The following points should be used to guide dissertation research by students completing a Ph.D. under Dr. Allen’s direction. If each point is not met, the dissertation will be judged inappropriate for dissertation research.

The dissertation should:

• follow a rigorous comprehensive process of scientific investigation.
• contribute original research to the fields of performance improvement, workforce development, or knowledge management.
• support, refute, or contribute new knowledge to existing research literature in the fields of performance improvement, workforce development, or knowledge management.

The differentiation between the Ph.D. and Ed.D. programs of study is evident through formal course work in the major, minor, statistics and research, and tool subject areas. Specific statistical analysis methodology and data collection processes are not a means of differentiating between a Ph.D. or Ed.D. dissertation. The research methodology to be employed in a research effort depends upon the nature of the problem and situational constraints. One kind of methodology is no better than another if used appropriately and correctly. Both Ph.D. and Ed.D. students should conduct research that meets both of these criteria.

In evaluating the dissertation proposal, the “purpose of study”, “hypotheses or research questions”, “literature review”, and “methodology” sections of both the Ph.D. and Ed.D. research proposal should be examined by the student, committee Chair, and committee utilizing the above philosophical guidelines of rigor, originality, and contribution to the fields of career and technology education or training and development. In addition, at the dissertation defense, the “findings” and “recommendations/discussion” sections of the completed dissertation should encompass the above philosophical guidelines of rigor, originality, and contribution to the fields of performance improvement, workforce development, or knowledge management.