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EdD Dissertation Checklist: Qualitative
The following checklist provides guidance for reporting on EdD qualitative dissertations. A dissertation involves multiple steps, including (a) identification of the problem, purpose, theoretical foundation or conceptual framework, and the development of research question(s) to address them; (b) review of the background and context related to the problem; (c) systematic collection and analysis of data to inform a solution or strategy that addresses the practice-focused question(s); and (d) findings(s) and recommendation(s) for educational practice based on that analysis.
All items on the checklist should be addressed, although some may not be relevant to your particular study or may not necessarily be in the order that works best for your dissertation. Please consult with your committee; however, the checklist should work well in the absence of other considerations.
· Instructions for students:
· Indicate on the checklist the page number (use the actual document page number, not the MS Word pagination) where the appropriate indicator is located.
· Respond to comments from the committee in each comment history box. Do not delete previous commentsjust add your response in the appropriate space.
· Instructions for the chair and/or committee members:
· Provide specific feedback in the comment history column. Do not delete previous commentsjust add your response in the appropriate space.
· If you made detailed comments on the draft (using track changes and comments), you can make reference to the draft rather than restate everything in the checklist comment history section.
Date: (click here and type today’s date)
Student’s Name: Student ID:
Program:
Committee Members’ Names:
Chairperson:
Member:
University Research Reviewer:
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Front Matter |
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Checklist Items |
Comment History |
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Title |
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Most important conceptual issue investigated. |
Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Qualitative tradition applied. |
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Participant group to which the study applies. |
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Abstract |
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Describe the research problem and why it is important. |
Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Identify the purpose of the study. |
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State the conceptual framework. |
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Summarize the key research question(s). |
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Describe, concisely, the overall research design, methods, and data analysis procedures. (Include N and selection criteria.) |
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Identify key results, conclusions, and recommendations that capture the heart of the research (for the final study only). |
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Conclude with a statement on the implications for positive social change. |
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Chapter 1: Introduction to the Study |
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Checklist Items |
Pg/NA |
Comment History |
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Introduction (Note that APA section 3.03 does not allow a heading called Introduction; it is assumed that the first part of a manuscript is the introduction.) |
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Describe the topic of the study, why the study needs to be conducted, and the potential positive social change implications of the study. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Preview major sections of the chapter. |
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Background |
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Briefly summarize research literature related to the scope of the study topic. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Describe a gap in practice in the discipline that the study will address. |
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End the section with why the study is needed. |
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Problem Statement |
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State the research problem. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Provide evidence of consensus that the problem is current, relevant, and significant to the discipline. |
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Frame the problem in a way that builds upon or counters previous research findings focusing primarily on research conducted in the last 5 years. |
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Address a meaningful gap in practice supported by current research literature. |
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Purpose of the Study |
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Provide a concise statement that serves as the connection between the problem being addressed and the focus of the study. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Indicate the research paradigm. |
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Include the intent of the study (such as describe, compare, explore, develop). |
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Present the concept/phenomenon of interest. |
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Research Question(s) |
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State the research questions. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Conceptual Framework for the Study |
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Identify and define the concept/phenomenon that grounds the study. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Describe concisely the conceptual framework (for qualitative studies, the contextual lens) as derived from the literature with more detailed analysis in Chapter 2. |
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State the logical connections among key elements of the framework with a reference to a more thorough explanation in Chapter 2. |
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State how the framework relates to the study approach and key research questions as well as instrument development and data analysis where appropriate. |
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Nature of the Study |
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Provide a concise rationale for selection of the design/tradition including references to primary sources for the chosen tradition. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Briefly describe the key concept and/or phenomenon being investigated. |
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Briefly summarize the methodology (from whom and how data are collected and how data will be analyzed). |
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Definitions |
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Provide concise definitions of key concepts or constructs. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Define terms used in the study that have multiple meanings (e.g., socioeconomic status, educator, health service professional). Do not include common terms or terms that can easily be looked up in a dictionary. |
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Include citations that identify support in the professional literature for the definition or operational definition. |
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Assumptions |
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Clarify aspects of the study that are believed but cannot be demonstrated to be true. Include only those assumptions that are critical to the meaningfulness of the study. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Describe the reasons why the assumption(s) was/were necessary in the context of the study. |
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Scope and Delimitations |
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Describe specific aspects of the research problem that are addressed in the study and why the specific focus was chosen. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Define the boundaries of the study by identifying populations included and excluded and conceptual frameworks most related to the area of study that were not investigated. |
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Address potential transferability. |
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Limitations |
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Describe limitations of the study related to design and/or methodological weaknesses (including issues related to limitations of transferability and dependability). |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Describe any biases that could influence study outcomes and how they are addressed. |
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Describe reasonable measures to address limitations. |
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Significance |
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Identify potential contributions of the study that advance knowledge in the discipline. This is an elaboration of what the problem addresses. |
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Chair Comments: (click here) Second Member Comments: (click here) URR Comments: (click here) Student Response: (click here) |
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Identify potential contributions of the study that advance practice and/or policy, as applicable. |
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Describe potential implications for positive social change that are consistent with and bounded by the scope of the study. |
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Summary |
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Summarize main points of the chapter. |
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