why the study is so important.

This section explains why the study is so important. Why should people care about this topic? Why should the reader keep on reading it? There is no personal opinion stated here. However, the passion and emphasis of the importance of this study is apparent. Reference 5 or 6 articles in your explanation of why the study will help the reader to understand the need for the research. These articles could be from comparable view points or show the contrasting view points. The articles should discuss variables defined in the context of the problem. This section should be approximately 6 (six) pages in length double spaced. The fill in the blank template below can be used as a guide.

_______Variable____________ has shown to affect, influence, etc _________________ (reference Author, year). However, Author (year) differs by concluding that ___________________________________.


Absenteeism has shown to affect organizational culture by decreasing employee moral (Scott, 2006). However, Parks (2005) differs by concluding that individuals can distinguish between company mismanagement and individual employee shortcomings. With the rise of global commerce, the manufacturing industry needs to examine all avenues to increase quality production of goods in order to remain competitive. George (2004) indicates that manufacturing companies lose 20% of their manufacturing capacity due to absenteeism. Sands (2007) supports the 20% capacity loss, and states as the length of service increases, absenteeism decreases within the management ranks of the automotive industry.
Research Design and Methodology
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This is the meat and potatoes, the heart, the main point of why you are here and why you are doing what you are doing. This is the road map, the path you are taking to tell me how you are going to do what you are going to do. You must use secondary sources to use the 5 methodologies in your research design and methodology section. 1. interviews 2. surveys 3. focus groups 4. internal data 5. observations. This means that you are not conducting your own reserach here, you are find research that has already been done that supports your methodology.

You must use all 5 methodologies and discuss how each of these will were conducted, where, how, with whom, and why? Why will it help you answer your research questions and why and how will it help you solve, further educate etc… the world about your problem. This section should be around 5- 6 pages long.
Organization of the Study
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In this section you will tell the reader what will be coming next in your paper. You only need to say this:

Chapter 2 will be the Literature Review
Chapter 3 will discuss research question number 1 and give a brief synopsis of what question 1 is about.
Chapter 4 will discuss research question number 2 and give a brief synopsis of what question 2 is about.
Chapter 5 will discuss research question number 3 and give a brief synopsis of what question 3 is about.

… and so on. The amount of chapers you have will be dependent on the number of reserach questions you have. These chapters after chapter 2 will be written later on, not during RES 531 or DSP 999.

Organization of the Study. This section is the researcher’s opportunity to present the research chapters and sections in brief, describing how the total research effort will be presented. In particular, it means each research chapter is presented in four to five sentences indicating what actions the researcher will perform in the research process.
Sample References
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Amey, M. J. & VanDerLinden, K. E. (2002). Career paths for community college leaders. American Association of Community Colleges/ Leadership Series Research Brief no. 2. Retrieved on February 12, 2005, from www.aacc.nche.edu/Template.cfm?Section=Research_Briefs&Template=/InterestDisplay.cfm&InterestCategoryID=221

Bass, B. M. (1990). Bass and Stogdill’s handbook of leadership. New York: Free Press.

Bennis, W. G. (2004). The seven stages of the leader. Harvard Business Review, 82(1), 46-53. Retrieved January 20, 2005, from EBSCO database.

Burns, J. M. (1978). Leadership. New York: Harper & Row.

Connaughton, S. L., Lawrence, F. L., & Ruben, B. D. (2003). Leadership development as a systematic and multidisciplinary enterprise. Journal of Education for Business, 79(1), 46-51.

Dering, N. A. (1998). Leadership in quality organizations. Journal for Quality & Participation, 21(1), 32-35. Retrieved February 25, 2005, from EBSCO database.

Donohue, K. S. & Wong, L. (1994). Understanding and applying transformational leadership. Military Review, 74(8), 24-31. Retrieved March 2, 2005, from EBSCO database.

Griffin, R. (2002). Management (7th ed.). Boston: Houghton Mifflin Company.

Kouzes, J.M., & Posner, B. Z. (2002). The leadership challenge (3rd ed.). San Francisco: Jossey-Bass.

Leithwood, K. A. (1992). The move toward transformational leadership. Educational Leadership 49(5), 8-12.

Mason, F. M., & Wetherbee, L. V. (2004). Learning to lead: An analysis of current training programs for library leadership. Library Trends, 53(1), 187-217.

Overton, B. J. & Burkhardt, J. C. (1999). Drucker could be right, but …: New leadership models for institutional-community partnerships. Applied Developmental Science, 3(4), 217-227.

Reinhardt, A. C. (2004). Discourse on the transformational leader metanarrative or finding the right person for the job. Advances in Nursing Science, 27(1), 21-31.

Romero, M. (2004). Who will lead our community colleges? Change 36(6) 30-34.

Sosik, J. J., Kahai, S. S., & Avolio, B. J. (1998). Transformational leadership and dimensions of creativity: Motivating idea generation in computer-mediated groups. Creativity Research Journal, 11(2), 111-121.

Shults, C. (2001). The critical impact of impending retirements on community college leadership. American Association of Community Colleges/Leadership Series Research Brief no. 1. Retrieved February 12, 2005, from www.aacc.nche.edu/Template.cfm?Section=Research_Briefs&template=/ContentManagement/ContentDisplay.cfm&ContentID=6700&InterestCategoryID=221&Name=Research%20Brief&ComingFrom=InterestDisplay.

Weisman, I. M. & Vaughan, G. B. (2002). The community college presidency 2001. American Association of Community Colleges/Leadership Series Research Brief no. 3. Retrieved February 12, 2005, from www.aacc.nche.edu/Template.cfm?Section=Research_Briefs&template=/ContentManagement/ContentDisplay.cfm&ContentID=8185&InterestCategoryID=221&Name=Research%20Brief&ComingFrom=InterestDisplay.
Literature Review
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In this chapter, the candidate reviews the main bodies of existing knowledge and literature that relate to addressing the research problem. It is during this review that the candidate refinesthe research questions that form the basis for his or her research project. A DRP student is expected to read, evaluate and synthesize at least twenty (20) sources of literature relevant to his/her research problem. While these sources will probably not comprise a comprehensive coverage of the available literature, they should reflect a representative sampling of current and/or classic findings and texts. This literature review is not an annotated bibliography. Rather, the review of the literature is used to examine relevant scholarly sources and connections between these sources with respect to analysis of factors such as the following: comparisons, contrasts,consistencies, inconsistencies, strengths, weaknesses, reliability, validity, significance, limitations,positions (and relation to the student’s perspective), theoretical approaches, and/or research methods.

Writing a review of the related literature takes planning and organization, and the researcher must emphasize the relationship of the literature to his/her research topic. According to the University of Toronto Writing Support website (http://www.utoronto.ca/writing), the literature review should “be organized around and related directly to the thesis or research question…,synthesize results into a summary of what is and is not known, identify areas of controversy in the literature, and formulate questions that need further research.” Various general approaches can be used to select and organize information for a literature review. One common method is to review the literature historically/chronologically. Through this approach, the DRP student might identify common threads or trends. Another option is to employ an issue oriented approach through exploration of specific themes, conflicts, or debates. Research methods, theories, or content related standards (e.g., legal standards, international regulations, ethical guidelines, etc.) could also be applied as criteria for analysis and organizational frameworks for presentation

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