Proposal: Doctorate and Students
A Sample Mixed Methods Dissertation Proposal Prepared by Nataliya V. Ivankova
NOTE: This proposal is included in the ancillary materials of Research Design with permission of the author.
If you would like to learn more about this research project, you can examine the following publications that have resulted from this work: Ivankova, N., & Stick, S. (2007, Feb). Students’ persistence in a Distributed Doctoral Program in Educational Leadership in Higher Education: A mixed methods study. Research in Higher Education, 48(1), 93-135. DOI: 10.1007/s11162-006-9025-4 Ivankova, N. V., Creswell, J. W., & Stick, S. (2006, February). Using mixed methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20. Ivankova, N., & Stick, S. (2005, Fall). Preliminary model of doctoral students’ persistence in the computer-mediated asynchronous learning environment. Journal of Research in Education, 15(1), 123-144. Ivankova, N., & Stick, S. (2003). Distance education doctoral students: Delineating persistence variables through a comprehensive literature review. The Journal of College Orientation and Transition, 10(2), 5-21.
STUDENTS’ PERSISTENCE IN THE UNIVERSITY OF NEBRASKA - LINCOLN DISTRIBUTED DOCTORAL PROGRAM IN EDUCATIONAL ADMINISTRATION: A MIXED METHODS STUDY
by Nataliya V. Ivankova
PROPOSAL FOR DISSERTATION STUDY
Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy
Major: Interdepartmental Area of Administration, Curriculum, and Instruction
Under the Supervision of Professor Sheldon L. Stick
Lincoln, Nebraska
December, 2002
Table of Content Chapter 1. Introduction ...................................................................................................... 4 Statement of the Problem ………………………………………………………... 4 Purpose of the Study …………………………………………………………….. 7 Research Questions ……………………………………………………………… 8
NOTE: This proposal is included in the ancillary materials of Research Design with permission of the author.
If you would like to learn more about this research project, you can examine the following publications that have resulted from this work: Ivankova, N., & Stick, S. (2007, Feb). Students’ persistence in a Distributed Doctoral Program in Educational Leadership in Higher Education: A mixed methods study. Research in Higher Education, 48(1), 93-135. DOI: 10.1007/s11162-006-9025-4 Ivankova, N. V., Creswell, J. W., & Stick, S. (2006, February). Using mixed methods sequential explanatory design: From theory to practice. Field Methods, 18(1), 3-20. Ivankova, N., & Stick, S. (2005, Fall). Preliminary model of doctoral students’ persistence in the computer-mediated asynchronous learning environment. Journal of Research in Education, 15(1), 123-144. Ivankova, N., & Stick, S. (2003). Distance education doctoral students: Delineating persistence variables through a comprehensive literature review. The Journal of College Orientation and Transition, 10(2), 5-21.
STUDENTS’ PERSISTENCE IN THE UNIVERSITY OF NEBRASKA - LINCOLN DISTRIBUTED DOCTORAL PROGRAM IN EDUCATIONAL ADMINISTRATION: A MIXED METHODS STUDY
by Nataliya V. Ivankova
PROPOSAL FOR DISSERTATION STUDY
Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy
Major: Interdepartmental Area of Administration, Curriculum, and Instruction
Under the Supervision of Professor Sheldon L. Stick
Lincoln, Nebraska
December, 2002
Table of Content Chapter 1. Introduction ...................................................................................................... 4 Statement of the Problem ………………………………………………………... 4 Purpose of the Study …………………………………………………………….. 7 Research Questions ……………………………………………………………… 8
References: 15 (1989a, 1990, 1995) model of dropout from distance education courses -- served as a theoretical foundation for this study 16 Tinto’s theory, however, did not address external factors, such as the influence of family, friends and employers, and their role in shaping perceptions, commitments, and preferences, and sustaining students’ persistence (Bean & Metzner, 1985) 18 students normally were employed full-time and most had family commitments, the extent to which such integration was successful was crucial to their chances for completing a course (Kember, 1989a)