Writing a Dissertations Chapter 4 and 5

Teaching Students How to Write a Chapter Four and Five of a Dissertation

By Dr. i!"er#y B#u!
$With input fro! gathered "y Dr. %ari#yn Si!on &
Drs. 'aghu orrapati( Dr. )i! *oes( Dr. Fran+ %ore##i( Dr. Caro#yn Sa#erno( and Dr.
'ita ,dwards - than+ you./
Copyrighted 0112
The process of getting a dissertation proposa# approved is often so stressfu# and
ti!e&consu!ing that the student has a hard ti!e refocusing on the ne3t step of writing
chapter four and five of the dissertation. 4n so!e cases( overwhe#!ed students do not
understand how difficu#t gathering data can "e( despite e3tensive notes "y the student in
year three residency where chapter four and five instruction is given. When the rea#ity of
ana#y5ing data and presenting findings in chapter four and five occurs( students can "e
#ost. 6 good dissertation !entor wi## he#p #earners re&esta"#ish an acade!ic passion when
gathering( ana#y5ing( and presenting data in chapter five. 6 good dissertation !entor wi##
he#p #earners show acade!ic passion for i!p#ications and practices of resu#ts in chapter
five.
The purpose of this artic#e is to share a genera# out#ine of how to teach students to
write chapter four and five of a dissertation. Students wi## find this out#ine he#pfu# when
"eginning the process of writing chapter four and five of a dissertation after gathering
data. Dissertation !entors can share this out#ine with students as a genera# guide. 6
discussion on Chapter four and five tips and out#ines of sections fo##ows. 6 7ua#itative
!ethod out#ine is inc#uded with infor!ation on a 7uantitative out#ine for chapter four and
five.
8
Writing a Dissertations Chapter 4 and 5
Definition of Chapter Four and Five
Chapter four of a dissertation presents the findings fro! the data gathered "y the
researcher. The nature of the design deter!ines the presentation of the data. For e3a!p#e(
one students 9purpose of this 7uantitative corre#ationa# study was to deter!ine the
re#ationship "etween superintendent tenure and acade!ic achieve!ent scores: $Segori(
0112( p. ;</. 4n this e3a!p#e( the student wou#d organi5e resu#ts "y the significance of
each hypothesis= present first any hypothesis that c#ear#y showed a significant and high
degree of corre#ation in chapter four.
Section tit#es organi5e the data in a #ogica# !anner. Findings are presented in
detai#( in sufficient !anner $Si!on( 0112/( and descri"e the syste!atic app#ication of the
!ethodo#ogy $Si!on/. >iterature reviews for si!i#arity are not part of chapter four and
are genera##y part of chapter five $Creswe##( 0114/.
Chapter five of a dissertation is often the hardest dissertation chapter for students
to write( "ut if the #earner is e3cited a"out the findings presented in chapter four( a c#ear
acade!ic passion is apparent in chapter five. Chapter five su!!ari5es presented in
chapter four( "ut with a caveat - who and why wou#d #eaders care a"out the resu#ts? For
e3a!p#e( one student is researching if interventions ena"#e nurses to pass the certification
the first ti!e to increase the nu!"ers of nurses avai#a"#e $Car#( 0112/. There is a #arge
shortage of nurses and !any nursing students do not pass the certification on the first or
second ti!e= the nu!"er of nurses certified #i!its any nationa# disaster where a #arge
nu!"er of nurses is needed $The @ennsy#vania Wor+force 4nvest!ent Board( 0115/.. The
#eaders who care a"out the resu#ts of this study are the nations #eaders( hea#th #eaders
who operate with a shortage of nurses( and sic+ or affected "y catastrophic e!ergencies
0
Writing a Dissertations Chapter 4 and 5
who wi## suffer when not enough nurses are avai#a"#e to he#p during e3tre!e ti!es of
nationa# need $Aeene!a( 011<= Wor#d Hea#th Brgani5ation( 0112= Center for Disease
Contro#( 0112"/.
Chapter five shou#d report findings in chapter four reporting a +now#edge not
reported "y any other #iterature. Why do educationa# #eaders care? 'eport the i!portance(
!eaning( and significance with passion in chapter 4 $Si!on( 0112/.
4n genera#( chapter five shou#d have the sa!e section tit#es as presented in chapter
four to ensure that the f#ow of chapter five !atches what tit#es in chapter four. 6 co!!on
student !ista+e is to present an ana#ysis in chapter five that has nothing to do with what
infor!ation in chapter four so using the sa!e section tit#es +eeps the student on trac+.
The !entor shou#d re!ind the student that the reader needs to see a c#ear connection=
there shou#d "e a connecting thread "etween a## chapters. The student shou#d re!ind the
reader of the purpose of the study in chapter four and five as part of the introduction to
each chapter $Creswe##( 0114/. The re!aining sections of chapter four depend on the
!ethodo#ogy e!p#oyed and is divided "y 7ua#itative and 7uantitative designs in the
fo##owing parts of this artic#e.
Chapter Four - Cua#itative Aersion
Chapter four in 7ua#itative studies "y the nature of the design is typica##y #onger
than a 7uantitative chapter four where descriptions are the resu#ts of statistica# tests in
nu!erica# for!at. 4n genera#( the #ength of a 7ua#itative chapter four is 05&<5 pages
$Si!on( 0112/( depending on how !any the!es chapter four discovered.
Fo##owing the introductory paragraph where the researcher re!inds the reader of
the purpose state!ent. Si!on $0112/ reco!!ends that the researcher inc#ude a section on
<
Writing a Dissertations Chapter 4 and 5
the data de!ographics e3p#aining the age( gender( or re#evant re#ated infor!ation on the
popu#ation. The researcher narrates a su!!ary of the de!ographics of the sa!p#e( and if
the ta"#e is concise( presents de!ographics in a ta"#e for!at after the narration.
Btherwise( the ta"#e is inc#uded as an 6ppendi3 and referred to in the narrative of chapter
four $6!erican @sycho#ogica# 6ssociation( 0118/.
Qualitative Chapter Four Findings
The ne3t section in chapter four shou#d re#ate to the findings in the data. There is
no sing#e way to present the findings of a dissertation "ecause the presentation depends
on the design( "ut in genera#( a 7ua#itative study typica##y ana#y5es 7ua#itative data for
patterns or the!es( and is presented "ased on the !aDor the!es found in the data.
Co!!on !ethods to present the!es are "ased on the unit of ana#ysis. For e3a!p#e( a unit
of 7ua#itative !easure!ent cou#d "e #eadership traits and organi5ed into !aDor patterns
$Ein( 0114/. 4f the design is historica#( organi5e the findings "y ti!e $Creswe##( 0114/. 4f
the design is a sing#e&case study( the unit of presentation is the entire case "eing studied
$Ein( 8FF</.
Chapter four shou#d not inc#ude a co!parison of findings with previous #iterature
studies that is part of chapter five. Chapter four should present the findings.
Employ Section Titles for Themes and Sub-Themes.
'egard#ess of the !ethod of organi5ing the findings( use section tit#es to guide the
reader. Bne e3a!p#e is to group the data "y !aDor the!es found in the data itse#f( with
each section tit#e a theme of significance in the responses. Significance in the responses
!eans that a !aDor count or percentage of the nu!"er of the popu#ation participating in
the research study gave the sa!e or very c#ose responses. For instance( if the researcher
4
Writing a Dissertations Chapter 4 and 5
interviewed 05 C,B wo!en on how they "ro+e through the g#ass cei#ing to o"tain top
#eadership positions co!!on#y he#d "y !en( and 04 out of 05 wo!en reported one
!ethod was to networ+ on a dai#y "asis( these si!i#ar responses wou#d "e a !aDor the!e.
4n contrast( if on#y seven out of 05 wo!en responded in a si!i#ar !anner( this #ower
percentage wou#d not "e defined as a significant the!. The researcher wou#d report the
the!e in chapter four with this section tit#eG Theme One: aily !et"or#ing under the
findings genera# heading.
Hnder each the!e( if su"&the!es are noted( group su"&the!es "y the ne3t #eve# of
section tit#e headings fo##owing 6@6 for!atting ru#es. For e3a!p#e( if under Theme One:
aily !et"or#ing( a su"&the!e of 82 out of 01 wo!en said that acco!p#ishing dai#y
networ+ing !eant pic+ing up the phone( these responses wou#d "e a su"&the!e. 6nother
su"&the!e cou#d "e networ+ing "y wa#+ing around the office( and with e3a!p#es of what
the wo!en did whi#e wa#+ing around the office presented. @resent e3a!p#es of what the
wo!en said on the phone after descri"ing the su"&the!e in chapter four.
$dd Outliers.
6n outlier is a response that one or a fe" of the respondents in the research study
stated $Sprou##( 0114/. For e3a!p#e( if 0 out of 05 wo!en responded that they did
nothing different fro! their !ai# counterparts to "rea+ the C,B g#ass&cei#ing this shou#d
"e reported as an out#ier with e3a!p#es of e3act#y what the wo!en said to "ac+ up the
response.
But#iers can "e an indication of a significant the!e the researcher often has a hard
ti!e noticing "ut the dissertation !entor can he#p the researcher "eco!e aware that the
opposite response of the ma%ority of the responses can be significant $Ein( 8FF</. For
5
Writing a Dissertations Chapter 4 and 5
e3a!p#e( if four out of 01 participants in a research study a"out how !any participants in
the FB4 said they used FB4 provided co!puters to catch cri!ina#s this resu#ts wou#d not
"e a significant the!e. However( the same response !eans that 82 out of the 01
participants are not using a govern!ent issued co!puter despite to catch cri!ina#s.
'eport these resu#ts as a !aDor pattern and not an out#iner.
Shou#d a## out#iers "e inc#uded in chapter four? The answer depends on the design
and the nu!"er of out#iers inc#uded outnu!"ers the patterns( then the researcher shou#d
choose the !ost significance out#iers that re#ate to the pro"#e! state!ent and purpose.
Summari&e Themes' $dd E(amples and Tables) Code !ames.
Hnder each the!e and su"&the!e( the researcher descri"es the pattern and adds
counts or percentages in a narrative for!at $Creswe##( 0114/. 6fter the pattern is
e3p#ained( "eing carefu# to code the participants na!es such as '8 $respondent one/( or
W8 $wo!en one/( e3a!p#es of so!e of the responses is typica##y inc#uded after the
pattern su!!ary. 4f the counts are not e3tensive for a ta"#e that is short enough to inc#ude
in chapter four( the researcher !ay inc#ude a ta"#e. 4f the ta"#e is #ong( a "etter practice is
to !ention the ta"#e in the narrative $i.e.( see 6ppendi3 6/ "ut p#ace the ta"#e in an
6ppendi3 $6!erican @sycho#ogica# 6ssociation( 0118/.
$dd the Summary and Conclusion
Su!!ari5e the !aDor patterns found in a su!!ary. Io new infor!ation or
ana#ysis shou#d "e inc#uded= the goa# of the su!!ary is to su! up for the reader in one to
two paragraphs of the resu#ts of the research study findings $Creswe##( 0114/. 6dd a
conc#usion that !a+es the transition of chapter four to chapter five topics.
2
Writing a Dissertations Chapter 4 and 5
Chapter Four - Cuantitative Aersion
Chapter four of a 7uantitative design is typica##y shorter than a 7ua#itative design(
averaging 85&05 pages in #ength "ecause the findings are resu#ts of statistica# tests instead
of #engthy narratives. Fo##owing the introductory paragraph where the researcher re!inds
the reader of the purpose state!ent( the purpose of chapter four presents the findings.
Si!on $0112/ reco!!ends that the researcher inc#ude a section on the data de!ographics
such as e3p#aining the age( gender( or re#evant re#ated infor!ation on the popu#ation.
Iarrative a su!!ary of the de!ographics and if the ta"#e is concise( present in a ta"#e
for!at after the narration( otherwise the ta"#e is inc#uded as an 6ppendi3 $i.e.( 6ppendi3
6/and referred to in the "ody of the narrative chapter four $6!erican @sycho#ogica#
6ssociation( 0118/.
Quantitative Chapter Four Findings
escribe Tests and ata Collection *ethods.
Cuantitative designs present findings of statistica# tests in chapter four. 6
discussion of what type of tests were chosen and why is presented first to re!ind the
reader. Descri"e the data co##ection instru!ent a#ong with any archiva# data"ases
consu#ted. The process of how the researcher co##ected the data !ust !atch what was
presented as what the researcher was going to e!p#oy in Chapter ones Iature of the
Study section( and Chapter threes !ethodo#ogy. 6 co!!on student error is that what
was done in chapter four does not !atch what the student said was going to "e done in
the Iature of the Study and Chapter three= this can "e a !aDor reason why the Dean wi##
not sign the fina# dissertation.
;
Writing a Dissertations Chapter 4 and 5
iscuss +o" ,ariable *easurement or Control -roup ifferences.
Depending on the design( the ne3t section of a 7uantitative dissertation discusses
!easure!ent of varia"#es that tested hypotheses $Sprou##( 0114/. 4f the design was a
7uasi&e3peri!ent with a contro# group( and an e3peri!enta# group that was given a
treatment( present the differences in the characteristics of the groups. The inc#usion of
covariates increases statistica# power "ecause covariates accounts for so!e of the
varia"i#ity that !ight e3ist "etween groups.
Aa#idity and re#ia"i#ity indices are usua##y esta"#ished with a test&retest re#ia"i#ity
and a. Cron"achs a#pha coefficients of .;11 or higher $Si!on( 0112/. 4f the researcher
uses an esta"#ished instru!ent then instru!ent testing is not necessary $Sprou##( 0114/.
escribe any .ilot Study and any *issing ata.
4f the researcher deve#oped a survey( a co!!on !ethod for testing the va#idity
and accuracy of the survey is a pi#ot study using the survey with a su"&set of the
participants $Sprou##( 0114/. 4f the research study e!p#oyed a pi#ot study( descri"e the
resu#ts and any su"se7uent survey !odification "efore i!p#e!enting the survey to the
rest of the participants.
4f any !issing data cou#d not "e co##ected that was out#ined in chapter three(
inc#ude reasons why $Creswe##( 0114/. For e3a!p#e( one student pro!ised in chapter
three that the data co##ection was interviewing 05 FB4 agents. ,3tre!e pro"#e!s gaining
trust and confidence( even with retired FB4 agents( !ade it i!possi"#e to interview 05
agents and after !any !onths( the researcher o"tained interviews fro! 01 agents !eeting
J
Writing a Dissertations Chapter 4 and 5
the !ini!u! HB@h3 re7uire!ent for a case study. !ote: This section should be included
in /ualitative designs if applicable.
.resent the ata in Section titles 0elated to the +ypothesis
@resent the resu#t of each test in statistica# for!at and with ta"#es and charts in a
visua# !anner using section tit#es re#ated to each hypothesis $Si!on( 0112/. Co#ors are
not inc#uded= 6@6 re7uires "#ac+ and white te3t( figures( and ta"#es so +eep this in !ind
when creating ta"#es and charts to show the resu#ts of tests $6!erican @sycho#ogica#
6ssociation( 0118/. Create section tit#es reporting on the resu#t of each hypothesis instead
of on the findings of patterns $7ua#itative/.
For inferentia# statistics( report the test va#ue and p&va#ue. Si!on $0112/ posits
that if the nu## hypothesis is not reDected( this does not #ead to the conc#usion that no
association or differences e3ist( "ut instead that the ana#ysis did not detect any association
or difference "etween the varia"#es or groups. Fai#ing to reDect the nu## hypothesis is
co!para"#e to a finding of not gui#ty in a tria# $Si!on/. 6ccording to Si!on 9the
defendant is not dec#ared innocent ( instead is not enough evidence to "e convincing
"eyond a reasona"#e dou"t so in the case of the Dudicia# syste!( the defendant is set free:
$s#ide 0</.
6ssure the reader proper i!p#e!entation of data co##ection procedures
instru!ents and procedures were acco!p#ished. Descri"e the assu!ptions of each test
and indicate how the researcher !et each assu!ption $Creswe##( 0114/.
Te## the reader the resu#ts of testing of the each hypothesis. Be#ow is a ta"#e to that
is a guide for interpreting the resu#ts of hypothesis. Do not !a+e the reader guess the
resu#ts of the hypothesis.
F
Writing a Dissertations Chapter 4 and 5
Ta"#e 8
1nterpreting 0esults of +ypothesis
P-
value
Interpretation
P<
0.01
Very strong evidence against H0
P <
0.05
Moderate evidence against H0
P <
0.10
Suggestive evidence against H0
P >
0.10
Little or no real evidence against
H0
IoteG Shared with per!ission $Si!on( 0112/.
%easures o"tained for each varia"#e are reported c#ear#y( fo##owing standard
procedures. 6dDust!ents or revisions to the use of standardi5ed research
instru!ents are Dustified( and any effects on the interpretation of findings are
c#ear#y descri"ed. Data ana#ysis $presentation( interpretation( e3p#anation/ is
consistent with the research 7uestions or hypotheses( and under#ying theoretica#
and conceptua# fra!ewor+ of the study $Si!on( 0112( s#ide 0</.
State!ents !ust "e inc#uding that support or fai# to support each hypothesis.
Chec+ for statistica# errors and state how the researcher chec+ed for errors.
Outliers
81
Writing a Dissertations Chapter 4 and 5
4nc#ude any data that were outside the nor! resu#ting fro! testing $Sprou##( 0114/.
Show how the data did not fit into the curve $Creswe##( 0114/.
iscuss ,alidity and 0eliability
6dd a section after presenting the resu#ts of the tests that discusses how the
research hand#ed issues with va#idity and re#ia"i#ity.
$dd the Summary and Conclusion
Su!!ari5e the resu#ts of the tests for the reader in their order of significance. Io
new infor!ation or ana#ysis shou#d "e inc#uded= the goa# of the su!!ary is to su!!ari5e
the findings for the reader in one to two paragraphs. 6dd a conc#usion that !a+es the
transition of chapter four to the topics in chapter five.
Chapter Five - Cua#itative and Cuantitative Designs
Chapter five of a dissertation is often the hardest dissertation chapter for students
to write( "ut if the #earner is e3cited a"out the findings presented in chapter four( a c#ear
acade!ic passion in chapter five. Chapter five su!!ari5es presented in chapter four( "ut
with a caveat - who cares? Chapter five shou#d report findings in chapter four reporting a
+now#edge not reported "y any other #iterature. Why do #eaders care? Who are the resu#ts
going to he#p? What can "e done with the infor!ation found in the resu#ts? 'eport the
i!portance( !eaning( and significance with passion in chapter 4 $Si!on( 0112/.
1ntroduction
Start chapter five with an introductory $no section tit#e is used/ paragraph. The
student shou#d re!ind the reader of the purpose of the study in chapter five as part of the
88
Writing a Dissertations Chapter 4 and 5
introduction paragraph( inc#ude the research 7uestions( and re!ind the reader of why the
research study was co!p#eted.
Findings and 1nterpretations
The intent of chapter five is to present the findings( i!p#ications( and
reco!!endations for su"se7uent #eadership i!p#e!entation and actions( and to suggest
studies for future research "ased on the resu#t of the research study $Creswe##( 0114/. 4n
genera#( chapter five shou#d have the sa!e su"&section tit#es presented in chapter four to
ensure that the f#ow of chapter five !atches chapter four in the findings and
interpretations section. 6 co!!on student !ista+e is to present an ana#ysis in chapter five
that has nothing to do with chapter fours presentation so using the sa!e section tit#es
+eeps the student on trac+.
Qualitative esigns.
4f the research study is 7ua#itative( the conc#usions fo##ow the sa!e !aDor the!e
section tit#es as in chapter four( su!!ari5ing each the!e for the reader to re!ind the
reader of the !aDor patterns. 6n e3a!p#e of a su"&section under findings and
interpretations wou#d "e $as stated e3act#y in chapter four/ for a 7ua#itative design isG
Findings and 4nterpretations
Theme One: 2omen 0eport .referring Collaborative 3eadership
Co!pare each the!e to #iterature findings with sources for si!i#arities and
differences starting with the !ost significant the!e not found in previous studies and
discuss the the!es i!portance of app#ication to #eadership. %eanings of any gaps or
si!i#arities to #iterature is critica##y ana#y5ed and discussed for every the!e - what does
80
Writing a Dissertations Chapter 4 and 5
the findings !ean to #eaders( and why wou#d society care a"out the resu#ts? B#oo!s
$8F52/ highest #eve# of ta3ono!y - eva#uation - shou#d "e evident when reading the
!eanings e3p#ained "y the researcher for significant findings. 6 su!!ary of the !aDor
findings conc#udes the findings and interpretations section with a transitiona# paragraph
introducing the reco!!endations section.
Quantitative esigns.
4f the research study is 7uantitative( the research 7uestions or hypothesis testing
out#ines findings and interpretations. Brgani5e the hypothesis "y the #eve# of i!portance
in the study $Sprou##( 0114/.
For every hypothesis( there is a su"&section tit#e e3p#aining the resu#ts( !a+ing it
c#ear to the reader that findings do not support or are supported the hypothesis. 6
co!!on !ista+e is to !a+e the reader guess a"out the resu#ts of the hypothesis testing "y
ana#y5ing data in chapter four. Descri"e the resu#ts of testing in a concise and c#ear
!anner to the reader in chapter five "y stating if resu#ts supports or fai#s to support each
hypothesis $Sprou##( 0114/.
Discuss how evidence of #ac+ of statistica# errors was found( and predict the
resu#ts of each hypothesis resu#ts to the genera# popu#ation and with what #eve# of error. 4f
a c#ear picture did not e!erge( discuss how the hypothesis cou#d have "een poor#y
phrased( and how the #i!itations cou#d have affected the resu#ts !ore than origina##y
indicated $Si!on( 0112/. Findings shou#d address o"served consistencies and
inconsistencies and discuss possi"#e a#ternate interpretations for each hypothesis $Si!on/.
6 su!!ary of the !aDor findings conc#udes the findings and interpretations section with
a transitiona# paragraph introducing the reco!!endations section.
8<
Writing a Dissertations Chapter 4 and 5
'eco!!endations
'eco!!endations shou#d fo##ow the sa!e #ogica# f#ow as the findings and
interpretations= presenting each around the !aDor the!e or resu#ts of testing in the sa!e
order $Creswe##( 0114/. 'eco!!endations are suggestions for actions( how #eaders can
app#y the resu#ts of the study( for who!( when( and where. 'eco!!endations state "ho
needs to pay attention to the research resu#ts( and how the resu#ts !ight "e disse!inated
$Si!on( 0112/. 'e#ate each reco!!endation "ac+ to the pro"#e!. 4nc#ude a narrative of
topics that need c#oser e3a!ination to generate a new round of 7uestions. Be sure to
!a+e specific reco!!endations for #eaders in the fie#d and po#icy !a+ers.
0esearcher 0eflections
Being carefu# to e!p#oy third person( ref#ect on researchers "ias( assu!ptions(
e3periences( education( and preconceived ideas "efore the study was co!p#eted. 'eport
on how the researcher changed "ecause of the study. 'eport on any surprises $Si!on(
0112/.
Suggestions for Further 'esearch
Suggest areas that the resu#ts of the study i!p#y wou#d "e usefu# for future
research "y other researchers $Creswe##( 0114/. Iew doctora# students gain insight on
ideas possi"#e dissertation topics "y reading the suggestions for further research sections
of dissertations( so consider the suggestions for further research section a #egacy for
future researchers. 'ef#ect how the study e3pansion or i!p#e!entation with different
popu#ations. Suggest possi"#e different designs. Do not forget to !ention any researcher
surprises in the resu#ts.
84
Writing a Dissertations Chapter 4 and 5
Su!!ary and Conc#usion
Su!!ari5e chapter four( !a+ing sure the su!!ary does not have new data or
ana#ysis. 6n e3a!p#e of a su!!ary and conc#usion of chapter five isG
This 7ua#itative sing#e case study e3p#ored the factors that #ead to ur"an high
schoo# graduates career decisions. The theoretica# fra!ewor+ proposed that
career deve#op!ent was #in+ed to ones socia#( e!otiona#( and inte##ectua#
deve#op!ent over five stages in their #ife span. The #iterature i!p#ied that e3terna#
situations inf#uenced career choices. 6ccording to the <1 participants interviewed
in this study( "oth sets of inf#uences are deter!inants that guide career decisions.
Whi#e the!es varied as to individua# va#ues( the under#ying conc#usion of the
interview data in this research study is that career choices are !ade "ased on
career 7ua#ifications( +now#edge regarding careers( and( accessi"i#ity and
avai#a"i#ity to careers. >eadership visi"i#ity and #eadership !entors at every
career #eve# and in the co!!unity( is needed to inspire and attract new #eaders.
Chapter 5 conc#udes this research study. The findings produced si3 the!es
that revea#ed career choice inf#uences= a/ schoo# personne#( "/ acade!ic
preparedness( c/ fa!i#y inf#uences( d/ econo!ic inf#uence( e/ se#f&concept( and f/
insufficient #eadership training. 'eco!!endations invite a## co!!unity
sta+eho#ders to participate in the career deve#op!ent of ur"an young adu#ts and
further suggest additiona# research to "e conducted on #eadership in ur"an
co!!unities $Hi##( 0112( p. 804/.
6s the dissertation !entor( if chapter five is read and the !entor finds #ac+ing a
genera# #ac+ of passion( resu#ts are not c#ear#y written to answer the 7uestion - who cares
85
Writing a Dissertations Chapter 4 and 5
- the !entee shou#d re&write chapter five. 'eaders shou#d notice when reading that
researcher was e3cited a"out the findings( and the researcher presents a c#ear eva#uation
of the significance of findings in re#ation to current #iterature( #eaders( and society.
Su!!ary
Sharing an out#ine of chapter four and five genera# sections ena"#es dissertation
on#ine !entors teach how to write chapter four and five to dissertation students.
*athering and ana#y5ing data shou#d "e fun= the students passion c#ear#y present in the
#ast two chapters of the dissertation. By presenting a genera# guide#ine of how to write
chapter four and five( the dissertation !entor can reduce so!e of the fear and stress and
increase the student acade!ic passion at the doctora# #eve#.
82
Writing a Dissertations Chapter 4 and 5
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Writing a Dissertations Chapter 4 and 5
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