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How to Write a Research Paper Introduction (with Examples)

The research paper introduction section, along with the Title and Abstract, can be considered the face of any research paper. The following article is intended to guide you in organizing and writing the research paper introduction for a quality academic article or dissertation.

The research paper introduction aims to present the topic to the reader. A study will only be accepted for publishing if you can ascertain that the available literature cannot answer your research question. So it is important to ensure that you have read important studies on that particular topic, especially those within the last five to ten years, and that they are properly referenced in this section. 1 What should be included in the research paper introduction is decided by what you want to tell readers about the reason behind the research and how you plan to fill the knowledge gap. The best research paper introduction provides a systemic review of existing work and demonstrates additional work that needs to be done. It needs to be brief, captivating, and well-referenced; a well-drafted research paper introduction will help the researcher win half the battle.

The introduction for a research paper is where you set up your topic and approach for the reader. It has several key goals:

• Present your research topic
• Capture reader interest
• Summarize existing research
• Position your own approach
• Define your specific research problem and problem statement
• Highlight the novelty and contributions of the study
• Give an overview of the paper’s structure

The research paper introduction can vary in size and structure depending on whether your paper presents the results of original empirical research or is a review paper. Some research paper introduction examples are only half a page while others are a few pages long. In many cases, the introduction will be shorter than all of the other sections of your paper; its length depends on the size of your paper as a whole.

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Table of Contents

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The introduction in a research paper is placed at the beginning to guide the reader from a broad subject area to the specific topic that your research addresses. They present the following information to the reader

• Scope: The topic covered in the research paper
• Context: Background of your topic
• Importance: Why your research matters in that particular area of research and the industry problem that can be targeted

The research paper introduction conveys a lot of information and can be considered an essential roadmap for the rest of your paper. A good introduction for a research paper is important for the following reasons:

• It stimulates your reader’s interest: A good introduction section can make your readers want to read your paper by capturing their interest. It informs the reader what they are going to learn and helps determine if the topic is of interest to them.
• It helps the reader understand the research background: Without a clear introduction, your readers may feel confused and even struggle when reading your paper. A good research paper introduction will prepare them for the in-depth research to come. It provides you the opportunity to engage with the readers and demonstrate your knowledge and authority on the specific topic.
• It explains why your research paper is worth reading: Your introduction can convey a lot of information to your readers. It introduces the topic, why the topic is important, and how you plan to proceed with your research.
• It helps guide the reader through the rest of the paper: The research paper introduction gives the reader a sense of the nature of the information that will support your arguments and the general organization of the paragraphs that will follow. It offers an overview of what to expect when reading the main body of your paper.

What are the parts of introduction in the research?

A good research paper introduction section should comprise three main elements: 2

• What is known: This sets the stage for your research. It informs the readers of what is known on the subject.
• What is lacking: This is aimed at justifying the reason for carrying out your research. This could involve investigating a new concept or method or building upon previous research.
• What you aim to do: This part briefly states the objectives of your research and its major contributions. Your detailed hypothesis will also form a part of this section.

How to write a research paper introduction?

The first step in writing the research paper introduction is to inform the reader what your topic is and why it’s interesting or important. This is generally accomplished with a strong opening statement. The second step involves establishing the kinds of research that have been done and ending with limitations or gaps in the research that you intend to address. Finally, the research paper introduction clarifies how your own research fits in and what problem it addresses. If your research involved testing hypotheses, these should be stated along with your research question. The hypothesis should be presented in the past tense since it will have been tested by the time you are writing the research paper introduction.

The following key points, with examples, can guide you when writing the research paper introduction section:

• Highlight the importance of the research field or topic
• Describe the background of the topic
• Present an overview of current research on the topic

Example: The inclusion of experiential and competency-based learning has benefitted electronics engineering education. Industry partnerships provide an excellent alternative for students wanting to engage in solving real-world challenges. Industry-academia participation has grown in recent years due to the need for skilled engineers with practical training and specialized expertise. However, from the educational perspective, many activities are needed to incorporate sustainable development goals into the university curricula and consolidate learning innovation in universities.

• Reveal a gap in existing research or oppose an existing assumption
• Formulate the research question

Example: There have been plausible efforts to integrate educational activities in higher education electronics engineering programs. However, very few studies have considered using educational research methods for performance evaluation of competency-based higher engineering education, with a focus on technical and or transversal skills. To remedy the current need for evaluating competencies in STEM fields and providing sustainable development goals in engineering education, in this study, a comparison was drawn between study groups without and with industry partners.

• State the purpose of your study
• Highlight the key characteristics of your study
• Describe important results
• Highlight the novelty of the study.
• Offer a brief overview of the structure of the paper.

Example: The study evaluates the main competency needed in the applied electronics course, which is a fundamental core subject for many electronics engineering undergraduate programs. We compared two groups, without and with an industrial partner, that offered real-world projects to solve during the semester. This comparison can help determine significant differences in both groups in terms of developing subject competency and achieving sustainable development goals.

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Paperpal Copilot is a generative AI-powered academic writing assistant. It’s trained on millions of published scholarly articles and over 20 years of STM experience. Paperpal Copilot helps authors write better and faster with:

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With Paperpal Copilot, create a research paper introduction effortlessly. In this step-by-step guide, we’ll walk you through how Paperpal transforms your initial ideas into a polished and publication-ready introduction.

How to use Paperpal to write the Introduction section

Step 1: Sign up on Paperpal and click on the Copilot feature, under this choose Outlines > Research Article > Introduction

Step 2: Add your unstructured notes or initial draft, whether in English or another language, to Paperpal, which is to be used as the base for your content.

Step 3: Fill in the specifics, such as your field of study, brief description or details you want to include, which will help the AI generate the outline for your Introduction.

Step 4: Use this outline and sentence suggestions to develop your content, adding citations where needed and modifying it to align with your specific research focus.

Step 5: Turn to Paperpal’s granular language checks to refine your content, tailor it to reflect your personal writing style, and ensure it effectively conveys your message.

You can use the same process to develop each section of your article, and finally your research paper in half the time and without any of the stress.

The purpose of the research paper introduction is to introduce the reader to the problem definition, justify the need for the study, and describe the main theme of the study. The aim is to gain the reader’s attention by providing them with necessary background information and establishing the main purpose and direction of the research.

The length of the research paper introduction can vary across journals and disciplines. While there are no strict word limits for writing the research paper introduction, an ideal length would be one page, with a maximum of 400 words over 1-4 paragraphs. Generally, it is one of the shorter sections of the paper as the reader is assumed to have at least a reasonable knowledge about the topic. 2 For example, for a study evaluating the role of building design in ensuring fire safety, there is no need to discuss definitions and nature of fire in the introduction; you could start by commenting upon the existing practices for fire safety and how your study will add to the existing knowledge and practice.

When deciding what to include in the research paper introduction, the rest of the paper should also be considered. The aim is to introduce the reader smoothly to the topic and facilitate an easy read without much dependency on external sources. 3 Below is a list of elements you can include to prepare a research paper introduction outline and follow it when you are writing the research paper introduction. Topic introduction: This can include key definitions and a brief history of the topic. Research context and background: Offer the readers some general information and then narrow it down to specific aspects. Details of the research you conducted: A brief literature review can be included to support your arguments or line of thought. Rationale for the study: This establishes the relevance of your study and establishes its importance. Importance of your research: The main contributions are highlighted to help establish the novelty of your study Research hypothesis: Introduce your research question and propose an expected outcome. Organization of the paper: Include a short paragraph of 3-4 sentences that highlights your plan for the entire paper

Cite only works that are most relevant to your topic; as a general rule, you can include one to three. Note that readers want to see evidence of original thinking. So it is better to avoid using too many references as it does not leave much room for your personal standpoint to shine through. Citations in your research paper introduction support the key points, and the number of citations depend on the subject matter and the point discussed. If the research paper introduction is too long or overflowing with citations, it is better to cite a few review articles rather than the individual articles summarized in the review. A good point to remember when citing research papers in the introduction section is to include at least one-third of the references in the introduction.

The literature review plays a significant role in the research paper introduction section. A good literature review accomplishes the following: Introduces the topic – Establishes the study’s significance – Provides an overview of the relevant literature – Provides context for the study using literature – Identifies knowledge gaps However, remember to avoid making the following mistakes when writing a research paper introduction: Do not use studies from the literature review to aggressively support your research Avoid direct quoting Do not allow literature review to be the focus of this section. Instead, the literature review should only aid in setting a foundation for the manuscript.

Remember the following key points for writing a good research paper introduction: 4

• Avoid stuffing too much general information: Avoid including what an average reader would know and include only that information related to the problem being addressed in the research paper introduction. For example, when describing a comparative study of non-traditional methods for mechanical design optimization, information related to the traditional methods and differences between traditional and non-traditional methods would not be relevant. In this case, the introduction for the research paper should begin with the state-of-the-art non-traditional methods and methods to evaluate the efficiency of newly developed algorithms.
• Avoid packing too many references: Cite only the required works in your research paper introduction. The other works can be included in the discussion section to strengthen your findings.
• Avoid extensive criticism of previous studies: Avoid being overly critical of earlier studies while setting the rationale for your study. A better place for this would be the Discussion section, where you can highlight the advantages of your method.
• Avoid describing conclusions of the study: When writing a research paper introduction remember not to include the findings of your study. The aim is to let the readers know what question is being answered. The actual answer should only be given in the Results and Discussion section.

To summarize, the research paper introduction section should be brief yet informative. It should convince the reader the need to conduct the study and motivate him to read further. If you’re feeling stuck or unsure, choose trusted AI academic writing assistants like Paperpal to effortlessly craft your research paper introduction and other sections of your research article.

1. Jawaid, S. A., & Jawaid, M. (2019). How to write introduction and discussion. Saudi Journal of Anaesthesia, 13(Suppl 1), S18.

2. Dewan, P., & Gupta, P. (2016). Writing the title, abstract and introduction: Looks matter!. Indian pediatrics, 53, 235-241.

3. Cetin, S., & Hackam, D. J. (2005). An approach to the writing of a scientific Manuscript1. Journal of Surgical Research, 128(2), 165-167.

4. Bavdekar, S. B. (2015). Writing introduction: Laying the foundations of a research paper. Journal of the Association of Physicians of India, 63(7), 44-6.

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Home » Research Paper Introduction – Writing Guide and Examples

Research Paper Introduction – Writing Guide and Examples

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Research Paper Introduction

Research paper introduction is the first section of a research paper that provides an overview of the study, its purpose, and the research question (s) or hypothesis (es) being investigated. It typically includes background information about the topic, a review of previous research in the field, and a statement of the research objectives. The introduction is intended to provide the reader with a clear understanding of the research problem, why it is important, and how the study will contribute to existing knowledge in the field. It also sets the tone for the rest of the paper and helps to establish the author’s credibility and expertise on the subject.

How to Write Research Paper Introduction

Writing an introduction for a research paper can be challenging because it sets the tone for the entire paper. Here are some steps to follow to help you write an effective research paper introduction:

• Start with a hook : Begin your introduction with an attention-grabbing statement, a question, or a surprising fact that will make the reader interested in reading further.
• Provide background information: After the hook, provide background information on the topic. This information should give the reader a general idea of what the topic is about and why it is important.
• State the research problem: Clearly state the research problem or question that the paper addresses. This should be done in a concise and straightforward manner.
• State the research objectives: After stating the research problem, clearly state the research objectives. This will give the reader an idea of what the paper aims to achieve.
• Provide a brief overview of the paper: At the end of the introduction, provide a brief overview of the paper. This should include a summary of the main points that will be discussed in the paper.
• Revise and refine: Finally, revise and refine your introduction to ensure that it is clear, concise, and engaging.

Structure of Research Paper Introduction

The following is a typical structure for a research paper introduction:

• Background Information: This section provides an overview of the topic of the research paper, including relevant background information and any previous research that has been done on the topic. It helps to give the reader a sense of the context for the study.
• Problem Statement: This section identifies the specific problem or issue that the research paper is addressing. It should be clear and concise, and it should articulate the gap in knowledge that the study aims to fill.
• Research Question/Hypothesis : This section states the research question or hypothesis that the study aims to answer. It should be specific and focused, and it should clearly connect to the problem statement.
• Significance of the Study: This section explains why the research is important and what the potential implications of the study are. It should highlight the contribution that the research makes to the field.
• Methodology: This section describes the research methods that were used to conduct the study. It should be detailed enough to allow the reader to understand how the study was conducted and to evaluate the validity of the results.
• Organization of the Paper : This section provides a brief overview of the structure of the research paper. It should give the reader a sense of what to expect in each section of the paper.

Research Paper Introduction Examples

Research Paper Introduction Examples could be:

Example 1: In recent years, the use of artificial intelligence (AI) has become increasingly prevalent in various industries, including healthcare. AI algorithms are being developed to assist with medical diagnoses, treatment recommendations, and patient monitoring. However, as the use of AI in healthcare grows, ethical concerns regarding privacy, bias, and accountability have emerged. This paper aims to explore the ethical implications of AI in healthcare and propose recommendations for addressing these concerns.

Example 2: Climate change is one of the most pressing issues facing our planet today. The increasing concentration of greenhouse gases in the atmosphere has resulted in rising temperatures, changing weather patterns, and other environmental impacts. In this paper, we will review the scientific evidence on climate change, discuss the potential consequences of inaction, and propose solutions for mitigating its effects.

Example 3: The rise of social media has transformed the way we communicate and interact with each other. While social media platforms offer many benefits, including increased connectivity and access to information, they also present numerous challenges. In this paper, we will examine the impact of social media on mental health, privacy, and democracy, and propose solutions for addressing these issues.

Example 4: The use of renewable energy sources has become increasingly important in the face of climate change and environmental degradation. While renewable energy technologies offer many benefits, including reduced greenhouse gas emissions and energy independence, they also present numerous challenges. In this paper, we will assess the current state of renewable energy technology, discuss the economic and political barriers to its adoption, and propose solutions for promoting the widespread use of renewable energy.

Purpose of Research Paper Introduction

The introduction section of a research paper serves several important purposes, including:

• Providing context: The introduction should give readers a general understanding of the topic, including its background, significance, and relevance to the field.
• Presenting the research question or problem: The introduction should clearly state the research question or problem that the paper aims to address. This helps readers understand the purpose of the study and what the author hopes to accomplish.
• Reviewing the literature: The introduction should summarize the current state of knowledge on the topic, highlighting the gaps and limitations in existing research. This shows readers why the study is important and necessary.
• Outlining the scope and objectives of the study: The introduction should describe the scope and objectives of the study, including what aspects of the topic will be covered, what data will be collected, and what methods will be used.
• Previewing the main findings and conclusions : The introduction should provide a brief overview of the main findings and conclusions that the study will present. This helps readers anticipate what they can expect to learn from the paper.

When to Write Research Paper Introduction

The introduction of a research paper is typically written after the research has been conducted and the data has been analyzed. This is because the introduction should provide an overview of the research problem, the purpose of the study, and the research questions or hypotheses that will be investigated.

Once you have a clear understanding of the research problem and the questions that you want to explore, you can begin to write the introduction. It’s important to keep in mind that the introduction should be written in a way that engages the reader and provides a clear rationale for the study. It should also provide context for the research by reviewing relevant literature and explaining how the study fits into the larger field of research.

Advantages of Research Paper Introduction

The introduction of a research paper has several advantages, including:

• Establishing the purpose of the research: The introduction provides an overview of the research problem, question, or hypothesis, and the objectives of the study. This helps to clarify the purpose of the research and provide a roadmap for the reader to follow.
• Providing background information: The introduction also provides background information on the topic, including a review of relevant literature and research. This helps the reader understand the context of the study and how it fits into the broader field of research.
• Demonstrating the significance of the research: The introduction also explains why the research is important and relevant. This helps the reader understand the value of the study and why it is worth reading.
• Setting expectations: The introduction sets the tone for the rest of the paper and prepares the reader for what is to come. This helps the reader understand what to expect and how to approach the paper.
• Grabbing the reader’s attention: A well-written introduction can grab the reader’s attention and make them interested in reading further. This is important because it can help to keep the reader engaged and motivated to read the rest of the paper.
• Creating a strong first impression: The introduction is the first part of the research paper that the reader will see, and it can create a strong first impression. A well-written introduction can make the reader more likely to take the research seriously and view it as credible.
• Establishing the author’s credibility: The introduction can also establish the author’s credibility as a researcher. By providing a clear and thorough overview of the research problem and relevant literature, the author can demonstrate their expertise and knowledge in the field.
• Providing a structure for the paper: The introduction can also provide a structure for the rest of the paper. By outlining the main sections and sub-sections of the paper, the introduction can help the reader navigate the paper and find the information they are looking for.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Writing a Research Paper Introduction (with 3 Examples)

Nail your research paper's introduction! Learn to captivate and inform readers from the start—our guide shows how!

Ertugrul Portakal

Apr 12, 2024

TABLE OF CONTENTS

A catchy and informative introduction is essential in academic writing, especially if you want your readers to have background information about your paper. However, writing an interesting and informative introduction can sometimes be a time-consuming and tiring process. If you don't know where to start when crafting an introduction, no need to worry - we've got you covered!

In this article, we will explain step by step what an introduction is in academic writing and how to write it!

Ready? Let's start!

• An introduction is a paragraph that provides information about your entire paper and aims to attract and inform the reader.
• Before writing an introduction or even starting your paper, you need to research academic sources.
• The first one or two sentences of an introduction paragraph should be a hook to attract the reader's attention.
• Afterwards, you need to prepare the reader for your argument by giving background information about your topic.
• Finally, you should state your argument about your topic with a thesis statement.
• If you are writing a longer paper, you can inform your readers about the map of your paper.
• If you are looking for an AI assistant to support you throughout your writing process, TextCortex is designed for you with its advanced features.

What is an Introduction in a research paper?

In any academic writing, including essays and research papers, an introduction is the first paragraph that the reader will encounter. This paragraph should both attract the reader's attention and give them the necessary information about the paper. In any academic paper, the introduction paragraph constitutes 10% of the paper's total word count. For example, if you are preparing a 3,000-word paper, your introduction paragraph should consist of approximately 300 words. You should also write sentences within these 300 words that will attract the reader's attention and provide them with information about the paper.

Importance of an Introduction Paragraph

The biggest function of an introduction paragraph is to prepare the reader for the author's thesis statement. A traditional introduction paragraph begins with a few sentences or questions that will catch the reader's attention. After attracting the reader's attention, necessary background information on the subject is given. Finally, the author explains to the readers what the whole paper is about by stating the thesis. A thesis statement is the final sentence that summarizes the main points of your paper and conveys your claim.

First Things First: Preliminary Research

When working on any academic writing type, it is essential to start by researching your topic thoroughly before beginning to type. What sets academic writing apart from other writing types is the requirement for it to be written using accurate information from reliable sources.

Researching academic sources can be a time-consuming and unnecessary process. One has to read through hundreds of pages, review dozens of articles and verify the accuracy of each source. However, if you're looking to reduce your workload and maximize efficiency by automating repetitive tasks such as literature review, ZenoChat is the perfect solution for you. With its web search feature, ZenoChat can use the entire internet as a data source. Additionally, by activating the "scholar" option of the ZenoChat web search feature, you can ensure that it only uses academic sources when generating output.

How to Create an Introduction for Academic Writing?

Creating an introduction paragraph that is interesting, informative, and conveys your thesis is an easier process than it seems. As long as you have sufficient information about your topic and an outline , you can write engaging introductions by following a few simple steps. Let's take a closer look at how to write an introduction for academic writing.

1-) Start with a Catchy Hook

Your first sentence is one of the factors that most influence a reader's decision to read your paper. This sentence determines the tone of your paper and attracts the reader's attention. For this reason, we recommend that you start your introduction paragraph with a strong and catchy hook sentence.

• Avoid long and complex sentences
• Use clear and concise sentences
• Write a sentence that will spark the reader's curiosity
• You can ask questions that will encourage the reader to read the remaining paragraph
• Avoid fact or overly broad sentences
• Avoid using dictionary definitions as your hook

2-) Give Background Information

After writing a strong hook sentence, you need to provide basic information about your topic so that the reader can understand what they will learn about when they read your paper. In this section, you can benefit from opinions that support or oppose your argument. Additionally, this section should refer to the body paragraphs of your writing.

• You can write a background information sentence for each body paragraph.
• The information here should be concise and compact
• Avoid talking about your evidence and results unless necessary.

3-) State Your Thesis 

After attracting the reader's attention and providing background information, it is time to present your approach and argument towards the topic with a thesis statement. A thesis statement usually comprises one or two sentences and communicates the paper's argument to the reader. A well-written thesis statement should express your stance on the topic.

• Avoid merely stating a fact
• Claim your argument

4-) Tell Reader About Your Paper

Although you need to move on to body paragraphs after the thesis statement in short papers, it will be useful to add a few sentences that will guide the reader in your longer papers. This way, your readers can better understand which arguments they will encounter on which pages and the course of your paper. That leads the reader to clearly understand and follow your content.

Let’s Wrap it Up

Writing an interesting and informative introduction is usually a long process that requires a lot of rewriting. You may need to rewrite a sentence dozens of times so that your words and sentences clearly describe your paper and argument. Fortunately, you can generate state-of-the-art introductions using AI tools and use them with a little editing.

When it comes to text generation, paraphrasing, and grammar & spelling checking, TextCortex is the way to go with its advanced LLMs and customization options. With TextCortex, you can generate all writing types, including introduction, from scratch, rewrite your existing texts, change their tone of voice, or fix their grammar. TextCortex is available as a web application and browser extension. The TextCortex browser extension is integrated with 30,000+ websites and apps. So, you can complete your AI-driven writing tasks anywhere and anytime.

Let's examine a few sample introductions generated by TextCortex.

Example Introduction #1

“Should social media platforms be banned from collecting their users' data?”

Example Introduction #2

“Do electric vehicles decrease overall emissions?”

Example Introduction #3

“Is graffiti an act of vandalism or the creation of art?”

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Our AI copilot learned how to write from more than 3 billion sentences and has the ability to create unique content. However, fact-checking is something which still requires a human approval.

TextCortex supports more than 25 languages including English, Dutch, German, Ukranian, Romanian, Spanish, Portuguese, French, Italian.

Yes, TextCortex is completely free to use with all of its features. When you sign up, you receive 100 free creations. Then you will receive 20 recurring creations every day on the free plan.

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How To Write A Solid Assignment Introduction

By: Derek Jansen | December 2017

I’ll kick off this post by making a bold assertion:

The introduction chapter of your assignment is the single most important section in your entire assignment.

Yip. Not the analysis chapter. Not the recommendations chapter. The introduction chapter. Yip, that short 200/300/400-word chapter that so many students rush through to get to the meatier chapters.  Why do I say this? There are a few reasons:

It creates the first impression.

Apart from the executive summary (which some assignments don’t have), the introduction creates the very first impression on your marker. It sets the tone in terms of the quality of the assignment.

It introduces your industry.

You might have decades of experience in your industry – but your marker won’t. This means that the simplest concepts can be misunderstood (and thereby cost you marks) if not explained right at the beginning of your assignment. A good introduction lays the foundation so that the marker can understand your upcoming arguments.

It defines and justifies your topic.

The introduction, if developed correctly, clearly outlines what the assignment will be about (and what it won’t) and why that’s important (i.e. a justification). In other words, it makes it clear what the focus of the assignment will be about, and why that is worth investigating. This clarity and justification of the topic are essential to earning good marks and keeping you focused on the purpose of the assignment.

It clarifies your approach.

Beyond the what and why, a good introduction also briefly explains how you’ll approach the research, both from a theoretical and practical perspective. This lays a clear roadmap both for the marker and for yourself. For the marker, this improves the readability and digestibility of the document (which is essential for earning marks). And for you, this big-picture view of the approach keeps you from digressing into a useless analysis.

In short, a good introduction lays a solid foundation and a clear direction for the rest of your assignment. Hopefully, you’re convinced…

The 5 essential ingredients.

In this post, I’ll outline the key components of a strong introduction chapter/section. But first, I want to discuss the structure.

Some assignment briefs will provide a proposed structure which combines the introduction and analysis chapters. I always encourage my clients to split this up into two chapters, as it provides a clearer, more logical structure. You’ll see why once I discuss the core components.

#1 – The Four Ws

A logical starting point is to assume the marker knows nothing about your business . Make sure you cover the basics:

• Who – what is the name of the business? If its multiple words, you should take the opportunity to introduce an acronym here. Then, stick to the acronym throughout the rest of the assignment. It’s also good practice to provide a list of acronyms in the appendix.
• What – explain what the business does, in simple English. Avoid industry jargon and explain the basic operating model of the business.
• Where – explain where the business operates from and where its customers operate. If you have multiple offices and serve multiple markets, a visual representation can save you some words.
• When – mention the age of the business, and how many staff it employs. You can also note the ownership structure (private company, listed entity, JV, etc).

If you’re only going to focus on one country/branch/department, make mention of this now. Also, be sure to justify why you’re focusing on that (for example, due to limited access to data).

If done right, you will have now painted a very clear (but concise) picture of the organisation for the marker. The next step is to discuss the context that the business operates in.

#2 – A brief discussion of the context.

Now that you’ve introduced the business, you need to move towards identifying the key issue(s) that will form the focus of the assignment. To do this, you need to lay a context, which will then lead to the issue(s). This will vary between assignments, and could be something like:

• The entry of new competitors resulting in reduced market share (STR, SM)
• A merger leading to a culture clash and poor performance (MP)
• A corporate scandal resulting in reputation damage (R&R)
• Changing regulation leading to the opening of a new potential country market (IB)

In other words, you need to present a (brief) story of how the key issue(s) or opportunity has arisen – X has lead to Y, which caused Z.

#3 – Identification of the key issue and research question(s).

With the context set, you need to clearly state what the key issue(s) or opportunity is, and why this is worth investigating (for example, due to the financial impact if left unresolved). This is pretty straightforward, but it is a critical step often missed by students, and results in the marker questioning the quality of the entire assignment.

With the key issue identified, its time to lay out your research question(s). In other words, state in question format, what question(s) your assignment will seek to answer.

For example:

• “What has changed in Organisation X’s competitive context, and how should it best respond to ensure sustainable competitive advantage?”
• “Should Organisation X internationalise to Country Y?”
• “What segments exist within Industry X and which segment should Organisation Y target?”
• “Which digital business model should Organisation X adopt?”

By stating your research question(s) up front, you are providing a very clear, focused direction for your assignment, thereby reducing your risk of getting distracted by the shiny objects that will invariably pop up along the way. You are stating clearly what you will and won’t focus on, and ring-fencing the assignment to a manageable breadth. This is critically important for earning marks, as it allows you to go deep into a highly relevant set of theories and develop meaningful insights, rather than superficially fluttering with numerous less-relevant ones.

What’s critically important is that you achieve alignment between the context, the issue(s) and the research question(s). They should all flow in a logical fashion, as shown below. 

If you achieve this alignment, you have a rock-solid foundation for your assignment, and your marker will be crystal clear regarding your direction, and why you chose that direction.

#4 – A brief outline of your theoretical approach.

Now that you’ve made it clear what your assignment is aiming to achieve (i.e. what research question(s) it wants to answer), it is very good practice to briefly mention:

• How you will approach the analysis.
• What key theory you will draw on.

In other words, you should give the marker an indication of how you approached the analysis, and on what theoretical basis. For example:

“The report begins by briefly looking at the organisation’s broader strategy, as well as values using Schwartz’s model (1994). It then reviews stakeholders using Mitchell et al.’s framework (1997) and identifies a key group with which reputation needs to be managed to achieve strategic alignment. It then analyses antecedents, reputation, and outcomes of the said group using Money et al.’s (2012) RELATE framework. This is followed by proposed strategic actions.”

As you can see, this excerpt clearly outlines how the analysis was approached, and what key theory was used in the relevant sections. This gives the marker a big-picture view of the assignment, which aids the digestibility of the document.

#5 – A brief outline of your fieldwork.

Now that you’ve communicated the approach, structure and underpinning theory, it’s best practice to make a quick mention of your fieldwork. Yes, you’re typically supposed to collect some primary data (for example, undertake some semi-structured interviews or a survey), as well as secondary data (for example, review industry reports, company data, etc), for your assignments – especially in Stage 2 and 3 of the program. 

In this final section, you should very briefly outline what you did in this respect so that the marker can rest assured that your assignment is not an opinion piece. A quality assignment draws on multiple data sources to make well-informed, data-backed arguments. Show that you’ve done this, and be sure to refer the reader to the appendices for evidence of this work (for example, interview transcripts, survey results, etc.).

Lastly, make mention of your relationship with the business, and your broad responsibilities. Remember to keep this in third-person language. For example:

“The author is employed as the [INSERT YOUR TITLE] and is responsible for X, Y and Z.”

Let’s recap.

In this article, I’ve hopefully convinced you of the critical importance of writing a strong introduction chapter. I’ve also presented 5 essential ingredients that you should bake into your intro in every assignment. By incorporating these ingredients (ideally, in this order), you will set the foundation for a strong assignment.

To recap the 5 essentials:

• A (plain language) explanation of the organisation.
• A brief discussion of the context.
• Identification of the key issue and research question(s).
• A brief outline of your theoretical approach.
• A brief outline of your fieldwork and your professional position.

Informative and easy to apply advice…tx D

You’re welcome, Rishen 🙂

It is a very useful and understandable explanation of writing a research paper. Thank you so much for the sharing free such a useful example.

Yours sincerely Tara

This is really good, thank you.

Thanks for the feedback, Paul. Best of luck with your Henley MBA.

Very useful guide for the MBA. You mention that it’s good practice to use a range of sources to support arguments. If an assignment task isn’t that strategic (e.g. reviewing a process for a particular team within the business), can the assignment be supported purely by ‘fieldwork’ and models/theory? Thank you.

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Writing a scientific paper.

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What is a "good" introduction?

Citing sources in the introduction, "introduction checklist" from: how to write a good scientific paper. chris a. mack. spie. 2018..

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This is where you describe briefly and clearly why you are writing the paper. The introduction supplies sufficient background information for the reader to understand and evaluate the experiment you did. It also supplies a rationale for the study.

• Present the problem and the proposed solution
• Presents nature and scope of the problem investigated
• Reviews the pertinent literature to orient the reader
• States the method of the experiment
• State the principle results of the experiment

It is important to cite sources in the introduction section of your paper as evidence of the claims you are making. There are ways of citing sources in the text so that the reader can find the full reference in the literature cited section at the end of the paper, yet the flow of the reading is not badly interrupted. Below are some example of how this can be done:     "Smith (1983) found that N-fixing plants could be infected by several different species of Rhizobium."     "Walnut trees are known to be allelopathic (Smith 1949,  Bond et al. 1955, Jones and Green 1963)."     "Although the presence of Rhizobium normally increases the growth of legumes (Nguyen 1987), the opposite effect has been observed (Washington 1999)." Note that articles by one or two authors are always cited in the text using their last names. However, if there are more than two authors, the last name of the 1st author is given followed by the abbreviation et al. which is Latin for "and others". 

From:  https://writingcenter.gmu.edu/guides/imrad-reports-introductions

• Indicate the field of the work, why this field is important, and what has already been done (with proper citations).
• Indicate a gap, raise a research question, or challenge prior work in this territory.
• Outline the purpose and announce the present research, clearly indicating what is novel and why it is significant.
• Avoid: repeating the abstract; providing unnecessary background information; exaggerating the importance of the work; claiming novelty without a proper literature search. 
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How to Write an Introduction For a Research Paper

Learn how to write a strong and efficient research paper introduction by following the suitable structure and avoiding typical errors.

An introduction to any type of paper is sometimes misunderstood as the beginning; yet, an introduction is actually intended to present your chosen subject to the audience in a way that makes it more appealing and leaves your readers thirsty for more information. After the title and abstract , your audience will read the introduction, thus it’s critical to get off to a solid start.  

This article includes instructions on how to write an introduction for a research paper that engages the reader in your research. You can produce a strong opening for your research paper if you stick to the format and a few basic principles.

What is An Introduction To a Research Paper?

An introduction is the opening section of a research paper and the section that a reader is likely to read first, in which the objective and goals of the subsequent writing are stated. 

The introduction serves numerous purposes. It provides context for your research, explains your topic and objectives, and provides an outline of the work. A solid introduction will establish the tone for the remainder of your paper, enticing readers to continue reading through the methodology , findings, and discussion. 

Even though introductions are generally presented at the beginning of a document, we must distinguish an introduction from the beginning of your research. An introduction, as the name implies, is supposed to introduce your subject without extending it. All relevant information and facts should be placed in the body and conclusion, not the introduction.

Structure Of An Introduction

Before explaining how to write an introduction for a research paper , it’s necessary to comprehend a structure that will make your introduction stronger and more straightforward.

A Good Hook

A hook is one of the most effective research introduction openers. A hook’s objective is to stimulate the reader’s interest to read the research paper.  There are various approaches you may take to generate a strong hook:  startling facts, a question, a brief overview, or even a quotation. 

Broad Overview

Following an excellent hook, you should present a wide overview of your major issue and some background information on your research. If you’re unsure about how to begin an essay introduction, the best approach is to offer a basic explanation of your topic before delving into specific issues. Simply said, you should begin with general information and then narrow it down to your relevant topics.

After offering some background information regarding your research’s main topic, go on to give readers a better understanding of what you’ll be covering throughout your research. In this section of your introduction, you should swiftly clarify your important topics in the sequence in which they will be addressed later, gradually introducing your thesis statement. You can use some  The following are some critical questions to address in this section of your introduction: Who? What? Where? When? How? And why is that?

Thesis Statement

The thesis statement, which must be stated in the beginning clause of your research since your entire research revolves around it, is the most important component of your research.

A thesis statement presents your audience with a quick overview of the research’s main assertion. In the body section of your work, your key argument is what you will expose or debate about it. An excellent thesis statement is usually very succinct, accurate, explicit, clear, and focused. Typically, your thesis should be at the conclusion of your introductory paragraph/section.

Tips for Writing a Strong Introduction

Aside from the good structure, here are a few tips to make your introduction strong and accurate:

• Keep in mind the aim of your research and make sure your introduction supports it.
• Use an appealing and relevant hook that catches the reader’s attention right away.
• Make it obvious to your readers what your stance is.
• Demonstrate your knowledge of your subject.
• Provide your readers with a road map to help them understand what you will address throughout the research.
• Be succinct – it is advised that your opening introduction consists of around 8-9 percent of the overall amount of words in your article (for example, 160 words for a 2000 words essay). 
• Make a strong and unambiguous thesis statement.
• Explain why the article is significant in 1-2 sentences.
• Remember to keep it interesting.

Mistakes to Avoid in Your Introduction

Check out what not to do and what to avoid now that you know the structure and how to write an introduction for a research paper .

• Lacking a feeling of direction or purpose.
• Giving out too much.
• Creating lengthy paragraphs.
• Excessive or insufficient background, literature, and theory.
• Including material that should be placed in the body and conclusion.
• Not writing enough or writing excessively.
• Using too many quotes.

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Jessica Abbadia is a lawyer that has been working in Digital Marketing since 2020, improving organic performance for apps and websites in various regions through ASO and SEO. Currently developing scientific and intellectual knowledge for the community's benefit. Jessica is an animal rights activist who enjoys reading and drinking strong coffee.

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How to Write a Research Introduction

Last Updated: December 6, 2023 Fact Checked

This article was co-authored by Megan Morgan, PhD . Megan Morgan is a Graduate Program Academic Advisor in the School of Public & International Affairs at the University of Georgia. She earned her PhD in English from the University of Georgia in 2015. There are 7 references cited in this article, which can be found at the bottom of the page. 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 2,655,332 times.

The introduction to a research paper can be the most challenging part of the paper to write. The length of the introduction will vary depending on the type of research paper you are writing. An introduction should announce your topic, provide context and a rationale for your work, before stating your research questions and hypothesis. Well-written introductions set the tone for the paper, catch the reader's interest, and communicate the hypothesis or thesis statement.

Introducing the Topic of the Paper

• In scientific papers this is sometimes known as an "inverted triangle", where you start with the broadest material at the start, before zooming in on the specifics. [2] X Research source
• The sentence "Throughout the 20th century, our views of life on other planets have drastically changed" introduces a topic, but does so in broad terms.
• It provides the reader with an indication of the content of the essay and encourages them to read on.

• For example, if you were writing a paper about the behaviour of mice when exposed to a particular substance, you would include the word "mice", and the scientific name of the relevant compound in the first sentences.
• If you were writing a history paper about the impact of the First World War on gender relations in Britain, you should mention those key words in your first few lines.

• This is especially important if you are attempting to develop a new conceptualization that uses language and terminology your readers may be unfamiliar with.

• If you use an anecdote ensure that is short and highly relevant for your research. It has to function in the same way as an alternative opening, namely to announce the topic of your research paper to your reader.
• For example, if you were writing a sociology paper about re-offending rates among young offenders, you could include a brief story of one person whose story reflects and introduces your topic.
• This kind of approach is generally not appropriate for the introduction to a natural or physical sciences research paper where the writing conventions are different.

Establishing the Context for Your Paper

• It is important to be concise in the introduction, so provide an overview on recent developments in the primary research rather than a lengthy discussion.
• You can follow the "inverted triangle" principle to focus in from the broader themes to those to which you are making a direct contribution with your paper.
• A strong literature review presents important background information to your own research and indicates the importance of the field.

• By making clear reference to existing work you can demonstrate explicitly the specific contribution you are making to move the field forward.
• You can identify a gap in the existing scholarship and explain how you are addressing it and moving understanding forward.

• For example, if you are writing a scientific paper you could stress the merits of the experimental approach or models you have used.
• Stress what is novel in your research and the significance of your new approach, but don't give too much detail in the introduction.
• A stated rationale could be something like: "the study evaluates the previously unknown anti-inflammatory effects of a topical compound in order to evaluate its potential clinical uses".

Specifying Your Research Questions and Hypothesis

• The research question or questions generally come towards the end of the introduction, and should be concise and closely focused.
• The research question might recall some of the key words established in the first few sentences and the title of your paper.
• An example of a research question could be "what were the consequences of the North American Free Trade Agreement on the Mexican export economy?"
• This could be honed further to be specific by referring to a particular element of the Free Trade Agreement and the impact on a particular industry in Mexico, such as clothing manufacture.
• A good research question should shape a problem into a testable hypothesis.

• If possible try to avoid using the word "hypothesis" and rather make this implicit in your writing. This can make your writing appear less formulaic.
• In a scientific paper, giving a clear one-sentence overview of your results and their relation to your hypothesis makes the information clear and accessible. [10] X Trustworthy Source PubMed Central Journal archive from the U.S. National Institutes of Health Go to source
• An example of a hypothesis could be "mice deprived of food for the duration of the study were expected to become more lethargic than those fed normally".

• This is not always necessary and you should pay attention to the writing conventions in your discipline.
• In a natural sciences paper, for example, there is a fairly rigid structure which you will be following.
• A humanities or social science paper will most likely present more opportunities to deviate in how you structure your paper.

Research Introduction Help

Community Q&A

• Use your research papers' outline to help you decide what information to include when writing an introduction. Thanks Helpful 0 Not Helpful 1
• Consider drafting your introduction after you have already completed the rest of your research paper. Writing introductions last can help ensure that you don't leave out any major points. Thanks Helpful 0 Not Helpful 0

• Avoid emotional or sensational introductions; these can create distrust in the reader. Thanks Helpful 50 Not Helpful 12
• Generally avoid using personal pronouns in your introduction, such as "I," "me," "we," "us," "my," "mine," or "our." Thanks Helpful 31 Not Helpful 7
• Don't overwhelm the reader with an over-abundance of information. Keep the introduction as concise as possible by saving specific details for the body of your paper. Thanks Helpful 24 Not Helpful 14

You Might Also Like

• ↑ https://library.sacredheart.edu/c.php?g=29803&p=185916
• ↑ https://www.aresearchguide.com/inverted-pyramid-structure-in-writing.html
• ↑ https://libguides.usc.edu/writingguide/introduction
• ↑ https://writing.wisc.edu/Handbook/PlanResearchPaper.html
• ↑ https://dept.writing.wisc.edu/wac/writing-an-introduction-for-a-scientific-paper/
• ↑ https://writing.wisc.edu/handbook/assignments/planresearchpaper/
• ↑ http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3178846/

About This Article

To introduce your research paper, use the first 1-2 sentences to describe your general topic, such as “women in World War I.” Include and define keywords, such as “gender relations,” to show your reader where you’re going. Mention previous research into the topic with a phrase like, “Others have studied…”, then transition into what your contribution will be and why it’s necessary. Finally, state the questions that your paper will address and propose your “answer” to them as your thesis statement. For more information from our English Ph.D. co-author about how to craft a strong hypothesis and thesis, keep reading! Did this summary help you? Yes No

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Writing an Introduction

Ask these questions:

What is it?

It has two parts:

1. A general introduction to the topic you will be discussing 2. Your Thesis Statement

When do I do it?

How do I do it?

Some Examples:

Example 1 Teenagers in many American cities have been involved in more gangs in the last five years than ever before. These gangs of teens have been committing a lot of violent crimes. The victims of these crimes are both gang members and people outside of gangs. Many people do not want to travel to areas in our cities because of the danger from this problem.  For this terrible situation to stop, it is going to take a combined effort on the part of many people. Excellent, supervised after-school programs, more jobs available for teens, and healthy family relationships will go a long way towards ending this crisis in our society. Example 2 During the Middle Ages in Europe and the Middle East there was much armed conflict between Christians and Muslims. Christians called these conflicts the Crusades because they were fighting under the sign of the cross to save the holy lands of the Bible from being desecrated by non-Christians. However, the true reason for fighting for these lands was less than holy. It was mainly a desire for economic gain that prompted the Christian leaders to send soldiers to fight in the Holy Land.

:

Research Paper Introduction Examples

Looking for research paper introduction examples? Quotes, anecdotes, questions, examples, and broad statements—all of them can be used successfully to write an introduction for a research paper. It’s instructive to see them in action, in the hands of skilled academic writers.

Let’s begin with David M. Kennedy’s superb history, Freedom from Fear: The American People in Depression and War, 1929–1945 . Kennedy begins each chapter with a quote, followed by his text. The quote above chapter 1 shows President Hoover speaking in 1928 about America’s golden future. The text below it begins with the stock market collapse of 1929. It is a riveting account of just how wrong Hoover was. The text about the Depression is stronger because it contrasts so starkly with the optimistic quotation.

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“We in America today are nearer the final triumph over poverty than ever before in the history of any land.”—Herbert Hoover, August 11, 1928 Like an earthquake, the stock market crash of October 1929 cracked startlingly across the United States, the herald of a crisis that was to shake the American way of life to its foundations. The events of the ensuing decade opened a fissure across the landscape of American history no less gaping than that opened by the volley on Lexington Common in April 1775 or by the bombardment of Sumter on another April four score and six years later. (adsbygoogle = window.adsbygoogle || []).push({}); The ratcheting ticker machines in the autumn of 1929 did not merely record avalanching stock prices. In time they came also to symbolize the end of an era. (David M. Kennedy, Freedom from Fear: The American People in Depression and War, 1929–1945 . New York: Oxford University Press, 1999, p. 10)

Kennedy has exciting, wrenching material to work with. John Mueller faces the exact opposite problem. In Retreat from Doomsday: The Obsolescence of Major War , he is trying to explain why Great Powers have suddenly stopped fighting each other. For centuries they made war on each other with devastating regularity, killing millions in the process. But now, Mueller thinks, they have not just paused; they have stopped permanently. He is literally trying to explain why “nothing is happening now.” That may be an exciting topic intellectually, it may have great practical significance, but “nothing happened” is not a very promising subject for an exciting opening paragraph. Mueller manages to make it exciting and, at the same time, shows why it matters so much. Here’s his opening, aptly entitled “History’s Greatest Nonevent”:

On May 15, 1984, the major countries of the developed world had managed to remain at peace with each other for the longest continuous stretch of time since the days of the Roman Empire. If a significant battle in a war had been fought on that day, the press would have bristled with it. As usual, however, a landmark crossing in the history of peace caused no stir: the most prominent story in the New York Times that day concerned the saga of a manicurist, a machinist, and a cleaning woman who had just won a big Lotto contest. This book seeks to develop an explanation for what is probably the greatest nonevent in human history. (John Mueller, Retreat from Doomsday: The Obsolescence of Major War . New York: Basic Books, 1989, p. 3)

In the space of a few sentences, Mueller sets up his puzzle and reveals its profound human significance. At the same time, he shows just how easy it is to miss this milestone in the buzz of daily events. Notice how concretely he does that. He doesn’t just say that the New York Times ignored this record setting peace. He offers telling details about what they covered instead: “a manicurist, a machinist, and a cleaning woman who had just won a big Lotto contest.” Likewise, David Kennedy immediately entangles us in concrete events: the stunning stock market crash of 1929. These are powerful openings that capture readers’ interests, establish puzzles, and launch narratives.

Sociologist James Coleman begins in a completely different way, by posing the basic questions he will study. His ambitious book, Foundations of Social Theory , develops a comprehensive theory of social life, so it is entirely appropriate for him to begin with some major questions. But he could just as easily have begun with a compelling story or anecdote. He includes many of them elsewhere in his book. His choice for the opening, though, is to state his major themes plainly and frame them as a paradox. Sociologists, he says, are interested in aggregate behavior—how people act in groups, organizations, or large numbers—yet they mostly examine individuals:

A central problem in social science is that of accounting for the function of some kind of social system. Yet in most social research, observations are not made on the system as a whole, but on some part of it. In fact, the natural unit of observation is the individual person…  This has led to a widening gap between theory and research… (James S. Coleman, Foundations of Social Theory . Cambridge, MA: Harvard University Press, 1990, pp. 1–2)

After expanding on this point, Coleman explains that he will not try to remedy the problem by looking solely at groups or aggregate-level data. That’s a false solution, he says, because aggregates don’t act; individuals do. So the real problem is to show the links between individual actions and aggregate outcomes, between the micro and the macro.

The major problem for explanations of system behavior based on actions and orientations at a level below that of the system [in this case, on individual-level actions] is that of moving from the lower level to the system level. This has been called the micro-to-macro problem, and it is pervasive throughout the social sciences. (Coleman, Foundations of Social Theory , p. 6)

Explaining how to deal with this “micro-to-macro problem” is the central issue of Coleman’s book, and he announces it at the beginning.

Coleman’s theory-driven opening stands at the opposite end of the spectrum from engaging stories or anecdotes, which are designed to lure the reader into the narrative and ease the path to a more analytic treatment later in the text. Take, for example, the opening sentences of Robert L. Herbert’s sweeping study Impressionism: Art, Leisure, and Parisian Society : “When Henry Tuckerman came to Paris in 1867, one of the thousands of Americans attracted there by the huge international exposition, he was bowled over by the extraordinary changes since his previous visit twenty years before.” (Robert L. Herbert, Impressionism: Art, Leisure, and Parisian Society . New Haven, CT: Yale University Press, 1988, p. 1.) Herbert fills in the evocative details to set the stage for his analysis of the emerging Impressionist art movement and its connection to Parisian society and leisure in this period.

David Bromwich writes about Wordsworth, a poet so familiar to students of English literature that it is hard to see him afresh, before his great achievements, when he was just a young outsider starting to write. To draw us into Wordsworth’s early work, Bromwich wants us to set aside our entrenched images of the famous mature poet and see him as he was in the 1790s, as a beginning writer on the margins of society. He accomplishes this ambitious task in the opening sentences of Disowned by Memory: Wordsworth’s Poetry of the 1790s :

Wordsworth turned to poetry after the revolution to remind himself that he was still a human being. It was a curious solution, to a difficulty many would not have felt. The whole interest of his predicament is that he did feel it. Yet Wordsworth is now so established an eminence—his name so firmly fixed with readers as a moralist of self-trust emanating from complete self-security—that it may seem perverse to imagine him as a criminal seeking expiation. Still, that is a picture we get from The Borderers and, at a longer distance, from “Tintern Abbey.” (David Bromwich, Disowned by Memory: Wordsworth’s Poetry of the 1790s . Chicago: University of Chicago Press, 1998, p. 1)

That’s a wonderful opening! Look at how much Bromwich accomplishes in just a few words. He not only prepares the way for analyzing Wordsworth’s early poetry; he juxtaposes the anguished young man who wrote it to the self-confident, distinguished figure he became—the eminent man we can’t help remembering as we read his early poetry.

Let us highlight a couple of other points in this passage because they illustrate some intelligent writing choices. First, look at the odd comma in this sentence: “It was a curious solution, to a difficulty many would not have felt.” Any standard grammar book would say that comma is wrong and should be omitted. Why did Bromwich insert it? Because he’s a fine writer, thinking of his sentence rhythm and the point he wants to make. The comma does exactly what it should. It makes us pause, breaking the sentence into two parts, each with an interesting point. One is that Wordsworth felt a difficulty others would not have; the other is that he solved it in a distinctive way. It would be easy for readers to glide over this double message, so Bromwich has inserted a speed bump to slow us down. Most of the time, you should follow grammatical rules, like those about commas, but you should bend them when it serves a good purpose. That’s what the writer does here.

The second small point is the phrase “after the revolution” in the first sentence: “Wordsworth turned to poetry after the revolution to remind himself that he was still a human being.” Why doesn’t Bromwich say “after the French Revolution”? Because he has judged his book’s audience. He is writing for specialists who already know which revolution is reverberating through English life in the 1790s. It is the French Revolution, not the earlier loss of the American colonies. If Bromwich were writing for a much broader audience—say, the New York Times Book Review—he would probably insert the extra word to avoid confusion.

The message “Know your audience” applies to all writers. Don’t talk down to them by assuming they can’t get dressed in the morning. Don’t strut around showing off your book learnin’ by tossing in arcane facts and esoteric language for its own sake. Neither will win over readers.

Bromwich, Herbert, and Coleman open their works in different ways, but their choices work well for their different texts. Your task is to decide what kind of opening will work best for yours. Don’t let that happen by default, by grabbing the first idea you happen upon. Consider a couple of different ways of opening your thesis and then choose the one you prefer. Give yourself some options, think them over, then make an informed choice.

Using the Introduction to Map out Your Writing

Whether you begin with a story, puzzle, or broad statement, the next part of the research paper introduction should pose your main questions and establish your argument. This is your thesis statement—your viewpoint along with the supporting reasons and evidence. It should be articulated plainly so readers understand full well what your paper is about and what it will argue.

After that, give your readers a road map of what’s to come. That’s normally done at the end of the introductory section (or, in a book, at the end of the introductory chapter). Here’s John J. Mearsheimer presenting such a road map in The Tragedy of Great Power Politics . He not only tells us the order of upcoming chapters, he explains why he’s chosen that order and which chapters are most important:

The Plan of the Book The rest of the chapters in this book are concerned mainly with answering the six big questions about power which I identified earlier. Chapter 2, which is probably the most important chapter in the book, lays out my theory of why states compete for power and why they pursue hegemony. In Chapters 3 and 4, I define power and explain how to measure it. I do this in order to lay the groundwork for testing my theory… (John J. Mearsheimer, The Tragedy of Great Power Politics . New York: W. W. Norton, 2001, p. 27)

As this excerpt makes clear, Mearsheimer has already laid out his “six big questions” in the research paper introduction. Now he’s showing us the path ahead, the path to answering those questions.

At the end of the research paper introduction, give your readers a road map of what’s to come. Tell them what the upcoming sections will be and why they are arranged in this particular order.

Learn how to write an introduction for a research paper .

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Writing a Research Paper

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The Research Paper

There will come a time in most students' careers when they are assigned a research paper. Such an assignment often creates a great deal of unneeded anxiety in the student, which may result in procrastination and a feeling of confusion and inadequacy. This anxiety frequently stems from the fact that many students are unfamiliar and inexperienced with this genre of writing. Never fear—inexperience and unfamiliarity are situations you can change through practice! Writing a research paper is an essential aspect of academics and should not be avoided on account of one's anxiety. In fact, the process of writing a research paper can be one of the more rewarding experiences one may encounter in academics. What is more, many students will continue to do research throughout their careers, which is one of the reasons this topic is so important.

Becoming an experienced researcher and writer in any field or discipline takes a great deal of practice. There are few individuals for whom this process comes naturally. Remember, even the most seasoned academic veterans have had to learn how to write a research paper at some point in their career. Therefore, with diligence, organization, practice, a willingness to learn (and to make mistakes!), and, perhaps most important of all, patience, students will find that they can achieve great things through their research and writing.

The pages in this section cover the following topic areas related to the process of writing a research paper:

• Genre - This section will provide an overview for understanding the difference between an analytical and argumentative research paper.
• Choosing a Topic - This section will guide the student through the process of choosing topics, whether the topic be one that is assigned or one that the student chooses themselves.
• Identifying an Audience - This section will help the student understand the often times confusing topic of audience by offering some basic guidelines for the process.
• Where Do I Begin - This section concludes the handout by offering several links to resources at Purdue, and also provides an overview of the final stages of writing a research paper.

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate  key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.

Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.

How to Approach Writing a Case Study Research Paper

General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.

However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:

• The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
• The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
• The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
• The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
• The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].

Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.

Structure and Writing Style

The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.

In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.

I.  Introduction

As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:

• What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
• Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
• What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
• How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.

Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.

II.  Literature Review

The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and  enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:

• Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
• Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
• Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
• Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
• Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
• Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
• Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.

III.  Method

In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.

If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.

If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].

If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].

If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.

NOTE:   The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.

IV.  Discussion

The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:

Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.

Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.

Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.

Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.

Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .

Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.

V.  Conclusion

As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.

The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.

Consider the following points to help ensure your conclusion is appropriate:

• If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
• If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
• Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.

Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.

Problems to Avoid

Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.

Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.

Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.

Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009;  Kratochwill,  Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education .  Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.

Writing Tip

At Least Five Misconceptions about Case Study Research

Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:

Misunderstanding 1 :  General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 :  One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 :  The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 :  The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 :  It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].

While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.

Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.

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Introduction to the Research Process: Research Assignments

• General Search Strategies
• Searching Online
• Searching Databases
• Searching Books

Research Assignments

The Research Assignments on this page will be similar to assignments that your instructors will ask you to complete. Need help? Contact your librarians! 

Balanced Research Portfolio

The “balance” in the Balanced Research Portfolio comes from your gathering a wide range of meaningful sources in a variety of formats on a topic that you are studying for class or for your own interest. Following the guidelines for this assignment and using the resources in this guide will help you to: gather information and sources on your topic, understand and evaluate those sources, engage deeply with new information that you find, and to notice and pursue connections among disciplines and ideas.

Assignment Create a balanced research portfolio on the topic of your choice.

GUIDELINES Be Curious  You can pick ANY topic.  Find something that you have always wanted to know about. Or something that you love. Or something that you keep hearing about but don’t understand. Be Balanced  You will need to collect high quality sources of different types:     Online source     General reference source     Book or ebook     Periodical source: Newspaper      Periodical source: Magazine     Scholarly journal Annotate   After you find the source, you have to read and digest it carefully. Toward this end, you will create annotations for the source that you select in each category. The annotations should be approximately one paragraph long. You should describe the source, explain its importance to your topic, and why you selected it. Be Reflective   At the end of this process and as the conclusion to your portfolio, write two paragraphs:  1) on the most interesting things that you learned about your topic, and 2) the most valuable things that you learned about the research process.

Final product Your final product will be annotated entries for 6 sources representing the above types. Each entry in your balanced research portfolio should begin with the correct MLA citation for the source, followed by your one paragraph annotation. The final part of your portfolio will be the Reflection section.

Annotated Bibliography

An is a list of citations representing the sources you have found in your research, with each citation followed by a descriptive and evaluative paragraph. (See for correct format in each style.)

A source annotation ought to show your engagement with the source and your evaluation of its credibility and usefulness. Your instructor might ask you to address something particular in your annotation, or you could consider answering questions like these:

APA - Annotated Bibliography Example

Chicago Style - Annotated Bibliography Example

MLA - Annotated Bibliography Example

• A Complete Guide to the MLA & APA Annotated Bibliography A helpful guide from EasyBib.

Selection Strategies

If your instructor does not assign a specific topic for you to research, consider these strategies:

• Google 'Topics in [subject discipline, such as Health Science]'
• Try the Topic Selection Worksheet
• Browse topics in these databases:

For instructors

A good understanding of library resources, research skills, and information literacy in general is not set apart from the rest of a college education but intrinsic to it. The assignments posted here are examples of how library instruction can support your existing course content and provide your students with opportunities to engage with and evaluate information , analyze and synthesize concepts , create and support arguments , and think and write critically on a wide variety of topics. 

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Preliminary Bibliography

Larger or semester-long assignments.

Informational Infographic 

Inquiry-Based Essay

Literary Analysis

Literature Databases Search Exercise

Problem/Solution Essay

Spirit of Inquiry Research Portfolio

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Concept map, choosing search terms, boolean operators, assignment and assessment.

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Online Guide to Writing and Research

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• Online Guide to Writing

Structuring the Research Paper

Formal research structure.

These are the primary purposes for formal research:

enter the discourse, or conversation, of other writers and scholars in your field

learn how others in your field use primary and secondary resources

find and understand raw data and information

For the formal academic research assignment, consider an organizational pattern typically used for primary academic research.  The pattern includes the following: introduction, methods, results, discussion, and conclusions/recommendations.

Usually, research papers flow from the general to the specific and back to the general in their organization. The introduction uses a general-to-specific movement in its organization, establishing the thesis and setting the context for the conversation. The methods and results sections are more detailed and specific, providing support for the generalizations made in the introduction. The discussion section moves toward an increasingly more general discussion of the subject, leading to the conclusions and recommendations, which then generalize the conversation again.

Sections of a Formal Structure

The introduction section.

Many students will find that writing a structured  introduction  gets them started and gives them the focus needed to significantly improve their entire paper. 

Introductions usually have three parts:

presentation of the problem statement, the topic, or the research inquiry

purpose and focus of your paper

summary or overview of the writer’s position or arguments

In the first part of the introduction—the presentation of the problem or the research inquiry—state the problem or express it so that the question is implied. Then, sketch the background on the problem and review the literature on it to give your readers a context that shows them how your research inquiry fits into the conversation currently ongoing in your subject area. 

In the second part of the introduction, state your purpose and focus. Here, you may even present your actual thesis. Sometimes your purpose statement can take the place of the thesis by letting your reader know your intentions. 

The third part of the introduction, the summary or overview of the paper, briefly leads readers through the discussion, forecasting the main ideas and giving readers a blueprint for the paper. 

The following example provides a blueprint for a well-organized introduction.

Example of an Introduction

Entrepreneurial Marketing: The Critical Difference

In an article in the Harvard Business Review, John A. Welsh and Jerry F. White remind us that “a small business is not a little big business.” An entrepreneur is not a multinational conglomerate but a profit-seeking individual. To survive, he must have a different outlook and must apply different principles to his endeavors than does the president of a large or even medium-sized corporation. Not only does the scale of small and big businesses differ, but small businesses also suffer from what the Harvard Business Review article calls “resource poverty.” This is a problem and opportunity that requires an entirely different approach to marketing. Where large ad budgets are not necessary or feasible, where expensive ad production squanders limited capital, where every marketing dollar must do the work of two dollars, if not five dollars or even ten, where a person’s company, capital, and material well-being are all on the line—that is, where guerrilla marketing can save the day and secure the bottom line (Levinson, 1984, p. 9).

By reviewing the introductions to research articles in the discipline in which you are writing your research paper, you can get an idea of what is considered the norm for that discipline. Study several of these before you begin your paper so that you know what may be expected. If you are unsure of the kind of introduction your paper needs, ask your professor for more information.  The introduction is normally written in present tense.

THE METHODS SECTION

The methods section of your research paper should describe in detail what methodology and special materials if any, you used to think through or perform your research. You should include any materials you used or designed for yourself, such as questionnaires or interview questions, to generate data or information for your research paper. You want to include any methodologies that are specific to your particular field of study, such as lab procedures for a lab experiment or data-gathering instruments for field research. The methods section is usually written in the past tense.

THE RESULTS SECTION

How you present the results of your research depends on what kind of research you did, your subject matter, and your readers’ expectations. 

Quantitative information —data that can be measured—can be presented systematically and economically in tables, charts, and graphs. Quantitative information includes quantities and comparisons of sets of data. 

Qualitative information , which includes brief descriptions, explanations, or instructions, can also be presented in prose tables. This kind of descriptive or explanatory information, however, is often presented in essay-like prose or even lists.

There are specific conventions for creating tables, charts, and graphs and organizing the information they contain. In general, you should use them only when you are sure they will enlighten your readers rather than confuse them. In the accompanying explanation and discussion, always refer to the graphic by number and explain specifically what you are referring to; you can also provide a caption for the graphic. The rule of thumb for presenting a graphic is first to introduce it by name, show it, and then interpret it. The results section is usually written in the past tense.

THE DISCUSSION SECTION

Your discussion section should generalize what you have learned from your research. One way to generalize is to explain the consequences or meaning of your results and then make your points that support and refer back to the statements you made in your introduction. Your discussion should be organized so that it relates directly to your thesis. You want to avoid introducing new ideas here or discussing tangential issues not directly related to the exploration and discovery of your thesis. The discussion section, along with the introduction, is usually written in the present tense.

THE CONCLUSIONS AND RECOMMENDATIONS SECTION

Your conclusion ties your research to your thesis, binding together all the main ideas in your thinking and writing. By presenting the logical outcome of your research and thinking, your conclusion answers your research inquiry for your reader. Your conclusions should relate directly to the ideas presented in your introduction section and should not present any new ideas.

You may be asked to present your recommendations separately in your research assignment. If so, you will want to add some elements to your conclusion section. For example, you may be asked to recommend a course of action, make a prediction, propose a solution to a problem, offer a judgment, or speculate on the implications and consequences of your ideas. The conclusions and recommendations section is usually written in the present tense.

Key Takeaways

• For the formal academic research assignment, consider an organizational pattern typically used for primary academic research. 
•  The pattern includes the following: introduction, methods, results, discussion, and conclusions/recommendations.

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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OUR: Research Writing: The Introduction

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• Oct. 23, 2024, 2:30pm to 3:15pm

Office/Remote Location

Description.

The main goal of the introductory section of a research paper is to set the context for the reader, convey basic information about the research project, and highlight the most notable aspects of the study including research background, significance, contribution to the field, and important findings. It also often serves as a hook to capture the reader's attention. As such, the introduction section of a research article is an important part of the writing process. In this workshop, we will draw from the scholarly and academic journals, using introduction sections of published articles in the humanities, social sciences, sciences, and engineering, to highlight and demonstrate best practices in writing a clear and meaningful introductory section as well as to avoid common writing pitfalls.

Learning Objectives:  By participating in this workshop you will:

• Learn about the content of the introductory section of a research paper
• Understand the best practices in writing a clean and meaningful introductory section

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Methodology

• What Is a Research Design | Types, Guide & Examples

What Is a Research Design | Types, Guide & Examples

Published on June 7, 2021 by Shona McCombes . Revised on November 20, 2023 by Pritha Bhandari.

A research design is a strategy for answering your   research question  using empirical data. Creating a research design means making decisions about:

• Your overall research objectives and approach
• Whether you’ll rely on primary research or secondary research
• Your sampling methods or criteria for selecting subjects
• Your data collection methods
• The procedures you’ll follow to collect data
• Your data analysis methods

A well-planned research design helps ensure that your methods match your research objectives and that you use the right kind of analysis for your data.

Table of contents

Step 1: consider your aims and approach, step 2: choose a type of research design, step 3: identify your population and sampling method, step 4: choose your data collection methods, step 5: plan your data collection procedures, step 6: decide on your data analysis strategies, other interesting articles, frequently asked questions about research design.

• Introduction

Before you can start designing your research, you should already have a clear idea of the research question you want to investigate.

There are many different ways you could go about answering this question. Your research design choices should be driven by your aims and priorities—start by thinking carefully about what you want to achieve.

The first choice you need to make is whether you’ll take a qualitative or quantitative approach.

Qualitative approach	Quantitative approach
	and describe frequencies, averages, and correlations about relationships between variables

Qualitative research designs tend to be more flexible and inductive , allowing you to adjust your approach based on what you find throughout the research process.

Quantitative research designs tend to be more fixed and deductive , with variables and hypotheses clearly defined in advance of data collection.

It’s also possible to use a mixed-methods design that integrates aspects of both approaches. By combining qualitative and quantitative insights, you can gain a more complete picture of the problem you’re studying and strengthen the credibility of your conclusions.

Practical and ethical considerations when designing research

As well as scientific considerations, you need to think practically when designing your research. If your research involves people or animals, you also need to consider research ethics .

• How much time do you have to collect data and write up the research?
• Will you be able to gain access to the data you need (e.g., by travelling to a specific location or contacting specific people)?
• Do you have the necessary research skills (e.g., statistical analysis or interview techniques)?
• Will you need ethical approval ?

At each stage of the research design process, make sure that your choices are practically feasible.

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Within both qualitative and quantitative approaches, there are several types of research design to choose from. Each type provides a framework for the overall shape of your research.

Types of quantitative research designs

Quantitative designs can be split into four main types.

• Experimental and   quasi-experimental designs allow you to test cause-and-effect relationships
• Descriptive and correlational designs allow you to measure variables and describe relationships between them.

Type of design	Purpose and characteristics
Experimental	relationships effect on a
Quasi-experimental	)
Correlational
Descriptive

With descriptive and correlational designs, you can get a clear picture of characteristics, trends and relationships as they exist in the real world. However, you can’t draw conclusions about cause and effect (because correlation doesn’t imply causation ).

Experiments are the strongest way to test cause-and-effect relationships without the risk of other variables influencing the results. However, their controlled conditions may not always reflect how things work in the real world. They’re often also more difficult and expensive to implement.

Types of qualitative research designs

Qualitative designs are less strictly defined. This approach is about gaining a rich, detailed understanding of a specific context or phenomenon, and you can often be more creative and flexible in designing your research.

The table below shows some common types of qualitative design. They often have similar approaches in terms of data collection, but focus on different aspects when analyzing the data.

Type of design	Purpose and characteristics
Grounded theory
Phenomenology

Your research design should clearly define who or what your research will focus on, and how you’ll go about choosing your participants or subjects.

In research, a population is the entire group that you want to draw conclusions about, while a sample is the smaller group of individuals you’ll actually collect data from.

Defining the population

A population can be made up of anything you want to study—plants, animals, organizations, texts, countries, etc. In the social sciences, it most often refers to a group of people.

For example, will you focus on people from a specific demographic, region or background? Are you interested in people with a certain job or medical condition, or users of a particular product?

The more precisely you define your population, the easier it will be to gather a representative sample.

• Sampling methods

Even with a narrowly defined population, it’s rarely possible to collect data from every individual. Instead, you’ll collect data from a sample.

To select a sample, there are two main approaches: probability sampling and non-probability sampling . The sampling method you use affects how confidently you can generalize your results to the population as a whole.

Probability sampling	Non-probability sampling

Probability sampling is the most statistically valid option, but it’s often difficult to achieve unless you’re dealing with a very small and accessible population.

For practical reasons, many studies use non-probability sampling, but it’s important to be aware of the limitations and carefully consider potential biases. You should always make an effort to gather a sample that’s as representative as possible of the population.

Case selection in qualitative research

In some types of qualitative designs, sampling may not be relevant.

For example, in an ethnography or a case study , your aim is to deeply understand a specific context, not to generalize to a population. Instead of sampling, you may simply aim to collect as much data as possible about the context you are studying.

In these types of design, you still have to carefully consider your choice of case or community. You should have a clear rationale for why this particular case is suitable for answering your research question .

For example, you might choose a case study that reveals an unusual or neglected aspect of your research problem, or you might choose several very similar or very different cases in order to compare them.

Data collection methods are ways of directly measuring variables and gathering information. They allow you to gain first-hand knowledge and original insights into your research problem.

You can choose just one data collection method, or use several methods in the same study.

Survey methods

Surveys allow you to collect data about opinions, behaviors, experiences, and characteristics by asking people directly. There are two main survey methods to choose from: questionnaires and interviews .

Questionnaires	Interviews
	)

Observation methods

Observational studies allow you to collect data unobtrusively, observing characteristics, behaviors or social interactions without relying on self-reporting.

Observations may be conducted in real time, taking notes as you observe, or you might make audiovisual recordings for later analysis. They can be qualitative or quantitative.

Quantitative observation

Other methods of data collection

There are many other ways you might collect data depending on your field and topic.

Field	Examples of data collection methods
Media & communication	Collecting a sample of texts (e.g., speeches, articles, or social media posts) for data on cultural norms and narratives
Psychology	Using technologies like neuroimaging, eye-tracking, or computer-based tasks to collect data on things like attention, emotional response, or reaction time
Education	Using tests or assignments to collect data on knowledge and skills
Physical sciences	Using scientific instruments to collect data on things like weight, blood pressure, or chemical composition

If you’re not sure which methods will work best for your research design, try reading some papers in your field to see what kinds of data collection methods they used.

Secondary data

If you don’t have the time or resources to collect data from the population you’re interested in, you can also choose to use secondary data that other researchers already collected—for example, datasets from government surveys or previous studies on your topic.

With this raw data, you can do your own analysis to answer new research questions that weren’t addressed by the original study.

Using secondary data can expand the scope of your research, as you may be able to access much larger and more varied samples than you could collect yourself.

However, it also means you don’t have any control over which variables to measure or how to measure them, so the conclusions you can draw may be limited.

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As well as deciding on your methods, you need to plan exactly how you’ll use these methods to collect data that’s consistent, accurate, and unbiased.

Planning systematic procedures is especially important in quantitative research, where you need to precisely define your variables and ensure your measurements are high in reliability and validity.

Operationalization

Some variables, like height or age, are easily measured. But often you’ll be dealing with more abstract concepts, like satisfaction, anxiety, or competence. Operationalization means turning these fuzzy ideas into measurable indicators.

If you’re using observations , which events or actions will you count?

If you’re using surveys , which questions will you ask and what range of responses will be offered?

You may also choose to use or adapt existing materials designed to measure the concept you’re interested in—for example, questionnaires or inventories whose reliability and validity has already been established.

Reliability and validity

Reliability means your results can be consistently reproduced, while validity means that you’re actually measuring the concept you’re interested in.

Reliability	Validity
	) )

For valid and reliable results, your measurement materials should be thoroughly researched and carefully designed. Plan your procedures to make sure you carry out the same steps in the same way for each participant.

If you’re developing a new questionnaire or other instrument to measure a specific concept, running a pilot study allows you to check its validity and reliability in advance.

Sampling procedures

As well as choosing an appropriate sampling method , you need a concrete plan for how you’ll actually contact and recruit your selected sample.

That means making decisions about things like:

• How many participants do you need for an adequate sample size?
• What inclusion and exclusion criteria will you use to identify eligible participants?
• How will you contact your sample—by mail, online, by phone, or in person?

If you’re using a probability sampling method , it’s important that everyone who is randomly selected actually participates in the study. How will you ensure a high response rate?

If you’re using a non-probability method , how will you avoid research bias and ensure a representative sample?

Data management

It’s also important to create a data management plan for organizing and storing your data.

Will you need to transcribe interviews or perform data entry for observations? You should anonymize and safeguard any sensitive data, and make sure it’s backed up regularly.

Keeping your data well-organized will save time when it comes to analyzing it. It can also help other researchers validate and add to your findings (high replicability ).

On its own, raw data can’t answer your research question. The last step of designing your research is planning how you’ll analyze the data.

Quantitative data analysis

In quantitative research, you’ll most likely use some form of statistical analysis . With statistics, you can summarize your sample data, make estimates, and test hypotheses.

Using descriptive statistics , you can summarize your sample data in terms of:

• The distribution of the data (e.g., the frequency of each score on a test)
• The central tendency of the data (e.g., the mean to describe the average score)
• The variability of the data (e.g., the standard deviation to describe how spread out the scores are)

The specific calculations you can do depend on the level of measurement of your variables.

Using inferential statistics , you can:

• Make estimates about the population based on your sample data.
• Test hypotheses about a relationship between variables.

Regression and correlation tests look for associations between two or more variables, while comparison tests (such as t tests and ANOVAs ) look for differences in the outcomes of different groups.

Your choice of statistical test depends on various aspects of your research design, including the types of variables you’re dealing with and the distribution of your data.

Qualitative data analysis

In qualitative research, your data will usually be very dense with information and ideas. Instead of summing it up in numbers, you’ll need to comb through the data in detail, interpret its meanings, identify patterns, and extract the parts that are most relevant to your research question.

Two of the most common approaches to doing this are thematic analysis and discourse analysis .

Approach	Characteristics
Thematic analysis
Discourse analysis

There are many other ways of analyzing qualitative data depending on the aims of your research. To get a sense of potential approaches, try reading some qualitative research papers in your field.

If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

A research design is a strategy for answering your   research question . It defines your overall approach and determines how you will collect and analyze data.

A well-planned research design helps ensure that your methods match your research aims, that you collect high-quality data, and that you use the right kind of analysis to answer your questions, utilizing credible sources . This allows you to draw valid , trustworthy conclusions.

Quantitative research designs can be divided into two main categories:

• Correlational and descriptive designs are used to investigate characteristics, averages, trends, and associations between variables.
• Experimental and quasi-experimental designs are used to test causal relationships .

Qualitative research designs tend to be more flexible. Common types of qualitative design include case study , ethnography , and grounded theory designs.

The priorities of a research design can vary depending on the field, but you usually have to specify:

• Your research questions and/or hypotheses
• Your overall approach (e.g., qualitative or quantitative )
• The type of design you’re using (e.g., a survey , experiment , or case study )
• Your data collection methods (e.g., questionnaires , observations)
• Your data collection procedures (e.g., operationalization , timing and data management)
• Your data analysis methods (e.g., statistical tests  or thematic analysis )

A sample is a subset of individuals from a larger population . Sampling means selecting the group that you will actually collect data from in your research. For example, if you are researching the opinions of students in your university, you could survey a sample of 100 students.

In statistics, sampling allows you to test a hypothesis about the characteristics of a population.

Operationalization means turning abstract conceptual ideas into measurable observations.

For example, the concept of social anxiety isn’t directly observable, but it can be operationally defined in terms of self-rating scores, behavioral avoidance of crowded places, or physical anxiety symptoms in social situations.

Before collecting data , it’s important to consider how you will operationalize the variables that you want to measure.

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.

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The influence of mentorship and working environments on foreign language teachers’ research motivation in China

• Yanping Li   ORCID: orcid.org/0000-0001-6741-7132 1 ,
• Lawrence Jun Zhang   ORCID: orcid.org/0000-0003-1025-1746 2 &
• Naashia Mohamed 2  

Humanities and Social Sciences Communications volume  11 , Article number:  942 ( 2024 ) Cite this article

Metrics details

• Language and linguistics

Teachers at Higher Education (HE) institutions are expected to do research. However, the level of motivation to engage in research varies with various institutional factors affecting teachers’ research motivation. Previous research has shown the need to better understand these factors to facilitate teachers’ research motivation. This mixed methods study with 536 English as a foreign language (EFL) teacher participants from Chinese universities investigates the relationship between mentorship, working environment and teachers’ research motivation. Our analysis of the questionnaire data using Structural Equation Modelling (SEM) shows the significant influence of working environments on teachers’ research motivation. Qualitative data from semi-structured interviews and diaries were thematically analysed to reveal that the examined factors have different impacts on teachers’ research motivation on the basis of different university types. Both mentorship and working environments had an influence on teachers’ research motivation. Teachers from “Project 985” and “Project 211” universities had a more supportive working environment than those teachers at ordinary/regular universities who appeared to have insufficient mentorship, poor working environments, inadequate time support, and deficient opportunities to attend academic conferences that affected these teachers’ research motivation negatively. The implications of our study are that university administrators and policymakers could develop practical mentorship programmes with effective assessment measurements of the mentoring process and stipulate relevant policies to provide conducive working environments, especially for teachers from ordinary/regular universities, to enhance teachers’ research motivation and improve their research productivity.

Introduction

Research is, and has long been, a central activity of universities (Brew and Lucas 2009 ). The research productivity of universities is an important or key performance index when it comes to their ranking either at home or abroad, and it is also well recognised as an indication of their influence and competitiveness (Morze et al. 2022 ). Higher education (HE) institutions are engaged in a toxic race to reach the prestigious rankings that bring in revenue and status. Amidst this competitive climate, HE teachers are under pressure to perform while institutions struggle to attain the status of world-class research universities (Sondari et al. 2016 ). Faculty members at universities are expected to publish not only nationally but also internationally (Anderson and Shannon 1988 ; Lucas and Murry 2016 ) with the aphorism “publish or perish” used to indicate the reality of the pressures that academics endure (Zhang 2021 ; Nygaard 2017 ). Teachers’ research performance also determines their promotion and job security; therefore, teachers struggled to publish their work in peer-review journals, and most often in highly-ranked journals, those covered in indexes such as the Science Citation Index Expanded (SCIE), the Arts and Humanities Citation Index (AHCI), or the Social Sciences Citation Index (SSCI) (Zhou et al. 2022 ).

Given that academic publications are predominantly in English, maintaining the level of high-quality publications is a particular challenge for universities in non-English dominant countries. For example, according to the Google Scholar metrics, the top 100 journals publish research in 11 languages, including Japanese, Korean, Polish, etc., but not in Chinese. When comparing with other countries, such as Spain, India, Swiss and so on, in Google Scholar metrics, we can see that public access to Chinese academics’ publications is the lowest (51%) from 2019 to 2021. It seems that Chinese academics’ research is not as widely disseminated as that of scholars from other countries. This is mainly because Chinese EFL academics have been reported to have fewer records in research compared to teachers of other disciplines in the social sciences (Borg 2009 ; Peng and Gao 2019 ). The existing literature has revealed various factors influencing teachers’ research productivity from individual and institutional perspectives (Heng Hamid and Khan 2020 ). These factors include research competency (Prado 2019 ), research self-efficacy (Randazzo et al. 2021 ), research motivation (Borg 2015 ; Borg and Liu 2013 ; Stupnisky et al. 2022 ), socialisation of teachers (Hedjazi and Behravan 2011 ; Nguyen 2022 ), demographics (age, gender, qualification, rank), and teachers’ working experiences (Farooqi et al. 2019 ; Hedjazi and Behravan 2011 ); institutional factors involving working environments (Li and Zhang, 2022 ); time allocation (Barber et al. 2021 ); extra administrative duties and institutional support (Randazzo et al. 2021 ; Sakarkaya 2022 ; Uwizeye et al. 2022 ); financial support (Randazzo et al. 2021 ); institutional culture and inadequate mentoring (Okon et al. 2022 ); research skills training (Kyaw 2021 ) and collaboration among teachers (Owan et al. 2023 ). Although many scholars studied individual-level research productivity and factors that contributed to its increase (Duc et al. 2020 ; Gironzetti and Muṅoz-Basols 2022 ; Nygaard 2017 ), few have been reported that are relevant to an EFL context in developing countries (Noorollahi 2021 ; Owan et al. 2023 ).

As it is known, China is a developing country with many changes in its educational sector. There are 3472 higher education institutions (HEIs), including 2688 regular HEIs and 784 non-government (private) HEIs (Ministry of Education [MoE], 2020). Traditionally, these HEIs are categorised into the following types: “Project 985” universities (39 universities), “Project 211” universities (116 universities), ordinary/regular universities and colleges. “Projects 985/211” universities are considered top-tier institutions in China, with “Project 985” universities being established as elite institutions derived from the “Project 211” universities. The government allocates varying financial budgets to different types of universities, with higher-level institutions receiving larger budgets (MoE 2007 ). The MoE proposed the “Double First-class” university initiative in 2017, with the objective of establishing first-class universities and disciplines of the world (MoE 2017). This initiative encompasses all universities under the “Projects 985/211” umbrella. Notably, it diverges from the “Projects 985/211” framework by employing a dynamic university list subject to reassessment every five years (MoE 2017). Universities failing to meet the specified criteria are subject to removal from the “Double First-class” designation. In our current study, conventional categorisation was employed to ensure the reliability and consistency of the results.

Among those factors, motivation has been reported to be one of the most influential factors for teachers’ research productivity (Borg 2015; Borg and Liu 2013 ), teachers with a stronger research motivation show better research performance (Duc et al. 2020 ; Nguyen et al. 2021 ). Nevertheless, most available studies merely focused on teachers’ general research behaviours, few of them specialising in their research motivation in China (Liu 2016 ; Zhou et al. 2022 ). Zhang ( 2014 ) proposed that the contextual factors need to be considered when studying human dynamics because they are not isolated but associated with the culture of their organisations. Employees accomplish their work within the created context of organisational culture (Nguyen et al. 2021 ). When individuals show motivation naturally, it indicates that the organisation has created a conducive work environment and ambiance to promote their motivation (Duc et al. 2020 ). However, the level of teachers’ research motivation is various with diverse factors affecting their research motivation. These include demographic factors, gender (Tran et al. 2021 ), age (Henry et al. 2020 ; Sadeghi and Abutorabi 2017 ), rank (Heng et al. 2020 ), qualification (Nguyen et al. 2021 ), years of employment (Horodnic and Zait 2015 ), intrinsic factors including research interests (Horodnic and Zait 2015 ), research capability and expectation (Nguyen et al. 2021 ), satisfaction and acquiring new knowledge (Zhou et al. 2022 ), enjoyment and collaboration (Yuan et al. 2016 ), sense of creativity-curiosity (Chen and Zhao, 2013 ) and extrinsic factors involving tenure (Miller et al. 2011 ), solving teaching problems (Yuan et al. 2016 ), promotion (Heng et al. 2020 ), organisational support (Nguyen et al. 2021 ), salary increase (Horodnic and Zait 2015 ), rewards and punishments (Zhou et al. 2022 ), teachers’ education or experience (Sun and Zhang 2022 ), administrative post (Tran et al. 2021 ), and job security (Tian and Lu 2017 ). Although diverse factors have been studied affecting teachers’ motivation for conducting research, institutional support can be prioritised (Randazzo et al. 2021 ). Sakarkaya ( 2022 ) found that institutional support is one of the most prevalent barriers to teachers’ research in Turkey, which is supported by Borg and Alshumaimeri’s ( 2012 ) and Kyaw’s ( 2021 ) studies. However, Randazzo et al. ( 2021 ) found teachers’ research motivation is positively related to institutional support in the United States. It corresponds to Randazzo et al.’s ( 2021 ) study that proper institutional support significantly drives teachers’ research. With inconsistent findings from different countries, further studies are needed to explore the impact of institutional support on teachers’ research motivation in different contexts. Additionally, as existing studies mostly showed pure quantitative or qualitative conclusions (Sadeghi and Abutorabi 2017 ; Yuan et al. 2016 ), there is a need for a mixed-methods study to explore both the general situation of institutional support for Chinese EFL teachers and how it affects their research motivation (Liu 2016 ). Accordingly, our study investigates the influence of institutional support on motivation among academics in China, a typical EFL context in which English is seldom used as a working language or informally for daily communication. It also aims to explore the significant measures to promote Chinese EFL teachers’ research motivation.

Literature review

Teachers’ research motivation.

Motivation refers to “the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised, and (successfully or unsuccessfully) acted out” (Dörnyei and Ottó 1998 , p.65). In other words, it initiates people’s behaviour and directs, energises, sustains, and eventually terminates the action (Graham and Weiner 2012 ). Motivation research in general education and applied linguistics has a history of more than 60 years (Al-Hoorie 2017 ). However, the study on teachers’ motivation only has a relatively short history of over 20 years (Han and Yin 2016 ), and these primarily focus on aspects of motivation related to teaching (Liu 2016 ). Teachers’ research motivation was proposed for the first time just over a decade ago by Borg ( 2007 ). To date, few studies have examined teachers’ research motivation (Liu 2016 ). Existing studies pay more attention to how research motivation affects teachers’ research; however, the exploration of what factors affect teachers’ research motivation becomes an urgent task (Zhou et al. 2022 ).

In the current study, we follow scholars’ definition of motivation, which is traditionally divided into intrinsic motivation and extrinsic motivation (Dornyei and Ushioda 2011 ). Intrinsic motivation refers to the internal fascination and gratification of the activity itself as the main reasons to attract people to engage in an activity, while extrinsic motivation means incentives or external pressures that attract people to pursue an activity (Reeve 1995 ). Both intrinsic and extrinsic motivation are essential to teachers’ research engagement but have significant differences in different contexts (Borg 2007 , 2009 ; Borg and Alshumaimeri 2012 ; Borg and Liu 2013 ). For example, Borg ( 2007 ) found that intrinsic motivation was more significant than extrinsic motivation in Turkey. In contrast, in the replicative survey, extrinsic motivation occupied a greater position than intrinsic motivation in China (Borg and Liu 2013 ). However, the reasons why intrinsic or extrinsic motivation is more significant are not clear because of the lack of follow-up in-depth studies. According to Han and Yin ( 2016 ), teachers’ research motivation varies in different contexts, and the investigation into motivation in the Chinese context is a scarcity. Drawing on the previous literature, this study uses mixed methods and concentrates on the current states of Chinese EFL teachers’ research motivation and institutional factors that positively or negatively impact it.

Institutional support for research

Research support can be defined as any provided resource that can boost the ability of a faculty member’s engagement in scholarship (McGill and Settle 2012 ). The provided support for teachers’ research affects their research motivation. For example, the disconnect between the institutions’ rhetoric and their actual actions affected teachers’ engagement and motivation for research (Randazzo et al. 2021 ). In China, Luo and Hyland ( 2016 ) found that a lack of institutional support was one of the main reasons why university teachers’ manuscripts cannot be published and/or are cited less often, even if they are published. A proper organisational work environment of the department, such as effective policies, reasonable structure, and supportive resources for the job (including incentives, practical goals, skills, and staffing), is necessary for any significant research (Bland et al. 2005 ). Given these justifications, the current study investigates how institutional support in Chinese universities concerning time-related support, funding-related support, training-related support, and working environment support affect teachers’ research motivation and engagement.

Time-related and funding-related support

Time constraint has been regarded as one of the constraints of being research-engaged for teachers (Borg and Alshumaimeri 2012 ; Kyaw 2021 ), which is a common phenomenon in many contexts (Borg 2006 ). For example, although teachers in Chile were willing to access and utilise research, they collectively stated that they lacked time to search for materials, read articles, and attend conferences (Sato and Loewen 2019 ). In accordance with Davey’s ( 2013 ) findings, teachers complained that their formal working hours were occupied by attending school activities, which hindered teachers from indulging in research-related activities. In such a situation, teachers understandably struggled to devote their time to research. Because of that, some researchers emphasised the necessity of separating research from teaching hours in faculty time allocation (Creswell 1985 ). As Kyaw ( 2021 ) found, the research activities were impeded by unbalanced workloads rather than heavy teaching loads in Myanmar. As a consequence, it was imperative that universities arrange schedules that allowed teachers to have sufficient time to gather resources and conduct research (Graves et al. 1982 ).

In addition, the allocation of funding for research was output-driven (Nundulall and Dorasamy, 2010 ). According to Sadeghi and Abutorabi ( 2017 ), in Iran, lack of funds was the second main reason teachers scarcely conducted research. McGill and Settle ( 2012 ) discovered that American and Canadian teachers who received more institutional funding were more likely to engage in research. At the same time, Randazzo et al. ( 2021 ) found that the research endeavours of American researchers were limited because not many people were keen to submit grant applications. The shortage of financial support led to a lack of opportunities to attend conferences and/or seminars at home and abroad (Kızıltepe 2008 ), resulting in weaker research motivation. Therefore, Wang et al. ( 2020 ) appealed for more research funding to be distributed to EFL teachers to encourage them to do research. However, different countries have different ways of allocating funds. To benefit Chinese EFL teachers’ funding distribution, the exploration of the current status of Chinese EFL teachers’ funding allocation is needed to boost their research motivation.

Training-related and working environment support

Mentoring is a form of institutional support in which a more experienced member provides information, support, and guidance to a less experienced, usually new member of an institution to enhance the latter’s chances of success within or beyond the institution (Campbell and Campbell 1997 ). Mentors are expected to serve as role models (Wanberg et al. 2007 ), who would transfer skills and support continuous learning, especially when skills are scarce (Nundulall and Dorasamy 2010 ). With mentors’ support, inexperienced researchers build confidence in their research (Griffiths et al. 2010 ). As Eby and Robertson ( 2020 ) proposed, mentoring positively affects the mentee, the mentor, and the organisation. As a capacity-building initiative, mentorship programmes can increase research outputs (Nundulall and Reddy 2011 ). Specifically, a practitioner-oriented research support programme was highly effective in promoting teacher research (Al-Maamari et al. 2017 ). Teachers who never received initial and continued support from the mentor hardly engage in or sustain research activities (Borg 2006 ). Nevertheless, mentoring has been perceived as a grey area in universities, theoretically established but executed ineffectively due to a lack of knowledge and interest, negative perceptions of mentorship, and the absence of university networks and role models (Owan et al. 2023 ). According to the available literature, the extent of its promotion and application in China is still unclear. Further research is needed to explore the effectiveness of mentoring among Chinese EFL teachers. Additionally, factors such as enhanced faculty research networks and collaborations are crucial for teachers because research collaboration is a growing trend among scholars (Paul and Mukhopadhyay 2022 ). In their systematic review, Uwizeye et al. ( 2022 ) found that teachers in African HE institutions had limited participation in research collaboration, which hindered their research motivation and research productivity. It appears that research collaboration significantly enhances scholars’ and institutions’ publications and rankings (Paul and Mukhopadhyay 2022 ). Therefore, research collaboration among faculty within and across institutions is highly expected to promote teachers’ research motivation and productivity (Yuan et al. 2016 ). However, effective collaborative methods between/among teachers still need to be further explored.

In addition, general guidance and skill development training from the relevant technical expertise also enhance university teachers’ research involvement (Wilkins 2011 ). It is necessary for teachers to possess related research knowledge and skills that help them to conduct enquiries soundly and share the findings effectively (Borg 2006 ). Among the available studies, researchers seldom noticed the enhancement of the actual research competence and skills from the training programmes (Gelso and Lent 2000 ). Insufficient research skills, such as language skills, information and communications technology skills, deter Burmese teachers’ research engagement (Kyaw 2021 ). In their study, Kozhakhmet et al. ( 2020 ) proposed that extra training and re-learning of research skills were needed for scholars in non-Anglophone and developing countries to fully become a member of the global scientific community. However, Loewen ( 2019 ) reported that language teachers were neither paid nor trained to conduct research, as was the case with teachers in Iran (Sadeghi and Abutorabi 2017 ). It is necessary for HE institutions that emphasise research to cultivate expert and knowledgeable faculty members by organising in-service training (Shariatmadari and Mahdi 2012 ). However, it is unclear whether Chinese EFL teachers receive sufficient research training as teachers and researchers.

Finally, teachers’ working environment is vital for their research involvement. In the current study, “research environment” refers to the behaviours that include, at a minimum, shared values, assumptions, beliefs, rituals and the valued, worthwhile and pre-eminent activity with a central focus on the acceptance and recognition of research practices and outcomes (Evans 2008 ). It was found that faculty members’ work environments drove their productivity and prominence (Heng et al. 2023 ; Way et al. 2019 ). Limited workspace, including sharing offices with other colleagues, affected Turkish teachers’ research negatively (Kızıltepe 2008 ). Sadeghi and Abutorabi ( 2017 ) claimed teachers in Iran are suffering from a shortage of access to essential books and journals for conducting research. Borg ( 2009 ) found that the lack of knowledge and access to research sources was the reason why teachers do not engage in and with research. The more and better resources were provided for teachers, the higher the level of research productivity was achieved (Dundar and Lewis 1998 ). Therefore, it is necessary for HE institutions to provide a conducive research environment for academics to stimulate their engagement with research (Tadesse and Khalid 2022 ). Thus, the Chinese EFL teachers’ working environment should be studied to help institutions to provide conducive environments for motivating teachers in research. Overall, it is necessary to study the current situation of Chinese institutional support and how it motivates or de-motivates teachers’ research.

Given the above justifications, there were two research questions for the current study:

What is the relationship between the institutional support and Chinese university EFL teachers’ research motivation?

What is the influential institutional support for motivating Chinese university EFL teachers to do research?

Methodology

An explanatory mixed methods design was adopted to maximise the benefits of utilising quantitative analyses of large samples to provide broad trends in the population, and delving deep into the experiences of a selected group of teachers to qualitatively understand the issues they face (Bryman 2006 ). Using a mixed-methods approach made it possible for researchers to explore the relationship among the selected variables in-depth (Frankel et al. 2019 ).

Data collection methods

Anonymous user-friendly online questionnaires (Bowen et al. 2017 ) for EFL teachers were the data collection instruments in the quantitative phase. These questionnaires were administered online, including on social media platforms (e.g., WeChat, a popular social media platform in China). The Questionnaire on Teacher Research Motivation (QTRM) and the Questionnaire on Institutional Support for Teacher Research (QISTR) were developed by drawing on Amabile et al.’s (1994) Work Preference Inventory Scale (WPI) and Angaiz’s ( 2015 ) Institutional Support Scale. QTRM examined EFL teachers’ research motivation involving both intrinsic factors (interest in research, responsibility for conducting research, mastery of research skills, sense of achievement, and flexibility of research) and extrinsic factors (respect from others (e.g., colleagues, students) and research compensation (e.g., promotion, salary raise) with 19 items. QISTR measures mentorship support and the teachers’ working environment with 10 items. The validity and reliability of the questionnaires were examined through Confirmatory Factor Analysis (CFA).

The qualitative approach to data collection involved two methods: semi-structured interviews and teacher diaries. Semi-structured interviews entail a formal questionnaire in verbal form, consisting of questions designed to elicit concrete answers from respondents to gain their ideas, opinions, and experiences in-depth (Fraenkel et al. 2012 ). This method enables researchers to explore the participants’ biographies and what they value, through which participants’ attitudes, opinions, and beliefs can be probed (Cohen et al. 2011 ). In this study, teachers were interviewed individually to encourage them to give deeper and more personal expressions to their thoughts and opinions (Sparkes and Smith 2014 ). Additionally, personal diary writing was a key data source for the qualitative data as a valuable supplementary method in a mixed-method study (Bartlett and Milligan 2015 ). By using teacher diaries, we were able to obtain rich data about teaching events, motivations, and emotions of the participants as they regularly recorded their experiences in an unhampered way and over a period of time (Bartlett and Milligan 2015 ). For teachers, a record of their research enables them to shape their thinking, explore ideas and “make an important discovery” (Borg 2002 , p.163). This research was conducted following the guiding ethical principles of the authors’ university.

Procedures and participants

The survey was conducted first. The snowball method to recruit the participants was employed at this stage. The authors initially contacted one volunteer through their social networks. The invitation to join the study was sent to the first participant by email. After completing the questionnaire, the first participant recommended the next participant who met the criteria. In this manner, finally, 536 teachers completed the questionnaires. The questionnaire was distributed at the beginning of the first semester of the 2020–2021 academic year and it was open for four weeks. The first 12 teachers who agreed to participate in the interviews were chosen as the interviewees, and each participant was interviewed once, and each interview lasted for approximately 60 min, at a time and venue convenient for them. Two teachers were willing to record their research experiences in diaries for the past three months voluntarily.

The demographic information of the 536 teachers who took part in the quantitative phase is displayed in Table 1 . Almost half of these teachers (49.2%) were from ordinary/regular universities. The number of teachers from “Project 985” and “Project 211” universities was close to each other, and the proportion was nearly one-fifth of teachers separately. College teachers had the lowest proportion (8.9%) of the teachers. As expected, female teachers nearly tripled male teachers, with 380 female and 128 male participants. Almost 40% (199 teachers) teachers were from the age range of 41–50, which was close to the percentage of teachers from the 31- to 40-year-old age group. There were 67 (13.2%) teachers under 30 years old, who participated in this study. A total of 45 teachers (8.9%) who were over 51 answered the questionnaire. Lecturers (226, 44.5%) and associate professors (195, 38.4%) accounted for over four fifths (82.9%), with only 59 (11.6%) assistant lecturers and 28 (5.5%) full professors in this study. Over half of the participants (309, 60.8%) were from the College English department (teachers who teach non-English majors) and the rest (199, 39.2%) were from the English department (teachers who teach English majors).

Table 2 shows the demographic information of the participants in the qualitative phase. T represents the teachers who attended interviews, and D is identified as a diary writer. The number after T and D represents the sequence of their attendance in the current study. Seven teachers were from ordinary/regular universities. A quarter of the teachers came from “Projects 985/211” universities, and one of them agreed to write a diary. Nine teachers were from ordinary/regular colleges and one of them recorded her research monthly.

Data analysis

Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) were used in analysing quantitative data. AMOS was used to analyse the quantitative data at this phase. CFA was utilised to specify the relationships of the observed variables to the latent variables within the measurement model. The purpose of the measurement test was to evaluate whether the observed variables accurately reflect the desired factors and to determine to what extent the measurement model fitted the empirical data. Each measurement construct was examined separately with the sample of 508 Chinese EFL teachers who participated in the online survey. The model fit evaluation was conducted in line with multiple model fit indices. The final well-fitting models for the measurement constructs were specified by the model fit and chosen as the final model. The results of evaluating the model can be found in Li and Zhang ( 2022 ).

SEM, a multivariate statistical framework to model complex relationships between directly and indirectly observed variables (Stein et al. 2012 ), describes the relationship among various measurement model components. It can also address research questions associated with complex casual relationships among latent constructs (Nusair and Hua 2010 ). SEM was selected as the most appropriate analytical approach for establishing the relationship between independent and dependent variables in this study, primarily due to the following reasons: (i) the presence of multiple observed variables, as SEM is adept at examining and modelling relationships among numerous variables; (ii) consideration of measurement error, as SEM incorporates the assessment of measurement error, thereby acknowledging the validity and reliability of observed scores; and (iii) the analysis of multiple-level data, as SEM enables the examination of sophisticated theoretical models pertaining to intricate phenomena (Schumacker and Lomax 2016 ). The current investigation encompassed a total of 29 items, aligning with the first criterion of involving multiple observed variables.

Thematic analysis was employed for analysing and interpreting the qualitative data, with reference to the six phases of thematic analysis suggested by Braun and Clarke ( 2006 ). These phases were as follows: familiarisation with the data, generating codes, searching for themes, reviewing themes, defining and naming themes, and producing the report. Initially, the transcriptions were coded on the basis of the conceptual framework and research questions of this phase using the qualitative data software NVivo 12. The first author, who conducted the research, identified segments of the data and added a code to label the identified segments. The segments referred to a data extract with a unit of meaning related to the phenomenon under investigation, and a code meant a label that described the characters and meanings of the attached segment precisely (Braun and Clarke 2006 ). After coding the whole data, the researcher compared and contrasted those codes, and the similar and related codes were merged to form themes. Therefore, the redundant codes were reduced in quantity, and the themes were developed. The researcher repeatedly inspected the existing codes and original data to ensure there were no new codes. When all the themes were confirmed, the researcher reviewed the “determined” themes to guarantee their accuracy. The judgment of the themes was based on Patton’s (1990) criteria: internal homogeneity (codes within a theme should cohere meaningfully together) and external heterogeneity (different themes should be clearly and identifiably distinguished).

To ensure the trustworthiness of the findings, several steps were taken. The primary analysis was conducted by the first author and then shared and agreed upon with the other authors. Additionally, a portion of the data was coded by another independent researcher except for the authors, and an 85% rater agreement was achieved.

Predictive effects of institutional support on teachers’ research motivation

To examine the effect of institutional support on teachers’ research motivation, we built a SEM. The measurement model of institutional support was used as the predictor to test its effect on teachers’ research motivation. Table 3 presents the results of the model index of SEM on research motivation, which were all in the acceptable range ( χ2  = 1188.924; χ2/ df  = 3.240; CFI = 0.93; RMSEA = 0.066; SRMR = 0.0666; gamma hat = 0.90, TLI = 0.93). Figure 1 shows a simplified graphic representation of the SEM model with only significant paths.

Mentorship = Mentorship Support; Working Environment = Working Environment of Teachers; Interest = Research Interest; Responsibility = Teacher Responsibility of Being Research-engaged; Achievement = Sense of Achievement; Flexibility = Flexibility of Doing Research; Respect = Respect from Others; Compensation = Compensation from Research.

The two-factor model showed that the working environment ( β  = 0.344, p  < 0.05) significantly influenced teachers’ research motivation. It suggests that if the working environment improves, teachers’ research motivation increases. The research motivation was explained 18.1% ( R²  = 0.181, f²  = 0.22, p  < 0.001) in total by this model. Table 4 reports the regression weights.

Factors affecting teachers’ research motivation

Our qualitative analysis revealed both positive and negative findings relating to teachers’ research motivation. Teachers from “Projects 985/211” universities claimed that they had sufficient online databases support and support of building research teams as motivators to enhance their research motivation. While teachers from ordinary/regular universities reported that they were short of guidance for research, had poor working conditions, lacked time support, and experienced deficiency in academic conference funding, which waned their research motivation. We present further details on each of these themes.

Working environments of teachers

Universities are supposed to provide various support for motivating teachers to do research. Different universities set up various tasks for EFL teachers to accomplish based on their occupied resources. Top universities, such as “Projects 985/211” universities with better platforms, had higher research requirements than those ordinary/regular universities. T1, who was from a top “Project 985” university in the northeast part of China reported that her university would support them to publish in top journals, such as those covered indexes including the SSCI (Social Sciences Citation Index) and/or the CSSCI (Chinese Social Sciences Citation Index). She said that her university would invite experts from different fields to hold workshops and share their research experience with teachers. In addition, the online databases in support of T1’s university were sufficient. The library of her university provided literature-search services and supplemented to the databases when teachers required new online resources. The support of constructing research teams was also provided when it was needed. To organise a research team, the team leader was selected first, and the other members were recruited based on their research interests. Therefore, the collaboration among teachers was strengthened. While T6 from a “Project 211” university indicated that their university would give them more time but less funding support to accomplish the task of publishing a paper as compared with top “Project 985” university teachers. The research assessment of them was not as strict as with teachers in top “Project 985” universities. While their research support was sufficient for their current research requirement, the online databases were also sufficient for them to read. Teachers could choose to do more research or teaching based on their strengths. It means that teachers have the flexibility of choosing to be a researcher or a teacher.

However, as mentioned above, there are a number of different findings between teachers from “Projects 985/211” universities and ordinary/regular universities. In the ensuing section, findings from ordinary/regular university teachers are reported and as will be evident soon, these findings often show the negative side about research support.

Shortage of mentorship for teachers

The lack of mentors was an obstacle for teachers to get involved in research. Teachers usually did research alone. As T10 presented, she did not know how and who she could turn to for help when she encountered problems while doing research. She had to struggle with these problems herself, which would decline her positivity in doing research.

“How I wished that someone could help me with my research instead of working alone. However, even now, with high research pressure for teachers, there was no mentor for us. I suffered enough from doing research and wanted to stop now.” (Excerpt from the interview of T10)

Teachers urgently needed to engage in more research with the research pressure of “publish or perish.” To help them achieve the research engaged goal, the arrangement of mentors was pressing for universities. The research team was supposed to be a kind of impetus for teachers to engage in research. Different universities provided diverse support for organising a research team. Some universities explicitly encouraged teachers to set up research teams to establish better cooperation without a need for help. As displayed in T12’s interview, teachers had to explore the process of building up the research team themselves.

“Doing research alone was a little bit lonely. With the encouragement of the university, I applied for a research team at our university. What I did was to organize those teachers who had the same hobbies (planting) as me together. The university did nothing during this process.” (Excerpt from the interview of T12)

Other universities had no clear policy and support for establishing a research team, and teachers tried to organise a research group through their social networks. T3 reported the university hardly issued any policies to encourage them to discuss research. Teachers could only ask other teachers for help proactively.

“Because my rank was associate professor, I could apply projects as an organizer. Teachers who were willing to join me would be invited to join my team. The department provided no support for building a research team, and I used my social network merely to find research cooperators.” (Excerpt from the interview of T11)

It can be seen from the interviews of T11 and T3 that teachers were eager to have research teams that would benefit their research. The help from other teachers in the research team was valuable, especially for novice teachers. For teachers, the provided office from the university guaranteed their work efficiency. They could concentrate on their work in a proper space they could call their own. However, not all of the teachers were provided with the office, as reflected in T5’s interview:

“Our university provided no office for teachers. I had to go back home after teaching every time. It was hard for me to engage in research at home because I had no energy to do research after teaching and the long trip home. We did not have a place to prepare for our teaching, let alone do research. Our department was ignored by our university because we a liberal arts major in a polytechnic university.” (Excerpt from the interview of T5)

As one of the basic conditions of guaranteeing teachers’ research work, the provided offices for teachers needed to be awesome auxiliary support. It was found that teachers’ research motivation was influenced by database support. Some universities never provided database support for teachers. For example, T5 said that her university scarcely provided any databases for teachers, even the CNKI (China National Knowledge Infrastructure). She could not read the latest literature except by borrowing her friends’ accounts from other universities to download. It was very inconvenient. Therefore, she seldom did research.

Other universities supplied certain databases which were insufficient for teachers. The lack of sufficient online database support has been a common obstacle for teachers to engage in research. We can see from T4’s interviews that it was so hard for them to read the latest research in their areas of interest. If they wanted to read the latest literature, they needed to download it themselves and pay for it. It might be a financial burden to some teachers due to their low salaries, and they were unwilling to do it in this way.

“The basic Chinese databases were supplemented, such as CNKI and some other top Chinese journals. However, it was tough to search for the English databases. When I needed some foreign materials, I had to pay for them myself.” (Excerpt from the interview of T4)

Lack of time support for teachers’ research engagement

Five interviewees reported the heavy workload hindered their research engagement. According to these teachers, the teaching load was too heavy for them to do research. Teachers could only do research during vacations or weekends. For example, T12 said the daily reading habit was cultivated unsuccessfully because of the workload during each semester. A vacation was the time when she would read and write because she did not need to teach and attend various activities at the university.

Similarly, T7 reported that she had over 20 classes a week. There was no energy in her to discuss research after teaching. Besides, she needed to organise and take students to various competitions. Most of her work time was occupied by diverse workloads making her have no time to consider research. She said it was common for Chinese university teachers to struggle to be teachers and researchers at the same time.

Administrative meetings would influence teachers’ research engagement in different aspects, as shown in T7’s interview. On the one hand, the meeting was time-consuming for teachers. Their task was to sit quietly and listen to leaders’ speeches or briefings. If they were absent from the meeting, their salary would be deducted. It took up a lot of time; therefore, teachers had to allocate less time to research. On the other hand, these meetings seldom provided teachers with substantial, meaningful content for study. Teachers could not learn anything that benefited their research. Administrative meetings were necessary because of the need to manage a university. However, too many meetings became a burden for teachers, resulting in their research time deduction.

Deficiency in academic conference funding or opportunities

Generally, academic conferences made teachers engage in research more. However, it was found that T4’s university held few conferences, and she had fewer opportunities to communicate with other scholars and/or share her research with others. Although communication with other scholars would help teachers involve in research more often, the support for teachers to attend academic conferences was not enough. Teachers had few opportunities to attend conferences with little support from their university. Compared with other teachers who had enough support for participating in academic conferences, it was a disadvantage for those teachers with less support to be research-engaged.

The quantitative and qualitative analysis of the influence of institutional support on their research motivation, as described in the preceding section, indicated opposite findings. An explanation for this discrepancy may be that participants responded to the questionnaires within a short time, which might have led to an inaccurate recall of their experiences. Brewer et al. ( 2004 ) claimed that participants may provide purposefully, or accidentally, imprecise recall and responses because of a lack of time to fully recall information. This section discusses the explanation of the consistency and inconsistency of the findings in relation to the literature.

Both the quantitative and qualitative results showed that working environments provided for teachers significantly affect teachers’ research motivation. According to Way et al. ( 2019 ), the drive for early-career faculty members to be research-engaged was where they worked rather than where they were trained. This emphasises the importance of teachers’ working environment as a facilitator for motivating them to be research-engaged, which aligns with Heng et al.’s ( 2023 ) findings. Nguyen et al. ( 2021 ) found that lecturers’ research motivation in Vietnam was positively affected by organisational support directly and indirectly. If teachers can access whatever they want for their studies, they then might be motivated to do research because they do not have to worry about lacking anything, such as materials and basic equipment. In the present study, the teachers from “Projects 985/211” universities claimed that an appropriate working environment guaranteed the auxiliary support for research, making them more willing to be research-engaged. Teachers from “Projects 985/211” universities seemed to have a supportive working environment with high research motivation, except for T5, who was from a polytechnic “Project 211” university. The unequal resource distribution within her university demotivated her from conducting research. Besides, the government unequally distributed its financial budget based on the university types in China, reflecting the reality that liberal arts majors are not valued in polytechnic universities and are even ignored. One possible explanation is that these universities are pressurised by the government to innovate and have research productivity in their strong disciplines (e.g., science, engineering, architecture). Therefore, more resources, such as independent offices, funding, online databases, among other things, are distributed to the science and engineering majors. Without sufficient institutional support, teachers of the liberal arts majors may gradually lose passion for conducting research due to a lack of funding, time, and latest databases support etc.

One unanticipated qualitative finding was that most teachers from ordinary/regular universities and colleges reported insufficient institutional support in their institutions. Teachers’ research motivation varied based on the university type, which is a new finding compared to previous related studies (e.g., Kızıltepe, 2008 ; Way et al. 2019 ). This inconsistency may be due to the unequal distribution of resources from the central government, including funding, research training, etc., in Chinese universities. The allocation of the financial budget of the government depends on the university type. The “Projects 985/211” universities usually received more funding support than those ordinary/regular universities and colleges. As McGill and Settle ( 2012 ) found, increased research funding could promote teachers’ research motivation. Funding support is a common method to stimulate teachers to be research-engaged in universities (e.g., Faribi, 2019 ). Therefore, EFL teachers who work in “Projects 985/211” universities may show higher research motivation than others. However, the number of EFL teachers who work in “Projects 985/211” universities is quite limited, and most Chinese EFL teachers are from ordinary/regular universities. The relatively low research motivation among ordinary/regular university/college teachers could result in their lower research productivity. This might be the main reason for the fewer research records of Chinese EFL teachers.

On the other hand, without ample financial support, ordinary/regular universities might have fewer opportunities to either host or attend academic conferences. Thus, teachers have limited opportunities to stay updated with the latest development of their field, which may decrease their research motivation and research productivity. Another possible explanation for this is that research training is deficient for EFL teachers in ordinary/regular universities/colleges with inadequate financial support. Although there are many free online research training classes, they might not be sufficient or necessary for those teachers to conduct research. The needed research training might require substantial financial investment. It is also possible that the research training programmes may not be helpful for teachers’ development of research skills, and, in certain universities, there may be a lack of research training altogether. To some extent, teachers have to learn to conduct research themselves, which is challenging because it is hard to find systemic knowledge about research in their field (Yuan et al. 2016 ). The acquired resources might be unsystematic, and teachers may lack the patience to seek the resources they need for their studies. The complex learning process means teachers had no robust drive to engage in and with research. Therefore, teachers’ research motivation is negatively affected due to the lack of necessary research training. According to the qualitative data from ordinary/regular university/college EFL teachers, their universities/colleges seldom provided teachers with time support. Teachers in ordinary/regular universities/colleges have multiple roles: teachers, researchers and administrators. Many of them have a heavy teaching load and administrative responsibilities, which leaves little time for them to do research. With limited time, teachers’ motivation to conduct research gradually declines.

The quantitative data analysis corroborated findings that mentorship had no impact on teachers’ research motivation. It could be deduced that most universities/colleges in China might not offer adequate mentorship support for teachers’ research engagement. The follow-up qualitative findings also revealed that teachers were not allocated enough mentors in their universities, which demotivated teachers to do research when initial and continuing support was removed from mentors (Borg 2006 ). This corroborated Owan et al.’s ( 2023 ) study, which suggested that mentorship is a grey area in universities. The probable explanation is that the research policies about mentorship in Chinese universities were not practical. Mentorship programmes may have been unreasonably designed and implemented to support teachers’ research. Current university research policies mostly focused on assessing the research outputs, with few clear rules for allocating mentors to teachers and helping them transition smoothly to becoming researchers, and it is especially true for novice teachers. In such a situation, teachers had to rely on their own networks to seek guidance and collaboration, which gradually led to a reluctance to engage in research due to limited networks. Although some universities provided mentorship for teachers, the mentorship offered to these teachers was a general guidance rather than customised guidance when teachers encountered difficulties during their research. Such practices highly likely would negatively affect research motivation (Owan et al. 2023 ). It is clear that there is a need for teachers to have pertinent research mentors. Despite mentor allocation being achieved in a few universities, there was a lack of regulatory systems for the mentoring process between experienced mentors and novice teachers (Nundulall and Dorasamy 2010 ). The validity of mentorship was difficult to measure and test. Furthermore, teachers did not know how to connect the mentors’ experiences to their own research. The shared experiences of those mentors might not be suitable for the practices of the teacher under instruction, which would lead to a gradual decline in teachers’ research motivation due to failures in their own research experiences.

Conclusions, implications and limitations

This study was designed to investigate the influence of mentorship and working environments on EFL teachers’ research motivation in Chinese universities. The first research question is about the relationship between institutional support and Chinese university EFL teachers’ research motivation. The results reflected the positive influence of the working environment on teachers’ research motivation, especially in “Projects 985/211” universities, and mentorship has no influence on their research motivation. The second research question is about how institutional support affects teachers’ research motivation. We found that the working environment of “Projects 985/211” universities is far better than ordinary/regular universities and colleges with timely academic workshops, sufficient online databases, supportive research communities, etc. The third research question explores the influence of institutional support on motivating Chinese university EFL teachers to do research. In the current study, the working environment is more influential than mentorship in motivating teachers to do research.

Theoretically, we explored the influence of institutional support on teachers’ research motivation in the Chinese context. We investigated the mentorship and working environments in different types of higher education institutions, providing researchers and teachers with a new perspective to understand teachers’ research motivation more directly at granular levels. Methodologically, we employed a mixed-methods approach to examine the influence of mentorship and working environments on Chinese university EFL teachers’ research motivation. This approach offered a new perspective on understanding the extent to which institutional factors would affect teachers’ research motivation. It also shed light on Chinese EFL teachers’ professional development related to research.

Practically, administrators of these universities can establish research guidelines based on the current research findings. On the one hand, administrators are expected to fulfil the necessary needs of faculty members for their research. More research support, such as funding, time, and technical guidance for teachers to do research projects, could be provided (e.g., Faribi 2019 ). On the other hand, the performance appraisal could be adjusted to examine not only the final number of the research productivity annually but also the time that teachers spend being research-engaged. Universities could develop time-counting systems to record teachers’ research time. Teachers could also self-report their concrete time of reading the literature, analysing data, writing papers or project applications etc. through Excel, Word files, etc. Then these universities could give teachers rewards based on their research time. Thus, teachers’ research motivation could be boosted, especially those teachers who are motivated by external rewards. Additionally, administrators could formulate the achievement assessment system based on their university type and faculty members’ diversity of personality. Some teachers might be motivated by the incentives, and others probably care more about the promotion. Hence, the administrators could develop different forms of assessment for teachers of different characteristics. Besides, as the front-line teachers expect more opportunities to communicate with experienced scholars, the administrators could provide more opportunities for teachers to attend international and domestic conferences, research training programmes, and their targeted seminars. With these opportunities, teachers could accumulate more knowledge about research and may solve many research problems in their studies. In this way, their confidence in conducting research may be enhanced, which will strengthen their research motivation. Finally, as Sadeghi and Abutorabi ( 2017 ) proposed, raising teachers’ awareness of the benefits of research was the first step in motivating teachers to be research-active. This could be achieved through institutional management and constructing a rich research culture inside the education system. The supplement of substantial resources by the institutions might encourage teachers to research actively by guaranteeing their basic research needs.

From a national policy-making perspective, the distribution of research resources is unbalanced, including the allocation of the research funding. Policymakers could seek ways to balance the resource distribution among various types of universities. Even though the government may not be able to supply enough resources to every university in China, the policy of encouraging cooperation between the “Projects 985/211” and ordinary/regular universities could be proposed to help those universities with poor research atmospheres promote teachers’ research endeavours. It might be useful, especially for teachers at ordinary/regular universities, to be given opportunities and resources to learn how to do research from “Projects 985/211” teachers. Mentorship programmes between different types of universities could be established. “Projects 985/211” universities could provide research training programmes for teachers from different ordinary/regular universities. These programmes could be non-profit training, funded by the government. After training, teachers might acquire the research skills they need and build their research networks. Thus, research collaboration among different teachers from different universities could be promoted. After teachers establish stable research networks, their research productivity could be increased continuously, and teachers’ research motivation could be promoted. As teachers establish stable research networks, their research productivity could continuously increase, thereby promoting their research motivation. To enhance teachers’ motivation, future research could explore the cooperation methods and practical research training modes between “Projects 985/211” and ordinary/regular universities. Other influential environmental factors on teachers’ research motivation, such as research culture and university research policy for different disciplines, could be investigated to enhance Chinese EFL teachers’ research motivation.

We acknowledge the limitations of the study. Using the snowball sampling method, we recruited enough participants for the current study. Although this method is not a random selection method and may involve unrepresentative participants (Heckathorn 1997 ), the authors utilised it because it was the most economical way of collecting sufficient data during the pandemic. The generalisability of the study was compromised by its reliance on referrals within participants’ personal networks. Snowball sampling, thus employed, may result in a sample that inadequately reflected the broader population, potentially limiting the study’s applicability to other populations. Future studies could adopt random sampling to collect data for its representativeness. Also, the current study collected data for one semester without observing these teachers’ daily research activities. Therefore, the dynamic change in teachers’ research motivation cannot be obtained. To compensate for this shortcoming, in future studies researchers could adopt the observation method to collect data to clarify any dynamic changes in teachers’ research motivation.

Data availability

Data in this study are not publicly available to protect participants’ privacy. Data can be made available upon written request to the corresponding author Yanping Li.

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College of Humanities, Sichuan Agricultural University, Sichuan, China

Faculty of Education and Social Work, University of Auckland, Auckland, New Zealand

Lawrence Jun Zhang & Naashia Mohamed

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Y. Li, L. J. Zhang and N. Mohamed conceived and designed the study. Y. Li, as the first author, collected and analysed the data and drafted the manuscript, and all the authors revised and approved the manuscript. Y. Li finalised it for submissions as the corresponding author.

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Correspondence to Yanping Li .

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Li, Y., Zhang, L.J. & Mohamed, N. The influence of mentorship and working environments on foreign language teachers’ research motivation in China. Humanit Soc Sci Commun 11 , 942 (2024). https://doi.org/10.1057/s41599-024-03448-w

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Received : 27 June 2023

Accepted : 02 July 2024

Published : 20 July 2024

DOI : https://doi.org/10.1057/s41599-024-03448-w

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