walden dissertation prospectus guide

Attention! Your ePaper is waiting for publication!

By publishing your document, the content will be optimally indexed by Google via AI and sorted into the right category for over 500 million ePaper readers on YUMPU.

This will ensure high visibility and many readers!

Your ePaper is now published and live on YUMPU!

You can find your publication here:

Share your interactive ePaper on all platforms and on your website with our embed function

Dissertation Prospectus Guide - Research Center - Walden University

dissertation
qualitative
quantitative
researchcenter.waldenu.edu

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

Walden University

Dissertation

Prospectus

For internal use only.

Academic Offices

155 Fifth Avenue South, Suite 100

Minneapolis, MN 55401

1-800-WALDENU (1-800-925-3368)

Walden University is accredited by The Higher Learning Commission and a member of the North Central

Association, www.ncahlc.org; 1-312-263-0456.

Dissertation Prospectus Page ii

Contents

The Prospectus ................................................................................................................................ 1!

Completing the Prospectus .......................................................................................................... 1!

Submitting the Prospectus ........................................................................................................... 1!

An Annotated Outline ..................................................................................................................... 3!

Quality Indicators ............................................................................................................................ 6!

Sample Prospectus .......................................................................................................................... 8!

Dissertation Prospectus Page iii

The Prospectus

The Dissertation Prospectus is a brief document that provides preliminary information about

your dissertation research and is used in two ways:

• It serves as an agreed-upon plan for developing the proposal that is evaluated to ensure a

doctoral-level project.

• It serves as a step to finalize the structure of your dissertation supervisory committee,

who will work with you on completing the dissertation.

Completing the Prospectus

The Dissertation Prospectus consists of several small sections, which are detailed in the

annotated outline. Your goal for the prospectus is to create a plan for developing your

dissertation proposal. Therefore, you need to have more information for the prospectus than for

your earlier documents, such as the Dissertation Premise, but you do not need to know all the

specific details of the study that you will ultimately conduct. For example, you may identify

intelligence as a covariate in a quantitative study, but at this point you do not yet need to identify

the instrument that you plan to use to measure the covariate.

Also, because every research project is unique and because this outline is general, you may be

asked to include additional information in your prospectus to help assure your committee that

you are headed in the right direction. For example, feasibility will be one criterion for evaluating

your prospectus, and if you are considering a very unique sample group, your committee may

ask that you explore that aspect in more detail before moving forward.

The Dissertation Prospectus should follow APA sixth edition guidelines and be formatted as

either a .doc, .docx, or .rtf file. As you work on the document, you may also want to review the

Litmus Test for a Doctoral-Level Research Problem from the Dissertation Premise guide and

your Historical Alignment Tool from your academic residency experience, as well as the quality

indicators found in the Dissertation Prospectus Rubric, which is included in this guide.

Submitting the Prospectus

Depending on the academic program, some students will work with their chair in a companion

course that supports prospectus development. Students in KAM-based programs will work on

their prospectus in SBSF 7100 with their faculty mentor, who is now their chair. Other students

may start the Dissertation Prospectus in a course led by a senior member of the faculty in their

area, before moving into a dissertation completion course with their chair. Yet other students

may directly work with their chair a dissertation course, during which they will complete the

prospectus. Be sure to check your program of study to know which path you will follow.

Dissertation Prospectus Page 1

As for the proposal and dissertation, for which you will receive feedback on working drafts,

prospectus development is an iterative process. When the prospectus is completed, please follow

the submission guidelines for your program. Generally, you should submit a final prospectus to

your dissertation supervisory committee for review after completion of your core research

sequence but before taking any advanced research course, and:

• as required in your dissertation course, if you are currently enrolled in this course;

• toward the end of your time in a companion course, following the guidance of your chair;

or,

• prior to beginning your dissertation proposal in SBSF 7100, following the guidance of

your chair.

Dissertation Prospectus Page 2

An Annotated Outline

Title Page

The recommended title length is 12 words to include the topic, the variables and relationship

between them, and the most critical keywords. Double-space the title if over one line of type and

center it under the word Prospectus.

Include your name, your program of study (and specialization if applicable) and Banner ID

Number, double-spaced and centered under the title.

Title

The title as it appears on the title page, double-spaced if over one line of type and centered at the

top of the page. The title follows the word Prospectus and a colon.

Problem Statement

Provide a one- to two-paragraph statement that is the result of a review of research findings and

current practice and that contains the following information:

1. A logical argument for the need to address an identified gap in the research literature that

has relevance to the discipline and area of practice.

2. Preliminary evidence that provides justification that this problem is meaningful to the

discipline or professional field. Provide three to five key citations that highlight the

relevance and currency of the problem.

3. The overall purpose or intention of the study.

• In quantitative studies, state what needs be studied by describing two or more factors

(variables) and a conjectured relationship among them related to the identified gap or

problem.

• In qualitative studies, describe the need for increased understanding about the issue to

be studied, based on the identified gap or problem.

• In mixed-methods studies, with both quantitative and qualitative aspects, clarify how

the two approaches will be used together to inform the study.

• For other approaches, clarify why an alternative approach is needed and useful for this

project.

Significance

Provide one to two paragraphs, informed by the topic in the problem statement, which

describe(s):

Dissertation Prospectus Page 3

1. How this study will contribute to filling the gap identified in the problem statement—What

original contribution will this study make?

2. How this research will support professional practice or allow practical application—

Answer the So what? question.

3. How the claim aligns with the problem statement to reflect the potential relevance of this

study to society—How might the potential findings lead to positive social change?

Background

Provide a representative list of scholarship and findings that support the main assertions in the

problem statement, highlighting their relationship to the topic (e.g., “This variable was studied

with a similar sample by Smith (2010) and Johnson (2008),” or “Jones’s (2011) examination of

industry leaders showed similar trends in the same key segments.”).

Framework

In one paragraph, describe the theoretical base or conceptual framework in the scholarly

literature that will ground the study. Base this description on the problem, purpose, and

background of your study. This theory or framework informs, and is informed by, the research

question(s) and helps to identify research design decisions, such as the method of inquiry and

data collection and analysis.

Research Question(s)

List the question or a series of related questions that are informed by the study purpose, which

will lead to the development of what needs to be done in this study and how it will be

accomplished. A research question informs the research design by providing a foundation for:

• Generation of hypotheses in quantitative studies,

• Questions necessary to build the design structure for qualitative studies, and a

• Process by which different methods will work together in mixed studies.

Nature of the Study

Using one of the following terms as a subheading, provide a concise paragraph that discusses the

approach that will be used to address the research question(s) and how this approach aligns with

the problem statement. The subheadings and examples of study design are:

• Quantitative—for experimental, quasiexperimental, or nonexperimental designs;

treatment-control; repeated measures; causal-comparative; single-subject; or predictive

studies.

• Qualitative—for ethnography, case study, grounded theory, narrative inquiry,

phenomenological research, or policy analysis.

• Mixed Methods, primarily quantitative—for sequential, concurrent, or

transformative studies, with the main focus on quantitative methods.

Dissertation Prospectus Page 4

• Mixed Methods, primarily qualitative—for sequential, concurrent, or transformative

studies, with the main focus on qualitative methods.

• Other—for other designs, to be specified with a justification provided for its use.

Possible Types and Sources of Information or Data

Provide a list of possible types and sources of information or data for this study, such as test

scores from college students, employee surveys, observations of children, interviews with

practitioners, historical documents from state records, deidentified medical records, or

information from a federal database.

Possible Analytical Strategies (Optional)

Provide some possible ways to organize and analyze the results obtained by the research

strategies detailed previously. A few examples of possible analytical strategies include multiple

regression, content analysis, and meta-analysis.

Other Information (Optional)

Provide any other relevant information, such as challenges or barriers that may need to be

addressed when conducting this study.

References

Include references formatted in the correct style (APA sixth edition, modeled at the end of this

guide) for all citations within the Dissertation Prospectus.

Dissertation Prospectus Page 5

Quality Indicators

Nine key indicators have been identified to assure the overall quality of the dissertation project at

this point in its development. Supervisory committee members will use these indicators to give

ongoing feedback and as a means to document their final approval of the Dissertation

Prospectus. Students should use these rubric items to guide development of prospectus.

A Dissertation Prospectus shows the potential of leading to a doctoral-quality dissertation only if

the answer to all of the following standards is “Met.”

1. Complete?

Does the prospectus contain all the required elements? Refer to the annotated outline to see

the required parts of the Dissertation Prospectus document.

2. Meaningful?

Has a meaningful problem or gap in the research literature been identified? In other words,

is addressing this problem the logical next step, given the previous exploratory and

confirmatory research (or lack thereof) on this topic? It is not acceptable to simply replicate

previous research for a Ph.D. degree.

3. Justified?

Is evidence presented that this problem is significant to the discipline and/or professional

field? The prospectus should provide relevant statistics and evidence, documentable

discrepancies, and other scholarly facts that point to the significance and urgency of the

problem. The problem must be an authentic “puzzle” that needs solving, not merely a topic

that the researcher finds interesting.

4. Grounded?

Is the problem framed to enable the researcher to either build on or counter the previously

published findings on the topic? For most fields, grounding involves articulating the problem

within the context of a theoretical base or conceptual framework. Although many approaches

can ground a study in the scientific literature, the essential requirement is that the problem is

framed such that the new findings will have implications for the previous findings.

5. Original?

Does this project have potential to make an original contribution? Addressing the problem

should result in an original contribution to the field or discipline.

Dissertation Prospectus Page 6

6. Impact?

Does this project have potential to affect positive social change? As described in the

Significance section (see annotated outline), the anticipated findings should have potential to

support the mission of Walden University to promote positive social change.

7. Feasible?

Can a systematic method of inquiry be used to address the problem? The tentative

methodology demonstrates that the researcher has considered the options for inquiry and has

selected an approach that has potential to address the problem.

8. Aligned?

Do the various aspects of the prospectus align overall? The nature of the study should align

with the problem, research questions, and tentative approaches to inquiry.

9. Objective?

Is the topic approached in an objective manner? The framing of the problem should not

reveal bias or present a foregone conclusion. Even if the researcher has a strong opinion on

the expected findings, the researcher must maximize scholarly objectivity by framing the

problem in the context of a systematic inquiry that permits multiple possible conclusions.

Dissertation Prospectus Page 7

Sample Prospectus

Updated May 30, 2012.

Dissertation Prospectus Page 8

!

Prospectus

How Online Doctoral Students Develop a Dissertation Problem Statement

Alpha B. Gamma

General Studies program – General specialization

A00000000

Prospectus: How Online Doctoral Students Develop a Dissertation Problem Statement

Conducting a supervised, independent research project is a unique feature of completing

a doctoral degree (Lovitts, 2008). Contrary to the common wisdom of a 50% all-but-dissertation

(ABD) rate, only approximately 20% of doctoral students are unable to complete the dissertation

after finishing their coursework (Lovitts, 2008; Wendler et al., 2010). The challenge of the

dissertation is not a new phenomenon in higher education, but what is new is the growing

number of students who complete their academic programs online (Allen & Seaman, 2007).

Although many students are ultimately successful in defining the central argument for a doctoral

capstone, less research has been conducted on that process in a distributed environment.

Highlighted in a book on doctoral education by Walker, Golde, Jones, Conklin-Bueschel,

and Hutchings (2009) is the need to develop more “pedagogies of research” (p. 151) to support

teaching graduate students to be scholars. Although a modest body of scholarship exists on

research training in traditional programs, emerging research suggests that the online environment

offers some unique challenges and opportunities for doctoral students (Baltes, Hoffman-Kipp,

Lynn, & Weltzer-Ward, 2010; Lim, Dannels, & Watkins, 2008). Of the many aspects of a

research project, development of the problem statement is arguably a key step because it

provides the rationale for the entire dissertation. Hence, the purpose of this study is to gain an

understanding of the process by which doctoral students in online programs arrive at a viable

problem statement for their dissertations.

This project is unique because it addresses an underresearched area of higher education

with a population that has increased over the past decade (Bell, 2011). The results of this study

will provide much-needed insights into the processes by which increasing numbers of new

scholars work through the beginning phase of their research. Insights from this study should aid

doctoral committees in helping students to succeed in their final projects, thus supporting

eventual degree attainment. Education has long been a force for social change by addressing

inequities in society. Because a broad range of students attends online institutions, supporting

their successful attainment of a terminal degree allows for increased diversity in the types of

individuals in key academic and scholarly leadership positions.

Selected articles relating to doctoral education and the process of learning to be a

researcher are described here:

1. Baltes et al. (2010) and Bieschke (2006) provided information on research self-

efficacy, which has been shown as a key predictor of the future research of doctoral

students.

2. Gelso (2006) and Kim and Karau (2009) provided different views of strategies to

support the development of scholar practitioners.

3. Holmes (2009) focused specifically on the dissertation stage.

4. Ivankova and Stick (2006) offered a model that aligns well with the possible

methodologies used in this study and that involved online students.

5. Research by Lim et al. (2008) addressed the role of research courses in an online

environment.

6. Lovitts (2008) gave a view of the transition from student to researcher.

The theoretical framework for this study will be Perry’s (1970) theory of epistemological

development. Because this theory addresses ways of knowing in adults, Perry’s theoretical work

has been used extensively in all aspects of higher education, albeit more frequently with

undergraduates than doctoral students. The approach provides details on cognitive-structural

changes that emerge as a result of development and learning. Further, subsequent research and

application of Perry’s theory offer guidance on ways to facilitate academic development, thus

allowing for insight into the pedagogical challenge of the dissertation (Gardner, 2009).

Research Questions

RQ1–Qualitative: For students with a high-quality problem statement at the dissertation

stage, what themes emerge in their reports of the process that they used to develop it?

RQ2–Quantitative: Based on objective ratings by doctoral faculty, are significant

differences evident in the overall quality of problem statements as students progress through the

dissertation process?

The nature of this study will be mixed-method with a qualitative focus. Qualitative

research is consistent with understanding how students approach the work of creating a

successful dissertation problem statement, which is the primary focus of this dissertation.

Keeping the focus on how students make sense of their dissertation research should be consistent

with Perry’s (1970) epistemological expectations at this point in their development (Gardner,

2009). To elucidate how a viable research problem emerges, objective ratings of student work

products will be examined across time. This quantitative analysis should help pinpoint the

amount of growth from the beginning to end of the project.

1. Problem statements written at four key points in a doctoral student’s career: the

premise, the prospectus, the proposal, and the dissertation writing stage.

2. Ratings of problem statements by an expert panel of doctoral faculty.

3. Interviews with a representative group of doctoral graduates who have successfully

defended their dissertations and whose work was ranked highly by faculty.

4. A measure of epistemological development, as a possible covariate.

5. Interviews or surveys of doctoral faculty, who have helped students to succeed, as a

possible source for triangulation.

Allen, I. E., & Seaman, J. (2007). Online nation: Five years of growth in online learning.

Needham, MA: Sloan-C.

Baltes, B., Hoffman-Kipp, P., Lynn, L., & Weltzer-Ward, L. (2010). Students’ research self-

efficacy during online doctoral research courses. Contemporary Issues in Education

Research, 3(3), 51–58.

Bell, N. (2011). Graduate enrollment and degrees: 2000 to 2010. Washington, DC: Council of

Graduate Schools.

Bieschke, K. J. (2006). Research self-efficacy beliefs and research outcome expectations:

Implications for developing scientifically minded psychologists. Journal of Career

Assessment, 14(1), 77–91. doi:10.1177/1069072705281366

Gardner, S. K. (2009). The development of doctoral students: Phases of challenge and support.

ASHE Higher Education Report, 34(6). San Francisco, CA: Jossey-Bass.

Gelso, C. J. (2006). On the making of a scientist-practitioner: A theory of research training in

professional psychology. Training and Education in Professional Psychology, S(1), 3–16.

doi:10.1037/1931-3918.S.1.3

Holmes, B. D. (2009). Re-envisioning the dissertation stage of doctoral study: Traditional

mistakes with non-traditional learners. Journal of College Teaching and Learning, 6(8),

9–13.

Ivankova, N. V., & Stick, S. L. (2006). Students’ persistence in a distributed doctoral program in

educational leadership in higher education: A mixed methods study. Research in Higher

Education, 48(1), 93–135. doi:10.1007/s11162-006-9025-4

Kim, K., & Karau, S. (2009). Working environment and the research productivity of doctoral

students in management. Journal of Education for Business, 85(2), 101–106.

doi:10.1080/08832320903258535

Lim, J. H., Dannels, S. A., & Watkins, R. (2008). Qualitative investigation of doctoral students’

learning experiences in online research methods courses. Quarterly Review of Distance

Education, 9(704), 223–236.

Lovitts, B. (2008). The transition to independent research: Who makes it, who doesn’t, and why.

Journal of Higher Education, 79(3), 296–325. doi:10.1353/jhe.0.0006

Perry, W. G., Jr. (1970). Forms of intellectual and ethical development in the college years: A

scheme. New York, NY: Holt, Rinehart, & Winston.

Walker, G. E., Golde, C. M., Jones, L., Conklin-Bueschel, A., & Hutchings, P. (2009). The

formation of scholars: Rethinking doctoral education for the twenty-first century. San

Francisco, CA: Jossey-Bass.

Wendler, C., Bridgeman, B., Cline, F., Millett, C., Rock, J., Bell, N., & McAllister, P. (2010).

The path forward: The future of graduate education in the United States. Princeton, NJ:

Educational Testing Service.

Recommendations

Walden University Dissertation Prospectus

Page 2 and 3: For internal use only. Walden Unive
Page 4 and 5: The Prospectus The Dissertation Pro
Page 6 and 7: An Annotated Outline Title Page The
Page 8 and 9: • Mixed Methods, primarily qualit
Page 10 and 11: 6. Impact? Does this project have p
Page 12 and 13: ! Prospectus How Online Doctoral St
Page 14 and 15: ! Significance This project is uniq
Page 16 and 17: ! with Perry’s (1970) epistemolog
Page 18: ! Kim, K., & Karau, S. (2009). Work

Extended embed settings

Inappropriate

You have already flagged this document. Thank you, for helping us keep this platform clean. The editors will have a look at it as soon as possible.

Mail this publication

Delete template.

Are you sure you want to delete your template?

DOWNLOAD ePAPER

This ePaper is currently not available for download. You can find similar magazines on this topic below under ‘Recommendations’.

Save as template?

Help & Support
tuxbrain.com
ooomacros.org
nubuntu.org
Terms of service
Privacy policy
Cookie policy
Cookie settings

Choose your language

Main languages

Further languages

Bahasa Indonesia

Performing this action will revert the following features to their default settings:

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!

Capstone Documents: EdD Doctoral Study

Supplemental Resources for the PhD Social Work
DBA Capstone: Traditional Capstone Options
DBA Capstone: Portfolio Project Options
DBA Capstone: Consulting Capstone Option
DHA Doctoral Study (Summer 2021 or before)
DIT Doctoral Study
DNP Doctoral Project
Doctor of Nursing Program Capstone Resources
DNP Capstone Resources NURS 8702 and NURS 8703
DPA Doctoral Study
DrPH Doctoral Study
DSW Doctoral Study
EdD Doctoral Study
PsyD Doctoral Study
Doctoral Prospectus Resources This link opens in a new window
Oral Defense
Capstone Committee Process
Doctoral Prospectus Resources
DHS Doctoral Study
DHA Doctoral Study Landing Page
DHA Doctoral Study (Fall 2021 or after)
Previous Page: DSW Doctoral Study
Next Page: PsyD Doctoral Study

EdD Doctoral Study Procedures and Documents

Welcome to the EdD Page—EdD Doctoral Study Process and Documents—on the Office of Research and Doctoral Services’s website. On this page, you will find the resources you need to complete the EdD capstone study.

EdD Capstone Process and Planning Documents

Design Alignment Tool
Completing the Design Alignment Tool Tutorial

EdD Prospectus Development and Evaluation

EdD Prospectus Form November 2023
Examples of Aligned Studies
5 Whys for Achievement Issues
Topics Appropriate for Your Specialization
Committee Matching Form 6/14/2023
Office Hours for Prospectus Development Summer 2024
Walden Live Learning Link
EdD Coordinators for Specializations
Research Design & Data Analysis Office Hours

Oral Defense Information

Oral Defense Information & Request Forms

Capstone Checklists – Please select the correct checklist for your capstone type

EdD Dissertation Checklist - Qualitative March 2024
EdD Dissertation Checklist - Quantitative March 2024
EdD Dissertation Checklist - Mixed Methods March 2024
EdD Project Study Checklist – Qualitative March 2024
EdD Project Study Checklist – Quantitative March 2024
EdD Project Study Checklist – Mixed Method March 2024

Capstone Rubrics

EdD Minimum Standards Rubric
EdD Final Quality Rubric

Questions? [email protected]

Social Media

Connect with the office of research and doctoral services.

Office of Student Disability Services

Walden Resources

Departments.

Academic Residencies
Academic Skills
Career Planning and Development
Customer Care Team
Field Experience
Military Services
Student Success Advising
Writing Skills

Centers and Offices

Center for Social Change
Office of Academic Support and Instructional Services
Office of Degree Acceleration
Office of Research and Doctoral Services
Office of Student Affairs

Student Resources

Doctoral Writing Assessment
Form & Style Review
Quick Answers
ScholarWorks
SKIL Courses and Workshops
Walden Bookstore
Walden Catalog & Student Handbook
Student Safety/Title IX
Legal & Consumer Information
Website Terms and Conditions
Cookie Policy
Accessibility
Accreditation
State Authorization
Net Price Calculator
Contact Walden

https://educate.apsanet.org/wp-content/uploads/cropped-Untitled-design-2.png

Breaking it Down: Writing a Doctoral Dissertation Prospectus

Susan E. Baer , Contributing Faculty Member, School of Public Policy and Administration, Walden University, [email protected]

This essay was originally published in the Political Science Educator’s Fall 2020 series.

At Walden, this process begins with the student identifying a research problem and writing a problem statement. Often a new doctoral student has a general topic of interest that is broad and needs to be much narrower in focus. To narrow the focus and identify a specific research problem to study, students must review the existing literature on their topic of interest and identify a gap in the literature. Asking students to review relevant literature and write an annotated bibliography may help them to narrow their focus and identify a research problem. The students must ultimately write and rewrite a draft problem statement.

After completing their problem statement, students need to write the often elusive research question or questions for their qualitative dissertation study. The student’s research question should flow logically from her problem statement. Students need to consider multiple factors when writing a research question including proper phrasing, assessing the feasibility of addressing the research question, and possible Institutional Review Board (IRB) implications, among others.

When a suitable research question is found, the student next writes the purpose section of her prospectus. This section connects the research problem being addressed and the focus of the study. Again, the student writes and revises this section until all instructor feedback is addressed.

Students next must find and select an appropriate theoretical or conceptual framework for their dissertation study. Selecting an appropriate framework is crucial, because it grounds the dissertation study and serves as a blueprint of sorts for the study. To identify an appropriate framework, students must search and review the existing literature. In certain cases, I ask students to consult a university librarian if additional assistance is needed. The selected framework should help the student to answer her research question.

The student must next write a significance section for the prospectus. Issues the student must address in this section include explaining why the study is important, how the study will begin to fill a gap in the literature, and how the study’s findings might lead to positive social change.

Students next must determine the nature or approach of their qualitative study. The research design selected should best address the study’s research question. Then, students write the possible types and sources of data section as well as the limitations, challenges, and/or barriers section of the prospectus.

The students must also write and include a background section in the prospectus that consists of ten relevant annotated journal articles published within the last five years. This section must also include keywords or phrases searched and databases used. Finally, students need to include a references list using the most updated APA style as well as a title page.

Dividing the dissertation prospectus into smaller sections and writing one section at a time in a logical order and addressing all instructor feedback for each section allows students to complete the prospectus in a more manageable way. This method might reduce students’ anxiety and sense of feeling overwhelmed, and it has the potential to enhance student success.

Political Science Today

HLTH-1 Courses: HLTH 8551 - Preparing for Dissertation

HLTH 8003 - Building a Multidisciplinary Approach to Health
HLTH 8030 - Socioecological Perspectives on Health
HLTH 8031 - Public Health Administration and Leadership
HLTH 8032 - SPSS Revealed
HLTH 8033 - Interpretation and Application of Public Health Data
HLTH 8034 - Environmental Health: Local to Global
HLTH 8035 - Epidemiology: Decoding the Science of Public Health
HLTH 8038 - Health Behavior Theory
HLTH 8040 - Advanced Public Health Policy and Advocacy
HLTH 8048 - Research Application of Public Health and Behavior
HLTH 8050 - Global Health and Issues in Disease Prevention
HLTH 8051 - Delivery of Healthcare
HLTH 8052 - Advanced Issues in Global Public Health
HLTH 8110 - Exploring Health Education in the 21st Century
HLTH 8111 - Leadership and Organizational Change
HLTH 8112 - Governance and Public Policy
HLTH 8127 - Public Health Policy, Politics and Progress
HLTH 8129 - Communications, Marketing, and Public Relations for Public Health Leaders
HLTH 8130 - Communications, Marketing, and Public Relations for Public Health Leaders
HLTH 8136 - Leadership, Professionalism, and Ethics in Public Health Practice
HLTH 8142 - Communication and Social Marketing Strategies for Public Health Leaders
HLTH 8150 - The Art of Online Teaching
HLTH 8151 - Understanding the Adult Learner
HLTH 8152 - eLearning
HLTH 8153 - Online Teaching Simulation
HLTH 8175 - Health Policy and Management
HLTH 8201 - Creating Healthy Communities
HLTH 8202 - Survey Research Methods
HLTH 8205 - Assessing Community Needs for Health Education
HLTH 8207 - Grant Writing
HLTH 8215 - Lifespan Development
HLTH 8219 - Health Promotion and Educational Interventions in Diverse Populations
HLTH 8241 - Human Motivation
HLTH 8242 - Changing Health Behavior: Theory and Practice
HLTH 8247 - Social Psychology
HLTH 8270 - Health Informatics and Surveillance
HLTH 8300 - Law, Ethics, and Policy in Healthcare Administration
HLTH 8317 - Financing Public Health Systems
HLTH 8331 - Crossing Borders: U.S. and International NGO Organizational Cultures and Environments
HLTH 8361 - Human Sexuality
HLTH 8362 - Sexual Health and Well-Being
HLTH 8392 - The Language of Leadership
HLTH 8400 - Public Health Leadership and Systems Thinking
HLTH 8401 - Healthcare Finance
HLTH 8402 - Applied Leadership and Multicultural Perspectives in Public Health
HLTH 8405 - Ethics and Social Justice
HLTH 8410 - U.S. Healthcare Delivery System
HLTH 8412 - Health Education and Communication Strategies
HLTH 8415 - Organizational Development and Leadership
HLTH 8420 - Health Economics
HLTH 8425 - Health Policy
HLTH 8430 - Healthcare Financial Management
HLTH 8431 - Finance and Budgeting for the Public Sector
HLTH 8435 - Health Law and Ethics
HLTH 8440 - Application of Public Health and Behavior Change Theories
HLTH 8450 - Community Health Assessment
HLTH 8451 - Public Policy Analysis
HLTH 8465 - Strategic Planning: Collaboration, Cooperation, and Coordination
HLTH 8475 - Advanced Program Implementation and Evaluation
HLTH 8500 - Human Resources Management and Organizational Development and Leadership for Healthcare Administrators
HLTH 8545 - Advanced Analysis of Community Health Data and Surveillance in Public Health
HLTH 8550 - Writing a Quality Prospectus
HLTH 8551 - Preparing for Dissertation
HLTH 8573 - Child and Adolescent Health Issues
HLTH 8574 - Women's Health Issues
HLTH 8701 - Cultural Psychology
HLTH 8745 - Health Psychology
HLTH 8750 - Trends and Issues in Executive Level Management for Healthcare Administrators
HLTH 8800 - Marketing Management and Business Communication
HLTH 8815 - Contemporary /Gerontology /Geriatric Psychology
HLTH 8825 - Psychology of Gender
HLTH 8830 - Psychology of Sexuality
HLTH 8840 - Health Policy and Management
HLTH 9001 - Health Services Dissertation (5 credits per term for a minimum of four terms until completion)
HLTH 9101 - Dissertation
HLTH 8501 - Leadership within the Healthcare Sector
<< Previous: HLTH 8550 - Writing a Quality Prospectus
Next: HLTH 8573 - Child and Adolescent Health Issues >>

The focus of this course is on the process of writing the doctoral dissertation premise and prospectus. The premise will guide students through their committee selection process. The prospectus will guide students through the stages of writing a dissertation—conducting a literature review, developing a problem statement and research questions, and evaluating research designs, methods, and types of analysis. The premise and prospectus that students write for this course will be for a possible dissertation topic. This exercise is the cornerstone of this course and will prepare students for working with their chosen dissertation topic.

Prerequisites

Office of Student Disability Services

Walden Resources

Departments.

Academic Residencies
Academic Skills
Career Planning and Development
Customer Care Team
Field Experience
Military Services
Student Success Advising
Writing Skills

Centers and Offices

Center for Social Change
Office of Academic Support and Instructional Services
Office of Student Affairs
Office of Degree Acceleration
Office of Research and Doctoral Services

Student Resources

Doctoral Writing Assessment
Form & Style Review
Quick Answers
ScholarWorks
SKIL Courses and Workshops
Walden Bookstore
Walden Catalog & Student Handbook
Student Safety/Title IX
Legal & Consumer Information
Website Terms and Conditions
Cookie Policy
Accessibility
Accreditation
State Authorization
Net Price Calculator
Contact Walden

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

We're Hiring!
Help Center

The Walden Dissertation Process

2019, Walden University Doctoral Student Cohort

Walden University has a 6 part dissertation process (prospectus, proposal, IRB, defense, research, final defense). Like all doctoral journeys there are important things to do and to avoid. This presentation is an overview and detailed discussion of the Walden University dissertation process. The presentation has universal applicability as the Walden model mirrors many other universities processes. It is a companion lecture to the book 'My Doctoral Journey' (available at Amazon, https://www.amazon.com/Doctoral-Journey-Carter-Matherly-Ph-D/dp/1982931086/ref=tmm_pap_swatch_0?_encoding=UTF8&qid=1544112085&sr=8-1).

Related Papers

Journal of Geography in Higher Education

Brian Whalley

Şahin Danişman , özge öztekin , Sabiha Işçi

The purpose of this study is to examine the flow of doctoral students who are also research assistants and in the dissertation process. The study was designed using the case study method. The case undertaken in the study was the dissertation process. Eleven participants were selected into the study using maximum variation sampling. Face-to-face, semi-structured interviews were conducted with the participants. Descriptive analysis was used to analyze the transcripts. The descriptive analysis of the data identified four main themes: (i) personal characteristics, including tackling challenges, sense of responsibility and planned work habits; (ii) interest in the field, including decision making about postgraduate education, satisfaction from postgraduate education, the fit between the doctoral field and the student’s interests and skills, and academic goals; (iii) emotional attachment, including enjoyed stages of the dissertation process, feelings aroused by the dissertation, and concentration on the dissertation process; and (iv) living the flow.

School Leadership Review

Joseph Murphy

instituteonteachingandmentoring.org

David Schuldberg

2008-03-12 Pre-print Part 7 4th Presentation for Don Jacobs. Routledge

Simon Pockley

Our last dissertation presentation before our closing speakers is also a biographical “participant story” of sorts, though it is a story about the author’s father and his expedition across the plains of Australia. It is also our only electronic dissertation representative. In fact, it was the world’s ﬁrst electronic, Web-based dissertation as far as we know. Yes, Dr. Simon Pockley was responsible for the world’s ﬁrst online doctoral thesis, “The Flight of Ducks,” which you can access on the World Wide Web. I’ll write it down for you now: www.duckdigital.net/FOD/. Simon receives invitations to speak at National and International forums where he speaks, and also writes about, values in the ecology of information management. He was a contributor to UNESCO’s Guide to Preservation and Digital Heritage as well as the UNESCO Guide to Electronic Theses and Dissertations. He lives in Australia and is in demand as a PhD supervisor, examiner, and student mentor. He works from time to time as a consultant.

Day Seven focuses on the voices of research participants, ending with an example of a web-based dissertation. The day closes with commentary from some pioneers whose experience summarizes the importance of this work. Our last dissertation presentation before our closing speakers is also a biographical “participant story” of sorts, though it is a story about the author’s father and his expedition across the plains of Australia. It is also our only electronic dissertation representative. In fact, it was the world’s first electronic, Web-based dissertation as far as we know. Yes, Dr. Simon Pockley was responsible for the world’s first online doctoral thesis, “The Flight of Ducks,” which you can access on the World Wide Web. I’ll write it down for you now: www.duckdigital.net/FOD/. Simon receives invitations to speak at National and International forums where he speaks, and also writes about, values in the ecology of information management. He was a contributor to UNESCO’s Guide to Preservation and Digital Heritage as well as the UNESCO Guide to Electronic Theses and Dissertations.

The New Birmingham Review, Dissertation Special Edition (2015)

Ioana Cerasella Chis , The New Birmingham Review , Eliza Garwood

Dissertations constitute a major part of early academic work. Whether as an undergraduate or masters’ student, the completion of the dissertation stands as testament to one's development throughout university education. For many, the dissertation is the first real instance of having to grapple with completing an extended piece of research-based work, with all that this entails. Students, when confronted with the project of writing their dissertation, face the challenge of selecting a problematic to address; of developing research questions and methods for answering these; of doing research (in terms of both existing literature as well as using research methods to address novel questions); and of writing this all up and presenting it with the clarity and precision demanded by assessment criteria. It goes without saying that the dissertation is, for many, a great undertaking which entails serious engagement and immense effort. It is for these reasons and more that the dissertation’s fate is lamentable. As a piece of work it is produced as part of a broader assessment of one’s academic ability, and as such the dissertation has a very particular institutional life with all the limitations this implies. Many individuals keep their dissertations and cherish them for a long time after their completion, granted – however, engagement with student dissertations beyond this point is usually limited to the supervisor and secondary marker. When the assessment is done, the dissertation loses any movement, becomes a static artefact archived somewhere and rarely read by anybody else.

The Teachers College Record

Abdul Hakeem

Mfon Nwabuoku

Of the many graduate students that start their doctoral journey, only half of them successfully complete their degree. For a majority of those who do not, not completing the dissertation process accounts for why they never graduated. This article explores the factors that contribute to successfully completing a dissertation using one graduate student's doctoral experience.

RELATED PAPERS

sunpriya achary

Safety of Nuclear Waste Disposal

Melanie Mbah

British Journal of Clinical Pharmacology

Antonello Nonnato

Limnology and Freshwater Biology

Alexander Korsunsky

RENEWABLE ENERGY SOURCES AND TECHNOLOGIES

Jerome Stanley

Nueva Revista De Politica Cultura Y Arte

Juan Manuel Burgos

Clio-a Journal of Literature History and The Philosophy of History

Rob Luzecky

Cuaderno jurídico y político

Antonio Baylos

Genevieve Andre-Fontaine

Proceedings of the American Mathematical Society

Gonzalo Cervantes

Candace Barnes

Nuclear Physics News

Basanta Nayak

Education Sciences

Abu Yazid Abu Bakar

Frontiers in Microbiology

Laszlo Csernoch

Maria Pilar Parra Contreras

Ochrona Dziedzictwa Kulturowego

Aníbal Costa

Turkana Ahmadova

ghfkfg fdgdsf

Direito Público

Jean-Raphaël Gros-Desormeaux

Physica A: Statistical Mechanics and its Applications

Lukman Hakim

walden dissertation prospectus guide

IMAGES

COMMENTS

Attention! Your ePaper is waiting for publication!

Your ePaper is now published and live on YUMPU!

Create successful ePaper yourself

Inappropriate

Mail this publication

DOWNLOAD ePAPER

Save as template?

Capstone Documents: EdD Doctoral Study

EdD Doctoral Study Procedures and Documents

EdD Capstone Process and Planning Documents

EdD Prospectus Development and Evaluation

Oral Defense Information

Capstone Checklists – Please select the correct checklist for your capstone type

Capstone Rubrics

Social Media

Walden Resources

Centers and Offices

Student Resources

Breaking it Down: Writing a Doctoral Dissertation Prospectus

Political Science Today

HLTH-1 Courses: HLTH 8551 - Preparing for Dissertation

Prerequisites

Walden Resources

Centers and Offices

Student Resources

The Walden Dissertation Process

Related Papers

RELATED PAPERS

RELATED TOPICS

IMAGES

COMMENTS