Force Enterprises Inc.
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Jim Force, Ph.D.
Research Projects Supervised
Royal Roads University |
Research Projects Supervised
Research Project Guidelines
Research Project Resource Material
Research Project Editors
Research Projects Supervised
Research Projects on this website have been approved for posting by the students concerned. Copyright remains with the original author. Please do not print all or any portion of a thesis without the express permission and acknowledgement of the author.
| 2009 | |
| Koschzeck, Ken | You are the Most Important Leader in Your Organization: Towards a Shared Leadership Model |
| Paziuk, Brian | Building a Learning Organization at National Defence: Evolving the Learning and Career Centre Network |
| Thibault, Cathy | Team-based Care for Patients with Chronic Diseases |
| 2008 | |
| Garside, Ann | Dialogue in the Public Sector: Conversations Across Boundaries |
| MacDonald, Wendy | Enhancing Value for Nonprofit Community Partners in Community-Engages Learning Initiatives |
| Tellier, Jayne | Using Coaching to Impact Success of Organizational Change Initiatives |
| 2007 | |
| Lewis, Jason | Improv Training for Organizational Teams |
| McCartney, Sean | Building a Learning Community: A Middle School Exploration |
| Webber, Bryan | The Application of Curatorial Practice to Organizational Leadership |
| 2006 | |
| Kress, Scott | Examining how an Experiential Training Program Influences the Understanding of Corporate Vision and Values |
| Lickers, Michael | Urban Aboriginal Leadership |
| Lewis, Marjorie | Nurturing the Spark: Development of Creative Leaders within the Certificate Program at The Banff Centre
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| Smithhammer, Kat | The Yin and Yang of Leadership: A Quest for Greater Gender Balance at the National Outdoor Leadership School |
| Watt, Ian | Leading Learners: Learners Leading |
| 2005 | |
| Armstrong, Gary | Diakonos education programs: Toward understanding and acceptance |
| Christie, Diana | Learning to grow our own: A study of succession planning at Douglas College |
| Hood, Sarah | Engaging a community: How Camosun employees choose to engage in change |
| Morrison, Andrew | Youth, risk-taking and driving: How can understanding risk-taking behavior amongst young drivers enhance peer-to-peer prevention programs in British Columbia? |
| Schmidt, Jon | Enhancing the delivery of front line operational training in the Toronto police service |
| Timmermans, Patricia | Dialogue at the Grassroots: Understanding communications in a bottom-up approach urban development project MAAC Thesis |
| 2004 | |
| Collard, Colin | Learnings of the Dental Masters |
| Knoop, Barbara | Raising the Bar: Sustaining and expanding the collaborative learning environment in the Billing and Receivables Branch, Ministry of Provincial Revenue |
| Lockhart, Robert | Men in Psychiatric Nursing |
| Marshall, Sarah | The Power of Peers: A Study of the Effectiveness of a Peer Leader Approach to Managing Youth Risk-taking in the Outdoors
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| McDowell, Avril | What Strategies will Support Leaders during Rapid Change? |
| Moir, Sherry | Peaking from Behind the Curtain: Women Leaders and Service Clubs |
| Nekurak, Brian | An Exploration of Cooperative Learning Process as a Means of Moving the Canadian Military Police toward becoming a Learning Organization |
| Scott, Janice | Teacher Resilience |
| 2003 | |
| Conway, Sandra | Evaluation of Training Effectiveness in Preparing Nurses for Electronic Documentation |
| Economou, Nicholas | Mutual Inquiry: Impact on Youth of Interpersonal Capacity Building |
| Harrison, Jill | Residence Life as a Contributing Factor to Student Learning, Success and Retention |
| Holtzman, David | An Appreciative Inquiry into the Impact of Community Projects of Leadership Vancouver |
| Mimogue, Nora Mary | Cyberspace as a Medium of Spiritual Support for Women Leaders |
| Nowoselski, Ken | Youth Who are at Risk and Unable to Graduate from Grade Twelve |
| Ruehlen, Laird | An Investigation into Middle School Values |
| 2002 | |
| Brady, Sharon | Employees' Stories and Storytelling Triads Inspire Soul and Enhance Individual Leadership |
| Pik-Yi Ng, Diana | Women's Experiences: Women's Ways of Leadership |
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Research Project Guidelines
Supervisor's Responsibilities. As your major project supervisor
- I will assist you in refining your data collecting process.
- I will advise you on any questions or problems you have regarding your project.
- I will be available for a monthly telephone coaching session to discuss your project.
- I will read your initial draft of each chapter for content and comment on it.
- I will attempt to return your drafts within a week to 10 days after you submit it.
- I will do subsequent reading of drafts as deemed necessary.
- I will do a final reading of your final intact draft and comment on it to ensure that it is acceptable as a MALT Major Project work.
Learner's Responsibilities. As a learner you will
- Request my assistance as you deem necessary.
- Initiate monthly telephone calls to up-date me on your progress and to discuss any feedback I have provided regarding your submissions.
- Follow the guidelines set out in the MALT Major Project Handbook unless otherwise directed.
- Use the MALT Major Project Handbook for chapter descriptions. Any deviation from the outlined format needs approval from me prior to the writing of the chapter.
- Use the 5th Edition of the APA Publication Manual for formatting, documentation and references.
- Have your work edited for APA format, grammar, spelling, style, etc. before submitting it to me.
- Strive to keep the content of each chapter within the recommendations given below.
- Submit ONLY one chapter at a time except for the final submission.
Recommended Chapter Lengths: While these recommended chapter lengths are not binding, generally any less than the recommended minimum number of pages does not adequately cover the content that needs to be covered. Any more than the recommended maximum means that you may be going into too much detail or are being too wordy. Please consult with me before going outside of these suggested boundaries.
- Chapter 1: 8-12 pages
- Chapter 2: 20-35 pages
- Chapter 3: 8-15 pages
- Chapter 4: 20-40 pages
- Chapter 5: 8-12 pages
- Chapter 6: 8-12 pages
- Chapters 1-6 inclusive: 80-120 pages
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Research Project Resource Material
APA Quick Reference Chart: Compiled by Terry Ogilvie
APA Documentation in Research Papers: From Mt. Royal College, Calgary, AB
Understanding Action Research: prepared by Barry Stevenson
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Research Project Editors
The following editors have been recommended by learners whose major projects I have supervised:
Sue McManus
Email: smcmanus@islandnet.com
Phone: (250) 247-7881
Gabriola Island
Sue has been editing MALT major project final reports for several years. She also gives writing workshops to MALT cohorts, explaining the intricacies of APA in the process, and works as a writing coach. In Sue's 18 years as an editor, she has produced a range of materials including medical journals, educational textbooks, and business reports. Sue holds an MSc in human communication and had a former life as a speech and language pathologist.
Shanaya Nelson, Academic Editor
Email: shanaya@finalproof.ca
Phone: (250) 935-6414
Over the last 5 years, Shanaya has been the editor for a local magazine, and handled the weekly design and layout for a local newspaper. Since 2008, Shanaya has focused strictly on editing academic papers and post-graduate work that require APA-style formatting. She is efficient, focused, and is a great communicator. Shanaya provides quick turn-around times and will help you to stay on track and meet your personal deadlines.
Linda Pasmore
Email: linda.pasmore@shaw.ca
Phone: (780) 462-8371
Linda has been self-employed as an editor for 26 years now after having worked in the English Dept. at the U. of A. for a number of years. Her clientele has included U. of A. professors, and graduate students from several different universities. She has been using the APA manual for more than 20 years and follows the guidelines very closely, as well as looking for errors in grammar, punctuation, spelling, sentence structure, proper word usage, clarity of meaning, verb tense, subject/verb agreement, overuse of words, etc.
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