This section outlines various characteristics of doctoral programs and the associated research processes and resources that help to distinguish NU's research degrees (PhDs) from NU's applied degrees: DBA, DCJ, DHA*, DMFT*, DNP*, DPA, and EdD*.

The key research design differences between an applied and research degree are scope and significance. Both degree tracks require that the stated research design demonstrate scientific rigor. However, the applied degree will be limited in scope to the specific study context, and the results should be significant to leaders and practitioners in the field. PhD studies must have theoretical implications and make a contribution to the literature and body of knowledge.

*Students in the DHA, DMFT, DNP, and EdD programs will complete an applied doctoral project via the Applied Doctoral Experience (ADE) vs completing a traditional five-chapter dissertation as part of the Doctoral Student Experience (DSE). Please note that while the DBA, DCJ, and DPA are applied degrees, students in these programs will write a five-chapter dissertation as part of the Doctoral Student Experience (DSE).

The current guidelines are that a dissertation or applied doctoral project must:

• Summarize, analyze, and integrate scholarly literature and research relevant to a topic area, focusing on developments in the area in the previous five years, and,
• Present original research in an area related to a student’s program and specialization.

While PhD dissertations demonstrate how the research contributes to theoretical development in an area, applied doctoral projects typically contribute to practice.

As an introduction to the dissertation or applied doctoral project, please watch the videos below:

The Doctoral Mindset: Part 1 - Linking and Alignment

NU Skill Up Series (Producer). (2024, March). The doctoral mindset: Part 1 - Linking and alignment [Video file]. National University.

The Doctoral Mindset: Part 2 - Bringing Focus to the Problem

NU Skill Up Series (Producer). (2024, March). The doctoral mindset: Part 2 - Bringing focus to the problem [Video file]. National University.

The Doctoral Mindset: Part 3 - Navigating Your Journey

NU Skill Up Series (Producer). (2024, March). The doctoral mindset: Part 3 - Navigating your journey [Video file]. National University.

The current Doctoral Student Experience (DSE) standards include the non-negotiable requirement of every dissertation manuscript (PhD or applied doctorate) to include a comprehensive, up-to-date, and critically evaluative review of the professional and scientific, peer-reviewed literature pertaining to its topic. A PhD requires original ideas about a specialized topic, as well as a high degree of methodological/scientific rigor (Nelson, & Coorough, 1994). As is traditional in higher education, a PhD will only be awarded for a piece of work that will make a difference to the theoretical context of the field --- the PhD dissertation is a new contribution to the body of knowledge.

The Applied Doctoral Experience (ADE) pertains to students working on an applied doctoral project. An applied doctoral project requires the practical application of scholarship (Nelson & Coorough,1994; Wergin, 2011). Examples of an applied investigation may include a replication study, a case study, program evaluation, or a special project (such as, for example, the creation of a curriculum, training program, clinical protocol or policy, or educational artifact), followed by an evaluation. An applied doctoral project for a professional degree does not have to be an original contribution to the body of knowledge that impacts theories in the field but typically responds to a practical problem or proposed innovation (Archibald, 2010).

The fundamental differentiation between PhD degree research and professional degree research is that the focus of the PhD is to contribute new knowledge to the field. The focus of professional degree research is to apply theoretical knowledge to the advancement of practice in the field (solve complex problems) (Archibald, 2010; Corley & Giola 2011; Huba, Shubb & Shelley, 2006).

References

Archibald, D. (2010). “Breaking the mold” in the dissertation: Implementing a problem-based, decision-oriented thesis project. The Journal of Continuing Higher Education, 58(2), 99-107. 

Corley, K. G. & Giola, D. (2011). Building theory about theory building: What constitutes a theoretical contribution? Academy of Management Review, 36(1), 12-32. 

Huba, M. Shubb, J. & Shelley, J. (2006). Recasting doctoral education in an outcomes-based framework. In P. Maki & N. Borkowski (Eds.), The assessment of doctoral education: Emerging criteria and new models for improving outcomes (239-272). Sterling VA: Stylus. 

Nelson, J.K., & Coorough, C. (1994). Content analysis of the Ph.D. versus Ed.D. dissertation. The Journal of Experimental Education, 62(2), 158-168.

Wergin, J.F. (2011). Rebooting the Ed.D. Harvard Educational Review, 81(1), 119-140.

Differentiating scholarly contribution of new knowledge between PhD and applied doctorates includes two criteria to determine contribution: originality and utility.

Originality

Originality is measured by assessing whether the knowledge derived in the research has the quality of being either "incremental" (appropriate for professional degrees) or "revelatory" (most sought-after for the PhD). This means that the research adds value in such a way that it either advances our understanding of prevailing theory (incremental) or allows us to see something that we have never seen before (revelatory).

Utility

Utility means the research must generate knowledge that is of either "scientific value" or “practical value.” Scientific value (predominant measure for PhD) advances our conceptual rigor or enhances its potential for operationalization and testing, broadly. That means the scope of a project must be great enough such that it contributes to, extends, or facilitates the extension of theory. Practical value advances our ability to apply theory directly, in managerial and organizational pursuits, in education and healthcare settings, or in therapeutic or counseling settings.