Paper Example on Capstone Research Techniques: Research Paper & Professional Products

The capstone project is a technique that allows an individual to showcase the knowledge and understanding learned in higher education. There are various categories of capstone that can be practiced and employed by students in institutions. The research paper and professional products are types of capstone research techniques discussed in depth (Tucker & Schaltegger, 2016). The research paper is an analysis technique that focuses on the evolution of a specific problem. Professional production encompasses the methods used to ensure the development of education practice at a precise institution (Zhu & Cai, 2018). Based on the argument, the section explains the comparison of capstone research techniques available in the school of education.

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Navigating through the designing and preparation, the research paper and professional production have a typical character. Category one and category two research techniques have questions asked, which explains the overview and the central theme of research (Tucker & Schaltegger, 2016). In this case, an introduction must be written to explain the central topic of the study, which shows if it's practical to study or research that displays an unsolved problem. Problems are recognized in both categories to help get the fundamental approaches of various studies and reasonable solutions to be developed (Zhu & Cai, 2018). The structure of the research categories consists of guidelines that enable the student to grasp different ideas on how to write an analysis. It helps the student compare whether the research categorized classified as a research paper or professional production (Tucker & Schaltegger, 2016). Various instructions are also provided to assist the student in carrying out the research.

The difference between the two categories focuses on the structure of the research. The research paper contains theoretical approaches in research, whereas professional production focuses on the organizational point of view (Zhu & Cai, 2018). In category one, the questions are conceptual and intangible. It gives a difference in category two, where the issues and problems recognized are practical. In category one, the results may get publicized while category two, it is mainly privately kept, as seen in Capella University samples. Similarities of the two categories are highlighted and displayed on the structure and how one can approach the research (Liao, Deschamps, Loures & Ramos, 2017). The capstone research categories must have an observation to explain the purpose and reasons for research. Consequently, they both have results that show the outcome after a study is carried out. Both types of research follow standard ethical strategies, which makes it official and reasonable research.

Describe a Capstone Design from each Category that could fit your Topic?

Action research is policy employed in social science that focuses on the action which brings change in the process of research. The name of the research also explains that it originates from an activity done as the analysis is carried out. Curriculum Production, also known as a professional production, involves the structures used to ensure the development of education practice in a specified institution (Costley & Fulton, 2018). The two concepts explained are examples of categories of capstone. The section describes how these categories may fit the topic of illegal drug use.

Based on the theme, the topic, the two categories of the capstone are applicable and workable. To be precise, the action research category may apply since it offers strategies for inventing programs. The programs can be later used to solve the misery of illegal drugs used in Hazelwood Central High School Students (Zhu & Cai, 2018). The research paper is applicable and reliable in this case. A student must take an analysis of the specified school with another different institution and compare the various situations. The researcher should further apply the invention programs that may control illegal drugs used (Costley & Fulton, 2018). Action research may also provide a review of the categories of students who use illicit drugs in school. On the other hand, professional production will give into detail the technique on how to approach and understand the numerical data and types of students using illegal drugs in school (Zhu & Cai, 2018). It also helps the researcher to know in depth the kind of illicit drugs used in the specified school of Hazelwood Central High.

Describe which of the two Categories of Capstone is more Appropriate for your Topic and Why?

In this section, the best capstone category to be used is a professional production. The main reason for applying this technique is because it is applied research. The research majorly wants to seek a solution to the problems that hinder the institutional reputation and performance (Costley & Fulton, 2018). The contented issue is that the matters recognized are mainly practical and focuses on institutional situations. The possible outcomes may be shared publicly in several professional discussions that will impact various people.

Describe How the Capstone is a Scholarly and Professional Activity that Meets the Criteria for a Project in the Area of Adult Education?

The capstone research qualifies the standard of projects in the part of adult education in various ways. The capstone mainly organizes scientific research that lasts for several months in a specific field of study (Zhu & Cai, 2018). Capstone creates an opportunity for an individual to learn more about social problems, which makes it a scholarly and professional activity. The capstone also gives a platform for business organizations to establish various plans which may help in finding solutions to recognized problems (Costley & Fulton, 2018). It also increases the motivation of students in studies and creativity of students in adult education. Precisely, the capstone project is a scholarly and professional activity as it gives strength and confidence to individuals in adult education.

References

Costley, C., & Fulton, J. (Eds.). (2018). Methodologies for Practice Research: Approaches for Professional Doctorates. SAGE Publications Limited. https://www.ingentaconnect.com/contentone/ioep/clre/2018/00000016/00000001/art00003?crawler=true&mimetype=application/pdf

Liao, Y., Deschamps, F., Loures, E. D. F. R., & Ramos, L. F. P. (2017).Past, present, and future of Industry 4.0-a a systematic literature review and research agenda proposal. International journal of production research, 55(12), 3609-3629 https://www.researchgate.net/profile/Luiz_Ramos10/publication/315670892_Past_present_and_future_of_Industry_40_systematic_literature_review_and_research_agenda_proposal/links/5c2ebcdf458515a4c70a6f0a/Past-present-and-future-of-Industry-40-a-systematic-literature-review-and-research-agenda-proposal.pdf

Tucker, B. P., &Schaltegger, S. (2016). Comparing the research-practice gap in management accounting: A view from professional accounting bodies in Australia and Germany. Accounting, Auditing & Accountability Journal, 29(3), 362-400 https://www.emerald.com/insight/content/doi/10.1108/AAAJ-02-2014-1601/full/html

Zhu, T., &Cai, F. (2018, June). Integration of Production and Education: Research and Practice on the Training Mode of Applied Undergraduate Professional Talents. In Proceedings of the 4th International Conference on Frontiers of Educational Technologies (pp. 39-42).ACM https://dl.acm.org/citation.cfm?id=3233348