Choosing a Research TopicThroughout the next six weeks, you will plan and propose a qualitative...

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Choosing a Research TopicThroughout the next six weeks, you will plan and propose a qualitative research design of your choice, which may (or may not) involve an area of interest for your doctoral dissertation. You will select a research topic, generate researchable questions, review relevant literature, describe participant selection procedures, identify data collection methods, address potential ethical problems, and describe limitations of your research proposal.This assignment is the first step toward completing your Final Research Proposal in Week 6. Every research project begins with a well-understood topic.After thinking about a topic area you are interested in researching, conduct a preliminary literature search on that topic using ProQuest, EBSCOhost, or another library search engine. ProQuest has a database called “Dissertations & Theses” that will be especially useful for finding dissertations that have been written on your topic.Find the results of at least five studies (including at least two dissertations) related to your topic. Create a table that lists key aspects of those studies, including: author, date, methodology, methods used, and key findings. You may want to include the full APA formatted reference entry in your table, or you may put your full reference list in a page following the table. See sample table below for the topic of “student-faculty conflict.Turn in the following to this assignment by Day 7:	A few paragraphs describing what your topic area is. Tell why this topic is important to you.	Your table of at least five studies, listing authors, date, methodology (fieldwork approach), methods used, and key findings.	An APA formatted reference list of the studies in the compiled table.Keep adding to your table throughout this course as you will need to use it to write a literature review on your topic in Week 6.Sample Literature Review Table[Example Topic: Student-Faculty Conflict]List all the related studies and how they were conducted, and the key findings:															Author(s)																			Date																			Fieldwork Approach																			Description of method																			Findings																		Chory-Assad & Paulsel										2004										Quantitative										Surveyed 154 undergraduates in communication courses at mid-Atlantic university. Participation was voluntary and took place during class time.										College students’ perceptions of procedural justice in a course predicted the likelihood of indirectly aggressing against and expressing hostility towards an instructor.														Dunn & Gokee										2002										Quantitative & Qualitative										Surveyed 122 undergraduates in psychology classes at a large university in the Southeast. Used a Faculty-Student Questionnaire to gain insight on conflicts with 8 open ended questions asking for specific instances of faculty-student conflict.										Surveys showed that professors may prevent the majority of classroom conflicts by implementing strategies that enhance students’ ideas of “fairness”, such as carefully explaining policies early in a course to prevent misunderstanding later.														Limberg										2007										Qualitative										Office hour appointments at two German universities were video-recorded and then written into transcripts. Further examination of the transcript followed.										The significance of office hours in academics needs to be rethought since time spent during these hours are often not used to discuss a student academic career. A learner-centered atmosphere has to be created that helps them become socialized in the academic community.														Titsworth										2004										Quantitative & Qualitative										Observation and Surveying of 104 undergraduate students who agreed to be placed into a mock classroom where new forms of teaching were demonstrated in attempt to assist in student note taking.										Students recorded more details and points of a lecture when listen to lectures with lower levels of immediacy. The number of details and points recorded in notes were strongly related to a student’s outcome.														Banfield, Richmond & McCroskey										2006										Quantitative										Surveying of 288 undergraduate students including an Affect Toward Teacher Scale and a Source Credibility Scale after being placed in one of four experimental learning conditions.										Negative teacher behaviors do impact the student’s affect for the teacher; they impacted each person in different degrees. These misbehaviors had the backlash of students no long wanting to take that teacher’s classes in the future.														Miller & Harris										2005										Qualitative										Study examined semester long observation, three focus groups of white students from the class, and student documents.										Although students in the class made up a total of six ethnicities, over the semester there were only three distinct groups: Black, White, and Jewish students. Three themes of student communication emerged about whiteness: white privilege, how to live anti-racist lives, and how to talk about race.														Henze										2001										Qualitative & Quantitative										Data collection included interviews with role groups, observation of classes, questionnaires, plus documents and records from 21 schools across the United States.										Outcomes varied in the 21 schools, however, Henze focused on Cornell, who has made efforts to improve ethnic relations, and through use of multiple programs improving these relations with its students.														Glascock & Ruggiero										2006										Quantitative										Surveying of 486 students at a public university, including questionnaires based on instructors behavior in the class they had most recently attended.										Multiple variables came into play on perceptions of ethnic teachers, with Caucasian instructors rated higher than Hispanic Instructors. Nonverbal immediacy made up a larger difference in student perceptions on teacher credibility.

Abhishek · Accepted Answer

Running Head: LITERATURE REVIEW TABLE						1
LITERATURE REVIEW TABLE								3
LITERATURE REVIEW TABLE
MARCUS MCCALL
THE UNIVERSITY OF ARIZONA GLOBAL CAMPUS
ORG 8619 CURRENT & GLOBAL ISSUES IN INDUSTRIAL & ORGANIZATIONAL PSYCHOLOGY
Table of Contents
Chosen Research Topic with Rationale	3
Researchable Question	3
Literature Review Table	3
Author and date	3
Fieldwork Approach	3
Methodology	3
Findings	3
Research Methodology	9
Potential Ethical Problems	9
Limitations	9
References	10
Chosen Research Topic with Rationale
Leadership style plays a crucial role in the determination of employee performance. There are various leadership styles, which have proven to be efficient in motivating the employee in a way, which enhances their performance. This, in turn, generated greater acknowledgment.
Hence, the job satisfaction is increased, as an outcome of which the job retention of employees is extended in any organization across various sectors. The topic of this study is to identify the relationship between various leadership styles and employee performance and employee turnover. 
Researchable Question
How are various leadership styles associated with greater employee performance and job retention? 
Literature Review Table
	Author and date
	Fieldwork Approach
	Methodology
	Findings
	Gathungu, Bravo and Namusonge (2015)
	Qualitative
	For this purpose of the study, the researcher has taken the historical model of qualitative approach where arduous theories regarding leadership have been identified. Among all these theories, the transformational and transactional leadership approach has been related with the organizational performance of the employees to find out, which one is more effective in the real-life experiences based on the past literature reviews. 
	The findings of this research have suggested that the transformational leadership approach directly has an impact on the performance in an organization through virtue, helping others, courtesy and altruism. Effective organizational performance is boosted through a transformational leadership approach, which is why that is a great practice in many organizations. The profound contribution of leadership styles towards the outcomes of the employees is very evident from this study. 
	Ausar, Kang and Kim (2016)
	Quantitative
	The participants of this research have been chosen directly. Therefore, primary data has been collected and the approach, which has been used, is ranking. Students, who were working as employees, were chosen for data collection purpose. 
	The findings of this study have suggested that authentic leadership is directly related to the organizational commitment of people and therefore, the turnover of employees is reduced because of the fact that they get enthusiastic. 
	Smith,

Choosing a Research Topic Throughout the next six weeks, you will plan and propose a qualitative research design of your choice, which may (or may not) involve an area of interest for your doctoral...

Choosing a Research Topic

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Author(s)	Date	Fieldwork Approach	Description of method	Findings
Chory-Assad & Paulsel	2004	Quantitative	Surveyed 154 undergraduates in communication courses at mid-Atlantic university. Participation was voluntary and took place during class time.	College students’ perceptions of procedural justice in a course predicted the likelihood of indirectly aggressing against and expressing hostility towards an instructor.
Dunn & Gokee	2002	Quantitative & Qualitative	Surveyed 122 undergraduates in psychology classes at a large university in the Southeast. Used a Faculty-Student Questionnaire to gain insight on conflicts with 8 open ended questions asking for specific instances of faculty-student conflict.	Surveys showed that professors may prevent the majority of classroom conflicts by implementing strategies that enhance students’ ideas of “fairness”, such as carefully explaining policies early in a course to prevent misunderstanding later.
Limberg	2007	Qualitative	Office hour appointments at two German universities were video-recorded and then written into transcripts. Further examination of the transcript followed.	The significance of office hours in academics needs to be rethought since time spent during these hours are often not used to discuss a student academic career. A learner-centered atmosphere has to be created that helps them become socialized in the academic community.
Titsworth	2004	Quantitative & Qualitative	Observation and Surveying of 104 undergraduate students who agreed to be placed into a mock classroom where new forms of teaching were demonstrated in attempt to assist in student note taking.	Students recorded more details and points of a lecture when listen to lectures with lower levels of immediacy. The number of details and points recorded in notes were strongly related to a student’s outcome.
Banfield, Richmond & McCroskey	2006	Quantitative	Surveying of 288 undergraduate students including an Affect Toward Teacher Scale and a Source Credibility Scale after being placed in one of four experimental learning conditions.	Negative teacher behaviors do impact the student’s affect for the teacher; they impacted each person in different degrees. These misbehaviors had the backlash of students no long wanting to take that teacher’s classes in the future.
Miller & Harris	2005	Qualitative	Study examined semester long observation, three focus groups of white students from the class, and student documents.	Although students in the class made up a total of six ethnicities, over the semester there were only three distinct groups: Black, White, and Jewish students. Three themes of student communication emerged about whiteness: white privilege, how to live anti-racist lives, and how to talk about race.
Henze	2001	Qualitative & Quantitative	Data collection included interviews with role groups, observation of classes, questionnaires, plus documents and records from 21 schools across the United States.	Outcomes varied in the 21 schools, however, Henze focused on Cornell, who has made efforts to improve ethnic relations, and through use of multiple programs improving these relations with its students.
Glascock & Ruggiero	2006	Quantitative	Surveying of 486 students at a public university, including questionnaires based on instructors behavior in the class they had most recently attended.	Multiple variables came into play on perceptions of ethnic teachers, with Caucasian instructors rated higher than Hispanic Instructors. Nonverbal immediacy made up a larger difference in student perceptions on teacher credibility.