Doctoral learners commonly exert intense effort in choosing a topic; it simply requires a significant amount of time and focused effort

By Stacey Bridges, Charles Banaszewski, and Seanan Kelly

Looking Back, Looking Forward: The Integrated Literature Review

Essential Questions

1. What kinds of changes does a doctoral learner need to make to be successful in a doctoral program?

2. What does it mean for a doctoral learner to be engaged?

3. What is the purpose of Chapter 2 of the dissertation?

4. What are the sections of Chapter 2 of the dissertation?

Looking Back RES-815 and RES-820 were designed to provide Grand Canyon University (GCU) doctoral learners basic skills necessary to transition to

independent researchers on the doctoral journey. In RES-815, doctoral learners were presented with information about choosing a suitable topic

that is aligned with the program of study in which the learner is enrolled. They learned what quali�es as a feasible research topic to investigate for

the dissertation and were introduced to how to conceptualize the �rst stages of a problem statement. In RES-820, alignment of a topic to the degree

program, feasibility of a study, and development of problem statements were reinforced and new concepts such as the need for a study, problem

spaces, theoretical framework, and signi�cance of the study were introduced. It is imperative that learners take the lessons learned in these

courses and continue to develop vital researcher skills independently to progress on the doctoral journey.

In RES-820, learners were provided with valuable information not only about how to read literature, but also about the intricacies of writing a

dissertation literature review. As a result, doctoral learners should take with them several key ideas for use in completion of the dissertation:

To evaluate the quality of an existing literature review, examine authority, accuracy, objectivity, currency, and relevance to a research project.

The doctoral dissertation requires signi�cant amounts of independent reading on the research topic. It is important to apply strategies of

scholarly reading to locate and evaluate literary and empirical articles for the dissertation. This allows the doctoral researcher to become

familiar with the scope of the topic and to identify problem spaces within the existing literature on the topic that become the source of the

dissertation research.

Synthesis is the basis of the dissertation and a necessary skill to articulate and subsequently reframe the prior research to include original

thoughts and new knowledge. The doctoral researcher presents the synthesis of the existing research in the dissertation literature review.

To determine whether a quantitative or qualitative research design is most appropriate for the proposed research topic, learners must discern

the features of quantitative and qualitative research and identify quantitative and qualitative research articles. Learners intending to

examine large samples in order to quantify outcomes and to con�rm or support a hypothesis should familiarize themselves with quantitative

research frameworks. Learners intending to explore the experiences of a small group of participants in order to gain an in-depth, rich

understanding of phenomena should familiarize themselves with qualitative research frameworks.

Surveying the literature helps a learner become an expert in the chosen �eld of study and enables the learner to recognize trends in the

research literature. This awareness helps learners �nd existing problem spaces that may or may not be used to defend the viability of the

potential dissertation research project. It is a way to help learners establish boundaries for the literature review and to guide decisions

regarding what to include and what to exclude.

Scholarly argumentation provides a vehicle for justifying value and contribution of new and original research and knowledge.

Doctoral learners should be able to review literature and continue to develop a document that defends the need for a study, recognizes the

signi�cance of a study, and delves into possible theoretical frameworks that may be applied to their dissertation projects.

Vital to the success of all doctoral learners is the ability to internalize the lessons provided in the �rst two foundational courses. While these

courses provided opportunities to learn and practice research skills, it will be incumbent on each learner to continue to develop the dissertation

topic independently while moving through the content and research coursework. Moving forward, learners should begin to assume the role of a

researcher and practice these skills while working independently toward successfully developing a proposal that will lead to a dissertation project.

Looking Forward Completing a doctoral degree requires high levels of persistence, resilience, and �exibility. The doctoral journey can be very intense and emotional

at times. During the program, one transitions from learner to independent learner while also becoming a researcher. Taking on the role of

researcher will be challenging at times because learners are required to move from a state of dependence to one of independence. A learner will

have to conduct a comprehensive review of the literature and select articles that will identify problem spaces as well as develop a framework that

will guide the dissertation research project. Most of this process will be completed without the aid of instructors evaluating the quality of the

sources, but the tools learned in this course should help a doctoral learner move into the research process.

Doctoral Dispositions

Upon entry to the GCU doctoral program, individuals quickly become aware of the behavioral, attitudinal, and cognitive expectations of a doctoral

learner which the GCU College of Doctoral Studies describes as doctoral learner dispositions. At GCU, doctoral learners:

Are dedicated scholar-practitioners who are passionate about their �eld and seek to become leaders in the disciplines and communities they

serve;

Commit to producing scholarly research, which is ethical and academically honest;

Are self-directed, able to self-motivate toward their continued pursuit of knowledge, and responsible for their own learning;

Engage in re�ective scholarly practice, asking questions of both self and others;

Actively communicate effectively and professionally with peers, faculty, and college staff;

Are accountable for the quality and academic integrity of their own scholarship and research agenda;

Are receptive to feedback, analysis, and constructive critique from peers and faculty within their scholarly community; and

Demonstrate how to design, execute, and present independent, academically rigorous research that adds to the body of knowledge within

their discipline.

The demonstration of these dispositions will facilitate the transformation from knowledge consumer to knowledge creator.

Developing as Researcher

During the program, doctoral learners take steps toward transitioning into a researcher mindset. This course introduces the �rst few steps needed

to become an ef�cient researcher. The �rst step is to develop subject matter expertise by reading deeply and broadly in the literature. The second

step is to be able to evaluate scholarly sources and use the literature to identify a problem space. The third step is to provide a framework to support

the investigation of the problem space. The fourth step is to establish the signi�cance of the study. The development of a dissertation literature

review can help a researcher achieve each of these steps.

The transition to an independent researcher is a challenging but necessary process for the GCU doctoral learner. Doctoral learners bear a greater

responsibility for de�ning the scope of their educational experiences than do undergraduate and master's students. Attaining a doctoral degree

requires both initiative and creativity and is dependent on the creation of original research by a learner in the discipline. A GCU doctoral learner

will become a creator of new knowledge, which requires being proactive, self-directed, and intrinsically motivated in order to meet GCU milestone

expectations toward graduation.

Dissertation Process and Timeline

The dissertation is the de�ning element of the doctoral journey as well as one the most respected achievements in academe. New doctoral learners

often hold the dissertation in equal measures of fear, awe, and excitement. At GCU, the primary goal of the integrated dissertation process is to

remove the fear, demystify the awe, and leave the excitement untouched. To achieve that goal, the College of Doctoral Studies has broken up the

intensive and often complicated work of building a dissertation into manageable pieces integrated throughout the curriculum. Additionally, GCU

has created a detailed "Dissertation Milestone Guide" and comprehensive set of dissertation templates to provide learners with a clear, transparent

set of steps for successfully completing their dissertations. Doctoral learners can �nd the "Dissertation Milestone Guide" on the DC Network and

should become familiar with the expectations of the dissertation process.

Figure 8.1

GCU Research Intensive Program

The Integrated Literature Review The literature review should be thought of as a process comprised of multiple examinations of the literature on a topic culminating as a �nished

product that appears in a dissertation. When conducting a literature review, the researcher grounds the study in the existing body of knowledge.

The process can be thought of as conversing with other experts in the �eld regarding the subject matter. The area in the dissertation known as the

"Review of the Literature" is an organized treatment of information and studies related to the topic that includes discussion of how the proposed

topic is situated within the knowledgebase and makes the case for why a problem space exists in the literature.

The �rst three chapters of the dissertation comprise the dissertation proposal. Chapter 1 is the "Introduction to the Study," Chapter 2 is the

"Literature Review," and Chapter 3 is the "Methodology." GCU recommends that learners begin by working on Chapter 2 �rst because the literature

review requires evidence of a problem space, and a need for the study leads to the development of the problem statement, which is the heart of the

entire dissertation. Thus, the strength of the entire dissertation holistically depends on the strength of Chapter 2.

The Sections of Chapter 2 The overarching purpose behind the literature review rests on building a compelling argument justifying the need for a study and identifying a

conceptual framework for conducting the study. Chapter 2 of a dissertation is an argument to justify the reasons the researcher will conduct the

study. Because Chapter 2 serves as the foundation of the argument for the entire dissertation, the other chapters emanate from it. A good

researcher will keep this in mind while preparing each section of the literature review and moving from surveying to synthesizing literature by

shaping an initial draft of Chapter 2 and revising throughout the program.

Chapter 2, the literature review, includes six sections: the introduction to the chapter and background to the problem, identi�cation of the problem

space, theoretical foundations, review of the literature, problem statement, and summary. GCU has separate dissertation templates for quantitative

and qualitive studies. While similar, the two templates have some differences based on methodology. These templates can be found on the DC

Network. For the sake of brevity only the quantitative template is presented below.

The Introduction to the Chapter and Background to the Problem

In this chapter, the learner presents the theoretical framework for the study and develops the topic and speci�c research problem. In order to

perform signi�cant dissertation research, the learner must �rst understand the literature related to the research focus. A well-articulated, thorough

literature review provides the foundation for a substantial, contributory dissertation. The purpose of Chapter 2 is for the learner to develop a well-

documented argument for the selection of the research topic, and formulation of the problem statement. A literature review should be a synthesis

of what has been published on a topic by accredited scholars and researchers. It is not an expanded annotated bibliography or a summary of

research articles related to the topic. It is intended to re�ect a deep understanding of scholarly sources and empirical literature articles that de�ne

what needs to be understood and studied.

The learner uses the literature review to place the research focus into context by analyzing and discussing the existing body of knowledge. In

doing so, the researcher is effectively telling the reader everything that is known, or everything that has been discovered in research about that

focus, and what still needs to be understood in terms of the problems addressed, approaches used, and results produced. As a piece of writing, the

literature review must convey to the reader what knowledge and ideas have been established on a topic and build an argument in support of the

research problem.

In this section, the learner describes the overall topic to be investigated and outlines the approach taken for the literature review and the evolution

of the problem based on the "problem space" as identi�ed in the literature from its origination to its current form, that is, speci�cally by trends in

the literature. The learner must make sure the "Introduction to the Chapter" and "Background to the Problem" sections address all required criteria

listed in the rubric shown in Table 8.1. Learners may want to create a subsection title for the "Introduction to the Chapter" section and for the

"Background to the Problem" section to provide clarity for the reader.

Table 8.1

Criteria Table for Introduction and Background

Identi�cation of the Problem Space

All learners must identify how they will focus their research to produce an original dissertation. This involves understanding the difference

between what is known in a �eld of research and what is not yet understood. This process involves reading relevant and appropriate literature and

becoming deeply familiar with how a speci�c topic has been previously studied, where and how the research is trending, and what approaches

have been used to previously examine a problem in order to identify what still needs to be understood.

The topic, the problem statements that other researchers have de�ned, and the approaches that other researchers have taken, all constitute the

"problem space" for a study. The problem space is a way to help you establish some boundaries for the literature review so that you have a clear

idea of what to include and what to exclude. What needs to be understood is the result of the analysis of the literature within the problem space,

and the problem statement expresses how the proposed study will address what needs to be understood.

Becoming deeply familiar with how a speci�c topic has been previously studied involves reading and synthesizing literature related to the problem

space, focusing in particular on research published within the past �ve years. Lack of research on a topic, or personal interest in an unresearched

topic, are not suf�cient reasons to conduct research or focus a dissertation. Just because something has not been researched previously does not

mean it should be or needs to be examined today. Therefore, the learner must be well read on their topic to identify and articulate ways their study

will add to the existing body of knowledge on the topic.

Problems Based in Practice

Practice-based research may initially de�ne the problem based in a practice within an organization or setting; however, the approach to

investigating the problem needs to follow scholarly research procedures. This means the problem space needs to include literature that is scholarly

in nature so that the proposed dissertation research will advance knowledge and practice. The literature review should include peer-reviewed

articles from research-based journals as well as journals focused on professional practice and research-based industry journals.

There are a variety of ways to synthesize the literature. Below are examples of steps that may be used:

First, explore original literature on the topic. The topic should focus on an issue pertinent to the learner's program of study to determine what

has been discovered and what still needs to be understood.

Second, while exploring the original literature, identify the broad topics and problems researched. Explore the evolution of the research on

the problem. How did the focus change? What �ndings emerged from these studies?

Third, describe the research from the past 2 to 3 years to understand what has been discovered, what problems have been examined, and

what still needs to be understood. Discuss the trends and themes that emerged. Studies that were published within the past 2–3 years will

still be relevant (with the past 5 years) at the point of graduation.

Note: Clarifying a problem space for dissertation study should primarily come from empirical-research literature or studies dated

within 3 to 5 years of the learner's projected graduation date. This is a recommendation, not a rule.

Dissertations can be used in the literature review; however, one must supplement dissertation citations with citations from other peer-

reviewed research on the topic.

Fourth, de�ne the topic and problem statement by synthesizing the recent studies, including trends, and de�ne what still needs to be

understood.

While the verbiage in this section highlights a set of steps designed to help GCU doctoral learners identify what still needs to be understood for

their study, there are other methods that can be used. These include replication studies, recommendations for future research from prior studies

and literature reviews, adding to a broadly researched area through clearly targeted research, reframing problems, and synthesizing areas of

research to de�ne a new or innovative area of research. This section must clearly identify the speci�c sources that form the basis for what will

become the problem for the study.

In the last part of this section, the learner will describe how the study is situated within the problem space established in the previous discussion

within this section. The learner should also describe how the study may add to the body of literature. Finally, the learner should discuss any

potential practical or professional applications that might occur as an outcome or application of the study.

Table 8.2

Criteria Table for Identi�cation of the Problem Space

Theoretical Foundations

In this section, the learner identi�es and discusses the theory(ies), or model(s), that provide the foundation for the research study. The learner also

provides an explanation of how the problem under investigation relates to the theory or model. The seminal source for each theory or model

presented in this section should be identi�ed and described.

For a quantitative study, the theory(ies) or models(s) guide the development of the research question(s), justify what is being measured (variables),

and describe how those variables are related. The learner should include a discussion of how the research question(s) align with the respective

theory(ies) or model(s) and illustrate how the study �ts within the prior research based on the theory(ies) or model(s).

For a qualitative study, the theory(ies) or models(s) guide the research question(s), justify what is being investigated, and describe how the

phenomenon is related to the research questions. The learner should include a discussion of how the research question(s) align with the respective

theory(ies) or model(s) and illustrate how the study �ts within the prior research based on the theory(ies) or model(s).

The learner should cite references re�ective of the foundational, historical, and current literature in the �eld. Seminal works are usually more than

5 years old; it is important to include those, as well as relevant, more recent literature on the theory. Overall, the presentation in this section should

re�ect that the learner understands the theory or model and its relevance to the proposed study. The learner's discussion should also re�ect

knowledge and familiarity with the historical development of the theory.

Table 8.3

Criteria Table for Theoretical Foundations and/or Conceptual Framework

Review of the Literature

In this section, the learner provides a broad, balanced overview of the existing literature related to the research topic. The "Review of the Literature"

section includes themes, trends, and con�icts in research methodology, design, and �ndings. The learner provides a synthesis of the existing

literature, examines the contributions of the literature related to the topic, and discusses the methodological approaches used for the research

based on related empirical studies. Through this synthesis, the learner applies this information to de�ne what needs to be studied as well as to the

creation of the plan and approach for their study.

The learner must provide citations for all ideas, concepts, and perspectives. The learner's personal opinions or perspectives are not included. The

"Review of the Literature" section should be approximately 30 pages (30 pages re�ects a typical literature review in length and is a

recommendation not a rule); however, a well-written, comprehensive literature review will likely exceed this minimum requirement. The literature

review must be continuously updated throughout the dissertation research and writing process. In order to ensure a current, relevant literature

review, the majority of references in Chapter 2 (approximately 75%) should be within the past 5 years. This is a recommendation, not a hard, fast

rule, as the learner, chair and content expert should evaluate the overall quality and relevance of scholarly sources presented in this chapter. Other

requirements for the literature review include:

The learner will describe each research variable in the study discussing the prior empirical research that has examined the variable(s) and

the relationship between variables.

The learner will discuss the various methodologies and designs that have been used to research topics related to the study. The learner uses

this information to justify the design in Chapter 3.

The learner will discuss the instruments, measures, and/or approaches used to collect data in existing literature. The learner then uses this

information to argue for the appropriateness of the dissertation's instruments, measures, and/or approaches used to collect data in Chapter 3.

The learner will discuss and synthesize studies related to the dissertation topic. This may include (1) studies describing and/or relating the

variables, (2) studies on related research such as factors associated with the themes, (3) studies on the instruments used to collect data, (4)

studies on the broad population for the study, and/or (5) studies similar to the study. The themes presented, and research studies discussed

and synthesized in the "Review of the Literature" section demonstrates a deep understanding of all aspects of the research topic. The set of

topics discussed in the "Review of the Literature' section must demonstrate a comprehensive understanding of the broad area in which the

research topic exists.

The learner will discuss and synthesize the various methodologies and designs that have been used in prior empirical research related to the

study. It should provide discussion of existing instrumentation to measure variables to later argue, in Chapter 3, for selected instrument for

the study. This section must argue the appropriateness of the dissertation's instruments, measures, and/or approaches used to collect data.

Empirical research must be used to justify the selection of instrument(s).

For each major section in the "Review of the Literature," the learner will include an introductory paragraph that explains why the particular

topic was explored relative to the dissertation topic.

For each major section in the "Review of the Literature," the learner will include a summary paragraph(s) that (1) compares and contrasts

alternative perspectives on the topic, (2) provides a synthesis of the themes relative to the research topic discussed that emerged from the

literature, (3) discusses data from the various studies, and (4) identi�es how themes are relevant to the dissertation topic.

The types of references that may be used in the literature review include empirical articles, peer-reviewed or scholarly journal articles, a

limited number of dissertations (no more than 5 recommended), and books (no more than 5–10 recommended) that present cutting-edge

views on a topic, are research based, or are seminal works.

The learner will expand on and provide additional arguments for what still needs to be understood (the need for the study) that was de�ned

in the "Background of the Problem" section.

The learner may organize the body of a literature review in a variety of ways depending on the nature of the research. However, the approach taken

to the organization and �ow of the topics for the "Review of the Literature" section must be clearly explained and included in an introductory

section of "Review of the Literature. Learners will work with the committee to determine the best way to organize this section of Chapter 2.

Chapter 2 can be particularly challenging with regard to APA format for citations and quotations. The learner should refer to the APA manual

frequently to make sure citations are formatted properly. It is critical that each in-text citation is appropriately listed in the References section.

Incorrectly citing and referencing sources is a serious scholarly and ethical violation, particularly when writing a dissertation. As an emerging

scholar, learners must demonstrate the capability and responsibility to properly cite and reference every single source referenced in the literature

review and throughout the dissertation. Note that all in-text citations within parentheses must be listed in alphabetical order with semicolons

between each citation (e.g., Barzum & Gaft, 1992; Calabore, 2006; Hacke, Somer, Jane, & Rosene, 2008; Marton, 2010; Nosk, 1943; Squares & Krane,

1995; Strump & Whithe, 1979).

In general, "small quotes," or quotes of less than about 40 words should be avoided. The learner should paraphrase in almost all situations except

where the actual words in the quote have signi�cance. For example, we would not paraphrase, "Four score and seven years ago…" If such a quote is

used, incorporate it into the narrative and enclose it with double quotation marks. The in-text citation is included after the �nal punctuation mark

and the �nal punctuation mark in quoted text should be placed inside the quotation mark.

For a quote within a quote, use a set of single quotation marks. Here is an example of a direct quote within a quote integrated into the narrative. In

the classic introspective autobiography, The Memoirs of a Super�uous Man, one reads that, "one never knows when or where the spirit's breath

will rest…. 'The spirit breathes where it will,' said the Santissimo Salvatore, 'and thou hearest the sound thereof, but cannot tell whence it cometh or

whither it goeth.'" (Nock, 1943, p. 187)

As a rule, if a quote comprises 40 or more words, display this material as a freestanding block quote. Start formal block quotes on a new line. They

are indented 0.5 inches in from the left margin. The entire block quote is double-spaced. Quotation marks are not used with formal block quotes.

The in-text citation is included after the �nal punctuation mark. Below is an example of a block quote: In an important biography, The First

American: The Life and Times of Benjamin Franklin, historian H. W. Brands wrote:

In February 1731, Franklin became a Freemason. Shortly thereafter, he volunteered to draft the bylaws for the embryonic local chapter,

named for St. John the Baptist; upon acceptance of the bylaws, he was elected Ward

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