Theory and Practice in Significant Problem-Solving Exercise

Theory and Practice in Significant Problem-Solving Exercise

Capstone Paper Overview and Requirements for POL 688[footnoteRef:1] [1: Note: I must highlight that most of the information contained in these documents has been acquired from outside sources and adapted for the purposes of my classes over the years. I take no credit for anything in this document as my original work and have attempted to give credit where possible ]

The MPA Capstone Project (Project here after) is constructed over two courses POL 688 and POL 689. This document will detail the expectations of required work in POL 688, as well as overall expectations of the Project that will be submitted in POL 689.

The Capstone Project is required for students in all concentrations. It provides an opportunity for students to integrate theory and practice in a significant problem-solving exercise. For this project students will conduct an original, analytical research project consisting of professional analysis of a management problem leading to practical implementation in governmental, health care, or nonprofit settings, or theoretical inquiry in the field of public administration. The project, in other words, will produce either academic research that provides new generalized knowledge in the field or a solution to a public management problem, often within the context of a specified agency.

All projects must entail original research and writing , defined as meeting the following criteria:

• The research project has not been previously conducted. If the study is a replication study, it must not have been previously conducted on the project subjects or the agency unless the project involves longitudinal studies of administrative phenomena.
• The study must contain strong analysis as the basis for project findings, recommendations, and/or products.

Framing Your Capstone Project

The potential topics that you may choose are endless. Consequently, one of your first and probably most difficult tasks is to clearly and concisely define the problem that you will address. When selecting a topic, please consider the following:

• What are your future career goals and how might this project help you advance toward those goals?
• What do you hope to accomplish and/or contribute with your research?
• Is your topic achievable in one semester?
• How will the approach, methods and analyses you propose would address the given problem being considered? (Your approach will determine or guide the type of research paper you write.)

By far the most challenging steps leading to the successful completion of the Project is selecting a manageable the problem or issue to investigate. Experience suggests that some students devote inadequate thought to this important matter and, as a consequence may find themselves caught up in a frustrating and seemingly endless project. The selection of a well-defined, “doable” topic, by contrast, can make the Project one of the most rewarding components of the MPA degree program.

Before undertaking the work of researching and writing the project paper, students must obtain approval of the project topic from their instructor and, where applicable, from an agency representative or other entity where the student intends to collect data. Students are encouraged to gain this approval during POL 688 so that they may begin data collection in POL 689. Students whose project papers focus on a significant agency issue or problem should involve the instructor and agency representative early in the process of selecting a topic. Involvement by the agency should help students receive full recognition of having helped solve an agency problem. The project is intended to increase the student’s probability of advancement and so any potential political fallout or organizational backlash should be carefully considered in selecting the project.

Criteria for Selection of the Capstone Project

The following criteria apply to the selection of the Project Paper Seminar topic.

• The topic should be one that can be completed within the timeframe of POL 688 and POL 689.
• The Project is a piece of independent research related to a research questions of significant importance where the student collects and analyzes data to arrive at a conclusion related to the proposed research question.
• The paper IS NOT an expanded literature review or a report of activities undertaken during professional field experience/internship, a case study describing a single set of related incidents and decisions reached by other work colleagues, or a report of the day-to-day responsibilities of in-career students. However, when approved by the project paper instructor, the paper may include material related to a student’s professional field experience assuming the information is not the central focus of the paper.
• The project must use appropriate methodologies germane to the topic and its academic or professional field.
• The project is clearly aligned with the student’s MPA curriculum
• The paper must represent substantially new research, as defined by the project paper instructor.
• All topics involving research with human subjects should conform to the expectations of MSU’s IRB. Students are strongly encouraged to work with their instructor early in the process to discuss any IRB requirements. Keep in mind that some agencies will require IRB approval. It is highly recommended that you discuss your Project idea with the agency as soon as possible to understand any necessary documentation needed by the agency.
• The length of the project paper will vary depending on the nature of the topics and research design employed for the project. With this said, final Projects (what will be turned in at the end of POL 689) are rarely less than 30 pages of narrative plus the required preliminary materials (abstract, table of contents, executive summary), reference list, appendices, etc.
• The project paper may not consist of substantial portions of previous work submitted for credit in a prior course without explicit permission from the capstone instructor.

All Projects will be evaluated for grading purposes on the basis of the following criteria: quality and clarity of the writing, thoroughness and quality of the research, completeness of documentation and literature review, and the clarity of the paper’s organization. An oral presentation of the paper’s topic and findings will also be required and evaluated as part of the seminar grade. The project paper instructor may submit the student’s final paper to an outside reader for feedback prior to assigning the final grade for the seminar.

Recommended MPA Capstone Project Topics

The following are types of projects deemed acceptable for the MPA Capstone Project.

• Applied Analytical Research: Applied research using analytical and applied research methods to solve a particular policy or management problem of a specific public or non-profit sector agency. Examples of such projects include: program, policy, and project proposals, needs assessments or evaluations, management studies, and budgetary and fiscal studies. While all applied project papers must have a strong analytical component, they may result in the production of practical administrative products as a component of the project paper. These administrative products may include new program proposals, new or revised management plans and systems, employee or operations manuals, strategic agency plans, etc.
• Policy Analysis: Use if you are problem-solving and seeking the best way to solve a public problem. With a policy analysis paper, you should adhere to standard procedures including:
• Compare a number of alternative approaches and determine which offers the best solution to the problem.
• Establish criteria for selecting the best alternative.
• Be able to measure various outcome of each alternative in order to justify and defend your decision.
• Program Evaluation: Use if you are determining the efficiency and/or effectiveness of a particular public program, public good, or public service. With a program evaluation, you should follow good evaluation procedures including:
• Document and assess the activities, outputs, outcomes, and costs of the program, good, or service.
• Determine whether the program can be improved; should it be improved; should be remain as is; should it be eliminated; etc.?
• Administrative Analysis: Use if you are assessing an administrative program to determine its fate. Look at the administrative program from various perspectives (e.g., departmental, employees, community, organizational structure, ecological, etc.). Take a case study approach to fully understand and explain the administrative program.
• Position Paper: Use if you are developing a policy argument to support a claim that something should or should not be done. Position papers have two main components: a claim and its support. The claim asserts what should or should not be done. Support for the claim presents the facts, interpretations, and assumptions that lead to making that claim. Your goal is to convince others to accept the claim and to agree with the position.
• Empirical Scholarly Research: Empirical research into the behavior, events, and other phenomena found in the administration of public and non-profit organizations. This research must follow accepted social science research designs and methodologies (quantitative, qualitative, or blended approaches) for evaluating empirical models and testing hypotheses. The instructor must approve the project’s research design early in the research process. Examples of projects of this type include studies found in academic journals.
• Legal or Historical Studies: Legal or historical analyses, using accepted legal or historical research methods, and focused on public, healthcare, or nonprofit policy making and policy or program implementation issues.

– PAGE 2 –

• Other Projects: Occasionally, unique projects not defined above are presented to take advantage of rare opportunities to examine issues or problems relevant to public administration as a field of inquiry or practice. Such projects may be approved by the instructor, provided that they meet the criteria for original research.

Required Capstone Project Components for POL 688

In POL 688 students will propose a research project that consists of a research question, literature review, and research design. Each Project requires a research proposal (Due Week 3 of the course) that includes a preliminary research question, why the student is interested in the topic and what they hope to contribute with the research, and a brief description of where the data to answer the research question will come from and how the data will be accessed. Students should review the course schedule for due dates related to drafts and final submissions for Part 1: Literature Review and Part 2: Research Design. Part 1 and Part 2 are discussed in more detail below.

Part I: Literature Review

Abstract: A concise paragraph describing the topic, project focus, and key research question.

Project Description: An introduction to the topic and its applied importance to the field and practice of public administration

Preliminary Literature Review: A preliminary review of professional and scholarly literature establishing how this project is placed within the context of the wider body of knowledge about the topic. Professional or scholarly literature reviews are not to be annotated bibliographies; they are to be integrative reviews that establish where the student’s project can be placed in the broader content and theoretical context of prior published research and analysis. In other words, the literature review should be thematic rather than organized author-by-author or study-by-study. The requirements for the approach and content of acceptable literature reviews should be clearly stated in the course syllabus. The documents should be a minimum of 10 pages (double-spaced, Times New Roman, 12pt font), excluding Abstract and Project Description, and contain a minimum of 15 appropriate sources.

Part 2: Research Design

A research design is a plan for carrying out your capstone project. It lays out the problem to be examined, the program to be evaluated, the policy to be analyzed, and the propositions, recommendations or conclusions to be presented. Then it puts them in the context of the research that has already been done or the information already available, and explains how the necessary information will be gathered and applied to support or test the propositions, recommendations or conclusions.

In a research design, you are providing a plan of how to do the work in the allotted time. You will need to research existing studies, writings, and current events on the topic. You will also have to figure out how to obtain the necessary data, what methods you will use in applying it, and the standards you will use to evaluate your program, policy, propositions, recommendations, or conclusions. Below is a list of sections that should be included in your 688 submission.

Research Question and Methodology: The nature of the methodology to be employed in conducting the project analysis, and a clear statement of the research question(s) and, where relevant, hypotheses of the research. Your methodology should include a detailed description of the potential variables (this includes clear definitions and measurements).

Data Collection Strategies: A description of the information and data sources and methodologies to be used to access the data

Methods: Your project must also include a detailed description of your proposed method of analysis.

It is highly recommended that you explicitly link each of the above criteria to your research question to ensure you are making correct decisions. Projects involving the use of proprietary agency data, interviews with agency personnel, or on-site observations of agency operations may require a letter of agency endorsement and any specific requirements required to collect and use data for the project.

Final Capstone Project Formatting Requirements and Organization

Use Publication Manual of the American Psychological Association (most current edition) as the standard for headings/subheadings, in-text citations, and reference format.

The finished project submitted in POL 689 will contain the following sections, in the following order.

1. Title page (must adhere to Graduate College guidelines)
2. Abstract (a 200 word summary that includes topic, major findings, and conclusions)
3. Table of Contents (with page numbers)
4. Introduction (a statement of purpose and organization of the paper, including the expected contribution to knowledge in the field of public administration)
5. Literature Review (a review of the most important documents from related scholarly research and professional sources)
6. Research Design and Methodology
7. Data Analysis and Findings
8. Conclusions and Recommendations (summary of findings, conclusions drawn, recommendations for action or further study)
9. APA-style Reference List (not bibliography)

CAPSTONE SECTION GUIDELINES

& SELF-EVALUATION RUBRICS

Notes before getting started:

• Keep in mind that the below document is meant to be a guide on how to approach the various sections of your capstone.
• There are several rubrics built into this document. Please know that these rubrics are intended for self-reflection and are not the official rubric for this assignment. With this said, the official rubric will include nearly all the criteria you’ll see here.
• Below is a link to Creswell and Creswell’s Research Design textbook. The document closely follows this book. You might find it helpful to review the document and consult this text along the way for more details. One of the things I really like about the Creswell text, in addition to providing good information, is the authors provide examples of what each “thing” looks like for both qualitative and quantitative designs. For example, on page 120 the author provides an example of what Purpose Statement could look like under the various types of designs. You’ll find a chapter for most of the items in the Introduction, Literature Review, and Design sections.
• https://drive.google.com/file/d/1wyCcrpdLTaJrsAahJamKotZDy1rKELtK/view?usp=sharing
• This text covers mixed method designs. Please consult with your instructor if this is something that you are thinking about employing! These are very valuable designs; however, unless you are careful with how you approach your project, this type can be too large of a task to finish in the allotted Capstone time.

INTRODUCTION

Introduction

This section describes the conceptual basis for what the researcher will investigate, including the research questions, hypotheses, and basic research design. The introduction develops the significance of the study by describing how the study is new or different from other studies, how it addresses something that is not already known or has not been studied before, or how it extends prior research on the topic in some way. This section should also briefly describe the basic nature of the study and provide an overview of the Capstone Project contents.

To ensure the quality of both your proposal and your final Capstone and reduce the time, your writing needs to reflect masters level, scholarly writing standards from your very first draft. Each section within the proposal or Capstone should be well organized and easy for the reader to follow. Each paragraph should be short, clear, and focused. A paragraph should (1) be three to eight sentences in length, (2) focus on one point, topic, or argument, (3) include a topic sentence the defines the focus for the paragraph, and (4) include a transition sentence to the next paragraph. Include one space after each period. There should be no grammatical, punctuation, sentence structure, or

APA formatting errors. Verb tense is an important consideration for Sections 1 through

3. For the proposal, the researcher uses future tense (e.g. “The purpose of this study is to…”), whereas in the Capstone, the body is revised to reflect past tense (e.g. “The purpose of this study was to…”). Taking the time to ensure high quality, scholarly writing for each draft will save you time in all the steps of the development and review phases of the Capstone process so make sure to do it right the first time!

As a researcher, it is your responsibility to ensure the clarity, quality, and correctness of your writing and APA formatting. Your instructor is not obligated to edit your documents. If you do not have outstanding writing skills, you may need to identify a writing coach, editor and/or other resource to help you with writing and editing.

The quality of a Capstone is not only evaluated on the quality of writing. It is also evaluated based on the criteria that have been established for each section of the Capstone. The criteria describe what must be addressed in each section within each section. As you develop a section, first read the section description. Then review each criterion contained in the table below the description. Use both the overall description and criteria as you write each section. It is important that each listed criterion is addressed in a way that it is clear to your instructor. You should be able to point out where each criterion is met in each section.

Prior to submitting a draft of your proposal or Capstone, please assess yourself on the degree to which each criterion has been met.

You need to continuously and objectively self-evaluate the quality of your writing and content for each section within the Capstone. Keep in mind the process will likely require several editorial/revisions rounds, so plan for multiple revision cycles as you develop your Capstone completion plan and project timeline. See the rubric below to help review the Introduction of your Capstone project.

Background, Context and Theoretical Framework

The background, context, and theoretical framework of the study should tell the reader what has happened in the past to create the problem or need today. It is a brief historical overview that answers these questions: What do we know? What created the problem? When did the problem begin, and for whom is it a problem? What research has been done?

This section provides information necessary to allow the reader to understand the background of the problem and context in which the problem occurs. The primary objectives in writing this section are (a) to provide a brief overview of research related to the problem; (b) to identify and describe the key components, elements, aspects, concepts of the problem; (c) to provide the reader with an understanding of how the problem arose and the specific context within which the problem is occurring; and (d) to briefly introduce the reader to the theoretical framework and how that framework either supports the proposed study or provides a theoretical context for developing the research problem. The length of this section will depend on the complexity of the problem. Many learner-researchers first develop a working draft of the literature review, since a good portion of this section is a brief summary of the related literature. Typically, background sections are five to eight paragraphs but can be longer for more complex problems or for problems that have an extensive history of investigation.

The context for the study refers to the physical setting of the research and the natural or artificial (simulated) properties of that setting. In some research these properties are called “experimental conditions” or “study environment.” This section should introduce the theory that will provide support and justification for your study. It will be used to briefly introduce the primary theoretical topics that will be developed in detail in the literature review.

The purpose of the theoretical framework is to tie the Capstone together. As the researcher, you should approach the proposed research from a theory or set of theories that provide the backdrop for the work (researchers do not create theory; they use established theory in which to embed their work). This section should describe how this study will relate to existing theories and discuss how the methodology being used in the study links to those theories. Questions to answer: Is the theoretical foundation strong? Are the theoretical sources apparent? Are they appropriate for the topic? Do they need further explanation? Further, the theoretical framework describes a context within which to locate the intended project and suggests why doing such a study is worthwhile. The theoretical framework justifies the methods you plan to use for conducting the study and presents how this research will contribute to the body of knowledge and/or practice. Further, it describes the context within which to locate the intended project and suggests why doing such a study is worthwhile.

Problem Statement

This section clearly states the problem or research focus, the population affected and how the study will contribute to solving the problem. A well-written problem statement begins with the big picture of the issue ( macro) and works to the small, narrower, and more specific problem ( micro). It clearly communicates the significance, magnitude, and importance of the problem and transitions into the Purpose of the Study with a declarative statement such as “It is not known if and to what degree/extent…” or “It is not known how/why and…”

• Other examples are:
• It is not known .
• Absent from the literature is .
• While the literature indicates , it is not known in (school/district/organization/community) if .
• It is not known how or to what extent .

As you are writing this section, make sure your research problem passes the ROC test meaning your problem is Researchable, Original, and Contributory!

Purpose of the Study

The purpose of the Study section provides a reflection of the problem statement and identifies how the study will be accomplished. It explains how the proposed study will contribute to the field. The section begins with a declarative statement, “The purpose of this study is…. .” Included in this statement are also the research design, population, variables (quantitative) or phenomena (qualitative) to be studied, and the geographic location. Further, the section clearly defines the dependent

and independent variables, relationship of variables, or comparison of groups for quantitative studies. For qualitative studies, this section describes the nature of the phenomena to be explored. Keep in mind that the purpose of the study is restated in other sections of the Capstone and should be worded exactly as presented in this section of the Introduction. Refer to Creswell (2014) for sample purpose statement templates that are aligned with the different research methods (qualitative/quantitative).

Research Question(s) and Hypotheses

This section narrows the focus of the study and specifies the research questions to address the problem statement. Based on the research questions, it describes the variables or groups and their hypothesized relationship for a quantitative study or the phenomena under investigation for a qualitative study. The research questions and hypotheses should be derived from, and are directly aligned with, the problem and purpose statements, research methods, and data analyses. The Research Questions or Hypotheses section of

Introduction will be presented again in Methods section to provide clear continuity for the reader and to help frame your data analysis.

If your study is qualitative, state the research question(s) the study will answer, and describe the phenomenon to be studied. Qualitative studies will typically have one overarching research question with three or more sub-questions. If your study is quantitative, state the research questions the study will answer, identify the variables, and state the hypotheses (predictive statements) using the format appropriate for the specific design. Quantitative studies will typically have three or four research questions and associated hypotheses; mixed method studies can use both depending on the design.

In a paragraph prior to listing the research questions or hypotheses, include a discussion of the research questions, relating them to the problem statement. Then, include a leading phrase to introduce the questions such as: The following research questions guide this qualitative study:

RQ1: This is an example of how a qualitative research question should align within the text of the manuscript. Indent .25 inches from the left margin. Text that wraps around to the next line is indented using the Hanging Indent feature at

.5”.

RQ2: Add a research question here following the format above. Additional research questions should follow the same format.

Or for a quantitative study the research questions are formatted as below. The following research question and hypotheses guide this quantitative study:

RQ1: This is an example of how a quantitative research questions and hypotheses should align within the text of the manuscript. Indent .25 inches from the left

margin. Text that wraps around to the next line is indented using the Hanging Indent feature at .5”.

H10: The null hypothesis that aligns to the research question is listed here.

H1a: The alternative hypothesis that aligns to the research question and null hypothesis is listed here. Repeat this pattern for each quantitative research question and associated hypotheses.

Rationale, Relevance, and Significance of the Study Rationale for the Study

The Rationale for the Study section of the Introduction clearly justifies the methodology the researcher plans to use for conducting the study. It argues how the methodological framework is the best approach to answer the research questions and address the problem statement. Finally, it contains citations from textbooks and articles on research methodology and/or articles on related studies.

For qualitative designs, this section states the research question(s) the study will answer and describes the phenomenon to be studied. For quantitative designs, this section

describes the research questions the study will answer, identifies the variables, and states the hypotheses (predictive statements) using the format appropriate for the specific design. Finally, this section includes a discussion of the research questions, relating them to the problem statement. This section should illustrate how the methodological framework is aligned with the problem statement and purpose of the study, providing additional context for the study.

Significance of the Study

This section identifies and describes the significance of the study. It also discusses the implications of the potential results based on the research questions and problem statement, hypotheses, or the investigated phenomena. Further, it describes how the research fits within and will contribute to the current literature or body of research.

Finally, it describes the potential practical applications from the research. This section is of particular importance because it justifies the need for, and the relevance of, the research.

Significance of the Study

Nature of the Study

This section describes the specific research design to answer the research questions and why this approach was selected. Here, the learner discusses why the selected design is the best design to address the problem statement and research questions as compared to other designs. This section also contains a description of the research sample being studied, as well as, the process that will be used to collect the data on the sample. In other words, this section provides a preview of your Research Design section and succinctly conveys the research approach to answer the research questions and/or test the hypotheses.

Definition of Terms

The Definition of Terms section of Introduction defines the study constructs and provides a common understanding of the technical terms, exclusive jargon, variables, phenomena, concepts, and technical terminology used within the scope of the study. Terms are defined in lay terms and in the context in which they are used within the study. Each definition may be a few sentences to a paragraph in length. This section includes any words that may be unknown to a lay person (words with unusual or ambiguous meanings or technical terms).

Definitions must be supported with citations from scholarly sources. Do not use

Wikipedia to define terms. This popular “open source” online encyclopedia can be helpful and interesting for the layperson, but it is not appropriate for formal academic research and writing. Additionally, do not use dictionaries to define terms. A paragraph introducing this section prior to listing the definition of terms can be inserted. However, a lead-in phrase is needed to introduce the terms such as: “The following terms were used operationally in this study.” This is also a good place to “operationally define” unique phrases specific to this research. See below for the correct format:

Term, Write the definition of the word. This is considered a Level 3 heading., Make sure the definition is properly cited (Author, 2010, p.123). Terms often use abbreviations. According to the American Psychological Association (APA), abbreviations are best used only when they allow for clear communication with the audience. Standard abbreviations, such as units of measurement and names of states, do not need to be written out. APA also allows abbreviations that appear as words in

Merriam-Webster’s Collegiate Dictionary (2005) to be used without explanation [4.22- 4.30].

Spaces. Do not use periods or spaces in abbreviations of all capital letters unless the abbreviation is a proper name or refers to participants using identity-concealing labels. The exception to this rule is that a period is used when abbreviating the United States as an adjective. Use a period if the abbreviation is a Latin abbreviation or a reference abbreviation [4.02]. Use standard newspaper practice when presenting AM and PM times, as in 7:30 PM or 6:00 AM.

Abbreviations. Do not use periods with abbreviated measurements, (e.g., cd, ft, lb, mi, and min). The exception to this rule is to use a period when abbreviated inch (in.) to avoid confusion with the word “in”. Units of measurement and statistical abbreviations should only be abbreviated when accompanied by numerical values, e.g., 7 mg, 12 mi, M

= 7.5 measured in milligrams, several miles after the exit, the means were determined [4.27].

Time units . Only certain units of time should be abbreviated. Do abbreviate hr, min, ms, ns, s. However, do not abbreviate day, week, month, and year [4.27]. To form the plural of abbreviations, add “s” alone without apostrophe or italicization (e.g., vols, IQs, Eds). The exception to this rule is not to add “s” to pluralize units of measurement (12 m not 12 ms) [4.29].

Assumptions, Limitations, Delimitations

This section identifies the assumptions and specifies the limitations, as well as the delimitations, of the study. An assumption is a self-evident truth. This section should list what is assumed to be true about the information gathered in the study. State the assumptions being accepted for the study as methodological, theoretical, or topic- specific. For each assumption listed, you must also provide an explanation. Provide a rationale for each assumption, incorporating multiple perspectives, when appropriate. For example, the following assumptions were present in this study:

1. It is assumed that survey participants in this study were not deceptive with their answers, and that the participants answered questions honestly and to the best of their ability. Provide an explanation to support this assumption.
2. It is assumed that this study is an accurate representation of the current situation in rural southern Arizona. Provide an explanation to support this assumption.

Limitations are things that the researcher has no control over, such as bias.

Delimitations are things over which the researcher has control, such as location of the study. Identify the limitations and delimitations of the research design. Discuss the potential generalizability of the study findings based on these limitations. For each

limitation and/or delimitation listed, make sure to provide an associated explanation. For example: The following limitations/delimitations were present in this study:

1. Lack of funding limited the scope of this study. Provide an explanation to support this limitation.
2. The survey of high school students was delimited to only rural schools in one county within southern Arizona, limiting the demographic sample. Provide an explanation to support this delimitation.

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