Dedicated to Furthering the Ever-Growing Dissertation

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Literature reviews are necessary to ensure that the proposed research to be undertaken in the dissertation does not simply repeat already-existing information, but rather attempts to expand upon it or test it in a new manner and from a different perspective (White 2000). Such reviews can also help to illuminate specific knowledge gaps or points of controversy in the current knowledge regarding a specific issue, allowing for a more focused and thus a more efficient and more likely effective dissertation and proposal (White 2000, pp. 81-3).

All of this preliminary research is necessary simply to develop and deliver an effective research proposal, and though it is essential for this purpose and for providing background information on the primary research to be undertaken upon approval of the proposal, it cannot provide the level of detail and explicit applicability that the primary data collected through direct research methods can. New knowledge will be generated via an examination of situations from new perspectives, with new and different questions asked and with more specific and narrowly-focused data. In addition to providing new data, the successful completion of the research dissertation will result in an expanded pool of knowledge that includes an awareness of new topics and suggests avenues for further research to clarify and expand upon the issues identified in the dissertation even further.

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All of these types of knowledge have significant differences and similarities. Knowledge obtained through class modules is necessarily colored by the perspectives and dogmas of the instructors and textbook authors that provided direct information, and literature reviews are likewise colored by the individual authors. All of these are also filtered by the learning styles and knowledge perspectives of the researcher, which are somewhat more controllable during the conducting of primary research as there are established methods and measures for maintaining complete (or as near to complete as possible) objectivity (White 2000). In the dissertation, these types of knowledge will be combined both topically and by perspective, melding the different views and conclusions of the different yet likely highly similar knowledge pools.

Reference

White, Brian. (2000). Dissertation skills for….....

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