Belhaven University Doctor of Education Handbook

Table of Contents

• Syllabi
• Descriptions

• Foreward

• Introduction
• Programs and Plan of Study - Phase IV
  • 10 Steps to Dissertation & Degree Completion
  • Matriculation & Time Frame
• Expectations of Candidates in the Dissertation Process
  • Expectations of Candidates
  • Academic Writing
  • Prospectus
  • The First Three Chapters
  • Institutional Review Board (IRB)
  • Scholarly Research
  • Original Study
• Terms & Definitions
  • Qualitative Research
  • Methods
  • Quantitative Research
  • Mixed Method Design
• Appointment & Roles
  • Dissertation Chair Person & Committee Member
  • Research Reviewer

• Dissertation Hours
• Enrolling in the Final 12 Credit Hours of the Dissertation
• Grading - Dissertation Block Hours
• Residency 2 & the Oral Defense of the Dissertation Required
• Enrolling in Dissertation Hours

• Information
• Step 1: The Prospectus
• Step 2: Completion of Chapters I-III
• Step 3: IRB Application
• Step 4: Conduct Research & Data Collection
• Step 5: Research Findings & Summation - Chapters IV & V
• Step 6: Manuscript Formatting & Quality Approval
• Step 7: Oral Defense of Dissertation
• Step 8: Minor Revisions &/or Changes Resulting From the Oral Defense - The Final APA Approval
• Step 9: Publication of Final Approved Dissertation
• Step 10: Graduation Procedures

• Appendix 1: Degree Plan Sheet
• Appendix 2: 10 Steps to Dissertation Degree Completion
• Appendix 3: Expanded 10 Steps
• Appendix 4: Committee Chair and Member Form
• Appendix 5: Chair and Member Qualifications and Responsibilities
• Appendix 6: Prospectus Template
• Appendix 7: Prospectus Approval Form
• Appendix 8: Research Review #1 Feedback Checklist!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
• Appendix 9: APA and Content Review #1 Rubric
• Appendix 10: APA and Content Review Process Form
• Appendix 11: Chapters I‒III Approval Form
• Appendix 12.A: Institutional Review Board Application
• Appendix 12.B: Institutional Review Board Consent Document
• Appendix 13: Graduation Timeline and Deadline Chart
• Appendix14: Candidacy Intent to Graduate Form
• Appendix 15: Research Review #2 Feedback Form!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
• Appendix 16: APA and Content Review #2 Rubric
• Appendix 17: Chapters IV and V Approval Form
• Appendix 18: Dissertation Formatting Outline and Guidelines
• Appendix 18.A: Dissertation Second Inside Coversheet
• Appendix 18.B: The Abstract Template
• Appendix 18.C: Dissertation Sample Title Page
• Appendix 18.D: Dissertation Vita Template
• Appendix 19: Dissertation Manuscript Format Approval Form
• Appendix 20: Oral Dissertation Defense Scheduling Request Form
• Appendix 21: Oral Dissertation Defense Final Committee Decision Form
• Appendix 21.A: Oral Dissertation Defense Final Committee Decision Form
• Appendix 21.B: Rubric for the Oral Presentation and Defense of the Dissertation
• Appendix 22: Final Committee Approval of Dissertation
• Appendix 23: Final Dissertation Manuscript Format Approval Form
• Appendix 24: Estimated Fees for Dissertation Completion
• Appendix 25: Doctoral Candidate Memorandum of Understanding

• Addendum - November 2018: Dissertation Support Sessions
• Addendum - January 2019: Continuous Enrollment Policy for Doctoral Candidate
• Addendum - May 2021: Dissertation Success Plan & Communication Status/Report
  
   

This handbook also servces as the syllabi and guide for the following courses: EDU 780, 781, 782, 783, 784.
 

DESCRIPTIONS

EDU 780: Dissertation Seminar (3 hrs., 15 weeks, one semester)

Residency Required Attendance VIRTUALLY or on Campus (Prerequisites EDU 700, EDU 701, EDU 702, EDU 705, EDU 710, and EDU 712, EDU 716, or EDU 718)
This block of course hours is part of Residency 2 (R2) when candidates attend a three-day Dissertation Seminar on the main Jackson campus.  This Seminar is part of Phase IV in the plan of study and is not taken until after a candidate has completed his/her professional content core courses, as well as having completed the courses in statistics, research, and design.  Residency 2 is a valuable time of planning in preparation for the candidate’s dissertation phase of the program.  This Seminar is designed to help the candidate in formulating a research question and proposal, managing a review of literature, and designing and conducting the research. The sessions in the Seminar also provide valuable insights and information on organizing an IRB application, working with the candidate’s dissertation committee, as well as providing suggestions on surviving and writing the dissertation. Candidates will meet and work directly with their dissertation chair and committee to help define their research question/problem, and discuss the literature and methodology they will use. Upon completion of the Dissertation Seminar, candidates will have written a draft copy of their prospectus.
 

EDU 781: Ed.D. Dissertation Block 1 (3 hrs., 15 weeks, one semester) (Prerequisite EDU 780)

Proposal Phase. Candidates will enroll in this block of course hours once they have successfully completed EDU 780.  During this course, it is expected that candidates will write Chapter 1: Introduction/Statement of Problem and will address the following: a statement of what the study will accomplish, background of the problem, statement of the problem/question, purpose of the study, primary research questions, hypotheses, the research design, assumptions and limitations, and definitions of terms. Candidates will conduct a highly focused review of the literature for Chapter 2: Review of Literature, which will inform the reader of the question and problem. Candidates will be informed that Chapter 2 should provide sections to include, but not limited to, the history behind the problem/question, importance of the problem/question, rationale and support for research in the area of the problem/question.
 

EDU 782: Ed.D. Dissertation Block 2 (3 hrs., 15 weeks, one semester) (Prerequisite EDU 781)

Method Phase.  Once Chapters 1 and 2 are written and approved, candidates will begin to write Chapter 3 of their dissertation.  Chapter 3: Method will include, but not be limited to, the following: an explanation of the methodology used in the study (quantitative, qualitative, or mixed design), support for why the method/design was chosen for the study identifying strengths and weakness of the design, and a description of the targeted population and/or participants in the study (how selected). 
 

EDU 783: Ed.D. Dissertation Block 3 (3 hrs., 15 weeks, one semester) (Prerequisite EDU 782)

Research/Results & Oral Defense Phase. Once chapters 1‒3 are written and approved, candidates complete Chapter 4: Presentation of Data, Results, and Analysis and Chapter 5: Evaluation of Results and Recommendations for Future Study.  Chapter 4 is a presentation of the data and results and includes a summary of the procedures of the method, the instruments used in the research, evidence from data collected, evaluation of data, and an analysis of the data.  In Chapter 5, the candidate will assess how the data collection and evaluation of data impact the hypotheses and research question and provide suggestions for future research and study regarding the problem/question addressed in the original proposal.  The candidate will address how he/she thinks the study has added to the body of knowledge.  This block of course hours ends on the main Jackson campus when candidates present an Oral Defense of their dissertation.
NOTE: Candidates are charged a $200 course fee that pays for two APA & Content Reviews: the first review of Chapters I-III followed by a review of Chapters IV & V. $100 will be charged for each additional review thereafter.
 

EDU 784: Ed.D. Supplementary Dissertation Hours (3 hrs., 15 weeks, one semester) (Prerequisite EDU 783)

This block of course hours is designed for those doctoral candidates who need additional time to complete their dissertation study.  Candidates who have not achieved final dissertation manuscript approval and/or passed their oral defense by the end of the semester when they are enrolled in EDU 783 will be required to enroll in EDU 784 the next semester in order to maintain continuous enrollment.  The extra semester of enrollment in EDU 784 is designed to allow candidates the extra time needed to complete their dissertations.  Candidates will be allowed to enroll in EDU 784 a maximum of two consecutive semesters. Thereafter, special consultation with the candidate’s dissertation committee and the Graduate School of Education Chair will be required to determine if the candidate will be allowed to continue in the Ed.D. program.

 

Dr. David B. Hand
Dean of the School of Education

Welcome to Phase IV of the Doctor of Education program. You have made the decision to dedicate yourself for the next couple of years to academic scholarship, research, writing, and critical/reflective evaluation of a problem statement regarding an issue in the field of education. In researching your problem, you have the opportunity to add to the knowledge base of teaching, learning, schooling, and educational leadership.

The Belhaven Graduate School of Education faculty members are here to help as you matriculate through this program. We want you to be successful as you conduct research and write your dissertation. The doctoral dissertation is the culmination of the Ed.D. degree program and is designed to showcase your academic understanding and knowledge base as a researcher and scholar.

This handbook is designed to guide you through the dissertation and degree completion process. Included in this handbook are the various components and guidelines for writing and defending your dissertation. Because the completed dissertation is a publication of Belhaven University and as such represents the university, high standards concerning the content, formatting and appearance of dissertations have been established.

Please read and give attention to the policies and procedures outlined in this dissertation handbook. As you conduct your research and write your dissertation, it is extremely helpful and will make it less strenuous for you if you abide by the policies, procedures, and deadlines outlined in the handbook.

The policies and procedures defined and outlined in this handbook have been developed by the Graduate School of Education under the direction of the Dean of the School of Education, the Chair of the Graduate School of Education, and in collaboration with other graduate faculty members from the School of Education, as well as from other academics in the university.

The Doctor of Education Dissertation Handbook is to be implemented and adhered to by all faculty members in the School of Education, all dissertation chairs and committee members, and all candidates in the Ed.D. degree program. The policies and procedures are effective once the candidate is admitted to the program. The Doctor of Education Dissertation Handbook, with its policies and procedures, is intended to complement and supplement the policies and procedures in the Graduate School of Education Handbook.

 

PLEASE NOTE‒IMPORTANT

Candidates enrolled and embarking on their journey to earn a doctoral degree from the Belhaven University Graduate School of Education are required to use this Doctor of Education Dissertation Handbook in conjunction with the following texts:

THE DISSERTATION JOURNEY: A PRACTICAL AND COMPREHENSIVE GUIDE TO PLANNING, WRITING, AND DEFENDING YOUR DISSERTATION

Roberts, C. M. & Hyatt, L. (2019). The dissertation journey: A practical and comprehensive guide to planning, writing, and defending your dissertation (3rd Ed.). Crowin/Sage.

WRITING THE WINNING THESIS OR DISSERTATION: A STEP-BY-STEP GUIDE

Joyner, R.L., Rouse, W.A., Glatthorn, A.A. (2018). Writing the winning thesis or dissertation: A step-by-step guide (4th Ed.). Crowin/Sage.

Sections in the Dissertation Handbook refer to the two books. Throughout the Handbook, notes are printed in maroon as indicated below:

READ: Roberts & Hyatt. (2019, 3rd Edition). p.#.  AND/OR  Joyner et al. (2018, 4th Edition). p.#.

Candidates are encouraged to read the information, as the identified information is very helpful in developing their dissertation.

Candidates, dissertation chairs, and dissertation committee members should refer to and reference The Dissertation Journey and Writing the Winning Thesis or Dissertation. The Dissertation Journey, Writing the Winning Thesis or Dissertation along with the Sixth Edition of the Publication Manual for the American Psychological Association (Cohorts 1‒6) and the Seventh Edition of the Publication Manual for the American Psychological Association (Cohorts 7 and beyond) assist candidates in writing the dissertation and are applied in evaluating the candidate’s dissertation for quality of the research and methodology, the content and substance, data analysis, grammar structure, writing, and formatting.

This handbook was developed for candidates who are in PHASE IV of the dissertation process. This handbook provides the procedures and processes for formulating a research problem, conducting a review of literature, preparing the candidate’s prospectus, writing the first three chapters, applying for IRB approval, conducting research, writing chapters IV and V, as well as presenting the oral defense of the final dissertation.

As candidates use this dissertation handbook, he/she will notice at various points the following phrase in bold, capitalized letters.


PLEASE NOTE

• Candidates should pay special attention to the information listed with this notice; it provides information that could prove to be very helpful.
  
  Throughout the dissertation process, Belhaven doctoral candidates are required to critically evaluate and synthesize literature, construct arguments regarding the importance of the study, and describe the background of the topic and the research problem. Candidates are also expected to identify a problem statement; develop research questions; describe the nature of the study in terms of the research design and methodology; subscribe to ethical research; and identify possible types and sources of information and/or data collection. Candidates must identify possible analytical strategies and explain the significance of the proposed study, implications for possible results, and impact in the field of education.
  
  Two of the most important components of the dissertation process are the Prospectus Template and writing the first three chapters. The prospectus is an overview of the research problem, purpose, method, and an investigation and synopsis of current scholarly literature. During EDU 780, the candidate will develop the problem statement and/or question, followed by drafting the Prospectus. Once approved by the dissertation committee and the Research Reviewer, the Prospectus provides the outline for the development of the first three chapters of the dissertation.
  
  The following Doctor of Education Dissertation Handbook is intended to guide the faculty, dissertation chairs and committee members, and candidates in the implementation of the Ed.D. degree programs in educational leadership. The primary purpose for the handbook is to serve as an important document in advising and guiding all parties involved in the dissertation process.
  
  This handbook is laid out in a step-by-step format to help candidates, committee chairs, and committee members as candidates matriculate through the dissertation process. A “user-friendly” 10 STEPS to Dissertation and Degree Completion Outline has been developed to provide a guide for candidates to follow in order to be successful in understanding and progressing through the dissertation process. 
  
  The Doctor of Education Dissertation Handbook is to be implemented and adhered to by all faculty members in the School of Education, all dissertation chairs and committee members, and all candidates in the Ed.D. degree program.

• Due to requirements and policies that are ever changing at the university level, the State Department of Education, the accreditation associations (SACS, MDE, and CAEP), and/or due to the nature of continuous changes within the national educational arena, it is necessary for the School of Education to update, revise, add, or change policies and procedures as presented in this handbook. Every effort is made to ensure the information presented in the School of Education handbooks and manuals are kept current and accurate. However, it is the responsibility of the candidate to stay abreast and informed of any and all changes including new procedures and policies that take place while they are involved and matriculating through the program.

The Ed.D. Program in Educational Leadership consists of a total of 60 credit hours. The degree program requires a minimum of 12 credit hours for PHASE IV - the development, research, writing, and defense of the dissertation.

*APPENDIX 1: DOCTOR OF EDUCATION-DEGREE PLAN SHEET 

PHASE IV is the dissertation PHASE, which includes the dissertation prospectus, the review of literature, writing the first three chapters of the dissertation, IRB approval, conducting the research, analyses and interpretation of the data, and writing the final two dissertation chapters. PHASE IV begins with Residency 2 (R2) as an introduction to the 10 STEPS in the dissertation process. PHASE IV concludes with the Oral Defense, where the candidate presents an oral defense of their dissertation.

Once a candidate begins PHASE IV of the program, there are 10 STEPS defined to assist the candidate in the dissertation completion process. Candidates progress consecutively through each step. A candidate cannot progress from one step to the next without having received approval from the dissertation committee chair, the dissertation committee, or both.

10 STEPS TO DISSERTATION & DEGREE COMPLETION

• Step 1: The Prospectus  
• Step 2: Completion of Chapters I‒III  
• Step 3: IRB Application
• Step 4: Conduct Research and Data Collection
• Step 5: Research Findings & Summation‒Chapters IV & V
• Step 6: Manuscript Formatting & Quality Approval
• Step 7: Oral Defense of Dissertation
• Step 8: Minor Revisions and/or Changes Resulting from the Oral Defense
• Step 9: Publication of the Final Approved Dissertation
• Step 10: Graduation Process
   

* APPENDIX 2: FLOW CHART: 10 STEPS TO DISSERTATION & DEGREE COMPLETION & APPROVAL PROCESS
* APPENDIX 3: EXPANDED 10 STEPS DOCUMENT
 

MATRICULATION & TIME FRAME

The time limit for completion of the Ed.D. degree is five (5) years if a candidate is starting with 30 credit hours from an earned Ed.S. degree and has already completed an Ed.S. That candidate then has five years to complete PHASES II, III, & IV.

Any candidate who does not complete coursework within the permissible time limit for any reason, including discontinued enrollment, must reapply for admission. If the candidate wishes to continue in the program at a later date, he or she must reapply, and if accepted, be subject to all requirements for the degree completion plan for the current academic year.

 

All doctoral candidates are required to complete an approved dissertation prior to earning the Doctor of Education in Educational Leadership (Ed.D.) degree and prior to graduation. Preparing the dissertation can be an intellectually rewarding yet challenging experience for the doctoral candidate. Dedication and effort are required in order to conduct research and produce a scholarly study of academic value that influences and contributes to the advancement of thought and practice in the field of education.

EXPECTATIONS OF CANDIDATES

Candidates involved in the Belhaven University Graduate School of Education are expected to understand the following definitions and guidelines and apply them for consistency, appropriateness, feasibility, and final approval of the prospectus, the proposal, IRB application, and the dissertation.
 

ACADEMIC WRITING

Academic writing presents analyzed evidence to inform, provide new evidence, and inform scholarly experts in the field of study. Academic writing is characterized by the presence of precise and concise word choice, logical organization, and evidence-based arguments rather than opinion. Academic writing is formatted and grammatically structured without errors.

Academic writing is “thesis-driven,” meaning the starting point is a particular perspective, idea, thesis, question, or hypothesis applied to the chosen research problem, such as establishing, proving, or disproving solutions to the questions posed for the topic. Simply describing a topic without the research questions does not qualify as academic writing.
(Adapted from: http://libguides.usc.edu/writingguide/academicwriting 1.24.18).
 

PROSPECTUS

Many universities may not require the doctoral candidate to complete and have approval of a prospectus. However, the Belhaven University Graduate School of Education faculty have determined the prospectus to be the first major required component in a candidate’s development of a research problem for the dissertation, and to be separate from Chapters I‒III. A prospectus presents an overview of the candidate’s proposed study and is several pages in length. It defines the research problem, presents a purpose statement, presents a sampling of current available literature regarding the topic, and identifies the methodology to be applied to conduct the research. It becomes a concept paper and is to be thoroughly discussed and thought through with the candidate’s chair, committee member, Dissertation Support Team Panel, and the Research Reviewer.

READ: Roberts & Hyatt. (2019). Prepare a Prospectus, pp. 29-30.

*APPENDIX 6: PROSPECTUS TEMPLATE
*APPENDIX 7: PROSPECTUS APPROVAL FORM
 

THE FIRST THREE CHAPTERS (THE PROPOSAL)

The first three chapters of a candidate’s dissertation are an expansion of the prospectus, and becomes the official presentation and body of the study. This includes the introduction in Chapter I with an explanation of the research problem and research questions, a review of the literature regarding the problem in Chapter II, and Chapter III, which identifies and provides an explanation of the methodology to be used in researching the problem. The candidate’s chair, committee member, and Director of Doctoral Studies must always approve the first three chapters before a candidate can submit his/her IRB application.

READ: Joyner et al. (2018). Developing the Proposal, pp. 123-136.

*APPENDIX 9: APA & CONTENT REVIEW #1 RUBRIC
*APPENDIX 10: APA & CONTENT REVIEW PROCESS FORM
*APPENDIX 11: CHAPTERS I - III APPROVAL FORM

INSTITUTIONAL REVIEW BOARD (IRB)

All candidates involved in doctoral research in the Belhaven School of Education are required to submit an application to the Belhaven University Institutional Review Board (IRB) in order to receive approval to conduct the candidate’s research. All institutions of higher education and other research organizations have an Institutional Review Board (IRB) whose members review research proposals for the purpose of ensuring federal regulations regarding human subject research are met in order to protect participants in the research study, assure participants are aware of study procedures through an informed consent process, and risk to participants is minimized. All research for the Ed.D. degree must be reviewed, regardless of the inclusion of human participants or secondary data, as it is the determination of Belhaven University whether the research meets the criteria for human subjects research.

Candidates are not allowed to begin their research until they have received approval from their dissertation committee and have received signed IRB approval.

READ: Roberts & Hyatt. (2019). Institutional Review Boards, p. 36.

*APPENDIX 12.A: IRB‒APPLICATION
*APPENDIX 12.B: IRB‒CONSENT DOCUMENT
 

SCHOLARLY RESEARCH

Scholarly research must be of educational significance, make a solid contribution to the candidate’s particular educational discipline, and be of personal value to the career of the doctoral candidate as well as contribute to the educational community at large.

The research must be of such scope with validity and reliability that it provides confirmation that the doctoral candidate has conducted a scholarly, in-depth study of the thesis question and has demonstrated the intellectual competency, research methodology, and communication qualities appropriate to prove the advanced level of study represented by the doctoral degree.
 

ORIGINAL STUDY

The study must be definable as “original” research or may replicate an earlier study for the purpose of correcting errors, eliminating shortcomings, enhancing, clarifying, or updating the results.
READ: Roberts & Hyatt. (2019). What Exactly is a Dissertation?, pp. 21-33.

 

QUALITATIVE RESEARCH (QUAL)

“Qualitative research involves any research that uses data that do not indicate ordinal values” (Nkwi, et al., 2001, p. 1). Qualitative research is based on the concept of phenomenology, which looks at individual experiences and gains insight into the perspective of individuals within their environment. Researchers seek a holistic picture, a comprehensive and complete understanding of the phenomena they are studying.  Researchers go into the field to collect data. They make observations, conduct in-depth, open-ended interviews, or look at written documents. Rather than numbers, the data are words that describe people’s knowledge of their field, opinions, perceptions, and feelings, as well as detailed descriptions of people’s actions, behaviors, activities and interpersonal interactions.
 

METHODS INCLUDE

• ETHNOGRAPHY: The researcher immerses himself/herself in the target participants’ environment to understand the goals, cultures, challenges, motivations, and themes that emerge. Ethnography has its roots in cultural anthropology where researchers immerse themselves within a culture-often for years! Rather than relying on interviews or surveys, they experience the environment first hand, and sometimes as a “participant observer.”
   
• NARRATIVE: The narrative approach weaves together a sequence of events, usually from just one or two individuals, to form a cohesive story. The researcher conducts in-depth interviews, reads documents, and looks for themes; in other words, “how does an individual story illustrate the larger life influences that created it?”
   
• PHENOMENOLOGY: In a phenomenological study, the researcher uses a combination of methods, such as conducting interviews, reading documents, watching videos, or visiting places and events, to understand the meaning participants place on whatever’s being examined. One relies on the participants’ own perspectives to provide insight into their motivations.
   
• GROUNDED THEORY: Whereas a phenomenological study looks to describe the essence of an activity or event, grounded theory looks to provide an explanation or theory behind the events. Researchers primarily use interviews and existing documents to build a theory based on the data. One goes through a series of open and coding techniques to identify themes and build the theory.
   
• CASE STUDY: A case study involves a deep understanding through multiple types of data sources. Case studies can be explanatory, exploratory, or a description of an event. (Retrieved from: https://measuringu.com/qual-methods/. 1.24.18)
  READ: Roberts & Hyatt. (2019). p. 156.
   

QUANTITATIVE RESEARCH (QUANT)

Quantitative research is used to quantify the problem by way of generating numerical data or data that can be transformed into usable statistics. It is used to quantify attitudes, opinions, behaviors, and other defined variables, and to generalize results from a larger sample population. Quantitative research uses measurable data to formulate facts and uncover patterns in research. Quantitative data collection methods are much more structured than qualitative data collection methods. Quantitative data collection methods include various forms of surveys, face-to-face interviews, telephone interviews, longitudinal studies, website interceptors, online polls, and systematic observations.
(Retrieved from: https://www.snapsurveys.com/blog/qualitative-vs-quantitative-research/. 1.24.18.)

READ: Roberts & Hyatt. (2019). pp. 141-156.
 

MIXED METHOD DESIGN

Although qualitative and quantitative approaches are grounded in different paradigms, it is possible to combine them into one study. Numerical data may be included in a qualitative study, and narrative data may be included in a quantitative study. For example, a researcher may start gathering data with a survey for statistical data to gain a broad perspective, then include case studies to add depth by conducting open-ended interviews. A researcher might use quantitative data to illustrate or clarify qualitative derived findings, or the researcher could quantify demographic findings. A researcher could also use some form of quantitative data to partially validate the reach of qualitative analysis. 

In mixed-method designs, the qualitative and quantitative approaches in a single study complement each other by providing results with greater breadth, richness, and depth.

READ: Roberts & Hyatt. (2019). pp. 144-145.

The doctoral candidate is expected to work very closely with the chair, the committee member, and the research reviewer to ensure the dissertation meets the above definitions, expectations, and the approved guidelines of the Ed.D. program at Belhaven University.

 

The candidate is assigned a dissertation chair and dissertation committee member prior to writing the dissertation and in particular the prospectus, the proposal (Chapters I, II, and III), and the IRB application.

DISSERTATION CHAIR PERSON AND COMMITTEE MEMBER

The candidate is appointed a qualified academic individual to serve as their dissertation chair for advisement in methodology, research, data collection, assessment, interpretation, and compilation of dissertation chapters. 

Dissertation committees shall consist of the chair and one (1) other member (a second additional committee member may be requested in very rare circumstances should the study warrant an additional member). The committee chair and one committee member are assigned to candidates by the Graduate School of Education Doctoral Leadership Committee.

*APPENDIX 4: APPROVED DOCTORAL DISSERTATION COMMITTEE CHAIR & COMMITTEE MEMBER FORM
*APPENDIX 5: DISSERTATION COMMITTEE CHAIR & MEMBER QUALIFICATIONS AND RESPONSIBILITIES

RESEARCH REVIEWER

Even though not a committee member, a Research Reviewer and IRB Reviewer is involved in the candidate’s dissertation to confirm the quality and validity of the candidate’s methodology, IRB protocols, research, and results. At two different times during the dissertation process, the candidate is required to have either a Quantitative Statistics Review or a Qualitative Methodology Review (depending on the candidate’s study whether it be quantitative or qualitative). The review is conducted by a School of Education-appointed Research Reviewer to verify and validate the study and design. Similarly, a School of Education IRB Reviewer will review a candidate’s IRB application.  Approval from the School of Education’s IRB Reviewer is required before the candidate’s IRB application will be forwarded to the Belhaven University Institutional Review Board.

• See Purpose & Responsibilities of the Research Reviewer and IRB Reviewer

POSITIVE RELATIONS AND OPEN COMMUNICATION BETWEEN ALL PARTIES: CANDIDATE, CHAIR, & COMMITTEE MEMBER.


VERY IMPORTANT

A positive relationship between the candidate and his/her chair is critical to a successful matriculation through the dissertation process. Most of the candidate’s time is spent with his/her dissertation chair. The chair is the primary reviewer of the candidate’s work, is the primary contact during the dissertation process, and has the final say in many decisions regarding the dissertation. The other committee member is a resource and the chair distributes drafts of the candidate’s work to the committee member and collects comments. The chair coordinates the contact between the candidate and committee member. Correspondence from the candidate, as well as correspondence from the other committee member(s), must also be copied (cc’ed) to the dissertation committee chair. The candidate should keep a record of all communications to and from the chair and committee member.

The chair should acknowledge receipt of any work from the candidate and respond to the doctoral candidate in a timely manner. Responses should be provided to the candidate within two weeks (14 days) of receipt of any submitted work. If extra time is needed in order to provide feedback, the chair should notify the candidate, within the two-week (14 days) timeframe, of the needed extra time.

A WORD OF ADVICE: The candidate should not provoke his/her dissertation committee chair or committee member!
 

RESPONSIBILITIES OF THE DISSERTATION COMMITTEE

The doctoral committee shall consist of the chair and one other committee member, each having an earned doctorate. At least one of the committee members shall currently be or have recently been involved with experience at the elementary/secondary school level and/or involved with an Educator Preparation Program (EPP). A committee member may be a professor from one of the other disciplines in the university, an administrator of the University, or a qualified professional in the field of the candidate’s interest.


PLEASE NOTE

It is possible that a candidate might be appointed a dissertation chair approved by the School of Education that is considered external, meaning they are not a contracted full-time employee with the university. However, they have been contracted to work with candidates as a dissertation chair or as a member of a dissertation committee.

*APPENDIX 5: DISSERTATION COMMITTEE CHAIR & MEMBER QUALIFICATIONS & RESPONSIBILITIES
 

RESPONSIBILITIES OF THE DISSERTATION CANDIDATE WORKING WITH THE CHAIR & COMMITTEE MEMBER

The candidate shall maintain the disposition of a professional educator as well as demonstrate a polite Christian attitude in all communications with their dissertation chair and committee member. Candidates are to maintain patience regarding the timing and processing of their manuscript and materials. It may take the chair and/or the committee member longer to review the candidate’s material than expected. Positive communication is the key on both the candidate’s part as well as the chair and committee member. When working on the dissertation, the candidate should always have the approval of the chair when communicating with the committee member concerning the research or the editing of the manuscript.  Candidates should also copy (cc) the dissertation chair on correspondence with the committee member.

Once again, remember: The candidate should not provoke his/her dissertation committee chair or committee member!
 

EXPRESSIONS OF GRATITUDE

Any tangible expression of gratitude and “thank you” to the chair or committee member must be delayed until after the oral defense of the dissertation and the final signed APA approval of the manuscript. Within the guiding principles of professional ethics, expressions of gratitude must be nominal. Acknowledgement of appreciation in the form of a “thank you” card and a printed hard copy of the candidate’s published dissertation is sufficient and appropriate for the chair and the committee members.
 

PROFESSIONALISM, POLITENESS, AND RESPECT

Professionalism, politeness, and respect are key factors that must be maintained by the candidate, the chair, and the committee throughout the dissertation process. How a candidate communicates, demonstrates a positive professional disposition, and maintains a Christian attitude of kindness, respect and deference to the chair and committee member makes a big difference in how a chair and the committee member work with a candidate. A candidate’s attitude could possibly help with the timeframe of the dissertation and the candidate’s ultimate success.

*APPENDIX 4: APPROVED DOCTORAL DISSERTATION COMMITTEE CHAIR & COMMITTEE MEMBER FORM

 

IMPORTANT NOTE

Once a candidate enters PHASE IV of the dissertation process, the courses become 15-week, semester-long courses, not the seven-week course terms, such as all courses prior to PHASE IV. The intent is to allow the candidate and dissertation committee the time needed for review as well as feedback turnaround time needed at each stage of the dissertation.

• EDU 780 - Dissertation Seminar - DESIGN PHASE (Prospectus)
• EDU 781 - Ed.D. Dissertation Block 1 -  PROPOSAL PHASE (Chapters I‒III)
• EDU 782 - Ed.D. Dissertation Block 2 -  RESEARCH PHASE (Data Collection)
• EDU 783 - Ed.D. Dissertation Block 3 -  RESULTS PHASE (Chapters IV‒V)
• *$200 APA Format Review fee is associated with this course
  ORAL DEFENSE OF DISSERTATION ON CAMPUS

PHASE IV becomes the most active and demanding phase for the candidate. This is the phase where all attention is given to conducting research, assessing and evaluating data, writing the dissertation chapters, and presenting the oral defense.

 

PLEASE NOTE

Once a candidate reaches PHASE IV* of the program, the candidate attends two residency sessions and enrolls in the following four courses in this order:

• EDU 780     Dissertation Seminar     3 hrs.     Residency 2
                                                                              (One Semester, 15 Weeks*)
                                                                               EDU 780 is ONLY offered twice annually in JANUARY and JULY

Upon successful completion of EDU 780, candidates are required to enroll in sequential order the three remaining dissertation blocks each semester. Each block is 3 credit hours, offered in a semester (15 week) timeframe:

• EDU 781     Dissertation Block 1        3 hrs.        One Semester, 15 Weeks*
• EDU 782     Dissertation Block 2        3 hrs.        One Semester, 15 Weeks*
• EDU 783     Dissertation Block 3        3 hrs.        One Semester, 15 Weeks*

*These courses as blocks are a semester in length and not scheduled as the customary 7-week course scheduling. This has been done by design to allow the time a candidate and the dissertation committee need in communicating back and forth and for the candidate to conduct a thorough review of literature, conduct research, and analyze data and to write.  It also considers the time a committee needs to review and make recommendations for revisions. Additionally, it takes into consideration the time the candidate needs to make the revisions recommended by the committee.

Please note the candidate takes all three EDU Dissertation Blocks. The minimum required dissertation hours for all doctoral candidates is 12 credit hours. Candidates must complete 12 consecutive, uninterrupted dissertation hours.

Candidates may have to enroll in supplementary dissertation hours due to numerous unforeseen issues that can arise during the course of the candidate’s research, such as time constraints or the candidate’s lack of self-discipline, diligence, and/or poor time management. Issues can also arise with the dissertation chair and/or the dissertation committee that can cause delays.

If a candidate has not completed and defended his/her dissertation by the time they have taken the 12 minimum dissertation credit hours as required in the Dissertation PHASE IV, they will be required to purchase and enroll in EDU 784: Supplementary Dissertation Hours for 3 credit hours and maintain continuous enrollment. This course will be required and repeated each ensuing semester until the candidate has successfully defended their dissertation.
 

Ed.D. DEGREE CONTINUOUS ENROLLMENT POLICY - CONTINUOUSLY MAINTAINING DISSERTATION HOURS (SEE ADDENDUM)

During PHASE IV, the doctoral candidate attends two summer residency sessions and completes a minimum of 12 dissertation writing credit hours.

If a candidate requires additional time to complete the dissertation process, he/she may need to receive an “Incomplete” (I) in EDU 783 Dissertation Block 3 and enroll in EDU 784 Supplementary Dissertation Hours for an additional 3 credit hours per semester, consecutively, until the dissertation process is complete.

Failure to maintain continuous enrollment results in a candidate’s dismissal from the program. Readmission at a later date is possible, and if accepted, all policies and regulations currently in effect at the time of readmission apply. The five-year time for matriculation through the program is based on the date of the first admission to PHASE III, and not the readmission date.

 

An “S” for Satisfactory is given for the following dissertation blocks:

EDU 780:    Dissertation Seminar
EDU 781     Dissertation Block 1
EDU 782     Dissertation Block 2
EDU 783     Dissertation Block 3
 

A final S for Satisfactory “Success at Last” is awarded once the candidate has successfully defended the dissertation and has met all requirements for final publication; the final S is recorded in: EDU 783 - Dissertation Block 3.

If a candidate does not complete and/or defend their dissertation during the semester they are enrolled in EDU 783, they are given an “I” for Incomplete (this does not equate to a negative grade). They then enroll in EDU 784 - Supplementary Dissertation Hours.

If a candidate has to take more hours to allow more time for their dissertation to be completed, they are required to take EDU 784 - Supplementary Dissertation Hours.

An “S” for Satisfactory is given for EDU 784.  However, once the dissertation has been successfully defended, the “I” (Incomplete) recorded in EDU 783 converts to an S.

Candidates are advised to be mindful that additional dissertation credit hours may be required.

 

Residency 2 (R2) is an intensive seminar where the candidate is provided with a dissertation committee chair who serves as the candidate’s dissertation advisor and helps the candidate through the dissertation process.

The candidate works with his/her chair to:

• Identify the research question(s)
• Define the methodological approach/type of study:
  • qualitative, quantitative, or mixed-methods
• Receive instruction in developing the prospectus
• Be instructed in presenting and writing an IRB application
• Receive directions for writing the first three chapters of the dissertation
   

Oral Defense of the Dissertation is a one- to two-day time spent on campus once the written, complete, and approved dissertation is ready for the candidate to meet with his/her dissertation chair and committee members to present an oral defense of their dissertation. The oral defense of the dissertation is designed to allot a one- to two-day timeframe for the candidate to be on campus in order to meet with their chair, prepare for the defense, and ensure that all areas are covered before the day of the defense.

 

Once a candidate reaches PHASE IV in the program, the candidate enrolls in one of the following four courses for a standard one semester session (15 weeks): Fall, Spring, or Summer.  This block of courses is not scheduled to be the same as the usual seven-week sessions.

• EDU 780 - Dissertation Seminar - DESIGN PHASE (Prospectus)
• EDU 781 - Ed.D. Dissertation Block 1 -  PROPOSAL PHASE (Chapters I-III)
• EDU 782 - Ed.D. Dissertation Block 2 -  RESEARCH PHASE (Data Collection)
• EDU 783 - Ed.D. Dissertation Block 3 -  RESULTS PHASE (Chapters IV-V)
   

Candidates need to realize and understand there may be “road bumps” along the way as they progress in their research and/or dissertation writing. The time frame may not be as the candidate expected or had anticipated. Letter grades are not given for EDU 780, EDU 781, EDU 782, EDU 783 or EDU 784; candidates will receive an “S” indicating Satisfactory.  
If the candidate receives approval(s) from their dissertation chair, committee member, and research reviewer before a semester session has ended, the candidate is permitted to move on to the next step in their dissertation process; they do not have to wait until the next semester starts. However, when the next semester session begins, the candidates need to make sure they are enrolled in that semester’s session for the next block of dissertation hours.

Twelve (12) credit hours is the minimum requirement for PHASE IV, the research and dissertation phase of the doctoral degree. Candidates are advised they may be required to purchase extra hours owing to unforeseen challenges within the study due to research disputes, untimely survey responses, the need for the candidate to rewrite for the committee, the IRB’s concerns, and/or many other issues that can surprisingly come up in the research and/or the writing process.

If a candidate has not completed and defended his/her dissertation by the time they have taken the 12 minimum dissertation credit hours as required in the Dissertation PHASE IV, they will be required to purchase and enroll in EDU 784: Supplementary Dissertation Hours for 3 credit hours and maintain continuous enrollment. This course will be required and repeated each ensuing semester until the candidate has successfully defended their dissertation.

The candidate may enroll in EDU 784 up to a total of eight times. If a candidate has not completed his/her dissertation during the eighth enrollment in EDU 784, the candidate will be administratively withdrawn from the program at the end of the semester.

A one-year extension is possible beyond the five-year maximum under these conditions:

1. The candidate must file an extension request form with the Dean of Doctoral Studies.
2. The candidate must document progress toward completion of his/her dissertation during his/her eighth enrollment in EDU 784. This documentation may take the form of a prospectus, dissertation chapters I‒III, or problem development worksheet.  Review of this documentation will be made by the Graduate Review Committee in consultation with the candidate’s doctoral committee. Approval by the Graduate Review Committee is required for the extension.
3. If an extension is approved, a research and writing action plan will be developed each semester. The action plan must be approved by a candidate’s dissertation chair and submitted to the Dean of Doctoral Studies. Marked progress toward activities listed on the action plan must be demonstrated each semester for continuance of the extension. If these conditions are not met, the candidate will be administratively withdrawn. Additional extensions are possible based on the candidate’s annual submission of the One Year Extension form, documentation of progress toward completion of the dissertation, and approval from the Graduate Review Committee in consultation with the candidate’s doctoral committee.
   
    

On the following pages, doctoral candidates in the dissertation process use the 10 STEPS to Dissertation & Degree Completion Outline to assist them through PHASE IV of the dissertation process. The 10 STEPS lead candidates in a systematic and easy-to-understand progression.

The 10 STEPS to Dissertation & Degree Completion begin once the doctoral candidate enrolls in PHASE IV of the transition phases and attends the Dissertation Seminar-EDU 780-Residency 2 (R2).

*APPENDIX 2: FLOW CHART: 10 STEPS TO DISSERTATION & DEGREE COMPLETION & APPROVAL PROCESS
*APPENDIX 3: EXPANDED 10 STEPS  

READ: Joyner, et al. (2018). Chapter 1: Groundwork for Theses and Dissertations, pp. 1-20.
 

During the dissertation process, depending on the candidate’s study-whether it be a Quantitative, Qualitative, or Mixed-Methods study- the candidates are required to have six (6) reviews at different stages of the dissertation process to verify, validate, and sign-off on the study:

1. Research Review #1 - Prior to approval of Chapters I‒III: Appendix 8
2. APA & Content Review #1 - After the candidate integrates Research Review #1 feedback: Appendix 9
3. IRB Review - Prior to approval of the IRB Application: Appendix 12.A & 12.B
4. Research Review #2 - Prior to approval of Chapters IV & V: Appendix 15
5. APA & Content Review #2 - After the candidate integrates Research Review #2 feedback: Appendix 16
6. Dissertation Publication Review - Prior to approval for publication: Appendix 23
    

Note the placement of the Research Reviews, IRB Review, APA & Content Reviews, and Publication Review on the 10 Steps Flow Chart.


PLEASE NOTE

At any time throughout the candidate’s writing of his/her dissertation chapters, the chair, a committee member, the Research Reviewer, and/or the APA & Content Reviewer can and may indicate the candidate’s writing is not grammatically correct, poorly structured, and/or lacks the required quality for academic writing in order to meet the Belhaven University standard for dissertation recognition. Should this happen, the chair convenes a meeting with the candidate and others as needed to determine a plan of action to be executed by the doctoral candidate before being allowed to continue in the dissertation writing process. The candidate must successfully meet outlined expectations of the action plan to continue in the doctoral program.


PLEASE NOTE-IMPORTANT!

All dissertations have official University APA & Content Reviews. This is at the candidate’s expense. The candidate is charged a $200 fee upon enrollment in EDU 783 that pays for two reviews (APA & Content Review #1 and #2). $100 is charged for each additional review thereafter.

 

READ: Joyner, et al. (2018). Chapter 12: The Doctoral Committee and the Prospectus, pp. 116-136.
            Roberts & Hyatt. (2019). Prepare a Prospectus, pp. 29-30.

PROBLEM STATEMENT & QUESTION OR HYPOTHESIS

READ: Joyner, et al. (2018). Chapter 5: The Research Problem, pp. 50-62.
            Roberts & Hyatt. (2019). Problem Statement, pp. 100-104.
            Roberts & Hyatt. (2019). Statement about Method Type and Research Questions/Hypotheses, pp. 109- 110.
 

BEGINNING OF PHASE IV

At the beginning of Phase IV, candidates enroll in EDU 780 Dissertation Seminar‒Residency 2 (R2). Residency 2 is offered twice during the year:

• One session is scheduled during Summer Session II (June or July).
• The other session is scheduled during Spring Session I (January or February).
   

PLEASE NOTE

Rough drafts of the prospectus are completed during the 15-week session (one semester) while the candidate is enrolled in EDU 780 Dissertation Seminar.
 

DEVELOPING THE DISSERTATION PROSPECTUS

Beginning with PHASE IV and while attending Residency 2 (R2), the candidate is assigned his/her dissertation committee chair and begins working with the chair to develop the dissertation prospectus. The prospectus needs to follow the format as outlined on the Prospectus Template‒Appendix 6.*


OUTLINE FOR PROSPECTUS

• Proposed Dissertation Title
• Research Problem
• Evidence from the Literature
• Empirical or Anecdotal Data (National, State, or Local*)
• Theoretical/Conceptual Framework and Conceptual Model
• Purpose of the Study
• Research Questions
• Construct Matrix
• Research Method/Approach
• Definition of Key Terms
• Other Essential Information
• References

*APPENDIX 6: PROSPECTUS TEMPLATE

READ: Roberts & Hyatt. (2019). Chapters 8, 9, & 10.
            Joyner, et al. (2018). Chapter 6: The Focus Review of Literature, pp. 64-69.


PLEASE NOTE

It is highly recommended that candidates begin a review of literature BEFORE they write their prospectus. The Review of Literature is Chapter II of the dissertation. Before writing the Prospectus, the Review of Literature helps the candidate to:

• Gain an understanding of his/her topic while gaining insight into what has already been found in research regarding his/her topic or question.
• Identify the key issues regarding the topic. The candidate should not make the mistake of assuming he/she already knows the key issues without reading the literature.
• Establish and confirm the need for the research.
• Synthesize what other researchers and scholars have researched, what has already been assessed and/or evaluated, and what has been summarized from the findings and data.
• Understand the criticisms from the research and theories regarding the topic.
• Establish a knowledge base from which to approach the candidate’s research and formulate the his/her purpose statement, research question/hypotheses, and identify the significance of the study-all of which are part of the prospectus.
   

READ: Roberts & Hyatt. (2019). pp. 113-138. 
            Joyner, et al. (2018). Chapter 7: Comp. Critique of the Literature, pp. 71-77.
 

DISSERTATION RESEARCH TOPICS

Candidates in the doctoral program in the School of Education should start thinking about possible dissertation topics from the very beginning of the program. When opportunities exist, candidates should research the topic of interest through literature reviews, dissertations, and related papers for doctoral coursework. Candidates should also attend Dissertation Support Sessions to vet potential topics/research problems.


PLEASE NOTE

A candidate cannot research a topic just because they want to; their topic must be approved in consultation with their dissertation chair and committee. If the chair does not agree with a candidate’s topic and/or how they want to word the problem statement, and the chair does not agree with how the candidate wants to conduct the research and their methodology, the candidate will need to make the necessary adjustments to achieve agreement with his/her chair and committee. In other words, the candidate should not approach the dissertation chair or committee with the attitude, “This is what I am going to do, and this is what my dissertation research will be about, and this is the methodology I am going to use.” The candidate should approach the chair and committee with his/her ideas and possibilities by asking the committee for their thoughts, suggestions, and whether they think the candidate’s topic would make a quality dissertation study.

Candidates are encouraged to pursue dissertation topics that are of personal relevance and significance. However, a candidate needs to ensure the topic is researchable and in agreement with the chair and committee. It is wise to avoid topics that are overly ambiguous, challenging, and unclear. Candidates want to ensure the dissertation process results in successful completion. The candidate should not simply choose a topic because it addresses an issue in his or her place of work. In fact, it is preferable for the candidate to avoid conducting workplace research where one is a teacher or administrator if the researcher has any authority over the participants and participants may believe that participation is not voluntary in nature. The research topic should be within the competence and research interests of potential dissertation chairs. In order to become familiar with the School of Education faculty and their research interests, candidates are encouraged to participate in Dissertation Support Sessions (see addendum 1). Failure to align research with interests of faculty could result in difficulty with the chair and the committee member. Furthermore, it should be understood the dissertation needs to align with the discipline of education.
 

FAITH/BIBLICAL/CHRISTIAN WORLDVIEW INTEGRATION

When writing the dissertation, candidates may include faith/biblical/Christian worldview integration, if appropriate. If a candidate chooses to include faith/biblical/Christian worldview integration, it should be integrated throughout the dissertation and not merely added in as an afterthought. A word of caution: The candidate needs to be aware that including faith/ biblical/Christian worldview to their research and dissertation could be considered to be a “personal bias,” which could negatively impact the research/data, and thus, the dissertation.
 

DISSERTATION RESEARCH DESIGNS

Dissertations may consist of various research designs; all research studies for a dissertation should include a rigorous production of scientific knowledge. For quantitative research, a candidate may choose to utilize true experimental, quasi-experimental, causal-comparative, and/or correlation designs. For qualitative research, a candidate may choose to utilize phenomenological, grounded theory, case study, historical, and/or ethnographic designs. If a candidate wishes to use mixed design, he or she needs to provide a rationale and work with the reviewer of qualitative doctoral research or quantitative doctoral research.

READ: Joyner, et al. (2018). Chapters 8-9.
 

PROSPECTUS METHODOLOGY REVIEW

During the dissertation process, depending on the candidate’s study-whether it be a Quantitative, Qualitative, or Mixed-Methods study-the candidate is required to have Research Reviews by a School of Education-appointed Research Reviewer to verify and validate the study design prior to approval of the prospectus.

READ: Joyner, et al. (2018). Chapters 8-9.
 

PURPOSE & RESPONSIBILITIES OF THE RESEARCH REVIEWER

The Research Reviewer is responsible for reviewing and verifying the doctoral candidate has followed all IRB rules and policies as defined by the Belhaven University Institutional Review Board as well as verifying the candidate’s research design, strategy, and methodology follows and meets the standards/protocols and acceptable practices as defined for the candidate’s particular chosen research methodology. Depending on the type of research (qualitative, quantitative, or mixed method), the Research Reviewer also verifies the proper tests, assessments, and evaluations have been applied to collected data and the results have been properly and critically evaluated as well as interpreted with integrity in order to reach and identify reliable conclusions regarding the research question or hypothesis.

Candidates are assigned a Research Reviewer who is the best match and fit, contingent on the candidate’s dissertation design and methodology, whether it be qualitative, quantitative, or mixed method. As needed, the Research Reviewer works and communicates with the chair and committee as well as the candidate.

Candidates will be required to submit work to School of Education reviewers at six (6) (see p. 25 for six steps) different stages in the dissertation writing process:

1. The first research review is prior to approval of Chapters I‒III (see Step 2 of the 10 Steps Flow Chart‒Appendix 2). Along with the approval of the chair and the committee, the Research Reviewer will approve the design and methodology section of Chapter III. The Research Reviewer is charged with the responsibility of verifying the design and methodology of the proposed study is a valid, correct, and acceptable fit.
2. The second review is an IRB Review, and it takes place in advance of IRB Application submission (see Step 3 on the 10 Steps Flow Chart-Appendix 2). The IRB Reviewer verifies that the IRB application draft is accurate in detailing all necessary components and protocols associated with the proposed study. The IRB Reviewer also confirms all supplemental documents, including informed consent documents, letters of permission, and study instruments, are available for review and appropriate.
3. The last review conducted by the Research Reviewer is at the point where the candidate has completed Chapters IV and V of the dissertation (see Step 5 on the 10 Steps Flow Chart-Appendix 2). It is at this stage the Research Reviewer assesses the collected data, the presentation of the data, the evaluation of the data, and the interpretation of the data. The Research Reviewer confirms the data has been properly collected, aggregated, disaggregated, and that correct, valid, and reliable interpretations have been considered and documented in writing the research results and findings.
    

*APPENDIX 17: CHAPTERS IV - V APPROVAL FOR


PLEASE NOTE

At any time throughout the candidate’s writing of his/her dissertation chapters, the chair, a committee member, the Research Reviewer, and/or the APA & Content Reviewer can and may indicate the candidate’s writing is not grammatically correct, poorly structured, and/or lacks the required quality for academic writing in order to meet the Belhaven University standard for dissertation recognition. Should this happen, the chair convenes a meeting with the candidate and others as needed to determine a plan of action to be executed by the doctoral candidate before being allowed to continue in the dissertation writing process. The candidate must successfully meet outlined expectations of the action plan to continue in the doctoral program.


ACADEMIC HONESTY

Honesty and integrity are highly valued at Belhaven University and within the School of Education. The same principles and expectations of academic honesty and integrity in coursework and the comprehensive paper are true for the dissertation. The presence of plagiarism, including structural plagiarism, within any dissertation manuscript or document may result in dismissal from the program, failing the dissertation course, and/or implementation of an intervention plan. The dissertation chair, the committee, and the School of Education administration decide the final consequences of academic dishonesty.

It is recognized that the dissertation needs to be the original work of the candidate, and the reuse of previous research, master’s theses, publications, etc., is unacceptable. All previous work needs to be cited according to the current edition of the Publication Manual of the American Psychological Association, and the manual’s section on self-plagiarism should be reviewed. Properly crediting another individual’s work is also an ethical imperative.


PLEASE NOTE-IMPORTANT!

The chair always reviews the prospectus first. When the chair is satisfied with the prospectus and has given approval, the chair and/or candidate disseminates the prospectus to the dissertation committee member for their review, feedback, and approval. The candidate should expect several revisions to the prospectus before it is approved. Once approved by the dissertation chair and member, the candidate must submit the Ed.D. Dissertation Prospectus Approval Form, signed by the committee chair and the committee member, to the Director of Doctoral Studies.

*APPENDIX 7: PROSPECTUS APPROVAL FORM.

 

THE FIRST THREE CHAPTERS

READ: Joyner, et al. (2018). Developing the Proposal, pp. 123-136.


DISSERTATION GUIDELINES

The dissertation is a scholarly document written for professionals in a specific field of study.

The dissertation needs to follow the most recent edition of the Publication Manual of the American Psychological Association. All APA guidelines should be followed.


QUALITATIVE DISSERTATIONS

The goal of qualitative research is to provide a description, verification, and interpretation of lived experiences and/or phenomena. Dissertations that utilize qualitative research methodology have the following characteristics: it is exploratory or descriptive in nature; it provides detail of a culture or a group and the experience of those involved in an occurrence/phenomenon; and it is interpretive of an action/event within the social life context. Qualitative research takes an in-depth look at synthesizing, analyzing, and interpreting lived experiences of individuals, groups, and/or events within the social context. Qualitative research methods are not associated with collecting the “hard data” as equated to quantitative methods.

Durdella, N. (2019). Qualitative dissertation methodology: A guide for research design and methods. Sage Publications.


QUANTITATIVE DISSERTATIONS

The goal of a quantitative research study is to examine the relationships between variables by collecting and analyzing numerical data [hard data], expressed in numbers or scores using standardized measurement instruments.

Quantitative research dissertations are to be written in third person.

Plano Clark, V. L. (2016). Mix methods research: A guide to the field. Sage Publications.


MIXED-METHODS RESEARCH DISSERTATION

Mixed method research focuses on collecting, analyzing and mixing both quantitative and qualitative data in a single study. A mixed method approach is appealing when considering triangulating data with the assumption that both quantitative and qualitative research in one study will provide richer data, more meaningful results, and recommendations.
Plano Clark, V. L. (2016). Mix methods research: A guide to the field. Sage Publications.

The following pages from the Roberts and Hyatt text (2019) guide candidates, chairs, and committee members if there are any questions regarding best practices related to research design:

Quantitative Resource Books:
READ: Roberts & Hyatt. (2019). pp. 142-148.

Qualitative Resource Books:
READ: Roberts & Hyatt. (2019). pp. 142-154.

Mixed-Methods Resource Books:
READ: Roberts & Hyatt. (2019). pp. 144-145.
 

SUBMITTING THE FIRST THREE CHAPTERS FOR REVIEW & APPROVAL

Working with the committee chair, the candidate is to receive the chair’s approval indicating Chapters I‒III are ready for the full committee’s review and approval. The candidate submits a properly formatted APA document without errors to his/her chair. The chair authorizes the candidate to submit the chair-approved document to the other committee member for their review and approval. With chair/committee approval, the candidate submits Chapters I‒III to the Director of Doctoral Studies. The Director of Doctoral Studies submits the committee-approved Chapters I‒III to the University’s Research Reviewer for Research Review #1 and APA & Content Reviewer for APA & Content Review #1.  

*APPENDIX 8: RESEARCH REVIEW #1 FEEDBACK FORM
*APPENDIX 9: APA & CONTENT REVIEW #1 RUBRIC
*APPENDIX 10: APA & CONTENT REVIEW-PROCESS FORM
*APPENDIX 11: CHAPTERS I‒III APPROVAL FORM
*APPENDIX 15: RESEARCH REVIEW #2 FEEDBACK FORM


PLEASE NOTE: HELPFUL HINT

• Your First and Last Approved Document
• Numbering and Dating Your Drafts at the Bottom of the Documents
• Suggested Example: Draft.01_01.06.2018

The candidate should date and number the copies of their document drafts (as numerous revisions of the document are required). The chair and committee member appreciate having the draft numbered and dated to help indicate what version of the document they are reviewing. Later, candidates will want to do the same with their dissertation chapters and dissertation manuscript drafts. 

IMPORTANT: ALWAYS SAVE COPIES OF YOUR WORK-NOT ONLY ON YOUR COMPUTER- BUT ALSO ON A “JUMP DRIVE,” IN THE CLOUD, AND/OR ON GOOGLE DOCS.

 

Chapter I should be written in past tense in that the candidate refers to the dissertation research as though it has already been completed and provides the reader with an overview of what to expect from the remainder of the dissertation. Chapter I should be a minimum of 15 pages. The candidate should communicate with the dissertation chair to confirm the appropriate number of pages needed to cover the information in the introduction.

REQUIRED Headings: These are to be Level 1 Headings according to APA Format.

*Possible additional headings.

Chapter I may also cover any supporting information that further explains the study and assists  the reader in better understanding the findings.

Additional headings often included are:

*Other heading options may be recommended or required by your doctoral dissertation committee.


PLEASE READ

READ: Roberts & Hyatt. (2019). Chapter 8, pp. 123-140.
            Joyner, et al. (2018). Developing the Proposal: Writing Chapter 1, pp. 123-130.
            Joyner, et al. (2018). Chapter 17, pp. 189-206.

 

READ: Joyner, et al. (2018). Developing the Proposal: Writing Chapter 2, pp. 130-133.
            Joyner, et al. (2018). Chapter 18: Review of the Literature, pp. 196-207.


Chapter II of the dissertation provides the reader with a review of literature. The dissertation literature review is a thorough and exhaustive review of the literature related to the dissertation topic. Candidates are encouraged to prepare an outline for this chapter in order to aid the writing of the review of literature. The candidate should seek guidance from the dissertation chair regarding the organization of the chapter. This chapter is typically written in the past tense unless otherwise advised by the dissertation chair. Chapter II is a minimum of 30 pages, and includes a minimum of 60 scholarly sources. The candidate should communicate with the dissertation chair to confirm the appropriate number of pages needed for an exhaustive review of literature.


PLEASE NOTE

READ: Roberts & Hyatt. (2019). Step 7: Organize the Literature, pp. 128-129.
            Roberts & Hyatt. (2019). Chapter 9: Reviewing the Literature, pp. 113-140.

Chapter 9 will be the key to candidates writing a quality review of literature to inform their prospectus and Chapters I‒III, as well as to provide the theoretical and conceptual framework for the entire dissertation study.
 

*The headings within Chapter II will vary dependent on the organization of the Review of Literature.


The primary purposes of the Review of Literature are to:

• Gain an understanding of your topic while gaining insight into what has already been found in research regarding your topic/your question.
• Identify the key issues regarding the topic. Don’t assume you know all the key issues already-you don’t!
• Establish and confirm the need for the research.
• Synthesize what other researchers and scholars have researched, what has already been assessed and/or evaluated and what has been summarized from the findings, and the data collected.
• Identify the criticisms from the research and theories regarding the topic.
• Establish a knowledge base from which to approach your research and formulate your purpose statement, research question/hypotheses, and propose the significance of the study.

Chapter II is not the place for interpretations, assumptions, or conclusions. It is simply a description of the facts from a review of all available sources, always giving appropriate credit to those sources.

At the end of the chapter, the candidate will provide a summary of the literature review and an overview of the chapter.


PLEASE NOTE

It is highly suggested candidates look for a computer-based program to help them keep a record of the documents and electronic sources they have found in their literature review process. There are computer programs that assist the candidate to keep records of sources in APA referencing format.

 

READ: Joyner, et al. (2018). Developing the Proposal: Writing Chapter 3, p. 134.

Chapter III presents the study’s methodology in greater detail than the information presented in Chapter I. This chapter provides exact details and step-by-step procedures used in the research. Chapter III should be so detailed that someone could replicate the study. Chapter III must be a minimum of 12 pages. The candidate should communicate with the dissertation chair to confirm the appropriate number of pages needed to explain the methodology. Typical areas emphasized/addressed in Chapter III should include but not necessarily be limited to:

*The headings within Chapter III will vary dependent on the selected methodology.

The graduate program at Belhaven University requires the submission of the research prospectus as well as the signed IRB approval letter to the committee for approval prior to proceeding with the research. (See Protection of Human Subjects and Guidelines for Planning and Preparation of Materials for the IRB Review Board).
 

CHAPTER THREE‒METHODOLOGY REVIEW

During the dissertation process, depending on the candidate’s study-whether it be Quantitative or Qualitative-the candidate is required to have either a Quantitative Statistics Review or a Qualitative Methodology Review by a School of Education-appointed Research Reviewer to verify and validate the study design prior to approval of Chapter III.
APPENDIX 11: CHAPTERS I-III APPROVAL FORM


IMPORTANT TO NOTE

The candidate needs to recognize that an incomplete understanding of the role of Chapter III can lead to a methodology full of gaps, creating the potential for the study to go off track and not answer the research questions.

READ: Joyner, et al. (2018). Methodology, pp. 208-218.
            Roberts & Hyatt (2019). Chapter 10, pp. 141-158.

*APPENDIX 12.A & APPENDIX 12.B: IRB FORMS.

 

PROTECTION OF HUMAN SUBJECTS AND GUIDELINES FOR PLANNING AND PREPARATION OF MATERIALS FOR THE IRB REVIEW BOARD

Plans for all research to be conducted by any individual (candidate, staff, or faculty) under the auspices of Belhaven University, where the study involves primary or secondary information about human individuals or groups must be submitted to the Institutional Review Board (IRB) for review and approval. The application and documentation materials must be submitted for all disciplines regardless of the reason for doing the research, be it a research project, thesis or dissertation.


PLEASE NOTE

No research may be conducted prior to receiving IRB approval. The doctoral candidate’s first three chapters (Proposal) must be completed prior to seeking IRB approval. You will find the IRB Application Form in the Appendices (see Appendix 12.A & 12.B); it is also available on BlazeNet.

READ: Joyner, et al. (2018). Chapter 4, p. 40.
            Roberts & Hyatt. (2019). Chapter 3, pp. 35-47.

*APPENDIX 12.A: IRB - HUMAN SUBJECTS RESEARCH APPLICATION
*APPENDIX 12.B: IRB - SIGNED CONSENT DOCUMENT.


The following information provides the rationale and explains the IRB purpose and approval process in order to ensure protection of human subjects involved in research.

The Belhaven University Institutional Review Board (IRB) shall review and have authority to approve, require modifications, or disprove all research activities covered by this policy:
 

CRITERIA FOR IRB APPROVAL

1. In order to approve a candidate’s research, the IRB Committee shall determine that all of the following requirements are satisfied:
   1. Risks to subjects are minimized:
      1. by using procedures that are consistent with sound research design and that do not unnecessarily expose subjects to risk, and
      2. whenever appropriate, by using procedures already being performed on the subjects for diagnostic or treatment purposes.
   2. Risks to subjects are reasonable in relation to anticipated benefits, if any, to subjects, and to the importance of the knowledge that may reasonably be expected to result. In evaluating risks and benefits, the IRB should consider only those risks and benefits that may result from the research (as distinguished from risks and benefits of therapies subjects would receive even if not participating in the research). The IRB should not consider possible long-range effects of applying knowledge gained in the research (for example, the possible effects of the research on public policy) as among those research risks that fall within the purview of its responsibility.
   3. Selection of subjects is equitable. In making this assessment, the IRB should take into account the purposes of the research and the setting in which the research will be conducted. They should be particularly cognizant of the special problems of research involving vulnerable populations, such as children, prisoners, pregnant women, mentally disabled persons, or economically or educationally disadvantaged persons.
   4. Informed consent is obtained from each prospective subject or the subject’s legally authorized representative prior to any action involving the subject.
   5. Informed consent is appropriately documented.
   6. When appropriate, the research plan makes plans for collected data to be appropriately monitored to ensure the safety of subjects.
   7. The research plan adequately protects the safety of participants and maintains confidentiality.
2. When some or all of the subjects are likely to be vulnerable to coercion or undue influence, such as children, prisoners, pregnant women, mentally disabled persons, or economically or educationally disadvantaged persons, additional safeguards have been included in the study to protect the rights and welfare of these subjects.
3. The researcher conforms to standards of ethical conduct, which requires documentation of conformance to the ethical standards of particular disciplines, e.g., ethical standards for psychologists.

While we expect most research to be conducted by EdD candidates to involve only minimal risk, the safety of human research participants is taken very seriously. Minimal risk means the probability and magnitude of harm or discomfort anticipated in the research are not greater in and of themselves than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests. IT IS NOT UP TO THE RESEARCHER TO DETERMINE IF THEIR RESEARCH MUST BE REVIEWED BY THE INSTIUTIONAL REVIEW BOARD. ALL research must be submitted to the IRB for review and approval.

What materials are to be submitted to the IRB?

• IRB application
• Any and all consent forms, cover letters, and other documentation as needed.

*APPENDIX 12.A: IRB - HUMAN SUBJECTS RESEARCH APPLICATION
*APPENDIX 12.B: IRB - SIGNED CONSENT DOCUMENT.
 

SUBMITTING THE IRB APPLICATION

After completion and approval of the candidate’s first three chapters, the candidate’s next step is to complete the Institutional Review Board (IRB) Application and submit it for IRB review and approval within the School of Education. After receiving IRB approval from the School of Education’s IRB Reviewer, the candidate’s IRB application will be submitted to the university’s Institutional Review Board for approval by the School of Education  

The IRB is a federal requirement and is a mandated review and approval body within a higher education institution established to ensure ethical treatment of human subjects.
Candidates must develop their IRB application and ancillary material using the application and templates found online from the School of Education.

Candidates must submit documentation of institutional permission from each research site as part of the IRB application. If study procedures involve PK-12 schools or school districts, permission should come in the form of a letter or email, but if study procedures involve colleges or universities, IRB approval from those institutions needs to be obtained as directed by the specific institution’s IRB. A candidate’s committee may encourage him/her to informally seek feedback from a research site prior to receiving IRB approval. However, the candidate’s actual request to receive permission from a research site is part of the IRB application and the IRB must approve the candidate’s formal request to receive permission from a research site. If a candidate is unable to gain permission from the research site prior to receiving IRB approval from BU, BU’s IRB may issue a conditional approval letter that assists in obtaining needed permission and in subsequently completing IRB approval documents.

Candidates cannot begin recruiting participants and/or conducting the research until after receiving IRB approval.


PLEASE NOTE

It is a general policy of Belhaven University to decline approval for research conducted within the University among its students, faculty, and or its programs.

Once a candidate has completed the IRB Application Form along with all required documentation, the dissertation chair is responsible to carefully review the candidate’s IRB application and all ancillary material to ensure all items on the application are fully addressed and all forms are provided. Once the application and all documents meet the chair’s satisfaction, the chair submits the application to the School of Education’s IRB Reviewer. Revisions may be requested during the preliminary review before the School’s IRB Reviewer sends the application to the IRB for the formal review. The IRB may also request revisions prior to final IRB approval.

Candidates should NOT submit their application directly to the IRB, the School of Education IRB Reviewer does so. After the School’s IRB Reviewer submits the application to the BU IRB, the IRB corresponds directly back to the candidate and the School of Education IRB Reviewer. If any changes are requested by the BU Institutional Review Board, the candidate should submit the revised IRB application to the School of Education’s IRB Reviewer for a second pre-review, and the IRB Reviewer will re-submit the revised application to the BU Institutional Review Board. A letter of approval from the BU Institutional Review Board will be sent to the candidate and the School of Education IRB Reviewer. This letter of approval is required before any data can be collected by the candidate.*

*In a few rare instances and only with the approval of the doctoral studies team, it may be possible for some preliminary data to be collected before IRB approval is received, such as in the instance of a pilot project that will inform the creation of an interview guide, etc. In these very rare instances, prior approval must be given by the School of Education’s IRB Reviewer and the Director of Doctoral Studies. Candidates who wish to pursue this approval should consult with their doctoral committee chair and send an email outlining the request to the Director of Doctoral Studies and the School of Education’s IRB Reviewer. Data collected without IRB approval may not be used in the candidate’s dissertation.
 

RECEIVING IRB APPROVAL

Although most IRB applications for educational research do not include full reviews, the BU IRB committee makes that decision, not the candidate.


PLEASE NOTE

Execution of research CANNOT begin prior to receiving IRB approval. If data are collected or accessed prior to obtaining all necessary and full IRB approvals, the candidate will be penalized to include possible removal from the program. Once IRB approval is obtained, the School of Education’s IRB Reviewer forwards a copy of the completed IRB application with the approved IRB signatures to the Graduate School of Education chair; notifies the Director of Doctoral Studies that approval has been received; and files a copy of the application and approval letter in the candidate’s official records.

If the candidate and the candidate’s chair want to make changes to the study’s design or methods after IRB approval has been received, a modification must be made to the BU IRB.  The candidate should consult the School of Education’s IRB Reviewer and explain the rationale for wanting to make changes. The IRB Reviewer will advise the candidate as to whether a modification request must be submitted to the BU IRB for approval.  The IRB Reviewer will work with the candidate to prepare an appropriate modification request to the BU IRB.

*APPENDIX 12.A: IRB - HUMAN SUBJECTS RESEARCH APPLICATION
*APPENDIX 12.B: IRB - SIGNED CONSENT DOCUMENT.

 

READ: Joyner, et al. (2018). Chapter 19. pp. 208-218.

ETHICAL CONSIDERATIONS

The candidate, in working with his/her dissertation chair and committee, should review and give special attention to the ethical issues required in conducting research and data collection. The lack of thought and planning on the researcher’s part regarding ethical concerns could have a negative impact on the candidate, the dissertation committee, and the University due to the increased attention and criticism that could come to bare in today’s social climate. Each of the following ethical considerations should be addressed in both the IRB application and Chapter III-Methodology. The candidate should review the following chart before submitting the IRB application and/or the proposal for committee approval to assure that all ethical considerations have been addressed.

Ethical Issues to Consider in Conducting and Collecting Data for Qualitative, Quantitative, and/or Mixed Methods Research:

• Ethical Consideration: Required Institutional Review Board (IRB) approval.
• How to Address the Issue: No research can be conducted without IRB approval.

• Ethical Consideration: Approval of research site and/or participants.
• How to Address the Issue: Seek informal feedback from the local research site prior to submitting your IRB application, if possible. The actual request for permission to conduct research at the local research site must be included in the candidate’s IRB application and must receive IRB approval before the formal request for permission to conduct research at the site can be disseminated.

• Ethical Consideration: Select a site without a vested interest in the outcome of the study.
• How to Address the Issue: Select sites that will not raise power/political issues.

• Ethical Consideration: Work truthfully with participants. Assure them your intent is to “Do no Harm”.
• How to Address the Issue: Contact the participants, and inform them of the general purpose of the study.

• Ethical Consideration: Get participant consent. Have them sign your consent form if necessary for your research. Do not pressure individuals into signing if they do not want to participate.
• How to Address the Issue: Obtain appropriate consent such as from parents, children, and/or school officials.

• Ethical Consideration: Respect the location, site, environment-disrupt as little as possible.
• How to Address the Issue: Build trust and convey the extent of anticipated disruption to the site or amount of time interruption or classroom disturbance.

• Ethical Consideration: Make sure all participants receive the same treatment.
• How to Address the Issue: Plans to address this issue are important to maintaining validity and reliability.

• Ethical Consideration: Avoid deceiving participants.
• How to Address the Issue: Discuss the purpose of the study and how it will be used; keep no secrets from participants.

• Ethical Consideration: Do not treat the participants as being “used”.
• How to Address the Issue: Be fair, kind, and friendly.

• Ethical Consideration: Avoid collecting harmful information.
• How to Address the Issue: Avoid leading questions on surveys or leading interview questions. Withhold personal impressions. Avoid involvement with participants as collaborators.

• Ethical Consideration: Maintain design of the research study and methodology as approved in your IRB application.
• How to Address the Issue: Stick to questions as presented in your IRB-approved format and/or other methodologies. Any changes must be approved by the chair and dissertation committee and resubmitted to the IRB for approval or the research is void.

• Ethical Consideration: In analyzing the data, remain unbiased; do not side with the participants; do not let your biases cause you to misinterpret the data.
• How to Address the Issue: Identify your own biases or conflicts of interest and write them down before conducting the research so you can keep them in mind. Use unbiased language.

• Ethical Consideration: Avoid disclosing only positive or only negative results.
• How to Address the Issue: Be brutally honest.

• Ethical Consideration: Respect the privacy and anonymity of the participants unless they have given you special permission to use their names (such as an authority in the field who would lend credibility to the study).
• How to Address the Issue: Have participants sign release forms if using their names.

• Ethical Consideration: Avoid falsifying any information.

• Ethical Consideration: Do not plagiarize.

• Ethical Consideration: Avoid disclosing harmful information that would harm the participants.

• Ethical Consideration: Keep raw data and other materials important in the research process.
• How to Address the Issue: Store and save data for at least five years (APA 2010).

• Ethical Consideration: If requested, provide complete proof of compliance with ethical issues and lack of conflict of interest.
• How to Address the Issue: Disclose funders for the research. Disclose if anyone will profit from the research.

• Ethical Consideration: State who owns the data from the study.
• How to Address the Issue: Give credit for ownership to the participants.

• Ethical Consideration: SAvoid all appearances of bribery or attempts to influence the participants in some way.
• How to Address the Issue: You may want to give a nominal show of appreciation to participants and others who have helped with the research, BUT only after the research has been completed.
  
   

READ: Joyner, et al. (2018). Chapters 20 and 21, pp. 219-233.
            Roberts & Hyatt (2019). Chapters 12-13, pp. 165-180.
 

WRITING CHAPTER IV - RESULTS OF THE STUDY

*The headings within Chapter IV will vary dependent on the organization of the Results section.


CHAPTER IV SHOULD BEGIN WITH A BRIEF SYNOPSIS OF THE FOLLOWING

• the aim of the study
• the general research question(s) or hypothesis/hypotheses
• the specific research questions
• the design of the study
• an overview of the presentation of the results
• Chapter IV must be a complete, clear, and correct presentation of the research data and the statistical analysis and/or analyses applied. Some choices for organizing chapter IV are by research method, by hypotheses and/or research questions, chronologically, or by other logical approaches that are more in line with the content of the research.
• quantitative studies must have a minimum of 12 pages
• qualitative and/or mixed methods studies must have a minimum of 20 pages
   

CHAPTER FOUR - RESULTS & FINDINGS REVIEW

During the dissertation process, depending on the candidate’s study (whether it be Quantitative, Qualitative, or Mixed-Methods), the candidate is required to have either a Quantitative Statistics Review, Qualitative Methodology Review, or Mixed-Methods Review by a School of Education-appointed Research Reviewer to verify and validate the study design prior to approval of Chapter IV, the results and findings.

Research Reviews are required at two (2) different stages of the dissertation process to verify and validate the study design: 1) Prior to approval of the prospectus, and 2) Final review prior to approval of Chapter IV‒Findings.

*APPENDIX 17: CHAPTERS IV‒V APPROVAL FORM

READ: Roberts & Hyatt. (2019). Chapters 12-13, pp. 167-180.
 

THE PURPOSE OF CHAPTER IV

This chapter should provide the product of the candidate’s analytic process. The candidate should consider Chapter IV as independent and self-contained; were the candidate to have a friend read it, the friend would understand the study’s aim and discoveries thoroughly. The chapter should reveal the “answers” to the research questions and reflect the design the candidate has put forward in Chapter III‒Methodology. It should also align to the purpose of the study that the candidate offered in Chapter I as well as demonstrate why the study was important to conduct in the first place. The candidate’s findings or results should connect to the literature review and especially the conceptual framework.  In some quantitative dissertations, the results section presents only the products of statistical analyses that have been conducted. In other quantitative dissertations, the results section also provides a discussion that connects the results to the relevant literature and conceptual framework. (Adapted from the University of Southern California)*.

Through work with the dissertation chair and committee, Chapter IV represents the candidate’s foremost solutions to the research questions posed.


CHAPTER IV TOPICS (ADAPTED FROM THE UNIVERSITY OF SOUTHERN CALIFORNIA)*

The topics below are typically included in Chapter IV, often in the following order. The candidate should consult with the chair to decide upon and organize topics:

Introduction

• Restate the research questions  
  • In a Qualitative study, the candidate restates the research questions.
  • In a Quantitative study, the candidate presents the hypotheses.
• Qualitative Findings
  • In a qualitative study, the information to be reported is called “findings.” Findings are those themes that have emerged from or have been discovered through the data that the candidate collected. The findings are the product of the candidate’s analysis.
• Quantitative Results and Discussion
  • In a quantitative study, the results of the quantitative analyses conducted may be presented independently, without accompanying connections to the larger literature.
  • When quantitative data are presented without any accompanying explanation, a separate discussion section is presented in order to explain the meaning of the results.

READ: Roberts & Hyatt (2019). Chapter 10, pp. 141-156.


PRESENTING QUANTITATIVE RESULTS

In a quantitative dissertation, the candidate is presenting results. The candidate may present the results with or without a discussion explaining what those results mean. The candidate should consult his/her chair to make sure they are following the appropriate and preferred approach. Chapter IV may include the following:

• The Introduction
• The Results
• Discussion
   

The candidate should remind the reader what the research question(s) is/are. The resulting solutions should then be presented in response to the candidate’s research question(s). The results are the “solution(s)” or “answer(s)” to that/those question(s). The candidate’s results should focus only on data that enables the researcher to answer the research questions, not simply raw data. If the candidate is also providing a discussion of the results in this section, the discussion should be related back to the conceptual framework.


PRESENTING QUALITATIVE RESULTS

When crafting the candidate’s findings, the first thing to think about is organizing the findings. The candidate’s findings represent the story to be told in response to the research questions that have been answered. The candidate wants to organize that story in a way that makes sense to the reader. The candidate should think about how to present the findings so they are compelling and responsive to the research question(s) the candidate established and answered. These questions may not be the questions the candidate initially set out to answer, but they are definitely the questions the candidate answers. The candidate may discover the best way to organize the findings is first by research question and second by theme. There may be other formats better for telling the research story. Once the candidate has decided how to organize the findings, he/she starts the chapter by reminding the reader of, and restating, the research questions. The candidate needs to differentiate between presenting raw data and using data as evidence or examples to support the findings that have been identified. Here are some points to consider:

• Findings should provide sufficient evidence from the data to support the conclusions the candidate has made. Evidence takes the form of quotations from interviews and excerpts from observations and documents.
• Ethically, the candidate has to make sure to have confidence in his/her findings and account for counter-evidence (evidence that contradicts the primary finding) and avoid reporting something that does not have sufficient evidence to back it up.
• The findings should be related back to the candidate’s conceptual framework.
• The findings should be in response to the problem presented (as defined by the research questions) and should be the “solution” or “answer” to those questions.
• The candidate should focus on data that enables the candidate to answer the research questions, not simply on offering raw data.
• Qualitative research presents “best examples” of raw data to demonstrate an analytic point; it does not simply display data.
• Numbers (descriptive statistics) help your reader understand how prevalent or typical a finding is. Numbers are helpful and should not be avoided simply because it may be a qualitative dissertation.

How to Organize Chapter IV

• The chapter needs to be organized in a way that answers the research questions. The information must be organized in a way that is logical and easy to follow for the reader.
• The candidate may describe his/her sample here if this is something that emerged from the data collection and analysis or if the candidate believes it helps provide context for the findings. The candidate may also describe his/her sample in Chapter III if it is not a part of the findings and it distracts from the actual findings.
• The chapter may be organized in terms of themes, categories, cases, or research questions.
   

To Use Anonymity or Not

• When presenting qualitative data, all names remain anonymous to provide confidentiality if the candidate made an anonymity commitment to the participants during the consent process and in the IRB application. However, there are times when the researcher may want to use individual names in the research study when those involved in the research are authorities or well-known regarding the research topic. In cases where anonymity is not required, the researcher is still required to obtain a signed consent form from the participants. The consent form would need to include an acknowledgment from the participants that they understand their name may be referenced in publications and presentations about the research study.
• Use of Tables, Charts, Figures
  • The candidate may use tables, charts, or figures in both qualitative and quantitative dissertations.
  • The candidate should never present a table, chart, or figure that they are not planning to explain.
  • Tables, charts, and figures should be able to be interpretable without supporting text, BUT
  • It is the candidate’s responsibility to tell the reader what he/she thinks is the most important information in the table, chart, or figure.
• When to Use a Table, Chart, or Figure
  • in qualitative research-when providing quantitative data that compares different cases or different populations, or different members of a given population
  • when the researcher has information that is hard to grasp only in text and the reader will have greater insight by seeing it displayed in more than one format
  • in descriptive statistics
  • in quantitative research-when presenting important results
     

PLEASE NOTE

Consult the APA Manual to ensure the appropriate format for tables, charts, and figures is used.

The candidate considers what information belongs in an appendix as opposed to the body of the chapter. For example, if the candidate has extra tables representing results that he/she thinks are worth sharing with the reader but are not fundamental to the dissertation, the candidate should consider creating an appendix. Similarly, if there is other relevant, but not essential information, the researcher should consider adding an appendix. The research candidate may decide to locate the instruments he/she used for data collection in an appendix.

The candidate may want to consider the following questions as they are writing Chapter IV. Some candidates worry about the following:

• What if the candidate doesn’t have any significant findings?
  • In qualitative research, there is never a risk of finishing without something worth reporting. Qualitative research is about understanding an experience and gaining insight. It is always the case that the data will provide insight into an experience.
• What if the candidate finds something for which he/she does not have a research question?
  • If the finding is substantial enough to warrant reporting, develop a research question that aligns with the finding.
• Under what circumstances does the candidate revise his/her research questions?
  • Qualitative research questions can and often should be revised until the dissertation is completed. The research questions match the findings, not the other way around.
     

*Retrieved 3.5.2018 from: USC Rossier School of Education, http://dissertationedd.usc.edu/chapter-4-considerations.html. Los Angeles. Southern California University.

 

WRITING CHAPTER V - SUMMARY, CONCLUSIONS, & RECOMMENDATIONS

READ: Roberts & Hyatt. (2019). Chapters 12-13, pp. 167-179.

Chapter V must be a minimum of 15 pages.

*REQUIRED Headings: These are to be Level 1 Headings according to APA Format.
 

REACHER REVIEWER - 2ND REVIEW FOR APPROVAL

The last review conducted by the Research Reviewer is at the point where the candidate has completed Chapters IV and V of the dissertation. It is at this stage the reviewer assesses the collected data, the presentation of the data, the evaluation of the data, and the interpretation of the data. The Research Reviewer confirms the data has been properly collected, aggregated, disaggregated, and that correct, valid and reliable interpretations have been considered in documenting and writing the research results and findings.

*APPENDIX 17: CHAPTERS IV-V APPROVAL FORM.
 

PREPARING AN ABSTRACT

An abstract is a summary of the problem statement, the content, the method, findings and recommendations as a result of the research that are identified in the dissertation. An abstract conveys essential information to other researchers and readers. Future educational researchers and/or dissertation candidates determine the candidate’s research value and quality of the dissertation from their evaluation of the abstract. Candidates need to realize their abstract appears in Dissertation Abstracts and represents and introduces their dissertation to the public. Abstracts must convey the summation of the study in 350 words or less.  

The candidate will want to be able to use the abstract as a “stand-alone” document; however, the abstract is also added to the first section of the dissertation document, following the copyright page.  

Candidates must follow the precise formatting of the abstract as identified in Appendix 18.B.

*APPENDIX 18.B: THE ABSTRACT TEMPLATE.

 

DEVELOPING THE DISSERTATION MANUSCRIPT

In consultation with the committee chair, the candidate improves and updates Chapters I-III based on feedback from APA & Content Review #1, and then writes Chapters IV and V. The committee chair may advise the candidate to seek guidance from committee members on specific issues. The chair may also require the candidate to seek an outside proofreader and/or editor in order to meet the APA & Content Reviewer’s feedback from Review #2 for Chapters IV and V.

The committee chair always reviews the dissertation manuscript first. When the chair is satisfied with the manuscript and has given approval, the chair disseminates the manuscript to the other committee member for feedback.


PLEASE NOTE

The candidate should expect multiple revisions of the manuscript before being approved for an oral defense. The committee may take between two to four weeks to provide feedback depending upon the length and quality of the manuscript.


SUBMITTING THE DISSERTATION MANUSCRIPT

Once the chair and committee member have reviewed the dissertation manuscript and have decided the candidate is ready for the final defense, a comb-bound copy of the manuscript must be submitted to the Director of Doctoral Studies for approval two weeks prior to the oral defense.
 

PLEASE NOTE

The Dissertation Committee must approve the manuscript before the oral dissertation defense can be scheduled. Once the candidate has permission from his/her chair, the candidate submits the dissertation manuscript to the Director of Doctoral Studies to review the manuscript in preparation for the candidate’s oral defense.

*APPENDIX 19: DISSERATION MANUSCRIPT FORMAT APPROVAL FORM IN PREPARATION FOR THE ORAL DEFENSE

Once the candidate has received full committee approval of his/her dissertation manuscript, the candidate may move forward with scheduling an oral dissertation defense in coordination with the dissertation chair and committee member by filing the Oral Dissertation Defense Scheduling Request Form with the Director of Doctoral Studies.

*APPENDIX 20: ORAL DISSERTATION DEFENSE SCHEDULING REQUEST FORM
 

PURPOSE & RESPONSIBILITIES OF THE APA & CONENT REVIEWER

The APA & Content Reviewer is responsible for reviewing and verifying the doctoral candidate has followed all formatting rules and policies as defined in the American Psychological Association’s Publication Manual in the candidate’s writing of their dissertation and as outlined by the Belhaven University Graduate School of Education. The reviews are conducted using the APA & Content Review #1 and #2 Documents (see Appendices 8 & 13), and referencing the edition of the APA Publication Manual approved at the time/date the doctoral candidate attends Residency 2: PHASE IV of the Ed.D. doctoral program.


PLEASE NOTE

At any time throughout the candidate’s writing of his/her dissertation chapters, the chair, a committee member, the Research Reviewer, and/or the APA & Content Reviewer can and may indicate the candidate’s writing is not grammatically correct, poorly structured, and/or lacks the required quality for academic writing in order to meet the Belhaven University standard for dissertation recognition. Should this happen, the chair convenes a meeting with the candidate and others as needed to determine a plan of action to be executed by the doctoral candidate before being allowed to continue in the dissertation writing process. The candidate must successfully meet outlined expectations of the action plan to continue in the doctoral program.

The APA & Content Reviewer provides feedback about the content within Chapters I‒III (Review #1) and Chapters IV & V (Review #2). The APA & Content Reviewer also provides feedback on the following elements within the manuscript:

• paper elements and format
• writing style and grammar
• bias-free language
• mechanics of style
• tables and figures
• works credited in the text
• reference list     
           

Candidates are advised the APA & Content review process, including the time a candidate needs to make revisions, could take up to four weeks to be completed. The APA & Content Reviewer is responsible for reviewing and returning the manuscript in a timely manner. However, the time required for the reviewer to conduct a review of the chapters depends on the quality of the candidate’s work. 

All dissertation manuscripts must be submitted for official APA & Content reviews. Candidates are charged a $200 fee when enrolling in Dissertation Block #2 (EDU 783). This fee includes two (2) APA & Content reviews:

• an initial review of Chapters I‒III of the dissertation manuscript,
• followed by a second review of Chapters IV & V of the dissertation.  
   

*APPENDIX 10: APA & CONTENT REVIEW - PROCESS FORM


WARNING

An additional $100 is charged for each and every additional review thereafter until the manuscript meets the APA & Content Reviewer’s feedback and Dissertation Chair’s full approval and sign-off.

The candidate must work with his/her chair to make the changes needed based on the APA & Content Reviewer’s feedback. The oral defense cannot be scheduled until all feedback from the university-appointed APA & Content Reviewer has been addressed and verified by the candidate’s dissertation committee chair.

*APPENDIX 10: APA & CONTENT REVIEW - PROCESS FOR

Any additional $100 fees are to be paid prior to a dissertation document being reviewed.

Ultimately, the chair and committee member decide when the manuscript is finished and ready for an oral defense.

Once the candidate has received final signed approval from his/her chair, the candidate may move forward with scheduling an oral dissertation defense in coordination with the dissertation chair and committee member by filing the Oral Dissertation Defense Scheduling Request Form with the Director of Doctoral Studies (see Appendix 20).

Once the candidate has passed their oral defense, he/she is responsible for making all final revisions as suggested by the Dissertation Defense Panel. Candidates submit the final dissertation manuscript to the Director of Doctoral Studies for the final APA Format & Publication Review.

*APPENDIX 23: FINAL DISSERTATION MANUSCRIPT FORMAT APPROVAL FORM FOR PUBLICATION.

 

READ:  Roberts & Hyatt. (2019). Chapter 14, pp. 183-190.
             Joyner, et al. (2018). Chapter 22, pp. 242-255.

REGISTERING FOR THE DISSERTATION ORAL DEFENSE: SETTING A DATE AND TIME

Once the dissertation manuscript has been approved by the chair, the candidate discusses with the chair his/her readiness for the dissertation oral defense and schedules a time for the oral defense.


PLEASE NOTE

• In preparation for the oral defense, the candidate is responsible for submitting a comb-bound copy of their dissertation manuscript to the doctoral dissertation chair and committee member, the Director of Doctoral Studies, the Graduate Chair, and the Dean of the School of Education two (2) weeks prior to the oral defense date.
• Planning to be on campus for the oral defense, the candidate works in conjunction with the chair and committee members to determine when to schedule the defense. The oral defense is scheduled for 1 or 2 days and is coordinated and planned in communication and in agreement with the candidate’s chair and the committee members.
• Once the Oral Dissertation Defense Scheduling Request Form has been approved, the candidate is responsible for informing each of the committee members of the date, time, procedures, and location of the defense.
   

*APPENDIX 20: ORAL DISSERTATION DEFENSE SCHEDULING REQUEST FORM.
 

THE DISSERTATION ORAL DEFENSE: PREPARATION

• The candidate is responsible for providing five to six final copies (comb bound) of the dissertation manuscript to the Director of Doctoral Studies two weeks prior to the dissertation defense.
• The candidate prepares a 15-20 minute presentation of his or her dissertation for the defense; a PowerPoint presentation is required.
• It is recommended that the candidate plan on being on campus a few hours prior to the defense in order to schedule and conduct a pre-defense meeting with the committee chair to finalize the defense details and discuss expectations and procedures of the defense. It is recommended that the candidate and the chair conduct a walk-through of the candidate’s PowerPoint presentation and make any necessary adjustments, additions, and/or revisions.
• The candidate should bring the PowerPoint presentation to the defense on a USB drive.  A computer and projector are provided in the defense room.
• The candidate should arrive at the defense room 30 minutes ahead of time to set up for the defense.
   

PLEASE NOTE

Candidates are NOT to invite friends or family members to the defense. The candidate’s defense is only open to other doctoral candidates, university academic leaders, and university professors. Special guests may be considered in consultation with the chair.
 

DEFENDING THE DISSERTATION

The dissertation defense takes approximately one hour to complete. The only people who attend a defense are the candidate, the dissertation committee, other doctoral candidates, university academic leaders, and university professors.

The dissertation committee chair serves as the host and directs the proceedings of the oral dissertation defense.

THE FOLLOWING PROCEDURES WILL BE FOLLOWED IN CONDUCTING THE ORAL DEFENSE

• The candidate provides copies of the Dissertation Abstract as a one-page handout for everyone attending the defense.
• The chair welcomes those in attendance and introduces observing guests if necessary.
• The chair gives an overview of the proceedings to those in attendance.
• The chair opens with a prayer and introduction of the committee and candidate.
• The candidate presents a 15-20 minute oral dissertation defense and PowerPoint presentation.
• The candidate answers questions and accepts comments from committee members and chair.
• The candidate answers questions and accepts comments from the Dissertation Defense Panel.
• The candidate and guests are dismissed for the committee to deliberate.
• The candidate returns for the final results and committee decision.
• Final remarks and a final decision are given to the candidate (the committee can make and require revisions needed before final approval of the manuscript).
   

After prayer and preliminary remarks by the chair, the candidate gives the defense presentation. The presentation needs to include the following: an overview of the study’s purpose and significance, methods, analysis, results, limitations, discussion of the findings, and suggestions for future research- both real-world and pragmatic application.

The PowerPoint for the presentation should be used as an aid to the oral presentation. Reading from the PowerPoint or script is unacceptable and may result in an unsuccessful defense. Following the defense presentation, the committee members and chair followed by the research consultant ask questions of the candidate. The graduate faculty are then provided the opportunity to ask questions. Following questions and discussion, all non-committee attendees including the candidate are asked to exit the room to provide the committee the opportunity to discuss the defense.

Using the Rubric for the Oral Presentation and Defense of the Dissertation and the Rubric for Evaluation of Dissertation for Publication for guidance, the committee and chair make a final decision. The candidate then returns to the room, and the chair informs the candidate of the outcome. The committee makes one of the following decisions:

• APPROVED WITH MINOR OR NO FURTHER REVISIONS
• PROVISIONALLY APPROVED WITH MAJOR REVISIONS
• NOT APPROVED WITH RECOMMENDATIONS TO REVISE AND REWRITE OR DISCONTINUE THE RESEARCH STUDY

PLEASE NOTE

If the candidate’s oral defense is not approved, one additional opportunity to defend the dissertation will be provided.

• Only two dissertation oral defenses are permitted. Failure to defend successfully within two defenses results in removal from the program.
   

*APPENDIX 21: ORAL DISSERTATION DEFENSE FINAL COMMITTEE DECISION FORM
*APPENDIX 21.A: RUBRIC-THE ORAL PRESENTATION & DEFENSE OF THE DISSERTATION
*APPENDIX 21.B: RUBRIC-THE EVALUATION OF THE DISSERTATION FOR PUBLICATION
*APPENDIX 22: FINAL COMMITTEE APPROVAL OF DISSERTATION.

 

PROVISIONALLY APPROVED WITH MAJOR REVISIONS

• APPROVED WITH MINOR OR NO FURTHER REVISIONS
• PROVISIONALLY APPROVED WITH MAJOR REVISIONS
   

If the candidate’s dissertation chair and committee make one of the first two decisions, the chair outlines the required steps and specifies a timeline for completion (usually 7-15 days) for the candidate to make the revisions. It should be noted that, at the discretion of the chair and dependent upon the number of revisions that need to be made, the chair may require the candidate to have his/her manuscript professionally edited again. Remember, the Director of Doctoral Studies must approve the manuscript after one last review before the dissertation may be submitted for publication.

The candidate’s chair sends the Dissertation Oral Defense Final Committee Decision Form and Rubric for Evaluation of Dissertation Defense to the graduate chair of the School of Education.

*APPENDIX 21: ORAL DISSERTATION DEFENSE FINAL COMMITTEE DECISION FORM
*APPENDIX 21.A: RUBRIC-THE ORAL PRESENTATION & DEFENSE OF THE DISSERTATION
*APPENDIX 21.B: RUBRIC-THE EVALUATION OF THE DISSERTATION FOR PUBLICATION
*APPENDIX 22: FINAL COMMITTEE APPROVAL OF DISSERTATION
*APPENDIX 23: FINAL DISSERTATION MANUSCRIPT FORMAT APPROVAL FORM.

PREPARING FOR PUBLICATION OF THE FINAL CHAIR/COMMITTEE-APPROVED DISSERTATION

APPENDIX 13: GRADUATION TIMELINE & DEADLINES
APPENDIX 23: FINAL DISSERTATION MANUSCRIPT FORMAT APPROVAL FORM


HARDBOUND COPIES

Upon approval from the chair, the candidate follows Belhaven University’s Warren Hood Library submission guidelines for publication. These guidelines must be strictly followed and are coordinated with Belhaven University’s library.

Candidates should note the final grade for EDU 783 Ed.D. Dissertation Block 3 cannot be posted without confirmation from the Warren Hood Library. Confirmation is sent via email indicating the dissertation has been accepted and ready to be submitted for hard copy binding and electronic publication, and payment has been made in full by the candidate.  This email must be forwarded to the graduate chair of the School of Education.

Once at least four (4) hardbound copies of the dissertation have been received by the Hood Library, the Library submits one copy to the graduate chair in the School of Education, keeps a copy for reference in the Hood Library, and contacts the candidate, informing them the other copies are available for pick-up at the Library. It is the responsibility of the candidate to see their dissertation chair receives a copy.


PUBLISHING GUIDELINES

Four (4) final hardbound copies of your dissertation must be submitted to these individuals/offices:

• One copy for the Belhaven University library
• One copy for the Graduate School of Education office
• One copy for the doctoral candidate
• One copy for the chair of the Doctoral Dissertation Committee
• Optional copies for the other committee members
   

NOTE

The candidate should consider if they want additional bound copies.


HARD COPIES‒PRINTING AND BINDING

The doctoral candidate should submit the final PDF copy of their dissertation as soon as possible following the successful oral defense of their dissertation.  However, once a candidate has passed the oral defense for graduation, the candidate must coordinate the final dissertation manuscript submission dates for binding and electronic publishing prior to eligibility for graduation.  Candidates are required to provide evidence to the registrar’s office that their dissertation has been submitted to the Warren Hood Library for printing/binding as well as for electronic publication and all fees have been paid in full.


PLEASE NOTE

A candidate will not graduate without approval from the Library that the dissertation has been submitted. The hard copies do not have to be received before graduation. The only requirement is verification that the PDF copy has been submitted to the print company and the electronic publisher.

The four (4) bound copies of the dissertation in a black cover with gold lettering are required.   The dissertations are bound at the printer/bindery designated by Belhaven University’s graduate education program and the university’s Warren Hood Library. All doctoral dissertations are printed on paper meeting the specifications of the Belhaven University Graduate Education program and coordinated with the printer/bindery.  
Once the candidate has fully been approved, his/her dissertation has met the final APA Format & Publication Review criteria, and has received final approval and authorization from the dissertation chair, the candidate works with the Director of Doctoral Studies to coordinate the submission of his/her dissertation in a PDF format for printing and binding as well as preparation for the electronic submission version of the dissertation.
The doctoral candidate may want to pay to have more bound copies to serve as a “thank you” for committee members and/or others involved in assisting the candidate through the dissertation process.


ELECTRONIC/DIGITAL COPYING AND COPYRIGHT PROTECTION

Once the oral defense and dissertation’s final manuscript format has been approved, all Belhaven University candidates are required to submit their dissertation to be electronically/digitally copied for public retrieval and referencing. Candidates may choose to pay to have their dissertation officially registered for copyright protection.

READ: Roberts & Hyatt. (2019). Copyright Law, pp. 23, 45-46.

APPENDIX 23: FINAL DISSERTATION MANUSCRIPT FORMAT APPROVAL FORM.

TIMEFRAME FOR SUBMISSION: GRADUATION

Candidates are reminded to complete all requirements and paperwork and submit the online Blazenet-Candidacy Intent to Graduate Application.  Ed.D. graduating candidates should plan to attend the Investiture Ceremony and Commencement Service. Belhaven University has graduation services twice a year: in May and December. Graduation information can be found on the registrar’s website through Blazenet. The Candidacy Intent to Graduate Application for graduation is to be completed and submitted no later than the beginning of the term in which the candidate intends to defend the dissertation. The deadlines are

• November 1 for April/May graduation
• June 1 for December graduation

If a Candidacy Application has not been filed by the deadline date, the candidate’s graduation is deferred until the next graduation. If, for some reason, a candidate’s graduation is delayed and the candidate has already submitted the Candidacy Intent to Graduate Application, the candidate is to contact the Registrar’s Office and the application can be withdrawn.

After the candidate has passed the oral defense and prior to eligibility for graduation, the candidate must coordinate the submission of the final copy of his/her dissertation manuscript for binding and electronic publishing with their chair and the university librarian coordinator for all Belhaven University dissertations hardcopy binding and electronic publications. See the Graduation Timeline & Deadline Chart.

It is the candidate’s responsibility to see that he/she meets the required deadline dates prior to being permitted to participate in commencement services.

*APPENDIX 13: GRADUATION TIMELINE & DEADLINES
*APPENDIX 14: CANDIDACY INTENT TO GRADUATE APPLICATION

CAUTION

Submission of the final approved copies of the dissertation does not completely qualify the candidate for graduation. The graduation deadlines and requirements of Belhaven University, such as final degree check and application for graduation, must be met as well. It is the responsibility of the doctoral candidate to take care of all graduation requirements of Belhaven University.


PLEASE NOTE

• Please obtain information from the University Library for specific information on publications and submission of approved dissertation manuscripts for hardbound copies and electronic submissions.
• Candidates are ultimately responsible for being aware of meeting the requirements for graduation. The chair of the Graduate School of Education and the Director of Doctoral Studies are sources of information. Be on task regarding deadline dates, and take the steps necessary to fulfill them.

TWO GRADUATION CEREMONIES

Belhaven University has two annual graduation commencement ceremonies. One ceremony is typically held the second Saturday in December and the other is held at the beginning of May or the last Saturday in April. While degree requirements may be completed at the end of the fall, spring, or summer semesters, diplomas are issued and degrees granted only on these dates. Attendance at graduation is highly recommended. Preparation for this event involves planning and meeting many deadlines.

The School of Education Doctoral Investiture Service is held the Friday prior to the Saturday commencement service. Attendance at the Investiture and Commencement ceremonies is highly recommended.

Receiving Your Diploma ‒ Diplomas are mailed from the Office of the Registrar.
 

STEPS TOWARD GRADUATION

COMPLETE DEGREE REQUIREMENTS

Complete degree requirements includes all coursework, written and oral comprehensive exams, and dissertation requirements. In planning for the graduation date, please be mindful of the calendar deadlines for comprehensive exams and dissertation. (These deadlines usually come earlier than you think!)


COMPLETE AN APPLICATION FOR CANDIDACY FORM

To be completed online. This form alerts the registrar’s office to begin preparing a diploma. At this point, a graduation fee is added to your account. Submission of the candidacy form also adds you to the mailing list for specific information about the College of Education investiture ceremony, and other events.
*APPENDIX 14: CANDIDACY INTENT TO GRADUATE APPLICATION


PAY YOUR STUDENT ACCOUNT IN FULL

To be eligible to participate in commencement exercises, your student account must be paid in full one month prior to graduation. Transcripts and diplomas will be withheld until all balances are paid in full.


REGALIA

Graduation regalia are ordered through the bookstore (to rent or purchase). The cap, gown, hood, and tassel are ordered individually for doctoral candidates. Custom regalia may be ordered no later than eight weeks prior to the graduation ceremony. Rental regalia must be ordered no less than 30 days before the graduation ceremony.

There are many different options available for custom regalia. The gown and chevrons are black and the hood has the BU school colors with a pale blue velvet trim designating the discipline of study (Education). There are also several different fabric choices available. Pricing information is available from the bookstore. The School of Education requires the selection of the eight-sided velvet tam, the gown is to have three (3) black velvet stripes on the side. The tam is not available for rental and must be purchased; doctoral candidates appreciate having their tam for possible use in the future. Rental regalia are ordered individually for each graduate through the bookstore.

Please visit the bookstore eight weeks prior to graduation, but no less than 30 days before graduation to be measured. Rental gowns are solid black with black trim. All rentals must be returned to the bookstore by the Tuesday following graduation. If you are leaving town and not able to return your items, please contact someone in the Graduate School of Education and arrangements can be made to return your rental gown. If rentals are not returned to the bookstore, you will be billed for the cost of replacement.
 

SUCCESSFUL DISSERTATION DEFENSE AND COMPLETION OF DEGREE REQUIREMENTS

Those who complete all degree requirements and have successfully defended his/her dissertation may request a letter from the Graduate School of Education Chair to be signed by the Chair of the Graduate School of Education and/or the dean of the School of Education, confirming that all degree requirements have been met. Historically, such a letter has been sufficient for employment and/or advancement. The official diploma will be issued at the next commencement and dated accordingly.

 

ED.D./ED Leadership.
 

PHASE 1 - PROFESSIONAL ADVANCED EDUCATION COURSES (EDUCATION SPECIALIST - ED.S.) - 30-33 HRS

• ED.S. DEGREE EARNED AT BELHAVEN UNIVERSITY - A maximum of 33 credit hours from Belhaven University’s Ed.S. program may be applied to the Belhaven University School of Education Ed.D. degree for graduates in good standing who meet admission requirements.
• ED.S. DEGREE EARNED AT ANOTHER UNIVERSITY - A maximum of 30 credit hours from another institution’s approved Ed.S. program may be applied to the  Belhaven University School of Education Ed.D. degree for those who meet admission requirements.

PHASE II - INTRODUCTORY & ORIENTATION COURSES TO THE ED.D. PROGRAM. - 6-9* HRS

Residency I is required for all entering Ed.D candidates. Courses require pre and post residency course work.

• EDU-700 - (R1) ED.D. ORIENTATION SEMINAR (1 hr)
  Offered: Seven week courses - SUM II (July) - SPR I (Jan)
• EDU-701* - (R1) ADVANCED CHRISTIAN WORLDVIEW (3 hrs)
  Offered: Seven week courses - SUM II (July) - SPR I (Jan)
• EDU-702 - (R1) DISSERTATION PREPARATION/APA (2 hrs)
  Offered: Seven week courses - SUM II (July) - SPR I (Jan)
• EDU-704 - ADVANCED ACADEMIC WRITING (3 hrs)
  Offered: Seven week courses - FALL I (Aug) - SPR II (Mar)

*Required only for Non-Belhaven Ed.S. graduates.

PHASE III - RESEARCH AND METHODS COURSES. - 9-12** HRS

Phase 3 cannot begin before Phase I has been successfully completed.

• EDU-705 - RESEARCH DESIGN & METHODS (3 hrs)
  Offered: Seven week courses - FALL II (Oct) - SUM I (May)
• EDU-710 - RESEARCH STATISTICS (3 hrs)
  Offered: Seven week courses - SPR I (Jan) - SUM II (July)
• EDU-788** - ACADEMIC WRITING INTENSIVE (3 hrs)
  Offered: Seven week courses - SPR I (Jan) - SUM II (July)
   

Candidates select 1 of 3 courses: 

• EDU-712 - ADVANCED QUANTITATE STATISTICAL DESIGNS (3 hrs)
  Offered: Seven week courses - SPR II (Mar) - FALL I (Aug)
• EDU-716 - ADVANCED QUALITATIVE RESEARCH METHODS (3 hrs)
  Offered: Seven week courses - SPR II (Mar) - FALL I (Aug)
• EDU-718 - MIXED METHODS RESEARCH DESIGN (3 hrs)
  Offered: Seven week courses - SPR II (Mar) - FALL I (Aug)

**Required if a grade of “C” is earned in EDU 704 and optional for all candidates; taken concurrently with EDU 710. 

PHASE IV - DISSERTATION. - MINIMUM 12*** HRS

Residency 2 is required to prepare for dissertation research and writing. Doctoral candidates must maintain continuous (uninterrupted) enrollment once they begin Phase IV.

Dissertation course hours are taken in fifteen (15) week blocks and align with a traditional semester.

• EDU-780 - (R2) DISSERTATION SEMINAR-DESIGN PHASE (3 hrs)
  Offered: January or July
• EDU-781 - ED.D. DISSERTATION BLOCK 1 PROPOSAL PHASE: CHAPTERS 1-3 (3 hrs)
  Offered: Independent
• EDU-782 - ED.D. DISSERTATION BLOCK 2 RESEARCH PHASE: DATA COLLECTION (3 hrs)
  Offered: Independent
• EDU-783 - ED.D. DISSERTATION BLOCK 2 RESEARCH PHASE: DATA COLLECTION (3 hrs)
  Offered: Independent
• EDU-784 - SUPPLEMENTARY DISSERTATION HOURS (REPEATED AS NEEDED) (3 hrs)
  Offered: Independent

***A minimum of 12 dissertation hours are required. Additional hours may be needed. Dissertation and degree completion varies by candidate. Productivity is self-directed and self-motivated.

 

FLOW CHART: 10 STEPS TO DISSERTATION / DEGREE COMPLETION & APPROVAL PROCESS

Below is a chart indicating the 10 Steps of the Dissertation Degree Approval Process and Approval Process. This displays the order of the major transition steps along with the required chair/committee signature approval points. The flow chart depicts the overall process for writing the dissertation from the prospectus to publication.
 

During the dissertation process, depending on the candidate’s study-whether it be Quantitative, Qualitative, or Mixed-Methods - the candidate is required to have six (6) reviews at different stages of the dissertation process to receive validation, verification, and approval of the study:

1. Research Review #1 - Prior to approval of Chapters I‒III: Appendix 8.
2. APA & Content Review #1 - After the candidate integrates Research Review #1 feedback: Appendix 9.
3. IRB Review - Prior to approval of the IRB Application: Appendix 12.A & 12.B.
4. Research Review #2 - Prior to approval of Chapters IV & V: Appendix 15.
5. APA & Content Review #2 - After the candidate integrates Research Review #2 feedback: Appendix 16.
6. Dissertation Publication Review - Prior to approval for publication: Appendix 23.
    

Note the placement of the Research Reviews, IRB Review, APA & Content Reviews, and Publication Review on the 10 Steps Flow Chart.

 

CANDIDATE’S NAME: __________________________________________________________
                                  
YEAR & TERM CANDIDATE BEGAN PHASE IV (RESIDENCY 2): SUM: _____    SPR: _____

This Expanded 10 Steps document succinctly outlines the processes and procedures for writing the dissertation and degree completion.

1. DESIGN PHASE
   1. Prospectus (Step 1, pp. 24-28)
      1. Complete Prospectus Template (Appendix 6)
      2. Receive Chair feedback
      3. Integrate Chair’s feedback and send revised prospectus to Chair
      4. At Chair’s guidance, send prospectus to Member for their feedback
      5. Integrate Member’s feedback
      6. Schedule a Dissertation Support Session (DSS) to present prospectus outline
      7. Receive DSS Panel Review Clearance
      8. Approval of Prospectus
      9. Date: ____________ Obtain required signatures on Prospectus Approval Form (Appendix 7)
2. PROPOSAL PHASE
   2. Chapters I-III (Step 2)
      1. Begin composing Chapters I-III using APA & Content Review #1 Document as a guide (APA & Content Review #1 Rubric‒Appendix 9)
      2. Integrate Chair & Member feedback
      3. Research Review #1
      4. Integration of Research Review #1 Feedback
      5. APA & Content Review #1
      6. Integration of APA & Content Review #1 Feedback
      7. Chapters I-III Approval
      8. Date: _____________ Obtain required signatures on Chapters I-III Approval Form (Appendix 11)
   3. IRB (Step 3, pp. 37-39)
      1. Complete IRB Application (Appendix 12.A)
      2. Complete IRB Consent Document (Appendix 12.B)
      3. School of Education IRB Review
      4. Integrate IRB Review feedback
      5. Submit IRB Application and Consent Document to IRB Reviewer for submission to the Belhaven University Institutional Review Board
      6. Wait to receive IRB Approval Letter prior to data collection
      7. Review Graduation Timeline & Deadline Chart (Appendix 13)
      8. Begin backward mapping dissertation completion/graduation. Be mindful of deadlines and Intent to Graduate application (Appendix 14)
3. RESEARCH PHASE
   4. Conduct Research & Data Collection (Step 4)
      1. Begin data collection using methods outlined in Chapter III and IRB Application
      2. DO NOT deviate from IRB-approved research methods/data collection tools
   5. Write Chapters IV & V (Step 5)
      1. Begin composing Chapters IV-V using APA & Content Review #2 Document as a guide (APA & Content Review #2 Rubric-Appendix 16)
      2. Receive feedback from Chair and Member
      3. Integrate feedback
      4. Research Review #2
      5. Integrate feedback from Research Review #2
      6. APA & Content Review #2
      7. Integrate Feedback from APA & Content Review #2
      8. Chapters IV & V Approval
      9. Date: ______________ Obtain required signatures on Chapters IV-V Approval Form (Appendix 17)
4. DISSERTATION DEFENSE & DEGREE COMPLETION PHASE
   6. Manuscript & Quality Approval (Step 6, pp. 49-51)
      1. Format dissertation Chapters I‒V according to Belhaven University Dissertation Formatting and Publication Guide (Appendix 18)
      2. Hire a proofer/editor (as directed) to review and provide feedback on entire dissertation manuscript
   7. Oral Defense of Dissertation (Step 7)
      1. Chair and Member review and provide feedback on the entire Dissertation Manuscript
      2. Receive Chair/Member approval
      3. Date: ______________ Obtain required signatures on Dissertation Manuscript Format Approval Form (Appendix 19)
      4. Coordinate with Director of Doctoral Studies/Chair/Member about date/time for oral defense
      5. Date: ______________ Obtain signatures on Oral Dissertation Defense Scheduling Request Form (Appendix 20)
      6. Submit 5-6 hard copies of Dissertation Manuscript to Director of Doctoral Studies two (2) weeks prior to scheduled oral defense
      7. Prepare 20-minute PowerPoint (PPT) presentation in preparation for Oral Dissertation Defense
      8. Submit PPT to Director of Doctoral Studies one (1) week prior to defense date
   8. Minor Revisions & Changes - Final APA Approval (Step 8, p. 55)
      1. Integrate feedback received from dissertation defense panel
      2. Submit final manuscript to Director of Doctoral Studies
      3. Date: ______________ Obtain Signatures on Final Committee Approval of Dissertation Form (Appendix 22)
   9. Publication of Final Approved Dissertation (Step 9)
      1. Date: _______________ Obtain signatures on Dissertation Manuscript Format Approval Form for Publication (Appendix 23)
      2. Schedule meeting with School of Education Publications Coordinator to discuss ProQuest publication logistics
      3. Purchase the required number of hardbound copies of dissertation
   10. Graduation Process (Step 10).
       
        

Read and sign the Doctoral Dissertation Committee Chair and Committee Member Form.

 

DISSERTATION COMMITTEE CHAIR & MEMBER QUALIFICATIONS & RESPONSIBILITIES

THE DISSERTATION COMMITTEE CHAIR AND MEMBER QUALIFICATIONS

• Full-time BU faculty member or BU School of Education-approved chair pool
• Must hold an earned doctorate degree from a regionally-accredited university. This normally means a Ph.D. or Ed.D. in an education-related field.
   

RESPONSIBILITIES

• Provides mentorship to doctoral candidates (no more than six) through the dissertation process as outlined in the Dissertation Handbook, from the development of the proposal to the final publishing of the dissertation. This includes providing timely and thorough feedback.
• Provides feedback on manuscripts, unless otherwise communicated to the candidate, within a two-week (14 days) timeframe.
• Provides feedback on doctoral candidate’s skills and provides necessary referrals for additional support.
• Ensures the proposal and the dissertation manuscript comply with all university criteria and are acceptable scholarly works, including conformity to content, structure, format, style, and ethical guidelines.
• Ensures frequent communication with candidate and consultation with committee members.
• Communicates with the committee members frequently and welcomes their suggestions for the candidate’s manuscript.
• Uses all dissertation technologies as outlined in the Dissertation Handbook.
• Completes necessary forms and rubrics as outlined in the Dissertation Handbook.
• Coordinates with candidate about dissertation defense arrangements.

 
For specific information about compensation for serving as a dissertation committee chair, please email Dr. James Young, Dean of Doctoral Studies, Belhaven University (jyoung@belhaven.edu).
 

ED.D. CANDIDATE AND COMMITTEE ROLES/RESPONSIBILITIES

ED.D. CANDIDATE

• Adheres to Christian standards and professional dispositions in all interactions with faculty, staff, and peers.
• Adheres to expectations, procedures, and processes outlined in the BU Ed.D. Dissertation Handbook’s “10 Steps”.
• Makes it a habit to use his/her Belhaven student email daily for all communication with Belhaven Faculty.
• Adheres to APA & BU formatting guidelines.
• Adheres to BU policies outlined in the Ed.D. Handbook.
• Initiates and maintains communication with dissertation chair and member for the duration of the dissertation writing process.
• Submits two (2) Dissertation Success Plans (DSPs) per semester in the following courses: EDU 780, 781, 782, 783, 784.
• Submits drafts of Prospectus, Proposal (Chapters I‒III), and Chapters IV-V to Chair & Member for feedback.
• Integrates revisions into documents based on Chair & Member feedback, Research Review feedback, IRB Review, and APA & Content Review feedback.
• Obtains required signatures on all required forms.

ED.D. CHAIR AND COMMITTEE MEMBER

• Models Christian standards and professional dispositions in all interactions with faculty, staff, peers, and candidates.
• Ensures candidate adheres to BU Ed.D. Dissertation Handbook’s “10 Steps”.
• Reminds candidate the Belhaven email is the primary communication mode.
• Ensures candidate adheres to APA & BU formatting guidelines.
• Ensures candidate adheres to BU policies outlined in the Ed.D. Handbook.
• Provides timely response, support, guidance, and expertise to candidate as he/she navigates the dissertation writing process.
• Communicates with candidate a minimum of twice each semester.
• Provides feedback on all submitted documents within a two-week (14 days) timeframe.
• Ensures candidate integrates feedback into revised documents.
• Signs required forms as requested by the candidate.
  
   

Format the prospectus in accordance with the information on the template in the following pages.

• Copy/cut and paste the template found on the next pages in order to have formatting and headings in place when word processing the prospectus (working document). DELETE ALL directions, references to texts, parameters, and examples.
• Adhere to all APA guidelines including formatting requirements. Be sure content is double-spaced and the font is Times New Roman 12 point.
• Additional information (explanations and examples) is found in Chapters 5 and 12 of Writing the Winning Thesis or Dissertation: A Step-by-Step Guide (Joyner, et al., 2018).
   

TEMPLATE

CANDIDATE NAME: _______________________

DISSERTATION CHAIR: _______________________

DISSERTATION COMMITTEE MEMBER: _______________________

Proposed Dissertation Title

Research Problem

What is the research problem? Explain the specific research problem you propose to investigate. [1-2 paragraphs] Detailed information can be found in Joyner et al., 2018, p. 125 and Chapter 5. (Use questions on page 62 as a guide.)

Complete the charts below to provide evidence from the literature and empirical data documenting the problem and/or the need to investigate the proposed research problem.


Evidence from the Literature

Empirical or Anecdotal Data (National, State, or Local*)

*Evidence should not be representative of only a single school/district, unless the research problem is unique and adds to the existing knowledge base on the research topic.

 

Theoretical/Conceptual Framework and Conceptual Model

What are the theoretical, conceptual, and/or empirical frameworks related to the research problem? Additional information may be found in Joyner et al., 2018, pp. 130-136.


Theoretical/Conceptual Framework

Provide an overview of the most appropriate foundation for your proposed research study. [Maximum=1 page].


Conceptual Model (optional)

Present a visual or schematic representing the conceptual framework for your study.
The visual/schematics should show the relationship among the concepts (constructs, variables, and/or factors) to be investigated in the proposed study.

Purpose of the Study

What is the proposed purpose of the study? [Provide one or two sentences up to a single brief paragraph.].
Begin the response with this prompt: “The purpose of the study is to…”    
The research problem and purpose of the study must be aligned.

Research Questions

What are the research questions you plan to answer? [3-5 questions].
Questions must be aligned with the research problem and purpose of the study. 

Construct Matrix

Complete the matrix below demonstrating the alignment of the research questions, study variables, and sources of data you will use to answer your questions.
 

Research Method/Approach

Based on the problem, purpose, and research questions, what research method/approach is proposed for the study? Briefly explain why the selected method/approach is appropriate for the study. If a potential instrument(s) has been identified, please attach. [1-2 paragraphs].

Definition of Key Terms

Provide definitions of only the key terms specifically related to the study; cite scholarly sources.

Other Essential Information

Briefly outline any specific parameters/boundaries (delimitations) or special circumstances (researcher’s role or assumptions) necessary in understanding the scope of your study.

References

Include a reference page that lists all sources used in the development of the prospectus.

 

Read and sign the Prospectus Approval Form.

 

Coming soon.

 

KEY - TEXTS

No feedback/Not applicable - N    FB - Feedback provided in document.
 

The dissertation chair needs to read and sign the APA and Content Review Process Form.

 

Read and sign the Chapters I-III Approval Form.

 

INSTITUTIONAL REVIEW BOARD - IRB APPLICATION / HUMAN SUBJECTS RESEARCH APPLICATION

• Doctoral candidates will use the IRB application in order to receive IRB approval before human subject research can begin.
• The IRB application can be found on BlazeNet at https://blazenet.belhaven.edu/IRB/Pages/default.aspx.
• If you have any questions about the IRB application, contact the IRB Reviewer for assistance.
• Candidates must send the completed IRB Application form with all attachments to his/her dissertation chair for approval and then to the IRB Reviewer.  
• The IRB Reviewer will review your IRB application and possibly ask for revisions. The purpose of this review is to identify and fix any problems before your application goes to the Belhaven University Institutional Review Board.
• Once approved by the dissertation chair and IRB Reviewer, the IRB Reviewer will submit the IRB application to the Belhaven University IRB Committee.
• The Belhaven University IRB will communicate with you about any needed revisions, refusals, or approvals.  The IRB Reviewer will be able to assist you with understanding revisions or refusals of the IRB.
   

NO RESEARCH MAY BEGIN UNTIL A CANDIDATE HAS IRB SIGNED APPROVAL.

 

INSTITUTIONAL REVIEW BOARD - IRB CONSENT DOCUMENT / STANDARD SIGNED INFORMED CONSENT DOCUMENT

• Doctoral candidates will use the IRB consent form template to prepare a consent form, a required piece of your IRB application.
• The IRB consent form template can be found on BlazeNet at https://blazenet.belhaven.edu/IRB/Pages/default.aspx.
• If you have any questions about the IRB application or consent form, contact the IRB Reviewer for assistance.
• Candidates must send the completed IRB Application form with all attachments (including the consent form) to his/her dissertation chair for approval and then to the IRB Reviewer.  
• The IRB Reviewer will review your IRB application and consent form and possibly ask for revisions. The purpose of this review is to identify and fix any problems before your application goes to the Belhaven University Institutional Review Board.
• Once approved by the dissertation chair and IRB Reviewer, the IRB Reviewer will submit the IRB application and consent form to the Belhaven University IRB Committee.
• The Belhaven University IRB will communicate with you about any needed revisions, refusals, or approvals.  The IRB Reviewer will be able to assist you with understanding revisions or refusals of the IRB.
   

NO RESEARCH MAY BEGIN UNTIL A CANDIDATE HAS IRB SIGNED APPROVAL.

 

GRADUATION TIMELINE & DEADLINE CHART

ALL DEADLINES ARE STRICTLY ENFORCED. Missed deadlines will result in a candidate’s deferral of graduation. Completing different phases sooner than the deadline is strongly advised. The School of Education cannot facilitate and/or schedule all candidate oral defenses in the last two months leading up to graduation. Candidates should remember time is needed for the Final Formatting Review and time will be needed to make revisions. PLAN ACCORDINGLY.

PLANNING TO GRADUATE IN APRIL/MAY

• November 1st - Submission and approval of chapters I-III.
• November 1st (6 months prior to graduation) - Intent to Graduate application: To be completed online through Blazenet. 
• 1st week in February - Initial copy of dissertation to be approved by the Chair/Member. Candidate to have the second APA & Content Review of Chapter IV & V. Appendix 19: Dissertation Manuscript Format Approval Form signed by Chair and Director of Doctoral Studies.
• 2nd week in February - Once the Dissertation Manuscript has been approved, the candidate is to submit the Oral Dissertation Defense Scheduling Request Form‒Appendix 20.
• March - Candidate to submit 5-6 hard copies of the APA- approved dissertation manuscript to the Director of Doctoral Studies two weeks prior to the ORAL DEFENSE.
• 1st full week in March - FINAL DEADLINE FOR ORAL DEFENSES
• 2nd week in April - FINAL DISSERTATION FORMAT APPROVAL: Once the candidate has successfully defended his/her dissertation and made the needed revisions, it is to be submitted to the Publications Coordinator for Final Dissertation Format Approval-Appendix 23.
• May 1st (Last day for the dissertation to be submitted to the Library. No exceptions.) - DISSERTATION APPROVED AND SUBMITTED TO THE LIBRARY FOR BINDING AND PUBLICATION: A candidate will not graduate without his/her final approved dissertation having met all approvals and having been submitted to the University Library to be processed for hardcopy binding and electronic publication.

PLANNING TO GRADUATE IN DECEMBER

• June 1st - Submission and approval of chapters I-III.
• June 1st (6 months prior to graduation) - Intent to Graduate application: To be completed online through Blazenet. 
• 1st week in September- Initial copy of dissertation to be approved by the Chair/Member. Candidate to have the second APA & Content Review of Chapter IV & V. Appendix 19: Dissertation Manuscript Format Approval Form signed by Chair and Director of Doctoral Studies.
• 2nd week in September - Once the Dissertation Manuscript has been approved, the candidate is to submit the Oral Dissertation Defense Scheduling Request Form‒Appendix 20.
• October - Candidate to submit 5-6 hard copies of the APA- approved dissertation manuscript to the Director of Doctoral Studies two weeks prior to the ORAL DEFENSE.
• 1st full week in October- FINAL DEADLINE FOR ORAL DEFENSES
• 2nd week in November - FINAL DISSERTATION FORMAT APPROVAL: Once the candidate has successfully defended his/her dissertation and made the needed revisions, it is to be submitted to the Publications Coordinator for Final Dissertation Format Approval-Appendix 23.
• December 1st (Last day for the dissertation to be submitted to the Library. No exceptions.) - DISSERTATION APPROVED AND SUBMITTED TO THE LIBRARY FOR BINDING AND PUBLICATION: A candidate will not graduate without his/her final approved dissertation having met all approvals and having been submitted to the University Library to be processed for hardcopy binding and electronic publication.
  
   

CANDIDACY INTENT TO GRADUATE FORM

Belhaven University has graduation services twice a year: in May and December.  Graduation information can be found on the Registrar’s website through Blazenet. The Candidacy Intent to Graduate Application for graduation is to be completed and submitted no later than the beginning of the term in which the candidate intends to defend his/her dissertation or six (6) months prior to graduation.
 

IMPORTANT DEADLINES FOR FILING THE CANDIDACY INTENT TO GRADUATE FORM

• NOVEMBER 1^st for MAY Graduation.
• JUNE 1^st for DECEMBER Graduation.
   

If a Candidacy Application has not been filed by the deadline date, the candidate’s graduation will be deferred until the next graduation.  

If, for some reason a candidate’s graduation will be delayed and the candidate has already submitted the Candidacy Intent to Graduate Application, the candidate is to contact the Registrar’s Office and the application can be withdrawn.

To locate, fill out, and submit the Candidacy Intent to Graduate Application Form online and through Blazenet, follow the following path on the Belhaven website.

• Belhaven Home Page → My Belhaven → Select Blazenet → Log in to Blazenet.
  • Go to the Self Service Menu.
    • Select Web Advisor for Students → Select Academic Planning → Select Apply for Graduation → Select the Degree: Doctor of Education Ed.D.
      • Candidacy Intent to Graduate Application Form.
        • Complete and submit the Form; you will be required to pay the Graduation Fee at that time.
          
           

Coming soon.

 

KEY - TEXTS

No feedback/Not applicable - N    FB - Feedback provided in document.
 

Read and sign the Chapters IV and V Approval Form.

 

FORMATTING THE DISSERTATION

Candidates are to use and follow the guides in the Belhaven University School of Education Dissertation Publication & Formatting Guide when writing and publishing his/her dissertation.

The general structure of the dissertation shall be as follows:

• ONE BLANK COVERSHEET PAGE
• SECOND COVERSHEET PAGE: BELHAVEN UNIVERSITY SEAL (to be centered horizontally and vertically)
  • *APPENDIX 18.A: DISSERTATION SECOND INSIDE COVERSHEET: UNIVERSITY SEAL.
• THE ABSTRACT
  • *APPENDIX 18.B: THE ABSTRACT TEMPLATE.
• TITLE PAGE
  • *APPENDIX 18.C: DISSERTATION SAMPLE TITLE PAGE.
• COPYRIGHT PAGE

  • ii: Number pre-body/text pages using Roman numerals. Begin with (ii) at the bottom of the copyright page.

• FINAL CHAIR & COMMITTEE SIGNATURE/APPROVAL PAGE
  • iii: *APPENDIX 22: FINAL COMMITTEE APPROVAL OF DISSERTATION: TO BE ADDED TO THE FINAL PUBLISHED DISSERTATION.
• ACKNOWLEDGEMENTS PAGE (Optional)
  • iv.
• TABLE OF CONTENTS
• LIST OF TABLES (as needed)
• LIST OF FIGURES (as needed)
• BODY/TEXT
  • Begin numbering pages in the upper right-hand corner of page. Page one (1) begins with Chapter I.
• REFERENCES
• APPENDICES
• BELHAVEN UNIVERSITY INSTITUTIONAL REVIEW BOARD HUMAN SUBJECTS REVIEW APPROVAL STATUS FORM
• VITA
  • *APPENDIX 18.D: DISSERTATION VITA TEMPLATE.
• ONE BLANK PAGE
   

PLEASE NOTE

Candidates are to use and follow the instructions found in the Belhaven University School of Education Dissertation Publication & Formatting Guide when writing the dissertation.
 

ABSTRACT

The abstract is a summary of your dissertation written in no more than 350 words, single-spaced. The abstract, a summary of the dissertation, should state the problem, explain briefly the method of research used, and summarize the results. Do NOT include tables or figures in the abstract.

*APPENDIX 18.B: THE ABSTRACT TEMPLATE.
 

TITLE PAGE

The title page indicates the exact title of the dissertation, the title of the specific degree, the final month and year of the semester of the graduation (May or December). The exact title of the dissertation should be centered within the acceptable margin of 1½ inch from the top of the page and should be in all CAPITAL LETTERS. If the title requires more than one line, the second and each succeeding line should be centered so the title forms an inverted pyramid shape.

*APPENDIX 18.C: DISSERTATION SAMPLE TITLE PAGE.

IMPORTANT TO NOTE

The margins for the final dissertation will be 1 inch on the top, bottom and right-hand side of the paper. However, for binding and publication purposes, the left-hand margin is to be 1½ inches (an exception to the usual APA formatting).

The first, middle initial, and last name of the author should be centered approximately
1½ inches below the last line of the title and should be in all capital letters. The word “By” should be centered one double space above the name. The author’s degrees held follow (single spaced with a double space between degrees), along with the names of the institutions granting the degrees, the location of the institutions, and the year the degrees were conferred. (The length of the title may cause the vertical spacing to vary as the name and the degree are to be centered between the title and the submission statement.

The submission statement indicates the dissertation is submitted in partial fulfillment of the requirements for the doctoral degree. It appears 1½ inches below the date of the last degree earned. If submitted in the spring, the month should be May; if summer, the month should be August; and if the fall, the month should be December. The submission statement is single spaced in an inverted pyramid format.

See sample: APPENDIX 18.C: DISSERTATION SAMPLE TITLE PAGE.
 

COPYRIGHT PAGE

Under the current United States Copyright Law, copyrightable material becomes copyrighted in the process of being produced. When the dissertation chapters have been written and are in a fixed form, it is then protected by copyright, and the copyright in the work immediately becomes the property of the author. No publication, registration, or other action is required to secure copyright. There is no requirement the work be published or registered to obtain protection under copyright law. The copyright of any work immediately becomes the property of the author who created the work.

The Belhaven University School of Education is requiring all candidates to have a copyright notice page as part of their dissertation. The copyright notice consists of the international copyright symbol of a “©” and the word “Copyright” plus the author’s name and the year in which the material was created, for example:

Copyright © by Jane Doe 2019
All Rights Reserved

Single-spaced below the copyright statement should be the words “All Rights Reserved” (no punctuation after this statement). The copyright notice should be displayed on the third page of the dissertation following the title page and numbered using the Roman numeral “ii” (see sample copyright page in the Belhaven University School of Education Dissertation Publication Guide). For more information, refer to the APA Manual 1.15: Author’s Copyright on an Unpublished Manuscript.

For the writer’s work to be officially copyrighted, it must be registered with the U.S. Copyright Office. It is the responsibility of the author to verify current status of the Copyright Law with the U.S. Copyright Office, Washington, DC. Please contact the Graduate School of Education for more information.
 

SIGNATURE/APPROVAL PAGE

See sample: APPENDIX 22: FINAL COMMITTEE APPROVAL OF DISSERTATION: TO BE ADDED TO THE FINAL PUBLISHED DISSERTATION.

 

*APPENDIX 18.A: DISSERTATION SECOND INSIDE COVERSHEET: UNIVERSITY SEAL.
 

ABSTRACT TEMPLATE

DISSERTATION SAMPLE TITLE PAGE

*APPENDIX 18.C: DISSERTATION SAMPLE TITLE PAGE.

Font should be: Times New Roman pt.12.

EDUCATOR AS SERVANT LEADER: LIVING AND MODELING

A CHRISTIAN WORLDVIEW AS A

REFLECTIVE PRACTITIONER

By

CANDIDATE’S NAME, FIRST M. LAST

Belhaven University
Jackson, Mississippi

Submitted to Belhaven University School of Education
in partial fulfillment of
the requirements for
the Degree of
DOCTOR OF EDUCATION
December, 2021

 

DISSERTATION VITA TEMPLATE

Read and sign the Dissertation Manuscript Format Approval Form.

 

Read and sign the Oral Dissertation Defense Scheduling Request Form.

 

Read and sign the Oral Dissertation Defense Final Committee Decision Form.

 

CANDIDATE: _______________________________________________________________________________________ DATE: ______________

DISSERTATION TITLE: __________________________________________________________________________________________________

______________________________________________________________________________________________________________________

 

CANDIDATE: _______________________________________________________________________________________ DATE: ______________

DISSERTATION TITLE: __________________________________________________________________________________________________

______________________________________________________________________________________________________________________

 

Read and sign the Final Committee Approval of Disertation Form.

 

Read and sign the Dissertation Manuscript Format Approval for Publication Form.

 

ESTIMATED FEES AND COST FOR DISSERTATION COMPLETION

This is an estimated listing of some of the fees and expenses candidates should expect to pay “out of pocket” during the progression of their dissertation research, including writing their manuscript, undergoing format reviews, preparing the dissertation manuscript for publication and binding, obtaining a copyright, submitting the dissertation for electronic publishing, and graduation expenses (cap, hood, and gown).

All fees and/or expenses are based on current year estimates, please be sure to check current and most actuate pricings.

 

Read and sign the ED.D. Memorandum of Understanding Form.

 

Beginning in November 2018, semi-annual Dissertation Support Sessions were made available to doctoral candidates during the Prospectus Phase of the Dissertation Process. A Review Panel comprised of academicians with experience and specialized knowledge in general research design and qualitative, quantitative, and mixed methods methodological approaches convene to advise candidates and provide feedback on tentative dissertation study plans. These Dissertation Support Sessions are held approximately six weeks following Residency II. 

The Director of Doctoral Studies will send notice and periodic reminders of upcoming Dissertation Support Sessions to doctoral candidates who have attended Residency II. In advance, candidates must reserve a 20 to 30-minute time slot in order to interact with the Review Panel. Candidates will have the opportunity to reserve a time slot for the next Dissertation Support Session while present at Residency II. After the residency has concluded, reservations must be made with the Director of Doctoral Studies. While in-person interaction with the Review Panel is most beneficial, virtual sessions will be available through video conferencing (Zoom).
 

EXPECTATIONS & REQUIREMENTS OF DOCTORAL CANDIDATES

• Reserve a 20- to 30-minute time slot to meet with the Review Panel.
• Invite your Dissertation Chair.
• At least one week prior to the Dissertation Support Session, submit the most recent version of your Prospectus document and any supplemental documents to the Director of Doctoral Studies.
• Be prepared to make a three-minute “Research Snapshot” presentation (reflect back to Residency II).
• Do not cancel your reservation.
  
   

Doctoral candidates must maintain continuous enrollment once they begin Phase IV of the Dissertation Block. A minimum of 12 credit hours (4, 3-hour course enrollments) is requirement and should be taken in sequence prescribed below.

• EDU 780 → EDU 781 → EDU 782 → EDU 783

Following completion of these four, 16-week courses, if candidates have no completed their dissertations, they must maintain continued enrollment by registering for EDU 784*. Candidates must register for EDU 784 each semester after htye have completed the initial 12 dissertation hours until they successfully defend their dissertations or the 5-year maximum time allotment for dissertation completion expires.

Should doctoral candidates need to postpone their dissertation work for one semester or fail to register for th enext dissertation block of hours in the prescribed sequence of courses (EDU 780 → EDU 781 → EDU 782 → EDU 783), they will need to align their registration with the revised schedule of courses shown below. Candidates must complete 12 consecutive, uninterrupted dissertation hours. Please note that on a second postponement or failure to register for the appropriate dissertation course/hours, candidates will be dismissed from the doctoral program.

POSTPONED OR FAILED TO REGISTER FOR

EDU 780

Begin continuous enrollment again at: Next offering of EDU 780 aligns with the next Residency II held in either January or July.

Revised sequence of courses for continuous enrollment: EDU 780 → EDU 781 → EDU 782 → EDU 783.

EDU 781

Begin continuous enrollment again at: Next offering of EDU 781.

Revised sequence of courses for continuous enrollment: EDU 781 → EDU 782 → EDU 783 → EDU 784.

EDU 782

Begin continuous enrollment again at: Next offering of EDU 782.

Revised sequence of courses for continuous enrollment: EDU 782 → EDU 783 → EDU 784 → EDU 784.

EDU 783

Begin continuous enrollment again at: Next offering of EDU 783.

Revised sequence of courses for continuous enrollment: EDU 783 → EDU 784 → EDU 784 → EDU 784.

*EDU 784 is the course number for Supplement Dissertation Hours.

 

DISSERTATION SUCCESS PLAN

Congratulations on reaching Phase IV (Dissertation) of the doctoral program. During Phase IV, candidates transition from seven-week courses to 15-week (semester-long) courses. During each Phase IV course (EDU780, 781, 782, 783, and 784), candidates complete two Dissertation Success Plans (DSP)-a Guiding DSP and a Reflective DSP.  

Candidates use the Guiding DSP as a roadmap for communicating with his/her chair, as well as completing and submitting dissertation deliverables during each semester-long course (see Dissertation Deliverables Chart). Candidates use the Reflective DSP as a checklist to gauge his/her dissertation progression.

The time it takes to complete your dissertation is dependent upon the schedule you establish for completing each of the dissertation deliverables in the respective Phase IV courses. As such, it is important to reflect upon the goals you outline in each course to ensure you are successfully progressing along your dissertation journey.

Adherence to Doctoral Studies policies, processes, and procedures in the “10 Steps”, time management, reading literature, academic writing, responsiveness to and consideration of chair and committee member, integration of feedback, strong work ethic, and determination are the keys to successfully completing your dissertation.

Directions: Complete the contact information table. Type in your signature and the date on which you completed the table.

_{NOTE: It is important you spend time working on your dissertation in order to graduate by the time you have personally targeted.}
 

COMMUNICATION STATUS REPORT

The Communication Status Report is submitted ONLY in Week 10 in EDU 780.

The Communication Status Report is submitted in Week 3 and Week 10 in all other dissertation blocks (EDU 781‒784).

At least two (2) interactions with your chair must be submitted on each report.

_{NOTE: If you are having difficulty communicating with your chair, please make one more attempt to contact him/her. After 7 days with no response, please contact the Director of Doctoral Studies.}
 

INSTRUCTIONS FOR COMPLETING THE DSP

Candidates will complete two (2) Dissertation Success Plans (DSPs) in each Phase IV course. The Guiding DSP is due week 1 of each course (except EDU 780) and the Reflective DSP is due in Week 13. Candidates are expected to communicate with chairs a minimum of twice per semester. Communication with the chair is documented on the Communication Status Report form. Candidates are also expected to submit a minimum of one dissertation deliverable each semester (see chart of acceptable deliverables). When completing the Guiding DSP, candidates outline weekly goals, communicate with their chair, and identify at least one deliverable to complete during the course.

There are five assignments due for each Phase IV course. The five assignments are:

1. Guiding DSP (Week 2)
2. Communication Status Report (Week 4-All Phase IV courses except EDU 780)
3. Communication Status Report (Week 10)
4. Reflective DSP (OPTIONAL - Week 13)
5. Dissertation deliverable (OPTIONAL - Week 14)

DISSERTATION DELIVERABLES

Design Phase: *EDU 780

• Prospectus Draft
• Research Review #1
• Panel Review Clearance
• Prospectus‒Final
• Prospectus Approval Form

Proposal Phase: *EDU 781

• Chapter I
• Chapter II
• Chapter III
• Chair Review
• Member Review
• APA & Content Review #1
• Approval-Chapters I‒III
• IRB Application
• IRB Approval

Research Phase: *EDU 782

• Data Collection
• Data Analysis
• Chapter IV‒Draft
• Chapter V‒Draft
• Research Review #2
• APA & Content Review #2
• Approved‒Chapters IV‒V
• Chapters IV‒V Approval Form

Dissertation Defense & Degree Completion Phase: *EDU 783 & *EDU 784 (if needed)

• Formatted Chapters I‒V Manuscript
• Feedback from proofer/editor
• Feedback on Manuscript from Chair & Member
• Dissertation Manuscript Format Approval
• Dissertation Defense Scheduling Request Form
• PowerPoint for Oral Defense
• Feedback from Defense Panel
• Final Manuscript
• Final Committee Approval of Dissertation Form 

*Course progression and order of deliverables for candidates aiming to complete the dissertation and doctoral degree in four semesters; deliverables may be submitted in any course; however, they must be submitted in the order as outlined on the “10 Steps” visual and/or Expanded 10 Steps document.    

As you complete your Guiding DSP, build in the number of revisions you may need for each deliverable based on reviews by your chair, committee member, Research Reviewer, as well as APA & Content Reviewer. Account for a minimum of one revision per deliverable. The number of revisions is dependent upon the quality of the initial document you produce, along with your attentiveness to integrating feedback.
 

GUIDING DSP - DUE WEEK 1 (EDU 781, 782, 783, 784)

Use the Guiding DSP chart below to identify weekly goals and track the deliverable(s) to be completed during the course. The goals should be guided by the instructions noted above as well as the “10 Steps.”

Answer the following:

1. What mode of communication will you use with your chair?
2. Guiding DSP Chart.

REFLECTIVE DSP-DUE WEEK 13 (EDU 780‒784)

Provide a reflection for each week of how you met, partially met, or did not meet your goals or deliverables as outlined in your Guiding DSP.

Complete the following:

1. Reflect on your communication activities with your chair during this course. What worked/did not work? How might future communication change based on this course?  
2. Reflective DSP Chart: