Why do proposals go through many organs in the first place
1
Why do proposals go through many organs in the first place? According to Walden, the proposals get checked because the students represent the school. In short, their researches tell more about the institution. Student proposal go through three authorities before they get approval; from Walden editor, to the CAO, and lastly the URR. The main goal of the above rules is ensuring that the students comply with the 6th edition of APA, study rubric, and abstract formation. Critically speaking, the above rules are very significant in any institution (Chilisa, 2012). Students must come up with researches that are very solid and reliable. The research is based on proposals as proposal give an outline of how the research gets conducted. Poorly drafted proposal leads to questionable research results. The above three organs are very essential. However, that the chair and second committee cannot point every mistake is worrying. Since the proposals show the school’s level of education, such documents should have no mistakes whatsoever after their reviews. The above organs should show every mistake because students usually forward proposals when they feel they have done their best. This means that they cannot show mistakes beyond that extent (Kuiper, 2009).
#2
Why should students make highest quality with APA and University requirements? Most universities force students into adhering to their policies. The policies are sometimes good and in tandem with international standards. However, change is inevitable. Old technologies pave way for new ones. It is important for students to make highest level of performance, but only to the extent that their effort can manage. Forcing students to meet stands that are out of their means is not fair. This has led to many problems and frustrations among students, and even lecturers in schools or universities. Universities must look for ways of dialoging with students and other stakeholders so that student requirements do not look as impediments, but enhancers of learning. If some students and staff feel that a particular task satisfies them, then the institution must look for a way to integrate it. Withholding students in a section with the aim of making them make the highest level is not the best. Institutions should promote them based on their best ability.
#3
Is a solid foundation of a research necessary? Foundation is the basis of any piece of writing, building, and much more. Giving solid impetus to a research will yield very good findings. The research question should have focus and relate well with methods of data collection and analysis. This will make the research meaningful impeccable. Therefore, institutions should check research methods and questions accordingly (Vithal & Jansen, 1997).
#4
Is refereed checklist and rubric following necessary? Universities do collect articles from students and scrutinize them to make sure they follow certain rules. It is good but at the same time bad. Sections written by students must be formatted in the standard offered universally. This makes their researches usable in any parts of the world. Checking for refereed checklist is however not the best practice. Not all researches from students are from particular sources. Some research is based personal experience and practice. The fact that students must give sources for their work done makes them less inventive. Students should have autonomy in writing (Nigh, Toyne, & Conference, 1999).
#5
Is reviewing two sections of the research proposals important? The process of taking a close look into research proposal is in Walden is meticulous. Checking whether general details get followed is important. Moreover, checking entire sections bit by bit is the best practice because it ensures that student proposals are well presented and with sound information. Institutions should borrow a leaf from Walden so as to enhance their student research.
#6
Should students meet 85% on peer-reviewed articles for approval? This is not necessary because students have different capabilities. Students get encouragement on writing good proposals from writing centers, library, and student support groups, which is fine. 70% mark is the better than 85% in that it encourages learning. 85% is too high and give students a headache. Many students waste much time in one section of learning because they cannot get this rate (Connaway & Powell, 2010).
References
Nigh, D., Toyne, B., & Conference. University of South Carolina. (1999). Institutions and the dissemination of knowledge. Columbia, SC: Univ. of South Carolina Press.
Connaway, L. S., & Powell, R. R. (2010). Basic research methods for librarians. Santa Barbara, Calif: Libraries Unlimited.
Chilisa, B. (2012). Indigenous research methodologies. Thousand Oaks, Calif: SAGE Publications.
Ogden, T. E., & Goldberg, I. A. (2002). Research proposals: A guide to success. San Diego, Calif: Academic Press.
Kuiper, S. (2009). Contemporary business report writing. Australia: South-Western Cengage Learning.
Vithal, R., & Jansen, J. (1997). Designing your first research proposal: A manual for researchers in education and the social sciences. Kenwyn: Juta.
