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19   QUANTITATIVE PROSPECTUS TEMPLATE   CHAPTER ONE (FOR USE IN CLED805)   The EdD in Christian Leadership is a terminal degree requiring the writing of a social science model dissertation

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QUANTITATIVE PROSPECTUS TEMPLATE

 

CHAPTER ONE (FOR USE IN CLED805)

 

The EdD in Christian Leadership is a terminal degree requiring the writing of a social science model dissertation. This dissertation is produced as a result as a result of a sequence of research courses and integrates work from all seminars in the program. While each student develops their dissertation with specific sections and content appropriate to their research problem and design, the purpose of the template is to ensure that the dissertation manuscript is a quality document that meets the standard of the program. This template provides information about formatting and the content contained in each section of the dissertation. This template is designed for use in creating a quantitative dissertation. Students should use the qualitative template for qualitative dissertation designs. For mixed-methods designs, it is suggested that modify the qualitative and quantitative templates, thus creating a hybrid model appropriate to your research.

A Word About Formatting

 

The margins for all chapters are 1 inch at the top and bottom and sides. All text should be Times New Roman, 12-point font. The use of Times New Roman, 10-point font in tables and figures is considered acceptable usage. Text within the body of the manuscript should be left justified leaving a jagged right margin. Double-spacing should be employed throughout the manuscript except for exceptions found in the Program Handbook. There should be one space after the punctuation at the end of sentences. Page numbers should all be Arabic numerals and placed in the upper right-hand corner (with the page number on the first page suppressed). All manuscripts should follow the newest version of the APA style manual. The” Running Head” is not used.

 

 

Prospectus Template Sections

 

 

 

 

1

 

What follows is the Prospectus Template with a description of each section. This template is designed for writing chapter one and is for use in CLED805.

 

 

iv

 

 

 

 

 

 

 

LIBERTY UNIVERSITY

JOHN W. RAWLINGS SCHOOL OF DIVINITY

 

 

 

AN EXAMPLE OF THE TITLE PAGE: THE TITLE GOES HERE

ALL CAPS. INVERTED TRIANGLE,

17 WORDS MAXIMUM

 

 

 

A Prospectus Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

by

Student’s Full Legal Name

 

 

 

 

Liberty University, Lynchburg, VA

 

 

 

 

THIS IS AN EXAMPLE OF THE SIGNATURE PAGE: THE TITLE SHOULD GO HERE (ALL CAPS)

by Student’s Full Legal Name

 

A Prospectus Presented in Partial Fulfillment

Of the Requirements for the Degree

Doctor of Education

 

 

Liberty University, Lynchburg, VA

Date Defended

 

 

 

 

 

 

 

 

APPROVED BY:

 

__________________________________

Name and degree, Dissertation Supervisor

 

__________________________________

Name and degree, Second Reader

 

ABSTRACT

 

The abstract summarizes the contents of the prospectus or dissertation. It should include the purpose (see template below), a brief rationale of the study, the research questions as appropriate, the methodology, and the results. For the Prospectus, the abstract is written in the future tense because the study is yet to be undertaken. For the Dissertation, the abstract is written in past tense because the study is complete. Descriptions of the methodology should include the design, the sample, setting, and data collection and analysis methods. The abstract should include results of the study, but should not include statistics. With regards to format, the word “ABSTRACT” should be in all caps and a Level 1 heading, centered, and bold. The abstract should be written as one, double-spaced paragraph in which the first sentence of the abstract is not indented. The typical length of the abstract is approximately 250 words or less. While some dissertation abstracts may need to be, no more than one page is permitted. The purpose statement should follow the construction taught in CLED770 and the Creswell textbook (Creswell, 2013).

The purpose of this ______ (descriptive, correlational, causal, quasi-experimental, experimental) study will be to ______ (understand, determine, compare, predict, explain, classify, evaluate) if a relationship exists between ______ (independent variable) and ______ (dependent variable), controlling for ______ (control variables) for ______ (population).

Keywords: This is a list of 4-7 words (separated by commas) central to your study.

Copyright © Year. Full Legal Name. All rights reserved.

 

Liberty University has permission to reproduce and disseminate this document in any form by any means for purposes chosen by the University, including, without limitation, preservation or instruction.

 

Dedication (Optional)

 

 

The dedication page is a page in which the candidate dedicates the manuscript. This page is optional.

 

Acknowledgments (Optional)

 

The acknowledgments page provides the opportunity for the candidate to acknowledge individuals who influenced the writing and completion of the dissertation. This page is optional.

 

Table of Contents

 

The Table of Contents lists the various chapters and subsections of the manuscript along with their page numbers. The Table of Contents should include the Abstract, Copyright Page (written as illustrated on the copyright page in this document), Dedication (optional), Acknowledgements (optional), List of Tables, List of Figures, CHAPTER TITLES (all caps), Level 1 headings, Level 2 headings, REFERENCES (all caps), and APPENDIX or APPENDICES (all caps). These should be left justified. The subsections included should only be APA Level 1 and Level 2 headings within the manuscript. Level 1 headings should be indented one-half inch, and Level 2 headings should be indented one inch. Chapter titles are not considered Level 1 headings. Entries should be double-spaced. Identify the page number where each heading and sub-heading begin flush against the right margin.

 

ABSTRACT 3

Copyright 4

Dedication (Optional) 5

Acknowledgments (Optional) 6

List of Tables 9

List of Figures 10

List of Abbreviations 11

CHAPTER ONE: RESEARCH CONCERN 12

Introduction 12

Background to the Problem 12

Statement of the Problem 13

Purpose Statement 14

Research Questions 15

Assumptions and Delimitations 16

Research Assumptions 16

Delimitations of the Research Design 17

Definition of Terms 18

Significance of the Study 19

Summary of the Design 19

REFERENCES 20

APPENDI X or APPENDI CES 21

 

List of Tables

 

The List of Tables cites the tables and the corresponding pages of each table. This enables the reader to easily locate the tables in the manuscript. The title of this page should be a Level 1 heading, centered, 1 inch from the top of the page. Entries should be double-spaced.

List of Figures

 

The List of Figures cites the figures and the corresponding pages of each figure. This enables the reader to easily locate the figures in the manuscript. The title of this page should be a Level 1 heading, centered, 1 inch from the top of the page. Entries should be double-spaced.

 

Tips for Formatting Tables and Figures

· Use tables for tabular data such as reporting raw data, statistical findings, and displaying textual lists.

· Use figures for charts, graphs, etc.

· Choose the type of display that works best for your data. Be consistent: do not choose different display types for variety. The best display is often the simplest one.

· Every table and figure placed in the text is numbered separately, starting with the number 1 for each type.

· Numbering continues throughout the document including all chapters in a dissertation.

· Table or figures in appendices are numbered, starting with the number 1 for each type and prefixed with the letter “A” as in A1, A2, A3, etc.

· Table titles are provided in title case with each major word capitalized and are placed above the table. Figure titles are provided in sentence case and are placed below the figure (see chapter 5 of the APA manual for examples).

· If the title is longer than the width of the table or figure, type it as two or more lines in an inverted pyramid style.

· All references to a table or figure refer to the table or figure number not its title or a phrase like “in the following table” or “as seen in the next figure.” The reference may be in running text, such as “In Table 5 . . .” or “In Figure 5,” or in parentheses, as in (See Table A7 in Appendix 3) or (Figure 2).

· Capitalize “Table,” “Figure,” and “Appendix” when they are referenced in the text.

· Refer to a table or figure in the text before it appears in the document. Use the full word “Table” or “Figure” in the title of tables and figures rather than the abbreviations “Tbl.” or “Fig.”

· When tables or figures appearing in appendices are referenced in the text, always include with the reference the appropriate appendix number such as “Table A3 in Appendix A” or (see Figure A5 in Appendix C).

 

List of Abbreviations

 

The title of this page should be a Level 1 heading, centered, 1 inch from the top of the page. Entries should be double-spaced. Examples are provided below.

Society of Professors of Christian Education (SPCE)

National Association of Evangelicals (NAE)

Liberty University (LU)

CHAPTER ONE: RESEARCH CONCERN

 

Introduction

 

The purpose of Chapter One is to provide an introduction, overview, and foundational framework for the research. The chapter should create reader interest, provide awareness of a problem that necessitates the research, establish literature context in which the research is founded, identify the importance of the research for a specific audience, and briefly introduce the research via the research questions. The introduction segment of the chapter, should briefly identify the theological, sociological, educational and/or leadership concern generating the research problem. The introduction must also clearly and concisely describe the contents and organization of the chapter. Chapter One may vary in length from 12-20 pages.

Background to the Problem

 

The research problem is an issue or concern that is within the broad research topic area. In qualitative research, research problems tend to explore a process, a people group, an event or a phenomenon. The “Background to the Problem” section of the chapter provides a compelling backdrop to the problem being researched. Generally, this section contains a summary of the most relevant literature and provides the theological, historical (i.e., how the problem has evolved), sociological (i.e., contexts), and theoretical (e.g., important variables and concepts, and the principles underpinning the research) contexts for the research problem. The author often uses this section to create a sense of anticipation and an early interest on the part of the reader in the problem being studied. It is best to remember that the reader is just being introduced to this problem. You have been reflecting on it for some time. Use this section to bring them into the conversation and gain a sense of your passion about this topic. In essence, the background segment creates a sense of urgency in addressing an issue that is dissertation worthy.

 

Each of the four contexts mentioned above (theological, historical, sociological, and theoretical) are often covered by dissertation writers using APA Level 2 headings for each. You should be sure to link and relate the background of the study to the proposed research. Questions that may be asked or addressed in this section may include, but are not limited to: Is there a biblical or theological issue or concern at stake here? What is the problem and why is it an interest? Who else is affected by the problem? What research has been done to investigate or address the problem? How will the proposed research extend or refine the existing knowledge in the area under study? Who will benefit or use the proposed research? What new information does the current research add to the body of existing literature regarding the topic? The majority of literature cited in this section should be no more than five years old.

You will remember from your research courses, that there is a funneling effect created in the background section. The reader is moved from the wider topic of interest to the specific problem being studied. A “gap” is identified in the existing literature specific to the issue or problem. The reader is then with to see how this research will fill that gap in understanding.

Statement of the Problem

 

“A problem might be defined as the issue that exists in the literature, theory, or practice that leads to a need for the study” (Creswell, 2013, p. 50). The “Statement of the Problem” section continues to build the case for the research work and informs the reader of the nature of the problem being studied. In simplest terms, a research problem is a statement of the research concern and why it needs to be studied. This section varies in length depending on the problem and the need to aid the reader in understanding the context of the study. As you develop this section, seek to accomplish three results.

1. Summarize the recent research on the topic.

2. Explain how/why the current research is deficient or falls short.

3. Conclude with a focused statement identifying the problem in relation to your research design.

Purpose Statement

 

The purpose statement should follow the “Statement of the Problem” and clearly and succinctly state the focus and intentions of the proposed research. The purpose statement is a declarative sentence which gives specific direction to the research. It orients your reader to your study, provides a short statement of why the study is being done and what it hopes to understand, and gives the reader an immediate sense of where the research is heading and what the researcher was hoping to accomplish.

Purpose statements follow a common template and begin with these words, “The purpose of this study is . . .” It foreshadows the research questions that follow, creating an elevated view of the entire research endeavor. It is used several times in the dissertation and employs consistently wording whenever it appears in the prospectus and dissertation. You are encouraged to use the following template adapted from Creswell (2013):

The purpose of this ______ (descriptive, correlational, causal, quasi-experimental, experimental) study will be to ______ (understand, determine, compare, predict, explain, classify, evaluate) if a relationship exists between ______ (independent variable) and ______ (dependent variable), controlling for ______ (control variables) for ______ (population).

The statement template above works well for a correlational design. This statement will like need to be revised for descriptive, causal, and quasi-experimental designs.

The statement of the problem and purpose statements are two distinct and very important elements of the prospectus or dissertation. Together, these statements create the structure and direction of the study. They also establish the importance of the study and identify the goal of the research. All preceding writing within should funnel into the problem and purpose statements. The writing that follows will refine, expand, explain, support and align with these foundational statements. All content in the prospectus and dissertation is included to answer the problem and fulfill the purpose. Content that does not, should be considered unnecessary and not included, no matter how interesting it is the manuscript author. Use these statements as a measure to determine what to include and what to exclude from your document.

Research Questions

 

Research questions provide the skeletal structure of the dissertation. Therefore, they are critically important to the entire research and writing task. The proposed research questions should be derived from the problem and purpose statements. A well-formulated research question (a) asks about the relationship/differences between two or more variables, (b) is stated clearly and in the form of a question, (c) is testable (i.e., possible to collect quantitative data to answer the question), (d) does not pose an ethical or moral problem for implementation, (e) is specific and restricted in scope (i.e., the aim is not to solve the world's problems), and (f) identifies exactly what is to be solved. A good research question also clearly identifies the sample population. In addition, it should be noted that the research question implies the research design and statistical analysis. A typical dissertation contains three to five research questions. Therefore, identify at least three to five research questions in your Prospectus. Remember that each research question will need to be addressed in the data collection, data analysis, and discussion sections of later chapters. Be sure these questions do not elicit simple yes/no responses. To summarize, research question creation should be guided by the following principles.

1. Research questions serve to breakdown the problem into sub-problems.

2. Each research question should be a completely researchable unit.

3. Each research question should be tied to the interpretation of the data.

4. When answered, the research questions will answer the larger problem.

You are to format your questions as follows. This is an exception to the APA style guide for this particular heading. This exception applies wherever research questions are listed in the Prospectus or Dissertation. Research questions are always labeled as RQ with the number that applies to the question. They are indented and single-spaced with 12-point spacing between questions. All multi-line lists appear in this format.

RQ1. What relationship, if any, exists between a pastor’s Myers-Brigg’s Personality Type and the pastor’s ministry satisfaction level?

RQ2. What relationship, if any, exists between a pastor’s Myers-Brigg’s Personality Type and the pastor’s ministry tenure?

RQ3. What relationship, if any, exists between a pastor's Myers-Brigg’s Personality Type and the pastor's conflict management acumen?

RQ4. To what degree, if any, can a Pastor’s Myers-Brigg Personality Type serve as a predictor of the perceived ministry effectiveness level of full-time pastors as observed by their church board leaders?

Assumptions and Delimitations

 

Assumptions and delimitations help frame the research for the reader. Assumptions provide a starting point and delimitations provide boundaries. These are both included in the first chapter though dissertation outlines differ as to where they are included. In the EdD in Christian Leadership program, they are grouped under one heading and follow the research questions section.

 

Research Assumptions

All research is built upon assumptions. Because research must start somewhere, assumptions serve as that starting point. Assumptions are facts that the researcher believes to be true and, therefore, will not seek to prove through the research. Most often, assumptions come from prior research, researcher worldview, or the literature review.

Assumptions are listed under this heading. They may simply be listed, or that may be discussed in greater detail as the researcher determines necessary for clarity in presenting the research. If the research is working from a particular assumption, and that assumption is important to the research and its conclusions, those assumptions should be openly presented and discussed in the section of the dissertation. If there is doubt about listing an assumption, you should include it and then work with your committee chair to determine if it is needed.

Do not include obvious assumptions here. For example, there is no need to assume that “Excel accurately calculates t-test statistics” or that participants will “respond truthfully.” Those are normally recognized assumptions in all research. Rather, one might assume that “Piaget’s theory of cognitive development accurately identifies the cognitive development stages and processed in children.”

Delimitations of the Research Design

 

Delimitations are the boundaries of your study. All research has limits and thus, certain work that will not be performed. The work that will and will not be undertaken is described as the delimitations of the research. In quantitative research designs, delimitations are important for issues relevant to the generalizability of the research by helping the reader to understand how to the inclusion criteria and exclusion factors in designing the study and defining the study population. Typically, a delimitation is stated as illustrated below. This example involves a study of study of college students.

This research is delimited to students entering their first year of college in four-year public university settings. It does not include students entering community colleges, private college, religious institutions, or trade schools.

This research is further delimited to entering their first year of college in four-year public university settings who are between 17 and 24 years of age. It, therefore, excludes students re-entering university as mature, adult learners.

This research is delimited to residential students and does not include students studying through alternative delivery systems such as online education modalities. Likewise, it does not include commuting students, part-time students, or students taking independent study coursework.

 

Definition of Terms

 

Terms pertinent to the study should be listed and defined in the final section of Chapter One. Generally, definitions in this section also need to be supported by the literature, though, they may be original to the researcher when deemed necessary. Terms should be defined when they play a critical role understanding the title, purpose, research questions, or population. Include terms that use abbreviations. Citations are needed when a term is based on the literature review. Dictionary definitions are not acceptable. Note the exception to APA format for multi-line lists. Here are some examples of definition of terms.

 

1. Youth Minister: A paid church staff member whose primary duties are to provide pastoral care to adolescents.

2. Attitude: Attitude is a psychological tendency that involves evaluating a particular object with some degree of favor or disfavor (Eagly & Chaiken, 1993).

3. Interest: The combination of emotion and personal valuation of a task resulting in a desire for various levels of enjoyment (Ainley & Ainley, 2011).

Significance of the Study

 

The significance of the study section contains a description of the contributions that the study makes to the knowledge base or discipline, both theoretically and empirically (i.e., How does it relate to other studies that are similar or that investigate the same issue?)

This section also includes a brief description of the practical significance of the study; why it is important to organizations, institutions, the general population, or specific population being studied (e.g., Why and how does it affect them? How will it improve the conditions, lives, work environment, etc.? How can this study be used on a wider scale to affect change to help a wider group of people or similar organizations?). References are very important here to lend additional credence and support the study. All assertions in this section need to be supported

Summary of the Design

 

This section provides a summary of the design to be used to answer the research questions. It will be revised as chapter three is developed. It may also contain a chapter summary and transition to chapter two.

 

REFERENCES

 

All the references cited within the text should be listed in accordance with the most recent edition of the Publication Manual of APA. The reference title should be capitalized, bold, and centered. Note that the reference list is to be single-spaced within each entry. Spacing between entries should be 12-point. See example below of how the reference page should be formatted.

Please consult the current edition of the APA style manual for proper formatting guidelines per reference type. Newest edition now includes citation for online sources, including podcasts and social medial posts.

Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Saga Press.

Galvan, J. L., & Galvan, M. C. (2017). Writing literature reviews: A guide for students of the social and behavioral sciences (7th ed.). Routledge.

Leedy, P. D., & Ormrod, J. E. (2016). Practical research: Planning and design (11th ed.). Pearson.

Lowe, S. D., & Lowe, M. E. (2010). Spiritual formation in theological distance education?: an ecosystems model. Christian Education Journal, 7, 85–102.

Machi, L. A., & McEvoy, B. T. (2017). The literature review: Six steps to success (3rd ed.). Corwin.

Roberts, C. M. (2010). The dissertation journey: A practical and comprehensive guide to planning, writing, and defending your dissertation (2nd ed.). Saga Press.

Shields, J. B. (2008). An assessment of dropout rates of former youth ministry participants in conservative Southern Baptist megachurches (Publication No. 3401805) [Doctoral dissertation, Southern Baptist Theological Seminary]. ProQuest Dissertations Publishing.

 

Smith, C. (2007, January 1). Evangelicals behaving badly with statistics. Books & Culture: A Christian Review. http://www.christianitytoday.com/bc/2007/janfeb/ 5.11.html.

APPENDIX or APPENDICES

 

The appendix must include a variety of artifacts. The appendices must include the IRB application (replace with the approval letter for the complete dissertation), informed consent/assent forms, surveys/questionnaires/instruments, protocols (interviews or observations), sample transcripts of interviews, theoretical memos, and other documents used to establish an audit trail. Any identifying or personal information (names, schools, districts, phone numbers, email addresses) should be eliminated. If numerous types of artifacts are included as appendices, each type should have a section labeled as Appendix A, Appendix B, etc. Each appendix must be addressed in the narrative text. The appendix title should be capitalized, bold, and centered.