Getting back in the groove…
After a couple of weeks of struggles I can finally say that I am getting back into the swing of things. In just the last couple of weeks I went from a real struggle fest to finishing Task 3 and starting to work on Task 4.
Task 4 is the research framework where I will dive deep into the research framework.
This is directly from the DSL Guide:
The researcher should think of the research framework as the ‘word picture’ for the specific problem statement. Once a person reads the framework and examines the diagram it should be very clear what the conditions surrounding the problem are as well as how the study is connected to the literature. Not all studies will have both concepts and theories, and flexible designs such as a case study will typically rely more on concepts than theories.
Diagram – The research framework diagram should allow the reader to ‘see’ the problem and its outcomes. The diagram should show 1) the inputs (constructs or variables) and how they relate to the actors, 2) how action/information/influence flows between the actors, 3) how the actors are influenced by concepts and theories, and 4) how the outputs (constructs) are determined. Additional research on Conceptual Frameworks and Theoretical Frameworks will provide a better understanding of this important part of the research project.
Concepts – These are commonly held views that are not as formally defined as theories that can be found in the literature that are central to your research problem. The researcher should be able to provide a short ‘descriptor’ for the concept. An example descriptor could be Higher Job Satisfaction Leads to Higher Productivity. Follow the descriptor with a discussion of the concept supported by citations. Flexible studies will typically have concepts.
Theories – These are formal theories that can be found in the literature that are central to the research problem. They will have a researcher or researchers connected with them. Examples include Maslow’s Hierarchy of Needs, Transformational Leadership Theory, Servant Leadership, etc. The researcher should be able to provide the formal name of the theory, and then a discussion of the theory supported by citations. Flexible studies will not always have a theory or theories associated with them. Theories are developed as our understanding of a problem matures and often flexible studies will be looking at relatively new research problems.
Actors – These are the key people groups such as leaders, followers, or customers central to the research problem, as well as the organizations such as the specific business, government entity, or school that are central to the research problem. The researcher should be able to provide a short ‘descriptor’ for the actor. An example descriptor could be Executive Leaders, Project Team Members, or even ABC University. Follow the descriptor with a discussion of the actor supported by citations.
Constructs – These are the constructs found in the research study. Constructs are the broad concepts or topics in a study. The researcher should be able to provide a short ‘descriptor’ for the construct. An example descriptor could be Leadership Effectiveness or Leadership Style. Follow the descriptor with a discussion of the construct supported by citations.
Definition of Terms
All definitions should be sourced from professional/scholarly sources and cited properly. Do not use direct quotations. List only terms that might not be understood by the reader.
Assumptions, Limitations, Delimitations
In this section, you will describe the boundaries and potential limitations of your study. Begin this section with an introductory paragraph of less than 250 words that discusses each of the categories and how they might impact the study.
Assumptions are facts considered to be true but are not verified in the study such as: “participants will respond truthfully or are knowledgeable.” Assumptions carry risk and the potential risk of each assumption to the study should be identified and supported by citations. A risk mitigation discussion for each assumption should be provided.
Limitations refer to potential weaknesses of the study presented by limiting factors such as: “sample size is too small to generalize.” Limitations also carry risk and the potential risk of each limitation to the study should be identified and supported by citations. Include a description of how they relate to the study and what you are doing to mitigate the limitation.
Delimitations refer to the boundary or scope conditions set by the study such as: “only selected part of the population” or “selected only certain elements of leadership.” Describe the boundaries or scope conditions and discuss how they will impact the study.
Significance of the Study
In this section, the researcher will provide a rationale for conducting the study. Begin this section with an introductory paragraph of less than 250 words that provides an overview of the section.
Improving Leadership Practice
In 300 to 500 words, discuss how this study will add to the understanding and effective practice of leadership and this existing problem within this specific context and organization. Support all factual assertions with scholarly sources from within the last five years.
Implications for Biblical Integration
In 300 to 500 words, provide a solid connection between Biblical principles and the concepts and/or theories of this study. Include specific examples and references from Scripture and support all factual business assertions with scholarly sources from within the last five years.
Relationship to Leadership Practice
In 300 to 500 words, explain how the study is related to leadership as a role or function. Support all factual assertions with scholarly sources from within the last five years.
Summary of Significance of the Study
Provide a one-paragraph summary of the significance of the study highlighting key points. The paragraph should be 250 words or less.
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