DOCTOR IN BUSINESS ADMINISTRATION PROGRAM

RES 721
Building the Prospectus

Syllabus
 RES 721 Syllabus

Table of Contents

Westcliff University Mission Statements 3

Welcome to Building the Prospectus – RES 721 3

Course Description 4

Course Learning Outcomes (CLOs) Linked to Program Outcomes 5

CLA Linking Table 7

Detailed Description of Each Grading Criteria: 8

Rubrics 11

Detailed Course Outline 16

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Course Description
COURSE NAME Building the Prospectus
CODE RES 721
UNITS 3
LENGTH OF CLASS 8 weeks
COURSE DESCRIPTION This course is a culmination of the research curricula leading students
through the pre-dissertation preparation processes. The pre-
dissertation process consists of; writing the prospectus and forming
the dissertation committee. The final assignment is a finished
dissertation prospectus which is required to begin the dissertation
sequence.
REQUIRED TEXT American Psychological Association. (2020). Publication manual of
the American Psychological Association (7th ed.).
ISBN: 978-1433832161

Creswell, J. W., & Creswell, J. D. (2018) Research design:

Qualitative, quantitative, and mixed methods approaches (5th ed.).
Sage Publishing
ISBN: 978-1506386706
METHOD OF The course is conducted in a hybrid modality. Students interact with
INSTRUCTION each other and with the faculty in a classroom setting and in an online
learning system. Learning will be facilitated through lecture-
discussions, presentations, cooperative learning, and case studies.
SCOPE Student outcomes are measured through professional individual
assignments, discussion postings, comprehensive learning
assessments, and class participation.

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Course Learning Outcomes (CLOs) Linked to Program Outcomes

Learning outcomes are statements that describe significant and essential learning that learners have
achieved and can reliably demonstrate at the end of the course. Learning outcomes identify what the
learner will know and be able to do by the end of a course – the essential and enduring knowledge,
abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a
graduate of this course. The learning outcomes for this course summarize what you can expect to
learn, and how this course is tied directly to the educational outcomes of your DBA degree.
(K) Knowledge
DBA Program
Course Learning Objectives (CLOs) (S) Skill
Objectives
(A) Attitude
1. Define a suitable topic for a research project with consideration
1 K, S
of organization and business institutional issues and practices.
2. Craft a problem statement and research questions. 1 K, S
3. Explain the rationale for undertaking the proposed research. 1 K, A
4. Research the background of the topic area so that findings can
be evaluated in the context of the wider body of knowledge and 8 K, S
practice.
5. Critically evaluate prior research that supports or confirms the
8 K, S
proposed study.
6. Evaluate current literature and compile a reference list 8 K, S
7. Develop a method of data collection and analysis. 1 K, S
8. Critically discuss expected results in the context of knowledge
1, 2 K, S, A
of relevant theory, policy and practice.
9. Consider possible conclusions that take into account limitations
1, 9, 10 K, S, A
of the research.
10. Formulate realistic, justified and timely recommendations to
1 K, S
indicate priorities for action.
11. Evaluate the blockages and hindrances expected in the research
1,8 K, S
process.
12. Suggest ways to address, mitigate or overcome limitations of
1, 10 K, S
the research.
13. Hone doctoral-level academic writing skills. 1 K, S

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CLA Linking Table

Comprehensive Learning Assessments (CLAs), Professional Assessments (PAs) and Discussion Questions
(DQs) directly measure Course Learning Outcomes and indirectly measure DBA Program Outcomes.
The following table shows how all those are linked together.
Comprehensive Learning
Course Learning Outcomes (CLOs) DBA Program Outcomes
Assessment (The Prospectus)
CLA (Week 8)
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 1, 2, 8, 9, 10

Activity Assignments Linking Table

Activity (AAs) Course Learning Outcomes (CLOs) DBA Program Outcomes

Activity 1 1, 13 1
Activity 2 1, 4, 5, 6, 13 1, 8
Activity 3 1, 2, 13 1
Activity 4 2, 5, 13 1, 8
Activity 5 5, 7, 13 1, 8
Activity 6 5, 7, 13 1, 8
Activity 7 5, 8, 9, 11, 13 1, 2, 8, 9, 10

DQ Linking Table
Discussion Questions (DQs) Course Learning Outcomes (CLOs) DBA Program Outcomes
DQ 1 (Week 1) 1, 13 1
DQ 2 (Week 2) 1, 4, 5, 6, 13 1, 8
DQ 3 (Week 3) 4, 5, 13 1, 8
DQ 4 (Week 4) 2, 5, 13 1, 8
DQ 5 (Week 5) 5, 7, 13 1, 8
DQ 6 (Week 6) 5, 7, 13 1, 8
DQ 7 (Week 7) 5, 8, 9, 13 1, 2, 8, 9, 10
DQ 8 (Week 8) 10, 11, 12, 13 1, 8, 10

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Detailed Description of Each Grading Criteria:

What are Grading Rubrics (Metrics)?

Westcliff University makes use of Grading Rubrics for scoring grades in many assignments. Grading or
scoring rubrics are used as a tool used to delineate criteria and expectations pertaining to assignments
and to establish an objective consistency in grading. Typically, rubrics are divided into components so
as to allow for a more direct and precise measurement and interpretation of assignments. Hence,
rubrics are designed to provide guidelines for grading assignments and represent a systematic
appraisal of student-work only from this perspective. The final grading of all assignments will have a
subjective component that typically includes the instructor’s interpretations, judgments, and any
policies pertaining to assignments.

A. Grading Criteria for Class Participation and Attendance

For students participating in a Hybrid course, students will receive two (2) weekly Participation
grades:

(1) On-Campus Class Session Discussion:

Students are expected to attend their On-Campus Class Session (OCS) each week. Preparation for class
involves reading the materials and working through, in some detail, the case preparation for class in
advance. By preparing these questions, students will get the most learning out of the class. While in
class, more participation will lead to increases in the quality and rigor not only of the class but of other
student’s learning modalities as well. Westcliff University provides an open forum environment. There
is no limit on the discussion in which you may involve yourself.

(2) Online Discussion Board Discussions

Each week, students will be assigned 1-3 Discussion Questions. For each Discussion Question, students
must post an answer in the Discussion Board on their course Global Academic Portal (GAP) by the
assigned deadline each week. Students must then post a Peer Response for each Discussion Question
by the deadline that same week. The GAP can be accessed online at gap.westcliff.edu.
You are expected to answer each discussion question critically by using your textbook, LIRN-based
research, and the Internet and actively participate in class. All discussion responses should be at least
one (1) paragraph in length with significant, rigorous content. Your response should reflect your ability
to conduct research and should include citations. You should also present your analysis and back it up
with specific examples. Responses to other learners' analyses should add substance, request
clarification, provide a different perspective, or challenge the assertions made by providing real or
hypothetical scenarios that the original analysis does not adequately address. It is also good practice
to provide normal, supportive comments. Everyone appreciates this feedback. Remember, the
purpose of course discussions is to stimulate academic debate.

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At the graduate-level, discussion questions can be based on any one (or combination) of the
following resources:
● Textbook, current and previous chapter(s)
● Other readings
● Research (journals, periodicals, and other electronic resources)
● Lecture

The University makes a concerted effort to promote a variety of discussion questions that are related
to the current course and/or its content as it relates to the field in business in general.
In assigning grades to class discussion, faculty will focus primarily on the quality of your input;
however, it usually takes at least some quantity of participation for us to make that evaluation.

Good case discussions take the group farther than any one individual or study group can go on their
own. However, it takes at least a certain quantity of participation to make that evaluation. Instructors
will develop grades and scores based on the quantity and quality of your contributions.

In general, the instructors’ criteria are:

1. Are points made relevant to the discussion?
2. Do they go beyond a mere recitation of case facts, and are implications clearly drawn?
3. Is there evidence of analysis rather than expression of opinion?
4. Are comments linked to those of others?
5. Did the contribution further the class’ understanding of issues?

Students who neglect to submit their Class Participation responses (either answers to discussion
questions or responses to classmates/faculty) by the stated weekly deadlines will be deducted up to
15% of the online participation points possible for that week. Discussion Boards close on Saturday of
each week at 11:59 p.m. at which time students are no longer able to post responses and receive no
credit for missed posts. Technological issues are not considered valid grounds for late assignment
submission. Students are responsible for printing their own assignments, when necessary. Unless an
“Incomplete” grade has been granted, assignments submitted after the last day of class will not be
accepted.

B. Grading Criteria for Activity Assignments:

In Weeks 1 through 7, students will write 2-4 paragraphs in response to a case study or similar
assignment provided by your professor. Student answers are to be clear, well-organized, and specific.
Provide a concise, cogent argument, follow directions, and include details to support your response.

Please refer to Expectations of Student Assignments and the Formatting Requirements for Written
Assignments on page 10 of the University Policies for a detailing of specific expectations for how to
format and write your paper. Additionally, you may refer to the Prospectus Grading Rubric found on
page 12 of the syllabus.

Grading Criteria for Final Prospectus:

The Prospectus is a comprehensive that serves as the precursor for your final dissertation. The
Prospectus measures student achievement in a way that goes beyond rote memorization and gauges

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true understanding and mastery of course content. The Prospectus serves as a demonstration of what
you wish to accomplish in your dissertation, taking an academic comprehensive approach.

C. The Prospectus Presentation

The Prospectus Presentation Criteria:

In addition to your Prospectus, please prepare a professional PowerPoint presentation summarizing

your findings for Prospectus . The presentation will consist of your major findings, analysis, and
recommendations in a concise presentation of 10 slides (minimum). You should use content from your
Prospectus as material for your PowerPoint presentation. In addition, you should include learning
outcomes from all your major assignments. This would include Activities 1 - 7, and of course, the
Prospectus (unless otherwise specified by your Professor). An agenda, executive summary, and
references slides should also be included. Please keep in mind that the university is moving towards a
more digital footprint for our students. This means that your final Prospectus presentation may be
recorded, so that you may include it in your “e-portfolio” (graduating students should have all of their
Prospectus presentations on a flash-drive, in addition to student biography, resume, interests, and so
forth). Students will present their PowerPoint presentations during the last week of class in either the
On-Campus Class Session or the online Virtual Class Session, as determined by the professor.
Presentations should not exceed 10 minutes.

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Rubrics

GRADING METRICS FOR WEEKLY ONLINE DISCUSSION

Exemplary Proficient Needs Progress Unsatisfactory
Points 30 27 24 21 18 15 12 9 6 3 0 Weight
of
Grade
Student answers
or responds to
all questions
completely,
Student answers
demonstrating
or responds to
knowledge and Student answers Student fails to
at least one, but
understanding or responds to all answer or
not all
of key concepts, discussion respond to
discussion
ability to think questions, but discussion
questions,
critically, and lacks some questions
and/or lacks
has included demonstration of assigned and/or
Answering some
original understanding of does not
Discussion demonstration 30%
examples in key concepts, or demonstrate an
Questions of
his/her ability to think understanding of
understanding
response. It is critically, or does key concepts, or
of key concepts,
required that the not include ability to think
or ability to
textbook and/or examples and/or critically, or does
think critically,
scholarly textbook or not include
or does not
research be scholarly research. examples.
include
included to
examples.
justify and/or
solidify any
argument or
reasoning.
Points 30 27 24 21 18 15 12 9 6 3 0
Response to Student’s Student responds Student Student neglects 30%
Peers responses are to classmates’ responds to to respond to
well conceived, postings but a few classmates’ classmates’
offering insight responses are not postings, but postings or
and original well conceived, or does not meet responses are not
examples. do not offer the minimum well conceived,
Student insight, or original number of do not offer
incorporates or examples. responses insight, or
builds off of the Student might not required, and original
ideas of others incorporate or some responses examples.
and provides an build off of the are not well Student does not
analysis of ideas of others in conceived, or incorporate or
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do not offer
insight, or
original
examples.
a meaningful way Student might
concepts build off of the
and may lack not incorporate
discussed. ideas of others.
analysis. or build off of
the ideas of
others in a
meaningful
way.
Points 25 22.5 20 17.5 15 12.5 10 7.5 5 2.5 0
Student
Student brings
Student responds to
in outside Student fails to
demonstrates an questions and
examples and is demonstrate
understanding of postings with
able to examine knowledge or
Preparation key concepts, but verbiage copied 25%
a problem or understanding of
offers only some directly from
situation from a the assigned
analysis or textbook, rather
variety of reading.
original thought. than in their
perspectives.
own words.
Points 15 13.5 12 10.5 9 7.5 6 4.5 3 1.5 0
Student is late in
posting and/or
Student posts responding to Student is late Student fails to
Accountabilit answers and postings, but has a posting either post answers and
15%
y responses on viable excuse and answers or responses on
time. has notified the responses. time.
professor in
advance.
Total Possible 100%

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Rubric – Class Participation

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Detailed Course Outline

The following outline provides important assignment details for this course, week by week. You are
responsible for all of the assignments given. Please refer to the Detailed Description of Each Grading
Criteria beginning in the syllabus for specific information about each assignment.

1. Week 1
Assignments to complete this week:
● Reading: American Psychological Association (7 th ed.).
○ Chapter 1: Scholarly Writing and Publishing Principles
● Reading: Creswell & Creswell (5th ed.)
○ Chapter 1: The Selection of a Research Approach
○ Evaluating Internet Research Sources – http://www.virtualsalt.com/evalu8it.htm
● Post DQ Answers by Wednesday at 11:59 p.m.
● Post DQ Peer Responses by Saturday at 11:59 p.m.
● Activity 1 due by Sunday at 11:59 p.m.

Each week, students must post one (1) answer and one (1) peer response for every discussion question.
Please see Grading Criteria for Discussion Board Participation on pages 8-9 of the syllabus for
Discussion Question and Response expectations.

Discussion Question 1 – CLO 1, CLO 13

 
Using your textbook, LIRN-based research, and the Internet, respond to the following question:

Many times, students pick topics that are either too broad or too narrow. Describe in no more than
two paragraphs the general topic you have chosen, state in one sentence, a problem you have
identified within the
● General topic that needs to be studied, and
● Briefly add why the study of this topic is important or of service to your field.

Include a minimum of two (2) different peer-reviewed in-text citations for any references to prior
studies.

Respond to at least two (2) classmates to ask for clarification of their topics or to provide suggestions
to narrow or broaden their topics.
 
Activity 1 – CLO 1, CLO 13

Each week you will write and submit a section of your prospectus in response to the assigned readings
and lectures. The instructor will provide feedback, suggestions and sometimes questions to focus your
thinking or critique to improve your writing. You are expected to revise the sections, which, other than
the Title page, will be incorporated into your final Course Project.

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Preliminary Prospectus - Using the Prospectus worksheet below, determine the type of research you
intend to use and work out the preliminary steps you will follow. Use this worksheet to help you plan
your work. Your ideas may change based on feedback from your instructor.

Prospectus
Worksheet.pdf
● Week 1 Prospectus Worksheet.

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2. Week 2
Assignments to complete this week:
● Reading: American Psychological Association (7 th ed.).
○ Chapter 2: Paper Elements and Format
● Reading: Creswell & Creswell (5th ed.)
○ Chapter 2: Review of the Literature
● Post DQ Answers by Wednesday at 11:59 p.m.
● Post DQ Peer Responses by Saturday at 11:59 p.m.
● Activity 2 due by Sunday at 11:59 p.m.

Each week, students must post one (1) answer and one (1) peer response for every discussion question.
Please see Grading Criteria for Discussion Board Participation on pages 8-9 of the syllabus for
Discussion Question and Response expectations.

Discussion Question 2 – CLO 1, CLO 4, CLO 5, CLO 6, CLO 13

Consider the following prompt and compose your response in a 2 - 4 paragraph post with supporting
examples:

Prompt: Choose an article from the provided list and answer the following questions about the literature
review section.

● What types of articles were covered in the literature review?

● Did the author(s) use a chronological approach or a “funnel” approach?
● What did you find interesting about the information provided in the literature review?

Activity 2 – CLO 1, CLO 4, CLO 5, CLO 6, CLO 13

Preliminary Review of the Literature – A literature review is not just a list of articles, which outline
your topic. It is an argument on why your topic is relevant and significant. This argument is based on a
story you develop by analyzing both sides of the argument and leading your audience to a credible
well-developed conclusion.

Using the topic you have chosen to research, find five (5) scholarly articles and using the Article
Analysis form analyze each of the five (5) articles. Make sure that you are including the seminal works
that define the study, articles that are qualitative, quantitative, and mixed methods, as well as articles
that may have a view that opposes your own. All five (5) analyses should be in a single document.

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3. Week 3
Assignments to complete this week:
● Reading: American Psychological Association (7 th ed.).
○ Chapter 4: Writing Style and Grammar,
○ Chapter 5: Bias-Free Language Guidelines.
● Reading: Creswell & Creswell (5th ed.)
○ Chapter 5: Introduction
○ Chapter 6: Purpose Statement
● Post DQ Answers by Wednesday at 11:59 p.m.
● Post DQ Peer Responses by Saturday at 11:59 p.m.
● Activity 3 is due by Sunday at 11:59 p.m.

Each week, students must post one (1) answer and one (1) peer response for every discussion question.
Please see Grading Criteria for Discussion Board Participation on pages 8-9 of the syllabus for
Discussion Question and Response expectations.

Discussion Question 3 – CLO 4, CLO 5, CLO 13

Using the article you chose in Week 2, find the research problem, and answer the following
questions:
● Summarize the purpose of the study and discuss in no more than two (2) paragraphs how
the author(s) supported the purpose?
● Was the purpose clear?
● Was the purpose supported by information you read last week in the literature review?

Activity 3 – CLO 1, CLO 2, CLO 13

Complete the following sections of your Prospectus:

Purpose - The purpose statement is a declarative sentence such as “This study will analyze or
explore…” State the Purpose of the Study in one sentence and provide a supporting paragraph.

Background - The Background is the context of the Problem that you have chosen to study and is one
way to demonstrate that your study has attracted the attention of the educational research community.
No work on your topic may signal that the topic is very necessary or may signal that the topic is not
significant. Establish the Background of your topic in one or two paragraphs.

Need for the Study - The Need for the Study follows the Background. It is the "however" statement. In
other words, you are leading the reader logically to see that “Much has been done in the past, however,
no studies have explored ...." Include a statement that summarizes prior research done on your
topic that clearly states why your study is necessary.

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4. Week 4
Assignments to complete this week:
● Reading: American Psychological Association (7 th ed.)
○ Chapter 6: Mechanics of Style
● Reading: Creswell & Creswell (5th ed.)
○ Chapter 7: Research Questions and Hypothesis
● Post DQ Answers by Wednesday at 11:59 p.m.
● Post DQ Peer Responses by Saturday at 11:59 p.m.
● Activity 4 is due by Sunday at 11:59 p.m.

Each week, students must post one (1) answer and one (1) peer response for every discussion question.
Please see Grading Criteria for Discussion Board Participation on pages 8-9 of the syllabus for
Discussion Question and Response expectations.

Discussion Question 4 – CLO 2, CLO 5, CLO 13

Using the article you chose in week 2 and information from Chapter 7 of this week’s reading:

● Evaluate the study’s research questions.

● How do the research questions connect to the study’s purpose?

Activity 4 - CLO 2, CLO 5, CLO 13

Complete the following sections of your Prospectus:

Research Question(s) - The research question is your guide to the data you seek and the data you select
as important. The research question is
● Precise
● Covers exactly the issue you wish to address
● Indicates how you will create your investigation.

After reading Chapter 7 in the Creswell text, draft three (3) to five (5) research questions for your
study.

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5. Week 5
Assignments to complete this week:
● Reading: American Psychological Association (7 th ed.)
○ Chapter 8: Works Credited in the Text
● Reading: Creswell & Creswell (5th ed.)
○ Chapter 8: Quantitative Methods
○ Chapter 9: Qualitative Methods
○ Chapter 10: Mixed Methods
● Post DQ Answers by Wednesday at 11:59 p.m.
● Post DQ Peer Responses by Saturday at 11:59 p.m.
● Activity 5 is due by Sunday at 11:59 p.m.

Each week, students must post one (1) answer and one (1) peer response for every discussion question.
Please see Grading Criteria for Discussion Board Participation on pages 8-9 of the syllabus for
Discussion Question and Response expectations.

Discussion Question 5 – CLO 5, CLO 7, CLO 13

Using the article you chose in week 2, discuss the research methods chosen by the author. Include a
discussion of how the methods connect to the research questions.

Activity 5 – CLO 5, CLO 7, CLO 13

Methodology - in the prospectus is a very brief summary of the method you will use to examine your
research questions. Dissertation and proposal convention reserves Chapter Three for the detailed
discussion of methodology. The prospectus and proposal versions will be written in the future tense.
You should provide as much detail as possible of what you intend to do to collect and analyze the data.
This will ultimately form the dissertation version of Chapter Three. (Which will be rewritten in past
tense after your research is completed. This summary will later provide exact replicable details of what
you actually did to collect and analyze the data.)

Submit a brief summary of your intended methodology. This summary should include the following:
● Description of the location from which participants will be selected
● How you will access permissions needed and method for obtaining permission from both
participants and "gatekeepers".
● Description of participants and any possible permissions that will be required (e.g., CEO,
President or Institutional Review Board)
● Description of data collection method (observation, survey, and so forth.)
● Description of any instrument(s) that are planned to be used and any pilot study needed (e.g., if
you design your own instrument). Include any validity and reliability scores for all standardized
assessment instruments.
● Brief description of planned data analysis.

Permissions - submit a draft of all permission letters you may need to send out in order to
accomplish your study. For example, these could be:

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● A request to a CEO to gain access to a business to interview employees,

● A letter to accompany a survey that you intend to send out, or
● A request to use a mailing list of an organization (e.g., Phi Delta Kappa membership).

Note: All permission letters you plan to send out must be included in the Appendix of the
Prospectus

Note: If you are planning to do a study in a country outside of the United States you will need to
gain permission from that country. Please see the IRB guide for more information on how to
gain access to international research.

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6. Week 6
Assignments to complete this week:
● Reading: American Psychological Association (7 th ed.)
○ Chapter 9: Reference List
● Reading: Creswell & Creswell (5th ed.)
○ Chapter 8: Quantitative Methods
○ Chapter 9: Qualitative Methods
○ Chapter 10: Mixed Methods
● Post DQ Answers by Wednesday at 11:59 p.m.
● Post DQ Peer Responses by Saturday at 11:59 p.m.
● Activity 6 due by Sunday at 11:59 p.m.

Each week, students must post one (1) answer and one (1) peer response for every discussion question.
Please see Grading Criteria for Discussion Board Participation on pages 8-9 of the syllabus for
Discussion Question and Response expectations.

Discussion Question 6 – CLO 5, CLO 7, CLO 13

Using the article you chose in Week 2, discuss the instruments used to collect data, including:

● How many were used?

● What questions were asked?
● How were the instrument(s) sent to the participants?
● How was the data collected and analyzed?

Activity 6 – CLO 5, CLO 7, CLO 13

Instruments/Data Analysis - write a brief description of the instrument(s) you will use to collect your
data. Describe what you intend to do to collect and analyze the data, including what the data collection
instrument(s) will look like.

Submit a summary of the instrument(s) you plan to use along with data analysis strategies including
statistical tests and/or qualitative analysis methods that may be used. This summary should be 2 to 4
paragraphs long. Include the following:
● Description of data collection method (observation, survey, interview, focus group and so
forth.)
● Description of any instrument(s) that is planned to be used and any pilot study needed (e.g., if
you design your own survey). Include how you will determine the validity and reliability of your
instruments.
● Brief description of planned data analysis, including statistical tests or analysis methods.

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7. Week 7
Assignments to complete this week:
● Reading: American Psychological Association (7 th ed.)
○ Chapter 7: Tables and Figures
● Reading: Creswell & Creswell (5th ed.)
○ Chapter 8: Quantitative Methods
○ Chapter 9: Qualitative Methods
○ Chapter 10: Mixed Methods
● Post DQ Answers by Wednesday at 11:59 p.m.
● Post DQ Peer Responses by Saturday at 11:59 p.m.
● Activity 7 is due by Sunday at 11:59 p.m.

Each week, students must post one (1) answer and one (1) peer response for every discussion question.
Please see Grading Criteria for Discussion Board Participation on pages 8-9 of the syllabus for
Discussion Question and Response expectations.

Discussion Question 7 – CLO 5, CLO 8, CLO 9, CLO 13

Using the article you chose in Week 2, discuss the study results and limitations and
delimitations.

● What could the author(s) have done to make the study stronger?
● Were the results plausible?
● Is it a valid study?

Activity 7 – CLO 5, CLO 8, CLO 9, CLO 11, CLO 13

First Draft

Significance - The Significance section answers the question, “Why should anyone care about the
results of my study?” This section is brief and outlines expected significance. After you complete
the data analysis in your Dissertation, the significance may prove to be something other than what
you expected in the proposal. Draft a statement of the expected impact or significance your study
will have on the field of Business or the potential significance of what you hope to add to the
scholarly literature.
Note: you should use conditional verb forms, such as:

“The results may lead to a better understanding of outsourcing.”

“The evaluation of employee attitudes could help improve company production.”

Limitations - Limitations are the built-in limits of the method you use to explore your question. Draft
the limitations, those restrictions created by your methodology that could affect your study’s validity.
These factors may cause unexpected validity issues because of such things as your choice of
participants, the location you selected for the study, or proposed method of data analysis.

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Delimitations - are those factors from the study’s design that may affect the generalization or
relevance of your study to other populations or individuals. Draft the delimitations that may cause
reliability and generalizability issues in the later results of your study.

Other Requirements - include the Title Page. Include a complete and properly formatted reference
list for all in-text citations. Revise all sections of the prospectus and submit the entire draft, including
appendices.

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8. Week 8
Assignments to complete this week:
● Reading: American Psychological Association (7 th ed.)
○ Chapter 12: Publication Process
● Post DQ Answers by Wednesday at 11:59 p.m.
● Post DQ Peer Responses by Saturday at 11:59 p.m.
● Prospectus Presentation due in class
● Final Project due by Sunday at 11:59 p.m.

Each week, students must post one (1) answer and one (1) peer response for every discussion question.
Please see Grading Criteria for Discussion Board Participation on pages 8-9 of the syllabus for
Discussion Question and Response expectations.

Discussion Question 8 – CLO 10, CLO 11, CLO 12, CLO 13

 
In no more than two (2) paragraphs, discuss the most significant challenges you faced while developing
your prospectus?

The Prospectus - Presentation -

Create a PowerPoint presentation that summarizes your prospectus. This will be shared with the entire
class. Presentations must be a minimum ten (10) slides and maximum ten (10) minutes long and should
include a summary of each section of your prospectus. Be prepared to answer questions from your
classmates.

The Prospectus - Final Project – CLO 1, CLO 2, CLO 3, CLO 4, CLO 5, CLO 6, CLO 7, CLO 8, CLO 9, CLO
10, CLO 11, CLO 12, CLO 13

Create a PowerPoint presentation that

Based on feedback provided from your instructor on your Week 7 draft, revise your prospectus and
resubmit. Final draft will be submitted to TurnItIn. This should be from 10 – 15 pages (excluding, title
page, references, and appendices).

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