need full chapter 2 draft on Proposed Dissertation Topic/Title ‘Enhancing Cybersecurity in IoT Networks: A Comprehensive Study on Threat Detection and Mitigation Strategies’ should be minimum 40 pages

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

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.

____________________________

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.

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.

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.

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.

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.

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.

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 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.

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.

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 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).

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)

Term: Definition (citation)

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 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.

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.

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.

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.]

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.

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:

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 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.

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:

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.

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:

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

Example Table 1

Mapping of Interview Questions to Research Questions and Existing Literature

Interview Question

Research Question

Literature Base

Q1: Could you tell me about your research?

N/A

Effective initial interview questions that ask for descriptive information set the scene for the interview and help the participant get acquainted with the interview process (Merriam & Tisdell, 2016; Smith et al., 2022).

Q2: How would you describe your expectations with regard to being successful in your research?

RQ2

An expectancy of success is determined by individual perception of whether the effort invested in a task will result in a successful outcome (Cook & Artino, 2017; Eccles & Wigfield, 2002; Eccles et al., 1983).

Q3: How do you feel about the value of your research?

RQ3

Value is assessed through four dimensions: intrinsic, utility, attainment, and cost (Eccles et al., 1983; Eccles & Wigfield, 2002; Wigfield & Eccles, 2000). Mentorship structured through a servant leadership framework connects purpose and content for students (Norris et al., 2017).

Example Expert Review Discussion

To ensure the validity and reliability of the interview guide developed for this study, two experts provided a comprehensive review of the instrument. The reviewers were tasked with evaluating the relevance, clarity, and appropriateness of each question, thereby ensuring that the questions were both methodologically sound and aligned with the study's research objectives. The expert panel consisted of two members, each bringing a unique set of qualifications. The dissertation chair served as a content expert with expertise in the study’s topic. A dissertation committee member served as a methodology expert with expertise in conducting qualitative studies and teaching qualitative research design.

Each reviewer was provided a copy of the interview questions along with the study's research questions for context. The panelists were asked to: (a) evaluate the relevance of each question to the study's aims, (b) assess the clarity and readability of the questions (c) and comment on the appropriateness of the questions, considering both ethical implications and the intended participant audience. Feedback from the reviewers enhanced the quality and rigor of the data collection instrument. The reviewers provided feedback indicating the interview questions were generally well-designed but needed minor revisions for clarity. The methodologist also offered suggestions for revising two questions to an open-ended format to prompt more detailed responses from participants. These revisions were incorporated into the final version of the interview guide, which are included in Appendix E.

Field Test. A field test provides an opportunity to test a newly drafted instrument before it is used for research purposes. Field test participants must meet the same inclusion criteria as your study participants, but cannot participate in the actual study. In addition to testing the instrument itself, the field test process allows you to practice collecting data and should inform decisions about changes to procedures prior to finalizing study plans. Note that IRB field test approval is required prior to recruiting field test participants.

Without identifying the sites, you will explain how participants were accessed for the study. This section should describe in detail the process for recruiting and enrolling participants in your study. Be specific enough that someone else could read this section and duplicate your procedures. You should also reference the IRB Approval Letter and Informed Consent Form included as appendices. The following resources are useful for writing this section:

In this section, you will describe your procedures for collecting data. The data collection process must align with the study’s methodology. For example, if your study is a phenomenological study using interviews for data collection, you will refer to the interview guide you developed for the study and then explain in detail how the interviews were conducted. Describe the procedures for all sources of data, including demographic data collected from participants and any additional existing documents provided for use in the study. If your study used an instrument you developed, describe the instrument. If your study used secondary data or existing documents, describe the documents and how you accessed them.

In this section, you will discuss the concept of data saturation and cite scholarly sources to support your discussion. Then, explain how data saturation was reached in your study. With qualitative research, there are no tools that can predict the number of participants necessary to produce useful results. Instead, it is up to the researcher to determine the point at which data collection has reached a point of saturation. You will write this section initially during DSRT 839 and will need to revisit it after completing data collection in DSRT 930.

This section is a critical component of the dissertation and is one that frequently needs revisions during the quality review process. Transparency in describing how qualitative data is analyzed is necessary. Begin this section with an introduction that explains the method of analysis and cites methodological sources.

The first step in qualitative data analysis is preparing the data. In this section, describe how you prepared the data to begin your analysis. Such preparation often involves transcribing recorded audio to create verbatim textual transcripts. Advances in technology provide less time-consuming options for transcription than typing while listening to recorded audio tapes as was previously the norm. However, accuracy in transcription is critical to the research process. There is no software that can offer completely accurate automated transcriptions. For this reason, researchers must review computer-generated transcriptions multiple times and edit for accuracy. In addition to interview transcripts, preparation may include tasks such as converting web-based policies to codable file formats, loading and organizing content into qualitative software programs, or preparing participant demographic data for descriptive statistical analysis.

Example Data Preparation

Interviews were recorded using Zoom software. For analysis purposes, each recording needed to be transformed into a verbatim textual transcript that served as a “semantic record of the interview” and included all words spoken by the participant and interviewer (Smith et al., 2022, p. 69). Zoom’s automated transcription feature was used as a starting point for this process, but the formatting and accuracy required substantial editing. Each completed transcript was reviewed multiple times against the recorded audio to ensure accuracy. Transcript edits were made as needed, and reviews were repeated until no additional discrepancies were identified. In addition, observational notes of non-verbal cues were added to the transcripts to ensure accurate interpretations during analysis.

Completing transcriptions and notes following each interview allowed for an accurate identification of the point at which saturation was achieved. The manual transcription process provided intimacy with the data that supported thoroughness in the analysis (Merriam & Tisdell, 2016). Prior to analysis, participants were given an opportunity to clarify their responses or provide additional explanatory information to ensure interview transcripts accurately reflected their experiences.

This section should open with a discussion of the data analysis process and a justification for how the process aligns with the study’s research questions and methodology. It should explain in detail the procedures followed for coding data and developing themes. The use of qualitative software should also be discussed. Examples of qualitative research software include ATLAS.ti, NVivo, Delve, and QDA Miner. Most software options offer discounts for student licenses, and all make available instructional resources. You should select software prior to beginning data collection to ensure appropriate organization of data throughout the process. The field test provides a good opportunity to test your selected software with a free trial prior to purchasing a product for your study.

Qualitative analysis is the process of making sense of data collected for your study. It is an iterative process that requires you to revisit codes, categories, and themes multiple times before analysis is complete. The process normally involves assigning codes to textual excerpts, categorizing codes, reviewing codes and categories, identifying themes, and reviewing and revising themes as part of a cyclical process.

Coding begins with systematically categorizing textual excerpts from research data to identify key concepts and patterns for analysis. It can be helpful to think of codes as tags or labels assigned to excerpts of textual data. Codes can be applied to words, phrases, sentences, or paragraphs of text. Depending on methodology, you may find it helpful to create a codebook with definitions and examples as coding decisions are made. There are many ways to code qualitative research data. The process must align with the methodology used for the study, and you must cite sources to support your procedures. For example, grounded theory studies will use overlapping open, axial, and selective coding processes. An exploratory study may use thematic content analysis with document reviews. An interpretative phenomenological analysis will complete coding and theme development at the case level for all participants before engaging in group-level analyses.

The most comprehensive resource available for qualitative data coding is Johnny Saldana’s The Coding Manual for Qualitative Researchers. It is not available through the University library, but can be purchased online. The following list provides examples of coding approaches that may be used with qualitative research. It is not necessary to choose a single approach, but your dissertation should describe the types of coding used and justify selections based on your research methodology.

· Inductive Coding involves a ground-up approach with codes coming directly from the study’s data with no preconceived notions of what codes will be used. Inductive coding will begin to move to a deductive approach as coding progresses and codes are assigned to multiple excerpts.

· Deductive Coding is a top-down approach that may involve the use of a codebook developed prior to data collection. Code sources may include the study’s research questions and theoretical framework as well as prior studies from the literature review. In addition, as coding progresses, previously coded data will become a deductive code source.

· Initial Coding (also called free coding or open coding) is an initial round of loose and tentative coding. The goal is to break down data into parts for close examination and comparison. Initial coding is always followed by additional rounds of coding.

· In Vivo Coding involves the verbatim use of participants’ words or phrases as codes with no researcher interpretation. These codes are often renamed when combining data from multiple participants.

· Descriptive Coding involves summarizing a textual excerpt with a descriptive word or phrase.

· Process Coding is coding to capture an action and can include both observable and conceptual activities. It can be useful when studying habits, exploring how participants solved a problem or reached a goal, or documenting a sequence of events.

· Thematic Analysis Coding involves coding based on recurring patterns and themes across data. The goal is to unify themes as they emerge from multiple participants or documents.

· Longitudinal Coding involves organizing codes for comparison over time and can be useful when coding multiple points of data collection for the same participants.

Coding is the first step in the analysis process and is typically followed by a process of categorization. The process will vary by approach. Categorizing data involves grouping codes into fewer, more comprehensive categories that reflect themes from study data. During this process, you will discard some codes, but the goal is to minimize the number of uncategorizable codes. While grouping codes into a manageable number of categories, you should focus on answering your study’s research questions and look for supplementary finings relevant to the study. In reviewing your final categories, you should ensure you have sufficient data to support each category.

The final step in the process is typically theme development. Theme development requires the use of analytical thinking as you move from categories to themes. You may combine some categories and use others as themes. You will work through an iterative process at both the case and group level, and you may use member checking as a form of respondent validation for case-level themes. In developing themes, be sure to follow the procedures prescribed by your study’s methodology. Your goal is to ensure the study’s findings represent the participants’ experiences rather than broad categories of information related to the topic.

Chapter Four

Chapter Four is where you will present the findings of your study. This chapter is normally the longest chapter in a qualitative dissertation and should contain substantial evidence from the research data to support themes presented as findings. The Introduction section should begin by revisiting the theoretical framework and methodology and conclude with an overview of the chapter’s organization.

In this section, you will describe the study’s participants and the setting in which the research occurred. Participant demographic data is especially important in qualitative research and supports readers’ ability to judge transferability. Provide the total number of individuals who participated in the study and describe how the study reached saturation through the number of participants.

While quantitative studies display participant demographics in charts and tables with numbers, qualitative research participants are typically described in paragraph form. In this section, you will describe participants using both the study’s inclusion criteria and the demographic data collected directly from participants. The description detail and format will vary by type of study. For example, for a phenomenological study, you would need to present demographic data at an aggregate level. For a qualitative case study, the bounded system of the case is important to describe in addition to the individual participants, and this can be done case by case.

Example of Participant Description for Phenomenological Study:

Participants included 18 early career teachers at elementary schools in Kentucky. Each participant had been teaching in an elementary school in Kentucky for three or fewer years, including the current school year. Participant were teaching in both rural ( N = 12) and urban (N = 6) school settings. Participants self-reported as being in the following age groups: 22-25 years ( N = 11), 25-29 years ( N = 5), and 30-34 years ( N = 2). Seventy-two percent of participants ( N = 13) identified their race as white, and 28% ( N = 5) identified their race as black.

Example of Participant Description for Qualitative Case Study:

Institutional President #12

Institution #12 was founded in the late 1800s with Christian principles and is committed to students’ future successes and contributions to Appalachia. The institution supports and respects the worth of all humans. Ninety-nine percent of freshmen students receive financial aid, and 38% are first-generation students. Sixty-three percent of undergraduate students are awarded federal, state, local, or institutional grant aid. Institution #12 is designated by IPEDS as “town: remote” and classified with the Carnegie Classification as a major graduate, medium-sized institution with high residency. The institution offers both distance education courses and on-campus programs. The institution has roots in the Baptist faith and is religiously affiliated for purposes of institutional control. As an independent, non-profit institution, #12 receives no federal, state, or local appropriations. President #12 was a white male in his fifties who had been serving in his present role as president since 2016 after serving as chief academic officer at a private, faith-based institution in another state.

For confidentiality reasons, do not include names of individuals or institutions/organizations. For individuals, you should replace names with pseudonyms. For organizations, you may use pseudonyms (i.e., Sunshine High School, Riverview Business), a numbering system (i.e., Organization A, Organization B), or a broad geographical description (i.e., state community college system in southeastern United States) depending on the study’s context. It is also important to avoid describing participants in such detail that may violate confidentiality through indirectly identifying information.

In addition to describing the participants, this section requires details on setting of data collection. You should describe the type of data collected, the length of participant engagement, and other important details. For virtual data collection, you should also describe the virtual platform used for data collection,

Example of Virtual Research Setting Description:

Data was collected through semi-structured interviews. Each interview was conducted virtually using Zoom software with only the interviewer and participant present. Participants were advised to select a private location for their participation. They were asked to turn on their computers’ cameras and agreed for the interviews to be recorded. The interview format provided flexibility for participants to share as much detail as they felt comfortable sharing about their experiences. Interviews were scheduled to last a maximum of 90 minutes. Interviews lasted between 38 and 92 minutes with an average length of 58.72 minutes.

In this section, you will circle back to the Data Analysis section from Chapter Three. Begin this section with a paragraph or two summarizing the data analysis process. Then, introduce the study themes using a table that demonstrates the alignment of themes to each of the study’s research questions. An example is provided for the summary, and a template is provided for the table. The table should be adjusted to allow for the number of research questions in your study and the number of themes identified for each research question.

Example of Study Analysis Section:

The study relied on interview transcripts as data to answer the research questions. Data were prepared at a case level by carefully and attentively listening to recorded audio and documenting interviews through verbatim transcripts. The recording of each interview was reviewed multiple times until no errors were noted in the transcript. Prior to the analysis beginning, participants were given an opportunity to review transcripts and offer corrections or clarifications. Final transcripts were loaded into ATLAS.ti software and coded at the case level.

Coding began as an inductive process and naturally shifted toward a deductive approach as coding progressed (Creswell & Poth, 2018; Merriam & Tisdell, 2016; Saldaña, 2021). Coded statements were used to develop themes based on researcher-constructed interpretations (Saldaña, 2021; Smith et al., 2022). Following interpretative phenomenological analysis, themes were constructed at the case level and then at the group level to answer each research question (Smith et al., 2022). Group-level theme development required revisiting cases and supplementing case-level themes with additional data relevant at a group level despite not being significant at a case level. Table 2 lists group experiential themes identified for each research question. These themes are discussed in detail in the Analyses of Research Questions section.

Table 2

Study Themes

This section is where you will present your study’s findings, discuss them in detail, and provide evidence from your study’s data. The section is organized by research question and theme. Begin with an introductory paragraph and then discuss each research question separately using Level 3 headings. You will have as many Level 3 headings as you have research questions. You will also use Level 4 in discussing themes and may add Level 5 headings for sub-themes.

Substantial evidence from the research data is required as support for your findings. For example, if your study includes data from participant interviews, you will include quotes from multiple participants as support for the themes you report as findings. If your study used document review, you will include excerpts from the documents reviewed. As you write, be sure to incorporate participant data with your own words; do not provide a list of quotes or use quotes as stand-alone sentences. Avoid continually using words like “said” or “stated” in discussing your findings. Be careful to avoid sharing any potentially identifying information. Protecting the confidentiality of your participants is an essential component of ethical qualitative research.

You should begin the discussion of each research question by describing or restating the research question. In each section, you will assess the research question by discussing themes identified from the research data and providing evidence from the study data to support each theme. You will use a Level 4 heading for each theme and may add Level 5 headings for sub-themes as appropriate.

Follow the same guidelines as outlined for Research Question One. If you have more than two research questions, add as many Level 3 headings as you have research questions.

Theme One: Theme Name. Add as many Level 4 headings as you have themes for each research question.

In this section, you will report any supplementary findings that are relevant to your study and that extend beyond the study’s research questions. The format and content should be the same as the analysis of each research question. If you did not identify any supplementary findings from your study, this section is not required and should be deleted.

Example of Supplementary Finding:

Implications of Pandemic: Negative Impact on Connectedness

The timing of the study allowed the data to provide insight into how the global COVID-19 pandemic impacted students. Though no interview questions sought such insight, nearly all participants mentioned the pandemic, revealing how deeply it had impacted them. Most study participants had been affected by a shift to virtual instruction beginning in their senior year of high school or their first two years of college. Social restrictions related to the pandemic negatively impacted connectedness, and the timing meant that participants experienced unexpected challenges in adapting to college life.

[Follow with discussion that includes participant quotes as evidence.]

The Summary section should provide a summary of the chapter’s contents. It should close with a transition to Chapter Five. Remember to avoid writing in future tense.

In the final chapter of your dissertation, you will provide a summary of the previous chapters, discuss your findings within a context of prior studies, describe limitations of your study, and highlight implications for future research. The Introduction section should provide a summary of Chapters One through Four and introduce the contents of the chapter.

This section provides an opportunity to discuss the findings of your study within a context of the existing literature. The link to your degree program should be clear in your discussion. Begin with an introductory paragraph and then discuss each research question separately using Level 3 headings. You will have as many Level 3 headings as you have research questions. You will also use Level 4 headings in discussing themes and may add Level 5 headings for sub-themes.

Example of Introductory Paragraph for Practical Assessment:

A practical assessment of the study’s research questions required considering findings within a context of prior research. The current study both reinforced and supplemented previous literature. The study offered an important contribution to research on . . .

You should begin the practical assessment of each research question by describing or restating the research question. In each section, you will assess the research question by examining how your study’s findings align with or differ from published scholarly research on your topic as discussed in Chapter Two. You will also discuss ways in which your findings support previous research and findings that were not what you expected based on the literature. Your discussion should identify the literature gaps to which your findings contribute and explain your study’s contribution. The practical assessment of your study’s findings allows you to articulate how your study contributes to closing the gap in published literature. The example provides an introduction to the practical assessment of a research question that would be followed by a deeper discussion of each theme in the study’s findings for this research question.

Example of Introduction to Practical Assessment of Research Question:

The study’s first research question explored how socioeconomic factors impact achievement motivation in first-generation college students from Appalachia. Challenges related to unfamiliarity with college application and enrollment processes, poor academic preparation, insufficient parental support, conflicts with family commitments, deficient social and cultural capital, and limited financial resources have been well-documented by prior research (Campbell & Westcott, 2019; Capannola & Johnson, 2020; Conefrey, 2021; Katrevich & Aruguete, 2017; Lee & Ferrare, 2019; McCulloh, 2020; Phillips et al., 2020; Redford et al., 2017; Tinto, 2017). These challenges were noted in the current study’s findings. In answering this research question, data supported the idea of college as an unknown, the impact of family expectations and a desire for more on student motivation, and the role of place in motivational processes. Data also provided evidence of participants’ perceptions of college preparedness, uncertainty about academic and career plans, and challenges related to belongingness in college.

Theme One: Theme Name. In discussing each theme, connect findings from Chapter Four to the literature discussed in Chapter Two. Ideally, you should plan to cite and discuss at least three to five studies for each theme as you work to close the research loop.

Example Practical Assessment of a Theme:

Cost perceptions are determined through a student’s assessment of the resources and effort required to succeed in a task and negatively impact composite value perceptions (Barron & Hulleman, 2015; Eccles et al., 1983; Eccles & Wigfield, 2002). The current study documented participants’ cost perceptions that align with the three cost types identified by Eccles et al. (1983): effort, opportunity, and psychological. The study’s contributions to literature focusing on cost perceptions is significant as, until the last decade, limited research had explored how the negative influence of cost should be considered as part of an overall value measurement (Barron & Hulleman, 2015; Ceyhan and Tillotson, 2020; Wigfield et al., 2017).

Participants acknowledged significant effort costs that were necessary during their research experiences. Effort was identified as a considerable cost, and time was viewed as something participants had “the least of to spare." All participants shared opportunity costs they had incurred to succeed in their research experiences. The most significant opportunity costs reported were social and financial, including missed time with friends and family and lost time for earning income. Some students viewed these costs as “heavy." Summer research meant not “going back home” and not being able to “travel or just work." Participants explained that research had “kept [them] away from friends." For one student, the disconnection from friends was something that added “stress” related to worrying that she may “lose friends because [she was] always doing research."

Follow the same guidelines as outlined for Research Question One. If you have more than two research questions, add as many Level 3 headings as you have research questions.

If you reported on supplementary findings in Chapter Four, you will provide a practical assessment of those findings in this section following the same format and content required for the study’s research questions. If you did not report any supplementary findings in Chapter Four, your dissertation will not include this section. Because supplementary findings were not part of your study’s original research questions, you may find it necessary to identify additional published studies for the practical assessment of supplementary findings.

In this section, you will identify and discuss the limitations of the study. It can be helpful to think of this section as the “humble pie” part of your dissertation. You may not copy and paste the limitations discussed in Chapter One, but you should review those limitations and determine which may have impacted your study’s findings. In some cases, the limitations identified during study design do not come into play, but additional limitations will come to light during data collection and analysis. Consider limitations related to study design (i.e., approach, data collection instruments, sampling, etc.) as well as issues occurring during implementation (i.e., recruitment, participant demographics, data quality, etc.). The example discusses a limitation that could not have been known during the study design process, and therefore, would not have been included in Chapter One.

Example Discussion of Limitation:

The extent to which the study could evaluate the third research question was limited by participant status. Participants had previously developed an appreciation for the value of their research experiences and an expectation that the costs associated with those experiences would be worthwhile. In this context, faculty research mentors did not appear to engage in value interventions in the way they may have if working with a different student population in a different context. Participants described how they valued their research experiences and assessed associated costs, but shared limited details on the influence of faculty research mentors on those perceptions.

In this section, you will offer suggestions for extending the research beyond your dissertation study. Think about what you wish you had done differently in designing your study or what you envision as a logical next step in your own research agenda. You might consider how the study could be extended to other populations or what other variables should be explored with the study’s population. You should also consider suggestions from published research in writing this section. This section provides you with the opportunity to dream and set the stage for new studies by considering ways to extend your dissertation research to contribute to a deeper understanding of the issues that were explored.

Example Discussion of Implication for Future Study:

While evidence supports the benefits of quality mentoring on student outcomes through research experiences, there is a lack of professional development opportunities available for faculty and other research mentors (Gentile et al., 2017). Mentoring skills can be learned, and there is a need for research that can inform decisions regarding professional development programs (Davis & Jones, 2017). Eva et al. (2019) identified a specific need for field studies that can shed light on how servant leaders are developed; they encouraged servant leadership training, followed by evaluations of whether training interventions led to increased servant leadership behaviors. This approach could be applied to professional development opportunities for faculty research mentors with student perceptions of servant leader behaviors measured before and after the training intervention.

The summary in Chapter Five is the final section of the dissertation’s chapters. In this section, you should summarize the study’s purpose and the practical assessment of the research questions. The dissertation should close with a look to the future by summarizing the implications for future study.

Begin your reference entries here.

Tables

Table A1

Table Title

Note. Add note here as appropriate.

Table A2

Table Title

Note. Add note here as appropriate.

Qualitative dissertations will not always need to include tables in an appendix. When needed, tables should be included in Appendix A and formatted correctly for APA style. If Appendix A is a table-only appendix with only one table, the table is referred to in the chapters as Appendix A rather than as Table A1. If multiple tables are combined into one appendix, refer to the table rather than the appendix (i.e., Table A1 or Table A2).

Figures

Figure B1

Figure Title

Figure B2

Figure Title

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Informed Consent Form

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