Introduction
In the Prospectus, Proposal and Dissertation there are 10 key or strategic points that need to be
clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. These
points, which provide a guide or vision for the research, are present in almost any research. They are
defined within this “10 Strategic Points” document.
The 10 Strategic Points
The 10 Strategic Points emerge from researching literature on a topic, which is based on, or aligned
with, the defined need in the literature as well as the learner’s personal passion, future career purpose,
and degree area. The 10 Strategic Points includes the following 10 key or strategic points that define the
research focus and approach:
1. Topic – Provides a broad research topic area/title.
2. Literature review – Lists primary points for four sections in the Literature Review: (1)
Background of the problem/gap and the need for the study based on citations from the literature;
(2) Theoretical foundations (models and theories to be foundation for study); (3) Review of
literature topics with key theme for each one; (4) Summary.
3. Problem statement – Describes the problem to address through the study based on defined needs
or gaps from the literature.
4. Sample and location – Identifies sample, needed sample size, and location (study phenomena
with small numbers and variables/groups with large numbers).
5. Research questions – Provides research questions to collect data to address the problem
statement.
6. Hypothesis/variables or Phenomena – Provides hypotheses with variables for each research
question (quantitative) or describes the phenomena to be better understood (qualitative).
7. Methodology and design – Describes the selected methodology and specific research design to
address problem statement and research questions.
8. Purpose statement – Provides a one-sentence statement of purpose that includes the problem
statement, methodology, design, population sample, and location.
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9. Data collection – Describes primary instruments and sources of data to answer research
questions.
10. Data analysis – Describes the specific data analysis approaches to be used to address research
questions.
The Process for Defining the 10 Strategic Points
The order of the 10 Strategic Points listed above reflects the order in which the learner does the work.
The first five strategic points focus primarily on defining the focus for the research based on a clearly
defined need or gap from the literature as well as the learner’s passion, purpose, and specialty area
focus. First, a learner identifies a broad topic area to research for the dissertation based on a clearly
defined need or gap from the literature. It should be a topic of interest based on personal passion, future
career purpose, and degree. Second, the learner completes a review of the literature to define the need or
gap to address, the theories and models that will provide a foundation for the research, related topics to
demonstrate expertise in the field, and the key strategic points behind the proposed research. Third, the
learner develops a clear, simple, one-sentence problem statement that defines the problem, or gap, the
research will address. Fourth, the learner identifies some potential target populations to which access
will be necessary in order to collect the data for the study, considering the fact the quantitative study
sample sizes need to be much larger than those for qualitative studies. Fifth, the learner develops a set of
research questions, which define the data needed to address the problem statement.
Based on the above five strategic points, the learner next defines the key aspects of the research
methodology in the following five strategic points. Sixth, the learner either describes the phenomena to
be studied (if it is a qualitative study), or develops a set of hypotheses (matching the research questions)
that defines the variables that will be the focus for the research (if it is a quantitative study). Seventh, the
learner determines if the study will be qualitative, quantitative, or mixed research based on (a) the best
approach for the research, (b) the size of the sample they can get permission to access, (c) the
availability of data collection tools and sources, and (d) the time and resources needed to conduct the
study. In addition, the learner selects the best design approach considering these same four factors.
Eighth, the learner develops a purpose statement by integrating the problem statement, methodology,
design, sample, and location. Ninth, the learner identifies the data that must be collected to address the
research questions or hypotheses and how explains how the data will becollected (e.g., interviews, focus
groups, observations, tested and validated instruments or surveys, data bases, public media) Tenth, the
learner identifies the appropriate data analysis steps, based on the design, to be used to answer the
research questions and address the problem statement.
Criteria for Evaluating the 10 Strategic Points: Clear, Simple, Correct, and Aligned
When developing research, it is important to define the 10 Strategic Points so they are simple, clear, and
correct in order to ensure anyone who reviews them will easily understand them. It is important to align
all of the 10 Strategic Points to ensure it will be possible to conduct and complete the research. The
problem statement must come out of the literature. The research questions must collect the data needed
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to answer the problem statement. The methodology and design must be appropriate for the problem
statement and research questions. The data collection and data analysis must provide the information to
answer the research questions (qualitative) or test the hypotheses (quantitative). Developing the 10
Strategic Points as a 2-3 page document can help ensure clarity, simplicity, correctness, and alignment
of each of these 10 Strategic Points in the Prospectus, Proposal, and dissertation. Developing these 10
Strategic Points in 2-3 pages also provides an easy-to-use use template to ensure the 10 Strategic Points
are always worded the same throughout the Prospectus, Proposal, and dissertation.
Value of the 10 Strategic Points Document
The learner can use the 10 Strategic Points document for communicating and aligning key
stakeholders for the dissertation. The learner can also use the document to get agreement between the
learner and the chair on the initial focus and approach for the research. The 10 Strategic Points
document is useful when reviewing the proposed research with the people or organizations where the
learner needs to get permission to conduct the research. The learner needs to obtain this permission to
conduct research, or site permission, before developing the research proposal. The document is useful
for communicating the dissertation focus when attracting a content expert as well as for reviewing the
proposal with the dissertation committee and the AQR reviewers. Further, submitting this document
with the Prospectus to the methodologist will assist in demonstrating to the methodologist that the
methodology, design, data collection, and data analysis align with the problem statement, research
questions, and hypotheses or phenomena.
Examples of the 10 Strategic Points Document
It is important that the 10 Strategic Points are clear, concise, doable, and aligned throughout the
Prospectus, Proposal, and dissertation. Following are samples for a quantitative study and a qualitative
study. GCU does not recommend using a mixed-method study, which requires the completion of a 10
Strategic Points for both the quantitative and qualitative method. A mixed-methods study should not be
proposed unless the learner has lots of extra time and resources to complete it. Additionally, the learner
must be able to do both qualitative and quantitative data analysis. A qualitative study with numbers or
descriptive statistics does not mean it is a mixed-method study. Qualitative data can be displayed using
tables, charts, graphs, and descriptive statistics. Following the examples below, there is a table to use to
develop your 10 Strategic Points.
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Example 1: 10 Strategic Points for a Quantitative Correlational Study:
1. Topic – Provides a broad research topic area/title: Relationship of servant leadership behaviors in
principals, school culture, and student performance
2. Literature review – Lists primary points for four sections in the Literature Review: (1)
Background of the problem/gap; (2) Theoretical foundations (models and theories to be
foundation for study); (3) Review of literature topics with key theme for each one; (4)
Summary
a. Background of the problem/gap:
i. The national call for school accountability is a critical issue that has gained
attention from federal educational lawmakers given the rate at which American
students are falling behind other countries and has subsequently influenced
federal lawmakers in the creation of national legislation of accountability (Koretz,
2009).
ii. The school principal of the 21st century has been asked to do and be competent in
more and more tasks than the previous two centuries of school principals
including improving student performance and the school culture (Kafka, 2009).
iii. The characteristics of school culture are complex, and a leader must understand
these complex variables before they create change with the school (MacNeil et al.,
2009).
iv. Black (2010), who conducted a mixed-method study showing relationship of
servant leadership and school climate, suggests additional studies in this area.
v. Pritchard et al. (2005) explored the relationships between district and school
culture and student achievement.
b. Theoretical foundations (models and theories to be foundation for study);
i. Servant leadership model (Greenleaf, 1977; Patterson 2003)
ii. School culture models (MacNeil, 2009; Schein, 1985)
iii. Broad set of studies exploring relationship among these two models and
performance in school (Halawah, 2005; MacNeil et al., 2009)
c. Review of literature topics with key theme for each one;
i. National Agenda: Need to improve the performance of students in schools to be
competitive as a nation (Koretz, 2009).
ii. Changing Role of Principal: The role of the principal in American schools has
changed dramatically from its beginnings of uniformed education (Rousmaniere,
2007).
iii. Servant Leadership in Principals Leads to More Effective Leaders: The study
used the Self-Assessment for Servant Leadership Profile (SALS) to assess
whether or not a leader was a servant leader and the Leadership Practices
Inventory (LPI) to assess principal effectiveness (Taylor et al., 2007).
iv. Principal’s Behavior Influence School Culture: The principal’s influence on
school culture has an indirect effect on organizational and cultural factors of a
school (MacNeil et al., 2009).
v. School Culture Influences Student Performance: A strong relationship exists
between school culture and student performance (McCoach et al., 2004).
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vi. Measuring Servant Leadership Behaviors: About 10 validated/tested
instruments exist to measure servant leadership behaviors some of which have
been used in schools
vii. Measuring Culture: Validated/tested instruments to measure culture exist and
have been used in schools.
viii. Measuring Student Performance: State test scores are a standardized way to
measure student performance used across all schools in a state.
ix. Methodology: The primary design from the Literature Review used to evaluate
relationship between servant leadership and variables such as culture, climate, and
performance has been correlational.
d. Summary.
i. Gap/problem: There is a need to identify different approaches to improve student
performance.
ii. Prior studies: Prior studies show various relationships between two of the three
variables (servant leadership behaviors, culture, and student performance) with
only one exploring all three.
iii. Quantitative study: Instruments and sources of data exist to collect numerical data
on the three variables.
iv. Significance: research will add to the broad area of correlating leadership, culture,
and performance; research may identify specific approaches to be used by school
leadership to improve student performance
3. Problem statement – Describes in one sentence the phenomena to study (qualitative) or
variables/groups (quantitative) to study: It is not known if there is a relationship between the
level of a principal’s servant leadership behaviors and characteristics as perceived by teachers in
principals, the school culture as perceived by teachers, and level of student performance.
4. Sample and location – Identifies sample, needed sample size, and location (study phenomena
with small numbers and variables/groups with large numbers):
a. Location: Alaska
b. Population: All schools in rural Alaska
c. Sample: One district in rural Alaska with approximately 20 principals who each lead a single
school
d. Number of observations for each principal in the sample: There are 5-10 teachers in each
school all of whom will be asked to complete the instruments on the principal.
5. Research questions – Provides research questions to collect data to answer the problem
statement: R1: Is there a relationship between teacher-perceived principal servant leadership
characteristics and teacher-perceived school culture? R2: Is there a relationship between teacher-
perceived principal servant leadership characteristics and student achievement? R3: Is there a
relationship between teacher-perceived school culture and student achievement?
6. Hypothesis/variables or Phenomena – Provides hypotheses with variables for each research
question (quantitative) or describes the phenomena to be better understood (qualitative):
a. H1: There is a significant relationship between a principal’s servant leadership characteristics
as perceived by teachers and measured by the SLAI and teacher-perceived secondary school
culture as measured by the SCS.
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b. H10: There is not a significant relationship between a principal’s servant leadership
characteristics as perceived by teachers and measured by the SLAI and teacher-perceived
secondary school culture as measured by the SCS.
c. H2A: There is a significant relationship between the principal’s servant leadership
characteristics as perceived by teachers and as measured by SLAI and student achievement
measured by the SIVS.
d. H2A0: There is not a significant relationship between the principal’s servant leadership
characteristics as perceived by teachers and as measured by SLAI and student achievement
measured by the SIVS.
e. H3A: There is a significant relationship between teacher-perceived secondary school culture as
measured by the SCS and student achievement as measured by the SIVS.
f. H3A0: There is a significant relationship between teacher-perceived secondary school culture
as measured by the SCS and student achievement as measured by the SIVS.
7. Methodology and design – Describes the selected methodology and specific research design to
address problem statement and research questions: This study will use a Quantitative
Methodology with a Correlation Design
8. Purpose statement – Provides one-sentence statement of purpose including the problem
statement, sample, methodology, and design: The purpose of this quantitative correlational
study was to develop an understanding of the relationships between secondary school principals’
teacher-perceived servant leadership, teacher-perceived school culture, and student achievement in
all of the schools in the Lower Kuskokwim School District.
9. Data collection – Describes primary instruments and sources of data to answer research
questions:
a. Independent variable: Level of principal’s servant leadership characteristics/behaviors: Data
will be collected using one of the standard instruments/surveys that measure the servant
leadership style by measuring the level of servant leadership characteristics in 6-10 dimensions
currently used for similar studies (Dennis & Bocarnea, 2005)
b. Dependent variable: Level of culture in the school: Data will be collected using one of the
standard instruments/surveys currently used for similar studies that measure school culture by
measuring the different dimensions of climate (MacNeil et al., 2009).
c. Dependent variable: Student performance will be measured by the state/school standardized
test scores (SIVS).
10. Data analysis – Describes the specific data analysis approaches to be used to address
research questions.
a. Descriptive statistics to summarize the sample demographic data and the data on the three
variables.
b. A test for univariate outliers to determine if any cases may not statistically be part of the
sample collected.
c. A test the assumptions of normality and homoscedasticity.
d. Inferential statistics for testing linear regression for the three hypotheses.
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Example 2: 10 Strategic Points for a Quantitative Causal Comparative Study:
1. Topic – Provide a broad research topic area/title: Impact of teacher collaboration within
mathematics PLCs on Texas state math assessments
2. Literature review – List primary points for four sections in the Literature Review: (1)
Background of the problem/gap; (2) Theoretical foundations (models and theories to be
foundation for study); (3) Review of literature topics with key theme for each one; (4)
Summary
a. Introduction and Background
i. Gap exists in tactics that contribute to improved performance in mathematics state test
scores especially for low SES Hispanic students (NCES, 2010).
ii. Opportunity to quantify the relationships between collaboration in teachers and higher
state mathematics test scores (DuFour, 2011).
b. Theoretical Foundation
i. Models of collaboration (Naughton, 2006).
ii. Models of high performing schools (Sanders, 2010; Wilson, 2011).
c. Review of Literature topics with key theme:
i. Trends in Education at the National and State Level: Gaps exist in the performance on
state mathematics tests (NCES, 2010).
ii. Characteristics of the Low SES Student Population: Although performance gaps continue
to be higher for some high minority low SES schools (NCES, 2010), others are high
performing or excelling schools on state test results (Jensen, 2009; Dyson, 2008).
iii. Professional Learning Communities (PLC): PLC are being established with departments
to improve collaboration and identify tactics to improve student performance (DuFour,
DuFour, Eaker, & Many, 2006).
iv. Teacher Collaboration: Collaboration has been shown to contribute to school and student
success in qualitative, but not quantitative studies (Piccardi, 2005; Erkens, 2008; DuFour,
2011).
v. Teacher Collaboration (independent variable) can be measured using a tested and
validated instrument (dependent variable) (Naughton, 2006). Student Achievement can
be measured using mathematics results on state test scores.
vi. Methodology: Quantitative causal comparative design: The study will use a causal
comparative design to compare two groups as has been done in prior studies.
d. Synthesis/Summary
i. Background: There is a need to close the mathematics achievement gap.
ii. Gap/Problem: Demonstrate relationship between collaboration in PLC and mathematics
achievement in high minority low SES grade schools.
iii. PLCs: The way to implement change is through collaboration through PLCs.
iv. Collaboration: Collaboration is a mean to impact student achievement.
v. Final Thoughts
3. Problem statement – Explain in one sentence the phenomena to study (qualitative) or
variables/groups (quantitative) to study: It is unknown what differences exist, if any, in the levels
of perceived teacher collaboration within PLC in schools identified as high performing versus those
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reported at low performing, which serve both a high percentage of low SES students and Hispanic
students, on state math assessment.
4. Sample and location – Identify sample, needed sample size, and location (study phenomena
with small numbers and variables/groups with large numbers): Need at least 30 grade schools
that are high performing and 30 that are low performing on state mathematics test scores in the state
of Texas. Schools need to have established PLC for mathematics.
a. Research questions – Provide research questions to collect data to answer the problem
statement: R1: What differences exist, if any, between the levels of perceived teacher
collaboration within PLC in schools identified by the state of Texas as high performing versus
those perceived at low performing that serve both a high percentage of low SES and Hispanic
students on state math assessment?
b. Hypothesis/variables or Phenomena – Develop hypotheses with variables for each research
question (quantitative) or describe the phenomena to be better understood (qualitative):
Compare high performing schools on their state test scores in mathematics (group 1) to low
performing schools (group 2) on their perceived level of collaboration in the mathematics PLC.
c. HA: There would be a significant difference between the levels of perceived teacher collaboration
within PLC in schools identified by the state of Texas as high performing versus those perceived
at low performing that serve both a high percentage of low SES and Hispanic students on state
math assessment.
d. H0: There would be no significant difference between the levels of perceived teacher
collaboration within PLC in schools identified by the state of Texas as high performing versus
those perceived at low performing that serve both a high percentage of low SES and Hispanic
students on state math assessment.
5. Methodology and design – Describe the selected methodology and specific research design to
address problem statement and research questions: For example, a study might be described as
using quantitative methodology with a causal comparative research design.
6. Purpose statement – Provide one-sentence statement of purpose including problem statement,
sample, methodology, and design: The purpose of this causal comparative quantitative study is to
examine to what extent the level of teacher collaboration within mathematics PLC is a factor that
may influence the mathematics achievement level on the Texas mathematics assessment of
elementary schools identified as high performing or low performing, and serving a majority of low
SES and Hispanic students.
7. Data collection – Describe primary instruments and sources of data to answer research
questions: For the independent variable, this study will use the Mathematics Staff Interaction
Questionnaire (MSIQ) developed by Naughton (2006). To measure the dependent variable, the
researcher will use archival data (provided by the district’s Research Review Board office) for each
elementary school in one North Texas school district to differentiate schools based on achievement
level as indicated by the 2011 Texas mathematics assessment.
8. Data analysis – Describe the specific data analysis approaches to be used to address research
questions: A priori analysis will be used to justify the sample size. Descriptive statistics will
describe the sample characteristics and variable results. An independent t-test will test for difference
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between the two groups of 30 schools (high performing versus low performing on mathematics) on
level of collaboration.
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Example 3: 10 Strategic Points for a Qualitative Case Study:
1. Topic – Provides a broad research topic area/title: A case study of how a comprehensive global
programme, the International Baccalaureate Middle Years Programme, influences the success of a
single middle school.
2. Literature review – Lists primary points for four sections in the Literature Review: (1)
Background of the problem/gap; (2) Theoretical foundations (models and theories to be
foundation for study); (3) Review of literature topics with key theme for each one; (4)
Summary.
a. Background of the problem/gap:
i. Prior studies which show a relationship between achievement in mathematics and
literacy and taking a language identified need to study how taking a foreign language
leads, especially in immersion programs, to higher levels of cognitive development
as reflected in higher scores in mathematics and literacy (Stewart, 2008).
ii. Dr. Celestine Gail Carr (1994) concluded that there was a need for further studies on
the effects of foreign language studies on vocabulary, mathematical concepts, and
mathematical computations paying attention to a possible correlation between
foreign language aptitude and mathematical aptitude at the middle school level.
iii. Dr. Carolyn Joyce Taylor-Ward (2003) identified the need for future sties on
relationship between studying elementary school foreign language and academic
achievement on state test scores.
b. Theoretical foundations (models and theories to be foundation for study):
Lev Vygotsky, a pioneer in developmental psychology researched the development of language
and its relationship to thought (Vygotsky, 1986). Vygotsky studied cognitive development and
its relationship to the role of social interaction with the environment (Vygotsky, 1978). Vygotsky
proposed that language, along with environmental social interaction helps a child to learn to
reason (Vygotsky, 1978). Learning a foreign language is a social activity that involves a learner’s
interaction with the environment and teacher. Vygotsky’s model supports the assumption that
cognitive development transfers in the Zone of Proximal Development (Vygotsky, 1978). The
International Baccalaureate Middle Years Programme provides a medium for which a More
Knowledgeable Other and the Zone of Proximal Development take place. Learners demonstrate
through interaction in organized debates, hands-on experimentation projects, investigations, and
problem solving activities.
c. Review of literature topics with key theme for each one:
i. Historical Events: Historically, there have been laws enacted, government initiatives,
and global events that have driven the need for support of a global education as well as
improved performance in basic areas such as mathematics and literacy within the United
States of America.
ii. National Security: Today’s global realities make it imperative for the United States to
adapt a global perspective including learning foreign languages as a priority for U.S.
national security and to help the U.S. remain a global leader.
iii. Global Literacy: There are high performing schools that have comprehensive global
learning programs, which have contributed to students’ cognitive development and
resulting improvements of national and state standardized test scores.
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iv. Cognitive Development: Empirical research shows that a relationship exists between
cognitive development, comprehensive global learning, and student success in areas such
as mathematics and literacy.
v. Qualitative Case Study Design: Prior studies on this program have been predominately
correlational and focused on determining the impact of the program. However, an in-
depth understanding of how this program may be influencing student performance is
missing. A case study is an ideal approach to understand the causal relationships within
complex phenomena (Yin, 2014).
d. Summary.
i. United States priority for global literacy to be competitive and secure.
ii. Learning foreign languages leads to improved cognitive development and student
performance.
iii. Gap in terms of additional research needed to examine these findings.
iv. Case study design is ideal for understanding causal relationships within complex
phenomena.
3. Problem statement – Describes in one sentence the phenomena to study (qualitative) or
variables/groups (quantitative) to study: It is not known how the International Baccalaureate
Middle Years Programme influences the success of a single middle school in the state of Georgia.
4. Sample and location – Identifies sample, needed sample size, and location (study phenomena
with small numbers and variables/groups with large numbers):
a. Location: The state of Georgia in the United States of America.
b. Target Population: A school district with over 25 schools.
c. Sample: A single middle school that uses the International Baccalaureate Middle Years
Programme and has over 500 students.
5. Research questions – Provides research questions to collect data to answer the problem
statement:
a. R1: What is the nature and structure of the International Baccalaureate Middle Years Programme?
b. R2: How does the International Baccalaureate Middle Years Programme impact school success
including Annual Yearly Progress?
c. R3: What factors of the International Baccalaureate Middle Years Programme contribute to
cognitive development?
d. R4: What factors of the International Baccalaureate Middle Years Programme contribute to global
literacy?
e. R5: How does the leadership of an International Baccalaureate Middle Years Programme
contribute to a schools’ success?
f. R6: How is the International Baccalaureate Middle Years Programme evaluated?
6. Hypothesis/variables or Phenomena – Provides hypotheses with variables for each research
question (quantitative) or describes the phenomena to be better understood (qualitative):
a. Phenomenon: Understanding the nature and impact of an International Baccalaureate Middle
Years Programme in a single middle school in the state of Georgia on global literacy and
improvement in cognitive development as well as mathematics and literacy performance.
7. Methodology and design – Describes the selected methodology and specific research design to
address problem statement and research questions: The methodology is qualitative. The design is
a single case study of a single program and how it influences a single middle school.
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8. Purpose: The purpose of the qualitative single case study is to determine how the International
Baccalaureate Middle Years Programme influences the success of a single middle school in the state
of Georgia.
9. Data collection – Describes primary instruments and sources of data to answer research
questions:
a. The researcher will get an overview of the International Baccalaureate Programme through the
website provided by the International Baccalaureate.
b. The investigator will look at the Georgia Department of Education’s public database to
determine if state standardized test scores of this single middle school show success in
performance and other dimensions of performance that display on the public database.
c. The investigator will interview the founders of and curriculum developers of the International
Baccalaureate to understand focus of program and how it develops global literacy and may lead
to improved cognitive development reflected in mathematics and literacy scores on state tests.
d. The investigator will interview the International Baccalaureate Middle Years Programme school-
based principal, programme coordinator, and foreign language teachers.
e. Media, curriculum (designer and school based), and evaluation reports about International
Baccalaureate Programme will contribute to the study.
f. The researcher will look at factors of the International Baccalaureate Middle Years Programme
(curriculum, reports, interviews with developers, and the school-based principal) that contributes
to cognitive development and global literacy.
10. Data analysis – Describes the specific data analysis approaches to be used to address research
questions:
a. Data will be organized and prepared for analysis.
b. Descriptive statistics will summarize the data.
c. Coding will generate themes to address the research questions.
d. A narrative and visual summary of the case study will be developed across the research
questions.
