Abstract
Abstract text is double-spaced with no paragraph breaks. Describe the overall research problem being addressed in the first couple of sentences and indicate its important (e.g., who would care if the problem were solved). You can include a general introduction of the issue in the first sentence, but move to a clear statement of the research problem being addressed. Identify the purpose and theoretical foundations, if appropriate, summarize the key research question(s), and briefly describe the overall research design, methods, and data analysis procedures. Identify the key results, one or two conclusions, and recommendations that capture the heart of the research. Conclude with a statement on the implications for positive social change. Do not include references or citations in the abstract. Per APA style, spell out numbers nine and below, and use numerals for numbers 10 and above. If a number is the first word of a sentence, always spell it out.For listed items within a paragraph like this, (a) use letters, not numbers, in parentheses; (b) separate items with commas unless; (c) there is already a comma in one of the clauses. In that case, separate the elements with a semicolon. See the _ Center for Research Quality for more information on the Litmus Test for the problem statement as well as on abstracts.In addition to the four elements in the Litmus Test, the PhD in Management adds a fifth element: connects with positive social change. _ University envisions a distinctively different 21stcentury learning community where knowledge is judged worthy to the degree it can be applied by its graduates to the immediate solutions of critical societal challenges, thereby advancing the greater global good. Show how your dissertation will connect with positive social change.
Introduction to the Study
Regardless of multiple attempts to create new independent states free from the remnants of the past, the colonial history of various nations still causes significant influences on their policies and domestic affairs. Cameroon is one of the new nations previously the colony of Germany, and then divided between France and the United Kingdom until independence in 1960 (Ashu, 2020). This period became a serious factor shaping the development of a new state and its most important spheres. For this reason, the topic of the study is the colonial legacy on education and employment in Cameroon. The choice of the issue is justified by the fact that the problem remains topical for the state, but little attention is devoted to finding possible ways of its resolution. A better understanding of the effects of Cameroon’s past will help to find the methods how to mitigate them and improve the quality of life of people representing different groups or vulnerable minorities.
Chapter 1 sets the ground for the research and consists of the following sections:
- Background of the Study – describes the problem and the gap in knowledge linked to it.
- Problem statement – states the research problem
- Purpose of the Study – outlines the pivotal aim of the research
- Research Questions – introduces research questions directing the study
- Theoretical Foundation – offers the theory used as the basis for the project
- Conceptual Framework – establishes a framework for the investigation
- Nature of the Study – describes the nature and character of the research
- Definitions – provides a list of central definitions
- Scope and Delimitations – explains the scope of the research
- Limitations – clarifies current barriers of the research
- Significance of the Study – outlines the importance of the study for the analyzed problem
- Summary – summarizes the information presented in Chapter 1
Background of the Study
The existing research literature acknowledges the fact that colonialism has a strong impact on Cameroon and the work of its major institutions. Diang (2013) is sure that colonialism has not left the country and remains a factor influencing cooperation between different groups. Moreover, it shifted its focus towards neocolonialist and neoliberalist ideas (Diang, 2013). The state still critically depends on European countries economically, meaning that its ability to perform an independent policy is doubted. The current forms of political and financial power linked to education and employment are controlled not by the government of Cameroon but by other states, which creates the basis for the emergence of multiple problems.
Another problem coming from the colonial past is the loss of indigenous languages and, as a result, numerous issues in the education and employment spheres. Echitchi (2019) is sure that the differences between Anglophones and Francophones, along with the need to preserve good relations with European countries, created the basis for the decline of existing languages, culture, and education. The dominance of Western communication forms in higher educational establishments transforms them into privileged languages, meaning that Cameroonians who do not know these languages are limited in their opportunities to find a well-paid or respected job (Echitchi, 2019). This situation results from the state’s colonial past and its inability to find its own way to exist in the modern world.
The sociolinguistic survey among the Cameroonians living abroad also shows a significant influence of the colonial legacy. Hodieb (2020) emphasizes the fact that the gap in learning which comes from one generation to another and contributes to the extinction of the indigenous language, customs, and traditions (Hodieb, 2020). It means that colonialism becomes a substantial threat to local cultures as they are viewed as unnecessary or remain understudied (Hodieb, 2020). Moreover, people who try to save the heritage of their ancestors can experience difficulties in finding a job or becoming educated because of the dominance of French and English languages in the country (Hodieb, 2020). That is why it is vital to continue investigating the given issue to undertint the effects better and acquire tools on how to struggle with them.
Investigation of the educational policy of Cameroon also proves the idea that colonial history remains a serious factor influencing the state. The bilingual nature of tertiary education is one of the remnants of the past and is explained by the French and British control over two parts of the state (Dupraz, 2019). However, instead of promoting diversity and improving the language skills of local populations, these policies introduced exclusivism and created the basis for the division inside the country (Hyasinth, 2018). The existing two-language system of Cameroon contributes to the growing confusion among citizens, their inability to find a good job without knowing one of these languages, and the growing gap in education (Hyasinth, 2018). Under these conditions, the existence of several languages in the state serves as the barrier for its further evolution and elimination of the colonial past. Cameroon remains dependent on European policies, meaning that languages are important for its functioning and influence all aspects of a nation’s life.
Finally, the colonial past and the Europhone divide in Cameroon can be barriers to the states’ evolution into a democratic state. Investigating the existing framework in the country, Mbihbiih (2016) states that at the moment, the possibility of establishing a democratic state is reduced because of the absence of unity in the nation and the lack of culture and single mentality that can serve as the factor helping to attain certain goals (Mbihbiih, 2016). Under these conditions, the current body of research proves that there are still strong influences of the colonial past in the state. However, there is also a gap in knowledge related to how exactly biculturalism, bilingualism, and the former divide between three countries, such as Germany, Britain, and France, affect Cameroon, its education, and employment patterns (Hamann, 2020). Multiple authors are sure that the influences of these factors are strong; however, the current body of research lacks information about how the outlined spheres cope with the legacy of colonialism and what problems might arise.
Altogether, Cameroon is one of the developing nations trying to create a democratic and powerful state. However, the country still experiences multiple problems in different spheres arising from the divide because of the language and colonial past. Bilingualism does not cultivate diversity; instead, it creates exclusiveness and issues with employment. For this reason, the given study is justified by the need to outline more effects of the past history and find the causes for the current problems in the evolution of the state. Furthermore, the gap in knowledge linked to the given sphere also justifies the relevance of the selected topic. For this reason, the paper focuses on analyzing the work of the education sphere and employment patterns in Cameroon to understand the influences of colonialism and how they can be mitigated using modern tools.
Problem Statement
The problem under research is the current divide between the Anglophone and Francophone populations in education and employment. Although there is a significant body of research devoted to this problem, the connection between employment and education influenced by the colonial history of Cameroon is not explored. While authors look at the influences of the bilingual divide and European impact on education, there exists a lack of studies linking the problems in employment and the variety of professions studied by Cameroonians and their colonial past. For this reason, there is a need to conduct additional research analyzing the effects linked to this process and possible outcomes for the state, along with the solutions that can be utilized to attain the improvement of the situation and minimize the adverse effects of this divide.
Purpose of the Study
The purpose of this qualitative study is to explore the link between British and French colonialism in Cameroon and the country’s current educational system, with particular attention to graduates’ future employment opportunities. The given aim comes from the current divide between populations in the state and the history characterized by the presence of multiple powers. Under these conditions, it is vital to investigate the current trends and peculiarities in Cameroon to acquire an enhanced vision of how the country functions in terms of the strong effects of its colonial past. The given purpose also comes from the research gap identified above, as there is still little information on how the educational system and employment opportunities are correlated in terms of the language division of the nation and the emergence of some privileged groups.
Research Questions
The purpose of the study impacts the formation of the following research questions:
- How has British-French colonialism in Cameroon affected the formation of the country?
- What is the role of bilingualism in education in Cameroon?
- What are the effects of colonialism on the country’s employment?
- What is the connection between postcolonial education and the choice of professions in Cameroon?
The given questions help to guide the research and data collection procedures. The project should be organized to gather information and credible evidence to discuss the issues mentioned above and provide clear answers. For this reason, both the purpose of the study and research questions form the framework of the research. They also impact the selection of the research method and philosophy of the study. The research’s results are related to these questions and improve the understanding of the problem under investigation.
Theoretical Foundation
As stated above, the central purpose of the paper is the exploration of the influence British and French colonialism has on Cameroon today. For this reason, the theoretical framework of the study relates to the necessity to discuss the idea of colonialism, newly independent nations, and their nation-building attempts. All these aspects are also studied by the postcolonial theory, which becomes applicable for the study and serves as the basis for the following assumptions and conclusions. Postcolonialism is a field focused on analyzing and exploring the legacy of colonial past and imperialism, with the emphasis on lands that were previously under European power and state building-attempts there (Echitchi, 2019). The theory also focuses on analyzing the history, culture, literature, and language of local communities, how they altered under the influence of other states, their current state, and the future. For this reason, the postcolonial theory can be viewed as the foundation of the study as it follows similar goals and focuses on such aspects as culture, language, and power.
The framework of the paper is also formed by the ideas of postcolony formulated in some research works. For instance, Mbembe (1992), in his research “Provisional notes on the postcolony,” also cogitates about the notion of postcolony and the banality of power in such states. Using the example of Cameroon, the author speaks about the most notable influences that are linked to the past rule of European states and the way nations evolve. The idea of postcolony states for a state with a distinctive style of political power, pluralism, and specific historical trajectory still affecting the country and resulting in the emergence of multiple issues and problems (Mbembe, 1991). Under these conditions, the state suffers from past and ineffective patterns, binary categories, and the inability to find its own way.
Under these conditions, the postcolonial theory becomes the basis for the research. Its choice is justified by the fact that most events happening in Cameroon nowadays, its state-building attempts, and power patterns can be explained using the basic assumptions of the given theory. Moreover, the selected paradigm focuses on such aspects as culture, language, and legacy, which are vital for the study and the attempts to determine the correlation between colonialism, modern education, and employment patterns. For this reason, the focus of the selected theory and its ability to create the basis for the most assumptions made in the paper. Referring to major ideas formulated by Mbembe and other postcolonial scientists, it is possible to analyze the chosen area of interest.
Conceptual Framework
The theoretical framework formulated above introduces several concepts that can also be related to the study because of their applicability to discussed issues. The fact explaining connections between the frameworks and the nature of the research is that the influence of colonialism and the following decolonization leads to people developing a postcolonial identity. Moreover, postcolonial history highlights the idea that colonization is a factor that informs policy after countries gain independence. For this reason, the conceptual and theoretical frameworks are connected and help to understand the problem better. One of the central elements of this paradigm is the notion of postcolony, which can be used regarding Cameroon and discussion of the leading issues that can occur in the state today. At the same time, the term is linked to the theories of postcolonialism and their major assumptions.
As stated previously, the term postcolony is introduced to describe states with a specific history. The researchers assume that the past division between European states, their interference in domestic affairs, and specific attitudes to the local population created the basis for the emergence of severe problems in the future (Lekane, 2017). Today, multiple state-building attempts fail because of the set of characteristics peculiar to postcolonies, such as dependence on former domains, weak power, problems with culture, language, and education. At the same time, Mbembe (1992) assumes that postcolony is characterized by a specific way in which identities are multiplied and transformed. It means that instead of creating a unique nation possessing characteristics of local people and having a unique culture, newly independent nations try to follow patterns brought by colonizers. It results in the emergence of the divide and emergence of privileged and discriminated groups, along with the evolution of new problems in different spheres.
Thus, the conceptual framework of the proposed study comes from the postcolonial theory and its major ideas. Speaking about countries with a history of colonialism, researchers focus on elements that are common for such nations and are traditionally problematic. These are national identity, culture, language, and divide within a country. These features are applicable for a postcolony or a state passing through the state building period and experiencing multiple hardships. The study views Cameroon as one of such entities as it demonstrates similar issues. Focusing on the education and employment spheres and applying the notions of postcolonialism, the research investigates the impacts of the state’s past on its current existence and options for further evolution. The alignment of the conceptual and theoretical paradigms creates the framework for the study and increases the relevance of conclusions.
Nature of the Study
The nature of the research and the research questions presuppose the using the qualitative research design and a case study method. The choice of the given paradigm comes from several factors. First of all, the project focuses on investigating the concept of colonialism in the Cameroonian environment with multiple factors associated with it. Moreover, the objectives include the determination of the connection between education, choice of profession, and employment in the state. Answering these questions demands collecting personal experiences to enhance the understanding of how the state functions and what problems people face in their everyday life (Creswell & Poth, 2017). Moreover, analysis of bilingualism and its effects in education also demands cooperating with individuals belonging to this environment to evaluate their experiences and views. For this reason, qualitative research is selected as the most potent data collection and analysis tool. This paradigm presupposes a better analysis of personal data, attitudes, and perspectives, their processing, and structuring to provide reliable conclusions.
A qualitative case study is also an effective tool to research a specific phenomenon and discuss its major peculiarities. It presupposes the examination of concepts, meanings, interpretations, and importance in a scientific context of inquiry (Gammelgaard. 2017). This tool helps to investigate real-world dilemmas by discussing certain experiences and analyzing them (Gammelgaard. 2017). The case study also helps to ensure that results have high validity and reliability levels, along with the credibility of findings (Merriam & Tisdell, 2015). Under these conditions, the investigation of the effects of colonialism is conducted using Cameroon’s educational and employment spheres as the basis for analysis. This approach collects relevant information linked to the issue of interest and processes it to answer all questions formulated above.
In such a way, this qualitative study adheres to the case study design. The data is collected from educational establishments and the employment sphere of Cameroon, with the involvement of a certain number of participants to create the basis for the research and guarantee the absence of bias or corrupted facts. The data is collected in the form of surveys from 10-12 Cameroonians. Secondary data sources will include books, journal articles, theses, and other documents about Cameroon’s education and employment. Following the qualitative paradigm, the thematic analysis will be employed to outline correlations between colonialism, binary aspects, bilingualism, and employment patterns in Cameroon. Results of this analysis will help to answer the research questions and discuss the effects of the colonial past on the modern state-building attempts, the quality of people’s lives, culture, language, and customs. Altogether, the choice of the study’s nature, data collection, and processing methods is justified by the purpose, goals, and types of information that should be used.
Definitions
- Anglophones: English-speaking people. Regarding the context of the study, representatives of a particular population group influencing the education and employment spheres of Cameroon (Echitchi, 2019).
- Bilingualism: the ability to use two languages (Echitchi, 2019). A person may become bilingual by learning a second language or under the impact of the surrounding environment. Speaking of Cameroon, the ability to use English and French languages is presupposed.
- Binary aspects: elements presupposing two options or perspectives on them. For Cameroon, these might include attitudes to education, employment, and culture (Mbembe, 1992).
- Colonialism: the practice and policy of partially of fully controlling a certain country, occupying it, and using it economically to fulfill specific needs (Echitchi, 2019). One of the popular approaches resulting in the emergence of giant states, such as the British Empire and their control over vast territories.
- Divide: the gap in the Cameroon society which emerged due to the existence of groups speaking different languages and belonging to various cultures (Mbihbiih, 2016).
- Francophones: French-speaking people (Echitchi, 2019). Regarding the study, a cohort of Cameroon’s citizens, using the French language as their first one and affecting various spheres, including education and employment.
- Indigenous culture: native culture of Cameroon experiencing decline because of the influence of English and French traditions and languages (Echitchi, 2019).
- Neoliberalism: a policy oriented on reform policies to revitalize the market, such as economic liberalization, privatization, deregulation, free trade, globalization, austerity, and stimulation of the private sector (Diang, 2013). It can be viewed as the new life of the ideas of the 19the century proposed to make society more liberal and democratic.
- Postcolonial theory (postcolonialism): a study of the legacy of colonialism and imperialism with the focus on consequences they had on people and lands. It analyzes the history, culture, literature, and imperial power patterns (Mbembe, 2001). Postcolonialism also focuses on investigating the current state of former colonies through the prism of their colonial past to determine how colonial policies still affect the country.
- Postcolony: a former colony of one of the European states possessing some features typical for such nations, such as pluralism, divide, problems with local culture, inability to establish a clear development course, and difficulties with state-building attempts because of the lack of experience in the given sphere (Mbembe, 1992). The term was discussed by Mbembe (1992) regarding Cameroon and its multiple problems.
- Socioeconomic status: is a social condition of a particular class, individual, or group. It is usually represented as a combination of education, income, and profession. It helps to determine the demographical peculiarities and their influence on the state.
Assumptions
In general, it is assumed that one of Cameroon’s central problems today is the inability to find its own way for evolution and the lack of experience of being an independent state. The nation has acquired the independence and the chance to become a strong country with multiple resources for future evolution and is becoming one of the potent players regionally and globally (Ndille & Litt, 2018). However, the colonial policies integrated by the British and French rules contributed to the formation of weak leaders with the inability to avoid copying previous patterns and find a new way. Under these conditions, today, Cameroon remains dependent on European states and experiences multiple problems typical for postcolonial countries.
Another assumption is related to the language sphere of Cameroon. Bilingualism is one of the aspects traditionally associated with diversity and multiculturalism (Echitchi, 2019). However, regarding the colonial past of the state, today, it becomes one of the barriers to finding its own unique way for evolution and uniting the nation. The divide between Anglophones and Francophones and the rest of the population creates the privileged class and preconditions the aggravation of problems in the education and employment spheres (Echitchi, 2019). For this reason, it is vital to cultivate the local language and culture as they can be used as tools to avoid discriminative patterns and create the basis for future successes.
In the context of the study, these assumptions are vital as they help to understand the reasons for formulating specific research questions and the major ideas of the planned research. As stated previously, language is viewed as a critical element of any nation, and focusing on its current state, it is possible to find answers to multiple questions linked to culture and the state’s ability to evolve.
Scope and Delimitations
The scope and delimitations of the study relate to the issue under investigation, the formulated purpose, and research questions. As far as it is vital to collect up-to-date and relevant information about the current situation in Cameroon, it is necessary to include local populations in the research. They can provide primary data linked to the problem in the educational and employment spheres and share their visions on how this situation can be managed. The scope of the study also comes from the significance of the problem for the nation, as Cameroon still experiences multiple negative effects linked to its colonial past, and their investigation and improved understanding can help to create better solutions or offer recommendations for improving people’s lives and avoiding discriminative patterns.
The study focuses on colonialism as the central concept and policies linked to it. It means that spheres such as education and work are expected to experience the most severe impacts due to the government’s inability to establish a clear and specific course and follow it. For this reason, the choice of the topic of the research comes from the critical importance of these fields. They serve as indicators of the state’s well-being and the ability to overcome hardships associated with the colonial past. Results of the given study can be transferred to real-life settings, which evidences its high practical value and scope. At the same time, the feasibility and scope of findings indicate the topicality of the problem that is selected for discussion. Altogether, the ability to investigate the current state of Cameroonian education and employment spheres is vital for a better understanding of how postcolonial states evolve in the current conditions.
Limitations
The study also has several limitations that should be mentioned because of their potential impact on results. First of all, the selected methodology presupposes using both primary and secondary data to address the chosen problem and discuss it. However, access to information sources and participants can be complicated. First, the pandemic introduces the need for isolation and distancing measures, meaning that working with individuals, it is vital to follow specific rules and minimize the risk of being infected. It might demand additional time and effort, which can be viewed as potential limitations. Second, the study depends on the information provided by people during communication or in their surveys, meaning that their subjectivity or purposive provision of corrupted data might deteriorate outcomes of the research and relevance of findings. For this reason, it is vital to control the data collection process and ensure maximum objectivity.
Another possible limit can be associated with the access to credible sources of information about the current state of the education sphere in Cameroon. The lack of knowledge in this field means the necessity to perform additional research to find sources that can help to fill in the gap and create the theoretical basks for the investigation. Finally, the transferability of the project might be limited because of its focus on a certain state and its unique problems. However, numerous postcolonies experience similar issues, meaning that the results of this research can be applied to other cases with little modifications. Under these conditions, the study has several limits that might influence results; however, their consideration will help to acquire more relevant and up-to-date data applicable to different areas.
Significance of the Study
The significance of the study comes from the nature of the project and its focus. Today, numerous states still experience problems linked to their history and the inability to create new independent forms. The research will contribute to the ever-expanding scholarship on colonial influence in Africa and present a view of the underlying issues that prevail in Cameroon’s education and employment. The study will also help to fill in the identified gap in knowledge linked to the effects colonial past promote on independent nations regarding language division, formation of privileged classes, and chances for finding a good job. The project’s significance to theory, practice, and social change comes from the importance of acquiring results and their applicability to the current setting in Cameroon.
Significance to Practice
The study’s contribution to practice comes from several important factors. First of all, Cameroon has a bilingual society consisting of representatives of different groups and cultures. However, it does not lead to the increased diversity; on the contrary, this divide creates the basis for discrimination and slows down the states’ growth. The comprehensive investigation of the problem will help to outline its roots and conclude about the ineffective character of current policies and their inability to resolve the existing conflicts and eliminate remnants of the colonial past. The results of the study can be used to modify existing policies and help the government of Cameroon to improve the quality of people’s lives and find a new course for the state’s growth. Additionally, findings can help to attract attention to the most vulnerable groups and help them to improve the quality of their lives by outlining new employment opportunities or eliminating factors limiting them.
Furthermore, the significance to practice comes from the fact that the study’s results can be used by other researchers or authorities to address similar problems that might occur in other states with the colonial past. Most researches show the existence of the same patterns in different regions recovering from divide or complex history (Ndille & Litt, 2018). Under these conditions, the research becomes vital for helping to elaborate policies leading to a better quality of life and improved problem-resolution patterns in various areas. These factors explain the relevance and scope of research, along with the applicability of results and their high practical value.
Significance to Theory
The study also possesses a high significance for theory and contributes to its expansion. As stated previously, the problem of colonialism and its influence on various states gains momentum today. There is a tendency to analyze problems some African states face through the prism of their past. Furthermore, the postcolonial theory becomes one of the applicable frameworks for investigating the effects of past colonial rule and determining problems linked to it. However, along with the existence of numerous research papers devoted to this area, there are still underresearched fields such as education, language, and employment. A limited number of authors discuss problems peculiar to Cameroon at the moment in terms of its bilingualism, decline of the local language, culture, and customs. For this reason, the given study becomes an important step ensuring the transition from viewing states regarding their past to analyzing the concept of postcolony applied to existing environments.
In such a way, the study helps to fill the current gap in knowledge and generate additional theory. Its result can help to understand the correlation between the education sphere and employment opportunities regarding the language divide, the existence of Anglophone and Francophone groups, and the privileged status of some communities. This information is vital for future discussion of Cameroon from the perspective of postcolonial theory and focusing on culture, power patterns, state-building attempts, and the need to create a new and unique course. Altogether, the study’s significance to theory is justified by its focus on new ideas and factors acquired in the course of research. The obtained findings are valuable for both postcolonial and colonial theories, along with the new ideas of neoliberalism.
Significance to Social Change
Finally, the paper’s significance to social change comes from its focus and the nature of the research. The problems in the education and employment spheres might result in the critical deterioration in the quality of people’s lives and deprive them of the chance to engage in both personal and professional development. The effective work of educational establishments and their ability to prepare specialists to meet the state’s demands is one of the indicators of the nation’s health and its ability to evolve. For Cameroon, specific issues in this sphere linked to the colonial past are typical. The country cannot eliminate the existence of privileged groups because of the language factor and their belonging to an educated class. For this reason, the investigation focusing on outlining and analyzing the roots of the problem is vital for promoting positive social change.
An improved understanding of the current problem will promote an enhanced situation. Today, many people face problems with finding a good job because of their inability to become educated. The resolution of this problem via the creation of policies addressing the divide existing in Cameroon can result in a better quality of people’s lives and their contribution to the nation’s evolution. Currently, a significant number of individuals are excluded from the discourse within the country because of factors discussed in the study. Their inclusion can help to revitalize numerous processes in Cameroon and create the basis for its further evolution. Under these conditions, the proposed research has a high significance for promoting social change in the state and helping people to eliminate remnants of the past and engage in new state-building processes.
Summary and Transition
Altogether, the given chapter serves as the introductory part of the research promoting its better understanding. It introduces the study, its purpose, research questions and outlines its nature, justifying the choice of data collection methods and analysis tools. The given qualitative investigation focuses on exploring the link between British and French colonialism in Cameroon and the country’s current educational system, with particular attention to graduates’ future employment opportunities. The research questions are:
- How has British-French colonialism in Cameroon affected the formation of the country?
- What is the role of bilingualism in education in Cameroon?
- What are the effects of colonialism on the country’s employment?
- What is the connection between postcolonial education and the choice of professions in Cameroon?
Answers help to discuss the issue of interest and create the basis for formulating conclusions of the research. The section also outlines the significance of the proposed project, which comes from its ability to fill in the knowledge gap and promote positive social change by improving the quality of people’s lives.
The given section also helps to move to the next part of the paper, which is a literature review. It is vital for creating the theoretical background for the discussion, analysis of current views on the problem, and its enhanced vision. Applying the purpose and research questions introduced in Chapter 1, the literature review is structure and logically organized to avoid fallacies or bias. Discussing the major aspects of Cameroon’s education and employment spheres, it is possible to answer all questions formulated above and move to the next phase of the research.
Literature Review
[Restate the problem and the purpose.Provide a concise synopsis of the current literature that establishes the relevance of the problem. Preview major sections of the chapter. Note: This section should be less than a page in length.]
Literature Search Strategy
[List accessed library databases and search engines used. List (and italicize) key search terms and combinations of search terms (with more detailed search terms located in an appendix if appropriate). Describe the iterative search process by explaining what terms were used in what database to identify germane scholarship. In cases where there is little current research, and few (if any) dissertations and/or conference proceedings, describe how this was handled.Note: This section should be between one andthree pages in length.]Two
Theoretical Foundation
[Include only the Theoretical Foundation and/or the Conceptual Framework here as provided in Chapter 1. Either one or both may be presented, depending on what was presented in Chapter 1.
Name the theory or theories. Provide origin or source of the theory.Describe major theoretical propositions and/or major hypotheses, including delineation of any assumptions appropriate to the application of the theory. Provide a literature- and research-based analysis of how the theory has been applied previously in ways similar to the current study. Provide the rationale for the choice of this theory. Describe how and why the selected theory relates to the present study and how the research questions relate to, challenge, or build upon existing theory.Notes: Either the theoretical foundation or the conceptual framework may be provided; both are not required but may be presented. This section should be between three and six pages in length.]
Conceptual Framework
[Identify and define the concept/phenomenon. Synthesize primary writings by key theorists, philosophers, and/or seminal researchers related to the concept or phenomenon.Provide key statements and definitions inherent in the framework. Describe how the concept or phenomenon has been applied and articulated in previous research and how the current study benefits from this framework. Notes: Either the theoretical foundation or the conceptual framework may be provided; both are not required but may be presented. This section should be between three and six pages.]
Literature Review
[Provide an exhaustive review of current literature that includes the following information regarding the key concepts of the study.
Describe studies related to the constructs of interest and chosen methodology and methods that are consistent with the scope of the study. Describe ways researchers in the discipline have approached the problem and the strengths and weakness inherent in their approaches. Justify from the literature the rationale for selection of the concepts. Review and synthesize studies related to the key concepts and/or phenomena under investigation to produce a description of what is known about them, what is controversial, and what remains to be studied.Review and synthesize studies related to the research questions and why the approach selected is meaningful. Note: This section should be between 30 and 50 pages in length.]
Summary and Conclusions
[Concisely summarize major themes in the literature. Summarize what is known as well as what is not known in the discipline related to the topic of study. Describe how the present study fills at least one of the gaps in the literature and will extend knowledge in the discipline. Provide transitional material to connect the gap in the literature to the methods described in Chapter 3.Note: This section should be around a page in length.]
Research Method
[Restate the study purpose as described in Chapter 1. Preview the major sections of the chapter. Note: This section should be less than a page in length.]
Research Design and Rationale
[Restate research questions exactly as written in Chapter 1. State and define central concept(s)/phenomenon(a) of the study. Identify the research tradition (e.g., qualitative and the selected design such as narrative research, case study, phenomenology, ethnography, or grounded theory). Provide a rationale for the chosen tradition. Explain why other possible choices would be less effective. Note: This section should be between one and three pages in length.]
Role of the Researcher
[Define and explain your role as observer, participant, or observer-participant. Reveal any personal and professional relationships you, asthe researcher, may have with participants, with emphasis on supervisory or instructor relationships involving positions of power withthe participants. State how any researcher biases and/or power relationships are or will be managed. Describe other ethical issues as applicable (these could include doing a study within one’s own work environment, conflict of interest or power differentials, and justification for use of incentives) and the plan for addressing these issues. Note: This section should one or two pages in length.]
Methodology
[Needs to be described in sufficient depth so that other researchers can replicate the study.]
Participant Selection Logic
[Identify the population (if appropriate). Identify and justify the sampling strategy. State the criterion/a on which participant selection is based. Establish how participants are known to meet the criterion/a. State the number of participants/cases and the rationale for that number. Explain specific procedures for how participants will be identified, contacted, and recruited. Describe the relationship between saturation and sample size. Notes: Qualitative phenomenological studies should have a sample size of 20 participants oruntilsaturation occurs. Sample sizes for other qualitative studies may vary. For example a case study may collect data from appropriate participants with other data coming from observations, or other collected data sets. This section should be two or threepagesin length.]
Instrumentation
[Identify each data collection instrument and source (e.g., observation sheet, interview protocol, focus group protocol, videotape, audiotape, artifacts, archived data, and other kinds of data collection instruments). Identify the source for each data collection instrument (i.e., published or researcher produced). If historical or legal documents are used as a source of data, demonstrate the reputability of the sources, and justify why they represent the best source of data. Establish sufficiency of data collection instruments to answer research questions.]
[For published data collection instruments, add the following:Who developed the instrument and what is the date of publication?Where and with which participant group has it been used previously?How appropriate is it for current study (i.e., context and cultural specificity of protocols/instrumentation) and whether modifications will be or were needed? Describe how content validity will be or was established.Address any context- and culture-specific issues specific to the population while developing the instrumentspecific to the population. Note: If the instrument was researcher developed, do not respond to these questions.]
[For researcher-developed instruments, add the following: Basisfor instrument development (i.e., literature sources or other bases, such as a pilot study). Describe how contentvalidity will be/was established. Establish sufficiency of data collection instruments to answer the research questions. Notes: If the instrument was published by another researcher, do not respond to these questions.This section may be between threeand five pages in length.]
Pilot Study
[Do not include this section if a pilot study will not be done. However, pilot studies are frequently done with qualitative studies to test researcher-developed instruments, protocols, and instructions.]
[Include all procedures for recruitment, participation, and data collection associated with the pilot study and the main study. Describe the relationship of the pilot study to the main study (e.g., what is the purpose of the pilot study?). Include the IRB approval number in the completed dissertation.Notes: This section may not be appropriate for all studies but if provided should be between one and two pages in length. Many of the techniques used in the primary study and the pilot study may be the same.]
Procedures for Recruitment, Participation, and Data Collection
[For each data collection instrument and research question, provide details of data collection.
- From where will data be collected?
- Who will collect the data?
- Frequency of data collection events.
- Duration of data collection events.
- How data will be recorded?
- Follow-up plan if recruitment results in too few participants.
- Explain how participants exit the study (e.g., debriefing procedures).
- Describe any follow-up procedures such as requirements to return for follow-up interviews.
Note: This section should be betweentwo and six pages in length.]
Data Analysis Plan
[For each type of data collected, identify:
- Connection of data to a specific research question.
- Type of and procedure for coding.
- Any software used for analysis.
- Manner of treatment of discrepant cases.
Note: This section should be between threeand sixpages in length.]
Issues of Trustworthiness
Credibility
[Credibility (internal validity): Describe appropriate strategies to establish credibility, such as triangulation, prolonged contact, member checks, saturation, reflexivity, and peer review. Note: This section should be less than a page in length.]
Transferability
[Transferability (external validity): Describe appropriate strategies to establish transferability, such as thick description and variation in participant selection. Note: This section should be less than a page in length.]
Dependability
[Dependability (the qualitative counterpart to reliability): Describe appropriate strategies to establish dependability, such as audit trails and triangulation. Note: This section should be less than a page in length.]
Confirmability
[Confirmability (the qualitative counterpart to objectivity): Describe appropriate strategies to establish confirmability, such as reflexivity. Note: This section should be less than a page in length.]
Ethical Procedures
[Agreements to gain access to participants or data.Include actual documents in the Institutional Review Board (IRB) application.Describe the treatment of human participants including the following (include actual documents in the IRB application):
- institutional permissions, including IRB approvals that are needed (for the proposal) or were obtained (for the completed dissertation, include relevant IRB approval numbers)
- ethical concerns related to recruitment materials and processes and a plan to address them
- Ethical concerns related to data collection/intervention activities; these could include participants’ refusing participation orearly withdrawal from the study and response to any predicable adverse events and a plan to address them
Describe treatment of data, including archival data, including issues of:
- whether data are anonymous or confidential and any concerns related to each, and
- protection for confidential data (i.e., data storage procedures, data dissemination, who will have access to the data, and when the data will be destroyed).
Other ethical issues as applicable: These issues could include doing a study within one’s own work environment, conflict of interest or power differentials, and justification for use of incentives.Note: This section should be between one and two pages in length.]
Summary
[Summarizethe main points in the chapter. Provide a transition statement to Chapter 4. Note: This section should about a page in length.]
Results
[Review briefly the purpose and research questions. Preview the organization of the chapter. Note: This section should be about a page in length.]
Pilot Study
[If provided, describe the pilot study. Report any impact the pilot study had on the main study (e.g., changes in instrumentation and/or data analysis strategies). Note: This section should be about a page in length.]
Research Setting
[Describe any personal or organizational conditions that influenced participants or their experience at the time of study that may influence interpretation of the study results (e.g., changes in personnel, budget cuts, and other trauma). Note: This section should be about a page in length.]
Demographics
[Present participant demographics and characteristics relevant to the study. Note: This section should be about a pagein length.]
Data Collection
[State the number of participants from whom each type of data was collected.Describe location, frequency, and duration of data collection for each data collection instrument. Describe how the data were recorded. Present any variations in data collection from the plan presented in Chapter 3. Present any unusual circumstances encountered in data collection. Note: This section should be between two and three pages in length.]
Data Analysis
[Report process used to move inductively from coded units to larger representations including categories and themes. Describe the specific codes, categories, and themes that emerged from the data using participant quotations as needed to emphasize their importance Describe qualities of discrepant cases and how they were factored into the analysis. Note: This section should be between threeand six pagesin length.]
Evidence of Trustworthiness
Credibility
[Describe implementation of and/or adjustments to credibility strategies stated in Chapter 3. Note: This section should be less than a page in length.]
Transferability
[Describe implementation of and/or adjustments to transferability strategies stated in Chapter 3. Note: This section should be less than a page in length.]
Dependability
[Describe implementation of and/or adjustment to consistency strategies stated in Chapter 3. Note: This section should be less than a page in length.]
Confirmability
[Describe implementation of and/or adjustment to consistency strategies stated in Chapter 3. Note: This section should be less than a page in length.]
Study Results
[Address each research question.The chapter may be organized by research question or patterns or themes. Present data to support each finding (e.g., quotes from transcripts, documents, etc.). Discuss discrepant cases/nonconfirming data as applicable. Include tables and figures to illustrate results, as appropriate and per the current edition of the Publication Manual of the American Psychological Association. Note: This section should be between sixand 15 pages in length.]
Tables 1 and 2 reflect correct APA format for tables. Note that the point size of table text can be smaller than body text (12 point) but no smaller than 8 point. You may change the font inside tables to a sans serif font such as Arial if you wish. For guidance on formatting tables in APA Style, visit the Doctoral Capstone Form and Style webpage on tables.
Table 1: Sample Table Title
Note. From “Attitudes Toward Dissertation Editors,” by W. Student, 2020, Journal of Academic Optimism, 98, p. 11 (Web). Copyright 2020 by Academic Publishing Consortium. Reprinted with permission.
This general table note cites the source of a table that was originally printed elsewhere. You must obtain permission from the copyright holder to reprint a table or figure that is not in the public domain. Include letters of permission in an appendix. Per APA 7.14, table and figure notes must be left justified and double spaced, as shown here.
Table 2: Another Sample Table Title
See instructions at the end oftheInstructions for Using the PhD Management Annotated Templates document for creating table labels that can be updated in the List of Tables.
Figures 1 and 2 reflect APA formatting rules for figure captions. As with tables, refer to the figure by number in the narrative text preceding the placement of the figure.For more on figures in APA Style, visit the Doctoral Capstone Form and Style Figures page.
See instructions at the end of theInstructions for Using the PhD Management Annotated Templates document for creating figure labels that can be updated in the List of Figures.
Summary
[Summarize answers to research questions. Provide a transition to Chapter 5.Note: This section should be about a pagein length.]
Discussion, Conclusions, andRecommendations
[Concisely reiterate the purpose and nature of the study and why it was conducted. Concisely summarize key findings. Note: This section should be less than a pagein length.]
Interpretation of Findings
[Describe in what ways findings confirm, disconfirm, or extend knowledge in the discipline by comparing them with what has been found in the peer-reviewed literature described in Chapter 2. Ensure interpretations do not exceed the data, findings, and scope. Note: This section should be between fourand eightpagesin length.]
Limitations of the Study
[Describe the limitations to trustworthiness that arose from execution of the study. These should be used to revise what was written in Chapter 1 for the proposal. Note: This section should be about a pagein length.]
Recommendations
[Describe recommendations for further research that are grounded in the strengths and limitations of the current study as well as the literature reviewed in Chapter 2. Ensure recommendations do not exceed study boundaries. Note: This section should be between threeand fivepagesin length.]
Implications
[Positive social change: (a) Describe the potential impact for positive social change at the appropriate level (individual, family, organizational, and societal/policy); and (b) ensure implications for social change do not exceed the study boundaries. Express as tangible improvements. Describe methodological, theoretical, and/or empirical implications, as appropriate. Describe recommendations for practice, as appropriate. Note: This section should be between fourand sixpagesin length.]
Conclusions
[Provide a strong take-home message that captures the key essence of the study. Note: This section should be less than a pagein length.]
References
Ashu, F. E. (2020). Decolonizing the curriculum at Cameroonian universities: The case of the department of education foundation and administration. African Journal of Education and Practice, 6(5), 13-39
Creswell, J., & Poth, C. (2017). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
Diang, M. C. (2013). Colonialism, neoliberalism, education and culture in Cameroon. College of Education Theses and Dissertations, 52, 1-84
Dupraz, Y. (2019). French and British colonial legacies in education: Evidence from the partition of Cameroon. The Journal of Economic History, 79(3), 628-668. Web.
Echitchi, R. (2019). Official bilingualism and indigenous language loss: The case of Cameroon.ELIA: Estudios de Lingüística Inglesa Aplicada, 1, 65-88. Web.
Gammelgaard. B. (2017). Editorial: The qualitative case study.The International Journal of Logistics Management, 28(4), 910-913. Web.
Hamann, S. (2020). Not home-made: Historical and contemporary social policy dynamics in Cameroon.Global Social Policy, 20(3), 286-304. Web.
Hodieb, L. (2020). Multilingualism and language attitude the “Cameroonian paradox”. Ideação, 22(2), 83-96.
Hyasinth, A. N. (2018). Cultural diversity in the Cameroon higher education policy definition: A historical appraisal. Brazilian Journal of African Studies, 3(5), 169-183
Lekane, G. M. (2017). One country, three colonial legacies: The politics of colonialism, capitalism and development in the pre-and post-colonial Cameroon.Journal for Contemporary History, 42(1), 134-153. Web.
Merriam, S., & Tisdell, E. (2015). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons.
Mbembe, A. (1992). Provisional notes on the postcolony. Journal of the International African Institute, 62(1), 3-37.
Mbembe, A. (2001). On the postcolony. University of California Press.
Mbihbiih, N. R. (2016). Europhone divide in Cameroon: Constraining nation-building and democratization in the post-colony. IJASSH, 4(02), 10-21. Web.
Ndille, R. N., & Litt, D. (2018). British and French implementation of colonial educational policies in Cameroon 1916-1961: A comparative analysis. International Journal for Research in Educational Studies, 4(5), 1-18.
Appendix A: Title of Appendix
[Insert appendix content here. Appendices are ordered with letters (Appendix A, Appendix B, etc.) rather than numbers. If there is only one appendix in your document, label it Appendix (rather than Appendix A), per APA rules.
The appendices must adhere to the same margin specifications as the body of the dissertation. Photocopied or previously printed material may have to be shifted on the page or reduced in size to fit within the area bounded by the margins.
If the only thing in an appendix is a table or figure, the table or figure title serves as the title of the appendix; no label is needed for the table or figure itself, and it is not included in the List of Tables or List of Figures.
If an appendix contains a table or figure in addition to other content (e.g., narrative text, other tables and/or figures), label each table or figure in the appendix with the letter of the appendix and a whole number (e.g., Table A1, Table A2, Figure A1, Table B1, etc.). Items that are individually labeled as tables or figures within appendices must be included in the List of Tables or List of Figures. However, because the table and figure numbering format in this case includes the appendix letter and a numeral, the Insert Caption method for labeling will not work, and you will likely need to create labels and add entries for these items to the List of Tables or List of Figures by hand.
If you include in an appendix any prepublished materials that are not in the public domain, you must also include permission to do so.]
Notes on Style and Quality (Review and delete all text in purple)
The following information applies to your manuscript as a whole and is considered quality indicators regarding writing style and composition.
Writing Style and Composition
The dissertation is written in scholarly language (i.e., accurate, balanced, objective, tentative).
The writing is clear, precise, and avoids redundancy. Statements are specific and topical sentences are established for paragraphs. The flow of words is smooth and comprehensible. Bridges are established between ideas.
Organization and Form
The proposal/dissertation is logically and comprehensively organized, using subheadings where appropriate, has a professional, scholarly appearance, is written with correct grammar, punctuation, and spelling, includes citations for the following: direct quotations, paraphrasing, facts, and references to research studies. All in-text citations are found in the reference list.
The MEAL plan, or Main idea, Evidence, Argument / Analysis, and Lead-out of this paragraph and / Link to the next paragraph, is a good suggestion for writing paragraphs in academic papers. See the _ University Writing Center for additional information on the MEAL plan.
For guidance onAPA Style, visit the Doctoral Capstone Form and Style website and download the APA 7 Form and Style Review Checklist. Access other APA style information on the APA pages of the website.
Congratulations! This is the end of your dissertation! Remember to delete this text from your document!
(Template updated November 2020)