Part of the free ongoing series of conferences from DoctoralNet professors on Saturdays and Sundays, this set of slides covers the topic most likely to cause a person trouble at the proposal defense: the need for 1:1 correspondence between the review of literature and methodology.

1. Linking Lit and Methods
Thank You for
coming
We will start in just a moment

2. Let’s Start with the Purpose of Both
Review of Literature
• Discussion of previous
research into your topic
• Shows how your
context/questions merge
with your field
• Sets up the same/diff
aspect of your methodology
• Sets up variables or themes
you will study
• Uncovers gaps your
research will fill
Methodology
• Lists the how you will
answer your questions
• Specifies context,
population and sample
• Specifies methodology
• Specifies variables,
themes through methods
• Specifies data collection
and analysis

3. DESCRIPTIVE ANALYSIS OF THE ASSOCIATION FOR THE STUDY
OF HIGHER
EDUCATION DISSERTATION OF THE YEAR AWARD WINNING
DISSERTATIONS AND RECIPIENTS, 1979 – 2004
Monica S. Powell, A.B., M.A.
Dissertation Prepared for the Degree of
DOCTOR OF PHILOSOPHY
UNIVERSITY OF NORTH TEXAS
December 2006

4. Comparison: Rate on Scale 1-10
Review of Literature
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Introduction
Nature of the Education
Doctorate
Dissertation Completion and
Composition
Assessment and Evaluation of
Scholarship
Literature Review Conclusion and
Rationale for Dissertation
Methodology
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Purpose of the Study
Limitations
Delimitations
Procedures for Data Collection
Study Instruments
Study Population
Sampling Method
Procedures for Data Analysis
Reporting the Data
This study examined a set of acclaimed dissertations and their authors to
determine which factors contributed to their receiving recognition by the
Association for the Study of Higher Education (ASHE).

5. Purpose of Study
This study served numerous purposes including the following:
1. To describe more succinctly the personal and demographic
attributes of dissertation authors that were selected to receive
the Bobby Wright Dissertation of the Year Award from 1979
through 2004
2. To describe what factors recipients said positively and
negatively influenced the completion of their winning
dissertation
3. To describe what factors recipients said positively and
negatively influenced their doctoral experience
4. To describe the career progression of recipients of the Bobby
Wright Dissertation of the Year Award from 1979 through 2004
5. To describe the scholarly contributions of recipients of the
Bobby Wright Dissertation of the Year Award from 1979 – 2004
6. To determine what factors describe the award winning
dissertations
7. To describe a sample of the award winning authors using Gall,
Gall and Borg’s (2003) criteria for evaluating educational
research

6. Research Questions
1. What attributes and demographic factors describe past winners of the
Association for the Study of Higher Education Dissertation of the Year from
1979 through 2004?
2. What factors had the greatest positive or negative impact on the
dissertation completion process for the Association for the Study of Higher
Education (ASHE) Dissertation of the Year recipients?
3. What factors had the greatest positive or negative impact on the quality
the doctoral experiences for winners of the Association for the Study of
Higher Education (ASHE) dissertation award?
4. What factors describe the career progression of past winners of the
Association of the Study of Higher Education (ASHE) Dissertation of the Year
award?
5. What scholarly contributions have past winners of the Association of the
Study of Higher Education (ASHE) Dissertation of the Year award made to
the study of higher education?
6. What factors describe dissertations that were chosen as Dissertation of
the Year by the Association for the Study of Higher Education (ASHE) from
1979 through 2004?
7. Using Gall, Gall and Borg’s (2003) criteria for evaluating educational
research, how would a researcher describe a sample of the ASHE award
winning dissertations?

7. Review of
Literature
Introduction
Nature of the Education Doctorate
• Current State of Doctoral Programs in
Education
• Demographic trends as well as challenges
• Doctoral Attrition and Persistence
• Mentoring and Advising Concerns
• Academic Issues
• Personal Support Factors
Dissertation Completion and Composition
• Understanding and navigating the journey
• Types of support
Assessment and Evaluation of Scholarship
• Basis for standards/ assessment
Literature Review Conclusion and Rationale for
Dissertation

8. Methodology
Purpose of the Study
• Description of award winning authors and
what they said about their journey
• To Determine/Assess the award winning
work itself
Limitations (can not be generalized )
Delimitations (all award winners)
Procedures for Data Collection
• Survey the people
• Assess the written work through survey
tool
Study Population
Sampling Method
Procedures for Data Analysis
• Sorted through frequencies and variables
• Factors influencing success
• Thematic evolution
Reporting the Data

9. Comparison: Rate on Scale 1-10
Review of Literature
•
•
•
•
•
Introduction
Nature of the Education
Doctorate
Dissertation Completion and
Composition
Assessment and Evaluation of
Scholarship
Literature Review Conclusion and
Rationale for Dissertation
Methodology
•
•
•
•
•
•
•
•
•
Purpose of the Study
Limitations
Delimitations
Procedures for Data Collection
Study Instruments
Study Population
Sampling Method
Procedures for Data Analysis
Reporting the Data
This study examined a set of acclaimed dissertations and their authors to
determine which factors contributed to their receiving recognition by the
Association for the Study of Higher Education (ASHE).

10. What are your thoughts/ Questions regarding
correspondence of lit to methodology?

11. Want to see the
results?
55% believed that the use of reference materials or manuals
helped
95% indicated that their dissertation topic choice had a positive
impact on the completion process,
70% reported that the ease in writing their proposal helped
significantly in the completion of their dissertation.
99% reported that research knowledge helped
88% indicated that their major professor had a considerable
impact, but that other committee members had limited
influence on their ability to bring the dissertation to
fruition.
Peers, friends and dissertation support groups were not very
important in the completion and defense of their
dissertations.
60% reported that the collegial nature of the doctoral
environment had limited effect while spouses a
considerable effect, parents has virtually no influence on
the process.
65% indicated that early collaboration with mentors had a
significant or very significant impact on their ability to
complete the process
55% were married while completing their dissertation, while
35% were responsible for the care of small children. None
of the survey were responsible for caring for elderly
parents while completing their dissertation.
55% indicated that some form of stress impact their ability to
complete and defend their dissertation. Examples of stress
included marital problems, financial concerns, problems
with IRB approval and attempting to begin a career while
completing a dissertation.

12. Other Resources
• Lit to Methodology – 3 Award Winners
Studied – email Alana for slides
• Logic of Proposal Tool
• Making your lit match your methodology
• Review of Lit in 5 easy steps
• Checklist for lit review

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