how to a research project

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How to do a research project for your academic study

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Writing a research report is part of most university degrees, so it is essential you know what one is and how to write one. This guide on how to do a research project for your university degree shows you what to do at each stage, taking you from planning to finishing the project.

What is a research project? 

The big question is: what is a research project? A research project for students is an extended essay that presents a question or statement for analysis and evaluation. During a research project, you will present your own ideas and research on a subject alongside analysing existing knowledge. 

How to write a research report 

The next section covers the research project steps necessary to producing a research paper. 

Developing a research question or statement 

Research project topics will vary depending on the course you study. The best research project ideas develop from areas you already have an interest in and where you have existing knowledge. 

The area of study needs to be specific as it will be much easier to cover fully. If your topic is too broad, you are at risk of not having an in-depth project. You can, however, also make your topic too narrow and there will not be enough research to be done. To make sure you don’t run into either of these problems, it’s a great idea to create sub-topics and questions to ensure you are able to complete suitable research. 

A research project example question would be: How will modern technologies change the way of teaching in the future? 

Finding and evaluating sources 

Secondary research is a large part of your research project as it makes up the literature review section. It is essential to use credible sources as failing to do so may decrease the validity of your research project.

Examples of secondary research include:

• Peer-reviewed journals
• Scholarly articles
• Newspapers 

Great places to find your sources are the University library and Google Scholar. Both will give you many opportunities to find the credible sources you need. However, you need to make sure you are evaluating whether they are fit for purpose before including them in your research project as you do not want to include out of date information. 

When evaluating sources, you need to ask yourself:

• Is the information provided by an expert?
• How well does the source answer the research question?
• What does the source contribute to its field?
• Is the source valid? e.g. does it contain bias and is the information up-to-date?

It is important to ensure that you have a variety of sources in order to avoid bias. A successful research paper will present more than one point of view and the best way to do this is to not rely too heavily on just one author or publication. 

Conducting research 

For a research project, you will need to conduct primary research. This is the original research you will gather to further develop your research project. The most common types of primary research are interviews and surveys as these allow for many and varied results. 

Examples of primary research include: 

• Interviews and surveys 
• Focus groups 
• Experiments 
• Research diaries 

If you are looking to study in the UK and have an interest in bettering your research skills, The University of Sheffield is a  world top 100 research university  which will provide great research opportunities and resources for your project. 

Research report format  

Now that you understand the basics of how to write a research project, you now need to look at what goes into each section. The research project format is just as important as the research itself. Without a clear structure you will not be able to present your findings concisely. 

A research paper is made up of seven sections: introduction, literature review, methodology, findings and results, discussion, conclusion, and references. You need to make sure you are including a list of correctly cited references to avoid accusations of plagiarism. 

Introduction 

The introduction is where you will present your hypothesis and provide context for why you are doing the project. Here you will include relevant background information, present your research aims and explain why the research is important. 

Literature review  

The literature review is where you will analyse and evaluate existing research within your subject area. This section is where your secondary research will be presented. A literature review is an integral part of your research project as it brings validity to your research aims. 

What to include when writing your literature review:

• A description of the publications
• A summary of the main points
• An evaluation on the contribution to the area of study
• Potential flaws and gaps in the research 

Methodology

The research paper methodology outlines the process of your data collection. This is where you will present your primary research. The aim of the methodology section is to answer two questions: 

• Why did you select the research methods you used?
• How do these methods contribute towards your research hypothesis? 

In this section you will not be writing about your findings, but the ways in which you are going to try and achieve them. You need to state whether your methodology will be qualitative, quantitative, or mixed. 

• Qualitative – first hand observations such as interviews, focus groups, case studies and questionnaires. The data collected will generally be non-numerical. 
• Quantitative – research that deals in numbers and logic. The data collected will focus on statistics and numerical patterns.
• Mixed – includes both quantitative and qualitative research.

The methodology section should always be written in the past tense, even if you have already started your data collection. 

Findings and results 

In this section you will present the findings and results of your primary research. Here you will give a concise and factual summary of your findings using tables and graphs where appropriate. 

Discussion 

The discussion section is where you will talk about your findings in detail. Here you need to relate your results to your hypothesis, explaining what you found out and the significance of the research. 

It is a good idea to talk about any areas with disappointing or surprising results and address the limitations within the research project. This will balance your project and steer you away from bias.

Some questions to consider when writing your discussion: 

• To what extent was the hypothesis supported?
• Was your research method appropriate?
• Was there unexpected data that affected your results?
• To what extent was your research validated by other sources?

Conclusion 

The conclusion is where you will bring your research project to a close. In this section you will not only be restating your research aims and how you achieved them, but also discussing the wider significance of your research project. You will talk about the successes and failures of the project, and how you would approach further study. 

It is essential you do not bring any new ideas into your conclusion; this section is used only to summarise what you have already stated in the project. 

References 

As a research project is your own ideas blended with information and research from existing knowledge, you must include a list of correctly cited references. Creating a list of references will allow the reader to easily evaluate the quality of your secondary research whilst also saving you from potential plagiarism accusations. 

The way in which you cite your sources will vary depending on the university standard.

If you are an international student looking to  study a degree in the UK , The University of Sheffield International College has a range of  pathway programmes  to prepare you for university study. Undertaking a Research Project is one of the core modules for the  Pre-Masters programme  at The University of Sheffield International College.

Frequently Asked Questions 

What is the best topic for research .

It’s a good idea to choose a topic you have existing knowledge on, or one that you are interested in. This will make the research process easier; as you have an idea of where and what to look for in your sources, as well as more enjoyable as it’s a topic you want to know more about.

What should a research project include? 

There are seven main sections to a research project, these are:

• Introduction – the aims of the project and what you hope to achieve
• Literature review – evaluating and reviewing existing knowledge on the topic
• Methodology – the methods you will use for your primary research
• Findings and results – presenting the data from your primary research
• Discussion – summarising and analysing your research and what you have found out
• Conclusion – how the project went (successes and failures), areas for future study
• List of references – correctly cited sources that have been used throughout the project. 

How long is a research project? 

The length of a research project will depend on the level study and the nature of the subject. There is no one length for research papers, however the average dissertation style essay can be anywhere from 4,000 to 15,000+ words. 

Illustration by James Round

How to plan a research project

Whether for a paper or a thesis, define your question, review the work of others – and leave yourself open to discovery.

by Brooke Harrington   + BIO

is professor of sociology at Dartmouth College in New Hampshire. Her research has won international awards both for scholarly quality and impact on public life. She has published dozens of articles and three books, most recently the bestseller Capital without Borders (2016), now translated into five languages.

Edited by Sam Haselby

Need to know

‘When curiosity turns to serious matters, it’s called research.’ – From Aphorisms (1880-1905) by Marie von Ebner-Eschenbach

Planning research projects is a time-honoured intellectual exercise: one that requires both creativity and sharp analytical skills. The purpose of this Guide is to make the process systematic and easy to understand. While there is a great deal of freedom and discovery involved – from the topics you choose, to the data and methods you apply – there are also some norms and constraints that obtain, no matter what your academic level or field of study. For those in high school through to doctoral students, and from art history to archaeology, research planning involves broadly similar steps, including: formulating a question, developing an argument or predictions based on previous research, then selecting the information needed to answer your question.

Some of this might sound self-evident but, as you’ll find, research requires a different way of approaching and using information than most of us are accustomed to in everyday life. That is why I include orienting yourself to knowledge-creation as an initial step in the process. This is a crucial and underappreciated phase in education, akin to making the transition from salaried employment to entrepreneurship: suddenly, you’re on your own, and that requires a new way of thinking about your work.

What follows is a distillation of what I’ve learned about this process over 27 years as a professional social scientist. It reflects the skills that my own professors imparted in the sociology doctoral programme at Harvard, as well as what I learned later on as a research supervisor for Ivy League PhD and MA students, and then as the author of award-winning scholarly books and articles. It can be adapted to the demands of both short projects (such as course term papers) and long ones, such as a thesis.

At its simplest, research planning involves the four distinct steps outlined below: orienting yourself to knowledge-creation; defining your research question; reviewing previous research on your question; and then choosing relevant data to formulate your own answers. Because the focus of this Guide is on planning a research project, as opposed to conducting a research project, this section won’t delve into the details of data-collection or analysis; those steps happen after you plan the project. In addition, the topic is vast: year-long doctoral courses are devoted to data and analysis. Instead, the fourth part of this section will outline some basic strategies you could use in planning a data-selection and analysis process appropriate to your research question.

Step 1: Orient yourself

Planning and conducting research requires you to make a transition, from thinking like a consumer of information to thinking like a producer of information. That sounds simple, but it’s actually a complex task. As a practical matter, this means putting aside the mindset of a student, which treats knowledge as something created by other people. As students, we are often passive receivers of knowledge: asked to do a specified set of readings, then graded on how well we reproduce what we’ve read.

Researchers, however, must take on an active role as knowledge producers . Doing research requires more of you than reading and absorbing what other people have written: you have to engage in a dialogue with it. That includes arguing with previous knowledge and perhaps trying to show that ideas we have accepted as given are actually wrong or incomplete. For example, rather than simply taking in the claims of an author you read, you’ll need to draw out the implications of those claims: if what the author is saying is true, what else does that suggest must be true? What predictions could you make based on the author’s claims?

In other words, rather than treating a reading as a source of truth – even if it comes from a revered source, such as Plato or Marie Curie – this orientation step asks you to treat the claims you read as provisional and subject to interrogation. That is one of the great pieces of wisdom that science and philosophy can teach us: that the biggest advances in human understanding have been made not by being correct about trivial things, but by being wrong in an interesting way . For example, Albert Einstein was wrong about quantum mechanics, but his arguments about it with his fellow physicist Niels Bohr have led to some of the biggest breakthroughs in science, even a century later.

Step 2: Define your research question

Students often give this step cursory attention, but experienced researchers know that formulating a good question is sometimes the most difficult part of the research planning process. That is because the precise language of the question frames the rest of the project. It’s therefore important to pose the question carefully, in a way that’s both possible to answer and likely to yield interesting results. Of course, you must choose a question that interests you, but that’s only the beginning of what’s likely to be an iterative process: most researchers come back to this step repeatedly, modifying their questions in light of previous research, resource limitations and other considerations.

Researchers face limits in terms of time and money. They, like everyone else, have to pose research questions that they can plausibly answer given the constraints they face. For example, it would be inadvisable to frame a project around the question ‘What are the roots of the Arab-Israeli conflict?’ if you have only a week to develop an answer and no background on that topic. That’s not to limit your imagination: you can come up with any question you’d like. But it typically does require some creativity to frame a question that you can answer well – that is, by investigating thoroughly and providing new insights – within the limits you face.

In addition to being interesting to you, and feasible within your resource constraints, the third and most important characteristic of a ‘good’ research topic is whether it allows you to create new knowledge. It might turn out that your question has already been asked and answered to your satisfaction: if so, you’ll find out in the next step of this process. On the other hand, you might come up with a research question that hasn’t been addressed previously. Before you get too excited about breaking uncharted ground, consider this: a lot of potentially researchable questions haven’t been studied for good reason ; they might have answers that are trivial or of very limited interest. This could include questions such as ‘Why does the area of a circle equal π r²?’ or ‘Did winter conditions affect Napoleon’s plans to invade Russia?’ Of course, you might be able to make the argument that a seemingly trivial question is actually vitally important, but you must be prepared to back that up with convincing evidence. The exercise in the ‘Learn More’ section below will help you think through some of these issues.

Finally, scholarly research questions must in some way lead to new and distinctive insights. For example, lots of people have studied gender roles in sports teams; what can you ask that hasn’t been asked before? Reinventing the wheel is the number-one no-no in this endeavour. That’s why the next step is so important: reviewing previous research on your topic. Depending on what you find in that step, you might need to revise your research question; iterating between your question and the existing literature is a normal process. But don’t worry: it doesn’t go on forever. In fact, the iterations taper off – and your research question stabilises – as you develop a firm grasp of the current state of knowledge on your topic.

Step 3: Review previous research

In academic research, from articles to books, it’s common to find a section called a ‘literature review’. The purpose of that section is to describe the state of the art in knowledge on the research question that a project has posed. It demonstrates that researchers have thoroughly and systematically reviewed the relevant findings of previous studies on their topic, and that they have something novel to contribute.

Your own research project should include something like this, even if it’s a high-school term paper. In the research planning process, you’ll want to list at least half a dozen bullet points stating the major findings on your topic by other people. In relation to those findings, you should be able to specify where your project could provide new and necessary insights. There are two basic rhetorical positions one can take in framing the novelty-plus-importance argument required of academic research:

• Position 1 requires you to build on or extend a set of existing ideas; that means saying something like: ‘Person A has argued that X is true about gender; this implies Y, which has not yet been tested. My project will test Y, and if I find evidence to support it, that will change the way we understand gender.’
• Position 2 is to argue that there is a gap in existing knowledge, either because previous research has reached conflicting conclusions or has failed to consider something important. For example, one could say that research on middle schoolers and gender has been limited by being conducted primarily in coeducational environments, and that findings might differ dramatically if research were conducted in more schools where the student body was all-male or all-female.

Your overall goal in this step of the process is to show that your research will be part of a larger conversation: that is, how your project flows from what’s already known, and how it advances, extends or challenges that existing body of knowledge. That will be the contribution of your project, and it constitutes the motivation for your research.

Two things are worth mentioning about your search for sources of relevant previous research. First, you needn’t look only at studies on your precise topic. For example, if you want to study gender-identity formation in schools, you shouldn’t restrict yourself to studies of schools; the empirical setting (schools) is secondary to the larger social process that interests you (how people form gender identity). That process occurs in many different settings, so cast a wide net. Second, be sure to use legitimate sources – meaning publications that have been through some sort of vetting process, whether that involves peer review (as with academic journal articles you might find via Google Scholar) or editorial review (as you’d find in well-known mass media publications, such as The Economist or The Washington Post ). What you’ll want to avoid is using unvetted sources such as personal blogs or Wikipedia. Why? Because anybody can write anything in those forums, and there is no way to know – unless you’re already an expert – if the claims you find there are accurate. Often, they’re not.

Step 4: Choose your data and methods

Whatever your research question is, eventually you’ll need to consider which data source and analytical strategy are most likely to provide the answers you’re seeking. One starting point is to consider whether your question would be best addressed by qualitative data (such as interviews, observations or historical records), quantitative data (such as surveys or census records) or some combination of both. Your ideas about data sources will, in turn, suggest options for analytical methods.

You might need to collect your own data, or you might find everything you need readily available in an existing dataset someone else has created. A great place to start is with a research librarian: university libraries always have them and, at public universities, those librarians can work with the public, including people who aren’t affiliated with the university. If you don’t happen to have a public university and its library close at hand, an ordinary public library can still be a good place to start: the librarians are often well versed in accessing data sources that might be relevant to your study, such as the census, or historical archives, or the Survey of Consumer Finances.

Because your task at this point is to plan research, rather than conduct it, the purpose of this step is not to commit you irrevocably to a course of action. Instead, your goal here is to think through a feasible approach to answering your research question. You’ll need to find out, for example, whether the data you want exist; if not, do you have a realistic chance of gathering the data yourself, or would it be better to modify your research question? In terms of analysis, would your strategy require you to apply statistical methods? If so, do you have those skills? If not, do you have time to learn them, or money to hire a research assistant to run the analysis for you?

Please be aware that qualitative methods in particular are not the casual undertaking they might appear to be. Many people make the mistake of thinking that only quantitative data and methods are scientific and systematic, while qualitative methods are just a fancy way of saying: ‘I talked to some people, read some old newspapers, and drew my own conclusions.’ Nothing could be further from the truth. In the final section of this guide, you’ll find some links to resources that will provide more insight on standards and procedures governing qualitative research, but suffice it to say: there are rules about what constitutes legitimate evidence and valid analytical procedure for qualitative data, just as there are for quantitative data.

Circle back and consider revising your initial plans

As you work through these four steps in planning your project, it’s perfectly normal to circle back and revise. Research planning is rarely a linear process. It’s also common for new and unexpected avenues to suggest themselves. As the sociologist Thorstein Veblen wrote in 1908 : ‘The outcome of any serious research can only be to make two questions grow where only one grew before.’ That’s as true of research planning as it is of a completed project. Try to enjoy the horizons that open up for you in this process, rather than becoming overwhelmed; the four steps, along with the two exercises that follow, will help you focus your plan and make it manageable.

Key points – How to plan a research project

• Planning a research project is essential no matter your academic level or field of study. There is no one ‘best’ way to design research, but there are certain guidelines that can be helpfully applied across disciplines.
• Orient yourself to knowledge-creation. Make the shift from being a consumer of information to being a producer of information.
• Define your research question. Your question frames the rest of your project, sets the scope, and determines the kinds of answers you can find.
• Review previous research on your question. Survey the existing body of relevant knowledge to ensure that your research will be part of a larger conversation.
• Choose your data and methods. For instance, will you be collecting qualitative data, via interviews, or numerical data, via surveys?
• Circle back and consider revising your initial plans. Expect your research question in particular to undergo multiple rounds of refinement as you learn more about your topic.

Good research questions tend to beget more questions. This can be frustrating for those who want to get down to business right away. Try to make room for the unexpected: this is usually how knowledge advances. Many of the most significant discoveries in human history have been made by people who were looking for something else entirely. There are ways to structure your research planning process without over-constraining yourself; the two exercises below are a start, and you can find further methods in the Links and Books section.

The following exercise provides a structured process for advancing your research project planning. After completing it, you’ll be able to do the following:

• describe clearly and concisely the question you’ve chosen to study
• summarise the state of the art in knowledge about the question, and where your project could contribute new insight
• identify the best strategy for gathering and analysing relevant data

In other words, the following provides a systematic means to establish the building blocks of your research project.

Exercise 1: Definition of research question and sources

This exercise prompts you to select and clarify your general interest area, develop a research question, and investigate sources of information. The annotated bibliography will also help you refine your research question so that you can begin the second assignment, a description of the phenomenon you wish to study.

Jot down a few bullet points in response to these two questions, with the understanding that you’ll probably go back and modify your answers as you begin reading other studies relevant to your topic:

• What will be the general topic of your paper?
• What will be the specific topic of your paper?

b) Research question(s)

Use the following guidelines to frame a research question – or questions – that will drive your analysis. As with Part 1 above, you’ll probably find it necessary to change or refine your research question(s) as you complete future assignments.

• Your question should be phrased so that it can’t be answered with a simple ‘yes’ or ‘no’.
• Your question should have more than one plausible answer.
• Your question should draw relationships between two or more concepts; framing the question in terms of How? or What? often works better than asking Why ?

c) Annotated bibliography

Most or all of your background information should come from two sources: scholarly books and journals, or reputable mass media sources. You might be able to access journal articles electronically through your library, using search engines such as JSTOR and Google Scholar. This can save you a great deal of time compared with going to the library in person to search periodicals. General news sources, such as those accessible through LexisNexis, are acceptable, but should be cited sparingly, since they don’t carry the same level of credibility as scholarly sources. As discussed above, unvetted sources such as blogs and Wikipedia should be avoided, because the quality of the information they provide is unreliable and often misleading.

To create an annotated bibliography, provide the following information for at least 10 sources relevant to your specific topic, using the format suggested below.

Name of author(s):

Publication date:

Title of book, chapter, or article:

If a chapter or article, title of journal or book where they appear:

Brief description of this work, including main findings and methods ( c 75 words):

Summary of how this work contributes to your project ( c 75 words):

Brief description of the implications of this work ( c 25 words):

Identify any gap or controversy in knowledge this work points up, and how your project could address those problems ( c 50 words):

Exercise 2: Towards an analysis

Develop a short statement ( c 250 words) about the kind of data that would be useful to address your research question, and how you’d analyse it. Some questions to consider in writing this statement include:

• What are the central concepts or variables in your project? Offer a brief definition of each.
• Do any data sources exist on those concepts or variables, or would you need to collect data?
• Of the analytical strategies you could apply to that data, which would be the most appropriate to answer your question? Which would be the most feasible for you? Consider at least two methods, noting their advantages or disadvantages for your project.

Links & books

One of the best texts ever written about planning and executing research comes from a source that might be unexpected: a 60-year-old work on urban planning by a self-trained scholar. The classic book The Death and Life of Great American Cities (1961) by Jane Jacobs (available complete and free of charge via this link ) is worth reading in its entirety just for the pleasure of it. But the final 20 pages – a concluding chapter titled ‘The Kind of Problem a City Is’ – are really about the process of thinking through and investigating a problem. Highly recommended as a window into the craft of research.

Jacobs’s text references an essay on advancing human knowledge by the mathematician Warren Weaver. At the time, Weaver was director of the Rockefeller Foundation, in charge of funding basic research in the natural and medical sciences. Although the essay is titled ‘A Quarter Century in the Natural Sciences’ (1960) and appears at first blush to be merely a summation of one man’s career, it turns out to be something much bigger and more interesting: a meditation on the history of human beings seeking answers to big questions about the world. Weaver goes back to the 17th century to trace the origins of systematic research thinking, with enthusiasm and vivid anecdotes that make the process come alive. The essay is worth reading in its entirety, and is available free of charge via this link .

For those seeking a more in-depth, professional-level discussion of the logic of research design, the political scientist Harvey Starr provides insight in a compact format in the article ‘Cumulation from Proper Specification: Theory, Logic, Research Design, and “Nice” Laws’ (2005). Starr reviews the ‘research triad’, consisting of the interlinked considerations of formulating a question, selecting relevant theories and applying appropriate methods. The full text of the article, published in the scholarly journal Conflict Management and Peace Science , is available, free of charge, via this link .

Finally, the book Getting What You Came For (1992) by Robert Peters is not only an outstanding guide for anyone contemplating graduate school – from the application process onward – but it also includes several excellent chapters on planning and executing research, applicable across a wide variety of subject areas. It was an invaluable resource for me 25 years ago, and it remains in print with good reason; I recommend it to all my students, particularly Chapter 16 (‘The Thesis Topic: Finding It’), Chapter 17 (‘The Thesis Proposal’) and Chapter 18 (‘The Thesis: Writing It’).

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How to write a research plan: Step-by-step guide

Last updated

30 January 2024

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Short on time? Get an AI generated summary of this article instead

Today’s businesses and institutions rely on data and analytics to inform their product and service decisions. These metrics influence how organizations stay competitive and inspire innovation. However, gathering data and insights requires carefully constructed research, and every research project needs a roadmap. This is where a research plan comes into play.

Read this step-by-step guide for writing a detailed research plan that can apply to any project, whether it’s scientific, educational, or business-related.

• What is a research plan?

A research plan is a documented overview of a project in its entirety, from end to end. It details the research efforts, participants, and methods needed, along with any anticipated results. It also outlines the project’s goals and mission, creating layers of steps to achieve those goals within a specified timeline.

Without a research plan, you and your team are flying blind, potentially wasting time and resources to pursue research without structured guidance.

The principal investigator, or PI, is responsible for facilitating the research oversight. They will create the research plan and inform team members and stakeholders of every detail relating to the project. The PI will also use the research plan to inform decision-making throughout the project.

• Why do you need a research plan?

Create a research plan before starting any official research to maximize every effort in pursuing and collecting the research data. Crucially, the plan will model the activities needed at each phase of the research project .

Like any roadmap, a research plan serves as a valuable tool providing direction for those involved in the project—both internally and externally. It will keep you and your immediate team organized and task-focused while also providing necessary definitions and timelines so you can execute your project initiatives with full understanding and transparency.

External stakeholders appreciate a working research plan because it’s a great communication tool, documenting progress and changing dynamics as they arise. Any participants of your planned research sessions will be informed about the purpose of your study, while the exercises will be based on the key messaging outlined in the official plan.

Here are some of the benefits of creating a research plan document for every project:

Project organization and structure

Well-informed participants

All stakeholders and teams align in support of the project

Clearly defined project definitions and purposes

Distractions are eliminated, prioritizing task focus

Timely management of individual task schedules and roles

Costly reworks are avoided

• What should a research plan include?

The different aspects of your research plan will depend on the nature of the project. However, most official research plan documents will include the core elements below. Each aims to define the problem statement , devising an official plan for seeking a solution.

Specific project goals and individual objectives

Ideal strategies or methods for reaching those goals

Required resources

Descriptions of the target audience, sample sizes , demographics, and scopes

Key performance indicators (KPIs)

Project background

Research and testing support

Preliminary studies and progress reporting mechanisms

Cost estimates and change order processes

Depending on the research project’s size and scope, your research plan could be brief—perhaps only a few pages of documented plans. Alternatively, it could be a fully comprehensive report. Either way, it’s an essential first step in dictating your project’s facilitation in the most efficient and effective way.

• How to write a research plan for your project

When you start writing your research plan, aim to be detailed about each step, requirement, and idea. The more time you spend curating your research plan, the more precise your research execution efforts will be.

Account for every potential scenario, and be sure to address each and every aspect of the research.

Consider following this flow to develop a great research plan for your project:

Define your project’s purpose

Start by defining your project’s purpose. Identify what your project aims to accomplish and what you are researching. Remember to use clear language.

Thinking about the project’s purpose will help you set realistic goals and inform how you divide tasks and assign responsibilities. These individual tasks will be your stepping stones to reach your overarching goal.

Additionally, you’ll want to identify the specific problem, the usability metrics needed, and the intended solutions.

Know the following three things about your project’s purpose before you outline anything else:

What you’re doing

Why you’re doing it

What you expect from it

Identify individual objectives

With your overarching project objectives in place, you can identify any individual goals or steps needed to reach those objectives. Break them down into phases or steps. You can work backward from the project goal and identify every process required to facilitate it.

Be mindful to identify each unique task so that you can assign responsibilities to various team members. At this point in your research plan development, you’ll also want to assign priority to those smaller, more manageable steps and phases that require more immediate or dedicated attention.

Select research methods

Once you have outlined your goals, objectives, steps, and tasks, it’s time to drill down on selecting research methods . You’ll want to leverage specific research strategies and processes. When you know what methods will help you reach your goals, you and your teams will have direction to perform and execute your assigned tasks.

Research methods might include any of the following:

User interviews : this is a qualitative research method where researchers engage with participants in one-on-one or group conversations. The aim is to gather insights into their experiences, preferences, and opinions to uncover patterns, trends, and data.

Field studies : this approach allows for a contextual understanding of behaviors, interactions, and processes in real-world settings. It involves the researcher immersing themselves in the field, conducting observations, interviews, or experiments to gather in-depth insights.

Card sorting : participants categorize information by sorting content cards into groups based on their perceived similarities. You might use this process to gain insights into participants’ mental models and preferences when navigating or organizing information on websites, apps, or other systems.

Focus groups : use organized discussions among select groups of participants to provide relevant views and experiences about a particular topic.

Diary studies : ask participants to record their experiences, thoughts, and activities in a diary over a specified period. This method provides a deeper understanding of user experiences, uncovers patterns, and identifies areas for improvement.

Five-second testing: participants are shown a design, such as a web page or interface, for just five seconds. They then answer questions about their initial impressions and recall, allowing you to evaluate the design’s effectiveness.

Surveys : get feedback from participant groups with structured surveys. You can use online forms, telephone interviews, or paper questionnaires to reveal trends, patterns, and correlations.

Tree testing : tree testing involves researching web assets through the lens of findability and navigability. Participants are given a textual representation of the site’s hierarchy (the “tree”) and asked to locate specific information or complete tasks by selecting paths.

Usability testing : ask participants to interact with a product, website, or application to evaluate its ease of use. This method enables you to uncover areas for improvement in digital key feature functionality by observing participants using the product.

Live website testing: research and collect analytics that outlines the design, usability, and performance efficiencies of a website in real time.

There are no limits to the number of research methods you could use within your project. Just make sure your research methods help you determine the following:

What do you plan to do with the research findings?

What decisions will this research inform? How can your stakeholders leverage the research data and results?

Recruit participants and allocate tasks

Next, identify the participants needed to complete the research and the resources required to complete the tasks. Different people will be proficient at different tasks, and having a task allocation plan will allow everything to run smoothly.

Prepare a thorough project summary

Every well-designed research plan will feature a project summary. This official summary will guide your research alongside its communications or messaging. You’ll use the summary while recruiting participants and during stakeholder meetings. It can also be useful when conducting field studies.

Ensure this summary includes all the elements of your research project . Separate the steps into an easily explainable piece of text that includes the following:

An introduction: the message you’ll deliver to participants about the interview, pre-planned questioning, and testing tasks.

Interview questions: prepare questions you intend to ask participants as part of your research study, guiding the sessions from start to finish.

An exit message: draft messaging your teams will use to conclude testing or survey sessions. These should include the next steps and express gratitude for the participant’s time.

Create a realistic timeline

While your project might already have a deadline or a results timeline in place, you’ll need to consider the time needed to execute it effectively.

Realistically outline the time needed to properly execute each supporting phase of research and implementation. And, as you evaluate the necessary schedules, be sure to include additional time for achieving each milestone in case any changes or unexpected delays arise.

For this part of your research plan, you might find it helpful to create visuals to ensure your research team and stakeholders fully understand the information.

Determine how to present your results

A research plan must also describe how you intend to present your results. Depending on the nature of your project and its goals, you might dedicate one team member (the PI) or assume responsibility for communicating the findings yourself.

In this part of the research plan, you’ll articulate how you’ll share the results. Detail any materials you’ll use, such as:

Presentations and slides

A project report booklet

A project findings pamphlet

Documents with key takeaways and statistics

Graphic visuals to support your findings

• Format your research plan

As you create your research plan, you can enjoy a little creative freedom. A plan can assume many forms, so format it how you see fit. Determine the best layout based on your specific project, intended communications, and the preferences of your teams and stakeholders.

Find format inspiration among the following layouts:

Written outlines

Narrative storytelling

Visual mapping

Graphic timelines

Remember, the research plan format you choose will be subject to change and adaptation as your research and findings unfold. However, your final format should ideally outline questions, problems, opportunities, and expectations.

• Research plan example

Imagine you’ve been tasked with finding out how to get more customers to order takeout from an online food delivery platform. The goal is to improve satisfaction and retain existing customers. You set out to discover why more people aren’t ordering and what it is they do want to order or experience. 

You identify the need for a research project that helps you understand what drives customer loyalty . But before you jump in and start calling past customers, you need to develop a research plan—the roadmap that provides focus, clarity, and realistic details to the project.

Here’s an example outline of a research plan you might put together:

Project title

Project members involved in the research plan

Purpose of the project (provide a summary of the research plan’s intent)

Objective 1 (provide a short description for each objective)

Objective 2

Objective 3

Proposed timeline

Audience (detail the group you want to research, such as customers or non-customers)

Budget (how much you think it might cost to do the research)

Risk factors/contingencies (any potential risk factors that may impact the project’s success)

Remember, your research plan doesn’t have to reinvent the wheel—it just needs to fit your project’s unique needs and aims.

Customizing a research plan template

Some companies offer research plan templates to help get you started. However, it may make more sense to develop your own customized plan template. Be sure to include the core elements of a great research plan with your template layout, including the following:

Introductions to participants and stakeholders

Background problems and needs statement

Significance, ethics, and purpose

Research methods, questions, and designs

Preliminary beliefs and expectations

Implications and intended outcomes

Realistic timelines for each phase

Conclusion and presentations

How many pages should a research plan be?

Generally, a research plan can vary in length between 500 to 1,500 words. This is roughly three pages of content. More substantial projects will be 2,000 to 3,500 words, taking up four to seven pages of planning documents.

What is the difference between a research plan and a research proposal?

A research plan is a roadmap to success for research teams. A research proposal, on the other hand, is a dissertation aimed at convincing or earning the support of others. Both are relevant in creating a guide to follow to complete a project goal.

What are the seven steps to developing a research plan?

While each research project is different, it’s best to follow these seven general steps to create your research plan:

Defining the problem

Identifying goals

Choosing research methods

Recruiting participants

Preparing the brief or summary

Establishing task timelines

Defining how you will present the findings

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How to Do Your Research Project: A Guide for Students

Student resources, welcome to the digital roadmap and resources.

Work your way through  interactive exercises  for each stage of the research project roadmap and watch  videos   from your pocket supervisor, Gary Thomas. Explore real-world practice through  case studies   and  journal articles . Reflect, revise, and take your learning on the go with  worksheets  and get to grips with key terms and concepts using digital  flashcards .

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How to Get Started With a Research Project

Last Updated: October 3, 2023 Fact Checked

This article was co-authored by Chris Hadley, PhD . Chris Hadley, PhD is part of the wikiHow team and works on content strategy and data and analytics. Chris Hadley earned his PhD in Cognitive Psychology from UCLA in 2006. Chris' academic research has been published in numerous scientific journals. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 313,432 times.

You'll be required to undertake and complete research projects throughout your academic career and even, in many cases, as a member of the workforce. Don't worry if you feel stuck or intimidated by the idea of a research project, with care and dedication, you can get the project done well before the deadline!

Development and Foundation

• Don't hesitate while writing down ideas. You'll end up with some mental noise on the paper – silly or nonsensical phrases that your brain just pushes out. That's fine. Think of it as sweeping the cobwebs out of your attic. After a minute or two, better ideas will begin to form (and you might have a nice little laugh at your own expense in the meantime).

• Some instructors will even provide samples of previously successful topics if you ask for them. Just be careful that you don't end up stuck with an idea you want to do, but are afraid to do because you know someone else did it before.

• For example, if your research topic is “urban poverty,” you could look at that topic across ethnic or sexual lines, but you could also look into corporate wages, minimum wage laws, the cost of medical benefits, the loss of unskilled jobs in the urban core, and on and on. You could also try comparing and contrasting urban poverty with suburban or rural poverty, and examine things that might be different about both areas, such as diet and exercise levels, or air pollution.

• Think in terms of questions you want answered. A good research project should collect information for the purpose of answering (or at least attempting to answer) a question. As you review and interconnect topics, you'll think of questions that don't seem to have clear answers yet. These questions are your research topics.

• Don't limit yourself to libraries and online databases. Think in terms of outside resources as well: primary sources, government agencies, even educational TV programs. If you want to know about differences in animal population between public land and an Indian reservation, call the reservation and see if you can speak to their department of fish and wildlife.
• If you're planning to go ahead with original research, that's great – but those techniques aren't covered in this article. Instead, speak with qualified advisors and work with them to set up a thorough, controlled, repeatable process for gathering information.

• If your plan comes down to “researching the topic,” and there aren't any more specific things you can say about it, write down the types of sources you plan to use instead: books (library or private?), magazines (which ones?), interviews, and so on. Your preliminary research should have given you a solid idea of where to begin.

Expanding Your Idea with Research

• It's generally considered more convincing to source one item from three different authors who all agree on it than it is to rely too heavily on one book. Go for quantity at least as much as quality. Be sure to check citations, endnotes, and bibliographies to get more potential sources (and see whether or not all your authors are just quoting the same, older author).
• Writing down your sources and any other relevant details (such as context) around your pieces of information right now will save you lots of trouble in the future.

• Use many different queries to get the database results you want. If one phrasing or a particular set of words doesn't yield useful results, try rephrasing it or using synonymous terms. Online academic databases tend to be dumber than the sum of their parts, so you'll have to use tangentially related terms and inventive language to get all the results you want.

• If it's sensible, consider heading out into the field and speaking to ordinary people for their opinions. This isn't always appropriate (or welcomed) in a research project, but in some cases, it can provide you with some excellent perspective for your research.
• Review cultural artifacts as well. In many areas of study, there's useful information on attitudes, hopes, and/or concerns of people in a particular time and place contained within the art, music, and writing they produced. One has only to look at the woodblock prints of the later German Expressionists, for example, to understand that they lived in a world they felt was often dark, grotesque, and hopeless. Song lyrics and poetry can likewise express strong popular attitudes.

Expert Q&A

• Start early. The foundation of a great research project is the research, which takes time and patience to gather even if you aren't performing any original research of your own. Set aside time for it whenever you can, at least until your initial gathering phase is complete. Past that point, the project should practically come together on its own. Thanks Helpful 1 Not Helpful 0
• When in doubt, write more, rather than less. It's easier to pare down and reorganize an overabundance of information than it is to puff up a flimsy core of facts and anecdotes. Thanks Helpful 1 Not Helpful 0

• Respect the wishes of others. Unless you're a research journalist, it's vital that you yield to the wishes and requests of others before engaging in original research, even if it's technically ethical. Many older American Indians, for instance, harbor a great deal of cultural resentment towards social scientists who visit reservations for research, even those invited by tribal governments for important reasons such as language revitalization. Always tread softly whenever you're out of your element, and only work with those who want to work with you. Thanks Helpful 8 Not Helpful 2
• Be mindful of ethical concerns. Especially if you plan to use original research, there are very stringent ethical guidelines that must be followed for any credible academic body to accept it. Speak to an advisor (such as a professor) about what you plan to do and what steps you should take to verify that it will be ethical. Thanks Helpful 6 Not Helpful 2

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• ↑ http://www.butte.edu/departments/cas/tipsheets/research/research_paper.html
• ↑ https://www.nhcc.edu/academics/library/doing-library-research/basic-steps-research-process
• ↑ https://library.sacredheart.edu/c.php?g=29803&p=185905
• ↑ https://owl.purdue.edu/owl/general_writing/common_writing_assignments/research_papers/choosing_a_topic.html
• ↑ https://www.unr.edu/writing-speaking-center/student-resources/writing-speaking-resources/using-an-interview-in-a-research-paper
• ↑ https://www.science.org/content/article/how-review-paper

About This Article

The easiest way to get started with a research project is to use your notes and other materials to come up with topics that interest you. Research your favorite topic to see if it can be developed, and then refine it into a research question. Begin thoroughly researching, and collect notes and sources. To learn more about finding reliable and helpful sources while you're researching, continue reading! Did this summary help you? Yes No

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Research Process Steps: What they are + How To Follow

There are various approaches to conducting basic and applied research. This article explains the research process steps you should know. Whether you are doing basic research or applied research, there are many ways of doing it. In some ways, each research study is unique since it is conducted at a different time and place.

Conducting research might be difficult, but there are clear processes to follow. The research process starts with a broad idea for a topic. This article will assist you through the research process steps, helping you focus and develop your topic.

Research Process Steps

The research process consists of a series of systematic procedures that a researcher must go through in order to generate knowledge that will be considered valuable by the project and focus on the relevant topic.

To conduct effective research, you must understand the research process steps and follow them. Here are a few steps in the research process to make it easier for you:

Step 1: Identify the Problem

Finding an issue or formulating a research question is the first step. A well-defined research problem will guide the researcher through all stages of the research process, from setting objectives to choosing a technique. There are a number of approaches to get insight into a topic and gain a better understanding of it. Such as:

• A preliminary survey
• Case studies
• Interviews with a small group of people
• Observational survey

Step 2: Evaluate the Literature

A thorough examination of the relevant studies is essential to the research process . It enables the researcher to identify the precise aspects of the problem. Once a problem has been found, the investigator or researcher needs to find out more about it.

This stage gives problem-zone background. It teaches the investigator about previous research, how they were conducted, and its conclusions. The researcher can build consistency between his work and others through a literature review. Such a review exposes the researcher to a more significant body of knowledge and helps him follow the research process efficiently.

Step 3: Create Hypotheses

Formulating an original hypothesis is the next logical step after narrowing down the research topic and defining it. A belief solves logical relationships between variables. In order to establish a hypothesis, a researcher must have a certain amount of expertise in the field. 

It is important for researchers to keep in mind while formulating a hypothesis that it must be based on the research topic. Researchers are able to concentrate their efforts and stay committed to their objectives when they develop theories to guide their work.

Step 4: The Research Design

Research design is the plan for achieving objectives and answering research questions. It outlines how to get the relevant information. Its goal is to design research to test hypotheses, address the research questions, and provide decision-making insights.

The research design aims to minimize the time, money, and effort required to acquire meaningful evidence. This plan fits into four categories:

• Exploration and Surveys
• Data Analysis
• Observation

Step 5: Describe Population

Research projects usually look at a specific group of people, facilities, or how technology is used in the business. In research, the term population refers to this study group. The research topic and purpose help determine the study group.

Suppose a researcher wishes to investigate a certain group of people in the community. In that case, the research could target a specific age group, males or females, a geographic location, or an ethnic group. A final step in a study’s design is to specify its sample or population so that the results may be generalized.

Step 6: Data Collection

Data collection is important in obtaining the knowledge or information required to answer the research issue. Every research collected data, either from the literature or the people being studied. Data must be collected from the two categories of researchers. These sources may provide primary data.

• Questionnaire

Secondary data categories are:

• Literature survey
• Official, unofficial reports
• An approach based on library resources

Step 7: Data Analysis

During research design, the researcher plans data analysis. After collecting data, the researcher analyzes it. The data is examined based on the approach in this step. The research findings are reviewed and reported.

Data analysis involves a number of closely related stages, such as setting up categories, applying these categories to raw data through coding and tabulation, and then drawing statistical conclusions. The researcher can examine the acquired data using a variety of statistical methods.

Step 8: The Report-writing

After completing these steps, the researcher must prepare a report detailing his findings. The report must be carefully composed with the following in mind:

• The Layout: On the first page, the title, date, acknowledgments, and preface should be on the report. A table of contents should be followed by a list of tables, graphs, and charts if any.
• Introduction: It should state the research’s purpose and methods. This section should include the study’s scope and limits.
• Summary of Findings: A non-technical summary of findings and recommendations will follow the introduction. The findings should be summarized if they’re lengthy.
• Principal Report: The main body of the report should make sense and be broken up into sections that are easy to understand.
• Conclusion: The researcher should restate his findings at the end of the main text. It’s the final result.

LEARN ABOUT: 12 Best Tools for Researchers

The research process involves several steps that make it easy to complete the research successfully. The steps in the research process described above depend on each other, and the order must be kept. So, if we want to do a research project, we should follow the research process steps.

QuestionPro’s enterprise-grade research platform can collect survey and qualitative observation data. The tool’s nature allows for data processing and essential decisions. The platform lets you store and process data. Start immediately!

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15 Steps to Good Research

• Define and articulate a research question (formulate a research hypothesis). How to Write a Thesis Statement (Indiana University)
• Identify possible sources of information in many types and formats. Georgetown University Library's Research & Course Guides
• Judge the scope of the project.
• Reevaluate the research question based on the nature and extent of information available and the parameters of the research project.
• Select the most appropriate investigative methods (surveys, interviews, experiments) and research tools (periodical indexes, databases, websites).
• Plan the research project. Writing Anxiety (UNC-Chapel Hill) Strategies for Academic Writing (SUNY Empire State College)
• Retrieve information using a variety of methods (draw on a repertoire of skills).
• Refine the search strategy as necessary.
• Write and organize useful notes and keep track of sources. Taking Notes from Research Reading (University of Toronto) Use a citation manager: Zotero or Refworks
• Evaluate sources using appropriate criteria. Evaluating Internet Sources
• Synthesize, analyze and integrate information sources and prior knowledge. Georgetown University Writing Center
• Revise hypothesis as necessary.
• Use information effectively for a specific purpose.
• Understand such issues as plagiarism, ownership of information (implications of copyright to some extent), and costs of information. Georgetown University Honor Council Copyright Basics (Purdue University) How to Recognize Plagiarism: Tutorials and Tests from Indiana University
• Cite properly and give credit for sources of ideas. MLA Bibliographic Form (7th edition, 2009) MLA Bibliographic Form (8th edition, 2016) Turabian Bibliographic Form: Footnote/Endnote Turabian Bibliographic Form: Parenthetical Reference Use a citation manager: Zotero or Refworks

Adapted from the Association of Colleges and Research Libraries "Objectives for Information Literacy Instruction" , which are more complete and include outcomes. See also the broader "Information Literacy Competency Standards for Higher Education."

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Research: Where to Begin

Welcome to the Purdue OWL

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Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Research isn't something that only scientists and professors do. Any time you use sources to investigate claims or reach new conclusions, you are performing research. Research happens in virtually all fields, so it’s vitally important to know how to conduct research and navigate through source material regardless of your professional or academic role.

Choosing and Narrowing Your Research Topic

Before beginning the process of looking for sources, it’s important to choose a research topic that is specific enough to explore in-depth. If your focus is too broad, it will be difficult to find sources that back up what you’re trying to say.

If your instructor gives you the flexibility to choose your own research topic, you might begin by brainstorming  a list of topics that interest you ( click here to visit an OWL page that can help you get started brainstorming or prewriting ). Once you find something that grabs your attention, the next step is to narrow your topic to a manageable scope. Some ways to narrow your focus are by sub-topic, demographic, or time period.

For example, suppose that you want to research cancer treatments. Cancer treatment is a fairly broad topic, so you would be wise to at least consider narrowing your scope. For example, you could focus on a sub-topic of cancer treatment, such as chemotherapy or radiation therapy. However, these are still broad topics, so you might also narrow your topic to a narrower sub-topic or even examine how these topics relate to a specific demographic or time period. In the end, you might decide to research how radiation therapy for women over fifty has changed in the past twenty years. In sum, having a specific idea of what you want to research helps you find a topic that feels more manageable.

Writing Your Research Question

Writing your research topic as a question helps you focus your topic in a clear and concise way. It ensure that your topic is arguable. While not all research papers have to offer an explicit argument, many do.

For the above example, you might phrase your research question like this: "How has radiation therapy changed in the past twenty years for women over fifty?" Of course, phrasing this topic as a question assumes that the research has, in fact, changed. Reading your sources (or, to begin with, at least summaries and abstracts of those sources) will help you formulate a research question that makes sense.

Knowing What Types of Sources You Need

Depending on the type of research you’re doing, you may need to use different types of sources. Research is usually divided into scholarly and popular, and primary and secondary. For more information on specific details about these types of sources, visit our "Where to Begin" page in our "Evaluating Sources" subsection.  This subsection contains additional pages that explore various kinds of sources (like, e.g., internet sources) in more detail.

Asking Productive Questions

Before you begin your research, you should ask yourself questions that help narrow your search parameters.

What kind of information are you looking for?

Different types of research will require different sources. It’s important to know what kinds of sources your research demands. Ask whether you need facts or opinions, news reports, research studies, statistics and data, personal reflections, archival research, etc. Restricting yourself to only the most relevant kinds of sources will make the research process seem less daunting.

Where do you need to look for your research?

Your research topic will also dictate where you find your sources. This extends beyond simply whether you use the internet or a print source. For example, if you are searching for information on a current event, a well-regarded newspaper like the  New York Times  or  Wall Street Journal  could  be a useful source. If you are searching for statistics on some aspect of the U.S. population, then you might want to start with government documents, such as census reports. While much high-level academic research relies mainly on the sorts of academic journal articles and scholarly books that can be found in university libraries, depending the nature of your research project, you may need to look elsewhere.

How much information do you need?

Different research projects require different numbers of sources. For example, if you need to address both sides of a controversial issue, you may need to find more sources than if you were pursuing a non-controversial topic. Be sure to speak with your instructor if you are unclear on how many sources you will be expected to use.

How timely does your research need to be?

Depending on your research topic, the timeliness of your source may or may not matter. For example, if you are looking into recent changes in a specific scientific field, you would want the most up-to-date research. However, if you were researching the War of 1812, you might benefit from finding primary sources written during that time period.

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A Beginner's Guide to Starting the Research Process

When you have to write a thesis or dissertation , it can be hard to know where to begin, but there are some clear steps you can follow.

The research process often begins with a very broad idea for a topic you’d like to know more about. You do some preliminary research to identify a  problem . After refining your research questions , you can lay out the foundations of your research design , leading to a proposal that outlines your ideas and plans.

This article takes you through the first steps of the research process, helping you narrow down your ideas and build up a strong foundation for your research project.

Table of contents

Step 1: choose your topic, step 2: identify a problem, step 3: formulate research questions, step 4: create a research design, step 5: write a research proposal.

First you have to come up with some ideas. Your thesis or dissertation topic can start out very broad. Think about the general area or field you’re interested in—maybe you already have specific research interests based on classes you’ve taken, or maybe you had to consider your topic when applying to graduate school and writing a statement of purpose .

Even if you already have a good sense of your topic, you’ll need to read widely to build background knowledge and begin narrowing down your ideas. Conduct an initial literature review to begin gathering relevant sources. As you read, take notes and try to identify problems, questions, debates, contradictions and gaps. Your aim is to narrow down from a broad area of interest to a specific niche.

Make sure to consider the practicalities: the requirements of your programme, the amount of time you have to complete the research, and how difficult it will be to access sources and data on the topic. Before moving onto the next stage, it’s a good idea to discuss the topic with your thesis supervisor.

>>Read more about narrowing down a research topic

Prevent plagiarism, run a free check.

So you’ve settled on a topic and found a niche—but what exactly will your research investigate, and why does it matter? To give your project focus and purpose, you have to define a research problem .

The problem might be a practical issue—for example, a process or practice that isn’t working well, an area of concern in an organization’s performance, or a difficulty faced by a specific group of people in society.

Alternatively, you might choose to investigate a theoretical problem—for example, an underexplored phenomenon or relationship, a contradiction between different models or theories, or an unresolved debate among scholars.

To put the problem in context and set your objectives, you can write a problem statement . This describes who the problem affects, why research is needed, and how your research project will contribute to solving it.

>>Read more about defining a research problem

Next, based on the problem statement, you need to write one or more research questions . These target exactly what you want to find out. They might focus on describing, comparing, evaluating, or explaining the research problem.

A strong research question should be specific enough that you can answer it thoroughly using appropriate qualitative or quantitative research methods. It should also be complex enough to require in-depth investigation, analysis, and argument. Questions that can be answered with “yes/no” or with easily available facts are not complex enough for a thesis or dissertation.

In some types of research, at this stage you might also have to develop a conceptual framework and testable hypotheses .

>>See research question examples

The research design is a practical framework for answering your research questions. It involves making decisions about the type of data you need, the methods you’ll use to collect and analyze it, and the location and timescale of your research.

There are often many possible paths you can take to answering your questions. The decisions you make will partly be based on your priorities. For example, do you want to determine causes and effects, draw generalizable conclusions, or understand the details of a specific context?

You need to decide whether you will use primary or secondary data and qualitative or quantitative methods . You also need to determine the specific tools, procedures, and materials you’ll use to collect and analyze your data, as well as your criteria for selecting participants or sources.

>>Read more about creating a research design

Finally, after completing these steps, you are ready to complete a research proposal . The proposal outlines the context, relevance, purpose, and plan of your research.

As well as outlining the background, problem statement, and research questions, the proposal should also include a literature review that shows how your project will fit into existing work on the topic. The research design section describes your approach and explains exactly what you will do.

You might have to get the proposal approved by your supervisor before you get started, and it will guide the process of writing your thesis or dissertation.

>>Read more about writing a research proposal

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The critical steps for successful research: The research proposal and scientific writing: (A report on the pre-conference workshop held in conjunction with the 64 th annual conference of the Indian Pharmaceutical Congress-2012)

Pitchai balakumar.

Pharmacology Unit, Faculty of Pharmacy, AIMST University, Semeling, 08100 Bedong. Kedah Darul Aman, Malaysia

Mohammed Naseeruddin Inamdar

1 Department of Pharmacology, Al-Ameen College of Pharmacy, Bengaluru, Karnataka, India

Gowraganahalli Jagadeesh

2 Division of Cardiovascular and Renal Products, Center for Drug Evaluation and Research, US Food and Drug Administration, Silver Spring, USA

An interactive workshop on ‘The Critical Steps for Successful Research: The Research Proposal and Scientific Writing’ was conducted in conjunction with the 64 th Annual Conference of the Indian Pharmaceutical Congress-2012 at Chennai, India. In essence, research is performed to enlighten our understanding of a contemporary issue relevant to the needs of society. To accomplish this, a researcher begins search for a novel topic based on purpose, creativity, critical thinking, and logic. This leads to the fundamental pieces of the research endeavor: Question, objective, hypothesis, experimental tools to test the hypothesis, methodology, and data analysis. When correctly performed, research should produce new knowledge. The four cornerstones of good research are the well-formulated protocol or proposal that is well executed, analyzed, discussed and concluded. This recent workshop educated researchers in the critical steps involved in the development of a scientific idea to its successful execution and eventual publication.

INTRODUCTION

Creativity and critical thinking are of particular importance in scientific research. Basically, research is original investigation undertaken to gain knowledge and understand concepts in major subject areas of specialization, and includes the generation of ideas and information leading to new or substantially improved scientific insights with relevance to the needs of society. Hence, the primary objective of research is to produce new knowledge. Research is both theoretical and empirical. It is theoretical because the starting point of scientific research is the conceptualization of a research topic and development of a research question and hypothesis. Research is empirical (practical) because all of the planned studies involve a series of observations, measurements, and analyses of data that are all based on proper experimental design.[ 1 – 9 ]

The subject of this report is to inform readers of the proceedings from a recent workshop organized by the 64 th Annual conference of the ‘ Indian Pharmaceutical Congress ’ at SRM University, Chennai, India, from 05 to 06 December 2012. The objectives of the workshop titled ‘The Critical Steps for Successful Research: The Research Proposal and Scientific Writing,’ were to assist participants in developing a strong fundamental understanding of how best to develop a research or study protocol, and communicate those research findings in a conference setting or scientific journal. Completing any research project requires meticulous planning, experimental design and execution, and compilation and publication of findings in the form of a research paper. All of these are often unfamiliar to naïve researchers; thus, the purpose of this workshop was to teach participants to master the critical steps involved in the development of an idea to its execution and eventual publication of the results (See the last section for a list of learning objectives).

THE STRUCTURE OF THE WORKSHOP

The two-day workshop was formatted to include key lectures and interactive breakout sessions that focused on protocol development in six subject areas of the pharmaceutical sciences. This was followed by sessions on scientific writing. DAY 1 taught the basic concepts of scientific research, including: (1) how to formulate a topic for research and to describe the what, why , and how of the protocol, (2) biomedical literature search and review, (3) study designs, statistical concepts, and result analyses, and (4) publication ethics. DAY 2 educated the attendees on the basic elements and logistics of writing a scientific paper and thesis, and preparation of poster as well as oral presentations.

The final phase of the workshop was the ‘Panel Discussion,’ including ‘Feedback/Comments’ by participants. There were thirteen distinguished speakers from India and abroad. Approximately 120 post-graduate and pre-doctoral students, young faculty members, and scientists representing industries attended the workshop from different parts of the country. All participants received a printed copy of the workshop manual and supporting materials on statistical analyses of data.

THE BASIC CONCEPTS OF RESEARCH: THE KEY TO GETTING STARTED IN RESEARCH

A research project generally comprises four key components: (1) writing a protocol, (2) performing experiments, (3) tabulating and analyzing data, and (4) writing a thesis or manuscript for publication.

Fundamentals in the research process

A protocol, whether experimental or clinical, serves as a navigator that evolves from a basic outline of the study plan to become a qualified research or grant proposal. It provides the structural support for the research. Dr. G. Jagadeesh (US FDA), the first speaker of the session, spoke on ‘ Fundamentals in research process and cornerstones of a research project .’ He discussed at length the developmental and structural processes in preparing a research protocol. A systematic and step-by-step approach is necessary in planning a study. Without a well-designed protocol, there would be a little chance for successful completion of a research project or an experiment.

Research topic

The first and the foremost difficult task in research is to identify a topic for investigation. The research topic is the keystone of the entire scientific enterprise. It begins the project, drives the entire study, and is crucial for moving the project forward. It dictates the remaining elements of the study [ Table 1 ] and thus, it should not be too narrow or too broad or unfocused. Because of these potential pitfalls, it is essential that a good or novel scientific idea be based on a sound concept. Creativity, critical thinking, and logic are required to generate new concepts and ideas in solving a research problem. Creativity involves critical thinking and is associated with generating many ideas. Critical thinking is analytical, judgmental, and involves evaluating choices before making a decision.[ 4 ] Thus, critical thinking is convergent type thinking that narrows and refines those divergent ideas and finally settles to one idea for an in-depth study. The idea on which a research project is built should be novel, appropriate to achieve within the existing conditions, and useful to the society at large. Therefore, creativity and critical thinking assist biomedical scientists in research that results in funding support, novel discovery, and publication.[ 1 , 4 ]

Elements of a study protocol

Research question

The next most crucial aspect of a study protocol is identifying a research question. It should be a thought-provoking question. The question sets the framework. It emerges from the title, findings/results, and problems observed in previous studies. Thus, mastering the literature, attendance at conferences, and discussion in journal clubs/seminars are sources for developing research questions. Consider the following example in developing related research questions from the research topic.

Hepatoprotective activity of Terminalia arjuna and Apium graveolens on paracetamol-induced liver damage in albino rats.

How is paracetamol metabolized in the body? Does it involve P450 enzymes? How does paracetamol cause liver injury? What are the mechanisms by which drugs can alleviate liver damage? What biochemical parameters are indicative of liver injury? What major endogenous inflammatory molecules are involved in paracetamol-induced liver damage?

A research question is broken down into more precise objectives. The objectives lead to more precise methods and definition of key terms. The objectives should be SMART-Specific, Measurable, Achievable, Realistic, Time-framed,[ 10 ] and should cover the entire breadth of the project. The objectives are sometimes organized into hierarchies: Primary, secondary, and exploratory; or simply general and specific. Study the following example:

To evaluate the safety and tolerability of single oral doses of compound X in normal volunteers.

To assess the pharmacokinetic profile of compound X following single oral doses.

To evaluate the incidence of peripheral edema reported as an adverse event.

The objectives and research questions are then formulated into a workable or testable hypothesis. The latter forces us to think carefully about what comparisons will be needed to answer the research question, and establishes the format for applying statistical tests to interpret the results. The hypothesis should link a process to an existing or postulated biologic pathway. A hypothesis is written in a form that can yield measurable results. Studies that utilize statistics to compare groups of data should have a hypothesis. Consider the following example:

• The hepatoprotective activity of Terminalia arjuna is superior to that of Apium graveolens against paracetamol-induced liver damage in albino rats.

All biological research, including discovery science, is hypothesis-driven. However, not all studies need be conducted with a hypothesis. For example, descriptive studies (e.g., describing characteristics of a plant, or a chemical compound) do not need a hypothesis.[ 1 ]

Relevance of the study

Another important section to be included in the protocol is ‘significance of the study.’ Its purpose is to justify the need for the research that is being proposed (e.g., development of a vaccine for a disease). In summary, the proposed study should demonstrate that it represents an advancement in understanding and that the eventual results will be meaningful, contribute to the field, and possibly even impact society.

Biomedical literature

A literature search may be defined as the process of examining published sources of information on a research or review topic, thesis, grant application, chemical, drug, disease, or clinical trial, etc. The quantity of information available in print or electronically (e.g., the internet) is immense and growing with time. A researcher should be familiar with the right kinds of databases and search engines to extract the needed information.[ 3 , 6 ]

Dr. P. Balakumar (Institute of Pharmacy, Rajendra Institute of Technology and Sciences, Sirsa, Haryana; currently, Faculty of Pharmacy, AIMST University, Malaysia) spoke on ‘ Biomedical literature: Searching, reviewing and referencing .’ He schematically explained the basis of scientific literature, designing a literature review, and searching literature. After an introduction to the genesis and diverse sources of scientific literature searches, the use of PubMed, one of the premier databases used for biomedical literature searches world-wide, was illustrated with examples and screenshots. Several companion databases and search engines are also used for finding information related to health sciences, and they include Embase, Web of Science, SciFinder, The Cochrane Library, International Pharmaceutical Abstracts, Scopus, and Google Scholar.[ 3 ] Literature searches using alternative interfaces for PubMed such as GoPubMed, Quertle, PubFocus, Pubget, and BibliMed were discussed. The participants were additionally informed of databases on chemistry, drugs and drug targets, clinical trials, toxicology, and laboratory animals (reviewed in ref[ 3 ]).

Referencing and bibliography are essential in scientific writing and publication.[ 7 ] Referencing systems are broadly classified into two major types, such as Parenthetical and Notation systems. Parenthetical referencing is also known as Harvard style of referencing, while Vancouver referencing style and ‘Footnote’ or ‘Endnote’ are placed under Notation referencing systems. The participants were educated on each referencing system with examples.

Bibliography management

Dr. Raj Rajasekaran (University of California at San Diego, CA, USA) enlightened the audience on ‘ bibliography management ’ using reference management software programs such as Reference Manager ® , Endnote ® , and Zotero ® for creating and formatting bibliographies while writing a manuscript for publication. The discussion focused on the use of bibliography management software in avoiding common mistakes such as incomplete references. Important steps in bibliography management, such as creating reference libraries/databases, searching for references using PubMed/Google scholar, selecting and transferring selected references into a library, inserting citations into a research article and formatting bibliographies, were presented. A demonstration of Zotero®, a freely available reference management program, included the salient features of the software, adding references from PubMed using PubMed ID, inserting citations and formatting using different styles.

Writing experimental protocols

The workshop systematically instructed the participants in writing ‘ experimental protocols ’ in six disciplines of Pharmaceutical Sciences.: (1) Pharmaceutical Chemistry (presented by Dr. P. V. Bharatam, NIPER, Mohali, Punjab); (2) Pharmacology (presented by Dr. G. Jagadeesh and Dr. P. Balakumar); (3) Pharmaceutics (presented by Dr. Jayant Khandare, Piramal Life Sciences, Mumbai); (4) Pharmacy Practice (presented by Dr. Shobha Hiremath, Al-Ameen College of Pharmacy, Bengaluru); (5) Pharmacognosy and Phytochemistry (presented by Dr. Salma Khanam, Al-Ameen College of Pharmacy, Bengaluru); and (6) Pharmaceutical Analysis (presented by Dr. Saranjit Singh, NIPER, Mohali, Punjab). The purpose of the research plan is to describe the what (Specific Aims/Objectives), why (Background and Significance), and how (Design and Methods) of the proposal.

The research plan should answer the following questions: (a) what do you intend to do; (b) what has already been done in general, and what have other researchers done in the field; (c) why is this worth doing; (d) how is it innovative; (e) what will this new work add to existing knowledge; and (f) how will the research be accomplished?

In general, the format used by the faculty in all subjects is shown in Table 2 .

Elements of a research protocol

Biostatistics

Biostatistics is a key component of biomedical research. Highly reputed journals like The Lancet, BMJ, Journal of the American Medical Association, and many other biomedical journals include biostatisticians on their editorial board or reviewers list. This indicates that a great importance is given for learning and correctly employing appropriate statistical methods in biomedical research. The post-lunch session on day 1 of the workshop was largely committed to discussion on ‘ Basic biostatistics .’ Dr. R. Raveendran (JIPMER, Puducherry) and Dr. Avijit Hazra (PGIMER, Kolkata) reviewed, in parallel sessions, descriptive statistics, probability concepts, sample size calculation, choosing a statistical test, confidence intervals, hypothesis testing and ‘ P ’ values, parametric and non-parametric statistical tests, including analysis of variance (ANOVA), t tests, Chi-square test, type I and type II errors, correlation and regression, and summary statistics. This was followed by a practice and demonstration session. Statistics CD, compiled by Dr. Raveendran, was distributed to the participants before the session began and was demonstrated live. Both speakers worked on a variety of problems that involved both clinical and experimental data. They discussed through examples the experimental designs encountered in a variety of studies and statistical analyses performed for different types of data. For the benefit of readers, we have summarized statistical tests applied frequently for different experimental designs and post-hoc tests [ Figure 1 ].

Conceptual framework for statistical analyses of data. Of the two kinds of variables, qualitative (categorical) and quantitative (numerical), qualitative variables (nominal or ordinal) are not normally distributed. Numerical data that come from normal distributions are analyzed using parametric tests, if not; the data are analyzed using non-parametric tests. The most popularly used Student's t -test compares the means of two populations, data for this test could be paired or unpaired. One-way analysis of variance (ANOVA) is used to compare the means of three or more independent populations that are normally distributed. Applying t test repeatedly in pair (multiple comparison), to compare the means of more than two populations, will increase the probability of type I error (false positive). In this case, for proper interpretation, we need to adjust the P values. Repeated measures ANOVA is used to compare the population means if more than two observations coming from same subject over time. The null hypothesis is rejected with a ‘ P ’ value of less than 0.05, and the difference in population means is considered to be statistically significant. Subsequently, appropriate post-hoc tests are used for pairwise comparisons of population means. Two-way or three-way ANOVA are considered if two (diet, dose) or three (diet, dose, strain) independent factors, respectively, are analyzed in an experiment (not described in the Figure). Categorical nominal unmatched variables (counts or frequencies) are analyzed by Chi-square test (not shown in the Figure)

Research and publication ethics

The legitimate pursuit of scientific creativity is unfortunately being marred by a simultaneous increase in scientific misconduct. A disproportionate share of allegations involves scientists of many countries, and even from respected laboratories. Misconduct destroys faith in science and scientists and creates a hierarchy of fraudsters. Investigating misconduct also steals valuable time and resources. In spite of these facts, most researchers are not aware of publication ethics.

Day 1 of the workshop ended with a presentation on ‘ research and publication ethics ’ by Dr. M. K. Unnikrishnan (College of Pharmaceutical Sciences, Manipal University, Manipal). He spoke on the essentials of publication ethics that included plagiarism (attempting to take credit of the work of others), self-plagiarism (multiple publications by an author on the same content of work with slightly different wordings), falsification (manipulation of research data and processes and omitting critical data or results), gift authorship (guest authorship), ghostwriting (someone other than the named author (s) makes a major contribution), salami publishing (publishing many papers, with minor differences, from the same study), and sabotage (distracting the research works of others to halt their research completion). Additionally, Dr. Unnikrishnan pointed out the ‘ Ingelfinger rule ’ of stipulating that a scientist must not submit the same original research in two different journals. He also advised the audience that authorship is not just credit for the work but also responsibility for scientific contents of a paper. Although some Indian Universities are instituting preventive measures (e.g., use of plagiarism detecting software, Shodhganga digital archiving of doctoral theses), Dr. Unnikrishnan argued for a great need to sensitize young researchers on the nature and implications of scientific misconduct. Finally, he discussed methods on how editors and peer reviewers should ethically conduct themselves while managing a manuscript for publication.

SCIENTIFIC COMMUNICATION: THE KEY TO SUCCESSFUL SELLING OF FINDINGS

Research outcomes are measured through quality publications. Scientists must not only ‘do’ science but must ‘write’ science. The story of the project must be told in a clear, simple language weaving in previous work done in the field, answering the research question, and addressing the hypothesis set forth at the beginning of the study. Scientific publication is an organic process of planning, researching, drafting, revising, and updating the current knowledge for future perspectives. Writing a research paper is no easier than the research itself. The lectures of Day 2 of the workshop dealt with the basic elements and logistics of writing a scientific paper.

An overview of paper structure and thesis writing

Dr. Amitabh Prakash (Adis, Auckland, New Zealand) spoke on ‘ Learning how to write a good scientific paper .’ His presentation described the essential components of an original research paper and thesis (e.g., introduction, methods, results, and discussion [IMRaD]) and provided guidance on the correct order, in which data should appear within these sections. The characteristics of a good abstract and title and the creation of appropriate key words were discussed. Dr. Prakash suggested that the ‘title of a paper’ might perhaps have a chance to make a good impression, and the title might be either indicative (title that gives the purpose of the study) or declarative (title that gives the study conclusion). He also suggested that an abstract is a succinct summary of a research paper, and it should be specific, clear, and concise, and should have IMRaD structure in brief, followed by key words. Selection of appropriate papers to be cited in the reference list was also discussed. Various unethical authorships were enumerated, and ‘The International Committee of Medical Journal Editors (ICMJE) criteria for authorship’ was explained ( http://www.icmje.org/ethical_1author.html ; also see Table 1 in reference #9). The session highlighted the need for transparency in medical publication and provided a clear description of items that needed to be included in the ‘Disclosures’ section (e.g., sources of funding for the study and potential conflicts of interest of all authors, etc.) and ‘Acknowledgements’ section (e.g., writing assistance and input from all individuals who did not meet the authorship criteria). The final part of the presentation was devoted to thesis writing, and Dr. Prakash provided the audience with a list of common mistakes that are frequently encountered when writing a manuscript.

The backbone of a study is description of results through Text, Tables, and Figures. Dr. S. B. Deshpande (Institute of Medical Sciences, Banaras Hindu University, Varanasi, India) spoke on ‘ Effective Presentation of Results .’ The Results section deals with the observations made by the authors and thus, is not hypothetical. This section is subdivided into three segments, that is, descriptive form of the Text, providing numerical data in Tables, and visualizing the observations in Graphs or Figures. All these are arranged in a sequential order to address the question hypothesized in the Introduction. The description in Text provides clear content of the findings highlighting the observations. It should not be the repetition of facts in tables or graphs. Tables are used to summarize or emphasize descriptive content in the text or to present the numerical data that are unrelated. Illustrations should be used when the evidence bearing on the conclusions of a paper cannot be adequately presented in a written description or in a Table. Tables or Figures should relate to each other logically in sequence and should be clear by themselves. Furthermore, the discussion is based entirely on these observations. Additionally, how the results are applied to further research in the field to advance our understanding of research questions was discussed.

Dr. Peush Sahni (All-India Institute of Medical Sciences, New Delhi) spoke on effectively ‘ structuring the Discussion ’ for a research paper. The Discussion section deals with a systematic interpretation of study results within the available knowledge. He said the section should begin with the most important point relating to the subject studied, focusing on key issues, providing link sentences between paragraphs, and ensuring the flow of text. Points were made to avoid history, not repeat all the results, and provide limitations of the study. The strengths and novel findings of the study should be provided in the discussion, and it should open avenues for future research and new questions. The Discussion section should end with a conclusion stating the summary of key findings. Dr. Sahni gave an example from a published paper for writing a Discussion. In another presentation titled ‘ Writing an effective title and the abstract ,’ Dr. Sahni described the important components of a good title, such as, it should be simple, concise, informative, interesting and eye-catching, accurate and specific about the paper's content, and should state the subject in full indicating study design and animal species. Dr. Sahni explained structured (IMRaD) and unstructured abstracts and discussed a few selected examples with the audience.

Language and style in publication

The next lecture of Dr. Amitabh Prakash on ‘ Language and style in scientific writing: Importance of terseness, shortness and clarity in writing ’ focused on the actual sentence construction, language, grammar and punctuation in scientific manuscripts. His presentation emphasized the importance of brevity and clarity in the writing of manuscripts describing biomedical research. Starting with a guide to the appropriate construction of sentences and paragraphs, attendees were given a brief overview of the correct use of punctuation with interactive examples. Dr. Prakash discussed common errors in grammar and proactively sought audience participation in correcting some examples. Additional discussion was centered on discouraging the use of redundant and expendable words, jargon, and the use of adjectives with incomparable words. The session ended with a discussion of words and phrases that are commonly misused (e.g., data vs . datum, affect vs . effect, among vs . between, dose vs . dosage, and efficacy/efficacious vs . effective/effectiveness) in biomedical research manuscripts.

Working with journals

The appropriateness in selecting the journal for submission and acceptance of the manuscript should be determined by the experience of an author. The corresponding author must have a rationale in choosing the appropriate journal, and this depends upon the scope of the study and the quality of work performed. Dr. Amitabh Prakash spoke on ‘ Working with journals: Selecting a journal, cover letter, peer review process and impact factor ’ by instructing the audience in assessing the true value of a journal, understanding principles involved in the peer review processes, providing tips on making an initial approach to the editorial office, and drafting an appropriate cover letter to accompany the submission. His presentation defined the metrics that are most commonly used to measure journal quality (e.g., impact factor™, Eigenfactor™ score, Article Influence™ score, SCOPUS 2-year citation data, SCImago Journal Rank, h-Index, etc.) and guided attendees on the relative advantages and disadvantages of using each metric. Factors to consider when assessing journal quality were discussed, and the audience was educated on the ‘green’ and ‘gold’ open access publication models. Various peer review models (e.g., double-blind, single-blind, non-blind) were described together with the role of the journal editor in assessing manuscripts and selecting suitable reviewers. A typical checklist sent to referees was shared with the attendees, and clear guidance was provided on the best way to address referee feedback. The session concluded with a discussion of the potential drawbacks of the current peer review system.

Poster and oral presentations at conferences

Posters have become an increasingly popular mode of presentation at conferences, as it can accommodate more papers per meeting, has no time constraint, provides a better presenter-audience interaction, and allows one to select and attend papers of interest. In Figure 2 , we provide instructions, design, and layout in preparing a scientific poster. In the final presentation, Dr. Sahni provided the audience with step-by-step instructions on how to write and format posters for layout, content, font size, color, and graphics. Attendees were given specific guidance on the format of text on slides, the use of color, font type and size, and the use of illustrations and multimedia effects. Moreover, the importance of practical tips while delivering oral or poster presentation was provided to the audience, such as speak slowly and clearly, be informative, maintain eye contact, and listen to the questions from judges/audience carefully before coming up with an answer.

Guidelines and design to scientific poster presentation. The objective of scientific posters is to present laboratory work in scientific meetings. A poster is an excellent means of communicating scientific work, because it is a graphic representation of data. Posters should have focus points, and the intended message should be clearly conveyed through simple sections: Text, Tables, and Graphs. Posters should be clear, succinct, striking, and eye-catching. Colors should be used only where necessary. Use one font (Arial or Times New Roman) throughout. Fancy fonts should be avoided. All headings should have font size of 44, and be in bold capital letters. Size of Title may be a bit larger; subheading: Font size of 36, bold and caps. References and Acknowledgments, if any, should have font size of 24. Text should have font size between 24 and 30, in order to be legible from a distance of 3 to 6 feet. Do not use lengthy notes

PANEL DISCUSSION: FEEDBACK AND COMMENTS BY PARTICIPANTS

After all the presentations were made, Dr. Jagadeesh began a panel discussion that included all speakers. The discussion was aimed at what we do currently and could do in the future with respect to ‘developing a research question and then writing an effective thesis proposal/protocol followed by publication.’ Dr. Jagadeesh asked the following questions to the panelists, while receiving questions/suggestions from the participants and panelists.

• Does a Post-Graduate or Ph.D. student receive adequate training, either through an institutional course, a workshop of the present nature, or from the guide?
• Are these Post-Graduates self-taught (like most of us who learnt the hard way)?
• How are these guides trained? How do we train them to become more efficient mentors?
• Does a Post-Graduate or Ph.D. student struggle to find a method (s) to carry out studies? To what extent do seniors/guides help a post graduate overcome technical difficulties? How difficult is it for a student to find chemicals, reagents, instruments, and technical help in conducting studies?
• Analyses of data and interpretation: Most students struggle without adequate guidance.
• Thesis and publications frequently feature inadequate/incorrect statistical analyses and representation of data in tables/graphs. The student, their guide, and the reviewers all share equal responsibility.
• Who initiates and drafts the research paper? The Post-Graduate or their guide?
• What kind of assistance does a Post-Graduate get from the guide in finalizing a paper for publication?
• Does the guide insist that each Post-Graduate thesis yield at least one paper, and each Ph.D. thesis more than two papers, plus a review article?

The panelists and audience expressed a variety of views, but were unable to arrive at a decisive conclusion.

WHAT HAVE THE PARTICIPANTS LEARNED?

At the end of this fast-moving two-day workshop, the participants had opportunities in learning the following topics:

• Sequential steps in developing a study protocol, from choosing a research topic to developing research questions and a hypothesis.
• Study protocols on different topics in their subject of specialization
• Searching and reviewing the literature
• Appropriate statistical analyses in biomedical research
• Scientific ethics in publication
• Writing and understanding the components of a research paper (IMRaD)
• Recognizing the value of good title, running title, abstract, key words, etc
• Importance of Tables and Figures in the Results section, and their importance in describing findings
• Evidence-based Discussion in a research paper
• Language and style in writing a paper and expert tips on getting it published
• Presentation of research findings at a conference (oral and poster).

Overall, the workshop was deemed very helpful to participants. The participants rated the quality of workshop from “ satisfied ” to “ very satisfied .” A significant number of participants were of the opinion that the time allotted for each presentation was short and thus, be extended from the present two days to four days with adequate time to ask questions. In addition, a ‘hands-on’ session should be introduced for writing a proposal and manuscript. A large number of attendees expressed their desire to attend a similar workshop, if conducted, in the near future.

ACKNOWLEDGMENT

We gratefully express our gratitude to the Organizing Committee, especially Professors K. Chinnasamy, B. G. Shivananda, N. Udupa, Jerad Suresh, Padma Parekh, A. P. Basavarajappa, Mr. S. V. Veerramani, Mr. J. Jayaseelan, and all volunteers of the SRM University. We thank Dr. Thomas Papoian (US FDA) for helpful comments on the manuscript.

The opinions expressed herein are those of Gowraganahalli Jagadeesh and do not necessarily reflect those of the US Food and Drug Administration

Source of Support: Nil

Conflict of Interest: None declared.

Loyola University > Center for Engaged Learning, Teaching, and Scholarship (CELTS) > Programs > Undergraduate Research (LUROP) > For Students > How to Develop a Research Project

How to develop a research project.

Each research project is different. In order to build a successful project, you will need to consider time, scale, and resources. Work with your faculty, graduate student, and/or community partner mentor(s) to plan your project. Here are some key steps to consider:

Develop a Research Question

Identify a specific topic, burning question, or issue that sparks your curiosity and pursue it. What interests you? What would you like to learn more about? Is there a problem you would like to solve? An issue you would like to explore?

Review the Literature

Explore how your project fits into existing knowledge and scholarship. Is there important background or context for your project? How have other scholars approached your topic? What are the key conversations in your field? What might be missing from the conversation?

Design the Project

What steps will you take to investigate the research question? What methods or approaches will you use? What preparation will you need before beginning research? What skills or tools will you need? Consult with your mentor to discuss the next steps of your research and create a detailed timeline for the project.

Collect Data

Carry out your research! Gather and reflect on data. Keep track of your progress and begin thinking about how your research answers and/or complicates your initial research questions.

Analyze Results

Analyze the data you have collected. Draw conclusions about your outcomes. What have you learned or discovered? What kinds of new questions does your research introduce? What does your project contribute to ongoing conversations about your project’s central topic, problem, or issue?

Share Your Research

Share what you have learned! Work with your mentor to determine how you will share your research with the broader scholarly and/or public community and in what form. Present your project at the Undergraduate Research & Engagement Symposium , Chicago Area Undergraduate Research Symposium , and/or other conferences in your field or discipline. Ask your mentor about publishing your research in professional journals or other relevant venues.

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The What: Defining a research project

During Academic Writing Month 2018, TAA hosted a series of #AcWriChat TweetChat events focused on the five W’s of academic writing. Throughout the series we explored The What: Defining a research project ; The Where: Constructing an effective writing environment ; The When: Setting realistic timeframes for your research ; The Who: Finding key sources in the existing literature ; and The Why: Explaining the significance of your research . This series of posts brings together the discussions and resources from those events. Let’s start with The What: Defining a research project .

Before moving forward on any academic writing effort, it is important to understand what the research project is intended to understand and document. In order to accomplish this, it’s also important to understand what a research project is. This is where we began our discussion of the five W’s of academic writing.

Q1: What constitutes a research project?

According to a Rutgers University resource titled, Definition of a research project and specifications for fulfilling the requirement , “A research project is a scientific endeavor to answer a research question.” Specifically, projects may take the form of “case series, case control study, cohort study, randomized, controlled trial, survey, or secondary data analysis such as decision analysis, cost effectiveness analysis or meta-analysis”.

Hampshire College offers that “Research is a process of systematic inquiry that entails collection of data; documentation of critical information; and analysis and interpretation of that data/information, in accordance with suitable methodologies set by specific professional fields and academic disciplines.” in their online resource titled, What is research? The resource also states that “Research is conducted to evaluate the validity of a hypothesis or an interpretive framework; to assemble a body of substantive knowledge and findings for sharing them in appropriate manners; and to generate questions for further inquiries.”

TweetChat participant @TheInfoSherpa , who is currently “investigating whether publishing in a predatory journal constitutes blatant research misconduct, inappropriate conduct, or questionable conduct,” summarized these ideas stating, “At its simplest, a research project is a project which seeks to answer a well-defined question or set of related questions about a specific topic.” TAA staff member, Eric Schmieder, added to the discussion that“a research project is a process by which answers to a significant question are attempted to be answered through exploration or experimentation.”

In a learning module focused on research and the application of the Scientific Method, the Office of Research Integrity within the U.S. Department of Health and Human Services states that “Research is a process to discover new knowledge…. No matter what topic is being studied, the value of the research depends on how well it is designed and done.”

Wenyi Ho of Penn State University states that “Research is a systematic inquiry to describe, explain, predict and control the observed phenomenon.” in an online resource which further shares four types of knowledge that research contributes to education, four types of research based on different purposes, and five stages of conducting a research study. Further understanding of research in definition, purpose, and typical research practices can be found in this Study.com video resource .

Now that we have a foundational understanding of what constitutes a research project, we shift the discussion to several questions about defining specific research topics.

Q2: When considering topics for a new research project, where do you start?

A guide from the University of Michigan-Flint on selecting a topic states, “Be aware that selecting a good topic may not be easy. It must be narrow and focused enough to be interesting, yet broad enough to find adequate information.”

Schmieder responded to the chat question with his approach.“I often start with an idea or question of interest to me and then begin searching for existing research on the topic to determine what has been done already.”

@TheInfoSherpa added, “Start with the research. Ask a librarian for help. The last thing you want to do is design a study thst someone’s already done.”

The Utah State University Libraries shared a video that “helps you find a research topic that is relevant and interesting to you!”

Q2a: What strategies do you use to stay current on research in your discipline?

The California State University Chancellor’s Doctoral Incentive Program Community Commons resource offers four suggestions for staying current in your field:

• Become an effective consumer of research
• Read key publications
• Attend key gatherings
• Develop a network of colleagues

Schmieder and @TheInfoSherpa discussed ways to use databases for this purpose. Schmieder identified using “journal database searches for publications in the past few months on topics of interest” as a way to stay current as a consumer of research.

@TheInfoSherpa added, “It’s so easy to set up an alert in your favorite database. I do this for specific topics, and all the latest research gets delivered right to my inbox. Again, your academic or public #librarian can help you with this.” To which Schmieder replied, “Alerts are such useful advancements in technology for sorting through the myriad of material available online. Great advice!”

In an open access article, Keeping Up to Date: An Academic Researcher’s Information Journey , researchers Pontis, et. al. “examined how researchers stay up to date, using the information journey model as a framework for analysis and investigating which dimensions influence information behaviors.” As a result of their study, “Five key dimensions that influence information behaviors were identified: level of seniority, information sources, state of the project, level of familiarity, and how well defined the relevant community is.”

Q3: When defining a research topic, do you tend to start with a broad idea or a specific research question?

In a collection of notes on where to start by Don Davis at Columbia University, Davis tells us “First, there is no ‘Right Topic.’”, adding that “Much more important is to find something that is important and genuinely interests you.”

Schmieder shared in the chat event, “I tend to get lost in the details while trying to save the world – not sure really where I start though. :O)” @TheInfoSherpa added, “Depends on the project. The important thing is being able to realize when your topic is too broad or too narrow and may need tweaking. I use the five Ws or PICO(T) to adjust my topic if it’s too broad or too narrow.”

In an online resource , The Writing Center at George Mason University identifies the following six steps to developing a research question, noting significance in that “the specificity of a well-developed research question helps writers avoid the ‘all-about’ paper and work toward supporting a specific, arguable thesis.”

• Choose an interesting general topic
• Do some preliminary research on your general topic
• Consider your audience
• Start asking questions
• Evaluate your question
• Begin your research

USC Libraries’ research guides offer eight strategies for narrowing the research topic : Aspect, Components, Methodology, Place, Relationship, Time, Type, or a Combination of the above.

Q4: What factors help to determine the realistic scope a research topic?

The scope of a research topic refers to the actual amount of research conducted as part of the study. Often the search strategies used in understanding previous research and knowledge on a topic will impact the scope of the current study. A resource from Indiana University offers both an activity for narrowing the search strategy when finding too much information on a topic and an activity for broadening the search strategy when too little information is found.

The Mayfield Handbook of Technical & Scientific Writing identifies scope as an element to be included in the problem statement. Further when discussing problem statements, this resource states, “If you are focusing on a problem, be sure to define and state it specifically enough that you can write about it. Avoid trying to investigate or write about multiple problems or about broad or overly ambitious problems. Vague problem definition leads to unsuccessful proposals and vague, unmanageable documents. Naming a topic is not the same as defining a problem.”

Schmieder identified in the chat several considerations when determining the scope of a research topic, namely “Time, money, interest and commitment, impact to self and others.” @TheInfoSherpa reiterated their use of PICO(T) stating, “PICO(T) is used in the health sciences, but it can be used to identify a manageable scope” and sharing a link to a Georgia Gwinnett College Research Guide on PICOT Questions .

By managing the scope of your research topic, you also define the limitations of your study. According to a USC Libraries’ Research Guide, “The limitations of the study are those characteristics of design or methodology that impacted or influenced the interpretation of the findings from your research.” Accepting limitations help maintain a manageable scope moving forward with the project.

Q5/5a: Do you generally conduct research alone or with collaborative authors? What benefits/challenges do collaborators add to the research project?

Despite noting that the majority of his research efforts have been solo, Schmieder did identify benefits to collaboration including “brainstorming, division of labor, speed of execution” and challenges of developing a shared vision, defining roles and responsibilities for the collaborators, and accepting a level of dependence on the others in the group.

In a resource on group writing from The Writing Center at the University of North Carolina at Chapel Hill, both advantages and pitfalls are discussed. Looking to the positive, this resource notes that “Writing in a group can have many benefits: multiple brains are better than one, both for generating ideas and for getting a job done.”

Yale University’s Office of the Provost has established, as part of its Academic Integrity policies, Guidance on Authorship in Scholarly or Scientific Publications to assist researchers in understanding authorship standards as well as attribution expectations.

In times when authorship turns sour , the University of California, San Francisco offers the following advice to reach a resolution among collaborative authors:

• Address emotional issues directly
• Elicit the problem author’s emotions
• Acknowledge the problem author’s emotions
• Express your own emotions as “I feel …”
• Set boundaries
• Try to find common ground
• Get agreement on process
• Involve a neutral third party

Q6: What other advice can you share about defining a research project?

Schmieder answered with question with personal advice to “Choose a topic of interest. If you aren’t interested in the topic, you will either not stay motivated to complete it or you will be miserable in the process and not produce the best results from your efforts.”

For further guidance and advice, the following resources may prove useful:

• 15 Steps to Good Research (Georgetown University Library)
• Advice for Researchers and Students (Tao Xie and University of Illinois)
• Develop a research statement for yourself (University of Pennsylvania)

Whatever your next research project, hopefully these tips and resources help you to define it in a way that leads to greater success and better writing.

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Research: How Passion Can Backfire at Work

• Erica R. Bailey,
• Kai Krautter,
• Adam D. Galinsky,
• Jon M. Jachimowicz

And how managers should handle this double-edged sword.

Passion has long been championed as a key to workplace success. However, scientific studies have found mixed results: On the one hand, some studies find evidence that passionate employees tend to perform better, while other research has documented null or even negative effects on performance. What’s the root of these inconsistent findings surrounding passion? And how can we reap the benefits of passion without falling prey to its downsides? Through a series of studies with more than 1,000 employees from the U.S. and China, researchers shed light on these questions by showing that passion is associated with overconfidence in our own performance. Although this passion-driven overconfidence is not necessarily harmful — and in certain contexts, it may even be helpful — their findings suggest that managers should take steps to mitigate the potential negative consequences of the overconfidence that may go hand in hand with passion.

From business leaders to athletes to everyday employees, passion is often cited as a key ingredient in the success of high achievers. Consider Elon Musk, whose passion is undeniable. He followed this drive and went on to popularize electric cars through Tesla and reinvigorate space transportation via SpaceX.

• EB Erica R. Bailey is an Assistant Professor in the Management of Organizations group at the Haas School of Business, University of California, Berkeley. Her research primarily focuses on authenticity and the self, asking questions like, how do we define who we are? When do we experience that sense of self in everyday life? What barriers prevent us from sharing that self fully with others?
• KK Kai Krautter is a PhD student in the Organizational Behavior Unit at the Harvard Business School. His research interests revolve around maintaining passion for work over time as well as flexibility in extraversion between different situations.
• WW Wen Wu is a professor at School of Economics and Management, Beijing Jiaotong University. His research focuses on leadership, emotions, and employee proactivity.
• Adam D. Galinsky is the chair of the Management Division at the Columbia Business School. He co-authored the critically acclaimed and best-selling book,  Friend & Foe  (Penguin Random House, 2015), and delivered a popular TED talk,  How to Speak Up for Yourself .
• Jon M. Jachimowicz is an assistant professor in the Organizational Behavior Unit at the Harvard Business School. He received his PhD in management from Columbia Business School. He studies how people pursue their passion for work, how they perceive passion in others, and how leaders and organizations seek to manage for passion.

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How to Find a Fit for Your Research at NIH 

As you begin your search for NIH research funding, it’s important to understand the structure of NIH and to figure out which NIH institutes, centers, and offices (ICOs) are most likely to support your project. 

 Our new online resource, Find a Fit for Your Research: NIH Institutes, Centers, and Offices (ICOs) can help. It includes newly compiled ICO funding profiles that provide links for each ICO’s funding opportunities, strategies, general information and special initiatives, as well as guidance on using Matchmaker to find a home for your research.  

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University of Notre Dame

Tech Ethics Lab

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Research Project Outcomes: Mitigating Bias in Motion Capture Technology

Published: July 29, 2024

Author: Tech Ethics Lab

Motion capture, or mo-cap, is a process that digitally tracks and records the movements of objects or living beings in space. This cutting-edge technique, with its potential to create virtual worlds that closely mimic reality, has a range of applications in film and TV, science, and gaming—and continues to be built using outdated and flawed data.

The early development of mo-cap technology owes much to government initiatives. In 1955, the U.S. Air Force conducted a pivotal study that used the bodies of white, athletic males to design an optimal cockpit, focusing on pilots' range of motion. They also used male cadavers to replicate human anatomy. Twenty years later, a study prepared for the National Highway Traffic Safety Administration followed similar methodologies, using male cadavers to develop impact-protection systems for vehicles.

Today, outdated methods persist. For example, designers of fall detection technology hire stunt actors to simulate falls instead of involving older adults.

“The disconnect between the real social world and how mo-cap is developed to intervene calls for urgent change,” says Mona Sloane , coauthor of an analysis funded by the Notre Dame-IBM Technology Ethics Lab . Sloane is an assistant professor of data science and an assistant professor of media studies at the University of Virginia. “The field of mo-cap is growing, potentially scaling the impact of the assumptions baked into these systems. We must ensure these applications are safe and inclusive for all users.”

Embedded flaws integrated into the standards for mo-cap data influence design and pose significant safety risks for individuals who do not conform to the preconceived “typical” body type.

Sloane, along with Abigail Jacobs from the University of Michigan, Emanuel Moss from Intel Labs and the University of Virginia, and Cornell research assistants Emma Harvey and Hauke Sandhaus presented their findings at the ACM CHI 2024 in May. The distinguished Human-Computer Interaction conference awarded the team Best Paper Honorable Mention for their groundbreaking research.

“Mo-cap innovation relies on a gold standard that preserves the body archetype prevalent in the early days of the technology: white males,” Sloane says. “Social assumptions about what type of body is considered ‘normal’ are mathematically codified in data and evaluation standards still used today.”

Hidden biases, real-world implications

Sloane and her collaborators performed a systematic literature review of 278 mo-cap-related studies. In most cases, they found that mo-cap systems captured the movements of “those who are male, white, able-bodied, and of unremarkable weight.”

The team also discovered numerous outdated inferences that were carried over to later studies and continue to influence present-day mo-cap research. “Assumptions can create biases which can manifest in everyday devices because they are embedded into mo-cap validation processes,” Sloane says. “It is unsurprising that this has real-world impacts.”

For example, mo-cap technology is utilized in the design of kitchen appliances. By recording and analyzing user movements, designers can identify patterns and habits, leading to more intuitive control placements and features that align with people’s natural behaviors. Equipment, however, is often designed based on the average dimensions and reach of a specific body type. Users who do not fit these standards can find the appliances more challenging to use.

Biases in data standards can significantly impact safety and health. Since crash test dummies are predominantly modeled on male bodies, female occupants experience higher injury rates. Additionally, sensors and imaging technologies in surgical navigation systems may exhibit inherent biases, leading to reduced accuracy for patients with higher body mass indexes.

Sloan says engineers must understand the origins of the gold standard they measure against and confirm that it is, in fact, gold. Technicians should also scrutinize assumptions as part of their jobs to design technologies for all.

“We need more general awareness of the ways in which assumptions find their way into AI,” Sloane says, “because that will help developers be more mindful about the datasets they work with and the evaluation methods they use.”

A human solution

A dangerous assumption is that mo-cap technology is neutral. Sloane and her colleagues want engineers and technicians to know how social aspects have been embedded into mathematical models that seem objective or infrastructural.

”It is well known that every element of a technical system has a social origin, and those who build these systems are prone to bake in their own perspectives,” Sloane says. “This often goes back to the foundational aspects of how a technology is designed and how it is evaluated to answer the question, 'Is it any good?'”

She says it is an important moment for mo-cap systems, as there may still be time to catch and avoid potentially dangerous assumptions before they are further codified into AI-based applications.

Mo-cap systems generate detailed representations of bodies by gathering data from sensors attached to subjects, capturing their movements through space. These schematics are then integrated into tools, including open-source libraries of movement data and measurement systems, which establish baseline standards for human motion.

While the film industry initially brought mo-cap technology into the public spotlight, its applications extend far beyond entertainment. Coaches and trainers utilize mo-cap to analyze athletes’ movements, enhancing their performance through precise feedback. Surgeons leverage mo-cap for training, enabling them to practice complex procedures in controlled environments. Many home fitness enthusiasts use virtual reality headsets to engage in workouts that make them feel like they are with an instructor, increasing their motivation.

“Collecting your own mo-cap data is expensive and cumbersome, which makes existing datasets ever more important,” Sloane says. “Standards and benchmarks also grow in importance as mo-cap innovation accelerates. We have to ensure they take into account the diversity of real people and real social situations.”

Key takeaways

Sloane and her collaborators uncover how historical and social representations of bodies influence modern technological systems, often resulting in software and hardware that do not work equally for all populations, experiences, or purposes.

Their analysis identified three major historical periods defined by central measurement and validation practices. The Foundation Era (1930-1979) concentrated on anthropometry, the scientific study of human body measurements and proportions. The Standardization Era (1980-1999) introduced markers for recording and analyzing human movement. The Innovation Era (2000-present) has witnessed the development of less intrusive and more accessible technologies, expanding mo-cap applications. Tracing errors, the researchers highlight how entrenched assumptions have been codified throughout these points in history into data standards.

By providing insight into the social practices that shape AI technology design, the researchers emphasize the need to examine deep-seated foundational assumptions, as they have profound and practical real-world implications.

Technological ecosystems must cater to a broader range of people and address inequalities to be genuinely inclusive and work better for more people. Sloane and her collaborators’ findings highlight the importance of innovative thinking in shaping and validating mo-cap technologies—a critical factor in advocating for a more equitable AI landscape. By scrutinizing core assumptions, they aim to ensure fairness and relevance for all.

Since 2021, the  Notre Dame-IBM Technology Ethics Lab has issued calls for proposals to support interdisciplinary research in technology ethics. The 2022–2023 CFPs , focusing on “Auditing AI,” emphasized the need to evaluate and ensure ethical standards in AI systems. Among the 15 projects selected was a proposal by Mona Sloane (University of Virginia), Abigail Jacobs (University of Michigan), and Emanuel Moss (Intel Labs and the University of Virginia), “Expanding AI Audits to Include Instruments: Accountability, Measurements, and Data in Motion Capture Technology.” This research expands AI audit frameworks to include hardware and data collection instruments, assessing the underlying assumptions and their validity in specific contexts, focusing on motion capture (mo-cap) technology. Sloane and her colleagues advocate for developing a comprehensive audit framework to address these considerations. The Notre Dame–IBM Technology Ethics Lab, a critical component of the Institute for Ethics and the Common Good and the Notre Dame Ethics Initiative , promotes interdisciplinary research and policy leadership in technology ethics and is supported by a $20 million investment from IBM.

Frequently asked questions

What is a research project.

A research project is an academic, scientific, or professional undertaking to answer a research question . Research projects can take many forms, such as qualitative or quantitative , descriptive , longitudinal , experimental , or correlational . What kind of research approach you choose will depend on your topic.

Frequently asked questions: Writing a research paper

The best way to remember the difference between a research plan and a research proposal is that they have fundamentally different audiences. A research plan helps you, the researcher, organize your thoughts. On the other hand, a dissertation proposal or research proposal aims to convince others (e.g., a supervisor, a funding body, or a dissertation committee) that your research topic is relevant and worthy of being conducted.

Formulating a main research question can be a difficult task. Overall, your question should contribute to solving the problem that you have defined in your problem statement .

However, it should also fulfill criteria in three main areas:

• Researchability
• Feasibility and specificity
• Relevance and originality

Research questions anchor your whole project, so it’s important to spend some time refining them.

In general, they should be:

• Focused and researchable
• Answerable using credible sources
• Complex and arguable
• Feasible and specific
• Relevant and original

All research questions should be:

• Focused on a single problem or issue
• Researchable using primary and/or secondary sources
• Feasible to answer within the timeframe and practical constraints
• Specific enough to answer thoroughly
• Complex enough to develop the answer over the space of a paper or thesis
• Relevant to your field of study and/or society more broadly

A research aim is a broad statement indicating the general purpose of your research project. It should appear in your introduction at the end of your problem statement , before your research objectives.

Research objectives are more specific than your research aim. They indicate the specific ways you’ll address the overarching aim.

Once you’ve decided on your research objectives , you need to explain them in your paper, at the end of your problem statement .

Keep your research objectives clear and concise, and use appropriate verbs to accurately convey the work that you will carry out for each one.

I will compare …

Your research objectives indicate how you’ll try to address your research problem and should be specific:

Research objectives describe what you intend your research project to accomplish.

They summarize the approach and purpose of the project and help to focus your research.

Your objectives should appear in the introduction of your research paper , at the end of your problem statement .

The main guidelines for formatting a paper in Chicago style are to:

• Use a standard font like 12 pt Times New Roman
• Use 1 inch margins or larger
• Apply double line spacing
• Indent every new paragraph ½ inch
• Include a title page
• Place page numbers in the top right or bottom center
• Cite your sources with author-date citations or Chicago footnotes
• Include a bibliography or reference list

To automatically generate accurate Chicago references, you can use Scribbr’s free Chicago reference generator .

The main guidelines for formatting a paper in MLA style are as follows:

• Use an easily readable font like 12 pt Times New Roman
• Set 1 inch page margins
• Include a four-line MLA heading on the first page
• Center the paper’s title
• Use title case capitalization for headings
• Cite your sources with MLA in-text citations
• List all sources cited on a Works Cited page at the end

To format a paper in APA Style , follow these guidelines:

• Use a standard font like 12 pt Times New Roman or 11 pt Arial
• If submitting for publication, insert a running head on every page
• Apply APA heading styles
• Cite your sources with APA in-text citations
• List all sources cited on a reference page at the end

No, it’s not appropriate to present new arguments or evidence in the conclusion . While you might be tempted to save a striking argument for last, research papers follow a more formal structure than this.

All your findings and arguments should be presented in the body of the text (more specifically in the results and discussion sections if you are following a scientific structure). The conclusion is meant to summarize and reflect on the evidence and arguments you have already presented, not introduce new ones.

The conclusion of a research paper has several key elements you should make sure to include:

• A restatement of the research problem
• A summary of your key arguments and/or findings
• A short discussion of the implications of your research

Don’t feel that you have to write the introduction first. The introduction is often one of the last parts of the research paper you’ll write, along with the conclusion.

This is because it can be easier to introduce your paper once you’ve already written the body ; you may not have the clearest idea of your arguments until you’ve written them, and things can change during the writing process .

The way you present your research problem in your introduction varies depending on the nature of your research paper . A research paper that presents a sustained argument will usually encapsulate this argument in a thesis statement .

A research paper designed to present the results of empirical research tends to present a research question that it seeks to answer. It may also include a hypothesis —a prediction that will be confirmed or disproved by your research.

The introduction of a research paper includes several key elements:

• A hook to catch the reader’s interest
• Relevant background on the topic
• Details of your research problem

and your problem statement

• A thesis statement or research question
• Sometimes an overview of the paper

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These Pitt students took to the world stage to share a database project designed to combat systemic racism

• David C. Frederick Honors College

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Databases can be overwhelming, inaccessible and challenging to maintain in the ever-evolving world of information technology. Eight students in the David C. Frederick Honors College’s Social Change Martinson Applied Project (MAP) are creating one that feels entirely different.

Meghana Dodda, Gabriella Garvin and Garrett Whitney are among the students developing the Racial Equity Resource Database (R.E.A.D.) through the MAP, funded by renowned philanthropist John Martinson , whose gift also funds study abroad and internships for honors students. The students presented the user-friendly global database, which is accessible via website and mobile app, in Geneva, Switzerland, during the United Nations ’ Permanent Forum on People of African Descent in April .

Modeled after the U.N. Sustainable Development Goals , the interactive mapping tool is designed to combat systemic racism. Set to launch in the fall, it will house information about organizations committed to supporting historically marginalized communities.

“Issues of racial equity can be quantified, qualified and understood,” said Whitney, a junior double majoring in economics and politics and philosophy. “Achieving solutions-driven results was a driving element in what we sought to gather regarding resources and is something we discussed in Switzerland.”

The student creators envision universities, politicians and citizens using the platform as a practical tool to help inform their research, curriculum, policies and community engagement initiatives. Eventually, they want to see it grow into a premier navigational system, facilitating a vibrant and strategic exchange of information, opportunities and best practices.

The team consisted of undergraduates Dodda, Garvin, Whitney, Cole Belling, Kamila Dominquez, Ryan Shindler and Alexia Wagurak, graduate student Tofunmi Okunbor, student advisor Mary Angbanzan and staff administrator Candace Sinclair. They hope the platform will assist with coordinating, planning and promoting racial equity resources among the Pitt community and potentially establish an institutional baseline for what outward-facing diversity, equity, inclusion and accessibility efforts can look like across the University.

Issues of racial equity can be quantified, qualified and understood. Garrett Whitney

“We wanted an engaging platform that not only highlights the problems of systemic racism but cultivates solutions,” said Garvin, a senior double majoring in philosophy and economics with minors in French and law, criminal justice and society.

Over the last year, the students gathered data on 300 local organizations enhancing social equity for back-end development for the project, a Social Change Research Hub collaboration. You can still use the Qualtrics form to submit a resource .

“Now that that is done, we’re hoping to finish out the front-end and make it presentable, ensuring this database is accessible to professors, students and the general public,” said Dodda, a senior neuroscience and English literature double major. “We’re focusing on human-centered design.”

[Read more: The Frederick Honors College co-hosted a side event during last year’s U.N. forum.]

Each student said this project is among the most impactful of their academic careers and aligns with the quality of work in the Frederick Honors College and across Pitt generally.

“There’s a lot of great academic research that goes on here, and that’s very important,” said Whitney. “But the Frederick Honors College has become such an engine for social change that’s moving society, Pittsburgh and the human race forward.”

A local launch with global possibilities

Given Pittsburgh’s status as one of the least livable and inequitable U.S. cities for Black people (despite its 2024 U.S. News and World Report ranking as a most livable location ), the group said it was ideal to launch such a dynamic platform that encourages collaboration between researchers and organizations.

“There are many pressing needs within existing University and community frameworks that need to be explored more,” said Garvin, adding that other cities around the world face the same racially related issues plaguing Pittsburgh, such as unemployment, high fetal death rates and poverty.

R.E.A.D advisors Ron Idoko, a research assistant professor and director of the Office of Social Innovation in the Frederick Honors College, and Gabby Yearwood, an anthropology professor and managing faculty director for Pitt Law’s Center for Civil Rights and Racial Justice, collaborated with FHC leadership to secure funding for the students to travel to and present in Geneva. The funding was provided through the Frederick Fund, an endowed fund established by David C. Frederick. They then connected them with U.N. Delegate and Howard University Law Professor Justin Hansford to initiate the process.

“Our goal was to make students enacting positive change more practical,” said Idoko, whose Racial Equity Consciousness Institute ’s framework directly influenced R.E.A.D. “Our students leveraged the Social Change Research Hub to not only create the database but to say to other students, ‘this is something you can do yourself.’”

The group even created a manuscript that offers actionable steps to creating meaningful data for specific needs and communities, making their process easy for others to replicate.

As participants of the U.N.’s Forum Youth Group, the students conversed with world leaders about their tool’s potential collaborative uses, like connecting researchers studying the same topic in different countries.

There was immediate interest. Already, there are discussions about establishing the database across 40 U.S. cities and leveraging it to create a record of stolen African artifacts.

Understanding the global possibilities, the team is also considering translating the database to ensure ideas are shared without language barriers since the mission is to build community on campus and globally.

“This can be straightforward and doesn’t have to be so difficult,” said Idoko. “This is scalable because we’ve given folks a road map as to how they make this happen.”

— Kara Henderson, photography by Aimee Obidzinski and provided

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August 2, 2024

Purdue trustees approve facility projects, apartment leases

WEST LAFAYETTE, Ind. — Purdue University trustees on Friday (Aug. 2) gave approval to plan, finance, construct and award construction contracts for renovations to the Mathematical Sciences Building Data Center and the Biochemistry Building Office of the State Chemist Lab, both on the West Lafayette campus.

The Mathematical Sciences Building Data Center project will renovate nearly 21,000 square feet on the ground and basement floors. The renovations will repurpose and maximize existing floor space and expand the data center in the facility to house additional computer servers and an increase in supporting utilities. The renovated and expanded data center will promote additional advanced computing research. Construction is scheduled to begin in May 2025 and be completed in February 2026. The estimated cost of $16 million will be financed by Operating Funds — Reserves.

The Biochemistry Building project will renovate approximately 19,000 square feet, primarily on the first and second floors, creating a more efficient use of space for occupants while allowing greater capacity for the number of researchers performing work. The renovations will modernize and optimize the layout of available research laboratory space. Select rooms in Whistler Hall of Agricultural Research and Lilly Hall of Life Sciences will also undergo minor renovations to accommodate occupants during the project, which supports the College of Agriculture master plan. Construction is scheduled to begin in March 2025 and be completed in December 2026. The estimated cost of $16.5 million will be financed by Auxiliary Funds — Other.

Trustees also approved equipment replacement in the Willie M. Reed Animal Disease Diagnostic Laboratory. This project will improve reliability through the installation of modern equipment. Work is scheduled to begin in April 2025 and be completed in December 2025. The estimated cost of $4 million will be financed by capital cash appropriations.

Additionally, trustees gave approval to plan, finance, construct and award construction contracts for the following repair and rehabilitation projects:

• Stewart Center and Purdue Memorial Union courtyard improvements
• Wetherill Laboratory of Chemistry lab drain and supply line replacement, the second of a planned four-phase lab drain line replacement
• Fitness and Recreation Center roof replacement at Purdue University Northwest

In other action, trustees approved the following apartment leases:

• 501 Indiana Avenue (located at its namesake in Indianapolis) — 427 beds in 159 apartment units for the 2026-31 academic years to provide additional student housing capacity on the Purdue University in Indianapolis campus. Purdue Research Foundation will execute the lease with Arrow Street Development, and it will be assigned to the university following required approvals. The total lease commitment of $28,095,222 will be funded by Auxiliary Funds — Housing/Dining.
• 5100 Saint Joe Road (located at its namesake in Fort Wayne) — 289 beds in 85 apartment units for the 2026-31 academic years to provide additional student housing capacity on the Purdue University Fort Wayne campus. Purdue University, on behalf of its Fort Wayne campus, will execute the lease directly from Gilbane Development Co. The total lease commitment of $18,046,264 will be funded by Auxiliary Funds — Housing/Dining.

About Purdue University

Purdue University is a public research institution demonstrating excellence at scale. Ranked among top 10 public universities and with two colleges in the top four in the United States, Purdue discovers and disseminates knowledge with a quality and at a scale second to none. More than 105,000 students study at Purdue across modalities and locations, including nearly 50,000 in person on the West Lafayette campus. Committed to affordability and accessibility, Purdue’s main campus has frozen tuition 13 years in a row. See how Purdue never stops in the persistent pursuit of the next giant leap — including its first comprehensive urban campus in Indianapolis, the Mitch Daniels School of Business, Purdue Computes and the One Health initiative — at https://www.purdue.edu/president/strategic-initiatives .

Sources : Jay Wasson, vice president for physical facilities and chief public safety officer

Jessica Robertson, chief operating officer, Auxiliary Services

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Center for Policy Research on Energy and the Environment (C-PREE)

Pennsylvania policymakers underestimate public support for solar projects, survey says

Photo Credit: Michael Galinsky

Local elected officials surveyed in Pennsylvania underestimate their constituents’ support for solar and other clean energy projects, according to research published August 1 in Nature Energy.

In their findings , based on survey responses from 894 Pennsylvanians and 206 policymakers from township, municipality, and county governments, the Princeton-led research team uncovered bipartisan support among Pennsylvanians for solar energy and other types of renewables when compared to a reference case of natural gas with carbon capture and storage. But when local elected officials were asked about the types of energy projects they thought their constituents would support, the officials did not believe they would prefer other types of energy projects to natural gas.

This gap between actual and perceived support for clean energy projects suggests a need for clear and honest communication between the public and their locally elected representatives, said first author Holly Caggiano , who performed much of the research as a Distinguished Postdoctoral Fellow at the Andlinger Center for Energy and the Environment.

“The local official is so important to the energy transition,” said Caggiano, now an assistant professor in climate justice and environmental planning at the University of British Columbia. “State and national governments might be setting climate and energy targets, but most project-specific decisions are made at the local level.”

Without an open dialogue, Caggiano cautioned, local representatives might make decisions about energy projects they mistakenly think are the most popular among their constituents.

Research leader Elke Weber , the Gerhard R. Andlinger Professor in Energy and the Environment and professor of psychology and public affairs , also said the findings highlight an urgent need for more transparent and authentic public participation processes.

“Elected representatives ought to be able to — and responsible for — acting in the best interest of their constituents,” said Weber. “In future work, it would be interesting to explore the reasons for the mismatch we see in this work: are constituents not voicing their views sufficiently, or are the elected officials not hearing them? And what is the role of the media in correcting misperceptions of this type?”

In addition to asking about the type of energy projects they support, the researchers also asked Pennsylvanians about their preferences for different energy project ownership models.

Across the political spectrum, respondents expressed significantly less support for projects owned by foreign companies, while community-owned projects were the most popular.

Co-author Chris Greig , the Theodora D. ’78 and William H. Walton III ’74 Senior Research Scientist at the Andlinger Center for Energy and the Environment, said that significant co-ownership with local communities can be complex to execute for large-scale energy projects. Rather, he wondered whether the high support for local ownership and lack of support for foreign ownership might reflect a historical lack of thoughtful engagement between developers, policymakers, and communities, which has eroded trust between stakeholder groups.

“Community members want to feel involved in decision-making about energy projects that impact them,” said Greig. “Developers should not come into communities with foregone plans to start putting in projects as fast as possible, but simply to explore opportunities that make sense to them and the community. There should be much greater emphasis on aligning and sharing benefits — community engagement should not be seen as merely a chore to be completed.”

For example, the public expressed higher levels of support for energy projects that would create well-paying jobs for local community members, as well as for projects that would lower residents’ energy bills. Caggiano said the findings should encourage developers and policymakers to think creatively about other ways that energy projects can be an opportunity to provide benefits that improve the well-being of local communities.

“Community benefits are not merely a way to gain the necessary support to build more projects,” Caggiano said. “They’re an opportunity to think about how the energy transition can help to make people’s lives better.”

In fact, the team was recently selected for the U.S. Department of Energy’s Solar Energy Evolution and Diffusion Studies 4 program to study community benefits agreements for large-scale solar projects. Led by Weber, the researchers will examine how community benefits agreements can be reimagined to deliver tangible benefits to communities, build credibility in large-scale solar projects, and strengthen relationships and trust across stakeholder groups.

“If we expect communities to share in the disruption of the energy transition, then we really should be thinking about how they can also share in the benefits,” Weber said. “It’s important for people to feel they have agency to advocate for the best benefits for them, and it is a disservice to everyone to present these issues as highly polarized when we actually see broad support for renewables.”

While the researchers said studying energy preferences in Pennsylvania is especially interesting given its rich energy history, diversity of economic drivers, and position as a key swing state in federal elections, they emphasized that the values held by one community may not be held universally across different states and regions. As such, they cautioned against trying to directly extrapolate the study’s results to communities in other areas and instead underscored the importance of taking the time to understand and adapt to each community’s needs through early and sustained dialogue.

“We may not always agree on the reasoning — some communities might want energy independence, some might want environmental protection, and others might want economic benefits — but I think we can all agree on the end goals,” Weber said. “Ultimately, it’s in everybody’s interest to make our energy systems more sustainable and robust.”

The paper, “ Public and Local Policymaker Preferences for Large-Scale Energy Project Characteristics ,” was published August 1 in Nature Energy. In addition to Caggiano, Weber, and Greig, Sara Constantino of Northeastern University is a co-author. The research was supported by funding from the Andlinger Center for Energy and the Environment.

Underground carbon storage project takes root

Virginia Tech is serving as the technical lead of the U.S. Department of Energy-funded project that aims to store more than 1.7 million metric tons of carbon dioxide per year and reduce the risk and costs of future projects.

• Travis Williams

31 Jul 2024

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For six years, Uzezi Orivri was a petroleum engineer, focused on extracting oil and gas from the ground.

Now, as a part of a U.S. Department of Energy-funded project, the former petroleum engineer is helping revolutionize efforts to keep harmful amounts of carbon dioxide (CO 2 ) out of the atmosphere by putting it in the ground.

“Carbon sequestration was something I really wanted to do my Ph.D. research on,” said Orivri, a Ph.D. student in the Department of Mining and Minerals Engineering. “My work experience as a petroleum engineer highlighted the necessity of reducing carbon emissions while simultaneously increasing energy accessibility. This project really aligns well with my research objectives.”

Recently announced by the U.S. Department of Energy Office of Fossil Energy and Carbon Management and administered by the National Energy Technology Lab under federal award number DE-FE0032447, the Atlantic Coast CO 2 Emissions Storage Sink, commonly referred to as Project ACCESS, is a CarbonSAFE Phase II feasibility study in South Florida that will evaluate the potential for safe and permanent geological carbon dioxide storage at depths exceeding 7,500 feet below the Earth’s surface. Overseen by the Southern States Energy Board with Virginia Tech serving as the technical lead, Project ACCESS aims to store more than 1.7 million metric tons of carbon dioxide per year and reduce the risk and costs of future projects.

“With many industrial emitters and a limited history exploring carbon dioxide capture, utilization, and storage opportunities, Project ACCESS represents an initial step toward understanding the opportunities and challenges associated with commercial deployment in South Florida,” said Ben Wernette, principal scientist and strategic partnerships lead for Southern States Energy Board. “Virginia Tech is responsible for the design and oversight of the surface characterization program, including all field data acquisition programs and modeling efforts.”

Orivri is a part of the Virginia Tech team, which is led by Ryan Pollyea, associate professor in the Department of Geosciences . Pollyea’s research program works with industry partners to deploy geologic carbon storage while linking students with research partners to get real world experience through internships and career opportunities. His graduate students have taken internships at Chevron and Schlumberger-Doll Research Labs, and this past spring, Pollyea mentored a student team through the Society of Exploration Geophysicists’ EVOLVE Carbon Solutions Professional Program. As a result of their work, the student team was selected to host the society's first virtual U.S. regional geoscience trivia contest.

“We’re working to keep carbon dioxide out of the atmosphere and doing it in a way that’s economically, technically, and scientifically sound,” Pollyea said. “Our research aims to put carbon dioxide permanently underground, while also developing long-term plans to monitor and verify that the carbon dioxide is stored securely.”

The Virginia Tech Project ACCESS team also includes

• Steve Holbrook , professor, Department of Geosciences
• Nino Ripepi , associate professor, Department of Mining and Mineral Engineering
• Rohit Pandey , assistant professor, Department of Mining and Minerals Engineering
• Piyali Chanda , research associate, Virginia Center for Coal and Energy Resources

“Our hope is to use projects like this one, working hand-in-hand with industry, to create an enabling environment for decarbonization technologies. This effort builds on significant momentum and we are looking forward to using it as a launchpad for others,” Pollyea said.

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Each year, the typical passenger vehicle emits about 4.6 metric tons of carbon dioxide, according to the United States Environmental Protection Agency. Based on those numbers, if Project ACCESS develops, it could eliminate the annual carbon dioxide emissions equivalent to 370,000 passenger vehicles.

Pollyea began studying geologic carbon sequestration in 2007. He said the technology is especially applicable to industries that have extreme difficulty lowering their greenhouse emissions, such as steel and cement production. By successfully retrofitting production plants with carbon capture technology, the emissions could be contained and injected into deep geological formations, allowing those industries to greatly reduce their carbon footprint without sacrificing production.

The end result of this process would deposit and trap carbon dioxide in many of the same types of geological formations that hold other resources, such as oil and gas, thousands of feet below drinking water reservoirs.

“If your deepest water well is 1,000 feet underground, we’re going a mile or more deeper that,” Pollyea said.

Not only will Project ACCESS help industrial sectors with hard-to-reduce carbon dioxide emissions, it will do so by storing the emissions in the challenging types of rocks many previous efforts have avoided.

 “We’re looking at geology that is not the thick, porous sandstone that is a more common target for geologic carbon dioxide storage,” Pollyea said. “Project ACCESS is targeting limestone formations in South Florida, and we’ve also been working to unlock carbon dioxide storage in Appalachian-style fold-and-thrust belts. This is new geology for carbon dioxide storage. This is the hard stuff, but unlocking new geology means that carbon dioxide storage can be deployed in more places, and with fewer pipelines transporting carbon dioxide from industrial facilities to storage sites. That giving more options for a broad range of emitters”

Pollyea said by expanding to different types of rocks there is potential for economic benefits to regions of the country previously hurt by declining industries, such as coal in Appalachia. Part of these benefits could come in the form of repurposing and building on the workforce’s existing skill set for the accompanying employee opportunities.

The opportunity to contribute to such innovative work alongside Pollyea is what drew Orivri to Virginia Tech after working for six years in the oil and gas industries.

“There really are not a lot of projects globally doing this with carbonates,” Orivri said. “And there’s a lot of academic research and microscopic stuff that goes into it, but he [Pollyea] was focused on project execution in very practical terms – how do we get this thing working. How do we get carbon dioxide in the ground.”

Having arrived at Virginia Tech last fall, Orivri said the work had already taught him a lot about the value of working with a variety of partners.

“To make a project like this work, you need a lot of collaboration with people like government agencies and industry partners, not just academia,” Orivri said.

He said the project had also illuminated the importance of having the type of interdisciplinary research team Virginia Tech had drawn together.

“My main challenge right now is that I’m not a geologist, I’m an engineer,” Orivri said. “So I need folks like Lars [Koehn, a Ph.D. candidate in geosciences] who is a geologist and geochemist to help me have a proper understanding of the geological model to make the engineering work.”

That combination of academic expertise, alongside the support and know-how of industry and government partners, has created a situation with a high upside for the work below the surface of the Earth.

“If we can get this to work, we can unlock a lot of real estate for carbon storage and take a critical step towards Virginia Tech becoming a destination for the kind of interdisciplinary research, innovation, and talent development needed to advance the control of carbon emissions,” Pollyea said.

Lindsey Haugh

• Center for Coastal Studies
• Climate Action
• College of Engineering
• College of Science
• Fralin Life Sciences Institute
• Geosciences
• Graduate Research
• Mining and Minerals Engineering
• Responsible Consumption and Production

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