12Dissertation Proposal and Dissertation Manuscript

12
Dissertation Proposal and Dissertation Manuscript
Template and Guide
This cover page and template instructional content should be
removed before drafting chapters. Keep the template
instructions in a separate location for ongoing reference as you
develop chapter content within the manuscript format.
Instructions for how to use this template and guide:
· Type directly into the template at “Begin writing here...” or
“Text…”
. Doing so should help to ensure the document is
properly formatted.
· Use reminders in the comments relating to formatting as well
as helpful tips for guidance purposes. Additionally, in each
main section, use the checklist relating to content so you know
what to include before you begin to organize your thoughts.
Refer to the checklist continuously as you develop each section.
As you self-evaluate each section, you can actually check off
each box by clicking on it to ensure you have met all the
requirements. Please note these lists are resources and not
meant to be exhaustive, as it is impossible to cover the details
of every method and design.
· The length of a section can vary
, unless a guideline is provided.

· Once you have developed each section, refer to the comments
and checklists one last time to be sure the section matches them
as discussed with your Chair, then delete them.
· To delete a comment, right click on the comment, then select
“Delete Comment.”
. For additional strategies and guidance, click
here.
Version: October 2020
© Northcentral University, 2020
Comment by Northcentral University: Ensure every section in
the document meets the following requirements:
☐ Use 12-point and Times New Roman font.
☐ Write in the future tense when referencing the proposed study
in the dissertation proposal. Write in the past tense when
referencing the completed study in the dissertation manuscript.
☐ Use economy of expression to present information as
succinctly as possible without oversimplifying or losing the
meaning.
☐ Avoid personal opinions and claims.
☐ Support all claims in the document with recent, scholarly,
peer-reviewed sources published within 5 years of when the
dissertation will be completed, unless they are seminal sources
or no other literature exists. For additional information and
guidance relating to scholarly and peer-reviewed sources, click
here.
☐ Avoid anthropomorphism (i.e., giving human qualities to
inanimate objects) such as “The article claims…”, “The study

found…,”, or “The research explored…”.
☐ Clearly and precisely define key words upon their first use
only.
Title of the DissertationComment by Northcentral University:
With the exception of articles and prepositions, the first letter
of each word should be capitalized. The title should be two
single spaces (one double space) from the top of the page. In
10-15 words, it should indicate the contents of the study. The
title should be bold.
The title page should include no page number, so please recheck
pagination once the template cover page has been removed.
Dissertation XXXComment by Northcentral University: Insert
either “Proposal” or “Manuscript.”.
Submitted to Northcentral University
School of XXXComment by Northcentral University: Indicate
your school name here. Do not include the specialization.
in Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF
XXXComment by Northcentral University: Insert your
degree program in all capital letters (e.g., DOCTOR OF

EDUCATION, DOCTOR OF PHILOSOPHY, DOCTOR OF
BUSINESS ADMINISTRATION).
by
NAMEComment by Northcentral University: Insert your name
in all capital letters (i.e., FIRST MIDDLE LAST).
La Jolla, California
Month YearComment by Northcentral University: Insert the
current month and year. There should be no comma separating
them.
AbstractComment by Northcentral University: The abstract
should be included in the dissertation manuscript only. It should
not be included in the dissertation proposal.

The word Abstract should be centered, bolded, and begin on its
own page.
Begin writing here…Comment by Northcentral University: The
text should be left-justified (not indented) and double-spaced
with no breaks.
Checklist:
☐ Briefly introduce the study topic, state the research problem,
and describe who or what is impacted by this problem.
☐ Clearly articulate the study purpose and guiding theoretical
or conceptual framework of the study.
☐ Provide details about the research methodology, participants,
questions, design, procedures, and analysis.
☐ Clearly present the results in relation to the research
questions.
☐ State the conclusions to include both the potential
implications of the results on and the recommendations for
future research and practice.
☐ Do
not include citations and abbreviations or acronyms,
except those noted as exceptions by the American Psychological
Association (APA).
☐ Do
not exceed 350 words. Strive for one page.
AcknowledgementsComment by Northcentral University: You
may include an optional acknowledgements page in normal
paragraph format in the dissertation manuscript. Do not include
such a page in the dissertation proposal.
The word Acknowledgements should be centered, bolded, and
begin on its own page.

Begin writing here…
Table of ContentsComment by Northcentral University: Use the
Table of Contents feature in Word. For additional information
on creating a table of contents, click here.
For information on updating the table of contents, click here,
and for video resources from the Academic Success Center on
formatting the table of contents, click here.
Do not manually add headings into the Table of Contents. The
headings in the table of contents are populated from the Styles
gallery using the APA Level 1 and Heading 2 styles.
Only include APA heading levels 1 and 2 in the table of
contents. Use the Heading 2 style from the Styles gallery to add
level two headings in the document. Update the table of
contents to reflect any new level 2 headings added to document.
Comment by Northcentral University: For Academic Success
Center resources on formatting the table of contents, click here.
For assistance, use the videos in the Tables and Headers tab and
handouts in the Format tab.Comment by Northcentral
University: Ensure the headings in the table of contents match
those in the document. Please note the place holders are
included in this table of contents:
“XXX” under Chapter 2 must be replaced with the themes
generated from the integrative critical review of the literature.
If your study is qualitative, “Operational Definitions of
Variables” under Chapter 3 must be deleted.
“XXX” under Chapter 4 must be replaced with
“Trustworthiness” for a qualitative study, “Validity and
Reliability” for a quantitative study, and
“Trustworthiness/Validity and Reliability” for a mixed methods
study.

The number of research questions listed under Chapter 4 must
align with the number of research questions in your study.
Under Appendices, each “XXX” must be replaced with the titles
of the appendix.
Chapter 1: Introduction1
Statement of the Problem2
Purpose of the Study2
Introduction to Theoretical or Conceptual Framework 3
Introduction to Research Methodology and Design4
Research Questions4
Hypotheses4
Significance of the Study5
Definitions of Key Terms6
Summary6
Chapter 2: Literature Review7
Theoretical or Conceptual Framework 7
Subtopic8
Summary8
Chapter 3: Research Method10
Research Methodology and Design10
Population and Sample10
Materials or Instrumentation11
Operational Definitions of Variables 12
Study Procedures13
Data Analysis13
Assumptions 14
Limitations14
Delimitations14
Ethical Assurances15
Summary15
Chapter 4: Findings16
XXX of the Data16
Results17

Evaluation of the Findings18
Summary18
Chapter 5: Implications, Recommendations, and Conclusions19
Implications19
Recommendations for Practice20
Recommendations for Future Research20
Conclusions20
References22
Appendix A XXX23
Appendix B XXX24
List of TablesComment by Northcentral University: The words
List of Tables should be centered, bolded, and begin on its own
page
Use the Table of Figures feature in Word and select “Table” as
the caption label. For additional information and guidance, click
here.
Tip: For formatting the caption for tables, table headings should
be double spaced and placed above the table. The word “Table”
and the number should be bolded. The table title is in title case
and italics.
Comment by Northcentral University: Click here to review a
video from the Academic Success Center on creating the List of
Tables.
Begin list of tables here…
List of FiguresComment by Northcentral University: The words
List of Figures should be centered, bolded, and begin on its own
page
Use the Table of Figures feature in Word and select “Figure” as
the caption label. For additional information and guidance, click
here.

Tip: For formatting the caption for figures, figure headings
should be double spaced and placed above the figure. The word
“Figure” and the number should be bolded. The figure title is in
title case and italics.
Comment by Northcentral University: Click here to review a
video on creating the List of Figures.
Begin list of figures here…
1
1Chapter 1: IntroductionComment by Northcentral University:
When preparing pagination, lowercase Roman numerals are used
for the front matter pages prior to the first page of Chapter 1.
The Roman numerals need to be centered and placed in the
footer of each front matter page.
Starting in Chapter 1, page numbers need to be placed at the
upper right of each page header.
Chapter headings are formatted as Level 1. Review a formatting
APA headings video in the Academic Success Center here.
APA Style recommends one space between sentences.
Checklist:
☐ Begin with an overview of the general topic to establish the

context of the study and orient the reader to the field. Do not
overstate the topic as you will address the topic more fully in
Chapter 2.
☐ Describe the larger context in which the problem exists.
☐ Present an overview of why this research topic is relevant and
warranted.
☐ Briefly explain what research has been done on the topic and
why the topic is important practically and empirically (applied
and PhD) as well as theoretically (PhD).
☐ Clearly lead the reader to the problem statement to follow.
The reader should not be surprised by the problem described
later in the document.
☐ Do
not explicitly state the study problem, purpose, or
methodology, as they are discussed in subsequent sections.
☐ Devote approximately 2 to 4 pages to this section.
☐ Write in the future tense when referencing the proposed study
in the dissertation proposal. Write in the past tense when
referencing the completed study in the dissertation manuscript.
☐ There are no personal opinions in the dissertation. All work
must come from cited sources.
Statement of the ProblemComment by Northcentral University:
Tip: Applied dissertations should be practice-based. The
documented problem might be a practical problem or issue in
the profession or study context for which there is not already an
acceptable solution. When defining the problem, a clear
distinction must be drawn between what exists currently and
what is desired. An applied study does not necessarily require
generalizable results beyond the study site; however, it must
address a problem relevant and exists outside of the study site.
Similarly, a PhD dissertation must focus on a problem relevant
and exists outside of the study site. Additionally, the study must

make a substantive, scholarly contribution to both the resear ch
and theory.
Comment by Northcentral University: Tip: Review the
limitations and calls for future research in the relevant scholarly
literature for guidance in identifying a problem.Comment by
Northcentral University: Tip: There are a couple of group
sessions in the Academic Success Center per week in which
students can engage with a live academic coach as well as other
students who share the goal of enhancing their problem
statement development skills. Learn more about this session and
find the link to register here.
Checklist:
☐ Begin with “The problem to be addressed in this study is…”
This statement should logically flow from the introduction and
clearly identify the problem to be addressed by the study
(current citations needed).
☐ Succinctly discuss the problem and provide evidence of its
existence. Comment by Northcentral University: Tip: A lack of
research alone is not inherently problematic. An inability to
find research on your topic might indicate a need to broaden
your search. It might be helpful to review the resources in the
Northcentral University Library, including the Searching 101
Workshop, or schedule a research consultation.
☐ Identify who is impacted by the problem (e.g., individuals,
organizations, industries, or society), what is not known that
should be known about it, and what the potential negative
consequences could be if the problem is not addressed in this
study.
☐ Ensure the concepts presented are exactly the same as those
mentioned in the Purpose Statement section.
☐ Do
not exceed 250-300 words.
Purpose of the StudyComment by Northcentral University:

Tip: The Academic Success Center has a weekly group session
on Purpose Statements. Learn more about this session and find
the link to register here.
Checklist:
Begin with a succinct purpose statement that identifies the
study method, design, and overarching goal. The recommended
language to use is: “The purpose of this [identify research
methodology] [identify research design] study is to [identify the
goal of the dissertation that
directly reflects and encompasses the research questions
to follow].”
☐ Indicate how the study is a logical, explicit research response
to the stated problem and the research questions to follow.
☐ Continue with a brief but clear step-by-step overview of how
the study will be (proposal) or was (manuscript) conducted.
☐ Identify the variables/constructs, materials/instrumentation,
and analysis.
☐ For the proposal (DP) identify the target population and
sample size needed. For the manuscript (DM), edit and list
sample size obtained.
☐ Identify the site(s) where the research will be (proposal) or
was (manuscript) conducted using general geographic terms to
avoid identifying the specific location. To avoid compromising
participants’ confidentiality or anonymity, use pseudonyms.
☐ Do
not exceed one paragraph or one page.
Introduction to Theoretical or Conceptual Framework
Comment by Northcentral University: Select the heading that
reflects whether you are using a theoretical or conceptual
framework, but do not keep both words in the title. For PhD -
Theoretical Framework, for applied doctorate Conceptual
Framework.

Checklist:
☐ Identify the guiding framework. Present the key concepts,
briefly explain how they are related, and present the
propositions relevant to this study. Comment by Northcentral
University: Tip: The Academic Success Center has a weekly
group session on Theoretical and Conceptual Framework. Learn
more about this session and find the link to register here.
☐ Explain how the framework guided the research decisions,
including the development of the problem statement, purpose
statement, and research questions.
☐ If more than one framework is guiding the study, integrate
them, rather than describing them independently. Do
not select a separate framework for each
variable/construct under examination.
☐ Do
not exceed two pages. A more thorough discussion of
the theoretical/conceptual framework will be included in
Chapter 2.
Introduction to Research Methodology and Design
Checklist:
☐ Provide a brief discussion of the methodology and design to
include a description of the data collection procedure and
analysis. Do
not include specific details regarding why the
methodology and design were selected over others. More
detailed information will be included in Chapter 3.
☐ Cite the seminal works related to the selected methodology
and design.
☐ Indicate why the selected research methodology and design
are the best choices for the study by explaining how they align

with the problem and purpose statements as well as the research
questions. Do
not simply list and describe various research
methodologies and designs.
☐ Devote approximately one to two pages to this
section.Research QuestionsComment by Northcentral
University: Tip: Research questions beginning with “To what
extent…” or “Under what conditions…” yield more meaningful
data than questions that generate yes/no responses such as “Is
Variable 1 significantly related to Variable 2?”
Begin writing here...
RQ1 Comment by Northcentral University: Sub questions are
allowed if you want to examine more in-depth research
questions. For example, if the first research question has two
sub questions, they would be denoted as RQ1a and RQ1b.
Use APA level 3 headings for each research question. The level
3 heading is flush left, title case, bolded, and italicized. The
text begins as a new paragraph. Apply level 3 headings using
the Heading 3 style under the Styles gallery.
Review Section 2.27 in the APA 7th edition manual, and locate
more information on APA headings here.
Text…
RQ2Comment by Northcentral University: Repeat this
process for each research question.
Text…
Hypotheses
Comment by Northcentral University: Hypotheses are
only listed in quantitative and mixed methods studies.Comment
by Northcentral University: The hypotheses must align with the

research questions so RQ1 matches H1, etc.
H10
Text…H1a
Text…H20
Text…
H2aComment by Northcentral University: Repeat this process
for each hypothesis.
Maintain Level 3 heading formatting for each hypothesis.
Text…
Checklist:
☐ Present research questions directly answerable, specific, and
testable within the given timeframe and location identified in
the problem and purpose statements.
☐ Include the exact same variables/constructs, participants, and
location mentioned in the problem and purpose statements.
No new variables/constructs should be introduced.
Significance of the StudyComment by Northcentral
University: Tip: Consider the professional and academic
audiences who might be interested in the study results and why.
Checklist:
Describe why the study is important and how it can contribute
to the field of study.
☐ For applied studies, explain how the results might both be
significant to leaders and practitioners in the field and
contribute to the literature. For PhD studies, explain how the
results advance the guiding framework and contribute to the
literature.
☐ Describe the benefits of addressing the study problem,
achieving the study purpose, and answering the research
questions. Whereas the problem statement should articulate the
negative consequences of not conducting the study, this section
should highlight the positive consequences of completing the

study.
☐ Do
not exceed one page.
Definitions of Key Terms
Term 1 Comment by Northcentral University: Replace
“Term 1” with the first term and provide the definition and
citation(s). Repeat this process for all the key terms.
Text…Comment by Northcentral University: Maintain Level 3
heading formatting for each term.
Term 2
Text…
Checklist:
☐ Alphabetize and bold terms directly related to the dissertation
topic and not commonly used or understood.
☐ Paraphrase the definitions of the terms using complete
sentences and provide a citation for each one.
☐ Do
notdefine theories, conceptual frameworks, statistical
analyses, methodological terms, or the variables/constructs
under examination.
Summary
Checklist:
☐ Briefly restate the key points discussed in the chapter.
Review the headings and/or table of contents to ensure all key
points are covered.
Chapter 2: Literature ReviewComment by Northcentral
University: Tip: Think of Chapter 2 as a funnel and lead the
reader from the broad context of the study to an explanation of
why this specific study is needed.Comment by Northcentral
University: Tip: To ensure your study is relevant and current,
continue to expand and update the literature review through the
final dissertation manuscript draft.Comment by Northcentral

University: Tip: For exemplars on what synthesis and critical
analysis look like, try searching for published literature using
the following terms “critical review of the literature [school]”,
inserting the name of your school.
Comment by Northcentral University: The Academic Success
Center has a weekly group session on Synthesis and Analysis.
Learn more about this session and find the link to register here.
Checklist:
☐ Begin with the first sentence of the purpose statement and
problem statement that leads to a brief explanation of the
organization of the literature review. Do
not simply cut and paste the Purpose Statement section
from Chapter 1.
☐ Provide an overview of the sub-headings in the literature that
will be discussed.
☐ At the end of this section, indicate the databases accessed and
the search engines used. Discuss all the search parameters,
including the search terms and their combinations (with more
detailed search terms located in an appendix, if appropriate),
range of years, and types of literature.
☐ Devote approximately
30 to 60 pages to this chapter to include citations to at
least 50 relevant sources.Comment by Northcentral University:
Chapter 2 includes the statement that it is to have 30-60 pages.
Depending on the topic this can be shorter. Refer to your Chair
for guidance.
Theoretical or Conceptual Framework Comment by
Northcentral University: Select the heading that reflects
whether you are using a theoretical or conceptual framework,
but do not keep both words in the title. For PhD - Theoretical
Framework, for applied doctorate Conceptual Framework.

Checklist:
☐ Describe the guiding theoretical/conceptual framework of the
study, including the definitions of all the concepts, an
explanation of the relationships among the concepts, and a
presentation of all the assumptions and propositions.
☐ Explain the origin and development of the framework.
Demonstrate detailed knowledge of and familiarity with both
the historical and the current literature on the framework.
☐ Identify existing research studies that used this framework in
a similar way. Mention alternative frameworks, with a
justification of why the selected framework was chosen.
☐ Describe how and why the selected framework relates to the
present study and how it guided the development of the problem
statement, purpose statement, and research questions. Subtopic
Comment by Northcentral University: Replace “Subtopic” with
an idea from the integrative critical review of the literature.
Repeat this process until each idea is included.
Begin writing here…Level 3 HeadingComment by Northcentral
University: The level 3 heading is flush left, bolded, and
italicized. The title should be in tile case, and the text begins as
a new paragraph after the heading. Apply additional level 3
headings using the Heading 3 style options under the Styles
gallery. Use APA’s Headings guide to assist with proper header
formatting. Comment by Northcentral University: If additional
subheadings are needed, use this format per APA guidelines.
Text...
Level 4 Heading. Text... Comment by Northcentral University:
The level 4 heading is indented and bolded. The title should be
in tile case, and the title ends with a period. The text begins
directly after the heading in normal paragraph format. Apply
additional level 4 headings using the Heading 4 style option in
the Styles gallery. Use APA’s Headings guide to assist with
proper header formatting.
Checklist:
☐ Critically analyze (i.e., note the strengths and weaknesses)

and synthesize (i.e., integrate) the existing research. Rather than
reporting on each study independently, describe everything
known on the topic by reviewing the entire body of work.
☐ Present a balanced integrative critical review of the
literature, ensuring all points of view are included. Cover all the
important issues with a discussion of areas of convergence (i.e.,
agreement) and divergence (i.e., disagreement). Provide
potential explanations for areas of divergence. Comment by
Northcentral University: Tip: Use the Academic Success
Center’s Synthesis and Analysis guide that has several
resources, including a synthesis matrix to assist with this
section.
☐ Address issues of authority, audience, and/or bias/point of
view in the sources used.
SummaryComment by Northcentral University: Tip: In essence,
the summary is the “take-home” message of the integrative
critical review of the literature with a specific emphasis on how
the literature supports the need for your study.
Checklist:
☐ Briefly restate the key points discussed in the chapter.
Review the headings and/or table of contents to ensure all key
points are covered.
☐ Highlight areas of convergence and divergence as well as
gaps in the literature that support the need for the study. This
discussion should logically lead to Chapter 3, where the
research methodology and design will be discussed.
Chapter 3: Research Method
Checklist:
☐ Begin with an introduction and restatement of the problem
and purpose sentences verbatim. Comment by Northcentr al

University: You can copy and paste from your Chapter 1.
☐ Provide a brief overview of the contents of this chapter,
including a statement that identifies the research methodology
and design.Research Methodology and DesignComment by
Northcentral University: Tip: The Academic Success Center has
a weekly group session on Writing Research Design. Learn
more about this session and find the link to register here.
Checklist:
☐ Describe the research methodology and design. Elaborate
upon their appropriateness in relation to the study problem,
purpose, and research questions.
☐ Identify alternative methodologies and designs and indicate
why they were determined to be less appropriate than the ones
selected. Do
not simply list and describe research methodologies and
designs in general.
Population and SampleComment by Northcentral
University: Tip: Depending on the study design, the population
might include but not be limited to a group of people, a set of
organizations, documents, or archived data.
Checklist:
☐ Describe the population, including the estimated size and
relevant characteristics.
☐ Explain why the population is appropriate, given the study
problem, purpose, and research questions.
☐ Describe the sample that will be (proposal) or was
(manuscript) obtained.
☐ Explain why the sample is appropriate, given the study
problem, purpose, and research questions.
☐ Explain the type of sampling used and why it is appropriate
for the dissertation proposal methodology and design. For
qualitative studies, evidence must be presented that saturation

will be (proposal) or was (manuscript) reached. For quantitative
studies, a power analysis must be reported to include the
parameters (e.g., effect size, alpha, beta, and number of groups)
included, and evidence must be presented that the minimum
required sample size will be (proposal) or was (manuscript)
reached.
☐ Describe how the participants will be (proposal) or were
(manuscript) recruited (e.g., email lists from professional
organizations, flyers) and/or the data will be (proposal) or were
(manuscript) obtained (e.g., archived data, public records) with
sufficient detail so the study could be replicated.Comment by
Northcentral University: Tip: Many qualitative and mixed
methods studies require multiple sources of data. Describe how
the data will be (proposal) or were (manuscript) obtained from
each source.Materials or InstrumentationComment by
Northcentral University: Tip: In quantitative studies, the
development of a new instrument is discouraged due to the time
and skills required to create a valid and reliable instrument. A
thorough and extensive search of the literature should be done
to locate an appropriate psychometrically sound instrument.
However, if such an instrument is not located after a thorough
search, and you plan to develop a new instrument, consult
survey item and instrument development resources and plan
piloting and validation procedures. Describe the development
process in detail and provide evidence of the instrument’s
validity and reliability. Include the final instrument developed
based on those findings. The evidence of validity and reliability
should be reported in Chapter 4.
In qualitative studies, using a newly developed interview
protocol based on the literature is more common and acceptable.
Describe the development process in detail followed by the field
testing processes used and subsequent modification
made.Comment by Northcentral University: Select the heading
that reflects which of the two you will be doing.

Checklist:
☐ Describe the instruments (e.g., tests, questionnaires,
observation protocols) that will be (proposal) or were
(manuscript) used, including information on their origin and
evidence of their reliability and validity. OR as applicable,
describe the materials to be used (e.g., lesson plans for
interventions, webinars, or archived data, etc.).
☐ Describe in detail any field testing or pilot testing of
instruments to include their results and any subsequent
modifications. Comment by Northcentral University: Verify
with the IRB whether permission is needed or a pilot
application needs to be completed. Locate IRB resources here.
☐ If instruments or materials are used that were developed by
another researcher, include evidence in the appendix that
permission was granted to use the instrument(s) and/or
material(s) and refer to that fact and the appendix in this
section.Operational Definitions of Variables Comment by
Northcentral University: Include this section in
quantitative/mixed methods studies only.Comment by
Northcentral University: Operational definitions are distinct
from the conceptual definitions provided in the Definition of
Terms section. Specifically, operational definitions indicate
how the variables will be (proposal) or were (manuscript)
measured.Comment by Northcentral University: A paragraph is
not required to introduce the operational definitions; a single
sentence introducing this section is sufficient.
Begin writing here...
XXX Comment by Northcentral University: Replace “XXX”
with the first study variable. Repeat this process for all the
study variables.
Maintain Level 3 heading formatting for each variable.
Text…

Checklist:
☐ For quantitative and mixed methods studies, identify how
each variable will be (proposal) or was (manuscript) used in the
study. Use terminology appropriate for the selected statistical
test (e.g., independent/dependent, predictor/criterion, mediator,
moderator).
☐ Base the operational definitions on published research and
valid and reliable instruments.
☐ Identify the specific instrument that will be (proposal) or was
(manuscript) used to measure each variable.
☐ Describe the level of measurement of each variable (e.g.,
nominal, ordinal, interval, ratio), potential scores for each
variable (e.g., the range [0–100] or levels [low, medium, high]),
and data sources. If appropriate, identify what specific scores
(e.g., subscale scores, total scores) will be (proposal) or we re
(manuscript) included in the analysis and how they will be
(proposal) or were (manuscript) derived (e.g., calculating the
sum, difference, average). Study Procedures
Checklist:
☐ Describe the exact steps that will be (proposal) or were
(manuscript) followed to collect the data, addressing what data
as well as how, when, from where, and from whom those data
will be (proposal) or were (manuscript) collected in enough
detail the study can be replicated. Data AnalysisComment by
Northcentral University: The Academic Success Center has a
weekly group session on both Writing Quantitative and Writing
Qualitative Analysis. Learn more about these sessions and find
the link to register here.
Checklist:
☐ Describe the strategies that will be (proposal) or were
(manuscript) used to code and/or analyze the data, and any

software that will be (proposal) or was (manuscript) used.
☐ Ensure the data that will be (proposal) or were (manuscript)
analyzed can be used to answer the research questions and/or
test the hypotheses with the ultimate goal of addressing the
identified problem.
☐ Use proper terminology in association with each
design/analysis (e.g., independent variable and dependent
variable for an experimental design, predictor and criterion
variables for regression).
☐
For quantitative studies, describe the analysis that will
be (proposal) or was (manuscript) used to test each hypothesis.
Provide evidence the statistical test chosen is appropriate to test
the hypotheses and the data meet the assumptions of the
statistical tests.
☐
For qualitative studies, describe how the data will be
(proposal) or were (manuscript) processed and analyzed,
including any triangulation efforts. Explain the role of the
researcher.
☐
For mixed methods studies, include all of the above.
Assumptions Comment by Northcentral University: Tip:
Assumptions, limitations, and delimitations are related but
distinct concepts. For additional information, click here.
Checklist:
☐ Discuss the assumptions along with the corresponding
rationale underlying them. LimitationsComment by Northcentral
University: Tip: The study limitations will be revisited in
Chapter 5.

Checklist:
☐ Describe the study limitations.
☐ Discuss the measures taken to mitigate these limitations.
DelimitationsComment by Northcentral University: Tip:
Limited time and resources are not considered to be limitations
or delimitations, as all studies are limited by these factors.
Checklist:
☐ Describe the study delimitations along with the corresponding
rationale underlying them. An example of delimitations are the
conditions and parameters set intentionally by the researcher or
by selection of the population and sample.
☐ Explain how these research decisions relate to the existing
literature and theoretical/conceptual framework, problem
statement, purpose statement, and research questions. Ethical
AssurancesComment by Northcentral University: Tip: When
research involves human subjects, certain ethical issues can
occur. They include but are not limited to protection from harm,
informed consent, right to privacy, and honesty with
professional colleagues.
Checklist:
☐ Confirm in a statement the study will (proposal) or did
(manuscript) receive approval from Northcentral University’s
Institutional Review Board (IRB) prior to data collection.
☐ If the risk to participants is greater than minimal, discuss the
relevant ethical issues and how they will be (proposal) or were
(manuscript) addressed. Comment by Northcentral University:
Tip: For guidance on ethical considerations in human subjects
research, click here.
☐ Describe how confidentiality or anonymity will be (proposal)
or was (manuscript) achieved.
☐ Identify how the data will be (proposal) or were (manuscript)
securely stored in accordance with IRB requirements.

☐ Describe the role of the researcher in the study. Discuss
relevant issues, including biases as well as personal and
professional experiences with the topic, problem, or context.
Present the strategies that will be (proposal) or were
(manuscript) used to prevent these biases and experiences from
influencing the analysis or findings.
☐ In the dissertation manuscript only, include the IRB approval
letter in an appendix.Summary
Checklist:
☐ Summarize the key points presented in the chapter.
☐ Logically lead the reader to the next chapter on the findings
of the study.
Chapter 4: Findings
Checklist:
and purpose sentences verbatim and the organization of the
chapter.
☐ Organize the entire chapter around the research
questions/hypotheses. Comment by Northcentral University:
Tip: Review peer-reviewed research articles to locate examples
of how to report results generated using the research design
used in your study.XXX of the DataComment by Northcentral
University: Replace “XXX” with “Trustworthiness” for a
qualitative study or “Validity and Reliability” for a quantitative
study. For mixed methods studies, replace “XXX” with
“Trustworthiness/Validity and Reliability.”.
Checklist:
☐ For qualitative studies, clearly identify the means by which
the trustworthiness of the data was established. Discuss

credibility (e.g., triangulation, member checks), transferability
(e.g., the extent to which the findings are generalizable to other
situations), dependability (e.g., an in-depth description of the
methodology and design to allow the study to be repeated), and
confirmability (e.g., the steps to ensure the data and findings
are not due to participant and/or researcher bias).
☐ For quantitative studies, explain the extent to which the data
meet the assumptions of the statistical test and identify any
potential factors that might impact the interpretation of the
findings. Provide evidence of the psycho metric soundness (i.e.,
adequate validity and reliability) of the instruments from the
literature as well as in this study (as appropriate). Do
not merely list and describe all the measures of validity
and reliability.
☐ Mixed methods studies should include discussions of the
trustworthiness of the data as well as validity and
reliability.ResultsComment by Northcentral University: Tip:
Present sufficient information so the reader can make an
independent judgment regarding the interpretation of the
findings.
Checklist:
☐ Briefly discuss the overall study. Organize the presentation
of the results by the research questions/hypotheses.
☐ Objectively report the results of the analysis without
discussion, interpretation, or speculation.
☐ Provide an overview of the demographic information
collected. It can be presented in a table. Ensure no potentially
identifying information is reported.Research Question
1/Hypothesis Comment by Northcentral University: Repeat this
process for each research question.
Text…
☐ Report all the results (without discussion) salient to the
research question/hypothesis. Identify common themes or

patterns.
☐Use tables and/or figures to report the results as appropriate.
Comment by Northcentral University: Tip: Tables and figures
should not be included on the same page. If you introduce a
table or figure in the middle of the page and there is not enough
room to include the entire table or figure on the page, it must be
placed on the next page. Perform a hard right return (hold down
the shift key while hitting the return key) and begin the table on
the next page. Comment by Northcentral University: Tip:
Tables and figures should be placed with the corresponding
research question. The formatting of tables varies, depending on
the statistical test. Follow APA formatting requirements for
tables, titles, figures, and captions.Comment by Northcentral
University: Tip: Tables and figures must be referenced in the
text. Please refer to APA guidelines regarding when and how to
use tables and figures. Do not fully describe data in the text and
also present them in a table.
☐ For quantitative studies, report any additional descriptive
information as appropriate. Identify the assumptions of the
statistical test and explain how the extent to which the data met
these assumptions was tested. Report any violations and
describe how they were managed as appropriate. Make decisions
based on the results of the statistical analysis. Include relevant
test statistics,
p values, and effect sizes in accordance with APA
requirements.
☐ For qualitative studies,
describe the steps taken to analyze the data to explain
how the themes and categories were generated. Include thick
descriptions of the participants’ experiences. Provide a
comprehensive and coherent reconstruction of the information
obtained from all the participants. Comment by Northcentral
University: Tip: Review published articles that used the same
design for examples of how to present qualitative, thematic
findings.

☐ For mixed methods studies,
include all of the above.
Evaluation of the FindingsComment by Northcentral
University: The Academic Success Center has a weekly group
session on both Writing Quantitative and Writing Qualitative
Analysis. Learn more about these sessions and find the link to
register here.
Checklist:
☐ Interpret the results in light of the existing research and
theoretical or conceptual framework (as discussed in Chapters 1
and 2). Briefly indicate the extent to which the results were
consistent with existing research and theory.
☐ Organize this discussion by research question/hypothesis.
☐ Do
not draw conclusions beyond what can be interpreted
directly from the results.
☐ Devote approximately one to two pages to this
section.Summary
Checklist:
☐ Summarize the key points presented in the chapter.
Chapter 5: Implications, Recommendations, and
ConclusionsComment by Northcentral University: Tip: A
common tendency is to rush through Chapter 5 and fail to
develop ideas fully. Take time to remember why the study was
important in the first place and ensure Chapter 5 demonstrates
and reflects the depth and importance of the study. Refer back
to the study problem and significance and consider what
professional and academic organizations might be interested in
your research findings. As you complete Chapter 5, seek out

avenues to present and publish your research.
Checklist:
and purpose sentences verbatim, and a brief review of
methodology, design, results, and limitations.
☐ Conclude with a brief overview of the chapter.
Implications
Checklist:
☐ Organize the discussion around each research question and
(when appropriate) hypothesis individually. Support all the
conclusions with one or more findings from the study.
☐ Discuss any factors that might have influenced the
interpretation of the results.
☐ Present the results in the context of the study by describing
the extent to which they address the study problem and purpose
and contribute to the existing literature and framework
described in Chapter 2.
☐ Describe the extent to which the results are consistent with
existing research and theory and provide potential explanations
for unexpected or divergent results.
☐ Identify the most significant implications and consequences
of the dissertation (whether positive and/or negative) to
society/desired societal outcomes and distinguish probable from
improbable implications. Research Question 1/Hypothesis
Comment by Northcentral University: Repeat this process for
each research question.
Text…Recommendations for Practice
Checklist:
☐ Discuss recommendations for how the findings of the study
can be applied to practice and/or theory. Support all the

recommendations with at least one finding from the study and
frame them in the literature from Chapter 2.
☐ Do
not overstate the applicability of the findings.
Recommendations for Future Research
Checklist:
Based on the framework, findings, and implications, explain
what future researchers might do to learn from and build upon
this study. Justify these explanations.
☐ Discuss how future researchers can improve upon this study,
given its limitations.
☐ Explain what the next logical step is in this line of research.
Conclusions
Checklist:
☐ Provide a strong, concise conclusion to include a summary of
the study, the problem addressed, and the importance of the
study.
☐ Present the “take-home message” of the entire study.
☐ Emphasize what the results of the study mean with respect to
previous research and either theory (PhD studies) or practice
(applied studies).
ReferencesComment by Northcentral University: Tip: Create
your reference list as you develop each section. As each citation
is included in the paper, insert the reference in this section.
Use the level 1 heading for the References title.
If using a citation software, ensure all information is included
and properly formatted. Although such programs can be helpful,
they are not always correct.Comment by Northcentral
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corresponding citation within the body of the text and vice
versa.
The References should be alphabetized by the last name of the
first author.
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Reference 1
Reference 2
Author, A., & Author, B. (year). Article title.
Journal title, X(X), xxx-xxx.
https://doi.org/xxxxx
Appendix A
XXXComment by Northcentral University: Each appendix
referenced in the text should appear in this section at the end of
the manuscript. Appendices should be listed in the order
referenced in the text.
Remember to include each appendix in your Table of Contents.
Apply the level 1 heading for each appendix title and the
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Insert Appendix A content here…Comment by Northcentral
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cannot identify participants or where data were specifically
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Appendix B
XXX
Insert/type Appendix n content here…
image1.jpeg
Discussion 1:
Students will apply their knowledge of the human resource
management function to the discussion question. Students will
also consider internal factors and their relationship to human
resource tasks and strategic management. Some critics claim
that corporate HR departments have outlived their usefulness
and are not there to help employees but to shield the
organization from legal problems.
· What do you think?
· What benefits are there to having a formal HRM process?
· What are the drawbacks?
· 200 words
Discussion 2:
In this assignment, you will explore job descriptions and
realistic job previews. Research your chosen career fields and
gather information on the education, skills (soft, certifications,
etc.) as well as experience necessary to obtain the job. It is a
good idea to review sites like glassdoor.com and job
descriptions.
Be sure to:

· Identify 3 positive and 3 negative aspects of the job.
· Describe work conditions.
· In other words, let the reader know what a day is like on the
job (good and bad).
· 300 words
The Qualitative Report The Qualitative Report
Volume 13 Number 4 Article 8
12-1-2008
Keeping and Using Reflective Journals in the Qualitative
Research Keeping and Using Reflective Journals in the
Qualitative Research
Process Process
Michelle Ortlipp
Charles Sturt University, [email protected]
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Part of the Quantitative, Qualitative, Comparative, and
Historical Methodologies Commons, and the
Social Statistics Commons
Recommended APA Citation Recommended APA Citation
Ortlipp, M. (2008). Keeping and Using Reflective Journals in
the Qualitative Research Process. The
Qualitative Report, 13(4), 695-705.

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Research Process Keeping and Using Reflective Journals in the
Qualitative Research Process
Abstract Abstract
The problem of bias in qualitative research particularly is still
debated in methodology texts and there is a
lack of agreement on how much researcher influence is
acceptable, whether or not it needs to be

“controlled,” and how it might be accounted for. Denzin (1994)
refers to this as “the interpretive crisis” (p.
501). I chose to make my experiences, opinions, thoughts, and
feelings visible and an acknowledged part
of the research process through keeping reflective journals and
using them in writing up the research. The
aim of this paper is to show how reflective journals were used
in engaging with the notion of creating
transparency in the research process, and explore the impact of
critical self-reflection on research design.
Keywords Keywords
Self-reflection, Qualitative Research, and Research Journals
Creative Commons License Creative Commons License
This work is licensed under a Creative Commons Attribution-
Noncommercial-Share Alike 4.0 License.
Acknowledgements Acknowledgements
The author would like to thank the Centre for Research and
Graduate Studies, Charles Sturt University, for
providing financial assistance that supported the writing of this
paper.
This article is available in The Qualitative Report:
https://goo.gl/u1Hmes
https://goo.gl/u1Hmes
https://creativecommons.org/licenses/by-nc-sa/4.0/

The Qualitative Report Volume 13 Number 4 December 2008
695-705
http://www.nova.edu/ssss/QR/QR13-4/ortlipp.pdf
Research Process
Michelle Ortlipp
Charles Sturt University, Albury, Australia
The problem of bias in qualitative research particularly is still
debated in
methodology texts and there is a lack of agreement on how
much
researcher influence is acceptable, whether or not it needs to be
“controlled,” and how it might be accounted for. Denzin (1994)
refers to
this as “the interpretive crisis” (p. 501). I chose to make my
experiences,
opinions, thoughts, and feelings visible and an acknowledged
part of the
research process through keeping reflective journals and using
them in
writing up the research. The aim of this paper is to show how
reflective
journals were used in engaging with the notion of creating
transparency
in the research process, and explore the impact of critical self-
reflection
on research design. Key Words: Self-reflection, Qualitative
Research, and
Research Journals

Introduction
A reflexive approach to the research process is now widely
accepted in much
qualitative research. Researchers are urged to talk about
themselves, “their
presuppositions, choices, experiences, and actions during the
research process” (Mruck &
Breuer, 2003, p. 3). Reflective practice such as this aims to
make visible to the reader the
constructed nature of research outcomes, a construction that
“originates in the various
choices and decisions researchers undertake during the process
of researching” (Mruck &
Breuer, p. 3). Increasingly qualitative research, particularly that
which is situated within
feminist, critical, and poststructuralist paradigms is,
...presented in ways that make it clear how the researcher’s own
experiences, values, and positions of privilege in various
hierarchies have
influenced their research interests, the way they choose to do
their
research, and the ways they choose to represent their research
findings.
(Harrison, MacGibbon, & Morton, 2001, p. 325)
Rather than attempting to control researcher values through
method or by
bracketing assumptions, the aim is to consciously acknowledge

those values. Keeping
self-reflective journals is a strategy that can facilitate
reflexivity, whereby researchers use
their journal to examine “personal assumptions and goals” and
clarify “individual belief
systems and subjectivities” (Ahern as cited in Russell & Kelly,
2002, p. 2). Whilst
keeping a reflective journal is a common practice in qualitative
research, particularly
reflexive research (Etherington, 2004), there is relatively little
literature on the use of
reflective journals in the research process, and limited guidance
for novice researchers as
Michelle Ortlipp 696
to the purposes of keeping a reflective journal from a
methodological perspective and
how to use their reflections as an integral part of the research
process.
This aim of this paper is to show the reader how reflective
journals were used in
engaging with the notion of creating transparency in the
research process, and how
keeping a reflective journal can have concrete effects on the
research design. The goal is
to provide a research “trail” of gradually altering methodologies
and reshaping analysis.
My target audience is novice researchers, perhaps doctoral
students, who have been
advised to keep a research journal, but are not sure about the
purpose of keeping such a

journal or how they might use it in their research. The purpose
is to share my experiences
with, and uses of, reflective research journals so that novice
researchers can more
consciously engage in journaling and make it part of their
research from the beginning,
and also, to illustrate in a descriptive way how journals might
be written and how they
might be used.
The project in which I used reflective journals was a doctoral
research study that
explored how tertiary supervisors understand and practise
assessment of the early
childhood practicum. Participants were tertiary supervisors who
supervised and assessed
students enrolled in pre-service early childhood education
courses offered by universities
and/or institutes of Technical and Further Education (TAFE) in
Australia.
In addressing the aims of this paper I draw on examples from
two different
reflective journals. One was a reflective journal that I had kept
four years prior to the
beginning of my doctoral study, which I will refer to as my
“pre-research” journal. The
other was a research journal that I began keeping at the
beginning of my doctoral study in
which I documented the research processes and my practices as
a researcher, and
reflected critically on those processes and practi ces.
Before moving on to discuss and show how I used my reflective
journals, I
provide an overview of the personal context for the study: who I

am (or was when I
began the study), what drew me to the topic, and my personal
investment in it. The paper
then addresses the two major themes introduced in the abstract;
engaging with the idea of
transparency in the research process and the effect of critical
self-reflection on the
research design.
The Context of the Study from a Personal Perspective
As a practicum supervisor and coordinator in the Victorian
TAFE sector in the
1990’s, I experienced the introduction of competency-based
assessment (CBA) for the
practicum component in childcare courses offered through
TAFE. This was used in
conjunction with a triadic assessment process in which the field
supervisor, the student
and the institutional representative (tertiary supervisor) engaged
in a three-way discussion
of the student’s progress and achievement, and deemed the
student “competent” or “not
competent.” Initially, I welcomed this model of assessment
because I believed it would
be more consistent, objective, and easier for me as an assessor.
However, as time went
on, and I gained experience in using the method, I found myself
questioning this
approach to assessment. It was not the objective measure that I
was led to believe it
would be. There were still “grey areas,” and I discovered that I
still had to use my own

professional judgement to make decisions in novel situations for
which there were no
clear guidelines or rules. I wrote about my experiences in a
reflective journal that I was
697 The
Qualitative Report December 2008
keeping for a course of study, which related to supervision
skills for educators. As a
result of this study, particularly keeping and then analysing the
reflective journal, I found
myself wanting to find out more about practicum assessment
and the tertiary supervisor’s
role in that process. When I went I enrolled in a Masters degree
by research (which I later
converted to a PhD), tertiary supervisors’ perceptions of the
early childhood practicum
assessment process became the topic of my research.
In the beginning, I wanted to know the “best” way to assess the
practicum, and I
wanted to critique CBA. However, access to poststructuralist
perspectives early in the
study led me to rethink the possibilities and potential of the
study. I became more
interested in how my participants had come to think about or
understand practicum
assessment in the way that they did, and how they had come to
practise practicum
assessment in the ways that they described. I wanted to know
how the current process of

assessment of the early childhood practicum (competency-based
and triadic) had come to
be seen as right, appropriate, and desirable. Thus, I situated the
study within a
poststructuralist paradigm and used a theoretical conceptual
framework that drew on
poststructuralist constructs to guide the analysis of the data.
Engaging with the Idea of Transparency in the Research Process
What is important in poststructuralist research are “the
assumptions made about
the nature of, and relations between, subjects, the texts they
produce and the conceptual
tools and strategies that are used to analyze them” (Davies &
Gannon, 2003, p. 7). The
researcher cannot claim that what is described is true or valid
because particular
strategies have been put in place through method. Instead, the
aim is to make the process
of data analysis as visible and transparent as possible
(MacNaughton, 2001). Creating
transparency in the research process was thus an important
consideration, one that I
engaged with by drawing on my reflective journals at key points
in writing my thesis. My
aim was to make my decisions, and the thinking, values, and
experiences behind those
decisions visible, to both myself and to the reader. Having said
this, I acknowledge the
tensions inherent in situating research within a poststructuralist
paradigm on the one
hand, and claiming to create transparency through knowing and
exposing the self through

reflective journal writing on the other. What I did was to engage
with the idea and enact
practices that might make some degree of transparency possible.
My research project was primarily interview-based and
therefore I was the main
“instrument” of data collection. Much of my reading about the
role of the researcher was
thus in relation to the role of the researcher as interviewer. I
started out reading traditional
qualitative methodology texts that presented the research
process as linear and
unproblematic, as long as the researcher followed the rules and
paid attention to
reliability, validity, and objectivity (Glensne & Peshkin, 1992;
Patton, 1990). In relation
to interviewing, this requires the interviewer to be non-reactive
in order to increase the
reliability of the interviewee’s responses, that is, that the same
answers would be given if
the questions were asked at another time, in another place, even
by another interviewer
(Glensne & Peshkin, 1992). Given my personal and professional
investment in the project
I felt uneasy with this approach and wrote about it in my
research journal.
The Interpretive Crisis

I am a tertiary supervisor researching other tertiary supervisors.
I am a
woman, and so far all my participants are women. I am not a
neutral
participant in the research project from the outset. I have issues,
concerns
and opinions about assessment of the early childhood practicum.
I have
desires for the project and what it will achieve or discover that
are bound
up with my views on assessment of the practicum and what it
should be or
achieve, what is desirable and undesirable. I am not an
objective data-
gathering tool! If I were to take the view of the traditional
methodology
texts on interviewing, in the light of the above points, I should
be
particularly concerned about my role in the research process as
the main
instrument of data collection. (Research journal, 10/4/00)
My concerns relate to what Denzin (1994, p. 501) refers to as
“the interpretive
crisis” in qualitative research. The debate about the problem of
bias in qualitative
research remains unresolved. There is a lack of agreement on
the amount and type of
researcher influence that is acceptable, and whether and how it
needs to be “controlled”
and accounted for. In interview-based qualitative research this
is a particularly pertinent
issue, and again, there are a variety of different views on how

interviews should be
conducted and the role of the researcher as interviewer.
Scheurich (1997) proposes that
research interviewing can be reconceptualised in keeping with a
postmodern approach by
making the “baggage” we bring to the research visible.
I took up Scheurich’s proposition (1997) and drew on my
reflective journals as a
way of making my history, values, and assumptions open to
scrutiny, not as an attempt to
control bias, but to make it visible to the reader. For example,
in the introductory chapter
of my thesis I used excerpts from my pre-research journal to
make it clear what my
experiences, values, and assumptions were prior to beginning
the research.
The Researcher’s “Baggage”
The problem is the grey areas in deciding a student’s readiness
to go out
and work in the industry. Is the main thing the ability to write
good goals
for children and have the theory work completed and of a pass
standard?
Is it to be able to communicate with others, to show genuine
warmth and
interest in children? And how do you assess those things? My
idea of
warmth and care may be different from another person ... We
have clear
competencies and performance criteria set for practicum, but
there are still

grey areas, and many of the performance criteria are subjective
and open
to interpretation. If students have practical examples to offer, of
their
achievement of the criteria, and the staff member says they
haven’t seen
this, who do you believe, particularly if you have observed this
occurring
when you visit. It’s the problem of differing ideas about quality
and good
practice. It is also the dilemma of judging and assessing things
that are not
clear cut and easily observable (like putting a tyre back on a
car). I am
struggling here with the conflicts in my role as assessor,
supporter,
699 The
communicator, listener, for both the student and the service. I
can’t be
seen to negate the centre’s contribution and opinion, but I want
to be fair
to the student ... I think I am too soft and I worry about being
fair all
round. (Pre-research reflective journal, 1996, p. 14)
In the methodology chapter of my thesis I referred back to this
excerpt and

acknowledged that these experiences, feelings, and opinions had
influenced the choice of
topic and continued to influence what I focused on in selecting
the data for analysis and
the interpretation of that data.
The Effect of Critical Self-Reflection on the Research Design
One of the concrete effects of keeping and using a critically
reflective research
journal, in which I wrote about my emerging understanding of
research methodologies
and reflected on different views about gathering (or generating)
data, was that changes
were made to the research design. In some instances critical
self-reflection prompted me
to change my approach during the research process, to use
methods that I had not initially
planned to use, and to discard pre-planned ways of going about
the research that I had
included in my research proposal. In what follows, I provide
examples of the critical
reflection that led to changes being made, specifically changes
to the research design in
order to achieve a degree of reciprocity and changes to the
approach to interviewing.
For example, when I revisited my research proposal in
preparation for writing a
first draft of my methodology chapter, I reflected on what I had
written in the light of
further reading about methodology and research paradigms, and
questioned the approach

I had planned. An excerpt of my reflections about my draft
methodology read as follows.
Rethinking Validity in Light of Epistemological Perspectives
I am stuck when it comes to writing about trustworthiness and
how this
will be considered and proven. In my proposal I stated that the
study
would utilise multiple methods of data collection and
generation...
[because] different data sources can be used to cross-check and
validate
findings (Patton, 1990). However, since then I have done more
reading
about qualitative research and discovered competing views on
validity
(trustworthiness) in qualitative research. My reading indicates
that there
are some problems with the idea of trustworthiness and the
usefulness of
triangulation. I am aware of this in relation to what I initially
thought I
would do and wonder whether my original idea about validity is
still
appropriate given that I have been considering interpretivist-
constructivist
or poststructuralist frameworks for the study? (Research
journal, 17/2/00)
It became my practice to integrate theoretical material from my
reading and to use
my research journal as a place for “writing as a method of
inquiry” (Richardson, 1994, p.

516). It was through written reflections in my journal that I
clarified my research aims
and approach where I asked, explored, and answered
ontological, epistemological, and
methodological questions about what I could know, my
relationship to what could be
known, and how I might come to know it (Guba & Lincoln,
1994). I wrote in order to
learn and to understand issues around methodology so that I
could settle on a way of
conducting my research and justify my decisions. I began to see
the relevance and
suitability of this reflective writing process for the way I was
conceptualising my study
and enacting my research as an individual with particular
personal experiences, desires,
and ways of looking at the world.
Reflective journal writing enabled me to articulate my ideas
about conceptual
frameworks for analysis of the data and led me eventually to
reject an interpretivist-
constructivist framework.
Considering Conceptual Frameworks for Analysis:
Poststructuralist Possibilities
I have been thinking how the tertiary supervisors’ gender and

class may
influence their preferred assessment method. Stonehouse (1994)
talks
about the “culture of niceness” that operates in the early
childhood field
(would this be a part of the “discourse of early childhood”?) and
this may
impact on tertiary supervisors’ preferred method- how they feel
about
assessment methods (does this imply any conceptual
framework?). If this
idea of niceness- the nature of the women who are early
childhood
professionals- was used as ONE guide for analysis, would my
conceptual
framework be feminist, critical? Perhaps power also influences
how they
feel, their opinions, their preferences? This points to a
poststructuralist
framework. I could look at what assessment means to tertiary
supervisor
and their preferred method from a poststructuralist perspective -
identify
what discourses are available to the tertiary supervisors and
how their
positioning within these discourses influences how they see
assessment
and how they see themselves as assessors. (Research journal,
20/3/00)
Keeping a reflective journal helped me to identify the
theoretical lens most
appropriate for my research and also to work through the
implications of the chosen

framework. I used my research journal in a critically reflective
way to consider who
would benefit from the approach I took to my research.
Considering the Possible Effects of Taking up a
Poststructuralist Perspective
What makes me feel uncomfortable about this focus [post
structuralism] is
that I thought I’d be doing something “practical” that tertiary
supervisors
would see as useful to them and that would provide some
answers to the
problems of assessment methods. I think that is what some of
the TAFE
tertiary supervisors think- that my research will help them
understand
methods, choose the best method, make changes and
improvements. If I
take a feminist postmodern approach or a critical theory
approach will this
be an outcome? Will my research be useful? And who is to
judge the
usefulness of it? I guess I believe that it should do something
for those
who are involved, as well as for the profession in general.
(Research
journal, 4/6/00)
701 The

Reflections that led to incorporating strategies, to achieve
reciprocity in the
research feminist qualitative researchers in particular, aim for
reciprocity in and through
the methods they use. This involves the careful use of self-
disclosure in interviews and an
active, subjective role for the researcher as interviewer. It can
also involve asking the
participants to look at and comment on the researcher’s analysis
of the data that they have
played a part in generating. In this way, the researcher gives
something back to the
participants. Lather (1991) argues that it is a way of
empowering the researched.
Sensitised by my reading of the feminist research literature, and
critical reflection on my
research design in the light of this literature, I was concerned
that my interpretations of
participants’ interview data might portray them in a negative
light. Concerns about how
they would perceive my interpretations were recorded in my
research journal.
When I think about some of the poststructuralist discourse
analysis studies
I have read, I am concerned that the tertiary supervisors will
think this
takes their words and does something to them that they don’t
recognise.
This type of analysis of interviews does represent an imposition
of the
researcher’s interpretation of the text using a poststructuralist
framework.
Will the research participants appreciate me stating that such

and such a
line of text could be interpreted as the tertiary supervisor being
positioned
or positioning herself as powerful or powerless? (Research
journal, 3/7/00)
These concerns led to a change in the research design and the
instigation of a
method I had not planned to use at the outset. I sent the
participants copies of what I was
writing, including an explanation of the poststructuralist
concepts I was using for
analysis, and asked for their comments. Those who had access
to email engaged in email
conversations with me, often inserting their comments directly
into the work. Others
faxed or posted responses. Over a period of two years and four
months (March 2000 to
July 2002), seven participants made comments on early writing
on at least one occasion,
and two had comprehensive and ongoing involvement. They
used this as an opportunity
to clarify what they had meant in their interview responses and
to comment on the
approach to analysis and how the data had been interpreted.
Through this ongoing written communication, I aimed to make
the process of
analysis and the selection of data for analysis open for
reconstruction by the participants.
These strategies also enabled a degree of reciprocity (Lather,
1991) to be achieved. This
was not something that I had considered at the beginning of the
study, but it became an

issue for me as the research progressed, one that I was made
very aware of as a result of
keeping a reflective research journal.
There were unforeseen outcomes of this change to the research
design and the
employment of email conversations that suggested that sharing
interpretations with
participants could also raise consciousness and lead to change.
For example, one of the
participants told me in an email that as a result of reading what
I had sent her she had
found herself speaking out more and not silencing views as she
had done in the past. Patti
Lather (1991) refers to this as “praxis”. She proposes that “we
consciously use our
research to help participants understand and change their
situations” (p. 57).
Whilst the study was not conceived in emancipatory terms,
engaging in written
critical self-reflection had made me aware that I did want to do
something practical which
the participants would see as useful to them, and which would
provide some answers to
the problems of practicum assessment. I also sensed that the
participants thought this
research would help them understand practicum assessment,
choose the best method to
assess, and make changes and improvements; a sense that I had

recorded in my journal
(see research journal entry 4/6/00 above). At the same time, I
was fully conscious of what
had led me to the research and the subjective position in which
this placed me, as a
reflection recorded in my research journal illustrates.
I was fired up to do this topic because I disliked the
competency-based
and industry-driven approach of TAFE assessment of the
practicum. I
wanted to prove that CBA was not a suitable or acceptable way
in which
to assess the early childhood practicum. I wanted to reveal the
issues. That
was, and to some extent still is, my agenda, my bias. I imagined
that I
might get support for this from those who used the methods-
agreement
with me! Obviously this might not happen- they might love this
method.
(Research journal, 3/7/00)
Critical self-reflection is a way of considering the ethics of the
power-knowledge
relationship with participants. Recording my reflections
throughout the study allowed me
to do this. In addition, and as I have already pointed out, I drew
on this critical self-
reflection and included the above examples in my methodology
chapter in order to
demonstrate my investment in the research and my “baggage” as
researcher.

The Role of Critical Self-Reflection in the Approach Taken to
Interviewing
It was my discomfort with the modernist approach to the
researcher’s role in the
interview process and my critical reflection on this issue (see
journal entry 10/4/00
above) that prompted me to read more widely about the role of
the researcher in
qualitative, interview-based research. Initially I was worried
about how much interaction
the interviewer should have in the interview, “how much of
your non research self can be
present without contaminating or distorting the interview”
(Glensne & Peshkin, 1992, p.
83). This was evident in the reflections recorded in my research
journal after I had
conducted focus group interview 1.
I felt strange acting in the role of interviewer ... Because of my
relationship with three of the participants [who I had worked
closely with
as a TAFE employee], I knew that they knew my perspective on
assessment to some degree. I didn’t put this out in the open, and
wonder if
I should have? I felt as though it was a bit fake and not like the
equal
conversation that it could be if we just sat around and discussed
assessment issues and if I felt free to say more. I stuck to the
guidelines
according to Hurworth, in general. I did probe, and I did give

some
personal examples and opinions. I did restate and clarify,
which, at the
time I worried about (was I “contaminating” the data?). At one
point, I
played the devil’s advocate. I recall saying, “Who’s to say the
National
Competency Standards’ judgements are right?” as a follow -up to
K’s
703 The
comment about “Who’s to say that your [the tertiary
supervisor’s]
judgements are right?” I wondered at the time whether this was
okay in a
focus group interview ... The dual role of interviewer and ex-
colleague/friend was difficult. Also, having my own opinion and
experiences and wanting to join in the discussion w as an issue,
however I
did resist this. (Research journal, 29/3/00)
The degree of “closeness” to participants (Reinharz, 1992) and
my contradictory
understandings of the research interview process impacted on
my capacity to engage in
the interview process confidently. The effect of the researcher’s
“baggage” was made
abundantly clear through the process of reflection. As Scheurich

(1997) argues,
Interview interaction is fundamentally indeterminate- the
complex play of
conscious and unconscious thoughts, feelings, fears, power,
desires, and
needs on the part of both the interviewer and the interviewee
cannot be
captured and categorized. In an interview there is no stable
“reality” or
“meaning” that can be represented. (p. 73)
The play of thoughts, feelings, fears, desires, and needs, on my
part, was very
evident in my reflection. The interviewer’s thoughts, feelings,
fears, and desires impact
on the interview, but they are not visible in the data or the
transcriptions. The process of
reflection helps to bring the unconscious into consciousness and
thus open for inspection.
I used the above journal entry when writing up the final version
of my methodology
chapter, precisely for this purpose; to make my thoughts,
feelings, fears, and desires open
for the reader’s inspection. This relates back to the
consideration of creating transparency
in the research process as discussed earlier in the paper.
Exploratory and reflective journal writing allowed me to map
my growing and
changing understanding of my role as researcher, interviewer,
and interpreter of the data
generated via interviews, and to record decisions made and

theoretical justification for
the decisions. Influenced by feminist approaches (Lather, 1991;
Oakley, 1981; Reinharz,
1992) to the actual interview process I changed my approach to
interviewing. I conducted
the individual interviews well after the focus group interviews
and in these interviews I
aimed for a non-hierarchical relationship, which was achieved
by maintaining a certain
degree of personal presence in the interviews. This approach
involved revealing personal
opinions and experiences, if and when it seemed appropriate,
responding to questions
from participants, and provoking responses with the aim of
offering participants
“pertinent ways of conceptualizing issues and making
connections” (Holstein &
Gubrium, 1997, p. 125). I played an active role in the interviews
and saw this as
appropriate, given my knowledge of practicum assessment
approaches and experience in
implementing these.
Conclusion
Keeping and using reflective journals enabled me to make my
experiences,
opinions, thoughts, and feelings visible and an acknowledged
part of the research design,
data generation, analysis, and interpretation process.
Methodologically, this is an

accepted practice from constructivist, feminist, interpretivist,
and poststructuralist
perspectives (see for example, Denzin, 1994; Lather, 1991;
MacNaughton, 2001).
However, the effect of keeping and using reflective journals
went beyond achieving
methodological rigor and paradigmatic consistency. Critical
self-reflection had an effect
on the research process; changes were made to the research
design, methods used, and
approaches taken. Boden, Kenway, and Epstein (2005) point out
that inexperienced
researchers are often not made aware of the “muddle, confusion,
mistakes, obstacles, and
errors” (p. 70) that make up the research process and that this is
exacerbated when the
results of research projects are presented as “a seamless, neat
and linear process” (p. 70).
Keeping and using reflective research journals can make the
messiness of the research
process visible to the researcher who can then make it visible
for those who read the
research and thus avoid producing, reproducing, and circulating
the discourse of research
as a neat and linear process.
References
Boden, R., Kenway, J., & Epstein, D. (2005). Getting started on
research. London: Sage.
Davies, B., & Gannon, S. (2003, November). Researching in

postmodern contexts:
Feminism/poststructuralism. Paper presented at the Centre for
Equity and
Innovation in Early Childhood Seminar for Postgraduate
Students, University of
Melbourne, Australia.
Denzin, N. K. (1994). The art and politics of interpretation. In
N. K. Denzin & Y. S.
Lincoln (Eds.), Handbook of qualitative research (pp. 500-515).
Thousand Oaks,
CA: Sage.
Etherington, K. (2004). Becoming reflexive researchers: Using
ourselves in research.
London: Jessica Kingley.
Glensne, C., & Peshkin, A. (1992). Becoming qualitative
researchers: An introduction.
New York: Longman.
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in
qualitative research. In N.
K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative
research (pp. 105-
117). Thousand Oaks, CA: Sage.
Harrison, J., MacGibbon, L., & Morton, M. (2001). Regimes of
trustworthiness in
qualitative research: The rigors of reciprocity. Qualitative
Inquiry, 7(3), 323-345.
Holstein, J. A., & Gubrium, J. F. (1997). The active interview.
In D. Silverman (Ed.),
Qualitative research: Theory, method, and practice (pp. 113-

130). London: Sage.
Lather, P. (1991). Getting smart: Feminist research and
pedagogy with/in the
postmodern. New York: Routledge.
MacNaughton, G. (2001). Action research. In G. MacNaughton,
S. A. Rolfe, & I. Siraj-
Blatchford (Eds.), Doing early childhood research: International
perspectives on
theory and practice (pp. 208-223). Crows Nest NSW: Allen &
Unwin.
Mruck, K., & Breuer, F. (2003, May). Subjectivity and
reflexivity in qualitative research-
The FQS issues. Forum Qualitative Sozialforschung, 4(2).
Retrieved, from
http://www.qualitative-
research.net/index.php/fqs/article/view/696/1505
Oakley, A. (1981). Interviewing women: A contradiction in
terms. In H. Roberts (Ed.),
Doing feminist research (pp. 30-61). London: Routledge.
705 The
Patton, M. Q. (1990). Qualitative evaluation and research
methods. Newbury Park, CA:
Sage.
Reinharz, S. (1992). Feminist methods in social research. New

York: Oxford.
Richardson, L. (1994). Writing: A method of inquiry. In N.
Denzin (Ed.), Handbook of
qualitative research (pp. 516-529). Thousand Oaks, CA: Sage.
Russell, G. M., & Kelly, N. H. (2002, September). Research as
interacting dialogic
processes: Implications for reflectivity. Forum Qualitative
Sozialforschung, 3(3).
Retrieved from
http://www.qualitative-
research.net/index.php/fqs/article/view/831/1807
Scheurich, J. (1997). Research method in the postmodern.
London: The Falmer Press.
Stonehouse, A. (1994). Not just nice ladies: A book of readings
on early childhood care
and education. Castle Hill, New South Wales, Australia:
Pademelon Press.
Author Note
Correspondences regarding this article should be addressed to
Dr Michelle
Ortlipp, Murray School of Education, Charles Sturt University,
Albury, 2640, Australia;
Email: [email protected]
The author would like to thank the Centre for Research and
Graduate Studies,
Charles Sturt University, for providing financial assistance that
supported the writing of

this paper.
Copyright 2008: Michelle Ortlipp and Nova Southeastern
University
Article Citation
Ortlipp, M. (2008). Keeping and using reflective journals in the
qualitative research
process. The Qualitative Report, 13(4), 695-705. Retrieved from
http://www.nova.edu/ssss/QR/QR13-4/ortlipp.pdf
Research ProcessRecommended APA CitationKeeping and
Using Reflective Journals in the Qualitative Research
ProcessAbstractKeywordsCreative Commons
LicenseAcknowledgementsMicrosoft Word - ortlipp.doc
Knowledge Management Strategies on the Competitive
Advantage of Medium-Sized Enterprises: A Qualitative Case
Study
Dissertation Proposal
Submitted to Northcentral University
School of Business
In Partial Fulfillment of the
Requirements for the Degree of
DOCTOR OF PHILOSOPHY

by
San Diego, California
January 2023
Abstract
This is qualitative research study on the Impact of
Organizational Culture on the Knowledge Management in
medium-sized enterprises. The focus of this research is to
determine the impact of knowledge manage ment strategies on
the competitive advantage of Medium-Sized Enterprises. The
research problem for this study was why Medium-Sized
Enterprises experience lowered competitive advantage when
faced with the inability to utilize organizational cultural
strategies that promote knowledge management. Medium-Sized
Enterprises face resource constraints in terms of human
resources, finances, and time. This inhibits their capability of
taking advantage of knowledge management benefits that give
them a competitive advantage in the market. The purpose of this
qualitative study is to examine the impact of organizational
cultural strategies that promote investment in knowledge
management within Medium-Sized Enterprises. The guiding
theoretical framework for this study is Ecological Knowledge
Management Theory that comprises of the four elements
knowledge distribution, knowledge competition, knowledge
interaction, and knowledge evolution. The research
methodology that will be applied in this research is qualitative
research. The case study will be the research design that will be
used for this research. The research instruments that will be

used in this research include interviews, observation, reading,
and document review.
Acknowledgments
I would like to express my gratitude to my professor Dr. Davis
who guided me throughout this dissertation. I would also like to
thank my friends and family who supported me and offered deep
insight into the study.
Table of Contents

CHAPTER 1: INTRODUCTION8
Statement of the Problem10
Purpose of the Study12
Introduction to Theoretical Framework13
Introduction to Research Methodology and Design14
Research Questions15
RQ115
RQ215
Significance of the study15
Definition of key terms17
Summary17
CHAPTER 2: LITERATURE REVIEW19
Conceptual Framework19
The Domains of Knowledge Management20
CHAPTER 3: RESEARCH METHOD25
Research Methodology and Design26
Instrumentation35
Study Procedure39
Data Analysis40
Assumption42
Ethical Assurances46
Summary47
Chapter 4: Findings49
Reliability of the Data49
Results49
Research Question 150
Research Question 250
Evaluation of the Findings51
Summary51
References52
Appendix A62
Appendix B63
Data Collection Checklist63

List of figures
CHAPTER 1: INTRODUCTION
Knowledge management is crucial in developing and sustaining

organizational strategies. Knowledge management involves the
collection, analysis, classification, dissemination, and reuse of
data to bolster business activities (Jones & Shideh, 2021).
Organizations use knowledge management systems for various
reasons. Some purposes of knowledge management are
increasing revenues, expanding market shares, creating
customer-specific products, targeting messaging and
advertisements. Many large corporate organizations have
successfully installed knowledge management systems within
their operations and gained a competitive advantage within their
specialization areas (Hussain et al., 2021). On the contrary,
medium-sized enterprises continue to experience challenges of
installing knowledge management systems to gain a competitive
advantage, meet their strategies, and stay at the top of the
pyramid (Mazorodze & Buckley, 2021).
Knowledge management is fundamental to all organizations
regardless of the product or industry. These organizations rely
on the knowledge and expertise of their employees and
stakeholders for them to be successful (Mazorodze & Buckley,
2021). Knowledge is an essential asset for organizations.
Organizations need to incorporate processes that grow, store,
and share the knowledge between stakeholders to increase
effective use of knowledge and stakeholder efficiency.
According to Priya et al. (2019) an effective knowledge
management system is dependent on employees and what they
choose to share. Employees ensure a lasting benefit to the
organization by implementing efficient knowledge management
strategies. Knowledge management can present challenges to
the business if the employees are not able to adequately apply
knowledge management strategies. These challenges can be
highlighted if the search mechanisms of knowledge management
within the organization are not powerful and produce inaccurate
results or the organization does not have up to date infor mation
(Priya et al., 2019).
Medium-Sized Enterprises encounter resource challenges as
opposed to large organizations. These resource constraints

hinder medium-sized enterprises from implementing knowledge
management strategies in their business operations. Limited
finances, human resources, infrastructure, and time characterize
resource constraints for Medium-Sized Enterprises (Schropfer et
al., 2017). This generally leads to knowledge loss and
mismanagement of organizational information (Wei et al.,
2017). These outcomes generate loopholes for Medium-Sized
Enterprises and the inability to take advantage of information
retention and analysis. Failure to implement organizational
cultural norms that encourage knowledge management efficacy
for Medium-Sized Enterprises minimizes their competitive
advantage in the market (Mazorodze & Buckley, 2021).
This research topic is relevant because investment in knowledge
management is an emergent business tactic that improves the
competitive advantage of organizations in their respective
industries (Rialti et al., 2020). This research will also help
develop a detailed analysis of knowledge management, Medium-
Sized Enterprises, and organizational culture. This research will
enhance scholar knowledge on the benefits of knowledge
management in Medium-Sized Enterprises. Knowledge
management allows organizational stakeholders to stimulate
cultural changes and innovation which helps the organization to
evolve to the dynamic business need in their market.
The study of knowledge management impact on Medium-Sized
Enterprises is crucial because there is an increasing number of
Medium-Sized Enterprises embracing knowledge management
strategies in their business operations. This study will provide
information that can be used to assess the positive and negative
impact of applying certain knowledge management strategies in
Medium-Sized Enterprises. Additionally, scholars and
researchers can utilize the findings of this study as a knowledge
base for future research. This research is aimed at contributing
to the field of business and organizational leadership that can be
referenced by future scholars
There has been various research conducted on knowledge
management. A study conducted on the impact of knowledge

management in improving organizational effectiveness
determined the link between organizational effectiveness and
knowledge management and how competitive advantage is
generated in the business world (Finn, 2013). Ngulube (2019)
maps the methodological issues that arise during knowledge
management research. Researchers have conducted studies to
determine the factors that influence knowledge management in
practice. Existent research by previous researchers will help to
create a balance between individual work and collaborative
work from the scholar community. Statement of the Problem
The problem to be addressed in the study is why Medium-Sized
Enterprises experience lower competitive advantage when faced
with the inability to utilize organizational cultural strategies
that promote knowledge management (Rialti et al., 2020).
Medium-Sized Enterprises face financial and resource
constraints to invest in business strategies like knowledge
management. Few Medium-Sized Enterprises have calculated
the cost of knowledge management. Rarely have they adopted
the practices targeted at improving knowledge management
(Castagna et al., 2020). Medium-Sized Enterprises experience
knowledge loss because of financial and resource constraints
during investment in knowledge management and failure to
integrate organizational cultural strategies that foster
knowledge management. Hence, Medium-Sized Enterprises miss
out on the benefits of knowledge management in better decision
making, improved organizational agility, increased rate of
innovation, quick problem-solving, improved business
processes, employee growth and development, better
communication, and competitive advantage (Yekkeh et al.,
2021).
Organizations that apply knowledge management tactics in their
business strategies help maximize their gains in multiple ways
(Przysucha, 2017). Medium-Sized Enterprise organizational
culture is not focused on management investment, strategies,
and benefits (Chen et al., 2010). According to Hussain et al.

(2021), organizational culture is influential in promoting
behaviors fundamental to knowledge management. These
behaviors include sharing and creating knowledge and
mediating the relationships between individual knowledge and
organizational knowledge. Organizational culture shapes
employee attitude, behavior, and identity. Knowledge is a
fundamental resource for all organizations, including Medium-
Sized Enterprises (Castagna et al., 2020). The increase in
competition and advanced management strategies in companies
has heightened the need for organizations to implement
knowledge management strategies to gain a competitive edge.
Knowledge management is mostly referred to as a general
improvement practice that is used to enhance the effectiveness
of knowledge in organizations especially in intensive companies
(Peter, 2002). Medium-Sized Enterprises face risks and
problems due to immaturity of knowledge management practices
and failure to integrate knowledge management in their
organizational culture that will ensure consistent knowledge
management practices for the organization. A lack of
consistency in knowledge management practices for the
organization gradually lowers the capability of Medium-Sized
Enterprises to maintain a competitive edge in their industries. If
this problem is not addressed, Medium-Sized Enterprises face
the risk of instability and inability to foster rapid adaptation to
the changing market demands and technology in the business
environment (Peter, 2002). Purpose of the Study
The purpose of this qualitative exploratory case study is to
examine the impact of organizational culture norms that
promote investment in knowledge management strategies in
Medium-Sized Enterprises. The aim of this research is
systematic management of Medium-Sized Enterprise knowledge
assets to meet strategic and tactical requirements and creating
value for the organization (Jonsson, 2015). By implementing
knowledge management strategies in Medium-Sized Enterprises
enhances competitive advantage and improves organizational

success. This is possible through effective use of knowledge
resources and assets to provide the ability to respond and
innovate to changing market demands.
The target population for this research is a medium-sized
information technology company located in the northeastern
part of the United States. The organization employs at least 50
participants for it to run normally. A sample of 36 participants
(including managers and employees) will be recruited from the
target population to participate in the study because a number
slightly above half the population will yield comprehensive
results. A sample size is selected based on demographics like
physical location, availability, and reliability, (Jenkins et al.,
2020).
The research instruments that will be used to collect data from
the research participants will include individual in-person and
video-conferencing interviews. The interviews will take
approximately thirty to forty-five minutes. Interviews will be
conducted for data collection purposes. During the interviews,
the researcher will describe the purpose of the research and
inform the participants that they can voluntarily stop the
interview process at any time. The qualitative data collected for
this study will be analyzed using descriptive analysis.
Descriptive analysis is the investigation of the distribution of
complex and critical data into proper numbers and figures by
identifying the association between various numerous and data
on knowledge management in the Medium-Sized Enterprise.
The research process of this study will incorporate identifying
an ideal sample from the target population at the Medium-Sized
Enterprise, defining the sampling frame, data collection, data
analysis, and the major processes of the research and the
results. All participant information collected during thi s
research will be kept confidential and securely stored. Inductive
coding will be used to code the dataset used in this research.
Thematic analysis will be used to analyze data collected from
this research. Introduction to Theoretical Framework

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