Reference no: EM131095744

ANSWER EACH OF THE FOLLOWING QUESTIONS OR POST STATEMENTS. MUST BE 150 WORDS (PLEASE), WRITE IN 3RD PERSON.

DQ1

The purpose of the Ten Strategic Points is to establish the most basic foundation for a research study. The points provide a framework by which the researcher may evaluate the different aspects of the study (Skelton & McClendon, 2015). On the DC network, an issue that was apparent was that scholars were having difficulty locating a discernible gap in the existing research. Proposing a research study that repeats the work of others necessitates an additional rationale for replication. Through the Ten Points, scholars are able to review their plan to detect and improve these areas of weakness.

The prospectus is an expansion of the 10 Strategic Points. It requires the scholar to provide a more thorough framework, which will eventually be expanded to become a proposal (Skelton & McClendon, 2015). While fledgling scholars are likely to be excited by the prospect of conducting their own research, a portion of the prospectus that must be given due attention is the literature review. Scholars must demonstrate their ability to immerse themselves in existing research and synthesize the knowledge that has already been achieved, before moving on to proposing an exciting new research question. Properly completely the prospectus will ensure that the new research is properly grounded in the work of preceding scholars.

The proposal precedes the dissertation and is a further expansion on the prospectus (Skelton & McClendon, 2015). Templates to guide the expansion of concepts are available for student use on the DC network. Students actively share the templates and their work as translated into the templates with each other on the network forums. Often several revisions of the prospectus and proposal are demanded by superiors. The mutual sharing interactions allow students to support each other academically as well as morally as they pass through the stages of the approval processes.

The dissertation is the final product of the doctoral journey. While it must be a sound and understandable written account of research conducted, it must also enhance the body of knowledge in it the field it addresses (Nordin&Mcclendon, 2015). The issue of identifying the gap in existing research is paramount in this last stage as it was in the beginning stages of the 10 Points and the Prospectus. The issue of the gap demonstrates how each stage of the dissertation process builds upon the next and how a cursory job in the early stages can drastically and negatively affect the quality of the work at later stages. It is imperative to the scholar that each stage be addressed thoroughly so that subsequent success is assured. The GCU approval process of each of the stages: the !0 Strategic Points, the Prospectus, the Proposal, and the Dissertation, supports the scholar in achieving the necessary levels of rigor and quality.

Nordin, E. J., & McClendon, C. (2015). Essential Skills for a Doctoral Dissertation. In Grand Canyon University (Ed.), GCU Doctoral Research: Foundations and Theories. Retrieved from https://www.gcumedia.com/digital-resources/grand-canyon-university/2015/gcu-doctoral-research_foundations-and-theories_ebook_1e.php

Skelton, J., & McClendon, C. (2015). Developing the 10 strategic points and prospectus. In Grand Canyon University (Ed.), GCU Doctoral Research: Foundations and Theories. Retrieved from https://www.gcumedia.com/digital-resources/grand-canyon-university/2015/gcu-doctoral-research_foundations-and-theories_ebook_1e.php

DQ2

Using the DC Network, locate information about the Ten Strategic Points, the Prospectus, the Proposal, and the Dissertation. What is the purpose of each of these documents? How do you anticipate interacting with these documents? Explain.
Located in the DC Network, from the home page, the learner has to click on the Research/ Dissertation tab to locate the dissertation resources in order to find the necessary tools and templates needed for major deliverables in the dissertation process. Under this resource tab the student will find (with instructions) and use the following templates: the 10 strategic points, the prospectus, the proposal, and the dissertation.

• The 10 Strategic Points-These key points will provide guidance for research on the learner's specific topic. The key points must be clear, specific, accurate and aligned to ensure the research is attainable, valuable and reliable (Skelton & McClendon).

• The Prospectus-The 10 strategic points will provide a framework to guide and develop the prospectus.

• The Proposal-The prospectus (expanded) becomes the proposal.

• The Dissertation -After multiple revisions and expansion of first three components listed above, the learner can form a dissertation manuscript. Each stage of this process requires endorsement by instructors, or the learner's committee chair (Skelton & McClendon).
The way I plan to interact with these documents is to download a sample of each to familiarize myself with the contents and the format. After completing our first assignment and getting valuable feedback from Dr. Nancy, I will start working on my 10 strategic points for residency scheduled for September, 2016. With feedback from residency and the revision of my 10 strategic points, I will be able to move forward to the next phase which is the prospectus, and so on. I will continue viewing the DC Network daily to get information needed in this process. I am trying to be proactive in order to lower anxieties relative to this journey. Cakmak et al., (2015) explains that an individual can maintain balance by directing attention to realistic goals. To reach my goals, I will keep the dissertation milestone chart front and center in order that I reach each phase on time.

References

Cakmak, E., Oztekin, O., Isci, S., Danisman, S., Uslu, F., &Karadag, E. (2015). Overview of the dissertation process within the framework of flow theory: A qualitative study. Educational Sciences: Theory and Practice, 15(3), 607-620.

Skelton, J. & McClendon, C. (2014). Developing the 10 strategic points and prospectus. In Grand Canyon University. (Eds.), GCU doctoral research: Foundations and theories. Retrieved from https://gcumedia.com/digital-resources/grand-canyon-university/2015/gcu-doctoral-research_foundations-and-theories_ebook_1e.php

DQ3

Using the DC Network, locate information about the Ten Strategic Points, the Prospectus, the Proposal, and the Dissertation. What is the purpose of each of these documents? How do you anticipate interacting with these documents? Explain.

The Ten Strategic Points define the research focus and approach that enables the doctoral learner to effectively communicate and align key stakeholders for the dissertation. Prior to developing the Prospectus, the Ten Strategic Points should be reviewed with the Chair and the Committee to ensure that the Ten Strategic Points are aligned and that there is a clear and defined study. After completion, the Tens Strategic Points are included in Appendix A of the Prospectus (GCU, 2015).

The Prospectus is a 6-10 page document that serves as a road map for the dissertation. It provides the essential framework to guide the development of the dissertation proposal. When using the DC Network, I noticed that the ten points relates to the prospectus, which in turn relates to the dissertation. The Prospectus builds on the Ten Strategic Points and it will be expanded to become the complete dissertation. Effective May 15, 2016, the D20 Prospectus form was discontinued in an effort to facilitate the learner's dissertation process. The prospectus will be used a teaching tool to aid the doctoral learner in establishing the foundational elements of research. The chair and methodologist will focus their review and feedback on alignment of the key elements in the prospectus and will summarize changes that learners must address in detail in the final proposal. As a result, the chair and methodologist will likely review the prospectus on average, two to three times, focusing on alignment and viability of the study.

It is further suggested that the doctoral learner go to the proposal after the prospectus has been reviewed at least two or three times (GCU, 2015).

The Proposal is no more than the first three chapters in the dissertation. According to Abramson (2015) there are two major players in the proposal process: The writer (me), the reader, the person who judges the integrity of the document. Whether you and I are individuals or committees or teams, the rules remain the same. When using the DC

Network, I found that approved proposals are no longer saved in the DC Network and the best way to get sample approved proposals is to go to the GCU Library into Proquest and search for the final dissertations.

The dissertation topic must emerge from a gap or tension in the empirical research literature, not from a personal experience or an attempt to solve a problem. During the first year, doctoral learners identify a broad area of research based on needs or gaps defined in the literature.

According to Berger (2014) the dissertation is the defining element of the doctoral journey as well as one the most respected achievements in academe. I am responsible for my dissertation. It is my responsibility to gather empirical
research articles during every course in the first year of the program. From these empirical articles, I will develop a preliminary draft of the Ten Strategic Points.

I anticipate interacting with these documents is to review various samples of the Ten Strategic points and after review, discussion with the instructor and additional guidance, I will make sure that the Ten Strategic Points are worded the same throughout the prospectus, proposal and dissertation. Developing the Ten Strategic Points as a two to three-page document can ensure clarity, simplicity, correctness and alignment of each of the ten key or strategic points in the prospectus, proposal and dissertation (Abramson, 2015).

Berger (2014) says completing this is not a race toward a goal, but a slow and steady climb up a mountain. The point is not to get to the top as fast as possible, the point is only to get to the top through whatever means or route is necessary.

References

Abramson, G. A. (2015). Writing a dissertation Proposal. Journal of Applied Learning Technology, 5(1), 6-13. Retrieved from https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=aci&AN=114779035&site=eds-live&scope=site

Good Morning Dr. Maldonado/Class

In light of the 10 Strategic Points, what insights do you have on your proposed dissertation topic? How are you currently formulating your research approach? Based on your current understanding of research methodologies, what hurdles or barriers are you going to need to address to move your research forward? (Research is not required to support your conclusions.) How will the information on finding a content expert (see "Finding a Content Expert" in topic materials) influence your research plans?

After reviewing the 10 Strategic Points guidelines, the insights that I have is that my topic should be influenced by factors such as relevance, supervision, interest and competence. Therefore, I must choose a topic that I am genuinely interested in. I will need to frame my topic as clearly as I can, although there will be several changes over time. In framing my research topic, I will need to know what specific areas of interest that I will be focusing my dissertation on and the topic will need to align with the specific area of interest. According to Nordin and McClendon (2015), "doctoral learners should definitely find topics that are of interest; however, they should avoid topics in which they are emotionally invested. The research should have a central focus, but be in-depth; because the purpose of the research is not to solve a problem, but to garner an garner an in-depth understanding of a finite area in their field" (p.1).

My methodology has to be related to theoretical framework and I must determine which methodology I will use, i.e. data-gathering vs data analysis or quantitative vs. qualitative. Regardless of which methodology that I use, the methodology must be explicit. I have to exhibit confidence and competence in the methodology selected and I will be needing help from my content expert in this area. Hurdles or barriers that I need to be address at the onset is knowing my rationale for this topic and having the ability to articulate why this topic is important to me. Being that my topic is intense, I will need to show evidence that experts in the area will deem as important. I know that it is not going to be good enough for me just to say that I am passionate about this topic, I will need to provide enough research to where the reader is convinced of my arguments. Another hurdle that I see is that my research needs to be guided by a central research question and right now, I have not narrowed my topic down to a central focal point. I know that I will have to refine my question, but I need to have a central focal point; so that I can start gathering empirical research data conducive to the question. I do not want to blab and provide unnecessary information; therefore, it is imperative that I gather research question(s) that can help me stay focused.

The content expert information will be helpful because the content expert can help me at the onset with framing my topic and assist me with which methodology would be best. By giving my topic and ten strategic points to my content expert, I will not waste valuable time and at least get a good start on the dissertation process.

References

Nordin, E. J., & McClendon, C. (2015). Essential skills for a doctoral dissertation. In Grand Canyon University. (Eds.), GCU doctoral research: Foundations and theories. Retrieved from https://gcumedia.com/digital-resources/grand-canyon-university/2015/gcu-doctoral-research_foundations-and-theories_ebook_1e.php