Ask how, what or why about a phenomena.
Collect ALL of the data needed to answer the problem
statement.
Do not collect data NOT NEEDED TO ADDRESS the problem
statement

Example: Qualitative Research Questions
Problem Statement: It is not known how spiritual leadership
behaviors in a CEOs influence employee and customer loyalty
in a hospital in the Southwest. (qualitative case study)
RQ1: How do spiritual leadership practices in the CEO
influence the organization’s employee and customer loyalty
RQ2: What are the spiritual leadership practices in the CEO?
RQ3: How do these spiritual leadership practices in the CEO
influence employee loyalty in the organization?
RQ4: How do these spiritual leadership practices in the CEO
influence customer loyalty in the organization?
Note: The first, or central, research question can be developed
by restating the problem statement. Then the following 3
research
questions collect different areas of data needed to address
the problem statement. They should not collect data not relevant
to the Problem Statement! Do the four research questions
collect all
the data needed to address the problem statement?
Note: It is important to ensure that the RQs collect all the data
needed to address the research question.
At the same time they should not be collecting any data that is
not relevant to the problem statement.
25
Quantitative Research Questions
Quantitative Research Questions

Study the relationship between variables (correlation and causal
comparative designs)
Study the effect of treatments (experimental and quasi-
experimental designs)
Provide the focus to collect all of the information needed to
address the problem statement
Contain one central research question
Contain multiple sub- or secondary questions that stem from the
central question
Include the variables
Clearly defines each variable
Identify variables for which they will collect numerical data
You must find a valid and reliable “established” survey or data
source to collect numerical data on each variable
Example Research Questions
Problem Statement: It is not known if and to what degree the
level of spiritual leadership behaviors displayed by leaders
relate to the climate in their organization. (quantitative
correlational)
RQ1: Does the level of spiritual leadership behaviors displayed
by the leader correlate with the quality of the climate in their
organization?
RQ2: Does the level of spiritual leadership behaviors displayed
by leaders predict the quality of the climate in their
organization?
NOTE:
When studying the relationship between two variables in a
quantitative study you often ask first if they are correlated.
Then if they are correlated you ask if one predicts the other. It

is important to realize that prediction does not imply causality.
Note: This study could be done for the EdD or the DBA. It
crosses these two fields. It could be modified to look at any
leadership model and any measures of organization
performance. May want to ask learners how they would modify
the problem statement for their organization as a discussion
point.
27
Phenomenon or Variables
Qualitative: Develop in-depth understanding of a phenomenon
Is there a situation you want to know more about?
To create understanding about the nature of systems,
assumptions, social constructs, etc.
Can include numbers and even descriptive statistics.
Quantitative: Study relationships between variables, differences
between groups, or results of treatments/experiments
Example: Correlation of leadership behaviors and performance
outcomes
Includes dependent variables and independent variables
May include other types of variables
such as intervening variables
2/22/17
28
Facilitator Note: Say – research methods explore either a
phenomena or variables. <cover slide – next slide defines
variables>

Facilitator FYI only <this information is in the corresponding
Methodology tool – you might need additional information>:
Quantitative - involves collecting numerical data for defined
variables. (e.g., determine the degree of a relationship between
variables; compare two groups to understand the differences or
causes; evaluate the effectiveness of a program or treatment; or
synthesize studies using statistical techniques).
Qualitative - to understand a situation or a phenomena in depth.
It can be a process, program, or activity, a specific group or
culture, practices of an individual or organization, or the nature
of a human or organizational experience. You want to know why
and/or how something works.
28
Qualitative Phenomena
Explores a phenomenon, or social occurrence that is understood
through direct observation, communication with participants,
analysis of media, photographs, or analysis of texts.
Facilitator Note: Ask the participants for some examples.
Provide examples of your own to help solidify the concept.
29
Phenomena Example
Research question: How does emotional intelligence influence
a leader’s organizational performance?
Phenomenon:
This research will explore how a leader’s emotional intelligence
characteristics, as reflected in their behaviors, influence
organizational performance from employees’ perception, co-

workers’ perception, and self perception
Quantitative Variables
Variables
A characteristic of a person, group, or organization
Can be measured and quantified, through instruments or surveys
or observations
Are the focus of a quantitative study
Independent variables
Stand alone and are not changed by the other variables
Study involves testing if the independent variable causes,
influences or relates to some kind of change in the dependent
variables.
Dependent variable
Changes as the independent variable is changed
It is something that depends on, relates to, or is caused by other
factors or variables
Facilitator note: Cover at a high level and then move to the
next page – examples of variables
31
Quantitative Variables (cont.)
Use this format for thinking about which variable is the
dependent and which is the independent
The (dependent variable) depends upon or is related to or
influenced by the (independent variable)
Causal comparative design: The (climate in an organization) is
influenced by (the level of emotional intelligence behaviors
displayed by the leader)
Experimental design: The (state test scores) were caused

by/improved by (completing an accelerated math curriculum
over 3 years)
Correlational Design: The (level of moral reason) is related to
or correlates with (the time spent within a community-type
environment)
Facilitator note: Cover at a high level and then move to the
next page – examples of variables
32
Hypotheses (Quantitative)
A hypothesis is a predictive statement
A tentative explanation for an observation, phenomenon, or
problem that can be tested
A prediction, based on theory or prior findings, concerning the
relationship between variables
Primary hypothesis - is written as H1
Null hypothesis - is the negative of the primary hypothesis and
is written as H0
Research Question: Will feeding my dog Purina Dog Chow,
give him more energy because Purina is full of vitamins?
Hypothesis (H1): Feeding my dog Purina Dog Chow results in
increased energy
Null Hypothesis (Ho1): Feeding my dog Purina Dog Chow does
not result in increased energy
Research note: Cover at a high level.

33
OPTION 2 Activity:
Defining the Focus for Your Research
Using the pre-assignment, put your strategic points on the
classroom wall
Use the alignment questions to NOTE points that may not be
aligned
You will revise this throughout the class. They will be the
basis for the work this week on your methodology, design,
sample, instrumentation/data collection, and data analysis.
Be prepared to present (1) topic (2) an article from the Lit
Review that says it is needed (3) Problem Statement based on
the gap (3) Model(s) or theory to help frame the Research
Questions (4) Research Questions (5) Phenomena or
hypotheses (7) Methodology you would prefer to learn and use
You will have NO MORE THAN 2 minutes to present; keep
items to a sentence ….
Revisions will happen many times at every step in the
dissertation process ….. until your dissertation is perfect
OPTION 2: Activity: They complete their presentation here if
you selected option 2 and reviewed the strategic points on the
prior slides
Introduce the activity. Let the learners know that they will have
be using the wall and sheets of paper as a presentation board
that they will be updating during the week. They are to select
and area on the wall to post their work. You should have
colored paper or white paper and tape for them to use for their
work.
This will be the first thing that they post.

This assignment will probably take 30 minutes.
Remind them the GCU expectation is that everyone will be
making revisions AND re-enforce that ongoing changes and
edits happen at every step in the dissertation process-- 10
strategic points, Prospectus, Proposal and Dissertation -- until
it is perfect. Perfect means (1) It fully meets all criteria (2) It is
exceptionally well written at level for a journal (not the level of
a course paper) (3) It is in perfect APA format (4) Everything is
clear and the logic is clear and obvious from paragraph to
paragraph, from section to section, and from 1 strategic point to
the next
Re-enforce the feedback is public so everyone can learn from
each other (If someone pushes back and says they do not want
public feedback, provide it to them in writing)
34
Synthesizing the Literature
CRITICAL ANALYSIS + CREATIVITY + REFLECTION
=
SYNTHESIS
Nice work on these presentations. There are some great topics
and areas of research.
We want to make sure that you continue to think through how
you will use the literature to further refine this work.
To that end lets talk about the next step in synthesizing the
literature.
35

What is “The Literature?”
A collection of all the scholarly writings on a topic which offers
an overview of the significant literature published on the topic
36
Acceptable Sources
Scholarly, peer reviewed, primary source articles
Books (peer reviewed)
Books (seminal work)
Conference proceedings
Technical reports
Dissertations
Unacceptable Sources
Wikipedia
Secondary sources
Textbooks (except for methodology)
Websites (without established credibility)
Web publications
Magazine articles+
Newspaper articles+
TV News+
+These sources are sometimes used for content analysis studies.
Sources for a Literature Review
GCU Doctoral Librarian

Search Engines (e.g.,
Google Scholar in GCU)
Snowball Research
Content Expert
Methodologist
Other ideas?
Last year we discusses some resources and you heard Dr
Seymour discuss all of the reosurces available in the DC
Library. He is here again if you want to make an appoint with
him on using the Library in terms of particular questions you
might have.
Here are some additional resources to consider that my learners
have found useful. In addition to the Search engines in the
Library you can now access Google Scholar through the GCU
Library. It can be found in the databases under G. The
advantage of using it in the Library is that if the journal is in
the library it links directly to it which the public Google cannot
do.
When you write up your Literature review you have to describe
the different databases and approach to finding literature that t
you used. One good idea is using snowball research. It is
where you find very current articles and dissertations and read
their list of references to find articles. Then you go and get
those articles.
Another great source of articles is your content expert for your
topic.
And your methodologist can recommend articles on your

specific design. These will be important since you are expected
to become an expert in your design– on your own by building on
what you learned in your classes and in this residency.
If you want to start summarizing and storing the information
from each article there is a free version of LitAssist available
through the DC Network. My learners have found it a nice
simple tool that lets you summarize each article so you can go
back and get the information. It was developed by a GCU
doctoral learner.
ASK: What other sources might you look at for additional
information for your Lit Review? (One potential answer: Each
other. Establish a network of others working on your topic here
and through the DC Network. You can then share articles and
information with each other.)
39
Using the Synthesis Matrix
Set up the matrix for your own use
Research and review articles relevant to topic of interest
Identify articles of interest to summarize
Summarize articles in the matrix with a focus on the topic,
purpose and problem statement, and possibly research questions
Tool: LitAssist is available on the DC Network and is free to
GCU learners
40
Instructor Note: Review LitAssist in DC Network before this
class and demo it in class
40
Using the Synthesis Matrix: Phases 1 & 2
41

Let the learner know there is a copy of this as a word document
in the course materials. It is labeled
02_RSD881_WS2_Lit_Review_10_Strategic_Pts_Template_201
5
Also let them know there is a document that discusses how to
synthesize the literature and use this template. It is labeled
02_RSD881_WS2_Lit_Review_Synthesizing_Literature_Details
_2015
41
Synthesis Model: From Summarizing the Literature to Defining
the 10 Strategic Points for Your Research
42
RESEARCH
1. IDENTIFY & SUMMARIZE
Identify the components from each article to complete
synthesis matrix
2. COMPARE & CONTRAST
Compare and contrast the components across the articles
3. CONVERGE

ID gaps & biases
4. REFRAME
Summarize the information in the table
Identify similarities, differences, and ah-ha’s
ID key journals to continue to review
ID thought leaders
ID themes that emerge
ID potential sets of 10 strategic points
Define your research by reframing the information in the
synthesis table to create your 10 Strategic Points for your
research

Reframing is a Creative and Reflective Approach to Defining a
Unique Topic, Problem, for Research
Initial Topic
Identify factors leading to students dropping out of school.
Identify causes of a situation or problem.
Identify what leads to underperformance in an organization
Explore how toxic leaders lead to poor organizational
performance.
Reframed Topic
Identify reasons students remain in school.
Identify the solutions.
Identify what leads to high performance in an organization.
Explore how toxic leaders lead to others taking on positive
leadership roles leading to the organization aligning around a
clear purpose.
43
Literature Review Sections of Prospectus, Proposal and
Dissertation1.Background & Introduction: “Stated” Gaps and
Needs in empirical articles and dissertations help your to justify
the need for your research and create your Topic and Problem
Statement2.Theoretical Foundations: Theories and models from
empirical articles and dissertations provide the Theoretical
Foundation to use to define research questions, hypotheses,
variables, phenomena, & find/create instruments to collect
data3.Review of the Literature: Topics from Literature Reviews
in related empirical articles and dissertations can be used to

define the major topics and themes for your Review of the
Literature section4.Summary: Synthesis of these 3 areas of the
literature leads to your 10 Strategic Points: topic, problem
statement, research questions, sample, methodology, design,
data collection, & data analysis
Activity: Literature Review
Use 2 articles you brought in on your topic to:
Identify a need or gap they identify that you would like to
use/have used to justify your topic area and problem statement
(1. Introduction & Background Section)
Identify a theory or model you think will be useful in
developing your research questions and data collection (2.
Theoretical Foundations Section)
Modify your earlier presentation if needed.
Identify to the instructor where the need or gap and models
came from.
45
45
Tuesday Homework
TONIGHT
Refine strategic points: Use feedback and reflection from today
to begin to revise these strategic points
Develop/Update Your Prospectus: Use information from today
to develop/update your Prospectus using the Template in the DC
Network
Stay focused: Keep each section/sub-section to 1-2 paragraphs
Review the Rubric for Fridays Presentation

GOING FORWARD
Continue to find 2-3 articles and dissertations each week on
your topic…..
Refine the Strategic Points regularly
Revise your Prospectus or Proposal regularly
The literature review synthesis process is forever…
46
Let them know the Rubric is in the course materials and is
labeled
02_RSD881_WS2_Rubric for 10 Strategic Points
46
Questions?
What questions, ideas or emotional reactions?
47
… the heart of the Ten Strategic Points, Prospectus, Proposal
and Dissertation
Greetings & Welcome To

Today’s Workshop
Professors’ Introductions
Discussion of Agenda
One Minute Dissertation Overview By Student
Please time students’ overviews of their dissertation progress.
Students need to be held to a one minute presentation.
2
The heart of a doctoral dissertation.
Provides focus for research.
Comes from the Literature Review:
Must come from a clearly stated need or gap defined in the
literature from the past 5 years.
Just because something has not been studied does not make it a
gap worthy or research.
A one-sentence declarative statement
Validates value of the research: The significance, magnitude,
and importance of the problem make the study worthwhile.
Problem Statement Section
of the Prospectus & Proposal
In the problem statement section
State the problem in the first sentence of this section.
Begin with a clear declarative statement.
Summarize the problem to be investigated.
Describe a “defined” need from the empirical literature.
Identify the broad population affected by the problem.
Suggest how the proposed research may contribute to solving
the problem.

4
The ROC Test
Tests Your Problem Statement
Researchable
Is the problem researchable?
Can the problem be answered by collecting and analyzing data?
Do you have the time, resources and skills to carry out the
research?
Is the research accessible?
Can you find an organization that will give you written formal
permission to do the research on their site? Or, can you access
data through public sources that require no permission to use
the data for research?
ROC
Original
Contributory
Researchable

The ROC Test (Cont.)
Original
Is the problem original?
Is this a replication study with new population
or passage of time?
Does it examine/explore a new issue or different perspective of
existing problem?
ROC
Original
Contributory
Researchable

The ROC Test (Cont.)
Contributory
Should the problem be studied ?
Does it address a need identified in the research?
Does it advance scholarly knowledge?
Does it contribute to practice?
Does it contribute to society?
Does it contribute to your personal purpose for the future?
Does your problem statement ROC?
7
ROC
Original
Contributory
Researchable

The Problem Statement versus The Problem Statement Section
of the Prospectus or Proposal
The problem statement is a single declarative sentence that tells
your reader what the specific problem is that you are studying.
The problem statement section explains the nature of the
problem you are studying.
The Problem Statement should begin with a clear declarative
statement such as:
"It is not known how or why (qualitative)”
“It is not known if and to what extent (quantitative) ….".
This statement needs to clearly state what is not known or what
needs to be fixed.
The length of the problem statement section is defined in the
Prospectus and Proposal Templates
The templates also provide the specific criteria you must meet
within each section to get your dissertation topic and approach
approved
To get your Proposal and Dissertation approved by AQR and
IRB it MUST fully meet each and every criterion and be written
at a scholarly level ready for publication

Problem Statement Examples
We will look at some problem statement examples
Quantitative versus qualitative statements for different designs
Problem statement for education, psychology and business
research
Then you will develop the Problem Statement for your proposed
research for your dissertation using the work you did in the
prior session on defining the “stated need” from the empirical
articles/dissertation your brought with you.
There are many ways that problem statements may be presented.
GCU uses the format:
It is not known_____.
The Problem Statement Reflects The Design and the Problem
Quantitative Problem Statements
It is not known if and to what extent emotional intelligence in
leaders relates to the performance of their organization?
(quantitative correlational design)
It is not known if and to what degree there is a difference in
organizational performance between leaders with high levels of
emotional intelligence and those with low levels of emotional
intelligence? (quantitative causal comparative)
It is not known if and to what degree there is a correlation
between level of emotional intelligence and level of leadership
performance across all related studies from 1990 to 2010. (meta
analysis)
It is not known if and to what extent a 2-year global assignment
will impact the level of emotional intelligence in high-potential

leaders in a global organization? (quantitative experimental
design)
Please emphasize the point that although the 10 strategic points
are covered in a linear fashion they are more cyclical and
iterative in nature. Please emphasize that Problems can be
researched in a variety of different ways depending upon your
interests and the sample populations available to you: The
problem statement reflects the design and the problem
11
The Problem Statement Reflects the Design and the Problem
Qualitative Problem Statements
It is not known how a 2-year global assignment influenced the
level of emotional intelligence in two high-potential leaders in a
global organization. (qualitative case study)
It is not known how a 2-year global assignment influenced the
emotional intelligence in a very successful executive in a
global company from this executive’s perspective. (qualitative
narrative design)
It is not known what factors in a 2-year global assignment for
high-potential leaders hindered versus supported improvement
in their level of emotional intelligence. (qualitative grounded
theory design)
The Problem Statement Reflects the Design and the Problem
Qualitative Problem Statements
It is not know what supporting positive and negative
organizational factors and experiences have enabled a current
female executive to become the CEO in a Fortune 100 company.

(qualitative historical study)
It is not known how a group of successful executives feel their
2-year global assignment influenced their ability to manage
their own emotions in their leadership role and the emotions of
their followers in the workplace. (qualitative phenomenological
study)
It is not known how and why the organizational culture
influenced the values, beliefs and behaviors of a group of 5
successful global executives during their 3-year global
assignment. (qualitative ethnographic study)
It is not known how to increase the level of emotional
intelligence in leaders in an organization? (action research)
Be concise
Indicate the variables(quantitative) or phenomenon to be studied
(qualitative)
Indicate a measurable relationship (quantitative)
Indicate population involved
May indicate location, broadly (e.g. a company in the
Southwest)
14
Resources
10 Strategic Points
Prospectus Template
Proposal Template
DC Network

Each other
Faculty
Activity: Develop a Problem Statement
Using the scholarly articles/sources (you were asked to bring in
the Residency Pre-Assignment) supporting your research area
Beginning with the “stated need” you identified in a previous
activity where you identified a “stated” gap/issue/opportunity
needing to be researched from the literature.
Using the sample problem statements in this presentation as
models
Write a one-sentence statement of the problem for your
proposed research starting with phrases such as:
"It is not known how or why (qualitative) …”
“It is not known if and to what extent (quantitative) …."
Ensure it meets the ROC test: Researchable, Original,
Contributory
Ensure it is Clear, Concise, Doable
Post your Problem Statement on the classroom wall with your
other Strategic Points
16
Questions?
What questions, thoughts, ideas or comments do you have?
Optional Slides:
Additional Information Follows

Business Problem Statements
It is not known how transformational leadership practices in a
CEOs influence profit and customer loyalty in a hospital in the
Southwest. (qualitative case study)
It is not known if and to what degree a new sales model will
improve the revenue per headcount of sales employees.
It is not known what employees really care about most when
selecting benefits in a non-profit organization.
(phenomenological study)
It is not known if and to what degree the level of
transformational leadership behaviors displayed by CEOs
correlate with the level of profit and level of customer loyalty
in the high tech industry. (quantitative correlational)
It is not known if there is a difference in the level of employee
retention in organizations that provide a traditional benefits
plan versus organization that provides a flexible benefits plan.
(quantitative causal comparative)
Education Problem Statements
It is not known if and to what degree the level of servant
leadership in school principals influences the quality of the
organizational climate in their schools. (quantitative

correlational)
It is not known how a servant leadership approach in a school
principal in an excelling high school in Alaska influences the
organizational climate in their school. (qualitative case study)
It is not known if and to what degree a new teacher mentoring
program will increase teacher retention (quasi-experimental
design)
Professors please share that many studies actually cut across the
fields of business, psychology, and education leadership
requiring you to use journals from these different fields
20
Psychology Problem Statements
It is not known if and to what degree the level of emotional
intelligence in parents correlates with the level of emotional
maturity in children in daycare centers in Phoenix. (quantitative
correlational)
It is not know if and to what degree there is a relationship
between increasing the level of employee engagement in
organizations, increased resiliency, and increased productivity
(quantitative correlational).
It is not known how the cognitive capabilities of multitasking,
locus of control, and emotional intelligence influence sales
results in individuals in a large telecommunications call center
in Atlanta. (qualitative case study)
It is not known if there is a difference in the level of
commitment to an organization’s strategy, vision and goals
between employees who learn it in a traditional 2-hour
classroom program and employees who learn it in an engaging
2-hour multimedia communications experience. (quantitative

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