Please reply to the following number 1,2,3
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Doctoral learners commonly exert intense effort in choosing a topic; it simply requires a significant amount of time and focused effort reading literature from one or more fields of study. Looking back at the readings presented in this course and reflecting on the ideas presented there including the three new dissertation concepts introduced: Need for Study, Significance, and Theoretical Framework, how does reading literature and in particular reading a literature review section contribute to formulating a clearer understanding of these three concepts? Explain.
Reply
1. Kerri Higgs
Reading significant amounts of literature from your field of study is required in order to become a subject matter expert (Bridges, Banaskewski, & Kelly, 2020). As researchers study the literature available they begin to see patterns emerge. These patterns lead to the dissertation topic. Students must study in order to identify their topic. Synthesizing the information allows the gaps in the current literature to become apparent. Dissertation writing requires a large number of resources to substantiate the information within. Without these additional resources, reviews often get rejected for lack of supporting contributions (Kraus, et. al,. 2020). Simply put, the lack of resources not only doesn’t help the credibility of the writing it actually hinders. Researchers will have to determine the type of research that best suits their study. Qualitative research tends to be open-ended questions. These questions lead to further needs that exist in the field. Quantitative research is measurable, yes-no style questions. This is of great importance as it allows the researcher to provide statistical information collected from the data.
Reference
Bridges, S., Banaszewski, C., Kelly, S. (2020). Looking back, looking forward: the integrated literature review. In Grand Canyon University (Ed.), GCU Doctoral Research: The Literature Landscape. Grand Canyon University. https://www.gcumedia.com/digital-resources/grand-canyon-university/2020/gcu-doctoral-research_the-literature-landscape_1e.php
Kraus, S., Breier, M., & Dasí-Rodríguez, S. (2020). The art of crafting a systematic literature review in entrepreneurship research. International Entrepreneurship and Management Journal, 16(3), 1023-1042.
2. Theresa
For this learner, the literature review has progressed from something confusing and unfamiliar to something fundamental and ongoing (Walter & Stouck, 2020). Once the learner’s point of view changes to accept the relevance, usefulness, and value of the literature review for every facet of research, and ultimately dissertation, they are more inclined to use the invaluable resource optimally.
To obtain knowledge on a topic, its significance, and whether there is a need for study, substantial amounts of peer-reviewed and empirical literature must be read, to include articles within the literature reviews and their reference sections of each article. The learner will also need to utilize the literature review to research theoretical framework, theories, and models of previously studied similar topics, as well as problem spaces and gaps in the literature (Bridges, et al., 2020). If there is no need for the study, and/or the topic is of little significance, the literature will reflect that knowledge, and the learner can move on to other areas of study. When considering the theoretical framework, there are many options, but by researching similar topics, the learner can make a knowledgeable decision on the best course of action.
References:
Bridges, S., Banaszewski, C., Kelly, S., Wozniak, R., Banaszewski, C. (2020). Looking back, looking forward: The integrated literature review. In Grand Canyon University (Ed.), GCU doctoral research: The literature landscape. Retrieved from https://lc.gcumedia.com/res820/gcu-doctoral-research-the-literature-landscape/v1.1/#/chapter/8
Walter, L., & Stouck, J. (2020). Writing the literature review: Graduate student experiences. The Canadian Journal for the Scholarship of Teaching and Learning, 11(1). https://doi.org/10.5206/cjsotl-rcacea.2020.1.8295
During RES-815 and RES-820, you have read and annotated 15 articles that could become part of your dissertation’s literature review. As you move forward into your content-specific courses, how do you intend to independently expand your list of resources in preparation for defending your topic selection at your first residency? How will this work eventually develop into your research proposal? What is your plan to use the upcoming courses to continue to develop your literature review? Explain
3. Theresa
Self-efficacy, engagement, time management, adopting a researcher mindset, and internalizing the doctoral dispositions will be imperative during the next months leading up to the first residency (Bridges, et al., 2020). Continuing a plan currently in place involving reading and note-taking on at least two articles per week relating to the dissertation topic is in order, but the number of articles may need to be increased. In addition, the learner will be expanding the bibliography that was begun in the first two classes, adding each new article upon completing the reading and note-taking. Ongoing work will encompass researching the background and related literature, figuring out the most appropriate research method, and defining the research problem, which will need attention up to and including the writing of the research proposal (Yamin & Purwati, 2020). Although the learner does not know what research and assignments will be required in the upcoming classes, they will use the knowledge gained to improve their writing and strengthen their bibliography, literature review, research problem, and proposal. The learner needs to progress closer to being an independent researcher.
References:
Bridges, S., Banaszewski, C., Kelly, S., Wozniak, R., Banaszewski, C. (2020). Looking back, looking forward: The integrated literature review. In Grand Canyon University (Ed.), GCU doctoral research: The literature landscape. Retrieved from https://lc.gcumedia.com/res820/gcu-doctoral-research-the-literature-landscape/v1.1/#/chapter/8
Yamin, M., & Purwati, O. (2020). Enhancing critical writing towards undergraduate students in conducting research proposal. Arab World English Journal, 11(2), 142-153. https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1265876&site=eds-live&scope=site&custid=s8333196&groupid=main&profile=eds1
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