If you are exploring the relationship between variables (i.e., Goal A), you are likely to be following a relationship-based research design (i.e., a type of non-experimental research design). However, if you are predicting the score or a membership of a group (i.e., Goal B) or testing for differences between groups or treatment conditions (i.e., Goal C), you are likely to be following either an experimental or quasi-experimental research design. Unless you already understand the differences between experimental, quasi-experimental and relationship-based research designs, you should read about these different research designs in the section of the part of Lærd Dissertation now. You need to do this for two main reasons:
You will have to state which type of research design you are using in your dissertation when writing up the Research Design section of your .
Once you are familiar with the four types of research design (i.e., descriptive, experimental, quasi-experimental and relationship-based), you need to think about the route that you are adopting, and the approach within that route in order to set the research design in your dissertation:
If you are taking on Route A: Duplication, you would typically not be expected to make any changes to the research design used in the main journal article when setting the research design for your dissertation. After all, the purpose of the dissertation is duplication, where you are, in effect, re-testing the study in the main journal article to see if the same (or similar) findings are found. An important aspect of such re-testing is typically the use of the same research strategy applied in the main journal article. As such, if an experimental research design was used in the main journal article, with 3 groups (e.g., two treatment groups and one control group), your dissertation would also use an experimental design with the same group characteristics (i.e., 3 groups, with two treatment groups and one control group). The research design you used would also have the same goals as those in the main journal article (e.g., the goal of relating two constructs, perhaps study time and exam performance, in order to answer a relationship-based research question/hypothesis).
These three approaches to examining the constructs you are interested in (i.e., describing, comparing and relating) are addressed by setting descriptive research questions, and/or comparative or relationship-based research questions/hypotheses. By this stage, you should be very clear about the type of research questions/hypotheses you are addressing, but if you are unsure, refer back to the section of the part of Lærd Dissertation now.
For many undergraduate degree students, a significant element of final year study is an independent learning project. According to Todd et al (2004) while these projects may vary greatly in scope and nature (e.g. a large-scale written assignment such as a dissertation or extended essay; the design and production of some type of artefact) most share a number of key characteristics.
Are you trying to test for differences between groups (e.g., exam performance of males and females) or treatment conditions (e.g., employee turnover among employees (a) given a bonus and (b) not given a bonus)? This type of design aims to answer questions such as: What is the difference in jump height between males and females? Can an exercise-training programme lead to a reduction in blood sugar levels? Do stressed males and females respond differently to different stress-reduction therapies? In each of these cases, we have different groups that we are comparing (e.g., males versus females), and we may also have different treatments (e.g., the example of multiple stress-reduction therapies).
A dissertation or final year project, as a form of assessment differs from other module assessments. The expectation is that you, the learner, take responsibility for your own learning and that you produce a literature review, you choose a method for undertaking a study, write up your findings and discuss the outcomes in a discussion section. So this part of site provides you with a better understanding of the following:
This FOA describes the procedures and criteria for the AHRQ dissertation grant program. It updates and supersedes the AHRQ Grants for Health Services Research Dissertation PAR-09-212, published July 17, 2009.
Individuals supported under National Research Service Award (NRSA) mechanisms, including T32, F31 and F32 research training awards, are eligible to apply for a dissertation award. However, such individuals may only request up to $20,000 direct costs for additional, non-salary expenses; no funds may be requested for salary support. In such instances, the application must include a statement describing the expenses requested under the dissertation grant application which are not supported through the active training grant or fellowship. The request for support must also satisfy applicant institutional policies. Recipients of mentored career development awards are not eligible for dissertation support.
However, there are some instances where, from a practical standpoint, you may find that it is not possible to use the same research design, perhaps because an experimental research design was used, but you are unable to randomly selected people from the population you can get access to, forcing you to use a quasi-experimental research design. But the goal will be to use the same research design in your dissertation as the one applied in the main journal article. Again, you can learn about the differences between experimental and quasi-experimental designs in the section of the part of Lærd Dissertation.
All dissertations will vary in format, style and design. It is important that you familiarise yourself with the particular requirements of your institution and degree programme.