Theoretical Framework Develop a 1 page (more is fine) theoretical framework for your mock dissertation topic.?Consider (but do NOT directly ans

Research Funnel

References should be provided for each category as example provided in Background section below.

Research Question: What causes a data breach and how financial organizations can protect themselves from a breach

Background or Distantly Related Work: Early Ages

● Reidenberg (1991) – Privacy in information economy: A fortress or frontier for individual rights

● Hinckley Journal of Politics (1998) – Warming up to Credit Freeze Laws: The Case of Utah

● Froomkin (1999) – The death of privacy

● Forgue (2003) – Personal Finance

● Murphy (2003) – Privacy Protection for Customer Financial Information

Narrow Categories that are closer to the work you are doing: Modern days

● (Author(s), Year) Data breaches and identity theft: When is mandatory disclosure optimal?

● (Author(s), Year) The data game: Learning to love the state-based approach to data breach notification law

● (Author(s), Year) Secure my data or pay the price: Consumer remedy for the negligent enablement of data breach

● (Author(s), Year) Market price effects of data security breaches

Specific Categories: Recent Days

● (Author(s), Year) The target and other financial data breaches: Frequently asked questions

● (Author(s), Year) The impact of repeated data breach events on organizations’ market value

● (Author(s), Year) Data breach trends in the United States

● (Author(s), Year) Corporate Directors’ and Officers’ Cybersecurity Standard of Care: The Yahoo Data Breach

● (Author(s), Year) Market level consequences of information breach and effectiveness of crisis recoveries

Most Specific and Similar Studies:

● (Author(s), Year) Market level consequences of information breach and effectiveness of crisis recoveries

● (Author(s), Year) Improving smartphone permission access disclosures

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DSRT 837 Rubric (Adapted from Doctoral Research Handbook)

Criterion	4 (Expert)	3 (Proficient)	2 (Fair)	1 (Poor)
I. Critical and reflective thinking capable of facilitating institutional, informational technology, or business related problem-solving or school/ college improvement	Critically analyzed the topic. Discussion of the topic was extensive and anchored in fact and reason. Information about significant aspects of the topic were analyzed from the perspective of key related concepts. Meaning of the analysis was summarized.	Critically analyzed the topic. Discussion of the topic was anchored in fact and reason. Information about significant aspects of the topic were analyzed from the perspective of key related concepts. Either the analysis or summary lacked some level of detail.	Somewhat critically analyzed the topic. Discussion of the topic was minimally anchored in fact and reason. Information about significant aspects of the topic were somewhat analyzed from the perspective of key related concepts. Analysis and summary included but lacks a significant level of analysis and discussion.	Minimally discussed the topic without supporting facts and reasons. Poor organization of the information and limited level of detail.
II. Consideration for the impact of leadership, information technology, or business on institutional constituents.	Demonstrates an extensive understanding of the topic’s relationship to leadership, information technology, or business.	Demonstrates a good understanding of the topic’s relationship to leadership, information technology, or business.	Demonstrates a fair understanding of the topic’s relationship to leadership, information technology, or business.	Demonstrates a minimal understanding of the topic’s relationship to leadership, information technology, or business.
III. Effective analytical and communication skills	Demonstrates a professional level of skills associated with formatting, grammar, spelling, syntax, and use of numbers.	Demonstrates acceptable skills associated with formatting, grammar, spelling, syntax, and use of numbers.	Needs minor improvement in skills associated with formatting, grammar, spelling, syntax, and use of numbers.	Needs significant improvement in skills associated formatting, grammar, spelling, syntax, and use of numbers.
IV. Knowledge of genres, paradigms, theories, literature or trends in business, criminal justice, education, English, health sciences, history, information technology, math, nursing, psychology, religion, or student personnel services.	Subject is identified, realistic, and grounded in a recognized genre, paradigm, theory, literature, or trend.	Subject is identified and is realistic, but it lacks grounding in a recognized genre, paradigm, theory, literature, or trend.	Subject is identified but is not realistic or grounded in a recognized genre, paradigm, theory, literature, or trend.	Subject area is not established.
V. Required Components of the assignment as listed in the assignment directions.	All required parts of the assignment as listed in the assignment directions are included.	Minor information is missing from the required components of the assignment as listed in the assignment directions.	Significant information is missing from the required components of the assignment as listed in the assignment directions.	The assignment lacks the detail needed to meet the requirements for the components of the assignment as listed in the assignment directions.

,

DSRT 837 Rubric (Adapted from Doctoral Research Handbook)

Criterion	4 (Expert)	3 (Proficient)	2 (Fair)	1 (Poor)
I. Critical and reflective thinking capable of facilitating institutional, informational technology, or business related problem-solving or school/ college improvement	Critically analyzed the topic. Discussion of the topic was extensive and anchored in fact and reason. Information about significant aspects of the topic were analyzed from the perspective of key related concepts. Meaning of the analysis was summarized.	Critically analyzed the topic. Discussion of the topic was anchored in fact and reason. Information about significant aspects of the topic were analyzed from the perspective of key related concepts. Either the analysis or summary lacked some level of detail.	Somewhat critically analyzed the topic. Discussion of the topic was minimally anchored in fact and reason. Information about significant aspects of the topic were somewhat analyzed from the perspective of key related concepts. Analysis and summary included but lacks a significant level of analysis and discussion.	Minimally discussed the topic without supporting facts and reasons. Poor organization of the information and limited level of detail.
II. Consideration for the impact of leadership, information technology, or business on institutional constituents.	Demonstrates an extensive understanding of the topic’s relationship to leadership, information technology, or business.	Demonstrates a good understanding of the topic’s relationship to leadership, information technology, or business.	Demonstrates a fair understanding of the topic’s relationship to leadership, information technology, or business.	Demonstrates a minimal understanding of the topic’s relationship to leadership, information technology, or business.
III. Effective analytical and communication skills	Demonstrates a professional level of skills associated with formatting, grammar, spelling, syntax, and use of numbers.	Demonstrates acceptable skills associated with formatting, grammar, spelling, syntax, and use of numbers.	Needs minor improvement in skills associated with formatting, grammar, spelling, syntax, and use of numbers.	Needs significant improvement in skills associated formatting, grammar, spelling, syntax, and use of numbers.
IV. Knowledge of genres, paradigms, theories, literature or trends in business, criminal justice, education, English, health sciences, history, information technology, math, nursing, psychology, religion, or student personnel services.	Subject is identified, realistic, and grounded in a recognized genre, paradigm, theory, literature, or trend.	Subject is identified and is realistic, but it lacks grounding in a recognized genre, paradigm, theory, literature, or trend.	Subject is identified but is not realistic or grounded in a recognized genre, paradigm, theory, literature, or trend.	Subject area is not established.
V. Required Components of the assignment as listed in the assignment directions.	All required parts of the assignment as listed in the assignment directions are included.	Minor information is missing from the required components of the assignment as listed in the assignment directions.	Significant information is missing from the required components of the assignment as listed in the assignment directions.	The assignment lacks the detail needed to meet the requirements for the components of the assignment as listed in the assignment directions.

,

ABBREVIATED TITLE HERE 1

ABBREVIATED TITLE HERE 27

For the header, Type: your abbreviated title in all capital letters. (No more than 50 characters, including spaces). The page number is also in the header, flush right starting with 1.

Be sure your font in the header is size 12 Times New Roman Font.

The entire document should be double spaced with Times 12 Font.

Type your dissertation approved title on line 5.

Your Approved Dissertation Title Here in Upper and Lowercase Letters

Type only your first and last name on line 6. Do not list other degrees.

First and Last Name

Submitted to the Faculty of the Graduate School

in Partial Fulfillment of the

Degrees:

Doctor of Business Administration

Doctor of Education

Doctor of Philosophy Information Technology

Doctor of Philosophy Business

Doctor of Philosophy Leadership

Requirements for the Degree of

[insert degree]

Type only your first and last name on line 6. Do not list other degrees.

University of the Cumberlands

Type University of the Cumberlands on line 7.

Month and Year of Graduation

Month and Year only should be typed on line 8.

No comma is used between the two.

This dissertation is approved for recommendation to the faculty and administration of the University of the Cumberlands.

Include this page as you submit the various chapters in each course.

You will not have the actual names of committee members two and three until you select your committee in DSRT 930.

Include a copy of the signed form in the final dissertation.

Dissertation Chair:

__________________________

Dr. First Name Last Name, PhD, EdD, DBA, or other faculty degree credentials.

Dissertation Evaluators:

__________________________

Dr. First Name Last Name, PhD, EdD, DBA, or other faculty degree credentials.

__________________________

Dr. First Name Last Name, PhD, EdD, DBA, or other faculty degree credentials.

Acknowledgments is where you thank those who have helped you achieve this goal. There are many to whom a debt of gratitude is owed for their assistance in conducting this research…. (It is appropriate to thank key faculty, friends, and family members, as well as ministers and God. It is advisable to limit the comments to one page)

The abstract begins with a restatement of the study purpose sentence from Chapter One. The abstract is one paragraph without indentation that contains a comprehensive summary of the paper’s contents. The abstract should be no longer than 250 words and include one or two sentences covering the key areas of the literature review, problem, research questions, methods used, study results, and implications of the research.

The abstract should not include keywords.

The word “Abstract” should be centered and typed in 12-point Times New Roman.

Table of Contents

Approval for Recommendation 2

Acknowledgments 3

Abstract 4

Chapter One 10

Introduction 10

Overview 10

Background and Problem Statement 10

Purpose of the Study 10

Significance of the Study 11

Research Questions 11

Theoretical Framework 13

Limitations of the Study 15

Assumptions 15

Definitions 15

Summary 15

Chapter Two 16

Review of Literature 16

Introduction 16

Main Heading (Level 2 heading) 16

Subheading (Level 3 Heading) 16

Level 4 Subheading 17

Level 5 Subheading 17

Summary 17

Chapter Three 18

Procedures and Methodology 18

Introduction 18

Research Paradigm 18

Research Design 18

Sampling Procedures and Data Collection Sources 18

Statistical Tests 20

Summary 22

Chapter Four 23

Research Findings 23

Introduction 23

Participants and Research Setting 23

Analyses of Research Questions 23

Research Question One 23

Research Question Two 24

Supplementary Findings 24

Summary 24

Chapter Five 25

Summary, Discussion, and Implications 25

Introduction 25

Practical Assessment of Research Questions 25

Research Question One 25

Research Question Two 26

Supplementary Findings 26

Limitations of the Study 26

Implications for Future Study 27

Summary 27

References 28

Appendix A 29

Appendix B 30

Appendix C 31

Appendix D 32

Appendix E