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Journal ArticleDOI

A Four Stage Framework for the Development of a Research Problem Statement in Doctoral Dissertations

26 Jul 2021-International Journal of Doctoral Studies (Informing Science Institute)-Vol. 16, pp 469-485
TL;DR: In this article, the authors provide a framework for mentors and advisors to assist students in writing their research problem statement, which will help students with the task of writing their own research problems statement.
Abstract: Aim/Purpose: Provide methodology suggesting steps to doctoral mentors to work with students in constructing their research problem statement in their dissertation. Background: Writing a doctoral dissertation is a long journey, and it typically starts with writing the research problem statement. Students face challenges in articulating the research problem statement. Clearly articulating the research problems statement influences the success of the entire dissertation. Methodology: This paper uses a widely used framework to describe student adjustment to graduate studies in general and to doctoral programs in particular. Contribution: This study provides a framework for mentors and advisors to assist them in guiding students in writing their research problem statement. Findings: Writing a research problem statement is difficult by itself. Following the methodological approach suggested in this study will help students with the task of writing their own. Recommendations for Practitioners: A methodological approach to writing a research problem statement is helpful in mitigating the difficulties of writing the dissertation. This study tackles the difficulties with writing the research problem statement. Recommendation for Researchers: More research needs to be done to expand the use of a methodological approach to writing in other sections of the dissertation. Impact on Society: The findings of this research will help doctoral mentors/advisors as they guide students in completing the writing of their research problem statement Future Research: Future research should follow a similar methodological approach in guiding students in writing the other sections of the dissertation

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Citations
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Journal ArticleDOI

885 citations

01 Jan 2018
TL;DR: The authors summarizes some pivotal information on how to write a high-quality dissertation literature review and concludes with a discussion of common mistakes and a framework for the self-evaluation of a literature review.
Abstract: Writing a faulty literature review is one of many ways to derail a dissertation. This article summarizes some pivotal information on how to write a high-quality dissertation literature review. It begins with a discussion of the purposes of a review, presents taxonomy of literature reviews, and then discusses the steps in conducting a quantitative or qualitative literature review. The article concludes with a discussion of common mistakes and a framework for the self-evaluation of a literature review.

558 citations

Posted Content
TL;DR: In this paper, the authors describe how detailed, written grading criteria describing what students should learn and how they will be evaluated should be a central part of law teachers' assessment plans.
Abstract: Assessment is crucial to effective teaching and learning. Carnegie's Educating Lawyers and Roy Stuckey's Best Practices for Legal Education emphasize the importance of assessment. This article explains how detailed, written grading criteria describing what students should learn and how they will be evaluated should be a central part of law teachers' assessment plans. The article details how rubrics can improve law student learning, and contains both detailed, step-by-step directions on creating rubrics and examples of rubrics from many different law school courses.

11 citations

Journal ArticleDOI
TL;DR: In this article, the authors outline the various steps of thesis writing to guide the PhD candidate so that the task of PhD thesis writing becomes manageable and less daunting, which is a useful roadmap especially for students of the social sciences studies.
Abstract: Thesis writing is a skill that every PhD candidate must acquire to convey his or her research findings clearly. The main objective of this paper is to facilitate the thesis writing process so that PhD candidates understand what a PhD thesis is and can write their thesis correctly and scientifically. The methodology used in this research was descriptive as it discusses and describes the various parts of thesis writing process and explains how to do it in a very simple and understanding language. As thus, this article outlines the various steps of thesis writing to guide the PhD candidate so that the task of PhD thesis writing becomes manageable and less daunting. This research is a useful roadmap especially for students of the social sciences studies. Further, in this paper, research procedure and thesis writing strategies are explained in a simple manner. This paper adopts a how-to approach when discussing a variety of relevant topics, such as thesis introduction, types of introductions, introduction statements, problem statement, research questions, hypothesis and contributions of the study. This paper has 5 parts: Introduction, Literature Review, Methodology, Results and Conclusion. The introduction chapter is discussed in this paper. I will discuss the rest as a series in the future.

9 citations

Book
31 Dec 2008
TL;DR: These booklets are intended to support the dissertation research and writing process by providing faculty and advisors with guidelines for setting clear expectations for student performance, and with a model for helping students produce the desired quality of work.
Abstract: This is one of three short booklets designed to be given to graduate students as they begin their studies. These booklets explain the purposes of the dissertation and the criteria by which it will be assessed. They help students understand the context of their course work; the need to take an active role in shaping their studies; and the importance of thinking ahead about the components of the dissertation and the quality of scholarship they will need to demonstrate.These booklets are intended to support the dissertation research and writing process by providing faculty and advisors with guidelines for setting clear expectations for student performance, and with a model for helping students produce the desired quality of work. They encourage dialogue between faculty and students about the quality of the components of their dissertation project. They include rubrics that students can use to self-assess their work and that can aid faculty in providing focused feedback.Setting explicit targets and benchmarks of excellence of the sort advocated in these booklets will enable departments and universities to respond to demands for accountability with clear criteria for, and evidence of, success; and will raise the overall quality of student performance.

4 citations

References
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Journal ArticleDOI
TL;DR: In this paper, the authors review the diverse ways in which perceived selfefficacy contributes to cognitive development and functioning and find that teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve.
Abstract: In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beli...

7,013 citations


"A Four Stage Framework for the Deve..." refers background in this paper

  • ...WRITING EFFICACY AND SELF-EFFICACY Self-efficacy has been the subject of discussions in many areas of research and is considered a key contributor to the success of individuals who persist and complete tasks (Bandura, 1993, Bruning et al., 2013)....

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  • ...Bandura (2006) identified four skills that contribute to an individual's self-efficacy: cognitive skills, motivational skills, emotional skills, and behavioral skills. In terms of the completion of academic tasks, Bandura (1993) noted that self-efficacy operates at three different levels when it comes to contributing to students’ academic success. These include student’s belief, the teacher’s belief, and the faculty’s belief in the self-efficacy of the students. McBrayer et al. (2018) conducted a study about the relationship between self-efficacy and time to degree completion of doctoral study. The study concluded that students with higher self-efficacy end up completing the writing of their dissertation in a shorter time. A subsection of the concepts discussed regarding the writing of doctoral dissertation is the writingefficacy of the student. Writing efficacy is connected to self-efficacy and explained by Stadtlander et al. (2020). It is described as how well a researcher can accomplish writing tasks based on various skills, such as composition, grammar, and other mechanical skills. Bruning et al. (2013) explained that writing efficacy is a function of three factors: writing ideation, writing convention, and writing selfregulation. In writing ideation, the researcher starts with writing ideas as they emerge in the mind, though how well the researcher expresses the ideas is also important. The writing convention is about the different conventions and rules that need to be followed when writing. Writing self-regulations are related to managing writing tasks and observing the writing habits that researchers develop. Self-efficacy and writing-efficacy are necessary components in successfully completing the dissertation and writing the research problem statement as a first step to writing the dissertation. It is also a known fact that self-efficacy influences writing efficacy – that is, students with higher self-efficacy will make better progress. The question that could be asked regarding this study is how can mentors influence or contribute to enhancing both efficacies to successful writing the research problem statement. Stadtlander et al. (2020) noted that a structured experience that is supervised by the mentor is helpful in improving self-efficacy of the students involved. Breitenbach (2019) suggested that designing a structured program with sufficient feedback could help more students complete their dissertation. Ewing et al. (2012) echoed similar contentions, and designing a structured dissertation writing process helps with the acquisition of research skills....

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  • ...Bandura (2006) identified four skills that contribute to an individual's self-efficacy: cognitive skills, motivational skills, emotional skills, and behavioral skills. In terms of the completion of academic tasks, Bandura (1993) noted that self-efficacy operates at three different levels when it comes to contributing to students’ academic success. These include student’s belief, the teacher’s belief, and the faculty’s belief in the self-efficacy of the students. McBrayer et al. (2018) conducted a study about the relationship between self-efficacy and time to degree completion of doctoral study. The study concluded that students with higher self-efficacy end up completing the writing of their dissertation in a shorter time. A subsection of the concepts discussed regarding the writing of doctoral dissertation is the writingefficacy of the student. Writing efficacy is connected to self-efficacy and explained by Stadtlander et al. (2020). It is described as how well a researcher can accomplish writing tasks based on various skills, such as composition, grammar, and other mechanical skills. Bruning et al. (2013) explained that writing efficacy is a function of three factors: writing ideation, writing convention, and writing selfregulation. In writing ideation, the researcher starts with writing ideas as they emerge in the mind, though how well the researcher expresses the ideas is also important. The writing convention is about the different conventions and rules that need to be followed when writing. Writing self-regulations are related to managing writing tasks and observing the writing habits that researchers develop. Self-efficacy and writing-efficacy are necessary components in successfully completing the dissertation and writing the research problem statement as a first step to writing the dissertation. It is also a known fact that self-efficacy influences writing efficacy – that is, students with higher self-efficacy will make better progress. The question that could be asked regarding this study is how can mentors influence or contribute to enhancing both efficacies to successful writing the research problem statement. Stadtlander et al. (2020) noted that a structured experience that is supervised by the mentor is helpful in improving self-efficacy of the students involved. Breitenbach (2019) suggested that designing a structured program with sufficient feedback could help more students complete their dissertation....

    [...]

  • ...Bandura (2006) identified four skills that contribute to an individual's self-efficacy: cognitive skills, motivational skills, emotional skills, and behavioral skills. In terms of the completion of academic tasks, Bandura (1993) noted that self-efficacy operates at three different levels when it comes to contributing to students’ academic success. These include student’s belief, the teacher’s belief, and the faculty’s belief in the self-efficacy of the students. McBrayer et al. (2018) conducted a study about the relationship between self-efficacy and time to degree completion of doctoral study. The study concluded that students with higher self-efficacy end up completing the writing of their dissertation in a shorter time. A subsection of the concepts discussed regarding the writing of doctoral dissertation is the writingefficacy of the student. Writing efficacy is connected to self-efficacy and explained by Stadtlander et al. (2020). It is described as how well a researcher can accomplish writing tasks based on various skills, such as composition, grammar, and other mechanical skills. Bruning et al. (2013) explained that writing efficacy is a function of three factors: writing ideation, writing convention, and writing selfregulation. In writing ideation, the researcher starts with writing ideas as they emerge in the mind, though how well the researcher expresses the ideas is also important. The writing convention is about the different conventions and rules that need to be followed when writing. Writing self-regulations are related to managing writing tasks and observing the writing habits that researchers develop. Self-efficacy and writing-efficacy are necessary components in successfully completing the dissertation and writing the research problem statement as a first step to writing the dissertation. It is also a known fact that self-efficacy influences writing efficacy – that is, students with higher self-efficacy will make better progress. The question that could be asked regarding this study is how can mentors influence or contribute to enhancing both efficacies to successful writing the research problem statement. Stadtlander et al. (2020) noted that a structured experience that is supervised by the mentor is helpful in improving self-efficacy of the students involved....

    [...]

  • ...Bandura (2006) identified four skills that contribute to an individual's self-efficacy: cognitive skills, motivational skills, emotional skills, and behavioral skills. In terms of the completion of academic tasks, Bandura (1993) noted that self-efficacy operates at three different levels when it comes to contributing to students’ academic success. These include student’s belief, the teacher’s belief, and the faculty’s belief in the self-efficacy of the students. McBrayer et al. (2018) conducted a study about the relationship between self-efficacy and time to degree completion of doctoral study. The study concluded that students with higher self-efficacy end up completing the writing of their dissertation in a shorter time. A subsection of the concepts discussed regarding the writing of doctoral dissertation is the writingefficacy of the student. Writing efficacy is connected to self-efficacy and explained by Stadtlander et al. (2020). It is described as how well a researcher can accomplish writing tasks based on various skills, such as composition, grammar, and other mechanical skills....

    [...]

01 Jan 2006
TL;DR: The notion of perceived self-efficacy is concerned with people's beliefs in their capabilities to produce given attainments (Bandura, 1997). One cannot be all things, which would require mastery of every realm of human life as discussed by the authors.
Abstract: Perceived self-efficacy is concerned with people's beliefs in their capabilities to produce given attainments (Bandura, 1997). One cannot be all things, which would require mastery of every realm of human life. People differ in the areas in which they cultivate their efficacy and in the levels to which they develop it even within their given pursuits. For example, a business executive may have a high sense of organizational efficacy but low parenting efficacy. Thus, the efficacy belief system is not a global trait but a differentiated set of self-beliefs linked to distinct realms of functioning. Multidomain measures reveal the patterning and degree of generality of people's sense of personal efficacy. There is no all-purpose measure of perceived self-efficacy. The " one measure fits all " approach usually has limited explanatory and predictive value because most of the items in an all-purpose test may have little or no relevance to the domain of functioning. Moreover, in an effort to serve all purposes, items in such a measure are usually cast in general terms divorced from the situational demands and circumstances. This leaves much ambiguity about exactly what is being measured or the level of task and situational demands that must be managed. Scales of perceived self-CHAPTER 14 Note that this date is incorrect. The book was published in 2006. 308 A. BANDURA efficacy must be tailored to the particular domain of functioning that is the object of interest. Although efficacy beliefs are multifaceted, social cognitive theory identifies several conditions under which they may co-vary even across distinct domains of functioning (Bandura, 1997). When different spheres of activity are governed by similar sub-skills there is some inter-domain relation in perceived efficacy. Proficient performance is partly guided by higher-order self-regulatory skills. These include generic skills for diagnosing task demands, constructing and evaluating alternative courses of action, setting proximal goals to guide one's efforts, and creating self-incentives to sustain engagement in taxing activities and to manage stress and debilitating intrusive thoughts. Generic self-management strategies developed in one realm of activity are serviceable in other activity domains with resulting co-variation in perceived efficacy among them. Co-development is still another correlative process. Even if different activity domains are not sub-served by common sub-skills, the same perceived efficacy can occur if development of competencies is socially structured so that skills in dissimilar domains are developed together. For example, students are likely to develop similarly high perceived self-efficacy …

4,152 citations


"A Four Stage Framework for the Deve..." refers background in this paper

  • ...Bandura (2006) explained that self-efficacy is often associated with the capability of the individual to complete tasks....

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  • ...Bandura (2006) identified four skills that contribute to an individual's self-efficacy: cognitive skills, motivational skills, emotional skills, and behavioral skills....

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Journal ArticleDOI
TL;DR: The integrative literature review is a distinctive form of research that generates new knowledge about the topic reviewed as discussed by the authors. But little guidance is available on how to organize and write an integrative review.
Abstract: The integrative literature review is a distinctive form of research that generates new knowledge about the topic reviewed. Little guidance is available on how to write an integrative literature review. This article discusses how to organize and write an integrative literature review and cites examples of published integrative literature reviews that illustrate how this type of research has made substantive contributions to the knowledge base of human resource development.

1,930 citations


"A Four Stage Framework for the Deve..." refers background in this paper

  • ...Torraco (2005), on the other hand, considers conducting a literature review very important because it gives the researcher exposure to the past writings on the topic and provides a framework on which to explore the future....

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MonographDOI
24 Jan 2008
TL;DR: This chapter discusses taking charge of yourself and your work, choosing a Qualitative Research Approach, and drawing Trustworthy Conclusions and Presenting Actionable Recommendations in Defense Preparation.
Abstract: List of Tables List of Figures List of Appendices Foreword Preface Acknowledgments About the Authors Part I. Taking Charge of Yourself and Your Work Chapter 1. A Complete Dissertation: The Big Picture Chapter 2. Gearing Up: There is Method in the Madness Chapter 3. Choosing a Qualitative Research Approach Chapter 4. A First Step: Developing Your Proposal Part II. Content and Process: A Chapter-By-Chapter Road Map Chapter 5. Introduction to Your Study Chapter 6. Developing and Presenting Your Literature Review Chapter 7. Presenting Methodology and Research Approach Chapter 8. Analyzing Data and Reporting Findings Chapter 9. Analyzing and Interpreting Findings Chapter 10. Drawing Trustworthy Conclusions and Presenting Actionable Recommendations Part III. Nearing Completion Chapter 11. Some Final Technical Considerations Chapter 12. Defense Preparation Afterword Appendices References Author Index Subject Index

1,841 citations


"A Four Stage Framework for the Deve..." refers methods in this paper

  • ...Bloomberg and Volpe (2018) used it to create a road map for students and to provide suggestions for the completion of their doctoral dissertations. Lewis et al. (2003) used the model to explain the experience of African-American Ph....

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  • ...Bloomberg and Volpe (2018) used it to create a road map for students and to provide suggestions for the completion of their doctoral dissertations....

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Journal ArticleDOI
TL;DR: This paper provides the rationale for developing a solid literature review including detailed instructions on how to conduct each stage of the process proposed and provides arguments for the value of an effective literature review to IS research.
Abstract: This paper introduces a framework for conducting and writing an effective literature review. The target audience for the framework includes information systems (IS) doctoral students, novice IS researchers, and other IS researchers who are constantly struggling with the development of an effective literature-based foundation for a proposed research. The proposed framework follows the systematic data processing approach comprised of three major stages: 1) inputs (literature gathering and screening), 2) processing (following Bloom’s Taxonomy), and 3) outputs (writing the literature review). This paper provides the rationale for developing a solid literature review including detailed instructions on how to conduct each stage of the process proposed. The paper concludes by providing arguments for the value of an effective literature review to IS research.

1,344 citations


"A Four Stage Framework for the Deve..." refers background in this paper

  • ...It gives them examples of how problems statements were written in the past, and they can model what they learn and use it to write their own problem statement (Ebrahim, 2012, Levy & Ellis, 2006)....

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Trending Questions (3)
How to write a problem statement in research?

The paper provides steps for mentors to guide students in writing a research problem statement, but it does not explicitly explain how to write a problem statement in research.

How to Write a Problem Statement in Research?

The paper provides steps for doctoral faculty to help students construct their research problem statement.

How to create a research framework for a doctoral dissertation?

The paper provides a four-stage framework for mentors and advisors to guide students in constructing their research problem statement in a doctoral dissertation.