Directed Research Project

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RAYER~
VUNIVERSITY
STRAYER is a registered service mark of Strayer Education, Inc. The University
claims all rights of ownership to its trademarks and service marks, which include:
"Strayer," "Strayer University," the official logos of Strayer University, and any
other word, phrase, or image associated with Strayer University.
© 2006 Strayer University, Inc.
REV - 090506
CONTENTS:
Section 1: Course Description and Learning Outcomes
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Section 2 : Introductory Guidelines
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Introduction
Required Reference
Teaching Strategies
Peer Reviewrrechnical Advisor
Certification and Assessment Form
Class Size
Course Requirements
Registration Requirements
Grading
LRC Collection of Directed Research Projects
Information Literacy and Library Use
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Section 3: Stages of DRP Development
Research Question and Subquestions
Research Proposal (Chapter One)
Literature Review (Chapter Two)
The Research Chapters (Chapter 3, 4, 5 and 6)
Draft of the Directed Research Project
The Final Project
The Defense
Section 4: The Directed Research Project Proposal
The Directed Research Project Proposal Flow Chart
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Section 5: Characteristics of Research
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Section 6: Planning and Designing the Research Proposal
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Key Questions for Planning and Designing the DRP Proposal
Components of the DRP Proposal
Context of the Problem
Statement of the Problem
Research Question/Hypothesis and Subquestions/Subhypotheses
Significance of the Study
Research Design and Methodology
Premises of the Qualitative and Quantitative Research
Organization of the Study
Proposed Reference List
Section 7:Writing the Research Chapters
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Citing the Literature
Research Sampling
Survey Questionnaire
Research Interview
Analysis and Findings
Section 8: The Final Chapter - Summary and Conclusions
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Section 9: DRP Format Requirements
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Section 10: Certificate of Approval Form
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Section 11: DRP Evaluation Form
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CONFIDENTIALITY NOTICE
This document contains information confidential and proprietary to Strayer University. The information may not
be used, disclosed or reproduced without the prior written authorization of Strayer University and only in a manner
consistent with the authorization. Reproduction of any section of this document must include this legend.
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Course Description
Enables student to complete a research project in the field of major concentration. The
research project will be monitored by a supervising faculty member and must be defended by
the student in an oral examination. The oral defense may be conducted in a conference-style
meeting of student, instructor, and second reader or technical advisor. A second type of defense
allows students to present a synopsis of their projects during one of the last two scheduled
class meetings. Students are encouraged to discuss the project with an instructor or Academic
Advisor early in their program. Students may not fulfill the directed research requirement by
completing another course.
Learning Outcomes
Upon completion of the Directed Research Project, the student will be able to:
1. Design, conduct, analyze, interpret, apply and write original research studies applicable
to academic course content and/or the professional work environment.
2. Present research results in a clear, organized and effective oral delivery.
3. Identify and use major reference tools appropriately.
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Introduction
The Directed Research Project (DRP) is designed as a vehicle for each graduate student to
complete a research project in their field of major concentration. THE DRP IS NOT A TERM
PAPER. The research project is monitored through its completion by a supervising seminar
professor, and an additional faculty Peer Review/Technical Advisor. Students must defend the
completed DRP in a meeting, attended by the seminar professor and Peer Review/Technical
Advisor (if applicable).
Required Reference
Raimes, A. (2005). Keys for writers,
(4th ed.) Boston: Houghton Mifflin Custom Publishing.
Leedy, P. D., & Onnrod, 1. E. (2005). Practical research: Planning and design. (8th ed.)
New Jersey: Prentice Hall Inc.
Strayer University (2006). Directed research project: Manuscript guidebook and project format.
Washington, DC. Strayer University
Students are encouraged to use the APA reference style. For students who would like to use
another reference form, approval must be received by the individual DRP seminar professor
before the first draft is submitted. Students must adhere to one reference style consistently
throughout the printed work.
Suggested References
APA - Style Helper. (2005). (Version 5.0) [Computer software]. Washington DC: American
Psychological Association.
Publication manual of the American psychological association. (2001). (5th ed.) Washington,
DC: American Psychological Association.
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Teaching Strategies
The course will be conducted as an independent research project, which will be monitored by
a supervising faculty member. The initial class sessions will be used to assist the student to
define their research problem, develop their research proposal (Chap 1 of the DRP), and
initiate their research effort. Subsequent Individual Project Review meetings between the
supervising faculty member and each student will help address any individual concerns or
problems the student might be having, and monitor the project's progress. Instructors will
establish progress milestones and requirements for draft writings to help the student in
managing their research project. The final DRP report will be defended by the student in a
presentation to the instructor, as a minimum, with participation by a peer faculty reviewer.
Peer Reviewer/Technical Advisor
For each DRP a Peer Reviewer or Technical Advisor from a different campus or Online is used
to collaborate with the Supervising Faculty in guiding and grading each student. When there is
no consensus between the Supervising Faculty and the Peer Reviewer the Campus Dean,
Associate Campus Dean, or Online Dean will cast the deciding vote.
Certification and Assessment Forms
Both the Supervising Faculty and the Peer Reviewer will also complete a certification and an
assessment form that helps to assess student learning. The completed assessment form goes to
the appropriate Discipline Advisor and the Office of Institutional Research for compilation
and analysis.
Class Size
Limit class size to fifteen (15).
Course Requirements
Students are required to identify a problem within their major field that the research will
intend to solve. Chapter 1 will be written by the student detailing what the completed DRP/
research will entail. This is to be submitted to the seminar professor by the deadline prescribed
by the professor. Individual project reviews will be conducted with the seminar professor.
Every student is expected to meet the scheduled times to review hislher progress, and to
finalize the problem statement research questions. The help of the technical advisor may need
to be obtained at the discretion and approval of the seminar professor.
Registration Requirements
Students must meet the follOWing requirements prior to registering for the DRP:
1. Prior attendance in DRP Orientation (DRP 999).
2. Completion of at least 45 quarter hours of graduate study creditable to
the Master's degree.
3. Cumulative GPA of at least 3.00, with no pending "I" grades.
4. Concurrent registration with, at most, one other graduate course.
Grading
The nature of this course precludes written examinations as a means of determining student
achievement. Therefore, the DRP and its defense, along with student attendance, will
determine the final grade.
1. To achieve an "N' grade, the DRP must be excellent in content (both factual and
grammatical), and in presentation (both written and oral). The student must have
met all the draft deadlines, and the final manuscript must have been submitted by the
last scheduled class. Excellent DRPs that are submitted after the end of the quarter
in which they are started are not likely to be awarded an "N. Only selected <IN graded
projects will be included in the Learning Resources Center (LRC) collection at the
Wilkes Library.
2. The DRP is not a term paper; it is more than a term paper.
3. The DRP must be the student's original work. Plagiarism will result in an "F" for the
course and possible disciplinary action by the Graduate Committee, which may
include expulsion from the program. Students will be required to substantiate primary
and secondary sources, including any interviews.
LRC Collection of Directed Research Projects
DRPs are screened carefully before being submitted to the Wilkes Library (Washington
Campus) for the University's collection. This collection of DRPs is maintained at the Wilkes
Library D.C. Campus and are available online. Although the basic criterion for inclusion is an
earned "N grade, all aspects of the project will be reviewed to judge the work's value to
Strayer's collection. Major points that will be screened by seminar professors are presentation
(organized and professional approach), grammar and content (factual and analytical material).
Students, who would like to view previously submitted Directed Research Projects can do so
by showing their ID's and requesting a copy from the Wilkes Library. The DRPs are for
in-library use only.
Information Literacy and Library Use
All students taking the DRP are encouraged to visit their LRC and to take a short 20-30
minute tour of the facility and to be shown the online features. In addition, there are over 900
DRPs in the collection and listed in the online library catalog. Students use the library DRPs to
extract content and examine the format. Use of large institutional collections such as Library
of Congress and large university libraries is highly recommended.
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Research Question and Subquestions (Phase I Approval)
Students are required to identify a problem within their major field which the research will
intend to address. A research question proposal, written by the student detailing what the
contemplated DRP will entail, is submitted to the seminar professor for approval.
The proposal consists of:
1. Topic
2.
Statement of the Problem
3.
Specific research question and subquestions to be addressed
Research Proposal (Chapter One) (Phase II Approval)
After the research question and research subquestions are approved, the student develops the
complete research proposal for the professor's review and approval. The proposal consists of:
TITLE PAGE (Keys for Writers for example]
CHAPTER 1: INTRODUCTION
1.
Context of the problem (background o£ and introduction to the problem)
2.
Statement of the problem
3.
Specific research question and subquestions to address the problem
4.
Significance of the study (Why this study is important; who will benefit?)
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5. Research design and methodology (How this research will be conducted: qualitative
or quantitative analyses, including content analyses, use of interviews, questionnaires,
etc.); What primary and secondary sources to be used: government and industry
publications, student-generated data, books, and periodicals, etc. Interviews when
appropriate and required: name, title and company of each interviewee must be
identified. A minimum of five interviews should be conducted.
6. Org~nization of the Study
7. Tentative Reference List
CHAPTER 2: LITERATURE REVIEW
A ORP student is expected to read, evaluate and syntheSize at least twenty (20)
literature relevant to his/her research problem. Note that writing a review of the
related literature takes planning and organization, and you must emphasize
relationship to your research topic.
The Research Chapters (Phase III Approval)
Each research subquestion in the statement of the problem usually becomes a separate chapter
in the body of work, Le. Research Subquestion 1 becomes Chapter 3, Research Subquestion 2
becomes Chapter 4, etc. Research subquestion 3 becomes Chapter 5 and research sub­
question 4 becomes Chapter 6. It is recommended that a student limit hislher research
questions to a minimum of three (3) and a maximum of four (4) research questions. Note that
three (3) research questions will result in a total of six (6) chapters and four (4) research
questions will result in a total of seven (7) chapters. Major concepts from each subquestion
should be reflected in short chapter titles.
Draft of the Directed Research Project (Phase IV Approval)
The draft consists of the entire research project, including the introduction, content chapters,
summary, conclusion and bibliography. The draft becomes the final project once the student
incorporates the professor's proposed changes and revisions upon completion of the defense.
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The Final Project
The final copy consists of:
PRELIMINARY PAGES (each separate; see Keys for Writers for examples)
Title Page
Abstract (required)
Acknowledgements (optional)
Table of Contents with page references, including preliminary pages
List of tables with titles and page references
List of illustrations with titles and page references, including figures, maps, etc.
INDIVIDUAL RESEARCH CHAPTERS
APPENDICES
BIBLIOGRAPHY OR WORKS CITED
Note: The final document should be at least eighty (80) pages, excluding appendices.
The Defense (Phase V Approval)
The defense takes place at a time, specified by the seminar professor. At the discretion of
the seminar professor, this oral defense can be one-on-one with the student, or with the
professor and other invited faculty members, or a defense attended by seminar classmates and
their guests. A successful defense requires completion of all research chapters according to the
design in Chapter One. The conclusion must address the research question, and it must be
justified by the research findings reported in the summary section.
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The DRP Proposal Flow Chart
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c_on_t_e_x_t_of th_e_P_ro_b_l_e_m
2
Statement of the Problem
3
Primary Research Question or Hypothesis
and Subquestions or Subhypotheses
4
Significance of the Study
5
Research Design and Methodology
6
Organization of the Study
7
Prospective References
)
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The research project focuses on a question in which the researcher intentionally sets out to
enhance an understanding of a phenomenon and expects to communicate what was discov­
ered to the larger community. Leedy and Ormrod (2005) advise: "Research is the systematic
process of collecting and analyzing information or data in order to increase our understanding
of the phenomenon about which we are concerned or interested" (p. 2).
Characteristics of Research
•
Research originates with a question or problem.
•
Research requires a clear articulation of a problem, a goal and objectives.
•
Research involves developing and folloWing a specific plan of procedures.
•
Research usually divides the principal problem into subproblems or
subhypotheses, respectively.
•
Research requires the collection and interpretation of data in an attempt
to resolve the problem that initiated the research.
•
Research is, by its nature cyclical or more exactly, helical.
Leedy & Ormrod, 2005, pp. 2-3
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The ORP proposal provides the framework whereby the central research problem can be
subjectively or objectively advanced. Leedy & Ormrod (2005) list the following among the key
questions for planning and designing the ORP proposal:
Key Questions for Planning and Designing the DRP Proposal
Purpose
What does the researcher want to know and why does the researcher
want to know? What does the researcher want to be able to decide or
offer as a result of the research? Why?
Population
Who or what are the sources of the information or data, and how can
the research sources participate with interest, whether or not they are
beneficiaries of the research results? For instance, are they providing
funding, other resources or support, is it upper management, are they
employees, customers, neighbors, associations, etc. Why?
Data Needs
What kinds of information or data (from: employees, groups,
customers, office documents, files, or some other media: quantitative or
qualitative), are needed to conduct an analysis, draw conclusions, make
decisions or recommendations? Who?
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Data Collection
How can data or information be collected using a reasonable
methodology, e.g., surveys, questionnaires, interviews, examining
documentation, or a literature review? Why?
Time Line
When is the information or data needed; when must it be collected?
What are the identifiable resources available to support information or
data collection? Why?
Significance
Why or how is the study important? Who or what will benefit from the
research and work-product? Why?
The design of the ORP provides the overall structure for the procedures the ORP student
follows, the information and data that the ORP student collects, and the infonnation or data
analysis the ORP student conducts. Simply put, the research design is the most significant part
of the ORP proposal. Once a supervising faculty member approves the proposal, it becomes
the ORP Chapter 1 - Introduction.
Components of the DRP Proposal
The seven parts of the ORP proposal include the context of the problem, statement of the
problem, research question and subquestions or hypothesis and subhypotheses, significance of
the study, research design and methodology, the organization of the study, and a prospective
reference list.
Step I. Context of the Problem sets up the research statement with background, purpose and
perhaps some support from the literature or acceptable literature alternatives. It is here that
the ORP problem or issue is discussed and gives a transitory explanation of what the
completed research work-product will most likely contain.
Step 2. Statement of the Problem. The ORP research statement of the problem is a three part
statement: an introductory sentence, a problem sentence and a transition/closing sentence.
Introductory Sentence: The first sentence introduces the topic of the research problem, that is
of primary interest to the ORP student.
Example:
"Organizational Behavior touts itself as a field that extracts its contents
from various social sciences."
The Problem Sentence: The second sentence presents the structure from which the research
question will be derived.
Example:
"A review of academic and professional journals reveals no studies
illustrating the Organizational Behavior/Social Science linkage."
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The Transition/Closing Sentence: The third sentence is a transition or closing sentence.
Example:
"Universities use Organizational Behavior text's interdisciplinary
approach to educate business professionals about behaviors occurring
within organizations and the Organizational Behavior/Social Science
relationship. "
Anyone with or without expertise in this intended research area of interest can immediately
understand where the DRP research effort is headed and why. This provides a basis for how the
DRP student will relate the DRP research conclusion back to the statement of the problem, and
either their primary research question or hypothesis as the research moves forward.
Step 3. Research Question/Hypothesis and Subquestions/Subhypotheses. The research
question or hypothesis is derived from the statement of the problem. This provides a clear basis
for the research to be done. The research questionlhypothesis can be broken into applicable
manageable subquestions or subhypotheses.
Example:
Research Question and Subquestions
The purpose of this research is to determine how universities use
Organizational Behavior's interdisciplinary approach to educate business
professionals about behaviors within organizations, and the Organizational
Behavior/Social Science relationship? To answer this question, the
following subquestions will be addressed:
1. What is Organizational Behavior's core body of knowledge and
interdisciplinary approach? (Qualitative)
2. What Social Science concepts influence the Organization Behavior
field's core body of knowledge and the correlation between them?
(Quantitative)
3. How are business professionals educated about behaviors
occurring in organizations? (Qualitative)
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Step 4. Significance of the Study. The Significance of the Study section is the researcher's
opportunity to explain why it is a significant research problem under study in theory and/or
practice. The following example of a declaration of significance may be helpful:
Example:
Significance of the Study
This case study is important because it recognizes the value and benefits of
conducting e-business on the WltVV1f
The study will help clarify the nature of warranted change and how a sig­
nificant segment of the Corporate structure communicates strategically in
business and the professions. This research is also of importance because it
will add to the growing base of knowledge about e-business and the WVVW
Global market place. A third consideration of the significance is that much
more can be learned about what companies can do to be successful and to
circumvent initial failure in the first place. From a qualitative and
naturalistic-ethnographical setting it is expected much will be learned
including management and the need for effective strategic communication.
To the extent, this study reveals howe-business can be successful, Corpo­
rate Management mayor may not need to be concerned with whether or
not organizational policy changes are necessary, or whether the phenomena
is a matter of environmental business changes of the day, then the study
will have contributed to a better understanding that is unique to the larger
WVVW e-business community.
Step 5. Research Design and Methodology. There are three kinds of DRP research
design-qualitative, quantitative and triangulation. The first sentence of the section explains,
which kind of design the student will use.
Qualitative research focuses on understanding phenomena, rather than predicting as in the
application of traditional quantitative or statistical research. Triangulation is the integration
of both qualitative and quantitative (mixed-method) research designs, combining both into a
single research strategy to increase the quality of results.
The methodology section describes the procedures the DRP will follow (content analyses,
face-to-face interviews, questionnaires, quantitative analyses, etc.), describes the information
and/or data that the student will collect, and describes how the student will develop
conclusions to address the purpose of the study.
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Premises of the Qualitative and Quantitative Research
Qualitative
Quantitative
Research Definition
A formal systematic, real­
istic and consistent subjec­
tive strategy for obtaining
information about a targeted
research micro group or in­
dividual situation that can be
used to describe life experi­
ences and give them meaning.
A formal systematic, realistic
and consistent objective strat­
egy for obtaining information
about a targeted research
macro population. A method
used to describe, test relation­
ships, and examine cause and
effect relationships.
Research Goal
The realistic goal is to clearly
identify a primary research
question to answer and gain
an understanding and insight
by exploring the depth, rich­
ness, and complexity inherent
in phenomenon.
The realistic goal is to clearly
identify the primary research
hypothesis, test relationships,
find facts, describe and
examine cause and effect
relations.
Research Objectives
A prioritized arrangement of specific key researchable and
measurable research questions and subquestions; or specific
key measurable research hypothesis and subhypotheses,
respectively.
Research Objectives
The creation of a unique, appropriate, timely design,
techniques and activities appropriate for the research
objective(s) and goal(s) that are consistent and synergistic.
Because credibility, reality, reliability and validity weigh
heavily upon the research outcome, it is important for the
researcher to "do the right thing and do things right."
Note: See Leedy and Onnrod (2005) pp. WI - 103, Comparing Quantitative and Qualitative Approaches.
Step 6. 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 present­
ed. 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.
Step 7. Proposed Reference List. This is a preliminary report of at least ten potential sources
for the research effort. This is presented in bibliographiC format, in alphabetical order by
author's last names.
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ORP research starts with the statement of the problem, a research question (and subquestions)
or research hypothesis (and subhypotheses), and terminates with answers to the research
question or hypothesis.
Descriptive research and writing is a process, a set of steps, not a project that is started and
finished in a single session. These steps in the writing process group themselves naturally into
two phases, and each phase requires an approach. The first phase is composing - the ORP
student should be very free and creative. The second phase is editing - the ORP student must
evaluate, rewrite, reject, and correct the materials that were developed while composing (p.
306). In the end, the two questions to be asked are:
1. Did the ORP student do what was offered in the ORP proposal?
2.
Did the ORP student do what was supposed to be done?
Creative writing on the part of the ORP researcher can make ORP writing interesting. The
main intention of the ORP writing and style must be to ensure effective communications,
purpose, clarity and understanding.
ORP students, who need to improve their writing skills, must work to develop adequate
writing skills for ORP purposes. Fortunately, help is plentiful. Help is available from faculty,
books, electronic media and the Internet, even if it means revisiting the basics of grammar.
Regardless of the level of a researcher's writing and communications capabilities, all ORP
researchers benefit from editors or other types of readers who can offer an independent
observation and feedback. Before releaSing the final ORP work-product, the ORP student is
wise to seek that last independent observation and feedback, as one more assurance of having
done things well.
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Citing the Literature
DRP research does not have to prove everything written, but it should be convincing to the
Strayer University faculty that support exists.
The importance of literature support is essential to the DRP having a principle source of
information or data. The DRP student reviews or reads the literature in different ways, such as:
•
for general knowledge, information or data,
•
for specific knowledge, information or data, or
•
to establish a relationship, an idea or research problem with support.
Whether the DRP research effort quotes, paraphrases or summarizes, it is important to record
the extracted original source material properly; especially specialized information or data that
is not common knowledge. There are clear distinctions between quotations, paraphrases and
summaries.
DRP research benefits from quotations, paraphrases, and summaries of relevant work already
done. Sometimes the DRP student may wish to highlight a disagreement on a subject, or just
make a point or two; or may wish to extend the breadth or depth of the DRP research
work-product.
Example: The following includes a dialogue on "Organizational Strategy" from McCray (1985),
et a1., to show how the researcher benefited from the contributions of others and is able to
convey this through a documented literature review and a list of references.
Translated into organizational terms, Simon (1976) refers to organization as the complex
pattern of communication and relationships in a group of human beings (p. xvii). It is the
view of Barnard (1968) that the most useful concept of cooperative systems is embodied in
the definition of organization as a system of consciously coordinated activities or forces (p.
73). Follett (1977) adds, "the fonn of organization should be such as to allow or induce the
continuous coordination of the experience of men" (p. In). As a matter of fact, the
administrative head is not the man in whom all control is centered, but the leader of many
with specific control according to Follett (p. 123). The views of Simon (1976), Barnard
(1968), Follett (1977) & Tilles (1972) strongly suggest that an organization be consistent:
"Hence an important test of strategy is whether the chosen policies are consistent with the
environment - whether they really make sense with respect to what is going on outside"
(p. 154). Accordingly, Bonge and Colman (1972 enumerated that "the consideration of
problems and the formulation of strategies to increase viability of an organization requires
the consideration of many variables and the assessment of many alternatives... (p. I). Finally,
in the view of Polivka and Stryker (1983), their experience indicates program evaluation can
playa consistently influential part in the development process if certain conditions are met
(p. 259). This is \-vith an understanding from Lau (1988) that even with a literature review,
there is a lag between some of the theoretical developments and the practical
implementation of a successful organizational strategy. In a practical sense as well, there is
also a significant gap between the top managers' strategic knowledge and their ability to use
knowledge. In fact, the challenge to overcome are some of the particular perspectives that
tend to behold their organizations without adequately addressing the need for applicability in
their business environment.
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Research Sampling
A sample is a restricted and limited part of a statistical research population, whose
properties are studied to gain information about the whole research population of interest. It is
with awareness, however, of the significance of different ways of sampling and deciding an
appropriate sample size. ORP research must present conclusions about an entire research
population, based on the use of inferential statistics; therefore, sampling enables the ORP
research to determine or estimate the intended research population's characteristics, by direct­
ly examining only a representative portion.
Survey Questionnaire
The survey questionnaire is an inexpensive way to gather information or data; it may be the
only feasible way to reach a number of research participants large enough for a statistical
analysis of the survey questionnaire responses. A survey questionnaire should be viewed as a
multi-stage process beginning with a definition of the aspects to be examined and ending with
interpretation of the results. The ORP student must concentrate on how to formulate research
objectives for the survey questionnaire, prepare it for administration and look at how the infor­
mation or data can be classified subjectively vs. objectively and quantitatively vs. qualitatively.
Research Interview
The research interview is a special interpersonal communication between two or more re­
search participants. If it is important or significant for gathering information or data, the ORP
student must use appropriate strategy and techniques, that will best serve the research interest,
in order to analyze and document a participant's response while participating at the same time.
A communications exchange takes place and requires an awareness and attention, the content
factors.
Analysis and Findings
The ORP researcher's analysis, findings and conclusions have an important place in the final
ORP research work-product. Research readers will be looking for it with clarity as the number
one objective.
Strayer University requires the analysis and findings be done within the research chapters in
relation to the research subquestions or subhypotheses and be summarized within each
chapter's summary section. Later, all of the analyses and findings are consolidated in the
Summary section of the last chapter.
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The final chapter has three sections: an Introduction, the Summary and Conclusion(s). The
introduction provides a concise statement of the purpose of the study, research subquestions,
and the methodology used.
In the summary section, the researcher provides the most important substantive details of the
research conducted in the previous research chapters. A DRP summary must convey a very
clear and positive influence, providing a cogent grasp of the research interest and findings.
The research summary is an objective and impartial representation of the total DRP research
project, and should be fully comprehensible to someone, who is not a participating party, or
who is not familiar with the DRP research effort. The summary usually ranges from one to
three pages.
The conclusion section presents research conclusions based on the consolidated summary of
the analyses and findings as reported in the summary section. The research conclusions are
inferences or deductions based on evidence presented in the body ofthe DRP research
chapters. This is not something simply repeated earlier. Previously, the DRP research analysis
and findings for each research chapter were merely summarized and not concluded.
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The ORP student must not only present logical conclusions but must also demonstrate how
the conclusion(s) derived answer the research question or address the hypothesis. The
conclusion section usually ranges from one to three pages.
Strayer University ORP researchers are advised to stay clear of offering that something was
"proved". This is because the time and resources available for proving "something" are
extremely limited, or the "something" the ORP student is after just may not be possible to
prove. The ORP researcher is advised to rely on and put into words what a preponderance of
the best evidence provides, rather than attempting to position the research effort as having
proved something.
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The Final DRP
PRELIMINARY PAGES consists of:
Title Page
Abstract
Acknowledgements (optional)
Table of Contents with page references, including preliminary pages
List of tables with titles and page references
List of illustrations with titles and page references,
including figures, maps, etc.
INDIVIDUAL CHAPTERS
APPENDICES
REFERENCES
Check when
Completed
Paper
Type the document on one side only;
use 8-1/2 X 11, 20-pound white bond paper.
Font
Use one of the following type faces: 12-point Times Roman,
or 12-point Courier. Script fonts are not acceptable.
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Margins
Use one-inch margins at the top, bottom, left and right sides.
Do not right justify margin.
Spacing
Double space throughout the document. Double-space
after every line of the title, headings, quotations, references, etc.
Paragraphs
Indent all paragraphs five to seven spaces; this is about a half-inch indent
on word-processors. Leave the right margin uneven or "ragged right." Do
not break (hyphenate) words at the ends oflines. Do not end any page
with less than two lines of text. Ensure all paragraphs are at least three
complete sentences with completed thoughts.
Pagination
Type all page numbers in the header upper right corner of each page, 1
inch from the top and right side. Use lowercase Roman numerals before
Chapter 1. Use Arabic numerals beginning with Chapter 1.
Title Page
The title page contains the full and complete title of the work-product.
Do not number this page.
Acknowl­
edgements
Table of
Contents
Every manuscript must contain a table of contents and, if appropriate, a
list of tables, maps or illustrations.
Tables and
Lists of
Figures
It is practical to label every Table and Figure, with the words Table and
Figure, and use an Arabic numeral to identify each. The text accompany­ ing tables and figures may be double-spaced, this recommendation must
remain flexible. All tables and figures larger than page in size appear
at the end of the DRP in the appendices with each table or figure on a
separate page. Each table and figure must be listed and the list of tables
and figures must be placed in the first
section of the DRP right after the table of contents.
Abstract
The word Abstract is centered as the first line of the Abstract page.
The Abstract for the finished DRP is a separate page and a brief
comprehensive summary of the finished DRP. The abstract contains
three parts: Introduction, Summary and Conclusions. The Introduction is
a brief statement 120 words, stating the research question and subques­ tions and a description of the methodology used by the researcher. The
Summary includes a synopsis of all important findings of the research
chapters. The Conclusion contains a brief statement of what was found.
The abstract is single spaced throughout and usually is less than two
pages.
Chapter
Titles
Chapters 1 through last Chapter
Each Research Chapter should be headed with a "short title". A short
title will usually involve a two to five-word title. Chapter 1 is established
as the "Introduction." If the first research question is, "What is Internet
marketing and what are marketers' requirements and benefits 7 " Perhaps
the short title of Chapter 3 will be "Internet Marketers' Requirements
And Benefits."The short chapter title is typed in uppercase and
lowercase letters, centered one inch below the top of the page.
Hyphenation
Type a line short or just beyond the right-hand margin rather than break
a word at the end of a line. If a decision must be made as to when, where
or how to hyphenate a word, the DRP student is advised to consult the
dictionary.
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D
D
D
D
D
D
D
D
D
D
Oil
DO
Document
Style
The student must select one of these styles and consistently follow its
usage through the paper, as outlined in the APA manual.
D
Parenthetical Reference Style*
Source reference is given in parentheses within the body of the text.
Reference
List
The Reference List begins on a new page and includes all sources the
DRP student relied upon. Type the word References centered one-inch
below the top of the page.
D
All sources used for the Direct Research Project must be included in the
references. Sources should be listed in alphabetical order by the
author's last name. Entries themselves are double-spaced, with the first
line flush to the left margin, indenting five spaces for any lines which
follow. Double-spacing should be used to separate different entries.
References used should not be older than five years, except for works
considered to be"classics."
Minimum #
of pages
Final document should be at least eighty (80) pages excluding
appendices.
Appendices
Appendices (each appendix document) - Appendix A through the last
appendix, should each be preceded with a titled appendix page.
Appendices will usually include a copy of any document or instrument
used by the DRP student that was important to the research effort (e.g.:
a survey questionnaire, interview questions, tables and then figures, etc.).
Binding
The original typed copy, along with two additional copies, must be
submitted in bound form, only Velo binding should be used. Spiral
binding is not acceptable.
'The student shall affinn that elUh of the fonnat requirements is complied with upon submission of the final copy.
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BID
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Strayer University Certificate of Approval Form
A DRP Entitled
By
We hereby certify that this DRP submitted by
conforms to acceptable standards, and as such is fully adequate in scope and quality.
It is therefore approved as the fulfillment of the requirement of the degree of
Approved:
Supervising Faculty:
Peer Review/Technical Advisor:
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om
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Student's Name:
E = Excellent;
Campus:
S = Satisfactory;
M = Marginal;
U = Unsatisfactory
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N = Not Applicable
A.Title Page
1. Conforms to format.
2. Topic reflects the nature of the study clearly.
E
E
S
S
E
S
S
S
S
S
S
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S
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U
N
N
M U
M U
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N
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N
N
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N
M
M
B. Abstract
1.
2.
3.
4.
5.
6.
7.
8.
9.
Conforms to format.
Is written in the past tense.
Nature if the problem is stated
Purpose of the study is stated.
Specific hypotheses and/or basic research questions are stated.
Procedures are stated. (research design and methodology)
Results are summarized.
Conclusions are summarized.
Recommendations are summarized.
Comments:
E
E
E
E
E
E
E
E
M
M
M
M
M
M
M
U
U
U
U
U
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C. Table of Contents
1. Appropriate format has been followed.
2 List of tables ancIJor figures is included as necessary.
3. Abbreviations are included as necessary.
E
E
E
S
S
S
M
M
M
U
U
U
Comments:
D. Chapter 1 - Introduction
1. Background and context of the problem are stated precisely and clearly.
2. Statement of the problem is stated precisely and clearly.
3. Main research question and sub-research questions are stated clearly.
4. Research hypothesis are stated clearly if appropriate.
5. Significance of the study is stated clearly.
6. Research design and methodology are stated clearly.
7. Premises of the qualitative and quantitative research are stated clearly.
8. Research chapters and sections are clearly stated in the organization of the
study section of Chapter 1.
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E
E
E
E
E
S
S
S
S
S
E S
E S
E
S
M U N
M U N
M U N
M
M
M
U
U
U
U
Comments:
N
_
E
S
M
U
N
E
E
E
S
S
S
M
M
M
U
U
U
N
N
N
E
S
M
U
N
Comments:
F. Chapter 3 - Chapter Title (Reflects Sub-Research Question # 1)
1. Appropriate methodology is stated (Research, Evaluation, Development).
2. Procedures are consistent with proposal; if not, reasons are explained.
3. Procedures appropriately address research questions/research hypothesis.
4. Procedures are delineated sufficiently and clearly to permit replication.
5. Procedures and treatment of data are appropriate for the methodology
selected.
6. Assumptions are stated clearly.
7. Limitations are stated clearly.
N
N
N
M U N
M
Comments:
E. Chapter 2 - Review of Literature
1. Chapter introduction presents a conceptual overview, rationale, and
framework for the project.
2. Correct use of present and past tense.
3. Entries are adequate and relevant.
4. The literature review is organized by concepts or topics with appropriate
headings and authorship..
5. Summary statements of the relationship between the review literature and the
research or practicum are included.
N
N
N
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E
E
E
E
E
S
S
S
S
S
M
M
M
M
M
U
U
U
U
U
N
N
N
N
N
E
E
S
S
M
M
U
U
N
N
oFi
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G. Chapter 4 - Chapter Title (Reflects Sub-Research Question #2)
1.
2.
3.
4.
Results are stated descriptively (evaluative statements are not included).
Results are reported accurately and derived n-om the procedures.
Outcome of each procedural component is stated sequentially.
Table and/or figures, if applicable are presented clearly, labeled and contain
appropriate data.
5. Table and/or figures, if applicable, are referenced and summarized in text.
E
S
E
E
S
S
M U N
M U N
M U N
E
S
M
U
N
E
S
M
U
N
Comments:
H. Chapter 5 - Chapter Title (Reflects Sub-Research Question #3)
1. Results are stated descriptively (evaluative statements are not included).
2. Results are reported accurately and derived n-om the procedures.
3. Outcome of each procedural component is stated sequentially.
4. Table and/or figures, if applicable are presented clearly, labeled and contain
appropriate data.
5. Table and/or figures, if applicable, are referenced and summarized in text.
_
E
E
E
E
S
S
S
S
M
M
U
U
N
N
M
M
U
U
N
N
E
S
M
U
N
Comments:
1. Chapter 6 - Chapter Title (Reflects Sub-Research Question #4)
1. Results are stated descriptively (evaluative statements are not included).
2. Results are reported accurately and derived from the procedures.
3. Outcome of each procedural component is stated sequentially.
4. Table and/or figures, if applicable are presented clearly, labeled and contain
appropriate data.
5. Table and/or figures, if applicable, are referenced and summarized in text.
_
E
E
E
E
S
S
S
S
M
M
U
U
N
N
M
M
U
U
N
N
E
S
M U N
Comments:
1. Chapter 7 - Discussion, Conclusions, Implications, and Recommendations
1. Discussion demonstrates interrelationship of results, purpose and review of
literature.
2. Conclusions are stated and flow logically from the discussion.
3. Implications are stated and flow logically from the conclusions.
4. Recommendations are stated and
a. are logically derived from implications;
b. flow logically n-om the conclusions and improve educational practices,
if implemented;
c. include statements for dissemination of results; and
d. include statements for further research.
Comments:
_
E
S
M
U
N
E
E
E
E
S
S
S
S
S
M
M
M
M
M
U
U
U
U
U
N
N
N
N
N
E
E
S
S
M
M
U
U
N
N
E
PlIO
DO
K. Appendices (If Applicable)
1. Materials included are appropriate.
2. Proper references to the appendixes are included in the text.
3. Format is appropriate and conforms to Guidelines for Form/Style and APA.
E
E
S
S
E
S
M
M
M
U
U
U
N
N
N
Comments:
_
L. Technical Aspects
S = Satisfactory; SC
=
See Comments; NA
=
Not Applicable
Application of the PHE Form/Style and APA Guidelines
APA
Copy Quality
Headings
Margins
Neatness
Spacing
Quality of Writing
S
S
S
S
S
S
SC
SC
SC
SC
SC
SC
NA
NA
NA
NA
NA
NA
NA
S
SC
NA
NA
S
SC
NA
S
S
S
S
S
S
SC
SC
SC
SC
SC
SC
NA
NA
NA
NA
NA
NA
S
SC
S
SC
General writing style
Editing
Organization
Comments:
_
Documentation
Citations
Quotations
Reference Lists
S
S
S
SC
SC
SC
NA
NA
NA
Comments:
Grades
______Pass
_
_ _ _~A
_ _ _ _Revise
____B
*Date:
_ _ _ _C
_
Evaluator's signature:
The student could be given some time (from this date) to revise and receive a
passing grade for this practicum report.
[ ] Should be rewritten for publication.
[ ] Should be submitted to ERIC.
[ ] Excellent practicum (include in Outstanding Practicum and
Applied Dissertation Projects and consider for summer institute presentations).
_