There are 2 parts of this question
Share your topic idea(s) here. Here are some things to consider:
- Identify a topic in your specialization. (For IT students, Information Technology is not a topic, however, Millennial’s perceptions of smart phone technology could be a topic. For leadership students, leadership or leadership styles would be too broad. You could, however, compare leader and followers perceptions of leadership styles in private four year institutions. These are examples).
- What is the cited problem? The problem you want to address has to come from the literature, and be cited, who are saying there are problems.
- What is the population you would like to address?
- What methodology are you planning on using? (If you are unsure, do you plan on a quantitative or qualitative study? You will determine your methodology in 839).
- Locate at least one article related to your topic. What was the research question in the study? Who were the participants in the study? What findings were reported?
Completion of the dissertation primarily rests upon you, the doctoral student. However, research indicates that self-regulated learning strategies predict the elapsed time along the dissertation journey (Dunn & Rakes, 2015; Kelley & Salisbury-Glennon, 2016). One such strategy is the creation of a timeline. This cyclical process has the learner plan out a task, monitor their performance along major milestones, reflect on their progress, and then use the reflection to adjust the timeline. However, to be effective, this strategy needs to be personalized for each learner’s purpose (Zimmerman, 2002).
Using the attached template as a guide, you are to create such a timeline – a roadmap, if you will, along your dissertation journey. Incorporated within the timeline are major milestones. Build into the timeline goals for each milestone with specific dates. You may also want to include specific contact information as well as possible obstacles that may arise. This will be a tool you will bring to each consultation with your professor/chair. Most importantly, it is to be a useable point of reference along your dissertation journey.
Dunn, K., & Rakes, G. (2015). Exploring online graduate students’ responses to online self-regulation training. Journal of Interactive Online Learning, 13(4), 1–21.
Kelley, M., & Salisbury-Glennon, J. (2016). The Role of Self-regulation in Doctoral Students’ Status of All But Dissertation (ABD). Innovative Higher Education, 41(1), 87–100.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.