Posted: April 24th, 2025

Impact of Big Data Analytics on Decision-making Process Dissertation Paper

Hello I Have my PHD Dissertation paper and my topic is

Impact of Big Data Analytics on Decision-making Process,

I need someone who can help with document and making corrections as per the Dissertation Template and also take care of APA 8 styling and References and In-text Citation. My Research is a qualitative research methodology. My topic study is in newspaper industry.

I have attached the dissertation template for your understanding, what exactly i’m talking about
Ping me for more details. +15713399944 or send me an email kkrdev1986@gmail.com

Data Analysisbig data

QUALITATIVE DISSERTATION TEMPLATE 1

The header appears on all pages of the dissertation. For the running head on the left, type an abbreviated title in all capital letters using no more than 50 characters, including spaces. The page number is on the right with the title page as Page 1.

The entire document, including text in the header, must be double spaced with Times New Roman 12 pt. black font.

Type your approved dissertation title on line 5 of the title page.

Your Approved Dissertation Title Here in Upper and Lowercase Letters

Type only your first and last name on the line under the title. Do not list degrees with your name.

First and Last Name

Submitted to the Faculty of the Graduate School

in Partial Fulfillment of the

Requirements for the Degree of

Degrees must be listed in the following format:

Doctor of Business Administration
Doctor of Education
Doctor of Philosophy Information Technology
Doctor of Philosophy Business
Doctor of Philosophy Leadership

[insert degree]
University of the Cumberlands
Add the month and year of graduation the last line with no comma.

Month and Year of Graduation

Approval for Recommendation
Include an extra double-spaced line after this heading.

This dissertation is approved for recommendation to the faculty and administration of the University of the Cumberlands.

Dissertation Chair:

____________________________
First Name Last Name, Ph.D., EdD, DBA, or other faculty degree credentials.

Dissertation Evaluators:

____________________________
First Name Last Name, Ph.D., EdD, DBA, or other faculty degree credentials.

Include this page as you submit the various chapters in each course. Add your chair’s name during DSRT 736 and add your committee members’ names as evaluators once they have been selected and approved.

Acknowledgments

The Acknowledgments page provides an opportunity to express appreciation to the individuals who have been a part of your dissertation journey. It is appropriate to thank God, key faculty, family members, friends, and others who have supported you. Acknowledgements should be limited to one page.

Example:

There are many to whom a debt of gratitude is owed for their role in supporting me in my journey to the doctorate. First and most importantly, I am thankful to God, who cleared the path and provided strength for this journey. To my husband, John, thank you for all the little ways you encouraged me to not give up. To my dissertation chair, Dr. Chair, thank you for leading me through a challenging and rewarding sequence of steps that led me to this goal. You modeled leadership and service in ways that have permanently changed me. To my committee members, thank you for providing feedback that strengthened my work and ensured my success. I am also grateful for all the family and friends who understood when I had to prioritize research over fun and who were always there to cheer me on.

Abstract
Use a Level 1 heading for the Abstract as shown.

The abstract is a single paragraph without indentation that contains a comprehensive summary of the dissertation’s contents. It should begin with a restatement of the purpose statement from Chapter One. It is

limited to 250 words
and should include one or two sentences covering the key areas of the literature review, problem, research questions, methods, findings, and implications of the research. The abstract should not list keywords. In the abstract and throughout the dissertation, avoid using personal pronouns or “the researcher.” The University’s Doctoral Research Handbook does not allow for the use of first person in dissertations, and APA style does not permit the use of third person. In your writing, you should refer to your study rather than yourself. For example, instead of writing “I collected data through interviews,” you should write, “The study used interviews to collect data from participants.” Each paragraph in the dissertation must contain a minimum of three well-developed sentences. With the exception of the Abstract, all paragraphs must be indented one-half inch. All headings in the dissertation must use correct APA style. With the exception of Level 2 headings in Chapter Two, all Level 2 headings must be used exactly as they appear in the template. You may add Level 3, 4, and 5 headings as needed.

Table of Contents
Approval for Recommendation 2
Acknowledgments 3
Abstract 4
Chapter One 10
Introduction 10
Overview 10
Background and Problem Statement 10
Purpose of the Study 11
Significance of the Study 11
Research Questions 12
Theoretical Framework 13
Limitations 14
Assumptions 15
Definitions 16
Summary 17
Chapter Two 18
Review of Literature 18
Introduction 18
Level 2 Heading Name 18
Level 3 Heading Name 21
Summary 21
Chapter Three 23
Procedures and Methodology 23
Introduction 23
Research Method and Paradigmatic Perspective 23
Qualitative Research Approach 24
Name of Methodology 25
Trustworthiness 25
Role of the Researcher 27
Researcher Positionality 27
Reflexivity and Bracketing 28
Sampling Procedures and Data Collection 29
Sampling Strategy 29
Instrument Development 30
Participant Recruitment 33
Data Collection 33
Data Saturation 34
Data Analysis 34
Data Preparation 34
Coding and Theme Development 35
Summary 38
Chapter Four 39
Research Findings 39
Introduction 39
Participants and Research Setting 39
Study Analysis 41
Analyses of Research Questions 42
Research Question One 43
Research Question Two 44
Supplementary Findings 44
Summary 45
Chapter Five 46
Summary, Discussion, and Implications 46
Introduction 46
Practical Assessment of Research Questions 46
Research Question One 46
Research Question Two 48
Supplementary Findings 48
Limitations of the Study 48
Implications for Future Study 49
Summary 50
References 51
Appendix A 52
Appendix B 53
Appendix C 54
Appendix D 55
Appendix E 56

List of Tables

Table 1: Name of the Table…………………………………………………………………1

This page should only list tables that are included in the chapters of the dissertation. Tables that are included as appendices should not be listed here. Most qualitative dissertations will include two tables within the chapters: a table mapping data collection instrument items to research questions and existing literature in Chapter Three and a table of study themes in Chapter Four.

Tables may not be used as an attempt to increase the word count of a dissertation and may only be included when allowable by APA guidelines.

All tables must be formatted correctly for APA style as outlined in Sections 7.8 through 7.21 of the APA Manual and on the

APA Style website
.

See also Sections 12.14 through 12.18 of the APA Manual for copyright citation guidelines.

Tables should be numbered using Arabic numbers in the order in which they appear in the dissertation chapters. When referring to tables, always use the table number instead of describing the table’s position in the text. For example, refer to “Table 1” instead of “the following table” or “the table below.”

List of Figures

Figure 1: Name of the Figure …………………………………………………………………1
This page should only list figures that are included in the chapters of the dissertation. Figures that are included as appendices should not be listed here.

All figures must be labeled and formatted correctly for APA style as outlined in Sections 7.22 through 7.32 of the APA Manual and on the

APA Style website
.

To use figures you have not created, you will need permission to reprint from the figure creator/author or evidence that the figure has been released to the public domain. See Sections 12.14 through 12.18 of the APA Manual for copyright citation guidelines.

Figures should be numbered using Arabic numbers in the order in which they appear in the dissertation chapters. When referring to figures, always use the figure number instead of describing the figure’s position in the text. For example, refer to “Figure 1” instead of “the following figure” or “the figure below.”

Chapter One

Introduction

Overview

In this section, you will write an overview of your dissertation. This is your first opportunity to engage with your reader and set the stage for your dissertation research. The overview should allow the reader to know what universe you are exploring with your study and begin to understand your topic. You should explain how your approach is different from that of other scholars who have studied topics related to yours and outline the significance and implications of your research. In this section, you will also provide the thesis statement and map for your dissertation. The section should conclude with a transition paragraph that summarizes the contents of Chapter One and offers a preview of the remaining chapters. This paragraph should not be written in future tense; when describing contents of the current document, write in present tense as shown in the example.

Example of Closing Transition Paragraph:

Chapter One introduces the study with details on its background, purpose, significance, limitations, and assumptions. It also presents the study’s research questions and defines key terms relevant to the study. The concepts introduced in this chapter are discussed in extended detail in the chapters that follow, beginning with an exploration of existing literature in Chapter Two. Chapter Three outlines the procedures and methodology followed in conducting the study. Chapter Four presents the study’s findings as revealed through an analysis of data in answering the study’s research questions. Chapter Five discusses the study’s findings within a context of existing literature and highlights empirical implications for future research.

Background and Problem Statement

Begin this section by providing background information that follows naturally and logically from the Overview section and leads to the problem statement. This section should tell the reader what precipitated your interest in the issue and provide a historical description of the situation that led to the problem your dissertation explored. For example, a study exploring the impact of teen pregnancies would provide statistics on the prevalence and the outcomes that created the need to study the topic. Identify the problem in a problem statement sentence and discuss the implications of the problem continuing. It can be helpful to think about this section as a condensed version of Chapter Two that summarizes existing literature and provides insight into the gap in the literature to which your study contributes.

Discuss the link to leadership in the purpose and significance of the study.

Purpose of the Study

Stemming from the problem statement in the prior section, this section is where you will identify and discuss the purpose of your study. Include a clear declarative sentence that identifies your methodology and specifies the purpose of your research as in the example. Instead of testing hypotheses, the purpose of qualitative research is generally to explore a phenomenon while contributing to solving a problem and expanding scholarly literature on the topic. Keywords from your research questions can be helpful in drafting the purpose statement.

Example of Purpose Statement:

The purpose of this qualitative case study was to explore how change leadership impacted university admissions employees’ experiences with implementing new customer relationship management platforms.

This section is not expected to be long, but should include a minimum of a well-developed paragraph or two. In addition to the purpose statement, this section should describe the connection among your purpose statement, research questions, and degree program. You should use citations from your literature review to support your purpose statement and highlight its significance. While you will initially draft this section prior to collecting data for your study, you will save time by using past tense verbs as you write all sections of the dissertation.

Significance of the Study

Your goal in this section is to highlight why your study is important by connecting its significance to empirical and practical applications. You will identify organizations that may be interested in the study’s results and discuss how the results may impact organizational decision-making and improve current practices. Your discussion must connect to your degree program discipline and be specific to your study’s topic. You will discuss the implications of your research in more detail in Chapter Five. This section should end with a justification for how the qualitative research methodology you are using adds to the study’s significance. For example, if the majority of prior research on your topic has been quantitative, you might explain what your qualitative approach will add to the literature.

Research Questions

Research questions are a critical component of a successful dissertation study. This section should begin with an introduction that identifies the methodology and introduces the research questions. Then, include the research questions in list format as in the example. This section should end with a closing paragraph that summarizes and justifies your research questions.
RQ1:
RQ2:
RQ3:

Example of Research Questions:

Within an enterprise that values tradition, leading change in higher education can be especially challenging. The purpose of this qualitative phenomenological study was to explore the role of visionary leadership in the change process at Christian institutions of higher education in transitioning from small residential colleges to universities offering online graduate degree programs. Using a theoretical framework built from transformational leadership theory (Bass, 2008) and Kotter’s (2012) change leadership model, the study sought to answer the following research questions:
RQ1: How does visionary leadership impact institutional change?
RQ2: In what ways do leader behaviors support effective change implementation?
RQ3: In what ways do leader behaviors limit effective change implementation?

You will need a minimum of two research questions; qualitative studies commonly have between three and five research questions. Qualitative research questions are not answered through testing hypotheses; instead, they are written as “open-ended, evolving, and nondirectional” questions (Creswell, 2017, p. 138). Qualitative research questions typically ask what, why, or how in ways that support an exploration of the topic. Take care to avoid drafting questions that can be answered with yes or no responses or that can be answered through a review of existing literature on the topic.
The research approach is an important factor in drafting research questions. A qualitative case study, for example, would include research questions that would rely upon multiple data sources to answer. A narrative inquiry would include research questions that would require exploring the lifelong experiences of participants. An exploratory study would use inductive research questions that begin to explore a new research topic. A phenomenological study would use research questions that focus on understanding a lived experience common to all participants.

Theoretical Framework

This section should begin by identifying the theory or theories that comprise the framework for your study and explain how the chosen theory or theories are appropriate for your research and the relationships you seek to understand. Using existing literature, you will describe the theoretical framework in this section; you will provide additional details and discuss related research in Chapter Two. If your theoretical framework includes more than one theory, you will need to explain how the theories work together to create an appropriate framework for the study.
The theoretical framework provides the rationale for investigating a particular research problem. Consider the theoretical framework as a conceptual model that establishes structure to guide your research. It functions as a lens through which you will design your study and analyze your data. It should be reflected in your research questions and the instruments you use to collect data. The theoretical framework provides the background that supports your investigation and offers the reader a justification for your study and its design. Your theoretical framework should clarify for readers what is known about your topic and the connectedness of related variables; it should present what can be explained thus far and what requires further exploration.

This article
is helpful in understanding the role of the theoretical framework in qualitative research.

For example, if you are planning a phenomenological study that seeks to understand the impact of a workforce training program for displaced adult workers, you might use Knowles’ assumptions of andragogy in your theoretical framework. If you are planning a qualitative case study that explores the influence of transformational leadership on innovation in technology companies, your theoretical framework would include transformational leadership theory. If you are using a grounded theory approach, your theoretical framework should be based on the theory or theories that provide the background to support the theory proposed in your study. For grounded theory studies, this section will be finalized after writing Chapter Four and discussing the new proposed theory.

Limitations

Despite best efforts, all studies have limitations that may affect results. Transparency in acknowledging these limitations and taking steps toward mitigating their impact are important to the research process. In this section, you will identify and discuss at least five limitations for your study. Consider limitations related to methodology, sampling procedures, participant demographic characteristics, extraneous variables, generalizability, data quality, and other factors.

Example Discussion of a Limitation:

A primary limitation of the study is its limited generalizability. While the contextual nature of qualitative research requires a small sample size and emphasizes particularity over generalizability, the study was intended to produce empirically and practically useful knowledge that can inform decisions about studying and effectively working with similar populations in comparable contexts (Creswell & Creswell, 2018). Generalizability depends on a study’s reporting of descriptive data that is adequate to inform readers’ decisions about the transferability of results to other contexts (Merriam & Tisdell, 2016). Efforts to mitigate this limitation included providing participant demographic descriptions and incorporating “thick description” in the study’s findings to inform readers’ judgments of transferability (American Psychological Association, 2020, p. 103; Merriam & Tisdell, 2016, p. 256).

Provide a closing paragraph summarizing the limitations section and referring to a discussion of the impact of the study’s limitations in Chapter Five.

Example Closing Paragraph:

Transparency in qualitative research requires acknowledgement of limitations. The current study was limited by factors related to characteristics of design and methodology that may have influenced the collection and interpretation of data and the presentation of the study’s findings. Chapter Five further delineates the impact of the limitations.

Assumptions

Assumptions are what you assume to be true in conducting your research. In this section, you will identify and discuss at least five assumptions for your study. Consider assumptions related to your epistemological perspective, prior research, value of participant perspectives, honesty in participant response, accuracy of documents reviewed, data collection method, trustworthiness of data, and other relevant factors.

Example Discussion of Assumption Regarding Data Trustworthiness:

The study relied on an assumption of the trustworthiness of the data collected through interviews. The constructivist research paradigm assumes that meaning is constructed through the interpretation of individual experience (Creswell & Creswell, 2018; Creswell & Poth, 2018; Merriam & Tisdell, 2016). The analysis trusted data collected through open-ended questions in a semi-structured interview format intended to support participants in providing rich descriptions of their lived experiences related to the explored topic. This approach enabled influence on conversation direction without introducing biases. The study assumed that participants would openly and honestly share their experiences. To encourage open and honest responses, the consent process and introduction to the interview provided assurance of confidentiality and described the use of pseudonyms in transcripts and reporting. Participant review was also used to ensure the accuracy of transcribed interviews prior to analysis, and member checking was used as a way to verify the identification of themes with participants (American Psychological Association, 2020; Creswell & Creswell, 2018; Creswell & Poth, 2018; Merriam & Tisdell, 2016; Saldaña, 2021).

Definitions

In this section, you will define key terms and concepts to support an accurate understanding of your study. The section should begin with a statement to introduce the definitions. It should include at least 15-20 definitions of terms that are important to your study, including definitions related to the theoretical framework, target population, and specific issues being explored. Definitions must be presented in alphabetical order. Each term must be italicized, followed by a colon, the definition (not italicized), and a parenthetical citation. At least one citation from a scholarly source is required for each definition. You may not use dictionaries or encyclopedias as sources for definitions; instead, use literature from your Chapter Two. It can be helpful to prepare the definitions list while writing Chapter Two. The format provided must be used for all definitions.

Term: Definition (citation)

Example Definitions:

The terms and definitions in this section are essential to understanding the current study.

Mentoring: A learning relationship in which a more experienced individual and a less experienced individual interact in ways that support the less experienced individual’s academic and professional development and socialization into a current or future career field (Estrada et al., 2018; Gentile et al., 2017; Hernandez et al., 2017; Robnett et al., 2018)

Servant Leadership: An approach to leadership that prioritizes the growth and development of others in working toward a shared purpose that extends beyond a single individual or organization (Greenleaf, 1977/2002; Northouse, 2019; Spears, 2010)

In general, direct quotes from sources should be used sparingly and only when content from a source cannot be effectively paraphrased. If you need to quote words or phrases from sources for your definitions, always cite the author’s last name, year, and page number as required by

APA style
. If the source does not use page numbers, provide

another way
for the reader to locate the quoted excerpt within the source.

Summary

In this section, you will include a summary of Chapter One. End the section with a transition to Chapter Two. Remember to avoid writing in future tense; use present tense when discussing the contents of the dissertation as in the example.

Example Transition Sentence:

The concepts introduced in this chapter are discussed in extended detail in the chapters that follow, beginning with an exploration of existing literature in Chapter Two.

Chapter Two
To reach the minimum word requirement for a qualitative dissertation, students should aim to write approximately 40 pages for Chapter Two.

Review of Literature

Introduction

The purpose of this chapter is to explore the existing literature related to your topic, theoretical framework, and population studied. You should begin the chapter by introducing your dissertation topic and identifying the purpose of the study without copying directly from text in Chapter One. Then, explain how the literature review was conducted. This section should conclude with a paragraph providing a thesis map for the literature review and an explanation for the chapter’s organization.

Example Explanation of Literature Review Approach:

The literature review presented in this chapter is the result of a purposive process undertaken to aid in articulating the factors that impact first-generation college student motivation and understanding how research experiences combined with servant leadership behaviors in faculty research mentors may impact persistence and achievement. The literature review was developed by reviewing and synthesizing seminal and recent relevant literature. References were initially identified through searching library databases of peer-reviewed publications using search terms applicable to the current study and its context. In addition, a snowball method supported the identification of resources cited by authors whose publications were reviewed. A large body of relevant literature was identified despite the absence of studies that have evaluated undergraduate research experiences through the selected theoretical lenses with the target student population.

Example Closing Paragraph:

The literature review begins with an exploration of the two theoretical perspectives that frame the study’s foundation: expectancy-value theory of achievement motivation and servant leadership theory. Discussions of the characteristics of Appalachia and first-generation college students follow. The remainder of the chapter highlights research on motivation and persistence, servant leadership in education, undergraduate research experiences, and the role and impact of faculty research mentors. The chapter concludes with a summary of existing literature and a discussion of gaps targeted by the current study.

Level 2 Heading Name

Chapter Two is the only chapter in the dissertation in which you will create your own Level 2 headings. All dissertations will include the Introduction and Summary sections. The sections in between will be specific to each student’s dissertation research. Your Chapter Two will contain multiple Level 2 headings, and you will likely use Level 3 and possibly Level 4 and 5 headings. You must have at least two of the same level headings in any section that uses Level 3, 4, or 5 headings. Be sure to follow APA guidelines in formatting headings; for guidance, see Sections 2.26 and 2.27 of the APA Manual and the

APA Style website
. To ensure accuracy in the auto-generated table of contents, you must format your headings using the styles set up in the dissertation template. To do this, simply highlight the text you want to be formatted as a heading and select the heading level in the Styles section of the Home menu ribbon in Microsoft Word.

In this chapter, your goal is to thoroughly describe the current status of relevant published literature. Your literature review should primarily focus on literature published within the last five years. However, you may use limited seminal and historical research to define the theory or theories that comprise your theoretical framework and to set up an appropriate context for your study. Your literature review must utilize a minimum of 50 scholarly sources. To thoroughly explore most topics, you will likely use many more sources. Sources will primarily include recently published peer-reviewed journal articles that can be accessed through the University’s library. You will likely also use scholarly books or book chapters, government publications, and other scholarly sources. Non-academic websites and blogs are not appropriate for use as dissertation sources.
When writing about literature that has been published in the past, be sure to use past tense verbs. For example, instead of stating that an author “suggests,” note that the author has “suggested.” You should vary your sentence structure and avoid repeatedly using phrases to introduce authors. Often, the most effective approach is to simply state the point and cite the source.

Example of Concept Discussion Without Using Phrases to Introduce Authors:

The personal influence of a servant leader is constructed through persuasion rather than coercion (Campbell et al., 2017; Greenleaf, 1977/2002; Spears, 2010). In an educational environment, educators must be willing to distribute authority to students in ways that contribute to their development as problem-solvers and decision-makers and support their achievement of learning outcomes (Campbell et al., 2017). The view of an educator as a “power broker” is misguided within a context focusing on empowering students for intellectual development (Fitzgerald, 2015, p. 80). Educators achieve persuasion by communicating with students in ways that are intended to instill a passion for learning (Reilly & Spears, 2018). Servant teachers guide students in exploring the validity of ideas rather than merely accepting them as truth (Stein, 2020).

The content for Chapter Two is based on a thorough review of the existing literature related to your topic, theoretical framework, and population studied. It is not a place where you will introduce your own ideas. You will have citations for essentially all content in Chapter Two. Your goal is to write about the literature by weaving concepts together into a persuasive and coherent discussion about each concept covered. Your literature review must be in-depth and present a critical analysis and synthesis of the literature to provide a context for your dissertation study. Your chapter must be comprehensive and organized to flow logically from one concept to the next.
Your literature review should use scholarly sources that are related to your broad topic, that are relevant to your specific study, that are necessary to establish a theoretical basis, that are important for readers to understand relevant concepts, that address your target population, and that are connected to your research questions. Sources supporting qualitative research methodology should be saved for Chapter Three and are not appropriate for inclusion in the literature review.
As you write, be sure to avoid presenting the literature as a series of summaries. With occasional exceptions, you will generally have multiple sources cited in each paragraph. The goal is to present a synthesized discussion of multiple sources together. While the occasional use of direct quotations from a source is permitted with proper citations, you should take care to avoid overusing quotations. A paraphrased discussion of sources demonstrates the kind of critical thinking expected of doctoral students.

Example of Synthesized Discussion Using Multiple Sources:

Eccles et al. (1983) identified three types of cost: effort, opportunity, and psychological. Effort costs are incurred as time and effort must be invested in a task; motivation is influenced based on perceptions of whether the investment is worthwhile (Wigfield et al., 2017). Barron and Hulleman (2015) suggested a dual-factor view of the effort component with consideration granted to both effort related to the task in question and effort unrelated to that task. Cost is greater when the effort required by other tasks limits the amount of effort available to invest in the task being considered. In addition to effort, all tasks incur costs because selecting one task eliminates other options (Barron & Hulleman, 2015; Eccles & Wigfield, 2002; Wigfield et al., 2017). These “lost opportunities” can significantly impact student motivation (Eccles & Wigfield, 2002, p. 120). Psychological costs are associated with perceptions about potential challenges and failure in completing a task successfully (Barron & Hulleman, 2015; Cook & Artino, 2017; Eccles & Wigfield, 2002; Wigfield et al., 2017). Costs may be deemed too high when a student perceives an elevated risk of failure.

Level 3 Heading Name

A Level 3 heading must be flush left in bold and italic font and use title case. Remember you must have at least two Level 3 headings in any section that contains a Level 3 heading.

Level 4 Heading Name. A Level 4 heading must be indented, in bold font, and use title case. A period is required after the heading name, and the section content begins immediately after the period on the same line as the heading. Remember you must have at least two Level 4 headings in any section that contains a Level 4 heading.

Level 5 Heading Name. A Level 5 heading must be indented, in italic font, and use title case. A period is required after the heading name, and the section content begins immediately after the period on the same line as the heading. Remember you must have at least two Level 5 headings in any section that contains a Level 5 heading.

Summary

The summary section should provide a summary of the major points from Chapter Two. This section is also where you will identify and discuss the gaps in the literature and explain how your study contributes to filling those gaps. The goal is to help the reader see the importance of the topic and the current status of the field to support your dissertation research. The Summary section should end with a transition to Chapter Three written in present tense.

Chapter Three

Procedures and Methodology

Introduction

The purpose of Chapter Three is to describe in detail the procedures and methodology used for the dissertation research. The nature of qualitative research requires a high level of transparency in procedures and fidelity in following a methodological approach. The Introduction section should begin with a statement about the purpose of the study. It should then briefly refer to the theoretical framework as described in Chapter One and make a connection to the literature cited in Chapter Two. This section should conclude with a transition paragraph that introduces the study’s methodology and the contents of Chapter Three.

Example Introduction:

The current phenomenological study aimed to offer empirical and practical contributions to the existing literature by exploring the impact of servant leadership behaviors in faculty research mentors on student motivation and achievement. Informed by the literature review presented in Chapter Two, the study was developed through a constructivist research paradigm and a theoretical framework that included the expectancy-value theory of achievement motivation and servant leadership theory.
Chapter Three describes the study’s methodology and outlines data collection and analysis procedures. [Continue with a description of the chapter’s contents.]

Research Method and Paradigmatic Perspective

In this section, you will explain why qualitative research is the best option for your study. Qualitative research is built on an inductive approach designed to examine phenomena. You will connect to your purpose and significance sections from Chapter One in your discussion. You will also justify your selection based on your research questions and cite scholarly sources for qualitative methodology. In this section, you will also discuss the paradigmatic perspective from which the study is approached. You should use qualitative research texts as sources for this section.

Qualitative Research Approach

In the previous section, you discussed why qualitative research was selected as a general research approach. In this section, you will describe the specific qualitative methodology used for your research. The University’s
Doctoral Research Handbook allows for the following methodologies for qualitative dissertation research: Exploratory Study, Case Study, Narrative Inquiry, Phenomenological Study, Grounded Theory Study, Delphi Study, and Historical Leadership Study. Review the handbook to learn more about each approach and the associated requirements and expectations. You will need to select one approach and then identify some scholarly sources you will use as resources for conducting your study.

Qualitative research requires a high degree of methodological fidelity and transparency. In this section, you will first introduce the selected approach and defend its selection against other qualitative research approaches. Focus on explaining why the methodology you selected is the best option for studying your topic and answering your research questions. Understanding what you are studying is necessary in selecting an approach. For example, if you are studying the storied lifelong experiences of participants, you will use a narrative inquiry methodology. If you are studying a specific and more brief experience, you are likely to use a phenomenological approach with a group of participants who have the experience in common. If your study seeks to develop a new theory about a topic, a grounded theory approach is the appropriate choice.

Name of Methodology

Update the Level 3 heading for this section to reflect your specific methodology (i.e., Interpretative Phenomenological Analysis, Qualitative Case Study, etc.). After justifying your methodological choice, you will discuss the methodology in detail citing scholarly sources. To identify sources to support your methodology, use the

Sage Research Methods Core
(must access via the UC Library) and the

University Library
. Your discussion should thoroughly explain how you implemented the methodology in your study. Make clear whose methodology you followed and how you ensured a high level of integrity in following the approach.

Trustworthiness

Validity and reliability in qualitative research are evaluated differently in qualitative research than in quantitative research. A primary focus is on providing details and a rationale for procedures and adequate evidence to allow readers to determine the trustworthiness of results. The rigor and quality of qualitative research depend on four trustworthiness factors initially conceptualized by Lincoln and Guba (1985): credibility, transferability, dependability, and confirmability. In this section, you will separately discuss each factor and describe how each was supported in your study. You must cite scholarly sources in your discussion. The following resources are useful for writing this section:
·

Sage Research Methods Core
and the

University Library

After introducing the concept of trustworthiness in qualitative research, you may wish to use Level 4 headings for each of the four factors.
Credibility. Credibility in qualitative research is concerned with how research findings match reality. Credibility is assessed in terms of whether findings are trustworthy given the data presented and in relationship to purposes and circumstances of the research. Credibility can be supported through adequate engagement in data collection, triangulation, member checking, evidence from multiple participant voices, acknowledgement of the researcher’s positionality, and other methods.
Dependability. Dependability can be challenging in qualitative research because human behavior is never static; repetition is not a proxy for truth in a qualitative research context. Dependability is more about whether the results are consistent with the data collected for the study. An audit trail supports dependability through transparency in the data collection and analysis processes. The audit may include a detailed account of how study was conducted, consistency for each case, a research journal with real-time memo, documentation of the basis for coding decisions, and themes supported with representative quotes from participants.
Transferability. Transferability is determined by the extent to which the findings of one study can be generalized to other situations. The contextual nature of qualitative research emphasizes particularity over generalizability, and generalizability in a statistical sense cannot occur with qualitative research. Transferability depends on a study’s reporting of descriptive data that is adequate to inform readers’ decisions about the applicability of results to other contexts. Transferability can be supported by providing rich description, maximized variation in sampling consistent with well-defined inclusion criteria, reporting of participant demographic data, evidence in the form of direct quotes from multiple participant voices, and other methods.
Confirmability. With confirmability, the goal is to get as close to objective reality as is possible with qualitative research to provide confidence that findings are based on participant data rather than researcher biases. Confirmability can be supported through methods such as multiple cycles of coding, checking and rechecking data to reduce impact of biases, peer review, and triangulation of data from multiple sources.

Example Discussion of Credibility:

The study’s credibility was supported by an appropriate level of data collection (American Psychological Association, 2020; Merriam & Tisdell, 2016). Interpretative phenomenological analysis studies typically collect data from approximately 10 participants (Smith et al., 2022). This study was designed with a target of 12-15 participants, and data collection continued until a point of saturation was reached. Saturation was judged based on the point at which new themes ceased to emerge from interviews (Creswell & Creswell, 2018; Merriam & Tisdell, 2016). To improve accuracy in evaluating saturation, interviews were transcribed and reviewed as they were completed. Findings are supported by evidence in the form of contextual quotes from multiple participant voices and analytical commentary on inferential decisions. Results report on discrepant personal statements that may contradict the perspective of group experiential themes as reinforcement for the validity of study results (Creswell & Creswell, 2018; Saldaña, 2021).

Role of the Researcher

In qualitative research, the person conducting the study has a powerful role in designing the study, collecting and analyzing data, and reporting findings. The researcher essentially becomes an instrument through which all data flows. In this section, you will discuss your responsibilities in completing specific tasks involved in the research process. The role of the researcher will vary depending on the nature of the study and the methodology being used. While you may not use “the researcher” in other parts of your dissertation, you may do so in this section and in the following section on researcher positionality as necessary.

Researcher Positionality

Researcher positionality refers to the researcher’s subjective position concerning the research topic, participants, and data. Positionality includes the researcher’s personal characteristics, experiences, and values that may influence the interpretation of data and the relationship with participants. Positionality is critical to reflexivity in qualitative research as it acknowledges the potential for the researcher to bring personal biases and assumptions to the research process. In this section, you will explain your position concerning the topic, participants, and data and acknowledge the influence of your personal characteristics, experiences, and values on the research. While you may not use “the researcher” in other parts of your dissertation, you may do so in this section and in the preceding section on the role of the researcher as necessary.

Example Description of Researcher Positionality:

As a researcher, the principal investigator’s position is one of a doctoral student, higher education professional, and advocate for first-generation college students. She was a first-generation college student from a low-income family in rural Appalachia, but she did not participate in mentored research as an undergraduate student. No participants in the study were personally known to the investigator prior to engagement for research purposes, and the investigator was an outsider to the experiences discussed during the interviews. As a higher education professional, her work has included facilitating a university’s obtainment of grant funding to support a variety of programs for first-generation college students. While she has not managed such programs directly, she has been involved indirectly with multiple programs that offer support services and research experiences to first-generation college students from Appalachia. The investigator’s personal and professional background meant that some participants’ experiences were what Berger (2015) described as “the familiar” (p. 222). This shared experience position improved context sensitivity and the ability to ask meaningful probing questions in response to student comments during interviews (Berger, 2015). It also required the investigator to acknowledge, reflect on, and separate from personal perceptions in ways that promoted objectivity in analyzing interview data.

Reflexivity and Bracketing

In addition to transparency with regard to the role of the researcher and researcher positionality, the nature of qualitative research necessitates taking steps to promote objectivity by minimizing the impact of researcher subjectivity. Reflexivity and bracketing are two such approaches, and you may update the Level 3 heading to include others as needed. Reflexivity requires a self-awareness of your influence on the research process, and bracketing is a process through which you seek to separate yourself from your preconceptions in ways that reduce the potential for biases to influence research outcomes. The following resources are useful for writing this section:
· The

Sage Research Methods Core
and the

University Library

Example Description of Reflexivity and Bracketing:

The notion of objectivity in qualitative research is false (Saldaña, 2021). Interpretative phenomenological analysis requires reflection on issues related to subjectivity (Smith et al., 2022). Reflexivity involves acknowledging the investigator’s role in the research process with a self-examination of the positive and negative implications of the investigator’s positionality for the research findings (Berger, 2015). For the current study, bracketing supported the isolation of biases in ways that promoted openness to the experience being explored (Merriam & Tisdell, 2016). To control for bias related to researcher positionality, reflexive journaling occurred regularly throughout the data collection and analysis process, including after each interview prior to beginning coding (Creswell & Creswell, 2018). Sample journal entries are provided in Appendix I.

Sampling Procedures and Data Collection Sources

In this section, you will discuss the sampling strategy used for your study, recruitment procedures, and data collection process. If you created a new instrument (i.e., interview protocol, observation guide, etc.) for your study, you will also discuss the process of developing the instrument in this section. Begin this section with a paragraph introducing the sampling and data collection procedures.

Sampling Strategy

Citing one or more scholarly sources, discuss the sampling methods used in your study and explain why the selected methods were appropriate for the study. Purposeful sampling is a common sampling strategy in qualitative research. You also need to list and justify the inclusion criteria for study participants as well as any exclusion criteria. In Chapter Four, you will report on the specific demographic characteristics of participants. The following resources are useful for writing this section:
· Other sources from the

Sage Research Methods Core
and the

University Library

Instrument Development

Qualitative research instruments may include interview protocols, observation guides, focus group protocols, document analysis guides, and other instruments. This section is required if you developed a new data collection instrument for your study and can be deleted if your study used only existing instruments for data collection. Begin this section by introducing the instrument and justifying its applicability to the study’s research questions. Include the full instrument as an appendix and refer to it in this section. Then, explain how the instrument development was informed by the literature discussed in Chapter Two and the study’s theoretical framework. Including a mapping table is recommended, and a template and example are provided.

Table 1

Mapping of Interview Questions to Research Questions and Existing Literature

Interview Question

Research Question

Literature Base

Q1: Add text of interview question

RQ1