In this section, I review three research development competencies and how they relate to each other. They are as follow: 1) Conducting, evaluating, and reporting, 2) Program evaluation proposal, and 3) reporting research.
As an educational professional, I have a solid understanding of the logic and processes of scientific inquiry through conducting research proposals that explain major research methodologies, formulate empirically-driven research problems, select appropriate research designs, conduct basic data collection and analysis and adequately communicate research findings and recommend the findings on workplaces. This sub-section has two research proposals, a research proposal and a research project.
1) Conducting, evaluating, and reporting research
1) The following paper is a quantitative non-experimental and correlational research proposal that will take place in distance learning involving the relationship between feedback and satisfaction at the AU Higher Education Administration PhD program from spring and summer 2009 at Andrews University. The problem was that it appears that online students were not receiving timely feedback from their professors. The purpose of this study was to investigate the relationship that exists between the feedback or interactions and their students that generates satisfaction in distance learning. The target population for this study is a total of 24 PhD students enrolled in the AU Higher Education Administration distance learning program.
2) The following is a research project that addresses the earthquake that occurred in Haiti on January 12, 2010. The purpose of this phenomenological study was to understand the meaning of the lived experiences of the Haitian high school students throughout and after the earthquake that struck Haiti on January 12, 2010. A qualitative approach using a phenomenology model would be employed, with taped telephone interviews used to extract high school students’ perceptions of their experiences. The research questions are the following: 1) What meaning do Haitian High School students ascribe to the impact of their lived experiences of the earthquake that struck Haiti on January 12 2010? 2) What are the lived experiences of the average Haitian high school student? 3) How can they become contributors to rebuild the country?
The following is a review of a research study conducted by Garcia-Zamor (2003) on Workplace spirituality and organizational performance. The study centered on the meaning of spirituality in the workplace and its impact on employee’s commitment to organizations. The problem appeared to be that people were searching for meaning in the workplace. Their need did not seem to matter to some organizations. The findings showed that there is a “direct and meaningful impact on employees’ model of public and organizational and resources consumption.”
2) Program evaluation proposal
The following was a case study proposal conducted on Dominique Savio High School in Port-au-Prince, Haiti. The need for the study was dictated by the damages incurred with the earthquake that physically and academically devastated Haiti's educational system. The country’s education programs include hardly any technical and scientific streams, resulting in a lack of human resources in fields that are critical to the country’s development. The purpose of the case study was to focus on a description and analysis of the Dominique Savio School. This case study addressed accurate issues by employing and triangulating multiple perspectives, methods, and information sources.
3) Dissertation Proposal Development
The following is my dissertation proposal defended in May 2015. International students confront multifaceted challenges in their host country. Most of the studies conducted do not give a voice nor do they explore these students’ coping strategies. This qualitative study aimed to explore the cultural, linguistic, curricular, and financial experiences of 10 international undergraduate students and their coping strategies at Andrews University. The Bronfenbrenner’s (1979) bio-ecological model of human development and the Australian Resilience International Student Education (RISE) theories (Sacre et al., 2010) guided this study to facilitate an interpretative and naturalistic approach, and understandings of the coping phenomenon. The findings implied that the overwhelming majority of the participants confronted various challenges and coped with them because of their resilience through their faith in God, motivation, determination, family ties and assistance, and the community support. This study will impact Andrews University, the higher education system, and globalization. It will increase enrollment, retention, and brain gain rates; internationalize the curriculum; and improve pre and post services to international students. It will help revamp policies and procedures with law providers, educators, administrators, professionals working in the fields of education, psychology, and counseling.
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