Search

Aim/Purpose We show a new dimension to the process of using design-based research approach in doctoral dissertations. Background Design-based research is a long-term and concentrated approach to educational inquiry. It is often a recommendation that doctoral students should not attempt to adopt this approach for their doctoral dissertations. In this paper, we document two doctoral dissertations that used a design-based research approach in two different contexts. Methodology The study draws on a qualitative analysis of the methodological approaches of two doctoral dissertations through the lenses of Herrington, McKenney, Reeves and Oliver principles of design-based research approach. Contribution The findings of this study add a new dimension to using design-based research approach in doctoral dissertations in shorter-term and less intensive contexts. Findings The results of this study indicate that design-based research is not only an effective methodological approach in doctoral dissertations, but it also has the potential to guide future research direction beyond examination. Recommendations The findings of this study demonstrate that the design based research approach could bring researchers and practitioners together regarding a common purpose to design context-based solutions to educational problems. for Practitioners Impact on Society We show an alternative view and application of design-based research in doctoral dissertations. Also, we identify the benefits of this type of research for doctoral students after completing their dissertations. [ABSTRACT FROM AUTHOR]