DBA885 W6 Rubric Prospectus Submission Methodologist
Please READ and REVIEW the DETAILS of the ENTIRE assignment. The assignment must be written professionally, scholarly, paraphrased, cited and with completed reference(s), and MUST include every detail the assignment asks to be completed.
**Attached is the…"The "W6 Rubric"…DBA – 885 – Prospectus Submission – Methodologist/Professor Comments"…"DBA – 885 – W4 – Prospectus Revision 1"…PLEASE RESEARCH THE DOCUMENTS…THEY PROVIDE THE INFORMATION NEEDED TO COMPLETE THIS ASSIGNMENT CORRECTLY AND PROPERLY…If anything else is needed, please let me know…
**Please do not rush on the assignment…THERE IS plenty of time to Research, and properly complete the assignment***Please do not repeat the same wording just to meet the word count***
**Please let me know your Fee, once you review the details of the assignment – For this Assignment please just update the Slides the Professors provided comments…and if you see anything else that may need to be updated/completed
Assignment Due Date: Sunday, August 28, 2022
Assignment Description
A key disposition of doctoral learners is that they value critical thinking and feedback, possessing an openness to new ideas, ready to challenge assumptions and consider other viewpoints. In this assignment, you will use the feedback from your chair (and methodologist, if applicable) as garnered in your earlier virtual conference call to revise your research prospectus for your chair to review and score.
General Requirements:
Use the following information to ensure successful completion of the assignment:
- Locate the most current version of the prospectus PowerPoint template. Be sure to choose the version that aligns with your proposed study methodology (qualitative or quantitative).
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
- This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.
Directions:
Consider the feedback on your prospectus PowerPoint given to you by your chair (and methodologist, if applicable).
Submit a revised draft of your prospectus PowerPoint that integrates the feedback from your chair (and methodologist, if applicable). Be sure to use the most current version of the prospectus PowerPoint template as well as the version that aligns with your proposed study methodology (qualitative or quantitative). Before submitting, you should self-evaluate your work using the Prospectus PowerPoint Scoring Slides located in the DC Network. A link to the scoring slides is available in the Class Resources for this course.
Rubric Criteria
Collapse All Rubric Criteria
Background to the Problem
17.7 points
Criteria Description
Literature Review: Background to the Problem
4. 3: Meets Expectations
17.7 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
15.4 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
12.39 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Problem Space
23.6 points
Criteria Description
Literature Review: Problem Space
4. 3: Meets Expectations
23.6 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
20.53 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
16.52 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Theoretical Foundation
17.7 points
Criteria Description
Literature Review: Theoretical Foundation
4. 3: Meets Expectations
17.7 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
15.4 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
12.39 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Themes
14.75 points
Criteria Description
Literature Review: Themes
4. 3: Meets Expectations
14.75 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
12.83 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
10.33 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Problem Statement
14.75 points
Criteria Description
Problem Statement
4. 3: Meets Expectations
14.75 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
12.83 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
10.33 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Phenomena or Variables
14.75 points
Criteria Description
Phenomena (Qualitative) or Variables (Quantitative)
4. 3: Meets Expectations
14.75 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
12.83 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
10.33 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Research Questions or Research Questions and Hypotheses
14.75 points
Criteria Description
Research Questions (Qualitative) or Research Questions and Hypotheses (Quantitative)
4. 3: Meets Expectations
14.75 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
12.83 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
10.33 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Methodology Justification
14.75 points
Criteria Description
Methodology Justification
4. 3: Meets Expectations
14.75 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
12.83 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
10.33 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Research Design
14.75 points
Criteria Description
Research Design
4. 3: Meets Expectations
14.75 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
12.83 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
10.33 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Purpose Statement
14.75 points
Criteria Description
Purpose Statement
4. 3: Meets Expectations
14.75 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
12.83 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
10.33 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Population, Target Population, and Sample
14.75 points
Criteria Description
Population, Target Population, and Sample
4. 3: Meets Expectations
14.75 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
12.83 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
10.33 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Instrumentation and Data Sources
20.65 points
Criteria Description
Instrumentation and Data Sources
4. 3: Meets Expectations
20.65 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
17.97 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
14.45 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Data Collection
20.65 points
Criteria Description
Data Collection
4. 3: Meets Expectations
20.65 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
17.97 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
14.45 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Data Analysis Procedures
14.75 points
Criteria Description
Data Analysis Procedures
4. 3: Meets Expectations
14.75 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
12.83 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
10.33 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Feasibility
17.7 points
Criteria Description
Feasibility
4. 3: Meets Expectations
17.7 points
Component is addressed clearly and comprehensively. No gaps are present that leave the reader with questions.
3. 2: Approaches Meeting Expectations
15.4 points
Component is present and adequate. Small gaps are present that leave the reader with questions.
2. 1: Does not meet Expectations
12.39 points
Not all components are present. Large gaps are present in the components that leave the reader with significant questions.
1. 0: Not Present
0 points
Item is not present
Integration of Instructor Feedback
29.5 points
Criteria Description
Integration of Instructor Feedback
4. 3: Meets Expectations
29.5 points
Integration of instructor feedback is evident and meaningful. It is seamlessly incorporated into the flow of the paper. All instructor comments and suggestions are addressed.
3. 2: Approaches Meeting Expectations
25.67 points
Integration of instructor feedback is vaguely attempted, but does not address the majority of instructor comments and suggestions.
2. 1: Does not meet Expectations
20.65 points
Integration of instructor feedback is vaguely attempted, but does not address the majority of instructor comments and suggestions.
1. 0: Not Present
0 points
Integration of instructor feedback is either missing or not evident to the reader.
Overall Presentation
14.75 points
Criteria Description
Overall Presentation (Slides, writing, and APA)
4. 3: Meets Expectations
14.75 points
Presentation is concise and professional in appearance. Writer is clearly in command of standard, written, academic English. APA citations and/or reference slide are included, and are correctly placed, accurate, and correctly formatted.
3. 2: Approaches Meeting Expectations
12.83 points
Presentation is concise but not entirely professional in appearance. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. APA citations and/or reference slide are included, and most are correctly formatted.
2. 1: Does not meet Expectations
10.33 points
Presentation is not concise and professional in appearance. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. APA citations and/or reference slide are included but are misplaced, inaccurate, or incorrectly formatted.
1. 0: Not Present
0 points
Presentation is not concise and professional in appearance. Mechanical errors in presentation are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. APA citations and/or reference slide are not included.
Total295 points
,
The Monetary Value of Professional Certifications to Corporations D’Ainsley Smith Dr. Ahyee July 20, 2022
CONFIDENTIAL
GCU – For Internal Use Only
1
Literature Review: Background to the Problem
A professional certification is becoming more valuable in today’s workplace because employers value a standardized set of skills and qualifications to perform the job – especially in the fields of IT, corporate business, and healthcare (Collins, 2021). In a competitive job market, certifications offer heightened career advancement opportunities for workers.
According to Wierschem & Mediavilla (2018), conservative research shows that employees who hold certifications are more confident and knowledgeable, they achieve job proficiency sooner, are more reliable, and perform at a higher level than those without certifications.
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The study provides insight on the larger related scale of employer valuation of academic degrees, certifications, and work experience.
Literature Review: Background to the Problem
The majority of information technology (IT) employment literature is focused on academic degrees and certification (Wierschem & Mediavilla, 2018). Little, if any, have viewed the big picture of relative employer valuation of academic degrees, certifications, and work experience.
To address this gap, the research presented focuses on the employer’s relative valuation of academic degrees, certifications, and work experience; this research has failed to acknowledge the curriculum that employers are most (50%) interested in experience.
10/9/2019
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The study focuses on certification and academic degree programs as it relates to the importance of corporate institutions.
Literature Review: Problem Space
Linda and Nurnida (2019), found in their study that training contributes to enhanced employee performance. The participants were sampled using probability sampling method – Simple random sampling. Data was collected by administering questionnaires to employee at Pharmacy of PT Kimia Farma Unit Bandung. The results reveal that training increased performance by 41.1%; the other 58.9% was influenced by other factors not examined.
Umit, Esra, Kultigin & Serhat (2012) identified there has been limited empirical work to examine the relationship between the elements of career motivation and key employee behavior, such as employment and turnover intentions, job satisfaction, organizational commitment and work performance.
Future studies should investigate if there is statistically significant relationship between training and staff performance in a different industry, such as education, telecommunication, and others, Linda and Nurnida (2019).
10/9/2019
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The study findings on employees at Pharmacy of PT Kimia Farma Unit Bandung revealed that employee training, which is translated to qualification enhance their productivity. However, it only contributes to 41.1% of performance, there are other factors that were not examined, which contribute to 58.9% Training aims at enhancing human skills necessary for a specific type of job.
4
Literature Review: Problem Space continued
Sanjeev and Santhi (2019), conducted a quantitative study to determine the relationship between employee’s tenure and performance. The sample size was 239 employees, sampled from supervisory level employees in the ceramic tile industry in Malaysia. The findings showed that organizational tenure was related to employee performance. Future studies should assess the extent at which employee’s tenure affects their productivity. Moreover, Sanjeev and Santhi (2019), recommended that organizations should allow employees to remain in the organization an extended amount of time.
Pang, et al., (2019), conducted a study in Hong Kong to determine employers’ perceptions of new graduate competencies that contribute to job success. Questionnaires were administered to business employers. The study revealed that competencies, such as self-control, cooperation, and teamwork, analytical thinking were ranked in high regard. The study recommended that universities should develop-work oriented programs. The future study should assess the relationship between employers’ perceptions of new graduate competencies and job success using both mixed design method.
10/9/2019
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The study conducted in the tile making industry focused on determining the relationship between the number of years an employee has worked in the organization and employee performance. The findings showed that the longer an employee worked in an organization, the higher the performance. In this regard, the experience of the employee influences performance.
5
Literature Review: Problem Space continued
Lisa, Katarina & Newman, (2019) study on employability, which is the personal attributes and skills necessary for graduates to secure employment in Slovakia found that employers focused on practical experience (The survey involved 27 employers and 534 students from Slovakia. A study entailed administering questionnaires to employees to determine their perception to graduates and highlight their employability. The findings showed that 60% of employers ignored fresh graduate students, because of a lack of practical skills or experience in the industry, and only 30% employed those individuals. The study recommended that companies should place emphasis on employee’s experience to enhance their productivity. In this case, future studies should emphasize on the correlation between employee’s expertise level and their performance.
Larger companies are more likely to embrace a more comprehensive approach to worker qualifications, primarily to promote harmonious employee relations, foster a learning culture, and grow the company's 'intellectual capital' (Sexton 2003).
This research aims to examine the overall value employers place on their employees' qualifications; whether employers value certifications differently for new versus existing employees, by occupation classification and type of business; the types of competence for which employers demand formal recognition; and the decision-making processes employers used when assigning value to qualifications. This qualitative study aims to see if business executives regard professional qualifications as a source of perceived profit for their companies.
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A study conducted in Slovakia on employability found that two-thirds of employers focused on practical experience rather than on academic qualifications.
Literature Review: Theoretical Foundations
Classical Theory Of Employment
The theoretical foundation of the study is classical theory of employment.
In the classical theory, output and employment are determined by the production function.
The theory is appropriate in this study because it focuses on technical knowledge, which is exhibited through skillsets, experience, certifications, and academic qualifications.
10/9/2019
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Employers desire candidates with up-to-date knowledge, and professional certifications that display an individual’s mastery of a particular technology or practice. The classical economists believe in the existence of full employment in the economy. The economists believe that full employment was a normal situation, and any deviation is regarded as something abnormal. There is a tendency of the economic system to automatically provide full employment in the labor market when the demand and supply of labor are equal. Notably, company employees put in long hours of study to achieve the highest level of professional standards or technical knowledge. On the other hand, professional certifications provide increased options to an individual’s career. However, professional certifications are not a requirement in the corporate setting, however employees who attain them add/offer value to the organization.
7
Literature Review: Review of Literature
Cognitive Development: Empirical research shows that a relationship exists between professional certification, development, and monetary value.
Capital: Employee success: There is a connection between professional certification and employee success in terms of career development.
Output: Employee performance: Professional certifications leads to improved employee performance.
10/9/2019
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The focus on the technical knowledge as part of the production function is a mechanism that influences employee success, employee performance, and cognitive development.
8
Problem Statement
It is not known how corporate leaders describe the influence of professional certifications to advance the output, capital stock, and technical knowledge of their employees
10/9/2019
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9
Problem Statement Formula – Exemplar
What is Known:
It is known that certain corporations value the use of professional certifications as an advancement of the output, capital stock, and technical knowledge of their employees
What is NOT Known:
It is not known how corporate leaders describe the use of professional certifications to advance the output, capital stock, and technical knowledge of their employees
Societal/Professional Need:
What needs to be known is how corporate leaders describe the influence of professional certifications to advance the output, capital stock, and technical knowledge of their employees
Argument:
While professional certifications are not a requirement in the corporate setting, they provide an extra credit to those who have them. Candidates put in long hours of study, to achieve the highest level of professional standards. Professional certifications can open many doors throughout an individual’s career, especially when one is searching for the next challenge. Recruiters and hiring managers tend to look at the Certifications section of a resume before anything else. Employers desire candidates with up-to-date knowledge, and professional certifications that displays to them a person’s mastery of a particular technology or practice.
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Research Questions and Phenomenon
Phenomenon: Employers and corporate leaders describe the influence of employees who have obtained a formal degree, industry certifications, and skills or experience in their chosen field or industry.
RQ 1: How do corporate leaders describe the influence of professional certifications to improve the output of their employees
RQ 2: How do corporate leaders describe the influence of professional certifications to improve capital stock their employees
RQ 3: How do corporate leaders describe the influence of professional certifications to improve the technical knowledge of their employees
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The research question addresses the topic by seeking to unveil the importance of professional certification to an organization’s profitability.
11
Methodology Justification
Qualitative
Archival Documentation Analysis
Stewart and Cash (2017), define qualitative research as one that collects qualitative data, such as perceptions, observations, beliefs using techniques such as oral interviews.
Nelson and Evans (2014), mention that some of the ways of qualitative data collection approaches include, focus group discussions, descriptive interviews, and observation research.
Justification for qualitative:
This process will be completed with small sample size. Qualitative research focuses on the "why" and “how” and depends on the direct experiences and based on this fact this qualitative method is justified.
Quantitative
Apuke (2017), defines quantitative research as the determination to collect quantitative data, such as figures and numerals, which are analyzed using quantitative statistical approaches.
Sukamoulson (2017), defines quantitative research as one that entails manipulation of observations for the aim of describing the phenomena reflected by observational approach.
Justification against quantitative:
Requires large sample size – Quantitative methodology allows researchers to make predictions using hypotheses
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The qualitative approach use methods, such as descriptive interviews, focus groups discussions, collecting information from social media users, and engaging in archival documentation.
12
Design
| Design | Definition | Justification (use /not use) |
| Qualitative Descriptive | A qualitative descriptive design is used when a simple explanation is required that concentrates on the specifics of what, when, and why of an activity or circumstance. place, The analysis is descriptive in nature. It entails extensive description of the phenomena (Lambert & Lambert, 2012). The analysis will include summarization of participant perceptions regarding study questions. | Use The design should be used, because answering the research question will focus on why and how, which are the unique elements characterizing qualitative design. |
10/9/2019
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Qualitative descriptive is an empirical method of investigation aiming to describe the informant's perception and experience of the world, and its phenomena. This method is appropriate in the study, because the researcher will reflect and explore responses from the participants.
13
Design – Cont’d
10/9/2019
| Design | Definition | Justification (use /not use) |
| Phenomenological | Using phenomenology as a methodology, qualitative approach relies on the similarities among people who share similar experiences. Individuals who obtain an initial understanding of an incident, circumstance, or perspective are often interviewed. The uniqueness of phenomenology is the lived experience, which would differ from participant to participant (Qutoshi, 2018). | Not use. Whereas the participants may have the experience with the phenomena, their perceptions may be different, hence making phenomenological design inappropriate. Because not looking at lived experiences over time will not use this design |
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Phenomenology produces a close examination of the phenomena under-study to explore the complex world of lived experiences from the actors (those who live the experience).
14
Design – Cont’d
10/9/2019
| Design | Definition | Justification (use /not use) |
| Grounded Theory Case Study | Grounded theory is a technique that sociologists have used extensively, although not entirely, in descriptive study (Chun Tie et al.,(2019). Data focuses on the experiences, and the perceptions of the participants. Chun et al., (2019), describes grounded theory as a qualitative approach that aims at discovering or constructing theory from systematically obtained data, and analyzed using comparative analysis. Case Study is an in-depth investigation of a group or community by considering the history, development, and other aspects (Karji et al., 2019). It is an exploration of a time, and space-bound phenomenon. According to Quiceno et al. (2019), a case study is mostly used in the social scientists. Research into the origins of fundamental principles is done through case studies, which are in-depth investigations of a particular person, organization, or event. | Not use It should not be used in the study because the focus is not developing a theory from the participants’ experiences. Not Use Case study design may be used when studying the past organizational performance by considering the organization’s choice of technical knowledge, which is a factor in the production output. |
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15
Purpose Statement
The purpose of this qualitative descriptive study is to explore how corporate leaders describe the influence of professional certifications to advance the output, capital stock, and technical knowledge of their empl
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