Within the Discussion Board area, write 400-600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

Utilizing the DSP Dissertation Template in the Resources section of MyTLC, complete the following:

• Identify at least 3 of the mandatory sections in Chapter 1 of a dissertation, focusing on the sections you have not yet addressed, or addressed the least, since beginning the program or crystalizing your research topic.
• Which of the 3 do you feel will be the most difficult for you? Why? What steps must you take to effectively complete the sections that you perceive to be challenging?

Responses to Other Students: Respond to at least 2 of your fellow classmates with at least a 100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:

• What did you learn from your classmate’s posting?
• What additional questions do you have after reading the posting?
• What clarification do you need regarding the posting?
• What differences or similarities do you see between your posting and other classmates’ postings?

Module 3 – Background

Revising the DSP Research Proposal (Revise Chapter 1)

Required Reading

Edmondson, A. C., & McManus, S. E. (2007). Methodological fit in management field research. Academy of Management Review, 32(4), 1155-1179.

Optional Reading

Yin, R. K. (2009). Introduction. In Case study research: Design and methods, Fourth Ed. (pp. 3-23). Thousand Oaks, CA: Sage Inc.

Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219-245. Available in the Trident Online Library, Sage Research Methods database.

Gagnon, Y. (2010). Stage 1: Assessing appropriateness and usefulness. In The case study as research method: A practical handbook (pp. 11-18). Québec [Que.]: Les Presses de l’Université du Québec. Available in the Trident Online Library, EBSCO ebook Collection.

Case Study Design

We continue with an exploration of case study design. This section begins with a consideration of research questions and units of analysis, followed by the role of implicit or explicit theory in driving the research, considerations of quality (validity and reliability), and ending with the selection of single vs. multiple case study designs and mixed methods.

Yin, R. K. (2009). Designing case studies. In Case study research: Design and methods, Fourth Ed.(pp. 24-65). Thousand Oaks, CA: Sage Inc.

Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544-559. Retrieved from http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1573&context=tqr

Gagnon, Y. (2010). Stage 2: Ensuring accuracy of results. In The case study as research method: A practical handbook (pp. 19-36). Québec [Que.]: Les Presses de l’Université du Québec. Available in the Trident Online Library, EBSCO ebook Collection.

Farquhar, J. D. (2012). Quality in case study research. In Case study research for business (pp. 100-112). London: SAGE Publications Ltd.

Gibbs, G., Clark, D., Taylor, C., Silver, C., & Lewins, A. (n.d.). Welcome to Online QDA. Retrieved November 25, 2016, from http://onlineqda.hud.ac.uk/

Moeller, J. D., Dattilo, J., & Rusch, F. (2015). Applying quality indicators to single-case research designs used in special education: A systematic review. Psychology in the Schools, 52(2), 139-153.

Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage Publications.

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