dba learner handbook - capella universityassets.capella.edu/.../dbalearnerhandbook.pdf · dba...

DBA Learner Handbook

version 2.1 effective November 2016

Capella University

225 South Sixth Street, Ninth Floor

Minneapolis, MN 55402

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DBA LEARNER HANDBOOK

TABLE OF CONTENTS

Table of Contents .................................................................................................... 3 1. WELCOME AND OVERVIEW OF THE DBA DEGREE PROGRAM ................................ 5

1.1. Structure ............................................................................................................ 5 1.1. Program Outcomes and Competencies .................................................................... 5 1.2. Learner-Mentor Relationships ................................................................................ 5

2. DBA DEGREE PROGRAM STRUCTURE AND REQUIREMENTS .................................. 7

2.1. Structure ............................................................................................................ 7 2.2. Requirements ...................................................................................................... 7 2.3. DBA Courses ....................................................................................................... 8

3. DOCTORAL SKILLS EXPECTATIONS ..................................................................... 9

3.1. Scholarly Research Skills ...................................................................................... 9 3.2. Library Skills ....................................................................................................... 9 3.3. Written Communications ....................................................................................... 9 3.4. Time Management and Study Skills ........................................................................ 9

4. LEARNING ENVIRONMENT EXPECTATIONS .......................................................... 9

4.1. Workspace ........................................................................................................ 10 4.2. Software ........................................................................................................... 10 4.3. Equipment ........................................................................................................ 10 4.4. Online Basics..................................................................................................... 10

5. PROFESSIONAL EXPECTATIONS ........................................................................ 12

5.1. Academic Honesty ............................................................................................. 12 5.2. Personal Accountability ....................................................................................... 12 5.3. Constructive Feedback and Critique ..................................................................... 12 5.4. Interpersonal Relationships ................................................................................. 12

6. INSTITUTIONAL REVIEW BOARD AND HUMAN SUBJECT PROTECTION .............. 13

6.1. Getting Started ................................................................................................. 13 6.2. IRB Reviews ...................................................................................................... 13

7. HIGHLIGHTS OF THE DBA DEGREE PROGRAM .................................................... 15

7.1. International Experience ..................................................................................... 15 7.2. Faculty in the DBA Degree Program ..................................................................... 15 7.3. The Mentor-Learner Relationship ......................................................................... 15 7.4. Doctoral Support Center and Doctoral Advising Team ............................................. 16

8. THE DISSERTATION DEVELOPMENT PROCESS ................................................... 17

8.1. Overview .......................................................................................................... 17 8.2. Business Administration and Specialization Focus .................................................. 17 8.3. Business Research is Problem Solving Based ......................................................... 17

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8.4. Organization of the Dissertation........................................................................... 17 8.5. Draft Working Papers ......................................................................................... 18 8.6. Turnaround Time for Mentor and Committee Reviews ............................................. 18 8.7. Committee Formation ......................................................................................... 18 8.8. Role of the DBA Mentor ...................................................................................... 18 8.9. Role of the Second Committee Member ................................................................ 18 8.10. Role of the Third Committee Member ................................................................. 18 8.11. Research Designs and Approved Techniques ........................................................ 18 8.12. Doctoral Success Program ................................................................................. 19

9. COURSEROOMS, ACTIVITIES, AND PARTICIPATION .......................................... 20

9.1. Mentor and Dissertation Courseroom Activities and Participation .............................. 20 9.2. DBA Mentor Courseroom (DB9940) ...................................................................... 20 9.3. Dissertation with Project Mentoring Courses (DB9921 and DB9922) ......................... 20 9.4. Dissertation Competency Development Course (DB9950) ....................................... 20 9.5. Scientific Merit Review Process ............................................................................ 21 9.6. Final Defense (Video Teleconference) ................................................................... 21 9.7. Format Editing and Final Reviews......................................................................... 21

10. THE RESIDENCY EXPERIENCES ........................................................................ 23

10.1. DBA Residency Track 1 ..................................................................................... 23 10.2. DBA Residency Track 2 ..................................................................................... 23 10.3. DBA Residency Track 3 ..................................................................................... 23 10.4. Residency Grading ........................................................................................... 23

11. KEY CONTACTS AND WHERE TO FIND INFORMATION ...................................... 24 12. NEXT STEPS IN YOUR DBA JOURNEY ............................................................... 24 13. REFERENCES .................................................................................................... 24 14. CHANGES TO LEARNER HANDBOOK ................................................................. 24 15. APPENDIX A: FREQUENTLY ASKED QUESTIONS ............................................... 25 16. APPENDIX B: DBA DEGREE PROGRAM SEQUENCE ........................................... 27

16.1. DBA 12-Quarter Program Structure .................................................................... 27 16.2. DBA 10-Quarter Program Structure .................................................................... 28

17. APPENDIX C: DISSERTATION CHAPTER AND MILESTONE

ASSESSMENT RUBRICS .......................................................................................... 29 18. Appendix D: Dissertation milestones ............................................................... 30

18.1. Milestones ....................................................................................................... 30

19. APPENDIX E: DEFINITIONS ............................................................................. 31

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1. WELCOME AND OVERVIEW OF THE DBA DEGREE PROGRAM

Congratulations on selecting the Capella University Doctor of Business Administration (DBA)

degree program for your graduate studies! As a doctoral learner, you are beginning a

journey that will culminate in your achievement of the highest level of educational

attainment. The DBA degree program is designed to deliver a high-quality doctoral

education culminating in a dissertation experience that effectively blends scholarly

accomplishment with the practical application of theory to develop leadership and other

competencies valuable in the workplace and in the communities within which our learners

work and lead. On behalf of the faculty of the DBA degree program, we welcome you to

Capella University and to this exciting opportunity for personal and professional

development!

1.1. Structure

Capella University is accredited by the Higher Learning Commission. The Higher Learning

commission is one of six regional accrediting bodies recognized by the U.S. Department of

Education.

The DBA degree program is accredited by the Accreditation Council for Business Schools and

Programs (ACBSP). Accreditation provides learners with assurances about the quality and

legitimacy of the program as recognized by each accrediting body.

Please refer to the Accreditation and Specialized Accreditation pages on iGuide for more

information about current accreditations.

1.1. Program Outcomes and Competencies

Competency-Based Education (CBE) focuses on the critical skills, knowledge, theories, and

abilities required to master the subject matter in any given degree program. Essentially, it is

the outcomes of learning. DBA learners can expect to achieve the following learning

outcomes during the course of their DBA degree program:

Integrate and apply theory and scholarly research to develop innovative

approaches to business problems in global and diverse environments.

Apply and communicate strategic approaches to business practice and planning.

Develop and apply critical thinking to business problems and opportunities.

Integrate internal and external data with analytical techniques to support

evidence–based decision-making.

Integrate ethical concepts and integrity into sustainable business models.

Develop expertise within and across functional and cross-functional disciplines.

Apply collaborative techniques to develop relationships, partnerships, and

alliances.

1.2. Learner-Mentor Relationships

DBA mentor assignments occur early during the DBA degree program. Each mentor is a

faculty member who serves as the dissertation committee chair and guides learners through

the dissertation experience. During the DBA degree program, learners communicate

regularly with their mentors regarding their course progress and dissertation development.

https://campus.capella.edu/web/about-capella/accreditation

https://campus.capella.edu/web/about-capella/specialized-accreditation-approval

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Mentors work in conjunction with academic advisors to ensure learners are progressing

through the DBA degree program in a timely manner. A learner’s assigned mentor is also a

coach who engages with the learner regarding matters affecting his or her progress and

success in the DBA degree program. DBA learners should plan to meet regularly with their

mentors early during the dissertation process, and should plan to be included in scheduled

virtual teleconferences, email distributions, and other collaborations initiated by their

mentors throughout the course of their DBA degree program. DBA learners are expected to

initiate and maintain communications with their mentors throughout their matriculation.

The relationship between learners and mentors is expected to be professional, respectful,

and courteous. DBA learners are expected to work proactively with their DBA mentors to

resolve miscommunications, disagreements, and other conflicts.

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2. DBA DEGREE PROGRAM STRUCTURE AND REQUIREMENTS

The DBA is a scholar-practitioner doctoral degree designed to develop scholarly research

skills for business professionals. During the program, DBA learners complete a core

curriculum, specialization courses, dissertation courses, and attend residencies. Additionally,

learners develop a DBA dissertation that focuses on a business problem within the realms of

business administration and the learner’s specialization.

2.1. Structure

During the enrollment process, DBA learners matriculate into either the 10-quarter or the

12- quarter DBA degree program (Appendix B) under guidance from academic advising.

Both programs consist of a total of 82 quarter credits allocated as follows:

Core courses (48 quarter credits)

Specialization courses (16 quarter credits)

Residency courses (6 quarter credits)

Dissertation courses (12 quarter credits)

DBA learners in the 12-quarter sequence have more time to complete critical dissertation

milestones. Both the 12-quarter and 10-quarter programs require solid time management

skills.

2.2. Requirements

The DBA degree program requires learners to complete the following courses:

Eight (8) required core courses (48 quarter credits) as follows:

o DB8004 Strategic Thinking and Innovation

o DB8010 Leadership with Integrated Coaching*

o DB8020 Research Foundations

o DB8030 Global Operations

o DB8040 Financial Decision Making

o DB8055 Research Design and Methodology

o DB8060 Exploring Opportunities for Social Responsibility and Sustainability*

o DB8070 Market Innovation

Four (4) required courses in a field of specialization (16 quarter credits) from among

the following:

o Accounting

o Business Intelligence

o Finance

o Global Operations/Supply Chain Management

o Human Resource Management

o Information Technology Management

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o Leadership

o Marketing

o Project Management

o Strategy and Innovation

Three (3) required residency courses (6 quarter credits) that are each

associated with a four-day on-site residency event:

DB-R8921 DBA Residency Track 1



o One (1) Mentor Courseroom enrollment per quarter (non-credit) as follows:

DB9940 DBA Mentor Courseroom (Learners must register for DB9940

each quarter)

o Two (2) required dissertation courses (12-quarter credits) as follows:

DB9921 Dissertation with Project Mentoring 1

DB9922 Dissertation with Project Mentoring 2

* Eligible for transfer credit (contact academic advising).

2.3. DBA Courses

For a complete list of DBA courses and more information about course requirements, DBA

learners should consult the current edition of the Capella University Catalog.

https://campus.capella.edu/web/policies-and-administration/university-catalog

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3. DOCTORAL SKILLS EXPECTATIONS

3.1. Scholarly Research Skills

As a doctoral researcher, DBA learners have an accountability to become a producer of

knowledge so that they may add to the body of knowledge available to both the business

practitioner and the academic scholar audience. As a researcher, learners need to develop

the following skills:

synthesize the existing academic literature in order to support a research

question

design a research method to support the answering of the question

execute the research and analyze the data in order to answer the research

question

extrapolate implications to both the practitioner and academic audience

3.2. Library Skills

DBA learners should become thoroughly familiar with Capella’s comprehensive online

library, including its support services and personnel. Current library services include real-

time access to databases, scholarly journals, magazines, newspapers, e-books, and

dissertations. Learners can also access interlibrary loans, review proprietary online training

guides, and schedule an appointment with a Capella librarian for a literature review

consultation.

3.3. Written Communications

Excellent writing skills are integral to scholarship and doctoral studies in particular.

Moreover, the acquisition of excellent writing skills is truly a lifetime endeavor. DBA learners

should seek to become better writers throughout their DBA degree program and leverage

opportunities to do so. DBA learners can visit the Capella University Writing Center in the

online library for specific assistance in writing. Additionally, learners should expect to

receive writing critiques and suggestions from the faculty throughout their doctoral studies

at Capella.

DBA learners should become expert users of the Publication Manual of the American

Psychological Association (APA, 2010) early during their program. APA seeks to simplify

research procedures into style rules that codify the many components of scientific writing,

while enabling reading comprehension. APA provides explicit rules and examples that help

researchers express the key elements of quantitative and qualitative research using

carefully crafted copy, tables, figures, and other formatting that clarifies communication and

focuses intellectual energy upon the substance of the research. Said another way, APA is

the professional standard for scholarly writing in the social sciences and business. DBA

learners can find useful tools in the Capella library or in Capella’s online writing center for

acquiring expert skills in APA, including online tutorials and other materials. Early mastery

of the APA writing style is strongly encouraged for all DBA learners.

3.4. Time Management and Study Skills

DBA learners should develop good time management and project management skills to

succeed in the program. DBA learners should develop excellent reading and study skills,

library proficiency, and be open to feedback, critiques, and comments offered by the faculty

and peers.

4. LEARNING ENVIRONMENT EXPECTATIONS

https://campus.capella.edu/web/library/review-the-literature

https://campus.capella.edu/web/library/review-the-literature

https://campus.capella.edu/web/writing-center/apa-style-format

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4.1. Workspace

DBA learners are expected to have access to a personal workspace that is equipped and

outfitted for private study and research-related office activities. This workspace should

include proper lighting, comfortable seating, a desktop free of clutter, accessible shelving,

office supplies, and personal computing technology sufficient to support the various

activities associated with doctoral studies.

4.2. Software

DBA learners are expected to become proficient users of Microsoft Word, Microsoft

PowerPoint, and Microsoft Excel.1 1 Some DBA courses require Mac users to install Windows

in parallel with the Mac operating system. Refer to the latest edition of the Capella

University Catalog for more about university software and technology requirements.

4.3. Equipment

DBA learners need to have the office equipment necessary to engage effectively with online

learning. In addition to a laptop computer, DBA learners may want to invest in a high-

quality external monitor that delivers exceptional size and screen resolution sufficient to

read documents and websites in detail. Additionally, DBA learners should invest in high-

speed broadband Internet access. Making provisions for regular backup of data is also

essential.

Other equipment useful for online learners includes a high-quality headset with microphone,

a reliable printer and scanner, and high-quality desk lighting.

4.4. Online Basics

Modern online learning management systems require that learners master an array of

technologically enabled synchronous and asynchronous methods of communication. DBA

learners with previous experiences in online education and training are already familiar with

the technologies that enable online learning. DBA learners who are new to online education

should seek to acquire the personal computing and software literacy skills that are

fundamental to success in an online learning environment.

Learning in an online environment increases the risk of miscommunications due to the

absence of verbal tone and inflection coupled with the missing visual cues. Virtual

teleconferences can provide many of the benefits of face-to-face meetings while working in

remote locations. DBA learners and mentors should be proficient in the use of synchronous

(e.g., telephone calls, teleconferences, etc.) and asynchronous communications (e.g., email,

voicemail, etc.). Both synchronous and asynchronous communication requires connecting

with others in different time zones, and working with colleagues with different cultural

backgrounds and experience levels.

An important point of etiquette is to avoid joining teleconferences and calls using a mobile

phone while one is in motion. Nothing is more disconcerting to participants than realizing

that a colleague is driving while technical details are being discussed. In addition, it is

dangerous to do so. Likewise, background noises of all types are a significant distraction for

others. Ensuring that one is fully engaged and undistracted is a common courtesy and

1 Mac is a registered trademark of Apple Computer, Inc. Microsoft, PowerPoint, Project,

Outlook, and Windows are registered trademarks of Microsoft Corporation in the United

States and/or other countries.

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standard that tacitly communicates a person’s commitment to excellence, both

professionally and scholastically.

When beginning a new course, learners should immediately become familiar with the

syllabus, participation requirements, assignment activities, and schedule for each new

course. Posting welcome and introduction messages are an effective way to become

acclimated to the course room. Because dissertation courses build upon existing research,

use the ePortfolio or other archiving tool to ensure that you retain your work from quarter

to quarter.

Online discussions and assignments require additional skills in communicating without audio

or visual context. Typing characters on a screen is often subject to misinterpretation leading

some online learners to resort to emoticons, capital letters, or special characters. However,

these techniques are better suited for informal communication. Clear and concise writing is

most appropriate in the online courseroom. When communicating in your online

courseroom, learners should be visibly present and active.

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5. PROFESSIONAL EXPECTATIONS

Advanced doctoral learners are expected to know and comply with all university policies and

procedures as outlined in the University Catalog and Capella University Doctoral Manual.

5.1. Academic Honesty

Academic honesty and integrity are central to the experience of learners in doctoral

education. DBA learners are expected to demonstrate the highest standards of ethics and

professionalism in their conduct and behavior and in their work performance. Plagiarism and

cheating are violations of academic honesty and DBA learners are expected to avoid both.

Applicable university policies include 3.01.01 Academic Integrity and Honesty, 3.01.04

Academic Standing, 3.03.06 Research Misconduct, and 4.02.02 Learner Code of Conduct,

which are all outlined in the University Catalog.

5.2. Personal Accountability

DBA learners are expected to assume responsibility for their own work and behavior and to

exhibit personal leadership at all times in their interactions with others.

5.3. Constructive Feedback and Critique

Throughout the DBA experience, learners can expect to receive constructive feedback and

critique about their work and performance from their DBA mentors, the DBA faculty,

academic advising, and their peers. Learning to accept and build upon constructive feedback

and critique is integral to the mastery of competencies, as well as the achievement of

excellence and ultimately scholarship at the university. Explore top ten ways to responding

constructively to mentor feedback.

5.4. Interpersonal Relationships

The behavior of each learner is expected to exhibit appropriate professional standards at the

doctoral level. Interpersonal relationships and communication must be respectful and

courteous. Inappropriate behavior and language is not tolerated and has no place in the

DBA doctoral community. The Learner Code of Conduct governs all such behavior.

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6. INSTITUTIONAL REVIEW BOARD AND HUMAN SUBJECT

PROTECTION

6.1. Getting Started

Before initiating the IRB review process, DBA learners register with the Collaborative

Institutional Training Initiative (CITI) as a researcher and register with the CITI. Once

registered, DBA learners are able to access and complete the required and optional training

modules. DBA learners must earn a satisfactory grade for each module to achieve CITI

qualification as a researcher. The CITI qualification is required prior to the conduct of any

research study, including dissertations.

To register in the CITI system, (a CITI registration guide produced by Capella is available

for assistance in registering). There are on-screen instructions to register as a new

researcher. Once a login ID and password have been established, the learner may revisit

the site at any time. A record of completed training modules is maintained on the CITI

website for the convenience of the learner.

6.2. IRB Reviews

Once the CITI requirements have been completed, learners are encouraged to give careful

thought to the methodology, site selection, and data collection elements of their dissertation

study, as these may involve human subjects and ethics. A clear plan of action is needed for

the protection of any human subjects participating in a study. Each of the following may be

a key area of consideration in the conduct of a dissertation:

Field tests, pilot studies, test runs

Recruitment

Informed consent

Site permission

Instrument permission

Conflict of interest

Data security, privacy, and destruction

Dissertations and other academic research that involve human subjects and which are

conducted at educational institutions must be in compliance with federal regulations. The

Belmont Report, written in 1979 by the National Commission for the Protection of Human

Subjects in Biomedical and Behavioral Research, outlined key ethical parameters for

research involving human subjects. The U.S. Department of Health and Human Services

along with the

Food and Drug Administration revised their human subject’s regulations in 1991, and the

Federal Policy for the Protection of Human Subjects, known as the “Common Rule,” was

subsequently published. The HHS regulations, known as 45 CFR 46, outlined provisions for

Institutional Review Boards (IRBs), informed consent, and Assurances of Compliance. Those

regulations specify that an IRB shall oversee and review all research involving human

participants to ensure human protections and ethics are in place.

The Capella University IRB, in accordance with federal regulations, reviews all research

involving human subjects for compliance with federal regulations and other best practices.

This includes proposed DBA dissertations before any data is collected. The focus of the IRB

includes:

http://www.citiprogram.org/

http://www.capella.edu/iGuidePA/PDF/academics/how-to-register-on-citi.pdf

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Protecting the privacy and confidentiality of human participants

Respecting the autonomy and dignity of participants

Ensuring that human subjects are treated fairly and without deception, undue

influence, or coercion

Safeguarding vulnerable subject groups so that they are afforded appropriate

protections

Making sure that participants have adequate information about what their

participation entails, and that they understand the information in order to make

informed decisions as to whether they agree to participate in any research

Weighing the benefits and risks of research, seeing to it that any risk mitigation is in

place, and ensuring that the benefits of doing the study justify any risks inherent in

the study to human subjects

Ensuring data is kept secured and confidential and that proper measures are in place

to handle or dispose of the data once the study is ended

Capella University uses IRBManager as its IRB submission management system. Upon

submission, the IRB reviews and renders its decisions via email notifications to the learner

and mentor. As a reminder, recruitment or collecting data from human participants may not

begin until after IRB approval. After IRB approval, no changes should be made to the

research protocol unless those changes are submitted to IRB and approved by IRB in an

amended protocol. Such approval is required before any data collection is initiated. Failure

to gain IRB approval of any protocol change in advance of their implementation is a non-

compliance issue and may render the data gathered as invalid. For more information about

IRBManager and the IRB process, visit Doctoral Resources and Support on iGuide.

https://campus.capella.edu/web/doctoral-programs/research-scholarship/institutional-review-board?deepLink=true

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7. HIGHLIGHTS OF THE DBA DEGREE PROGRAM

7.1. International Experience

DBA learners have an opportunity to expand their knowledge of global business by

participating in an international experience. Through this opportunity, learners visit

businesses and government agencies in foreign countries to discuss the challenges and

opportunities of doing business in a global environment. Using a multidisciplinary and

multifunctional approach,

Learners observe different cultures, experience unique geographical challenges, and discuss

the effects of regulations and trade policies. DBA learners are encouraged to participate in

the international experience early during their program. For more information, visit the

International Experience page on iGuide at https://campus.capella.edu/web/school-of-

business-and-technology/dba-international-trip.

7.2. Faculty in the DBA Degree Program

The DBA faculty is comprised of subject matter experts who have attained doctoral-level

credentials combined with scholarly practitioner experience in their fields. The DBA faculty

provides learners with guidance and direction intended to help them develop research skills

and complete the required courses and other requirements of the DBA degree program.

During the course of the DBA degree program, learners can expect to build rich

relationships with the DBA faculty encountered during course work, residencies, and

dissertation committee work. Refer to the most recent edition of Capella’s University

Catalog and iGuide for a full listing of DBA faculty.

7.3. The Mentor-Learner Relationship

Prior to the second quarter of matriculation, the DBA faculty chair assigns selected members

of the DBA faculty to roles as mentors for incoming DBA learners. The mentor’s purpose

within the DBA process is to facilitate and guide learners through completion of the

dissertation milestones and other requirements. DBA learners are assigned to a single DBA

mentor and form a cohort that remains with that mentor for the duration of the DBA degree

program. Mentors interact with learners both individually and collectively within their cohort.

The first interaction takes place within week 1 or 2 of each new quarter.

DBA mentors are prominent Capella University faculty members who chair learner

dissertation committees. DBA mentors seek to support learners as they pursue research,

acclimate to academic life, and ultimately complete a successful dissertation. DBA mentors

and learners develop a collegial relationship through the process of learners becoming

scholar-practitioners. The primary activities of mentors include:

Guiding learners throughout the dissertation production process

Helping students identify viable dissertation research topics

Sharing ideas regarding balance between academic with professional life

Communications between DBA mentors and learners are both synchronous and

asynchronous and typically occur on a weekly or bi-weekly basis. DBA learners should

expect more frequent interactions with their mentors as time nears milestone due dates.

Learner-mentor communications can include:

One-on-one telephone conversations

Email interactions

https://campus.capella.edu/web/school-of-business-and-technology/dba-international-trip



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Course messaging

Discussion postings

Teleconferencing

DBA learners may request to change faculty mentors during the course of their program by

first contacting their academic advisor. Mentor changes can occur when a learner’s

specialization or research interests change requiring assignment of another faculty member

with better-aligned skills and interests. However, mentor changes can occur for other

reasons as well.

DBA learners should consider the outcome that changing mentors may extend the time

required to develop the dissertation. Building a relationship with a newly assigned mentor

entails revisiting the entire dissertation development process to date, including milestone

completions. Working to resolve a professional and collaborative mentor-learner relationship

throughout the dissertation development process is fundamental to the successful

completion of the DBA degree program. As a last resort, DBA learners may submit requests

for mentor changes through academic advising to the DBA faculty chair for resolution.

7.4. Doctoral Support Center and Doctoral Advising Team

The Doctoral Support Center and dissertation advisors partner with DBA mentors and

learners throughout the DBA degree program. Doctoral advisors communicate with learners

on an ongoing basis, providing academic and personal strategies for support, clarifying

university procedures, tracking and discussing academic progress, and providing

information about any changes that may affect learners. Learners can contact their

dissertation advisor and the Doctoral Support Center by emailing [email protected]

mailto:[email protected]

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8. THE DISSERTATION DEVELOPMENT PROCESS

8.1. Overview

The DBA degree program requires that learners develop an original applied research

dissertation that focuses on a specific business problem found within the learner’s

specialization. The DBA dissertation is a publication quality piece of research that is styled in

accordance with APA (2010) publication standards following a prescribed five-chapter

format.

8.2. Business Administration and Specialization Focus

Acceptable DBA dissertation topics must focus concomitantly on business administration and

a specific DBA specialization. Thus, dissertation research topics that center on research

problems outside the realm of business administration and the learner’s chosen

specialization are not acceptable.

8.3. Business Research is Problem Solving Based

Problem solving is fundamental to business research and the specific emphasis of applied

research. DBA learners should expect to begin the dissertation development process with an

exploration of literature that leads to identification of a business problem that is

transformable into refined research questions.

8.4. Organization of the Dissertation

The DBA dissertation consists of the following sections, in order:

Title page

Copyright page (optional)

Abstract

Dedication page (optional)

Acknowledgments page (optional)

Table of Contents

List of Tables (required when tables appear in the body of the paper)

List of Figures (required when figures appear in the body of the paper)

Body of the paper (chapters 1–5)

References

Appendices (optional)

Statement of Original Work

The DBA dissertation proposal follows a three-chapter format, while the DBA dissertation

follows a five-chapter format. DBA learners begin writing their proposals and dissertations

by first downloading the DBA dissertation template found on iGuide. The DBA dissertation

template includes information about the mandatory chapters, sections, and content that

must be included in the successful dissertation and proposal submission. The DBA

dissertation template (which includes the required statement of original work) is available

for download at: https://campus.capella.edu/web/doctoral-programs/dba/dissertation-

resources.

https://campus.capella.edu/web/doctoral-programs/dba/dissertation-resources.

https://campus.capella.edu/web/doctoral-programs/dba/dissertation-resources.

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8.5. Draft Working Papers

DBA learners can expect to make iterative changes to their draft dissertations throughout

the dissertation development process until final approval is received by the dean. Thus, all

draft dissertation documents, including draft submissions that gain approval of the mentor,

committee, or reviewers are considered in progress working papers pending final approval

of the School of Business dean at the culmination of the dissertation production process.

8.6. Turnaround Time for Mentor and Committee Reviews

Dissertation mentors, committee members, and university reviewers may require up to ten

(10) business days to complete reviews of draft working papers submitted by learners. It is

important to note that reviews typically do not occur during quarter break periods. DBA

learners should plan for this turnaround time for each draft submission during the

dissertation development process. Additionally, learners can expect that committee

members may require revisions and resubmission of a given draft triggering another ten

(10) Business days for review. Submission of multiple drafts for any given milestone is

normal during the dissertation production process. Learners must be registered and active

during the quarter in which they submit their work for faculty evaluation or receive guidance

from faculty regarding their work. Non-registered learners are not eligible for such reviews

or guidance on their work during the quarter they are not active.

8.7. Committee Formation

DBA dissertation committees are comprised of three members: a) the faculty mentor, who

also serves as committee chair; b) a second committee member from any DBA

specialization; and c) a third committee member who also serves as the scientific merit

reviewer. The DBA faculty chair assigns a mentor to each DBA learner prior to the second

quarter of matriculation. Committee members are assigned at the appropriate later

milestones (see Appendix B or Appendix E for timing).

8.8. Role of the DBA Mentor

The DBA mentor is a member of the DBA faculty with primary responsibility for guiding DBA

learners toward developing and successfully defending a DBA dissertation. The DBA mentor

serves as the chair and is a full voting member of the DBA learner’s dissertation committee.

DBA learners work through their DBA mentors to communicate with other members of the

dissertation committee over the course of the dissertation development process.

8.9. Role of the Second Committee Member

The second committee member is a full voting member of the dissertation committee and

serves as a resource for the dissertation committee, as well as a reviewer of the dissertation

under development by the DBA learner over the course of the DBA degree program.

8.10. Role of the Third Committee Member

The third committee member is a full voting member of the dissertation committee, and

reviews the DBA dissertation proposal for scientific merit. See section 9.5 for more

information about the Scientific Merit Review Process.

8.11. Research Designs and Approved Techniques

Similar to other universities, Capella’s DBA degree program limits the pre-approved

research techniques accepted for DBA dissertations because of program time constraints,

available faculty expertise, and demonstrated learner competencies. Either qualitative or

19


quantitative studies may be done for DBA dissertations. The DBA pre-approved research

techniques associated with exploratory research include case studies, phenomenology, and

exploratory data analysis. The acceptable research techniques associated with descriptive

studies include essentially all descriptive statistical techniques described in the business

literature. The acceptable techniques associated with explanatory (causal) studies require

inferential statistical techniques as described in the business literature. DBA learners

desiring to use other research techniques should request advance approval from their

assigned mentor, their specialization lead, and the DBA faculty chair. Dissertation

Milestones

The DBA dissertation development process entails completion of sixteen (16) milestones

(Appendix E) that occur sequentially in accordance with the program structure in which a

learner enrolls (12-quarter or 10-quarter as shown in Appendix B). DBA learners must

complete all dissertation milestones assigned for each quarter in order to progress to the

next quarter of study. Failure to achieve the prescribed milestone(s) for any quarter will

result in the learner’s academic progress being paused for mandatory enrollment in a

support course (DB9950) that will enable the DBA learner to “catch up” with scheduled

milestone requirements. Successful completion of the support course (DB9950) is a

prerequisite for resuming the standard dissertation program sequence.

8.12. Doctoral Success Program

The Doctoral Success Program (DSP), which is part of the Doctoral Support Center, has

responsibility for promoting the responsible conduct of doctoral research and providing

timely and appropriate interventions to those learners struggling or unable to complete their

dissertation requirement. The Doctoral Success Program is available to learners, faculty,

and other school or university personnel and assists in the diagnoses and coordination of

interventions related to successful dissertation competency development (both knowledge

and behavior).

While the DSP’s primary mission is to help learners develop the advanced expertise needed

to demonstrate doctoral competence, the DSP team is also responsible for fostering

awareness of and respect for the rights and welfare of all doctoral dissertation students.

Additionally, the DSP monitors dissertation activity and facilitates ongoing university-level

reviews for institutional regulations, including, but not limited to university policies 2.01.02

Maximum Time to Degree Completion, 3. 0 1 0 4 Academic Standing, and academic

standards per 3.01.10 Advanced Doctoral Learners

At any time during the program, learners can contact the Doctoral Success Program by

email at [email protected]. Telephone appointments or teleconference

calls are available upon request.

mailto:[email protected].

20


9. COURSEROOMS, ACTIVITIES, AND PARTICIPATION

9.1. Mentor and Dissertation Courseroom Activities and Participation

Mentors lead all group discussions, presentations, and teleconferences, as well as establish

regular meetings with each mentee. Mentors may evaluate learner performance and

achievement of learning outcomes and competencies through use of the courseroom

discussion questions, participation in conference presentations, and postings of work

products by the learners/mentees.

9.2. DBA Mentor Courseroom (DB9940)

Each quarter of the DBA program, DBA learners are enrolled in the DBA Mentor Courseroom

(DB9940), which is a non-credit course. The DBA Mentor Courseroom is the focal point for

interaction between the DBA mentor and all DBA learners assigned to each mentor, and is

the place where DBA learners complete the first nine milestones of the DBA dissertation.

This DBA learner group in the DBA Mentor Courseroom forms a “cohort” team for purposes

of information sharing and scholarly collaboration. The DB9940 courseroom is milestone-

driven (Appendix B). DBA learners earn either a satisfactory or a non-satisfactory (S/NS)

grade for DB9940. A satisfactory (S) grade requires completion of each dissertation

milestone scheduled for any given term (Appendix B).

9.3. Dissertation with Project Mentoring Courses (DB9921 and DB9922)

Upon completion of the DBA Mentor Courseroom (DB9940), DBA learners enter the first of

two dissertation with project mentoring courses (DB9921 and DB9922) in order to complete

the remaining dissertation milestones 11 through 16 (Appendix B). Both DB9921 and

DB9922 are self-paced courses under mentor supervision. DBA learners earn either a

satisfactory or a non- satisfactory (S/NS) grade for DB9921 and DB9922. Learners who do

not succeed in completing all milestones in the dissertation with project mentoring courses

receive an NS grade and may retake the same course again (either DB9921 or DB9922) the

following quarter. Learners can only repeat each dissertation with project mentoring course

once. Learners who receive a second NS grade will be subject to academic standing review

by the dean (or designee), who will make a determination as to whether the learner will be

administratively withdrawn or given a third and final opportunity to retake the dissertation

with project mentoring course and achieve a satisfactory grade. The dissertation with

project mentoring courses are graded on a satisfactory/non-satisfactory (S/NS) basis.

Per university policy 3.01.04 Academic Standing, doctoral learners who have been

administratively withdrawn from the university as a result of failing to meet program-

specific requirements are not eligible for readmission to that program, or for admission to

any doctoral program at Capella University. Learners who are administratively withdrawn

from their degree program have the right to appeal.

9.4. Dissertation Competency Development Course (DB9950)

DBA learners who fail to achieve scheduled milestones for either DB9940, DB9921, or

DB9922 enroll in the Dissertation Competency Development course (DB9950), while

retaking DB9940, which is designed to remediate learners toward completion of delinquent

dissertation development milestones (see Appendix B for milestone schedule). DBA learners

earn either a satisfactory or a non-satisfactory (S/NS) grade for DB9950. Throughout

DB9950, the DBA faculty course instructor works closely with the DBA learner, as well as

with the DBA learner’s mentor. Following successful completion of DB9950 and the

milestones associated with the corresponding DB9940 course, learners then return to the

DBA Mentor Courseroom (DB9940) and resume their DBA degree program.

21


9.5. Scientific Merit Review Process

All DBA dissertation proposals (Chapters 1–3) are reviewed for scientific merit, which is an

IRB prerequisite for IRB submission. The scientific merit review (SMR) process begins once

the second committee member has approved all three chapters of the dissertation proposal.

In the DBA degree program, the third committee member is also the scientific merit

reviewer, and is assigned by the faculty chair.

The scientific merit reviewers use the Milestone and Chapter Rubrics to evaluate the

dissertation proposal (Appendix C). The rubrics identify quality criteria for each Milestone

which provide the basis for SMR evaluation. DBA mentors and learners use these same

rubrics throughout the dissertation development process to assess milestone progress. On

each rubric, every criterion must attain a “proficiency” rating or higher in order to be

satisfactorily completed. If any criterion is evaluated in SMR to be rated below “proficiency”

level, it results in a decision of SMR deferral. Revisions and resubmissions of the proposal by

the DBA Learner are expected to be made in these cases so that all criteria attain the level

of “proficiency” and scientific merit review is successfully achieved.

9.6. Final Defense (Video Teleconference)

Upon unanimous approval of the complete dissertation by the full dissertation committee,

the DBA mentor schedules a final defense (video teleconference) with the full committee

and the DBA learner. During the video teleconference, the DBA learner presents the

completed research via a slide presentation and answers questions from the committee. The

DBA learner should allocate approximately 15–20 minutes for presentation, and another 20–

30 minutes for questions. The DBA learner’s final defense slide presentation should consist

of the following minimum slides:

Business problem statement

Purpose of the research

Research questions

Summary of the research design

Core authors and their contributions

Data analysis techniques

Summary of the findings

Summary of conclusions

Summary of implications

Recommendations for future research

9.7. Format Editing and Final Reviews

Upon completion of the defense conference, the DBA mentor submits the approved

manuscript to [email protected] for format editing review. The doctoral support team

verifies that all previous milestones are complete and that the Statement of Original Work is

included as an appendix to the dissertation (as included in the DBA dissertation template).

Prior to sending the dissertation to format editing, Doctoral Support creates a TurnItIn

report and review the committee-approved dissertation for academic honesty (i.e., apparent

plagiarism). The committee-approved dissertation is then forwarded to format editing for

review.

mailto:[email protected]

22


The format editor completes a format review and sends the results to the DBA learner for

any necessary editing and resubmission. The DBA learner then resubmits the final draft of

their dissertation to the DBA mentor, who resubmits to Doctoral Support for a final school

review, approval by the dean of the School of Business, and publication by UMI ProQuest.

23


10. THE RESIDENCY EXPERIENCES

DBA learners are required to attend three four-day residencies during the course of their

program. Residencies provide a unique and powerful opportunity to collaborate

scholastically with the DBA faculty and peers. Each residency occurs at a key point during

the DBA degree program with the purpose of directing DBA learners toward completion of

specific DBA degree program and dissertation milestone requirements. DBA learners are

advised that readiness for attending and participating in residencies is based upon

milestone achievement and not the DBA learner’s quarter of enrollment at a particular time.

DBA learners must complete all prerequisite milestone requirements prior to making travel

arrangements to attend residencies.

10.1. DBA Residency Track 1

DBA Residency Track 1 occurs during the first month of matriculation into the DBA degree

program, and concentrates on three important outcomes of the DBA process: 1) to provide

learners a live experience with DBA faculty and mentors; 2) to acquaint learners with the

skills needed to write in a scholar-practitioner environment; 3) and to assist learners with

conducting initial research for the purpose of identifying an active business problem and a

directly related research topic upon which their dissertation will be based.


DBA Residency Track 2 focuses on the assembly of the dissertation proposal. Library

specialists provide training using advanced research techniques that extend basic key word

searches with bibliography mining and cited reference searches. Additionally, DBA learners

are introduced to the requirements for the dissertation proposal (chapter 3), including

populations, sampling, instrumentation, data collection, analysis, validity, reliability, and

ethical risks. The second track is workshop-based. DBA learners make multiple short

presentations that are assessed by DBA faculty in alignment with dissertation milestone

requirements. Learners must take this residency following completion of Milestone 3 in their

fifth active quarter. Learners who have not yet completed Milestone 3 are not eligible to

attend this residency.


DBA Residency Track 3 focuses on preparing learners to submit their proposal for approval.

Organizing research results and presenting those results can be challenging. The third track

of the DBA residency experience provides a success-driven strategy to assemble the

remaining three chapters of the dissertation (chapters 3, 4, and 5). In addition, the track 3

residency serves as a writer's retreat to reinforce previous learning and to advance DBA

learners toward completion of the remaining dissertation milestones. Learners must take

this residency following completion of Milestone 7 in either their eighth active quarter (10-

quarter) or ninth active quarter (12-quarter). Learners who have not yet completed

Milestone 7 are not eligible to attend this residency.

10.4. Residency Grading

Residencies carry two-quarter credits each, with a grade of satisfactory or non-satisfactory

(S/NS). DBA learners who attend the face-to-face portion of the residency, but who do not

participate in the courseroom discussions are assigned a grade of “NS.” The learner can

repeat the course (without the face-to-face portion) one time per university policy 2.02.02

Course Registration. If the learner earns an “S” grade in the second attempt, the “S”

replaces the original “NS” grade. Failure to earn an “S” grade in these subsequent quarters

results in administrative withdrawal from the program, per university policy 3.01.04

Academic Standing. Attendance at each face-to-face residency is a program requirement.

http://www.capella.edu/assets/pdf/policies/regist_enrollment.pdf



http://www.capella.edu/assets/pdf/policies/academic_standing.pdf

http://www.capella.edu/assets/pdf/policies/academic_standing.pdf

24


11. KEY CONTACTS AND WHERE TO FIND INFORMATION

There are many sources of information available to DBA learners about all aspects of the

program and requirements, including resources about the library services, IT support,

financial aid, registration, advising, doctoral support, and many other areas. Extensive

information is available on iGuide at http://campus.capella.edu .

12. NEXT STEPS IN YOUR DBA JOURNEY

The DBA degree program faculty developed this handbook to support our learners in their

journey toward earning the Doctor of Business Administration degree. We hope that the

information provided here is helpful in providing general guidance and we trust you will find

that it supports your studies well. However, this information does not substitute for

guidance that originates from DBA mentors, academic advisors, and the Doctoral Support

Team. We also invite you to share feedback about the usefulness of this handbook, and

welcome any suggestions for continuous quality improvement of this handbook and/or the

DBA program.

Please direct your feedback, comments, and questions to Dr. Freda Hartman, DBA faculty

chair. We wish you the best of luck for successful completion of your DBA degree.

13. REFERENCES

Cooper, D.R., & Schindler, P.S. (2014). Business Research Methods (12th ed.).

Boston, MA: Irwin/McGraw-Hill.

Holt, R. (2008). Phenomenology. In R. Thorpe & R. Holt (Eds.), The SAGE

Dictionary of Qualitative Management Research (pp. 153-154). London: SAGE

Publications.

Publication Manual of the American Psychological Association, 6th ed. (2010). Washington,

DC: American Psychological Association

14. CHANGES TO LEARNER HANDBOOK

Capella University may, from time to time, make changes in policy, processes, or standards

affecting degree programs. These changes may not be immediately reflected in published

guidance, such as this DBA Learner Handbook. Learners are advised that if such changes

occur, they will be effective on the date they were approved and applicable to learner

matriculation, and will supersede any previously published policies or standards articulated

in materials such as the DBA Learner Handbook posted on iGuide. This Handbook will be

updated on a periodic schedule. Learners are encouraged and expected to consult their

Advisors or DBA Chair with any questions or requests for clarifications or current guidance

regarding policies, processes, and standards for the DBA program.

Neither the handbook, nor any of the information and requirements contained herein,

constitute a contract or create any contractual commitments between Capella University

and any student, any prospective student, or any third party. The information and program

requirements contained in the handbook are subject to change.

http://campus.capella.edu/

25


15. APPENDIX A: FREQUENTLY ASKED QUESTIONS

“Why hasn’t my mentor/instructor/dean/chair gotten back to me within the

promised deadline?”

Your mentor/instructor/dean/chair makes every effort to respond within a promised

deadline. However, if their response is not timely, learners should reach out to them again

to ask for a status update on their requests. Numerous circumstances occur that may delay

a response, the most common of which include being out of the office, on business or

personal travel, etc.

“Can I switch instructor/mentor mid-quarter?”

Changing mentors is a serious decision at any time and because mentors works with

learners for the duration of their requirements each quarter and is therefore expected to

continue and complete the quarter with the learner. If a mentor change is necessary,

learners should contact their advisor prior to the end of a quarter to initiate the mentor

change process. Please note that in any mentor change request, it is important that the

learner be able to document reasonable and good faith efforts to resolve any

miscommunication or misunderstanding between the learner and mentor prior to submitting

a mentor change request.

“Why do I have to take this course?”

The Doctor of Business Administration degree program is an accredited program, and as

part of its accreditation, a curriculum must be established and followed for all graduates.

The program has required core courses, a specialization that the learner chooses which

requires four additional courses in the field, residencies, and the dissertation. All are

required as part of the program.

“Why doesn’t my master’s degree qualify for transfer credits when my friend got

two courses transferred, thus saving her thousands of dollars?”

Courses are considered as eligible for transfer credit if they align with the program for which

they are being considered. This is to ensure the academic integrity and central educational

focus of the program. Not all courses may align with a given program.

Advisors can assist learners in determining if a successfully completed graduate course can

be transferred for credit into the learner’s DBA degree program.

“Why are you making me take two courses in addition to the dissertation Mentor

Courseroom this quarter?”

The courseroom is part of the doctoral support process and is the virtual location at which

the learner and mentor can discuss issues related to the learner’s progress in the program.

It is not optional. The number of courses taken per quarter depends upon the program

structure being followed (12-quarter or 10-quarter structure). The purpose of the structure

is to provide a pathway for the learner to complete his/her degree program in three years or

less.

“What happens to my milestones if I change topic/specialization/mentor?”

26


The milestones are tied to the specific dissertation problem statement/concept paper.

Therefore, if the topic changes then the milestones met no longer apply because a new

concept paper and other deliverables must be completed. Also, a learner’s dissertation topic

must be consistent with the learner’s specialization. If the specialization changes, learners

must redo all milestone requirements already completed. Mentor changes should not affect

any milestones already completed.

“What happens if I do not go to residency this quarter/month/week/tomorrow?”

DBA learners must complete their residency requirements but may elect to postpone

attending residency until the next quarter. In order to receive credit for having attended

each residency, DBA learners must be on site and in attendance from the beginning of the

program on Thursday evening through all presentations on Sunday morning. If a learner

leaves early, credit for having attended residency is lost.

“What happens if I attended residency, but did not complete the courseroom

requirements?”

If any online residency courseroom work is not completed (DB8921, DB8922, or DB8923), a

grade of “NS” is awarded and learners are expected to retake that online residency course.

“Why can’t I leave residency an hour early?”

Important assessments occur during the final period at the end of the on-site residency,

which are the culmination of the on-site residency work. Leaving early compromises the

completion of the assessments required of all learners.

“What steps do I take if my mentor is not responding to my outreach attempts?”

If your mentor is not responding to your communications, please contact your advisor and

report the situation. Your advisor will refer the matter to the Faculty Chair for follow up with

the mentor.

“What happens if I can’t attend the residency when it is scheduled or if I can’t

meet the milestones to be able to attend DBA Residency Track 2 and DBA

Residency Track 3?”

DBA learners must complete all prerequisite milestones before being scheduled to attend

residency. DBA learners who have not met residency milestone prerequisites must postpone

attending residency until all prerequisite milestones are completed. If a learner cannot

attend a residency when scheduled, the learner may attend a future residency.

27


16. APPENDIX B: DBA DEGREE PROGRAM SEQUENCE

16.1. DBA 12-Quarter Program Structure

Quarter Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12

Required Course

DB8004 DB8020 DB8055 DB8030 DB8040 DB8070 DB8060 DB8010

Residency Residency

Track 1 DB-R8921

Residency Track 2 DB-

R8922

Residency Track 3 DB-

R8923

Specialization Course

Specialization Course 1





Courseroom DB9940 DB9940 DB9940 DB9940 DB9940 DB9940 DB9940 DB9940 DB9940 DB9940 DB9940 and

DB9921 DB9940 and

DB9922

Milestone Number

Milestone 1 Milestone 2 Milestone

3 Milestone

4 Milestone

5 Milestone

6 Milestone 7 Milestone 8 Milestones

9–10 Milestones 11 Milestones

12–16

Milestone Event

Milestone 1: Business Problem

Approved by Mentor and Spec

Lead

Milestone 2: Concept Paper Approved by

Mentor

Milestone 3: Draft Chapter 1

Submitted to Mentor

Milestone 4: Chapter 1

Approved by Mentor

Milestone 5: Data Source/Site

Approved

Milestone 6: Chapters 1–2 Approved by

Mentor

Milestone 7: Draft Chapter 3

Submitted to Mentor AND CITI

Training Completed

Milestone 8: Chapters 1–3 Approved by Mentor and

Second Committee

Member IRB Application Draft

Completed


Third Committee Member

Including SMR Approval

Milestone 10: IRB Approval

Data Collection Begins

Milestone 11: Chapter 4 and 5 Completed and

Approved by Mentor Chapters

4 and 5 Submitted to Full Committee

Milestone 12: Chapters 4 and 5 Approved by Full

Committee

Milestone 13 Defense

Milestone 14: Format Editing

Milestone 15:

School Approvals

Milestone 16: Dean’s Approval and Publication

28


16.2. DBA 10-Quarter Program Structure

Quarter Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

Required Course* DB8004 DB8020 DB8055 DB8030 DB8040 DB8070

Residency Residency Track 1

DB-R8921

Residency Track 2 DB-R8922

Residency Track 3 DB-R8923







Courseroom DB9940 DB9940 DB9940 DB9940 DB9940 DB9940 DB9940 DB9940 DB9940 and

DB9921 DB9940 and

DB9922

Milestone Number Milestone 1 Milestone 2 Milestone 3

Milestone 4–5 Milestone 6

Milestone 7–8 Milestone 9–10 Milestones 11–12

Milestones 13–16

Milestone Event Milestone 1: Business Problem Approved by Mentor and Spec Lead

Milestone 2: Concept Paper Approved by

Mentor

Milestone 3: Draft Chapter 1 Submitted

to Mentor

Milestone 4: Chapter 1 Approved

by Mentor Milestone 5 Data

Source/Site Approved


Mentor

Milestone 7: Draft Chapter 3 Submitted to Mentor AND CITI Training Completed

Milestone 8

Chapters 1–3 Approved by Mentor

and Second Committee Member IRB Application Draft

Completed

Milestone 9: Chapters 1–3

Approved by Third Committee Member

Including SMR Approval

Milestone 10: IRB

Approval Data Collection Begins

Milestone 11: Chapter 4–5

Approved by Mentor Chapters 4-5

Submitted to Full Committee

Milestone 12: Chapters 4–5

Approved by Full Committee

Milestone 13:

Defense

Milestone14: Format Editing

Milestone 15:

School Approvals

Milestone 16: Dean Approval and Publication

29


17. APPENDIX C: DISSERTATION CHAPTER AND MILESTONE ASSESSMENT RUBRICS

Consult the Dissertation Chapter and Milestone Rubrics for detailed information on how milestones and dissertation chapters will

be assessed.

https://assets.capella.edu/campus/doctoral-programs/DBAChapterandMilestoneRubrics.pdf

30


18. APPENDIX D: DISSERTATION MILESTONES

18.1. Milestones

Milestone 1: Business problem approved by mentor and specialization lead

Milestone 2: Concept paper approved by mentor

Milestone 3: Draft Chapter 1 submitted to mentor

Milestone 4: Chapter 1 approved by mentor

Milestone 5: Site approval/data source

Milestone 6: Chapters 1 and 2 approved by mentor

Milestone 7: Draft Chapter 3 mentor and CITI training completed

Milestone 8: Chapters 1–3 approved by mentor and second committee member

Milestone 9: Chapters 1–3 approved by third committee member including Scientific Merit Review (SMR) approval

Milestone 10: IRB Approval

Milestone 11: Chapter 4 and 5approved by mentor

Milestone 12: Chapters 4 and 5 (Approved by full committee) Milestone 13: Defense

Milestone 14: Format editing Milestone 15: School Approval

Milestone 16: Dean Approval and Publication

31


19. APPENDIX E: DEFINITIONS

The following definitions apply to the policy, procedural, and assessment rubrics operationalized by this edition of handbook:

Alternative Hypothesis (Ha). “That a difference exists between the sample parameter and the population statistic to which it is

compared; the logical opposite of the null hypothesis used in significance testing” (Cooper & Schindler, 2014, p. 652).

Applied Research. “Research that addresses existing problems or opportunities” (Cooper & Schindler, 2014, p. 652).

Association. “The process used to recognize and understand patterns in data and then used to understand and exploit natural

patterns” (Cooper & Schindler, 2014, p. 652).

Basic Research. See Pure Research.

Business Problem. See Management Dilemma.

Case Studies. “A methodology that combines individual and (sometimes) group interviews with record analysis and observation;

used to understand events and their ramifications and processes; emphasizes the full contextual analysis of a few events or

conditions and their interrelations for a single participant…” (Cooper & Schindler, 2014, p. 653).

Causal Hypothesis. See Explanatory Hypothesis.

Causal Study. “Research that attempts to reveal a causal relationship between variables (A produces B or causes B to occur)”

(Cooper & Schindler, 2014, p. 653).

Cluster Analysis. “Identifies homogenous subgroups of study objects or participants and then studies the data by these

subgroups” (Cooper & Schindler, 2014, p. 653).

Coding. “Assigning numbers or other symbols to responses so that they can be tallied and grouped into a limited number of

categories” (Cooper & Schindler, 2014, p. 654).

Concept. “A bundle of meanings or characteristics associated with certain concrete, unambiguous events, objects, conditions, or

situations” (Cooper & Schindler, 2014, p. 654).

Conceptual Scheme. “The interrelationships between concepts and constructs” (Cooper & Schindler, 2014, p. 654).

Construct. “A definition specifically invented to represent an abstract phenomenon for a given research project” (Cooper &

Schindler, 2014, p. 654).

Descriptive Hypothesis. “States the existence, size, form, or distribution of some variable” (Cooper & Schindler, 2014, p. 656).

32


Descriptive Statistics. “Display characteristics of the location, spread, and shape of a data array” (Cooper & Schindler, 2014, p.

656).

Descriptive Study. “Attempts to describe or define a subject, often by creating a profile of a group of problems, people, or

events, through the collection of data and the tabulation of the frequencies on research variables or their interaction; the study

reveals who, what, when, where, or how much; the study concerns a univariate question or hypothesis in which the research

asks about or states something about the size, form, distribution, or existence of a variable” (Cooper & Schindler, 2014, p.

656).

Dependent Variable. “The variable measured, predicted, or otherwise monitored by the researcher; expected to be affected by

a manipulation of the independent variable; a.k.a. criterion variable” (Cooper & Schindler, 2014, p. 655).

“Dummy” Table. “Displays data one expects to secure during the data analysis; each dummy table is a cross-tabulation

between two or more variables” (Cooper & Schindler, 2014, p. 656).

Empirical Studies. “Reports of original research. These include secondary analyses that test hypotheses by presenting novel

analyses of data not considered or addressed in previous reports” (APA, 2010, p. 10).

Explanatory (Causal) Hypothesis. “A statement that describes a relationship between two variables in which one variable leads

to a specified effect on the other variable” (Cooper & Schindler, 2014, p. 657).

Explanatory Study. “Attempts to explain an event, act, or characteristic measured by research” (Cooper & Schindler, 2014, p.

656).

Exploration. “The process of collecting information to formulate or refine management, research, investigative, or measurement

questions; loosely structured studies that discover future research tasks, including developing concepts, establishing priorities,

developing operational definitions, and improving research design; a phase of a research project where the researcher expands

understanding of the management dilemma, looks for ways others have addressed and/or solved problems similar the

management dilemma or management question, and gathers background information on the topic to refine the research

questions; a.k.a. exploratory study or exploratory research)” (Cooper & Schindler, 2014, p. 657).

Exploratory Data Analysis (EDA). “Patterns in the collected data guide the data analysis or suggest revisions to the preliminary

data analysis plan” (Cooper & Schindler, 2014, p. 657).

Exploratory Study. See Exploration.

Hypothesis. “A proposition formulated for empirical testing; a tentative descriptive statement that describes the relationship

between two or more variables” (Cooper & Schindler, 2014, p. 658).

33


Independent Variable. “The variable manipulated by the researcher, thereby causing an effect or change on the dependent

variable” (Cooper & Schindler, 2014, p. 658).

Inferential Statistics. “Includes the estimation of population values and the testing of statistical hypotheses” (Cooper &


Informed Consent. “Participant gives full consent to participation after receiving full disclosure of the procedures of the

proposed survey” (Cooper & Schindler, 2014, p. 658).

Intervening Variable. “A factor that affects the observed phenomenon but cannot be seen, measured, or manipulated; thus its

effect must be inferred from the effects of the independent and moderating variables on the dependent variable” (Cooper &

Schindler, 2014, p, 659).

Literature Reviews. “Critical evaluations of material that has already been published… By organizing, integrating, and evaluating

previously published material, authors of literature reviews consider the progress of research toward clarifying a problem. In a

sense, literature reviews are tutorials, in that authors define and clarify the problem; summarize previous investigations to

inform the reader of the state of research; identify relations, contradictions, gaps, and inconsistencies in the literature; and

suggest the next step or steps in solving the problem” (APA, 2010, p. 10).

Management Dilemma. “The problem or opportunity that requires a decision; a symptom of a problem or an early indication of

an opportunity” (Cooper & Schindler, 2014, p. 660); a.k.a., the business problem.

Moderating Variable. “A second independent variable, believed to have a significant contributory or contingent effect on the

originally stated IV-DV [independent variable- dependent variable] relationship (Cooper & Schindler, 2014, p. 660).

Measurement. “Assigning numbers to empirical events in compliance with a mapping rule” (Cooper & Schindler, 2014, p. 660).

Null Hypothesis (H0). “Assumption that no difference exists between the sample parameter and the population statistic”

(Cooper & Schindler, 2014, p. 661).

Operational Definition. “A definition for a variable stated in terms of specific testing criteria or operations, specifying what must

be counted, measured, or gathered through our senses” (Cooper & Schindler, 2014, p. 661).

Operationalized. “The process of transforming concepts and constructs into measurable variables suitable for testing” (Cooper &


Path Diagram. “Represents predictive and associative relationships among constructs and indicators in a structure model”

(Cooper & Schindler, 2014, p. 662); a.k.a., Influence Diagram.

34


Phenomenology. “A method of explaining meaning that strips out reference to abstracting, historical or structural influences,

and instead looks to the experiencing subjects’ direct and unmediated awareness of phenomena” (Holt, 2008, p. 153).

Pilot Test. “A trial collection of data to detect weaknesses in design and instrumentation and provide proxy data for selection of

a probability sample” (Cooper & Schindler, 2014, p. 662).

Proposition. “A statement about concepts that may be judged as true or false if it refers to observable phenomena” (Cooper &

Schindler, p. 663).

Proposal. “A work plan, prospectus, outline, statement of intent, or draft plan for a research project…” (Cooper & Schindler,

2014, p. 663).

Pure Research (Basic Research). “Designed to solve problems of a theoretical nature with little direct impact on strategic or

tactical decisions” (Cooper & Schindler, 2014, p. 663); a.k.a., Basic Research.

Qualitative Research. “Interpretive techniques that seek to describe, decode, translate, and otherwise come to terms with the

meaning, not the frequency, of certain phenomena; a fundamental approach of exploration, including individual depth

interviews, group interviews, participant observation, videotaping of participants, projective techniques and psychological

testing, case studies, street ethnography, elite interviewing, document analysis, and proxemics and kinesics” (Cooper &


Qualitative Techniques. “Nonquantitative data collection used to increase understanding of a topic” (Cooper & Schindler, 2014,

p. 664).

Quantitative Research. “The precise count of some behavior, knowledge, opinion, or attitude” (Cooper & Schindler, 2014, p.

664).

Relational Hypothesis. “Describes the relationship between two variables with respect to some case; relationships are

correlational or explanatory” (Cooper & Schindler, 2014, p. 664).

Reliability. “A characteristic of measurement concerned with accuracy, precision, and consistency; a necessary but not sufficient

condition for validity (if the measure is not reliable, it cannot be valid)” (Cooper & Schindler, 2014, p. 664).

Replication. “The process of repeating an experiment with different subject groups and conditions to determine the average

effect of the IV [independent variable] across people, situations, and times” (Cooper & Schindler, 2014, p. 664).

Research Design. “The blueprint for fulfilling research objectives and answering questions” (Cooper & Schindler, p. 665).

35


Research Question(s). “The hypothesis that best states the objective of the research; the answer to this question should

provide the manager with the desired information necessary to make a decision with respect to the management dilemma”

(Cooper & Schindler, p. 665); a.k.a., research hypothesis.

Sample. “A group of cases, participants, events, or records consisting of a portion of the target population, carefully selected to

represent that population” (Cooper & Schindler, 2014, p. 665).

Sample Frame. “List of elements in the population from which the sample is actually drawn” (Cooper & Schindler, 2014, p.

665).

Scientific Method. “Systematic, empirically based procedures for generating replicable research; includes direct observation of

phenomena; clearly defined variables, methods, and procedures; empirically testable hypotheses; the ability to rule out rival

hypotheses; and statistical rather than linguistic justification of conclusions” (Cooper & Schindler, 2014, p. 665).

Screen Question. “Question to qualify the participant’s knowledge about the target questions of interest or experience

necessary to participate” (Cooper & Schindler, 2014, p. 665).

Simulation. “A study in which the conditions of a system or process are replicated” (Cooper & Schindler, 2014, p. 666).

Sponsorship Nondisclosure. “A type of confidentiality, when the sponsor of the research does not allow revealing of its

sponsorship” (Cooper & Schindler, 2014, p. 666).

Statistical Significance. “An index of how meaningful the results of a statistical comparison are; the magnitude of difference

between a sample value and its population value; the difference is statistically significant if it is unlikely to have occurred by

chance (represent random sampling fluctuations)” (Cooper & Schindler, 2014, p. 666).

Theory. “A set of systematically interrelated concepts, definitions, and propositions that are advanced to explain or predict

phenomena (facts); the generalizations we make about variables and the relationships among variables” (Cooper & Schindler,

2014, p. 668).

Validity. “A characteristic of measurement concerned with the extent that a test measures what the researcher actually wishes

to measure; and that differences found with a measurement tool reflect true differences among participants drawn from a

population” (Cooper & Schindler 2014, p. 668).

Variable. “A characteristic, trait, or attribute that is measured; a symbol to which values are assigned; includes several different

types; continuous, control, decision, dependent, dichotomous, discrete, dummy, extraneous, independent, intervening, and

moderating variables” (Cooper & Schindler, 2014, p. 668).

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