Northern Cohort Ed.D. Handbook
for students entering summer 2004
The Field Study (thesis)
The Ed.D. program is designed to assist the student in moving
toward completion of the Ed.D. field study. In the one
credit seminars each semester during the first two years, students
are provided with learning opportunities to develop inquiry skills
for identifying and refining topic areas for the project,
formulating research questions, reviewing literature, and proposing
a research design. Completion of the special paper for the oral
preliminary exam provides the foundation for Chapter Two of the
field study which is the review of literature. The prospectus
provides the foundation for Chapter One, the introduction and
statement of the problem, and for Chapter Three, the research design
and methodology.
Described below are the formal benchmarks for completing the
Ed.D. field study project. Developmental progress toward completion
of the field study project is demonstrated by completion of these
benchmarks and their corresponding documents.
Prospectus and Prospectus Meeting
- Expectations for Prospectus Document
- Prospectus Committee and Scheduling
- Structure/Format of Meeting
- Vote by Committee
- Approval Form
IRB / Human Subjects Review
- Type of Review and Formats/Requirements
- Approval
Conducting and Writing the Field Study
- Field Study Outline (Sample)
Field Study Review and Approval for Defense
Final Oral Examination: Defense of the Thesis
- Final Oral Examining Committee and Scheduling
- Structure/Format of Exam
- Vote by Committee
- Approval
Publication of Thesis Research
Recent Ed.D. Field Projects Completed in Educational Administration
Students must develop a comprehensive prospectus that details the basis for
and plans for completion of the field study project, with emphasis on the
research/evaluation design and specific methodology, including procedures for
sampling, data collection, and data analysis. A good test of the adequacy of the
prospectus is that someone else could follow the prospectus and complete the
project as planned by the student. Ed.D students also should have successfully
completed a methodology course that aligns with their field study design.
Expectations for Prospectus Document
The written prospectus for conducting thesis research must include
at least the following:
- a brief and focused presentation of relevant literature,
- a statement of the problem,
- specific research questions that will guide the inquiry,
- limitations and delimitations,
- the research design with a corresponding rationale,
- specific sampling, data collection, and data analysis procedures
that will be employed in the study,
- instruments that will be used in the study, and
- • reference list.
For most students, the prospectus serves as a near final draft of
Chapters 1 and 3 of the doctoral thesis. Each
student develops the prospectus under supervision of the project
adviser.
Prospectus Committee and Scheduling
The prospectus committee includes the student's three EdPA (inside)
doctoral committee members. The outside committee member is invited
to attend and usually does so, especially when the prospectus
meeting is scheduled immediately following the oral preliminary
examination.
The student is responsible for contacting the committee members
and scheduling a mutually agreeable date and time. One hour should
be scheduled for the prospectus meeting. Given the difficulty of
coordinating schedules, it is recommended that the scheduling
process be initiated well in advance of the projected date.
At least two weeks prior to the scheduled prospectus meeting, the
student provides each committee member with a complete copy of the
prospectus, including all appendices, instruments, etc.
Structure/Format of Meeting
At the meeting, the student provides a brief overview of the study,
emphasizing the research design and methodology. Recall that literature related
to the thesis was thoroughly addressed through the Written Preliminary Exam and
in the Oral Preliminary Examination. Committee members ask questions and also
assist in refinement of the study. The student must be well prepared, although
the prospectus meeting is not a formal examination. As a result of the
prospectus meeting discussion, the student is likely to have some changes in the
proposal which usually includes follow-up between the student and adviser.
Vote by Committee
Approval of the prospectus for thesis research is granted by the
student’s three department committee members.
It is the responsibility of the Graduate faculty on the student's
committee to ensure that the proposed study meets high standards for
the ethical and relevant conduct of research at the University of
Minnesota. For this reason, students must present very specific
procedures for the conduct of the proposed research. Approval will
not be granted until the written prospectus and the student’s
presentation indicate that the student is prepared to initiate
application to the Human Subjects Committee and, upon approval from
this committee, initiate data collection.
The prospectus approval process not only serves to ensure the
integrity of research conducted through the University of Minnesota,
it also serves as a safeguard for students. Approval of the research
prospectus indicates faculty support of the proposed research design
and methodology.
The three committee members evaluate the content and methodology
of the proposal and may authorize the conduct of the study pursuant
to the proposal utilizing the thesis proposal approval form or
reject the same.
Approval Form
The prospectus approval form is a department form (not a Graduate
School form). Prior to the prospectus meeting, the adviser should
obtain the form from the department Graduate Studies office in 330
Wulling.
The signed prospectus approval form is forwarded to the Director
of Graduate Studies for Educational Policy and Administration with
the abstract and any revisions resulting from the review.
Upon approval, the Thesis Title Form, 250-word statement and
cover sheet recommending committee members are forwarded to the
Director of Graduate Studies, EdPA, for final approval.
Institutional Review Board (IRB) / Human Subjects Review
Any research which employs the use of human subjects must be
approved by the Human Subjects Committee at the University
of Minnesota prior to contacting subjects or gathering of the data (see
www.irb.umn.edu/). U of M and
federal policies require that each study involving studies on humans
be reviewed with respect to: (1) the rights and welfare of the individual(s) involved, (2) the appropriateness of the methods used to
secure informed consent, and (3) the risks and potential benefits of
the study. Request for approval forms may be obtained from the
following addresses:
IRB: Human Subjects Committee
Box 820, D528 Mayo Memorial Building
420 Delaware Street SE
Minneapolis, MN 55455
www.irb.umn.edu/ (to download
forms)
Type of Review and Formats/Requirements
After approval of the prospectus for thesis research, the student
completes the appropriate form to request permission from the
Internal Review Board: Human Subject Committee at the University of
Minnesota. The "long" form requires full review of the IRB and may
take 4 to 6 weeks for review and decision The "short" form requests
exemption from full review and takes about 2 weeks for a review and
decision. The "short" form is appropriate for many Ed.D. theses.
Specific exemption categories are described in this application and
claimed by the student in the application process. The "short" form
is actually not short in that a full description of procedures is
required (it’s the review process that is shorter).
Questions concerning exemptions or other aspects of human
subjects research review should be addressed to: IRB Office at
612-626-5654 or fax 612-626-6061. Research may not be initiated
until written notification of exemption is received. This includes
recruitment of subjects, advertising, mailing or distributing
consent forms, and data gathering.
Approval
The thesis adviser/s and chair of the department must review and sign off on
the application before submission to the Human Subjects Committee. Once the form
is signed by the adviser and chair, the student submits the completed form and
appropriate number of copies to
the IRB. The student may not contact subjects or initiate data collection until
written permission is granted from the Human Subjects Committee.
Conducting and Writing the Field Study
The student conducts the field study,
maintaining contact with committee members as was decided during the
proposal review. Challenges, questions, or irregularities
encountered in conducting the field study must be communicated
immediately to the adviser who will determine appropriate action and
consult with the committee members, the Director of Graduate
Studies, and the Human Subjects Committee as needed.
Field Study Outline (Sample)
The organization and chapters of the final field study document depend on the type of research/evaluation
conducted and individual preferences of adviser. Chapters might typically include
the following:
Chapter 1: Introduction
- General statement of the problem
- Significance of the study
- Research hypotheses, questions, and objectives
- Limitations and delimitations
- Definition of terms
- Summary
Chapter 2: Review of Literature
- Review and distillation of previous research and opinion
- Interpretative summary of the current state of knowledge
- Substantiated problem statement
Chapter 3: Methodology
- Research design
- Sampling procedures
- Instrumentation
- Data collection procedures
- Data analysis procedures
- Summary
Chapter 4: Results
- Description of results for each question, hypothesis, or measure
- Supplemental analyses
- Summary
Chapter 5: Summary and Discussion
- Introduction
- Summary of study
- Discussion of results, including relationship to existing literature
base
- Implications for policy, practice, and research conclusions
The most appropriate topics and organization will be dictated by the type and
topic of study. Students should consult thesis and dissertation manuals and examples of
completed dissertations conducted on similar topics and similar methodologies.
A complete and essentially final draft of the thesis must be
submitted to and approved by the three thesis reviewers prior to the
final oral defense. Two of the reviewers are from inside the
department, the third reviewer is the outside committee member. Each
reviewer is allowed at least two weeks to read the complete written
thesis. S/he then makes an independent determination about the
readiness of the thesis for final oral defense.
The Graduate School reviewer's form is included in the student's
graduation packet. The form is circulated to the reviewers after
they have read the completed thesis document. In order to proceed to
the final oral defense, all the reviewers must indicate that the
thesis is "acceptable for final defense" or "acceptable with minor
revisions". If any reviewer indicates that the thesis is
"unacceptable for defense and requires major revisions", s/he must
inform the student in writing of the revisions required. Such
revisions must be made prior to the final defense. The signed
reviewer's form must be filed with the Graduate School at least one
week before the final oral is held.
To be awarded the degree of Doctor or Education in Educational
Policy and Administration, students are required to successfully
defend their field studies in a final oral examination. To be
eligible for the final oral examination a student must have achieved
the following:
(1) Completed all work on the official doctoral degree program
form;
(2) Passed both the written and oral preliminary examinations;
(3) Maintained active status; and
(4) Satisfied the thesis credit requirement.
In addition, the project must have been certified by the readers as
ready for defense (see GS Form 2 - Reviewers Report Form for Ph.D.
Thesis).
Please refer to the University of Minnesota Bulletin for details
about scheduling and reporting the results of the final oral
examination.
Final Oral Examining Committee and Scheduling
The committee includes all four members of the student's doctoral
thesis committee, the three EdPA (inside) members and the one
outside member. The chairperson of the committee must have full
advising status with the Graduate School and cannot be the student's
faculty adviser.
The student is responsible for contacting all committee members
to confer about scheduling a date and time that is mutually
agreeable. A two hour time block should be scheduled. The student is
also responsible for submitting a complete copy of the thesis
(determined to be acceptable for defense by the readers) to all
committee members at least two weeks prior to the scheduled
examination.
Structure/Format of Exam
The student presents a summary of the thesis research, emphasizing
data analysis, key findings, and implications for practice, policy,
and research (20 – 30 minutes). The student may choose to open this
first part of the examination (i.e., the student presentation) to
outside guests (e.g., family members, friends, graduate students,
faculty).
The presentation can be facilitated by a handout of the outline
of the presentation; several carefully designed overheads may also
be helpful especially in presenting the frame work, key findings, or
conclusions. A short resume may also be appropriate. The
presentation should be rehearsed to improve timing, flow, etc.
After the presentation and a period of brief comments or
questions from guests, the guests are excused. The faculty then pose
questions to the student pertaining to any aspect of the thesis.
Candidates should be prepared to "defend" the project, i.e., be
prepared to answer questions about all portions of the field project
including the literature review, analysis of data, conclusions, etc.
Since this is an Ed.D., candidates must be able to discuss
thoroughly the implications for practice.
Vote by Committee
After questioning is completed, the student is excused and committee members
independently vote once by ballot to "pass" or "fail" the student’s defense of
the thesis. In order to "pass", three of the four committee members must vote
"pass". If the written thesis is judged to be acceptable with relatively minor
revisions, then committee members sign on the final oral defense form. If the
written thesis is judged to require substantial revisions, signatures are
withheld until appropriate revisions have been made. If signatures are withheld,
the Graduate School must be notified in writing within one week of the
examination of the specific revisions required. This letter is constructed by
the final oral chairperson in consultation with committee members. The student
also receives a copy of the letter. Upon approval of the final written thesis,
committee members sign the form.
Approval
At the end of the final oral defense,
GS form # 19, entitled Final Oral Examination Report, must be signed by
all committee members and delivered to the Graduate School within 24 hours of
the examination. The student should make two copies of the signed form, one to
be submitted to the director of graduate studies in the department and on for
the student's own files.
Although not a requirement of the Ed.D. program, students are
encouraged to view the publication of their study in a professional
journal and/or presentation at a professional conference as an
extension of their thesis work. The preparation of the article(s)/presentation
should take place during or immediately following the completion of
the study while all aspects are fresh in mind; the task becomes much
more difficult as time passes. Publication as a means of dissemination
shares your thesis findings with a broad research and practice
community and in doing so, honors the time and
participation of those who contributed to your study, most
importantly, the subjects or study participants. Far too many
field studies do not realize their potential for contributing to the
field because these final steps of dissemination are not pursued.
Advisers are usually very willing to guide students in creating a
product from thesis research that is appropriate for dissemination.
In the course of the Ed.D program, students will identify journals
and conferences that would be most likely to accept an article or
presentation. Students will have examined the typical length and
format of the articles in identified journals. While the typical
research article is about 15 - 20 manuscript pages, typed
double-space, articles should be adapted to the guidelines provided by
or evidenced in the journal or call for proposals. Several resources
provide guidelines for preparation of a journal article and
preparation of a paper for a professional meeting including Borg and
Gall's, Educational Research: An Introduction, Longman
Publishers.
Recent Ed.D. Field Projects Completed in Educational Administration
List of recent Ed.D. field projects
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Updated June 2004
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